Developing Engineering Managers: The Master of Engineering Management Program at Memorial University of Newfoundland

Hsiao, Amy

doi:10.24908/pceea.v0i0.4820

Cited by 12 publications

(11 citation statements)

References 3 publications

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“…ngineers are uniquely positioned to create innovative solutions to many local and global challenges (Downey et al, 2006;Engineers Canada, 2009;Katehi, 2005;Khattak, 2011;Reeve, 2010;Vest, 2005), yet few North American faculties of engineering provide students with the leadership learning opportunities required to do this work. Fortunately, recent calls for change by the National Academy of Engineering and Engineers Canada (Engineers Canada, 2009;NAE, 2004) have led a small, but growing number of engineering educators-mostly in the United States-to infuse leadership learning opportunities into engineering education (Bayless, 2013;Cox, Osman, & Adams, 2010;Croft, Winkelman, Boisvert, & Patten, 2013;Graham, Crawley, & Mendelsohn, 2009;Ha, 2013;Hsiao, 2013b;Kerns, Miller, & Kerns, 2005;Khattak, 2011;Osagiede, Farmer Cox, & Ahn, 2013;Pitts, A Multidisciplinary Approach to Program Development…”

Section: Introductionmentioning

confidence: 99%

Curricular and Co-curricular Leadership Learning for Engineering Students

Reeve

Evans

Simpson

et al. 2015

CELT

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In recent years engineering educators have been encouraged to blend technical and professional learning in their curricular and co-curricular programing (EC, 2009; NAE, 2004). Our paper describes a multifaceted leadership learning program developed to achieve this goal by infusing reflective, experiential learning into an otherwise technically oriented discipline. The program was designed by a collaborative team of educators and researchers with backgrounds in engineering, education, psychology, and industry and offers a range of learning experiences using diverse pedagogical strategies. The content covers four realms of leadership corresponding to four levels of analysis: self, team, organization, and society. Learning experiences include elective academic courses, co-curricular workshop programs, guest lectures in core courses, seminars, department based leadership groups, and panel discussions. In this paper, we describe the program goals, curricular and co-curricular initiatives and early research findings in order to scaffold an emerging discussion about engineering leadership education in Canada. Informal feedback from students who have participated in our program provide us with preliminary evidence that students are learning, that they value the learning opportunities afforded by our program and that our initiative is enabling significant personal growth.

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Section: Introductionmentioning

confidence: 99%

Curricular and Co-curricular Leadership Learning for Engineering Students

Reeve

Evans

Simpson

et al. 2015

CELT

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“…The NAE's calls for reform have been taken up and implemented by many faculties of engineering (See for example, Athreya et al, 2010;Bayless, 2013;Cain & Cocco, 2013;Ellis & Petersen, 2011;Froyd, 2005;Ha, 2013;Hsiao, 2013;Kerns, Miller, & Kerns, 2005;Kumar & Hsiao, 2007;McCuen, 1999;NAE, 2005;Osagiede, Farmer Cox, & Ahn, 2013;Pitts et al, 2013;Simpson et al, 2012;Strong & Frank, 2013) resulting in an amazing range of delivery options and program elements. Engineering leadership education is currently offered through self-contained programs, stand-alone courses, co-curricular offerings, multi-year team projects, service learning opportunities, problem-based learning, coaching, mentorship, interdisciplinary team projects, professional learning communities, industry-sponsored "grand challenges" and institutional cooperation between two or more university faculties.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The first of these conditions was set into motion a decade ago by the NAE through The Engineer of 2020: Visions of Engineering in the new Century (NAE, 2004). The second is beginning to take hold in faculties of engineering across international jurisdictions through seed grants, industry support and faculty initiatives (Hsiao, 2013;NAE, 2005NAE, , 2013Pitts, Klosterman, & McGonagle, 2013;Polito & Martinich, 2008;Simpson, Evans, & Reeve, 2012). The third of these conditions-generating a clear, empirically based conception of engineering leadership derived from the actual work experiences of engineers-has not yet been addressed.…”

Section: Introduction: Engineering Leadership Depends On Engineers Rementioning

confidence: 99%

Engineering leadership: grounding leadership theory in engineer's professional identities

Rottmann¹,

Sacks²,

Reeve³

2016

IEEE Eng. Manag. Rev.

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How to cite TSpace items Always cite the published version, so the author(s) will receive recognition through services that track citation counts, e.g. Scopus. If you need to cite the page number of the author manuscript from TSpace because you cannot access the published version, then cite the TSpace version in addition to the published version using the permanent URI (handle) found on the record page. This article was made openly accessible by U of T Faculty. Please tell us how this access benefits you. Your story matters. Engineering Leadership: Grounding leadership theory in engineers' professional identities This is a version 2 copy of the article. It does not include all final edits. For the final version of the article along with pagination and complete formatting, please see

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“…Three recurring foci are entrepreneurship and innovation [10][11] , personal and professional growth [12][13][14] , and global citizenship [15][16][17] . Delivery channels include integration into core courses 18 , smaller cohorts 11 , curricular minors [19][20] and co-curricular programs [21][22][23] . Pedagogical strategies range even more widely from direct instruction [24][25][26] to problem-based learning 27 to case studies [28][29][30] .…”

Section: Literature Reviewmentioning

confidence: 99%