Bayless, D. (2016, June), Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25779

\bibitem{asee_peer_25779}
  Bayless, D. (2016, June), \emph{Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25779

David Bayless.  "Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25779 Internet.  17 Apr, 2024

\bibitem{asee_peer_25779}
  David Bayless.
  "Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25779 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_25779
author = "David Bayless"
title = "Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25779}
number = {10.18260/p.25779}
}

TY  - CPAPER
AB  - Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education

This paper presents the methodology for using an integrated approach of teaching leadership development through an overarching capstone project to inform the teaching/learning of the understanding self, style, and situation, also known as the leadership “S-triangle.” In this model, the “needs” of instruction for performance of the capstone leadership project are delivered in a just-in-time basis to reinforce leadership development. While the study of leadership styles and characteristics, understanding of self, and situational strategies is not unique, the integrated approach guided by a capstone project has quantifiably improved student self-reported satisfaction with the class, as well as perceived understanding of leadership concepts.

This paper also present the details of the pedagogical approach, so that the reader can assess the potential for using this approach in their leadership development courses or coursework. In addition to reporting and explaining the reasoning for adopting this methods, this paper will present the assessment data indicating this approach has measureable improvement over the previous model used for engineering leadership development education.

The current working theory explaining why this approach has shown improvements in developing engineers as leaders will also be discussed. In addition to the fact that the approach itself allows for a greater “hands-on” learning, the students themselves reflected that the approach presents a more “formulaic” method to leadership compared to similar offerings they had received. They noted that while the approach is not truly algorithmic, it has aspects that are allow more logical thinkers to implement while developing the soft skills needed to be effective leaders. This paper will explore both the reasons for the student’s conclusions and how other programs could adapt this approach in a variety of leadership development situations.

AU  - David Bayless
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Integrating a Capstone Leadership Project and the S-Triangle Pedagogy to Guide Engineering Leadership Development Education
UR  - https://peer.asee.org/25779
DO  - 10.18260/p.25779
ER  -