Click for next page ( 22

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 21
Bernard M. Gordon-MIT Engineering Leadership Program Lead Institution: Massachusetts Institute of Technology, Cambridge, MA Collaborating Institutions: Industry, Government, Penn State University, Tufts University, Northeastern University, University of California-San Diego, Rice University, Southern Methodist University, University of Florida, Iowa State University, University of Toronto, U.S. Naval Academy, and U.S. Air Force Academy Category: Course/Curricular Date Implemented: September 2008 Website: Program Description: The major objectives are to (1) educate Visioning; and Delivering on the vision. Students are assessed and prepare future engineering leaders of innovation, invention, weekly in the ELLs. In addition, GELs, through their Personal and implementation efforts, and (2) endeavor to transform Leadership Development Plans, self-assess these outcomes, engineering leadership in the nation, thereby significantly identify areas to improve, and create action plans to improve increasing its product development capability. The Gordon targeted areas. Although it is too early to judge the careers of Engineering Leader program (GEL) links (a) immersive our students, GEL students have received employment offers experiences on- and off-campus in which students practice, from companies impressed with their internship performance. observe, and discuss engineering leadership with (b) courses Also, companies who have sponsored interns, in addition to that provide conceptual and analytical models and frameworks requesting more interns, have become involved as mentors, that support engineering leadership ELL observers/evaluators, guest with (c) reflection, evaluation and speakers, or contributors of authentic feedback from faculty, peers, program data/information to enhance the ELLs. alumni, and experienced engineering On a survey of all graduating seniors, industry mentors on lessons learned GELs had higher confidence in (1) from activities. Rising juniors and seniors apply for the GEL making decisions given uncertainty and (2) recognizing when Year One (GEL1) program consisting of courses in engineering to stop improving a product and focus on implementation leadership and engineering innovation and design, hands-on compared to non-GELs in engineering, and higher confidence engineering leadership labs and projects, mentorships, and a than graduating seniors in the Sloan School of Management. personal leadership development plan. Students who success- Assessment Information: Prior research on practice-based fully complete GEL1 may apply for the more intensive GEL learning for development of engineering capabilities and self- Year Two (GEL2) program of courses in project engineering efficacy in selection and pursuit of an engineering degree have and planning and human and organizational contexts, additional guided the design of the curriculum and the emphasis that is engineering leadership labs and projects, a substantial intern- placed on the experiential and real-world nature of the ELLs. ship, additional mentoring and coaching, increased leadership Program success is noted by 90% of applicants citing strong roles, and a final presentation of their personal leadership recommendations from current students as the primary reason development plan. GEL includes experiential learning opportu- for applying. ELLs student leaders are evaluated, GELs nities for the development of leadership capabilities in weekly perform self-assessments, self-reflections, and create plans for two-hour Engineering Leadership Laboratories (ELLs), set in improvement of leadership capabilities, and GEL2s are required an industry context, that provide practice and feedback on one to create and present a portfolio of evidence of their capability or more of the capabilities of effective engineering leaders. development. Assessment of leadership self-efficacy included a Sophomores prepare for the program by participating in an pre-/post-test survey in 2010-2011; GELs rated their self- introduction to engineering practice, an introductory internship, confidence that they could "Persuade a team to give up on an personalized coaching, reflective activities, and practice in approach that at the moment only you see why it cannot interpersonal and career-enhancing skills. For non-GEL succeed," and "Help team members arguing for very different engineering undergraduates, we partner with departments and strategies arrive at a choice they can all support." Confidence provide classes, materials, and activities to promote leadership increased significantly for most statements, except the state- capability development. The Program is also part of a collabo- ment "Raise critical questions that reveal both strengths and ration of like-minded academic institutions that meet to discuss weaknesses of a team member's new idea," resulting in revising and implement strategies to advance the practical and pedagogi- the ELL on inquiry/dialoguing/advocacy. cal principles of engineering leadership and to share lessons Funding/Sustainability: Initial program funding was from the learned and best practices. We also partner with industry to Bernard M. Gordon Foundation, with an overall pledge of develop the leadership capabilities of early-career engineers by $20M over 10 years and a requirement of matching funds to be sharing materials and approaches, discussing the creation of raised by 2020. The matching and additional funds are being workshops and professional courses, and including their raised through fundraising, industrial grants, contracts and gifts, engineers in courses, projects and labs, and as mentors. and a start-up contribution from the Dean of Engineering. It is Anticipated and Actual Outcomes: Expected student perform- anticipated that as the Program grows and achieves increased ance outcomes include increased proficiency in the 30 Capabili- notice, it will receive additional donations from alums and ties of Effective Engineering Leaders, which are grouped as: companies who have hired graduates and will become self- Attitudes of leadership; Relating; Making sense of context; sustaining from those donations and from endowment earnings. 19