2026 ASEE Annual Conference & Exposition

Human-Centered Leadership in an AI-Driven World: Practitioner Reflections on Engineering Leadership Education

Presented at Evolution of Engineering Leadership Education: Assessment, Industry Alignment, and AI

Over the past 20 years, engineering leadership (EL) programs have been developed to foster the human-focused skills students need to have a greater impact in their careers. A 2022 Special Issue of the New Directions in Student Leadership (NDSL) summarized the development of EL programs and research. That same year, ChatGPT was released, leading to an explosion in the use of generative and agentic Artificial Intelligence (AI) which has the potential to reshape how engineers work. This begs the question: Does the instruction of EL need to change in light of the AI revolution? And if so, how?

This paper examines these questions through the collected reflections of 13 attendees from the ASEE LEAD Division Off-Site meeting held at Northeastern University in October 2025. All participants at the event were invited to submit a free-form reflection on a set of research questions based on the panels, presentations, and discussions in the workshop. The reflections were then gathered, systematically coded and distilled by the authors into key themes using the definition of EL proposed by Kendall et al. in the 2022 NDSL special issue as a reference point.

Respondents generally felt that Engineering Leadership instruction, training, and modeling will be more important than ever in the age of AI. Human-centered skills such as self-awareness, teamwork, and communication will continue to be foundational; while the environment of engineering practice may change, the key to engineering leadership continues to be fostering alignment among team-members, management and public stakeholders. However, increased emphasis is required on critical thinking, ethical decision-making, and change management. Engineering leaders will require a high degree of AI literacy to support the appropriate deployment of AI tools. Verification and validation and, at times, resistance to contraindicated uses of AI will be key to engineers upholding their professional responsibility. EL educators need to experiment with pedagogy to help students explore the impact of AI on team dynamics, with nuanced discussion on trust and we need to help engineering leaders to develop self-authorship, the ability to navigate challenges based on a strong sense of their own values and beliefs. The role of the ASEE LEAD division in supporting EL educators in this transition may be through continued engagement with industry, research on changing engineering practice, sharing pedagogical innovations that incorporate AI into EL instruction, and workshops on AI literacy.

This paper provides context and motivation for the reflection questions, outlines the findings from the reflections, discusses the implications for engineering leadership education, and offers recommendations for preparing our educators, students, future workforce and prospective leaders.

Authors

Dr. Emily Moore University of Toronto [biography]

Professor Emily Moore is the Director of Troost Institute for Leadership Education in Engineering (ILead) at the University of Toronto. She leads research and teaches on topics such as how engineers lead and learn to lead both as students and in practice. She has published on engineering leadership, equity in engineering, and incorporating systems thinking into complex decision making.

Emily was appointed as Director of ILead in October, 2018 after more than twenty years in industry. Emily started her career at the Xerox Research Centre of Canada scaling up new materials and processes from the lab to manufacturing. In her 11 years at Xerox, Emily learned a great deal about leading teams and developing new products, becoming a manager and Principal Engineer. Emily then spent 10 years at Hatch, a global engineering firm serving the mining, energy and infrastructure sectors. Emily led international teams to develop new product and service offerings and to deliver major projects, first as the Director of Technology Development and then as Managing Director, Water. Emily was also the inaugural chair of Hatch’s Global Diversity and Inclusion efforts. Emily holds a Bachelor Degree in Engineering Chemistry from Queen’s University and completed a Doctorate in Physical Chemistry from Oxford University as a Rhodes Scholar. In 2016 Emily was recognized as one of 100 Global Inspirational Women in Mining and received the SCI Canada Kalev Pugi Award.

Emily continues her involvement with industry by serving on boards, including Metrolinx (2019-2024), Chemtrade Logistics, International Petroleum, and the Canadian Mining Innovation Council.
Stacie Edington University of Michigan [biography]

Stacie Edington is the Director of Honors and Engagement Programs within the University of Michigan, College of Engineering.
Dr. Beverly Kris Jaeger-Helton http://orcid.org/0000-0002-6311-0130 Northeastern University [biography]

Professor Beverly 'Kris' Jaeger-Helton, Ph.D., is a full-time faculty member in the Department of Mechanical and Industrial Engineering at Northeastern University, where she has taught Human-Machine Systems, Simulation Modeling and Analysis, and Facilities Planning. She directs both the Undergraduate Program and Senior Capstone Design in Industrial Engineering at NU. As the Founding Director of the Galante Engineering Business Program, Dr. Jaeger-Helton has also served as a Technical Faculty Advisor for Senior Capstone Design projects, graduate-level Challenge Projects in Northeastern's Gordon Engineering Leadership Program, and venture projects for the Generate Program at NU's Sherman Center for Entrepreneurship. Her contributions to engineering education have earned her numerous awards for teaching, mentoring, and innovation, and she has been actively involved in engineering research initiatives through ASEE and beyond.
Dr. Kenneth W Lamb P.E. California State Polytechnic University, Pomona [biography]

Kenneth is a Professor of Civil Engineering at Cal Poly Pomona and a licensed Professional Engineer in Nevada with experience working on a variety of water, stormwater, and wastewater system projects. He also oversees the College of Engineering Leadership Program at Cal Poly Pomona.
James N Magarian http://orcid.org/https://0000-0003-3364-2213 Massachusetts Institute of Technology [biography]

James Magarian is a Sr. Lecturer with the Gordon-MIT Engineering Leadership (GEL) Program. He joined MIT and GEL after nearly a decade in industry as a mechanical engineer and engineering manager in aerospace/defense. His research focuses on engineering workforce formation and the education-careers transition.
Dr. Cindy Rottmann http://orcid.org/0000-0003-3291-095X University of Toronto [biography]

Cindy Rottmann is an Assistant Professor of Engineering Leadership Education at the University of Toronto. Her research interests include engineering ethics, equity, and leadership in university and workplace settings.
Amin Azad University of Toronto [biography]

Amin is a doctoral student at the University of Toronto’s Department of Chemical Engineering, pursuing a collaborative specialization in Engineering Education. Amin focuses on applying Systems Thinking Principles to Engineering Education and assessing its learning outcomes when solving wicked problems, especially in the field of Entrepreneurship. Amin obtained his MASc. and BASc from the University of Toronto, both in Industrial Engineering, and has worked as a consultant and researcher in tech companies. Amin’s hobbies include exploring the outdoors, trying new food, and traveling.
Dr. Meagan R. Kendall http://orcid.org/0000-0002-9940-4405 University of Texas at El Paso [biography]

An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering Leadership Development framework, and promoting student motivation. Dr. Kendall is the Past Chair of the Engineering Leadership Development Division of ASEE.
Tingkai Li http://orcid.org/0000-0003-1934-1000 University of Connecticut [biography]

Tingkai Li is a Ph.D. candidate at the University of Connecticut School of Mechanical, Aerospace, and Manufacturing Engineering. Tingkai serves as the Social Media Director for the John Lof Leadership Academy under UConn College of Engineering during the 2025-2026 academic year. Tingkai received his B.S. in Mechanical Engineering, with a minor in Energy Systems, summa cum laude, from Iowa State University.
Monica Pheifer Massachusetts Institute of Technology
Dr. Kim Graves Wolfinbarger http://orcid.org/https://0000-0002-4595-5674 The University of Oklahoma [biography]

Kim Graves Wolfinbarger is the director of the Jerry Holmes Leadership Program for Engineers and Scientists and an assistant professor in the Engineering Pathways program at the University of Oklahoma. Her research explores leadership development among students majoring in engineering and related sciences. Dr. Wolfinbarger holds a PhD in Industrial & Systems Engineering, an MS in Industrial Engineering, and a BBA in Marketing, all from OU.
Elika Shams http://orcid.org/0009-0008-6882-4766 University of Connecticut [biography]

Elika Shams is a Ph.D. student in Biomedical Engineering at the University of Connecticut, where she studies the molecular mechanisms of rare genetic diseases using computational modeling and molecular dynamics simulations in Dr. Anna Tarakanova’s lab. Her research focuses on elastin gene mutations and their effects on extracellular matrix proteins.
She earned her Master’s degree in Biotechnology from the University of Tehran and previously worked as a research assistant at Biotechnology Pioneers, contributing to bioink development for soft tissue bioprinting.
Beyond research, Elika is deeply involved in leadership and community building. She has served as President of the John Lof Leadership Academy (JLLA) since last summer and has also been President of the Iranian Cultural Organization at UConn since 2024. Through these roles, she has strengthened her passion for collaboration, mentorship, and inclusive leadership.
Outside of academics, Elika is a runner and hiker who loves exploring trails, traveling, and discovering new places through running.
Michael P. Manning Northeastern University

Note

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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