Fostering a Relationship with a Corporate Sponsor to Grow an Engineering Leadership Development Program

Melvin, Elizabeth Michelle; Bowles, Boz; Steele, A. B.

doi:10.18260/1-2--31909

Cited by 3 publications

(6 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We coupled this with requiring the student's signature to formally accept their scholarship, and we further cemented this with an online quiz covering key program expectations. Our average student attendance increased substantially (Melvin et al., 2019).…”

Section: Assess and Balance Stakeholders’ Needsmentioning

confidence: 94%

“…Others may wish for more involvement. In any donor relationship, having students interact with professionals is beneficial (Beatty et al., 2014; Melvin et al., 2019). However, not all donor requests will be feasible; you may have to negotiate.…”

Section: Examine Funding Opportunities and Needsmentioning

confidence: 99%

“…Learning these stories, best practices, and lessons learned can help avoid common pitfalls. Key considerations include program type (explicit or non‐explicit; Graham, 2009), mode (e.g., within the curriculum, Gipson et al., 2015; extracurricular or scholarship‐based, Melvin et al., 2019), proof of completion (Schuhmann, 2010), admission criteria, enrolment limits, institutional leadership definition, program intensity, evaluation metrics, and potential challenges (See Donald & Jamieson in this issue).…”

Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

See 2 more Smart Citations

The unseen work of establishing engineering leadership development initiatives

Melvin

Bowles

Steele

2022

New Drctns Student Lead

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Assess and Balance Stakeholders’ Needsmentioning

confidence: 94%

Section: Examine Funding Opportunities and Needsmentioning

confidence: 99%

Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

See 1 more Smart Citation

The unseen work of establishing engineering leadership development initiatives

Melvin

Bowles

Steele

2022

New Drctns Student Lead

Self Cite

View full text Add to dashboard Cite

show abstract

“…The Chevron Leadership Academy is modeled after professional development programs typically employed in industry to train new-hire full-time engineers and the leadership development fundamentals found in literature [14]. The workshops are scaffolded, each session building upon the previous one and looking forward to the next.…”

Section: Pre-trainingmentioning

confidence: 99%

“…The Chevron Leadership Academy at Louisiana State University is an extracurricular workshop series, which is associated with a donor-sponsored scholarship [14]. The program involves students from specific majors in engineering and business (ISDS, accounting and finance).…”

Section: Introductionmentioning

confidence: 99%

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

Melvin,

Bowles,

Steele

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Performing under pressure is common in engineering. Many engineers work in fields with pressing deadlines, on projects where millions or even billions of dollars, public safety, or the lives of the end user of their designs are at stake. Engineering and computer science-based professions account for just under 6% the 800+ high-stress professions reported by ONET [1]. Helping students to develop strategies for performing on teams effectively in stressful situations is essential for their successful goal achievement, productivity and team performance in their future engineering careers [2], [3]. This EL work in progress design paper will introduce a model for a non-traditional engineering leadership development activity. Specifically, this paper will explore the incorporation of a simulated stressful situation (escape room) paired with the introduction of psychometric/behavioral profiling, curated reflective activities, and placement of the event in a scaffolded series of workshops. Through pre-and post-survey evaluations and evaluation of the post-activity reflection exercise, the change in students' attitudes towards teamwork, self-perception of their role on teams, their perceptions of the importance of clear communication with teammates and their comfort level of effectively working on teams will be examined.The Chevron Leadership Academy at Louisiana State University is a corporate-sponsored, extracurricular leadership program. As part of this program, students attend a series of workshops covering a variety of leadership development topics. One is a game-based, team-building eventparticipation in an award-winning escape room activity, 13 th Gate Escape in Baton Rouge, Louisiana. The goals of this activity are to help the students apply strategy skills to improve teamwork, to learn how to thrive as a team in a high-pressure situations, and to increase their confidence in their own leadership skills. Recognizing the importance of connecting activities to reflection [4] - [7], this paper offers a preliminary examination of how psychometric and behavioral profiling [8] can be combined with reflective writing and speaking exercises [9] -[11], pre-and post-Likert-based self-and activity assessments, and organization of the activity in a scaffolded sequence of events [12], [13], to lead to an impactful leadership development experience.Preliminary evaluation of students' responses showed changes in several areas, such as their confidence with assuming leadership roles. Although sharing the results of the reflection was not required, communications with the students after the exercise revealed periods of participant frustration that were mitigated by the group discussions prior to entering the escape rooms. By the end of the escape room activity and its associated self-assessment activities, many students learned the value of strategizing before the event and clearly communicating to groupmates before entering a potentially high-stress situation. Considering the relative abundance of escape rooms that have opened ac...

show abstract

The John Lof Leadership Academy at the University of Connecticut-WIP

Ghiaei,

Gado,

Rouhana

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Engineering PhD programs in the U.S. engineering focus almost exclusively on imparting technical content and deep subject matter expertise and fail to provide the leadership, communication, and cultural competencies increasingly required of today's high-tech workforce. The John Lof Leadership Academy (JLLA) is an innovative leadership program for engineering graduate students that was founded at the University of Connecticut in 2018 to create culturally competent visionaries in the field of engineering. John Lof Scholars develop their leadership abilities through focused training, specialized workshops and seminars, and active learning. Run by graduate students from various departments based on a "for us, by us" program philosophy, the JLLA empowers its members to develop as leaders in their fields by aiming leadership training through the lens of each individual's career and personal goals. Academy members hone their skills through hands-on learning and practice provided through collaboration with and outreach to communities both within and outside the university, from whom they receive mentoring and support. Recently, the JLLA sought to assess the effectiveness of the program by means of a multifactor leadership questionnaire (MLQ), Journal Prompts and quizzes /testimonials with mixed preliminary results. While anecdotal evidence indicates the academy's program is, indeed, succeeding in instilling leadership skills among engineering graduates, no formal study has yet been completed. By producing the research described here, the JLLA hopes to establish its program as a model for LEAD division members for fostering the development of inclusive, diverse, and equitable engineering leaders, educators, and researchers and to help bridge the gap between traditional academic graduate studies and the workforce demand for practical and applied leadership skills. LEAD Division strategy priority: Inform. Key project objective: To assess the effectiveness of an innovative engineering-specific leadership group for graduate students.

show abstract

Fostering a Relationship with a Corporate Sponsor to Grow an Engineering Leadership Development Program

Cited by 3 publications

References 7 publications

The unseen work of establishing engineering leadership development initiatives

The unseen work of establishing engineering leadership development initiatives

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

The John Lof Leadership Academy at the University of Connecticut-WIP

Contact Info

Product

Resources

About