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Improving Bioengineering Student Leadership Identity Via Training and Practice within the Core-Course.

David M Rosch¹, P I Imoukhuede²

¹Agricultural Education Program, College of Agriculture, Consumer and Environmental Sciences, University of Illinois at Urbana Champaign, Urbana, IL, 61801, USA.

Annals of Biomedical Engineering

|July 2, 2016

Summary

Leadership training in bioengineering courses significantly boosts students' self-perception as leaders. Integrating leadership practice alongside teamwork is key for developing essential leadership skills in future engineers.

Keywords:

CATME Core-course Engineering education Leadership development Sophomore StrengthsFinder Teambuilding Undergraduate education

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Area of Science:

Bioengineering Education
Leadership Development
Engineering Pedagogy

Background:

The bioengineering profession increasingly emphasizes teamwork, driving changes in accreditation criteria.
Classroom-based team projects are common in bioengineering education, but may not foster leadership identity.
Existing research suggests engineering students often fail to develop leadership identity or capacity through standard team projects.

Purpose of the Study:

To assess the impact of leadership training and practice on leadership identity development in introductory bioengineering students.
To compare leadership identity formation in students receiving a leadership intervention versus those in a standard team-based course.

Main Methods:

Two similar sections of an introductory bioengineering course were compared.
One section included a leadership intervention with specific training and practice opportunities.
The other section served as a control group, using only standard team-based projects.

Main Results:

Students in the section with leadership training and practice demonstrated a significantly stronger self-image as leaders.
A notable difference in leadership identity development was observed between the intervention and control groups.
The intervention effectively enhanced students' self-perception of their leadership capabilities.

Conclusions:

Integrating explicit leadership training and practice within classroom team settings is crucial for bioengineering students.
These structured opportunities appear to be key mechanisms for fostering leadership identity and capacity.
Educational strategies should incorporate leadership development components to meet evolving professional demands.