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Results of a Pilot Effort with First-year Students

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: First Year Programming (1)

Tagged Topic

NSF Grantees Poster Session

Page Count

16

DOI

10.18260/1-2--35156

Permanent URL

https://peer.asee.org/35156

Download Count

156

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Paper Authors

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Brett Tallman P.E. Montana State University

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Brett Tallman is currently a Doctoral student in Engineering at Montana State University (MSU), with focus on engineering leadership. His previous degrees include a Masters degree in Education from MSU (active learning in advanced quantum mechanics) and a B.S. in Mechanical Engineering from Cornell. Prior to his academic career, he worked in the biotech (Lead Engineer), product design, and automotive (Toyota) sectors for 14 years, and is a licensed Professional Engineer. He has also taught high school and attended seminary. You can find more of his engineering education work at educadia.org or on his YouTube channel.

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Tessa Sybesma Montana State University

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Tessa is in her fourth year of study at Montana State University and has participated with a campus research team for the last year. She is currently enrolled in Industrial and Management Systems Engineering and has interests in facilities planning, change management, and project management. She also finds education, human development, and peer support to be motivating topics. While at MSU Tessa has been involved with CRU, a campus ministry, and is currently vice president of Alpha Pi Mu, an Industrial Engineering honors society.

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William J. Schell IV P.E. Montana State University Orcid 16x16 orcid.org/0000-0001-8626-1671

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William J. Schell holds a Ph.D. in Industrial and Systems Engineering – Engineering Management from the University of Alabama in Huntsville and M.S. and B.S. degrees in Industrial and Management Engineering from Montana State University (MSU). He is Associate Professor in Industrial and Management Systems Engineering, Associate Director of the Montana Engineering Education Research Center, and a KEEN Leader at MSU with research interests in engineering education and the role of leadership and culture in process improvement. His research is supported by the NSF and industry and has received numerous national and international awards. He is an elected Fellow of the American Society for Engineering Management and serves as an Associate Editor for the Engineering Management Journal . Prior to his academic career, Schell spent 14 years in industry where he held leadership positions focused on process improvement and organizational development.

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Bryce E. Hughes Montana State University Orcid 16x16 orcid.org/0000-0001-9414-394X

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Bryce E. Hughes is an Assistant Professor in Adult and Higher Education at Montana State University, and holds a Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM.

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Monika Kwapisz Montana State University

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Monika Blue Kwapisz (they/them) is an undergraduate at Montana State University studying Industrial and Management Systems Engineering with a minor in Mathematics. Monika is the president of MSU's Out in Science, Technology, Engineering, and Mathematics (oSTEM) chapter, a cross-country ski coach, and an avid outdoors-person.

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Emma Annand Montana State University

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Emma Annand is striving for a B.S. in Industrial and Management System Engineering at Montana State University – Bozeman. Emma is a research assistant for MSU's NSF supported engineering leadership identity development project. She is also the fundraising team lead for MSU's chapter of Engineers Without Borders (EWB@MSU). Over the summer of 2018, Emma traveled with EWB@MSU to Khwisero, Kenya to implement a borehole well at a primary school there. During the summer of 2019, Emma will once again travel to Khwisero – this time to assess for a structure at a secondary school.

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Shannon Ranch Montana State University

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Is an undergraduate at Montana State University studying Industrial and Management Systems Engineering with a focus in Aerospace. She is currently engaged in engineering leadership identity research as well as a proud member of Pi Beta Phi fraternity.

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Abstract

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

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