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    Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates
    (Amer Soc Engineering Education, 2014) Ahn, Benjamin; Cox, Monica F.; London, Jeremi; Cekic, Osman; Zhu, Jiabin
    Background Studies have highlighted the importance for engineers of leadership, adaptability to change, and synthesis of multiple perspectives. Yet only a few studies and instruments have explored the operational definitions of these concepts for engineering undergraduates. Purpose The goals of this research were to identify observable outcomes that engineering undergraduate students should demonstrate related to leadership, adaptability to change, and synthesis abilities and to create an instrument to assess them. Design/Method In the first phase of the study, 12 engineers working in academia and 11 engineers working in industry were interviewed. The transcripts were analyzed using a constant comparative method to determine constructs related to leadership, change, and synthesis. In the second phase of the study, survey items were developed and administered to 753 engineering undergraduate students in the spring of 2011. An exploratory factor analysis determined the common factors across the survey items. Results The mixed methods approach resulted in the creation of 45 survey items categorized into four factors: Being an Engineering Leader, Engineer's Impact on Society and Economy, Engineering Leadership, and Development of an Adaptor to Change. Conclusion This study operationalized leadership, change, and synthesis within the context of engineering education. This operationalization may help to define learning outcomes and competencies for engineering leadership programs, and may provide faculty with an assessment tool for their students. Students may also use the tool to self-assess their leadership, change, and synthesis abilities.
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    Curriculum vitae analyses of engineering Ph.D.s working in academia and industry
    (2013) Cox, Monica F.; Zephirin, Tasha; Sambamurthy, Nikitha; Ahn, Benjamin; London, Jeremi; Cekic, Osman; Torres, Ana
    In recent years there have been discussions surrounding the under-preparedness of Ph.D. graduates of highly specialized doctoral programs, lacking interdisciplinary focus and professional skill development, to succeed in future complex work environments. To address these concerns, Golde and Walker suggest re-conceptualizing doctoral education such that Ph.D. holders are developed as "stewards" of their disciplines. To provide initial insights into how engineering can be viewed through a stewardship lens, the authors conducted a content analysis of thirty-six curricula vitae of engineering Ph.D. holders who have been employed in one of four occupational sectors- (1) academia only, (2) industry only, (3) academia and then industry, or(4) industry and then academia. Thiseffort seekstooperationalize their experiences into the three tenants of the stewardship framework - generation, conservation and transformation - and provide a new perspective for future discussions around the preparation and expectations of engineering Ph.D. holders. Industry participants reported higher generation and conservation than academia only participants; academia to industry participants reported higher instances of generation followed by conservation; industry to academia participants, on average, reported higher generation; and a new category, "other," was the lowest instance across all groups. © 2013 TEMPUS Publications.
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    Curriculum Vitae Analyses of Engineering Ph.D.s Working in Academia and Industry
    (Tempus Publications, 2013) Cox, Monica F.; Zephirin, Tasha; Sambamurthy, Nikitha; Ahn, Benjamin; London, Jeremi; Cekic, Osman; Torres, Ana
    In recent years there have been discussions surrounding the under-preparedness of Ph.D. graduates of highly specialized doctoral programs, lacking interdisciplinary focus and professional skill development, to succeed in future complex work environments. To address these concerns, Golde and Walker suggest re-conceptualizing doctoral education such that Ph.D. holders are developed as stewards'' of their disciplines. To provide initial insights into how engineering can be viewed through a stewardship lens, the authors conducted a content analysis of thirty-six curricula vitae of engineering Ph.D. holders who have been employed in one of four occupational sectors- (1) academia only, (2) industry only, (3) academia and then industry, or (4) industry and then academia. This effort seeks to operationalize their experiences into the three tenants of the stewardship framework-generation, conservation and transformation-and provide a new perspective for future discussions around the preparation and expectations of engineering Ph.D. holders. Industry participants reported higher generation and conservation than academia only participants; academia to industry participants reported higher instances of generation followed by conservation; industry to academia participants, on average, reported higher generation; and a new category, other,'' was the lowest instance across all groups.
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    Engineering professionals' expectations of undergraduate engineering students
    (2012) Cox, Monica F.; Cekic, Osman; Ahn, Benjamin; Zhu, Jiabin
    This paper presents the results of a study that sought to identify constructs that engineers in academia and industry use to describe attributes they consider important for undergraduate engineering students to possess. We explicitly targeted the attributes of leadership, recognizing and managing change, and synthesizing engineering, business, and social perspectives. Our findings indicate ways that engineering students can engage in technical and nontechnical activities that enhance their undergraduate engineering experiences. The final goal of this ongoing effort is to develop, validate, and implement a tool that examines undergraduate students' embodiment of the three targeted attributes. © 2012 American Society of Civil Engineers.
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    Enhancing the quality of engineering graduate teaching assistants through multidimensional feedback
    (2011) Cox, Monica F.; Hahn, Jeeyeon; McNeill, Nathan; Cekic, Osman; Zhu, Jiabin; London, Jeremi
    This paper describes the Global Real-time Assessment Teaching Tool for Teaching Enhancement (G-RATE). It is a tool framed around the elements of Bransford, Brown, and Cocking's (1999) "How People Learn" framework and informed from data collected via laboratory observations; focus group interviews with engineering supervisors and graduate teaching assistants; and undergraduate student surveys. The G-RATE allows various stakeholders (i.e., classroom observers, administrators, graduate teaching assistants, undergraduates, and students) to provide feedback about the pedagogical practices of graduate teaching assistants within a laboratory session. Future applications of the tool include the creation of pedagogical profiles for instructors and the dissemination of the tool across multiple educational environments.