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His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll is the chair of ACI Committee S802 -Teaching Methods and Educational Materials and he has been formally engaged in K-12 engineering education for nearly ten years.

Mentoring relationships that form between scholars of teaching and learning occur formally and informally, across varied pathways and programs. In order to better understand such relationships, this paper proposes an adapted version of a three-stage model of mentoring, using three examples of unseen opportunities for mentoring in the Scholarship of Teaching and Learning (SoTL) to illustrate how this framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward.

Mrs. Shannon M. Sipes, Rose-Hulman Institute of Technology Shannon M. Sipes has served as the director of assessment at Rose-Hulman Institute of Technology since 2004. She is a unique resource for faculty with her background in social science and education combined with experience applying it to STEM fields. Shannon holds B.S. and M.A. degrees in psychology and is currently finishing her Ph.D. in curriculum and instruction with a focus on higher education. In her current professional role, Shannon performs assessment functions at all levels, from small classroom projects through assessment at the institute level. Additionally, she spends a substantial portion of her time collaborating with faculty on educational research projects and grant-funded projects requiring an assessment component. Her own research interests are in inquiry methodology, gifted students, and curriculum design.c American Society for Engineering Education, 2015Page 26.264.1 Assessment of the Rose-Hulman Leadership Academy AbstractGiving students the ability to be entrepreneurial leaders is a potentially valuable outcome for an engineering program. Entrepreneurial leadership consists of communication, teamwork, and problem solving skills that are important to careers in STEM fields, including engineering. For engineering, in particular, entrepreneurship and leadership skills relate directly to accreditation outcomes that every undergraduate engineering program must address. In this study, we describe the assessment of a three day leadership academy program at a small, technical school in the Midwestern United States. Activities in the academy consisted of seminars on leadership styles and communication comingled with problem solving and teamwork activities in which students were asked to analyze and apply the ideas they had learned. This academy is part of a grant from the Kern Entrepreneurial Engineering Network, and activities were tailored to address specific outcomes from that grant. Multiple forms of data were collected to assess the student experience at this leadership academy. To assess the application of ideas from seminars during activities, program facilitators, consisting of faculty and attendees of previous iterations of the academy, were asked to fill out open-ended assessment forms. These forms were designed to highlight ideas that students were implementing well, and areas that were in need of improvement. Additionally, pre and post surveys were administered to all program participants, measuring entrepreneurial mindset and student perceptions of program outcomes. Finally, voluntary semistructured interviews were conducted after the leadership academy concluded. These interviews addressed outcomes that were not covered by surveys and facilitator comments, and provided further insight into how students perceived the academy. Our analysis of results shows that academy activities positively influence student skills in teamwork, communication and problem solving.