The purpose of these studies was to evaluate the effectiveness of a modified introductory engineering class that used scrum practices to develop students’ twenty-first-century skills related to self-awareness, collaboration, and problem-solving. We conducted an evaluation of modified engineering courses in two universities. In Study 1, 250 students completed end-of-semester surveys about the impact of the course on student development. In Study 2, we collected survey data and course grades from 125 students completing the modified course and 109 completing the standard course. In Study 1, students reported the class increased their excitement about pursuing a career in engineering, and reported improvement in all leadership skills assessed. In Study 2, students in the modified course enjoyed the course more than those in the standard course. In all individual and team behaviors assessed, students in the modified course reported more improvement than students in the standard courses, although none reached statistical significance. The future of engineering is likely to be shaped by our ability to bolster twenty-first-century skills in engineering education. These studies provide initial evidence that scrum practices that infuse leadership development into engineering curriculum is effective at helping engineering students develop critical twenty-first-century skills. Integrating leadership development into engineering curriculum is not yet commonplace, with many institutions separating it from engineering coursework. This paper describes an approach for integrating the two, and provides initial evidence that it can be done effectively, without sacrificing students’ experience or mastery of engineering content.

Infusing Twenty-First-Century Skills into Engineering Education

This chapter reviews the status and scope of U.S. leadership education programs in higher education with a focus on the professionalization of leadership education programs and developing role of leadership educators. Findings from a national study of student leadership capacity and leadership efficacy by academic major are included.

The Status and Scope of Leadership Education in Higher Education.

The focus for this article is on the use of information and communications technology to facilitate the teaching of business and management through an e-portfolio diary/journal system. PebblePad+ is a transferable e-portfolio system that enables students to track their own professional competences and development over the length of their academic and professional career, as well as supporting their wider learning. This article will be of particular interest to those educationalists that recognize the importance of reflection in building powerful cognitive structures, as well as the potential benefits of using information and communication technology to create an e-portfolio of a student’s academic and professional achievements.

/pdf/using-pebblepad-to-promote-teaching-learning-and-assessment-4k5ts6w9w9.pdf

Using PebblePad+ to Promote Teaching, Learning, and Assessment in a Business School A Curriculum Delivery System in Evolution

This application brief describes a “Module Discussant” activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning management tool—the online discussion forum. This brief presents leadership educators with perspectives from two professors who coordinated the assignment, as well as the perspective of a graduate student participating in the activity. The professors and students involved report that the assignment resulted in compelling levels of engagement and critical thinking. Recommendations for future use and for enhancing the quality of the assignment are also offered.

Student-Moderated Discussion Boards in a Graduate Online Course

The focus for this article is on the use of Information and Communications Technology to facilitate Self-Regulated Learning and reflection on professional practice through an e-portfolio diary/journal system. PP+ is a third generation e-portfolio development of software initially developed at the University of Wolverhampton in England. PebblePad+ is a transferable e-portfolio system that enables students to track their own professional competences and development over the length of their academic and professional career, as well as supporting their wider learning. It has been adopted in a variety of educational and industrial contexts both in the United Kingdom and Australia. This article will be of particular interest to those educationalists that recognise the importance of reflection in building powerful cognitive structures through Self-Regulated Learning, as well as the potential benefits of using Information and Communication Technology to create an e-portfolio of a student’s academic and professional achievements.

https://northumbria-test.eprints-hosting.org/id/document/260828

Promoting Self-Regulated Learning: the potential of PebblePad+ as a holistic tool for education

Knowledge, praxis, and reflection: The three critical elements of effective leadership studies programs.

Exploring Multiple Contexts and Shared Perspectives of Leadership Educators

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Knowledge, praxis, and reflection: The three critical elements of effective leadership studies programs.

Exploring Multiple Contexts and Shared Perspectives of Leadership Educators