July 26, 2021
July 26, 2021
July 19, 2022
Engineering Leadership Development
Confronting bias within white male dominated engineering classrooms often deters faculty from implementing curriculum to address racial disparities and diversity and inclusion issues within in education. This potential high social cost, and the lack of training on examining bias and racial disparities for engineering educators, are significant hurdles in the development and implementation of curriculum addressing systemic racism and bias. Considering these challenges relative to systemic racism and engineering instruction, inclusive leadership provides a framework to foster discussion and knowledge of bias in engineering classrooms. Inclusive leadership behaviors within teams have positive relationships with innovation, creativity, project success, work engagement, productivity, and collaboration. These relationships are important to acknowledge in engineering leadership development due to their importance in supporting project work, innovation, and creativity within engineering teams. This study describes an inclusive leadership module in an engineering leadership course and evaluates students’ pre/post outcomes of perceived knowledge regarding inclusive leadership and unconscious bias. The course employs didactic and experimental learning strategies to build knowledge of self and others. Assignments associated with the module require students to use perspective taking strategies and consciousness raising strategies to foster knowledge of implicit and explicit bias. Pre- and post self-ratings of knowledge gained on inclusive leadership and unconscious bias will be assessed for approximately 80 undergraduate engineering students in an engineering leadership development course during a fall semester. Results of this study will be used to assess effectiveness of pedagogical approaches and will include a discussion of faculty experiences in implementing these concepts into curriculum. This study aims to contribute to the expanding and imperative body of knowledge calling for engineering educators to acknowledge and address the issues of systemic racism in engineering work and education. This paper aligns with the Lead Division, Assess (#4) strategic initiative and is a research submission.
Handley, M., & Park, M., & Patterson, A. N., & Park, J. J. (2021, July), Inclusive Leadership Development for Engineering Undergraduate Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37315
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