On the effect of SHPE’s social-cognitive leadership theory to Hispanic professionals’ leadership self-efficacy (work in progress)

Mauro Rodriguez; Indhira María Hasbún; Jose Luis Estrada; Dora Louise Renaud

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Conference: 2021 CoNECD
Location: Virtual - 1pm to 5pm Eastern Time Each Day
Publication Date: January 24, 2021
Start Date: January 24, 2021
End Date: January 28, 2021
Conference Session: CoNECD Session : Day 1 Slot 8 Technical Session 4
Tagged Topics: Diversity and CoNECD Paper Submissions
Page Count: 9
DOI: 10.18260/1-2--36112
Permanent URL: https://strategy.asee.org/36112
Download Count: 310

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Paper Authors

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Mauro Rodriguez Jr California Institute of Technology orcid.org/0000-0003-0545-0265

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Dr. Mauro Rodriguez Jr is a postdoctoral researcher at the California Institute of Technology focusing on cavitation bubble dynamics in and near non-linear viscoelastic materials under the supervision of Professor Tim Colonius. He earned with doctorate in mechanical engineering from the University of Michigan, Ann Arbor under the supervision of Associate Professor Eric Johnsen. Rodriguez's doctoral thesis focused on high-fidelity computational fluid dynamic simulations of bubble dynamics near (linear) viscoelastic media. In 2012, he received Masters of Science in mechanical engineering from Stanford University as a graduate engineering fellow. In 2010, Mauro earned his Bachelors of Science degree with honors in mechanical science and engineering from the University of Illinois at Urbana-Champaign (UIUC). Rodriguez is committed to increasing Hispanic participation and success across all levels of science, technology, engineering and math (STEM) workforce pathways. He has served in several national leadership positions for the Society of Hispanic Professional Engineers (SHPE) since 2009.

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Indhira María Hasbún Florida International University orcid.org/0000-0002-6940-392X

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Indhira María Hasbún is a Ph.D. candidate and Graduate Assistant in the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). Her research analyzes the interplay between institutional structures, culture, and agents at Hispanic-Serving Institutions (HSIs) to identify how colleges of engineering at HSIs can leverage their institutional systems toward educational transformation as they pursue their goals of serving undergraduate Latinx engineering students.

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Jose Luis Estrada University of San Diego orcid.org/0000-0002-4892-6369

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Dora Louise Renaud

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Dora Renaud currently serves as the Senior Director of Academic Programs and Professional Development of the Society of Hispanic Professional Engineers (SHPE). Dora oversees the development and management of grants, scholarships, professional development, and National Programs that address the needs of SHPE members.
For over a decade Dora has been an adjunct faculty with the American College of Education, impacting educators across the world by developing curriculum and teaching masters and doctoral level courses in education administration, curriculum and instruction, and bilingual education. Prior to working for SHPE, she was a public school administrator serving campuses with over 1,500 students. Dora also served as the instructional specialist and curriculum manager for 245 elementary, middle and high school campuses. She has collaborated with other faculty and departments across the nation to develop graduate programs with clear course objectives, learning outcomes and engaging, rigorous curriculum that leads to student achievement. Dora has been an international literacy trainer with a focus on linguistics, literacy development, and second language learners. In addition, she has served on the boards of directors for the Association of Hispanic School Administrators, Texas Reading Association, and Chess for Humanity.
Dora is a former fellow of the Teaching Trust Executive Leadership Teams Program where she learned how to lead with trust and influence in order to achieve results and increase technical competence of her team while simultaneously increasing the team's effectiveness. Dora was selected to participate in the Cooperative Superintendency Program to gain the skills necessary to become an effective superintendent.
Dora earned her doctorate in Education Administration from the University of Texas at Austin in 2014. She has a Master’s of Science in Reading, Bachelors of Science in Interdisciplinary Studies and a specialization in Bilingual Education. Her published research is in the delivery of professional development.

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Abstract

Universities have heeded the call and responded to influences from industry and accreditation requirements by explicitly incorporating leadership development in their engineering curricula [1-3]. This has been incorporated differently depending on the institution, but it ranges from leadership-specific coursework, workshops, minors, and other opportunities for experiential learning. For example, the University of Texas - El Paso (UTEP) recently established an innovative Engineering Leadership (E-LEAD) bachelor’s degree, the first of its kind in the U.S., whose engineering curriculum is grounded on collaborative learning [4]. Other institutions have developed leadership programs that can be pursued concurrently with an engineering major, such as Georgia Institute of Technology, Northeastern University, Massachusetts Institute of Technology, Pennsylvania State University, University of Maryland, University of Central Florida, Iowa State University, and West Point Military Academy [3,5]. However, UTEP’s E-LEAD program is the only one to structure the pedagogical approach of all their engineering coursework to intentionally develop specific engineering leadership skills [4].

Despite the importance that engineering education researchers, practitioners, policymakers, and advocates have highlighted on leadership development, such efforts have been relegated into industry practices, and either curricular or co-curricular experiences [6]. Significantly less focus has been placed on intentional leadership development in extra-curricular activities, even though the engineering education literature continues to highlight the importance of such experiences in students’ overall development while pursuing a higher education and professionals in the field [7]. A vital part of extra-curricular activities for engineering education is participation in national engineering diversity organizations. Within that, pursuing leadership positions in minority-based engineering organizations has been shown to have a positive impact for a multitude of student outcomes, including leadership development [8]. To our knowledge, no work currently exists in attempting to understand the leadership development of practicing engineers who participate in minority-based engineering organizations at the professional level, such as the Society of Hispanic Professional Engineers (SHPE).

SHPE hosts an annual three-day conference in the first week of August, known as the National Institute for Leadership Advancement (NILA). NILA serves two audiences: collegiate students and professional members that are elected SHPE chapter leaders. In 2019, SHPE developed a leadership framework that was applicable across its nationally organized conferences. The framework provides the abstraction necessary to map and evaluate NILA’s pedagogical approach with leadership theory in the literature. In our earlier work, the social-cognitive leadership theory of McCormick (2008) [9] was shown to be compatible and mapped with NILA and SHPE’s national chapter program [10]. Moreover, our earlier work focused only on the results from the SHPE student member participants [10]. The focus of the present work is on the NILA leadership concepts’ applicability to the STEM workforce and its effect on the professional chapter leaders’ self-efficacy. The hypothesis of this work is that the social-cognitive leadership theory within NILA increases SHPE professional members’ leadership self-efficacy.

[1] National Research Council, The Engineer of 2020: Visions of Engineering in the New Century. The National Academies Press, 2004. [2] ABET Engineering Accreditation Commission, Criteria for Accrediting Engineering Programs, Baltimore, MD, 2018. [3] T. M. Chowdhury, D. Knight, D. A. Kotys-Schwartz, J. D. Ford, and H. Murzi, “Using Competing Values Framework to map the Development of Leadership Skills as Capstone Design Students Transition to the Workplace,” ASEE Virtual Annu. Conf. and Expo., 2020. [4] M. Kendall, D. Chachra, K. Roach, E. Tilley and K. G. Gipson, "Convergent Approaches for Developing Engineering Leadership in Undergraduates," in ASEE Annu. Conf. and Expo., Salt Lake City, 2018. [5] B. J. Novoselich and R. P. Lemler, “Military Leadership for Engineers: A Comprehensive Look at Leadership from Army Doctrine to Engineering Course Work,” ASEE Virtual Annu. Conf. and Expo., 2020. [6] D. B. Knight and B. J. Novoselich, “Curricular and Co-curricular Influences on Undergraduate Engineering Student Leadership,” J. Eng. Educ., vol. 106, no. 1, pp. 44– 70, Jan. 2017. [7] C. R. Zafft, S. G. Adams, and G. S. Matkin, “Measuring Leadership in Self-Managed Teams Using the Competing Values Framework,” J. Eng. Educ., vol. 98, no. 3, pp. 273– 282, 2009. [8] W. C. Lee, H. M. Matusovich, “A Model of Co-Curricular Support for Undergraduate Engineering Students,” J. Eng. Ed., vol. 105, no. 3, pp. 406-430, Jul. 2016. [9] M. J. McCormick, "Self-Efficacy and Leadership Effectiveness: Applying Social Cognitive Theory to Leadership," J. of Lead. Stud., vol. 8, no. 1, pp. 22-33, 2008. [10] S. L. Plata, I. M. Hasbún, M. Rodriguez, “Social-cognitive theory of SHPE’s premier leadership conference for undergraduates and professionals in the STEM workforce,” pending publication, 2021.

Citation
Format

Rodriguez, M., & Hasbún, I. M., & Estrada, J. L., & Renaud, D. L. (2021, January), On the effect of SHPE’s social-cognitive leadership theory to Hispanic professionals’ leadership self-efficacy (work in progress) Paper presented at 2021 CoNECD, Virtual - 1pm to 5pm Eastern Time Each Day . 10.18260/1-2--36112

TY - CPAPER
AB - Universities have heeded the call and responded to influences from industry and accreditation requirements by explicitly incorporating leadership development in their engineering curricula [1-3]. This has been incorporated differently depending on the institution, but it ranges from leadership-specific coursework, workshops, minors, and other opportunities for experiential learning. For example, the University of Texas - El Paso (UTEP) recently established an innovative Engineering Leadership (E-LEAD) bachelor’s degree, the first of its kind in the U.S., whose engineering curriculum is grounded on collaborative learning [4]. Other institutions have developed leadership programs that can be pursued concurrently with an engineering major, such as Georgia Institute of Technology, Northeastern University, Massachusetts Institute of Technology, Pennsylvania State University, University of Maryland, University of Central Florida, Iowa State University, and West Point Military Academy [3,5]. However, UTEP’s E-LEAD program is the only one to structure the pedagogical approach of all their engineering coursework to intentionally develop specific engineering leadership skills [4].

Despite the importance that engineering education researchers, practitioners, policymakers, and advocates have highlighted on leadership development, such efforts have been relegated into industry practices, and either curricular or co-curricular experiences [6]. Significantly less focus has been placed on intentional leadership development in extra-curricular activities, even though the engineering education literature continues to highlight the importance of such experiences in students’ overall development while pursuing a higher education and professionals in the field [7]. A vital part of extra-curricular activities for engineering education is participation in national engineering diversity organizations. Within that, pursuing leadership positions in minority-based engineering organizations has been shown to have a positive impact for a multitude of student outcomes, including leadership development [8]. To our knowledge, no work currently exists in attempting to understand the leadership development of practicing engineers who participate in minority-based engineering organizations at the professional level, such as the Society of Hispanic Professional Engineers (SHPE).

SHPE hosts an annual three-day conference in the first week of August, known as the National Institute for Leadership Advancement (NILA). NILA serves two audiences: collegiate students and professional members that are elected SHPE chapter leaders. In 2019, SHPE developed a leadership framework that was applicable across its nationally organized conferences. The framework provides the abstraction necessary to map and evaluate NILA’s pedagogical approach with leadership theory in the literature. In our earlier work, the social-cognitive leadership theory of McCormick (2008) [9] was shown to be compatible and mapped with NILA and SHPE’s national chapter program [10]. Moreover, our earlier work focused only on the results from the SHPE student member participants [10]. The focus of the present work is on the NILA leadership concepts’ applicability to the STEM workforce and its effect on the professional chapter leaders’ self-efficacy. The hypothesis of this work is that the social-cognitive leadership theory within NILA increases SHPE professional members’ leadership self-efficacy.

[1] National Research Council, The Engineer of 2020: Visions of Engineering in the New Century. The National Academies Press, 2004.
[2] ABET Engineering Accreditation Commission, Criteria for Accrediting Engineering Programs, Baltimore, MD, 2018.
[3] T. M. Chowdhury, D. Knight, D. A. Kotys-Schwartz, J. D. Ford, and H. Murzi, “Using Competing Values Framework to map the Development of Leadership Skills as Capstone Design Students Transition to the Workplace,” ASEE Virtual Annu. Conf. and Expo., 2020.
[4] M. Kendall, D. Chachra, K. Roach, E. Tilley and K. G. Gipson, &quot;Convergent Approaches for Developing Engineering Leadership in Undergraduates,&quot; in ASEE Annu. Conf. and Expo., Salt Lake City, 2018.
[5] B. J. Novoselich and R. P. Lemler, “Military Leadership for Engineers: A Comprehensive Look at Leadership from Army Doctrine to Engineering Course Work,” ASEE Virtual Annu. Conf. and Expo., 2020.
[6] D. B. Knight and B. J. Novoselich, “Curricular and Co-curricular Influences on Undergraduate Engineering Student Leadership,” J. Eng. Educ., vol. 106, no. 1, pp. 44– 70, Jan. 2017.
[7] C. R. Zafft, S. G. Adams, and G. S. Matkin, “Measuring Leadership in Self-Managed Teams Using the Competing Values Framework,” J. Eng. Educ., vol. 98, no. 3, pp. 273– 282, 2009.
[8] W. C. Lee, H. M. Matusovich, “A Model of Co-Curricular Support for Undergraduate Engineering Students,” J. Eng. Ed., vol. 105, no. 3, pp. 406-430, Jul. 2016.
[9] M. J. McCormick, &quot;Self-Efficacy and Leadership Effectiveness: Applying Social Cognitive Theory to Leadership,&quot; J. of Lead. Stud., vol. 8, no. 1, pp. 22-33, 2008.
[10] S. L. Plata, I. M. Hasbún, M. Rodriguez, “Social-cognitive theory of SHPE’s premier leadership conference for undergraduates and professionals in the STEM workforce,” pending publication, 2021.

AU - Mauro Rodriguez Jr
AU - Indhira María Hasbún
AU - Jose Luis Estrada
AU - Dora Louise Renaud
CY - Virtual - 1pm to 5pm Eastern Time Each Day
DA - 2021/01/24
PB - ASEE Conferences
TI - On the effect of SHPE’s social-cognitive leadership theory to Hispanic professionals’ leadership self-efficacy (work in progress)
UR - https://strategy.asee.org/36112
DO - 10.18260/1-2--36112
ER -