Examining the Engineering Leadership Literature: Community of Practice Style

Rottmann, Cindy; Reeve, D. W.; Klassen, Mike; Kovalchuk, Serhiy; Liu, Qin; Olechowski, Alison; Santia, Madeleine

doi:10.18260/1-2--30470

Cited by 7 publications

(4 citation statements)

References 54 publications

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“…Workplaces, when they are mentioned, tend to be invoked as a destination for engineering graduates, a place where graduates independently practice "lifelong learning." A growing number of researchers have turned their attention to engineers' professional practice [13,19,29,[47][48][49][50], but very few examine how engineers learn to lead over the course of their careers. There are at least two reasons for this gap.…”

Section: Implications For Engineering Leadership Educationmentioning

confidence: 99%

“We Did It!” Proud Moments as a Catalyst for Engineers’ Situated Leadership Learning

Rottmann,

Moore,

Reeve

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Implications For Engineering Leadership Educationmentioning

confidence: 99%

“We Did It!” Proud Moments as a Catalyst for Engineers’ Situated Leadership Learning

Rottmann,

Moore,

Reeve

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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“…According to Chickering and Reisser, a foundational component of one's overall identity is competence, most relevantly captured here in one's professional identity [19]. The Community of Practice (COP) [20] model is a widely adopted framework in the professional identity literature that has been useful in understanding engineering identity (e.g., [21][22][23]). The Community of Practice model consists of members of a professional community who surround a core of practicing experts.…”

Section: Professional Identitymentioning

confidence: 99%

“…This third step was followed for all four participants in the two pairs [per best practices in 41]. This experience leveraged the benefits of reflection [13], group work [42] and experiencing differing perspectives [21]. Next, groups were invited to share some of their interview results, allowing the instructor to scaffold more complex ways of thinking (e.g., re-phrasing student anecdotes using precise leadership language), to use the language of leadership, to provide feedback on group discussion, and to contextualize the value of leadership in engineering.…”

Section: Lower-division Interventionmentioning

confidence: 99%

Identity-based Engineering Leadership Instruction: a Reflexive Instruction Model and Its Impact

Tallman,

Hughes,

Schell

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The growing perception of the engineering profession as a sociotechnical discipline has provided rich soil to cultivate leadership within a professional context. While skill-and behavior-based approaches are ubiquitous in engineering leadership programs, identity is emerging as a powerful framework for understanding engineering leadership development. This practice paper presents the design and implementation of an identity-based engineering leadership instructional module, along with empirical evidence assessing its impact on student leader identity and understanding.While many university programs focus on leadership skills or behaviors, a growing literature base suggests that seeing oneself as a leader is a powerful influence on long-term leadership development. Identity--or how one sees oneself, and is seen by others, in society-provides insight into the dynamic, multi-faceted and individual nature of leadership development. This research builds on emerging research that has identified potential features of an identity-based instructional approach, but it is not yet clear how one might operationalize this approach or what its impact might be on the engineering leadership development of college students.The primary purpose of the practice paper is to present a short-term activity that models an identity-based approach (reflexive instruction) to engineering leadership instruction. By using a modular format that can be easily scaled, this research presents instructional activities that can be applied easily in a wide spectrum of courses, from introductory engineering to senior capstone classes. The lessons take 1-2 class periods; they are based on easily accessible resources; and they require minimal preparation by instructors. Activities include an introduction into several leadership styles, a teamwork activity, class discussion, and two essays.In addition, this paper summarizes the impact of reflexive instruction interventions. Undergraduate student participants at multiple universities were surveyed on their leader identity and engineering leadership understanding. Self-reported retrospective surveys were analyzed to measure instructional impact. Two research questions drove the quantitative analysis: Does reflexive instruction about engineering leadership influence leader self-identity; and does it influence engineering leadership understanding? Findings from a multi-institution implementation of this activity indicated both that leader identity increased, and that leadership understanding shifted over the timeframe of the intervention. These findings suggest that students respond well to an identity-based leadership approach. This has implications for research, as it contributes to our understanding of how students may be affected by identity-based initiatives. More relevantly, this has implications for practice, as it models one approach to engineering leadership growth, with empirical support for its impact. This may hold particular importance to LEAD Division members as an empirically grounded activity t...

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“…Rottmann et al sought to define the phenomenon of EL by investigating definitions of leadership among engineers working in various roles within industry [14]. Continuing further, Rottmann et al [15] give an overview of the state of engineering literature at that time, finding broad categories related to: the call for leadership, educational initiatives, skills and traits of effective leaders, empirical studies of EL in industry, and the gap in defining EL. A systematic look into the literature was conducted by Handley et al that focuses on understanding the EL research output by engineering discipline [16].…”

Section: Introductionmentioning

confidence: 99%

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

Kendall,

Handley,

Novoselich

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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As an NSF Graduate Research Fellow, she received her M.S. and Ph.D. in Mechanical Engineering, with a concentration in Biomechanics, from The University of Texas at Austin. An engineering education researcher, her work focuses on enhancing engineering students' motivation, exploring engineering identity formation, engineering faculty development, developing integrated course sequences, and methods for involving students in curriculum development and teaching through Peer Designed Instruction. Dr. Kendall's scholarship emphasizes the professional formation of engineers, specifically through the development and application of the Contextual Engineering Leadership Development framework. Bringing together her work in engineering leadership development, curriculum design, and collaborative design, her current focus is on developing engineering instructional faculty as leaders of educational change at Hispanic-Serving Institutions. Dr. Kendall is the Division Chair of the Engineering Leadership Development (LEAD) Division of the American Society of Engineering Education and a Technical Program Chair for the Frontiers in Education Conference 2022.

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Examining the Engineering Leadership Literature: Community of Practice Style

Cited by 7 publications

References 54 publications

“We Did It!” Proud Moments as a Catalyst for Engineers’ Situated Leadership Learning

“We Did It!” Proud Moments as a Catalyst for Engineers’ Situated Leadership Learning

Identity-based Engineering Leadership Instruction: a Reflexive Instruction Model and Its Impact

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

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