Stephens, C., & Friesen, K. L. (2015, June), Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23647

\bibitem{asee_peer_23647}
  Stephens, C., \& Friesen, K. L. (2015, June), \emph{Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23647

Clinton Stephens and Katherine Lynn Friesen.  "Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23647 Internet.  15 Dec, 2024

\bibitem{asee_peer_23647}
  Clinton Stephens and Katherine Lynn Friesen.
  "Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23647 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_23647
author = "Clinton Stephens and Katherine Lynn Friesen"
title = "Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23647}
number = {10.18260/p.23647}
}

TY  - CPAPER
AB  -     Teaching the Social Change Model of Leadership through Engineering                                Leadership Courses      Industry needs for engineering graduates increasing include training in bothtechnical skills and leadership skills. The technical skills are necessary, butinsufficient to be successful in many engineering companies today. Further,engineering students are recognizing the importance of developing and practicingleadership skills during the undergraduate studies. Research shows these skills arebest learned in combination of academic courses and co-curricular practice(Guthrie & Osteen, 2013). However with current curricula structures in manyschools of engineering, there are few opportunities for engineering students toforgo an engineering course to take a course studying leadership. We haveaddressed these challenges directly on our campus and successfully implemented anew model of teaching engineering leadership while students continue to pursuetheir engineering degree and graduate on time.      In this session we will move beyond a case study and share transferrableinsights, assessment tools, and curriculum to support engineering programsintegrating leadership education into their existing offerings. Attendees will departwith practical insights and resources to integrate into their existing engineeringcourses or develop a new class focused on engineering leadership development.      For our framework in developing curriculum we use Astin and Astin’sSocial Change Model of Leadership (1996), the most widely-used theoreticalmodel taught in leadership education (Owen, 2012). This model offers threeleadership perspectives—individual, group, and community—which we developedinto three modules that can be taken in any sequence for engineering students tostudy leadership in each perspective when students are ready.      In the individual perspective engineering students increase their self-awareness through values identification, outcomes planning, and feedback. Self-leadership characteristics are identified and enhanced through assessments,introspection, and developing goals to strengthen the congruence of one’s valuesand actions.      The group perspective engages students with team development activitieswhere students apply what they are studying regarding group processes. Teamsidentify a shared set of norms, develop team goals, and complete a 360 evaluationfor completed outcomes.      The community perspective provides students a context through studentorganization practicums to apply leadership theory and practices. Students create astrategic plan for the organization’s future by evaluating their purpose andfunction, member roles and responsibilities, and framework for organizationaldynamics.      Finally a capstone experience is provided to advanced engineering studentswho are ready to deepen their understanding and tie together all three perspectives.In this capstone, students study leadership through the lifetime experiences ofseasoned engineers. They discuss case studies and ask difficult questions withretired executives, astronauts, and the Dean of the Engineering College.      Meeting the industry needs for engineering graduates with both technicalskills and leadership skills is challenging. This session will engage participants indiscussions of weaving leadership education into their existing rigorouscurriculum. We will provide participants with insights we learned, assessmenttools available, and access to curriculum to support their own engineeringprograms in teaching leadership skills alongside the technical skills.                                     ReferencesAstin, H. S., & Astin, A. W. (1996). A social change model of leadership      development: Guidebook: Version III: Higher Education Research Institute,      University of California, Los Angeles.Guthrie, K. L., & Osteen, L. K. (2013). Developing Students' Leadership Capacity:      New Directions for Student Services, Number 140: Wiley.Owen, J. E. (2012). Using student development theories as a conceptual framework      in leadership education. In K. Guthrie & L. Osteen (Eds.), Developing      Student Leadership Capacity (pp. 17-36). San Francisco, CA: Jossey-Bass.
AU  - Clinton Stephens
AU  - Katherine Lynn Friesen
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules
UR  - https://peer.asee.org/23647
DO  - 10.18260/p.23647
ER  -