June 23, 2013
June 23, 2013
June 26, 2013
23.393.1 - 23.393.17
Developing and Assessing Student’s Principled Leadership Skills to Achieve the Vision for Civil Engineers in 2025Achieving the Vision for Civil Engineers in 2025 outlines five major areas where civilengineers will lead society in establishing a sustainable world and raise the global qualityof life. Civil engineers are envisioned to be master builders, stewards of theenvironment, innovators, managers of risk, and leaders of public policy. The ASCEBody of Knowledge II provides a significant foundation for how engineering programscould prepare future civil engineering students to meet these aspirations. However, inmany instances, professional outcomes identified in BOK II suggest target levels ofcognitive development that are possibly lower than needed to adequately preparestudents. In addition, preparing students to rise as professionals to the call of the Vision2025 requires a synthesizing of these professional outcomes across overarching conceptssuch as principled leadership so students are ready to serve as stewards of theenvironment, managers of risk and leaders of public policy, as well as innovators andmaster builders. Colleges and universities, however, are facing a challenge teaching andassessing not only the core curriculum needed for technical competence, but alsoadjusting the curriculum to include the critical elements of the BOK II professionaloutcomes to continue to move toward the vision for civil engineering in 2025. Oftencollege and universities are also facing the varied expectations of multiple accreditingagencies and arduous university politics surrounding accreditation. In an effort toaddress these challenges and streamline the process, a holistic process has been adoptedfor investigating and analyzing the linkage of both individual course goals and a student’sextracurricular activities focused on principled leadership.Sequential course outcome maps, or “threads”, aligning elements of the curriculum alongprofessional program outcomes have been established with the intention of linking coursegoals and supportive extracurricular activities with a strategy for improving studentdevelopment. An essential component of establishing this plan was the adoption ofembedded indicators that were organized along program outcomes and mapped across allfour years of the undergraduate experience. As a part of the department’s assessmentprocess, 28 course-specific embedded indicators are aligned with the program outcomesclosely oriented toward leadership (10 out of 22). Each embedded indicator is mapped toappropriate Bloom’s Taxonomy levels and organized sequentially to provide aprogression of student development under these important civil engineering programoutcomes for professional practice and leadership. Additionally, numerous extracurricularactivities support student development in leadership including participation inprofessional societies, student competitions, service to the profession, communityservice, and service learning.This paper presents and discusses the process used to develop outcomes-based threads,specific elements of the principled leadership thread, methods used to documentextracurricular leadership activities for all civil engineering students, and anticipatedchanges initiated as a result of principled leadership thread analysis, which will help theinstitution create an evidence-based means to raise student cognitive performance levelsaligned with professional development outcomes.
Davis, W. J., & Bower, K. C., & Welch, R. W., & Fehrmann, D. H. (2013, June), Developing and Assessing Student’s Principled Leadership Skills to Achieve the Vision for Civil Engineers in 2025 Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19407
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