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Leadership Attitudes and Beliefs of Students Enrolled in an Engineering Leadership Course

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Student and Other Views on Engineering Leadership

Tagged Division

Engineering Leadership Development Division

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Paper Authors


Kim Graves Wolfinbarger The University of Oklahoma

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Kim Graves Wolfinbarger directs the Jerry Holmes Engineering Leadership Program at the University of Oklahoma. Her doctoral research explored leadership development among engineering student competition team members. Dr. Wolfinbarger holds a PhD in Industrial & Systems Engineering, an MS in Industrial Engineering, and a BBA in Marketing, all from Oklahoma.

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Rui (Celia) Pan Toyota Financial Services

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Dr. Pan is currently working as a sales, product and remarketing analyst at Toyota Financial Servcies, She received her Ph.D in Engineering Education, M.S. in Statistics and B.S. in Electrical Engineering.

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This study used the Leadership Attitudes and Beliefs Scale (LABS-III) to evaluate the effects of an engineering leadership course on students’ understanding of leadership. The LABS-III instrument measures leadership understanding on two dimensions: Hierarchical Thinking and Systemic Thinking. Participation in the course increased students’ tendency to think systemically. The degree of change in hierarchically-oriented beliefs depended on the section. Students in Instructor A’s section experienced no significant change, while those in Instructor B’s class expressed less agreement with Hierarchical Thinking after taking the course.

Wolfinbarger, K. G., & Pan, R. C. (2016, June), Leadership Attitudes and Beliefs of Students Enrolled in an Engineering Leadership Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25518

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