NDLI: Infusing Twenty-First-Century Skills into Engineering Education

Content Provider	Springer Nature Link
Author	Stawiski, Sarah Germuth, Amy Yarborough, Preston Alford, Vernal Parrish, Leotis
Copyright Year	2016
Abstract	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.
Starting Page	335
Ending Page	346
Page Count	12
File Format	PDF
ISSN	08893268
Journal	Journal of Business and Psychology
Volume Number	32
Issue Number	3
e-ISSN	1573353X
Language	English
Publisher	Springer US
Publisher Date	2016-10-08
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Engineering education Twenty-first-century skills Leadership development Project-based learning Program evaluation Industrial and Organizational Psychology Community and Environmental Psychology Personality and Social Psychology Business and Management Social Sciences
Content Type	Text
Resource Type	Article
Subject	Business and International Management Applied Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Generational Differences in Work Ethic: Fact or Fiction?

Advancing Organizational Support Theory into the Twenty-First Century World of Work

Organizational Conspiracy Beliefs: Implications for Leadership Styles and Employee Outcomes

Leadership and Organizational Citizenship Behavior: OCB-Specific Meanings as Mediators

The Interplay Between Follower Core Self-Evaluation and Transformational Leadership: Effects on Employee Outcomes

Leadership and Organizational Culture: Linking CEO Characteristics to Cultural Values

Development of a twenty-first century skills scale for agri varsities

Toward an Understanding of When and Why Servant Leadership Accounts for Employee Extra-Role Behaviors

The Impact of Managerial Coaching Behavior on Employee Work-Related Reactions

Infusing Twenty-First-Century Skills into Engineering Education

Similar Documents

Generational Differences in Work Ethic: Fact or Fiction?

Advancing Organizational Support Theory into the Twenty-First Century World of Work

Organizational Conspiracy Beliefs: Implications for Leadership Styles and Employee Outcomes

Leadership and Organizational Citizenship Behavior: OCB-Specific Meanings as Mediators

The Interplay Between Follower Core Self-Evaluation and Transformational Leadership: Effects on Employee Outcomes

Leadership and Organizational Culture: Linking CEO Characteristics to Cultural Values

Development of a twenty-first century skills scale for agri varsities

Toward an Understanding of When and Why Servant Leadership Accounts for Employee Extra-Role Behaviors

The Impact of Managerial Coaching Behavior on Employee Work-Related Reactions

Infusing Twenty-First-Century Skills into Engineering Education