June 14, 2015
June 14, 2015
June 17, 2015
Engineering Leadership Development Division
26.632.1 - 26.632.11
Engineering Leadership Assessment to Action: Development Leadership Profiles for Academic Success Numerous reports, by ABET, the National Academy of Engineers, and theAmerican Society of Engineering Education among others, have been publishedemphasizing the importance of developing the professional skillset of undergraduateengineering students (ABET, 2013)(NAE, 2004)(ASEE, 2013). Universities have startedincorporating resources, such as workshops and seminars, service learning projects, andthe like, to hone skills such as communication, teamwork, and leadership. Purdue’sengineering leadership minor was established to address these needs. Assessment, being paramount to the success of any program, was a pillar in theestablishment of the minor. However, the mechanism was not clear until the idea of aleadership profile was proposed. A survey created in a previous study was utilized in thecreation of a personalized leadership profile for students. The profile reports personalizedscores that are compared with data obtained from a prior study (N=700) (Ahn, Cox,London, Cekic, & Zhu, 2014). This establishes a baseline of leadership skills incomparison to one’s peers. The students currently enrolled in the minor participated inthe survey. The data was collected and fashioned into a leadership profile withrecommendations of courses needed to strengthen skills identified by the tool asweaknesses. Students empowered with the results of their profile could make informeddecisions about future course selection in the minor. Effectiveness of this model was alsoassessed through a survey, which resulted in updates to the profile to increase perceivedeffectiveness. This study presents the results of the engineering leadership students compared tothe students from the previous study as well as previews the profile created for anengineering leadership student and the profile usefulness. Engineering leadership profilecreation could be a model for other institutions to ensure they are meeting the needs ofthe accrediting bodies and student expectations. References ABET. (2013). Criteria for Accrediting Engineering Programs: Effective for reviews during the 2014-‐2015 accredition cycle. Retrieved from http://www.abet.org Ahn, B., Cox, M. F., London, J., Cekic, O., & Zhu, J. (2014). Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates. Journal of Engineering Education, 103(1), 115–136. doi:10.1002/jee.20036 ASEE. (2013). Transforming Undergraduate Education in Engineering. Retrieved from http://www.asee.org/TUEE_PhaseI_WorkshopReport.pdf NAE. (2004). The Engineer of 2020: Visions of Engineering in the New Century. Washington, D.C. : The National Academies Press.
Louis, J., & Osagiede, A., & Berdanier, C. G. P., & Cox, M. F., & Ahn, B., & Sharma, K. (2015, June), Engineering Leadership Assessment to Action: Development of Leadership Profiles for Academic Success Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23970
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