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Fostering inclusive leadership and socio-technical skills through systems thinking and mentorship
Chintalapati, Pranav Ellis, Naoko
Chintalapati, Pranav
Ellis, Naoko
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Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
ISCED Level 6 Master's or equivalent
ISCED Level 6 Master's or equivalent
Curriculum Area
Geographical Setting
Canada
Abstract
This study explores the impact of collaborative learning and mentorship on systems thinking and socio-technical skill development in chemical engineering education. Through a design-based research approach, we examined a multi-year intervention in which senior students in a leadership and sustainability course mentored junior students undertaking causal analyses of industrial pollution case studies. Mixed methods were used to assess depth of reflection, causal loop diagram (CLD) construction, and open-ended survey responses across the 2023Ð2025 cohorts. Findings indicate that the 2025 cohort of junior students demonstrated a stronger grasp of systems thinking, with increased critical reflection, more detailed CLD modeling, and greater attention to contextual and ethical dimensions of engineering practice. Senior students also reported growth in leadership capacity, particularly in empathy, listening, and guiding others through complexity. While improvements were evident, the project is still at an early stage, with additional refinements and detailed assessments planned for upcoming years.
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Keywords (free text)
chemical engineering, case-based learning, survey evaluation, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering