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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]

The 21st Century ushered in a new era of globalization with accelerated rate of technological developments demanding a work force highly trained in STEM (Science, Technology, Engineering and Mathematics) fields. The current US administration has recognized this challenge by making education a priority and focusing particularly on the restoration of America's leadership in Higher Education with special emphasis on the role played by Community Colleges. We have been charged with preparing a well-trained student population in the STEM fields to meet these challenges and stay competitive in the global markets. Consequently, innovative educational programs must begin at an early stage of students' education with the theoretical and practical applications needed to become front-runners in this competitive world. There is an imperative to introduce students to a research environment where students can experience career relevance motivating them to continue pursuing these fields. By conducting research through internships with faculty members, students will be empowered to develop skills and will be motivated to succeed within STEM areas. Therefore, the Summer Internship Initiative will narrow the gap between theory and application by making the theory relevant to existing research projects and making the learning process exciting and interactive for students, thus increasing retention in the STEM areas. Hostos Community College of CUNY has partnered with senior colleges in CUNY and the Goddard Institute of Space Studies ("GISS") in New York City to expand the educational horizon of our students, enabling them to compete and win in global markets. The latter is possible through collaborative research initiatives that develop and improve critical thinking and creativity skills, hands-on, team oriented, and interdisciplinary learning via collaborative research projects. [ABSTRACT FROM AUTHOR]

Work is described on a National Science Foundation grant that supports the development, assessment, and dissemination of "micro-insertion" problems designed to integrate ethics into the graduate engineering curriculum. In contrast to traditional modular approaches to ethics pedagogy, micro-insertions introduce ethical issues by means of a "low-dose" approach. Following a description of the micro-insertion approach, we outline the workshop structure being used to teach engineering faculty and graduate students how to write micro-insertions for graduate engineering courses, with particular attention to how the grant develops engineering students' (and faculty members') ability to communicate across disciplinary boundaries. We also describe previous and planned methods for assessing the effectiveness of micro-insertions. Finally, we explain the role that technical communication faculty and graduate students are playing as part of the grant team, specifically in developing an Ethics In-Basket that will disseminate micro-insertions developed during the grant. [ABSTRACT FROM AUTHOR]