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Engineering leadership education has become increasingly popular over the past decade in response to national calls for educational change. Despite the growing popularity of the movement, however, reform efforts continue to be piecemeal in their delivery, driven largely by the priorities of program leaders who established them (Graham, 2012). If we as engineering educators wish to more systematically develop leadership skills in our students, we should begin by empirically examining and defining our phenomenon of interest: engineering leadership. Our article takes up this challenge by investigating how 82 engineers in five organizationally distinct roles define leadership and how their respective insights are shaped by their diverse organizational locations. After weaving together the perspectives of engineers in industry, human resource professionals, entrepreneurs, politicians and interns, we propose a poly-vocal definition of engineering leadership and identify practical implications for engineering leadership educators.

Case studies have been used by engineering ethics educators for several decades, following a path paved by legal educators in the late nineteenth century. Unfortunately, few of these cases connect the micro-ethical decisions of individual engineers with the macro-ethical consequences of their actions, leaving intact a long-standing division between ethics and equity in engineering education. Our paper highlights a curricular intervention aimed at helping bridge this ethics-equity divide. In particular, we document a three-year initiative to replace engineering ethics lectures with open-ended case study workshops. While early assessment results indicate that students found our workshops to be significantly more engaging than their first-year ethical compliance lectures, a recent episode of backlash demonstrates the ease and rapidity with which equity-based interventions can be derailed. Iterative optimization of our workshop in response to this critical incident suggests that engineering educators can bridge ethics with equity if they combine two pedagogical strategies emerging from distinct paradigmatic traditions: (1) infuse critical analyses into case study learning to avoid the pitfalls of moral relativism and (2) shift the tone of discussion from rational argumentation to respectful dialogue by including mindful listening activities.

A reaction was forced between aqueous chlorine and lignin model dimer 9 at 50 degrees Celsius to investigate the chemistry of chlorine bleaching. This produced tetrachloroquinone dimer 13. Meanwhile, tetrachloroquinone dimer 12 was also reacted with aqueous chlorine. It resulted in a solution of tetrachloroquinones 15 and 16 which, when reacted with 2.5% sodium hydroxide, led to an intramolecular oxidation-reduction.

In recent years the US-based National Academy of Engineering and Engineers Canada have urged engineering educators to supplement technical coursework with multiple domains of professional skills development. One such domain is that of engineering leadership. While leadership education is beginning to be infused into some undergraduate engineering programs, it has not yet gained traction as a legitimate field of study. The legitimacy of the field depends on engineers recognizing themselves as members of a leadership profession. Our paper facilitates this process of recognition by grounding leadership theory in the professional experiences of engineers employed by four Canadian engineering-intensive firms. Our constant comparative analysis of qualitative data collected through nine focus groups and seven interviews suggests that engineers are largely resistant to dominant leadership paradigms drawn from other disciplines, but that they do, in fact lead in ways that blend key aspects of their identities with professionally recognized forms of influence. Our compound model of engineering leadership has practical and theoretical implications for engineers, leadership theorists and engineering educators. [ABSTRACT FROM AUTHOR]