Abstract
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.
Highlights
IntroductionAcademy 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
We describe ILead’s program goals, curricular and cocurricular initiatives and early research findings in order to scaffold an emerging discussion about engineering leadership education in Canada
At the core of our institute is a multidisciplinary team of engineers, education specialists, and social scientists dedicated to bringing leadership learning opportunities to engineering students
Summary
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 & Mendelsohn, 2009; Ha, 2013; Hsiao, 2013b; Kerns, Miller, & Kerns, 2005; Khattak, 2011; Osagiede, Farmer Cox, & Ahn, 2013; Pitts, E 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. At the core of our institute is a multidisciplinary team of engineers, education specialists, and social scientists dedicated to bringing leadership learning opportunities to engineering students. This collaboration is rooted in a shared passion for student development, leadership learning, innovative teaching methods, and a commitment to creating positive impact in the world.
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