June 15, 2019
June 15, 2019
June 19, 2019
Recent occurrences of high-profile ethical scandals in industry and the academy attest to the need for strong leadership in upholding ethical standards and cultures in business and academic organizations. Many engineering graduate students become leaders of research groups or industry projects after finishing their education. While many institutions train their graduate students in research and professional ethics, such training tends to focus on students’ individual conduct. To date, few existing programs have explicitly sought to improve graduate engineering students’ ethical leadership, i.e. the ability to demonstrate, model, and promote ethical behaviors in the organization one leads. This paper proposes an ethical leadership development module that is embedded in a civil engineering graduate seminar course.
Section one of this paper reviews two bodies of literature: ethical leadership (EL) and leadership development in engineering (LDE). Our module design is guided by a theoretical model that bridges these two bodies of literature. Section two presents the ethical leadership module in three interrelated aspects. First, we report the formulation of learning objectives based on literature on EL, LDE, as well as graduate engineering students’ educational and professional needs. Second, we discuss plans for directly and indirectly assessing students’ ethical leadership development. Third, we report instructional strategies for engaging students to explore ethical leadership in a graduate engineering seminar course. In section three, we share considerations for adopting this module in other engineering graduate programs, considering factors like building relationships with engineering faculty, accommodating students’ workload, and aligning topical foci with students’ academic and professional development.
Tang, X., & Burris, L. E., & Hu, N., & Brenkus, N. (2019, June), Preparing Ethical Leaders in Engineering Research and Practice: Designing an Ethical Leadership Module Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33190
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: © 2019 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