Gene Dixon

Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?

ABSTRACT On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishnas model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO–Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki–Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowskis model.

Can We Lead and Follow

Abstract: This article contributes to organizational efficacy by exploring the role of followers as part of the leadership development process. The idea of leaders in organizations has been discussed and cussed ad infinitum by practitioners, researchers, and observers. With a growing recognition of organizational followers as a backdrop, this article reports on basic research comparing attributes of leaders and followers and seeks to provide recommendations for enhancing the leadership development process in engineering organizations. Using theories proffered by Sashkin (Visionary Leadership) and Chaleff (Courageous Followers) as an experimental framework, data was collected from technology workers (N = 111) and analyzed to ascertain the nature of leader-follower correlations in an effort to further explore intrapersonal leader-follower relations and exchange. The analysis indicates the concepts are correlated. Based on the correlation, recommendations are provided for the leadership development process.

Service learning and integrated, collaborative project management

This article describes the development of an undergraduate course on project management that incorporates experiential learning and service learning as the primary course learning methodology to instill in students the Project Management Institutes nine Knowledge Areas. The discussed instructional method is a dynamic and participative pedagogy. The project management course content is traditionally structured around system needs and analysis identification, functional requirements analysis, project timelines, network analysis, and project progress metrics. Introduction of service-learning projects and experiential learning pedagogies provides a pragmatic approach for applying project management concepts. This article compares and contrasts the first three offerings of this course and provides lessons learned that may be helpful to others wishing to embrace project management realism in their course work. The purpose of this article is to encourage a hands-on method for learning the nine Knowledge Areas in the undergraduate classroom.

Followers and Generations in the Workplace

Abstract: This article documents research examining commitment levels and follower behaviors across generations. Behavioral and commitment characteristics were measured and examined for relationships across different generations of employees in technical and non-technical occupations in separate studies. The results of the findings from both studies show relationships across generations in levels of commitment and follower behaviors. The results suggest that technical occupations show more association of follower behaviors and less association of commitment levels. Analysis indicates that non-technical occupations show less association of follower behaviors and more association of commitment levels across generations. Strategies for application in the workplace are provided.

A spiral curriculum in design and project management

This paper documents the design and implementation of a four year, five-course sequence in design and project management within a general engineering program at a large public institution. The design of the curriculum was inspired by the “spiral curriculum” concept, and as a result, seeks to build knowledge and skills related to engineering design and project management during each of the four years. Course descriptions and examples of the ways that knowledge is spiraled through each are provided. The first cohort to progress through the entire spiral graduated in Spring 2015; next steps will continue to monitor the effectiveness of the spiral through continued program assessment.