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A literature review identifies a partial list of leadership skills to include developing higher-order cognitive skills, team working skills, positive attitude, and ability to transfer these skills to future environment. This paper discusses the results of research conducted on the use of multiple instructional methodologies in two different Introduction to Engineering classes in order to develop some of the leadership skills. The instructional methodologies used in these courses were lectures, PowerPoint slides and visuals, case studies, quizzes, small group discussions, and projects. The research question addressed in this paper is: Which instructional methodologies enhance students' mastery of the skills and possession of the attributes that are increasingly required of engineering graduates? A questionnaire was developed to obtain responses from students. The use of projects and multi-media case studies was perceived as valuable in enhancing the learning experiences and attitude toward engineering. The students valued these experiences because they brought theories and real-world practices together and provided an opportunity for them to work together. In both sections, students believed that they had better problem-solving skills and a better foundation of basic skills as a result of having taken the course. [ABSTRACT FROM AUTHOR]

Students from science, engineering, and technology programs should be able to work together as members of project teams to find solutions to technical problems. The exercise in this paper describes the methods actually used by a project team from a Biomedical Instrumentation Corporation in which scientists, technicians, and engineers from various disciplines participated. Also described here is a teaching methodology for collaborative problem solving, which includes writing specifications, brainstorming, solution evaluation, sketching, and testing of solutions. In addition, results from the authors' survey on these methods from faculty members who belong to the American Society for Engineering Educators (ASEE), Engineering Technology Division (ETD), are inserted throughout the paper. While many of these techniques such as brainstorming are common to education majors; many engineering technology faculty have engineering degrees or technology degrees with industrial experience but have not taken any formal teaching methods courses. This survey attempts to find out how widely these techniques are utilized and where faculty received their training. Students worked together as members of project teams to find solutions to an actual electromechanical design problem using a hematology analyzer from industry. This method can be used in any number of technology and science courses and will help the student prepare for problem solving and working in a team environment. [ABSTRACT FROM AUTHOR]

The transition from high school to college can be very difficult for many students. The authors believe that students can advocate on their own behalf by educating themselves on challenges they may potentially face, as well as establishing realistic educational and social goals. Concurrently, parents can assist their children by becoming more aware of the transition issues, and learning how to help anticipate transitions. This paper will acquaint the reader with three key transitional challenges new college students face, as well as offer an approach to productive interactions with both students and their parents. As evidenced in steadily improving persistence rates, the University of Pittsburgh has found by educating new students and parents in realistically anticipating first year challenges, students are able to produc- tively work through their freshman year university experience. [ABSTRACT FROM AUTHOR]