Accrediting boards and employers agree that there is a growing need for engineering leadership training. The aforementioned recognized, soft skills training is still an incipient initiative in the engineering discipline. This paper aims to summarize the implementation of the Engineering Leadership Program at the School of Engineering, where the implementation process uses the model for learning and teaching proposed by Reyes and Zarama, 1998b, as a strategy to embody engineering leadership capabilities. The best practices in regard to the capabilities that promote engineering leadership are discussed. The final remarks highlight the relevance of the active student roles in the development of the Engineering Leadership Program.
The author describes the implementation of the Engineering Leadership Program using Reyes and Zarama’s process of embodying distinctions.
The use of systemic models for teaching and learning in the implementation of Engineering Leadership Programs helps facilitate leadership competencies in students. The implementation of “engineering leadership” as complementary activity in the engineering curriculum demonstrated individual and program advantages – in comparison to solely modifying the current engineering curriculum.
This work enhances the understanding of how engineering schools can design activities to promote engineering leadership in former engineers as is requested by international accreditation boards and by engineering employers.
