Learning Expectations and Outcomes for an Engineering Leadership Principles Class

Abstract

and is currently a doctoral candidate in the same program. The primary focus of her research concerns assessing the response structure of test scores using item response theory methodology.

Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students’ Leadership Self-efficacy

“…A total of 28 items were adapted from a previous study within the same program (Hochstedt et al, 2013). Then, exploratory factor analysis (EFA) was conducted as a validation and to determine fitness of items to the specific factors.…”

Case Study #4: Pennsylvania State University

“…Throughout the ELD program lifetime, we have used assessments of individual courses to ensure that the program has met its learning objectives (Hochstedt et al., 2013; Handley et al., 2017; Lang et al., 2018; Park et al., 2019). Currently, the program is evaluating its impact on the ELD program alumni's career placement and progression and whether the program is meeting workforce needs to provide feedback for continuous program improvement.…”

Flipped Classroom and Emotional Learning in an Engineering Leadership Development Course

“…The Leadership Principles Survey was first developed to assess student's perceptions related to learning objectives across seven leadership competencies in the Leadership Principles course: 1) Understanding of ethical issues; 2) global awareness, world-view; 3) oral communication skills; 4) organizational/leadership skills; 5) self-knowledge; 6) creativity; and 7) team work. Student perceptions of course specific learning outcomes were first reported in Hochstedt et al (2013) [25]. The learning outcomes and objectives of the leadership course can be categorized into 1) skills and abilities and 2) knowledge and awareness.…”

“…Course outcomes related to awareness and understanding include the development of ethical awareness and conduct; self-knowledge and self-awareness; enhanced global awareness; enhanced appreciation of cultural diversity; an understanding of public policy issues; an understanding of contemporary leadership theories; and an understanding of the role of sustainability in engineering. The survey instrument was developed to assess these educational objectives and outcomes and to better understand student learning expectations [25].…”