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Leadership And Teamwork Education For Engineering And Technology Students

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

10

Page Numbers

10.869.1 - 10.869.10

Permanent URL

https://peer.asee.org/14506

Download Count

50

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Paper Authors

author page

Jason Krupar

author page

George Suckarieh

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Leadership and Teamwork Education for Engineering and Technology Students An Experiential Learning and Community Service Approach George Suckarieh, Jason Krupar University of Cincinnati

1. Introduction

The history of technical education in the United States over the last two hundred years can be traced back to the American Revolution; it evolved from both military and craftsmanship needs. Over the years, the trends in technical education changed from teaching of craftsmanship and basic science, to assembly and design of sophisticated projects. The present trend in technical education focuses on complimenting the design skills of technologists and engineers with communicative interpersonal skills that encourage them to plan and lead complex technical projects. This paper discusses the course, "Leadership and Teamwork from Within" that uses a mix of experiential learning approach, community service, and problem based learning to teach basic concepts of leadership and teamwork. The course was created and coordinated by two faculty members, an engineer and a historian, and served Honors Students in Technology Programs at the College of Applied Science, University of Cincinnati. The paper provides a brief historical overview of applied or technical education in the U.S. Next it discusses the objectives of the course and the pedagogy that the faculty used to accomplish these objectives. Finally, the paper outlines the challenges and rewards experienced by the faculty involved in the course. The faculty members who taught this class strongly believed that this course followed not only the long established practices of applied learning at the College of Applied Science, but also felt it fit within the traditional frameworks of American applied engineering and engineering technology education

2. A Brief History of American Engineering and Technology Education

When the American Revolution broke out in 1775, two engineering education approaches existed in Europe, which the Americans could model. By the time of the Revolution, the French (or continental European) method was fully developed and a proven success. Beginning in the 16th century, the French state centralized the education of engineers by building government- sponsored institutions. Increasingly, the education provided at these state funded schools shifted away from apprenticeship as a means to train engineers and instead emphasized scientific and mathematical principles as the underlying guides to the profession.

In Great Britain, the Industrial revolution gave the nation and individuals unprecedented opportunities. Commercial and industrial expansion provided the necessary capital to permit individuals and corporations to take on large, complex, and privately funded projects. These early venture capitalists required full-time, technically trained experts to supervise their commercial projects. British engineers came from all social classes and relied heavily upon apprenticeship training in educating the next generation of technologists.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Krupar, J., & Suckarieh, G. (2005, June), Leadership And Teamwork Education For Engineering And Technology Students Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14506

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015