Leaders as Coaches

Abstract

Meg completed her PhD in Workforce Education at Penn State, where she focused on interpersonal behaviors and their impact on engineering leadership potential. Meg is a board certified coach with experience in developing students' leadership and professional competencies through teaching and one-on-one coaching. She is most interested in developing student knowledge of leadership to impact their successful transition to the workplace.

Pedagogical approaches for facilitating engineering leadership development

“…Pedagogy, which refers to the methods, strategies, and practices used to teach (Smith et al., 2005), can take the form of lecture‐based instruction to experiential learning and reflective practice. Examples within the field of EL education include reflection (Didiano et al., 2019; Pitts et al., 2013), teamwork (Bayless, 2019; Evans et al., 2013), service‐learning (McMartin, 2013), project‐based learning (Cain & Cocco, 2013), case studies (Ahn et al., 2014; Rottmann & Reeve, 2020), coaching (Cowe Falls et al., 2015; Handley et al., 2019), and mentorship (Gipson et al., 2015).…”

Mapping Engineering Leadership Research through an AI-enabled Systematic Literature Review

“…Though many of the programs described in the Academic and Co-Curricular Programs clusters implement a variety of these approaches, these are the studies that focus on specific classroom, extracurricular, and curricular approaches to EL development. Within the classroom, studies have explored the use of Case Studies, Challenges and Simulations, and Undergraduate Coaching as pedagogical approaches uniquely suited to EL development (e.g., [40]- [42]). To develop EL outside the classroom, three clusters emerged, emphasizing Workshops, Society of Hispanic Professional Engineers (SHPE), and service learning through International Experiences.…”

“…Twenty-three articles focused on classroom experiences, describing the use of case studies, challenges and simulations, and the application of coaching skills for engineering leaders (e.g., [40]- [42]). These papers document approaches to EL learning, yet fall short of documenting and validating assessment techniques for the actual pedagogical approach, emphasizing instead broader Evaluation of EL Programs.…”