2026 ASEE Annual Conference & Exposition

Bridging Learning and Leadership: Alumni and Employer Insights from an Undergraduate Engineering Leadership Program

Engineering leadership programs are increasingly integrated into undergraduate curricula to complement technical expertise with the professional competencies demanded by industry. The Emerging Engineering Leaders Development (EELD) program at the University Blinded integrates leadership modules into the senior capstone sequence, ensuring that all graduates participate in structured leadership development. The program’s goal is to cultivate professional and interpersonal skills that empower engineers to lead effectively, regardless of their formal position in capstone projects or future careers. This mixed-methods work-in-progress study examines the long-term impact of the EELD program by exploring which leadership skills recent engineering graduates find most helpful in their early careers, which leadership skills employers most expect from early-career engineers, and how closely these perspectives align or differ. To address these questions, the research team employed a mixed-methods approach, combining quantitative and qualitative data collection and analysis. To strengthen alumni representation, open-ended survey responses from the the 2023-24 and 2024-25 cohorts (n = 660) were systematically coded by leadership module to identify which topics students found most impactful. Managing Conflict and Leadership Styles were the most frequently referenced, followed by Working Across Generations, Stakeholder Mapping and Engagement, and Group Decision-Making. These quantitative results provide a clear snapshot of which leadership themes resonated most strongly with graduating engineers immediately after program participation. Complementing these data, focus groups with alumni and industry partners explored how these skills are perceived and enacted in professional contexts. The qualitative component employed a hybrid listening-based and live-coding approach designed to capture both verbal and nonverbal communication dynamics often missed in transcript-only analysis. Alumni participants reflected on how their EELD experiences shaped their approaches to teamwork, initiative and professional communication, while employers discussed the leadership traits they most value in early-career engineers. Preliminary findings indicate convergence between both groups around communication, initiative, accountability and problem-solving as foundational leadership competencies. However, certain divergences are emerging with employers emphasizing technical credibility and resilience as prerequisites for trust and advancement, whereas alumni highlight adaptive communication, boundary-setting and relational trust as central to effective collaboration in diverse professional environments. Ongoing analysis aims to refine understanding of how EELD’s leadership modules translate to workplace effectiveness and to identify opportunities for curricular enhancement. By triangulating alumni and employer perspectives, the findings underscore the program’s effectiveness in developing adaptable, communicative and accountable early-career engineers. These findings also inform continuous improvement of the EELD program and similar embedded leadership initiatives, while guiding alignment between educational outcomes and the evolving demands of professional engineering practice.

Authors

Dr. Brandy B Walker http://orcid.org/0000-0001-6866-2113 The University of Georgia [biography]

Dr. Brandy Walker is Senior Public Service Faculty at the J.W. Fanning Institute for Leadership Development, a unit of Public Service and Outreach at the University of Georgia. Her expertise lies in the design, implementation, and evaluation of leadership development programs grounded in community engaged research and practice. Her work spans youth leadership, higher education, and workforce development, with a particular emphasis on collaborative leadership, conflict management, and dialogue in complex systems.
Over many years, Dr. Walker has partnered closely with the University of Georgia’s College of Engineering to integrate leadership development into academic learning environments, including sustained work within senior capstone courses through the Emerging Engineers Leadership Development Program that serves as the foundation for this paper. She holds a PhD in Learning, Design, and Technology and is recognized for developing scalable, high impact programs delivered in face to face, hybrid, and virtual formats for audiences across the U.S. and internationally.
Elizabeth Lutz http://orcid.org/0009-0007-4075-6020 The University of Georgia [biography]

Elizabeth Lutz is a Public Service Faculty member at the University of Georgia. Her work spans organizations, industries, nonprofit and community-based settings, and academic programs, where she advances leadership development, collaboration, and multigenerational engagement. She partners with diverse groups to strengthen leadership capacity, enhance team effectiveness, and foster cross-sector approaches to complex community challenges.
Her approach is grounded in applied practice and draws on extensive experience in program development, facilitation, and leadership education. Through this work, she supports the design and implementation of learning experiences and collaborative processes that build stronger teams and more connected communities. Across all contexts, her focus remains on cultivating meaningful engagement and supporting sustainable, people-centered impact.

Her approach is grounded in applied practice and draws on extensive experience in program development, facilitation, and leadership education. Through this work, she supports the design and implementation of learning experiences and collaborative processes that build stronger teams and more connected communities. Across all contexts, her focus remains on cultivating meaningful engagement and supporting sustainable, people-centered impact.
John Ogbeleakhu Aliu http://orcid.org/0000-0001-5651-4009 University of Georgia [biography]

John Aliu is currently a Clinical Assistant Professor at the Engineering Education Transformations Institute (EETI) within the College of Engineering at the University of Georgia, United States. His primary research aims to equip engineering students with critical competencies and enhance their employability in the context of rapid technological advancements. Dr. Aliu also conducts research on smart and sustainable construction and explores innovative Nature-based Solutions (NbS) for building resilient infrastructure. He holds a Bachelor’s degree in Civil Engineering, a Master’s degree in Construction Management, and a PhD in Civil Engineering. He has authored and co-authored numerous publications in collaboration with international colleagues, contributing to the fields of engineering education, skills development, construction digitalization and sustainable construction. Additionally, he serves as an Associate Editor for the ASCE Journal of Civil Engineering Education.
Dr. Stephan A. Durham The University of Georgia [biography]

Dr. Stephan A. Durham serves as the Assistant Dean for Student Success and Outreach of the College of Engineering and Juneau Construction Company Professor of Civil Engineering. He served as Interim Dean for the college from 2024 – 2025. Since joining academia in 2005, Dr. Durham graduated over 40 MS and Ph.D. students in the area of structural engineering, concrete materials, sustainability, and construction management. Durham is exceptionally renowned for development and management of the outstanding UGA capstone design series in civil and environmental engineering that includes innovative leadership training and relations with and working for government agencies among several other approaches to experiential learning. Dr. Durham is also renowned for his leadership in ASCE, including his service as legislative contact and advocacy captain for the State of Georgia with a previous appointment to the Society Transportation Policy Committee. He currently serves on the Society’s Committee on Student Conferences and Competitions. He obtained his BSCE, MSCE, and Ph.D. in civil engineering with an emphasis in structural engineering from the University of Arkansas. A strong advocate for registration in academia, he is a licensed Professional Engineer in the state of Georgia.
Mr. Animesh Paul The University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.
Lauren Anglin The University of Georgia [biography]

Lauren Anglin serves as the Director of Experiential Programs & Student Success Assessment at the University of Georgia College of Engineering. In this role, Lauren oversees the college’s rapidly growing experiential programs, including Cooperative Experiential Learning, professional internships, and Capstone Design. A major focus of Lauren’s role is building strategic partnerships with companies, communities and organizations to expand work and project-based learning opportunities for undergraduate students. Lauren is a proud Double Dawg, receiving two undergraduate degrees and her M.Ed. in Community Counseling from UGA.

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The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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