Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
NSF Grantees Poster Session
In an era of scientific and engineering advancement, we need engineers that have a diversified skillset. More specifically, in order to solve many of the complex problems faced today, industry is calling for engineers who combine their technical expertise with leadership qualities. These skills can be developed in engineering students’ formative years as undergraduates. However, how these leadership skills are developed in engineering students is still not well understood in engineering education community. As part of a larger project, this work reviews the development and implementation of a pilot intervention with freshman engineering students aimed at furthering that understanding. This intervention was informed by a combination of quantitative data analysis, qualitative exploration, and engineering leadership identity theory. Quantitative analysis was based on two national data sets (NSSE and HERI); qualitative exploration was based on 20 engineering focus groups across 17 majors and three universities; and, Komives’s Leadership Identity Development model provided a theoretical framework for leadership identity development. From this research, both structural objectives (e.g. integrated in class, awareness of diverse learning styles, peer learning) and content objectives (e.g. integrate leadership in students’ definition of engineering, describe professional skill aspect of engineering, encourage extra-curricular engagement) for potential interventions were formed. To meet these objectives, examination of a case study was implemented using group-based and class-wide activities. The case study approach was chosen because it effectively addresses the structural and textural objectives that the data and theory suggest. For example, by discussing the case in small groups students experience both peer learning and integration of leadership ideas in the curriculum. In addition, class wide discussion of a case both familiarizes new engineering students with basic vocabulary of leadership and enables the instructor to discuss and model more social aspects of the engineering profession while modelling those social aspects. Cases studies focused on the collaboration and success of a diverse team to highlight the collaborative nature of engineering work. Pre and post assessments were administered to measure engineering leadership awareness. The analysis of this data allowed a better understanding of the intervention’s effects and points to several recommendations for future interventions.
Tallman, B., & Sybesma, T., & Schell, W. J., & Hughes, B. E., & Kwapisz, M., & Annand, E., & Ranch, S. (2020, June), Results of a Pilot Effort with First-year Students Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35156
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: © 2020 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