Leadership Skills for Engineering and Science Faculty

Lead Instructor(s): 

Charles Leiserson
Chuck McVinney

Dates: 

Jun 12, 2017 - Jun 13, 2017

Course Length: 

2 Days

Course Fee: 

$1,700

CEUs: 

1.4

Status: 

  • Registration opening soon

It is highly recommended that you apply for a course at least 6-8 weeks before the start date to guarantee there will be space available. After that date you may be placed on a waitlist. Courses with low enrollment may be cancelled up to 4 weeks before start date if sufficient enrollments are not met. If you are able to access the online application form, then registration for that particular course is still open.

Note: This course is limited to faculty, teachers, or researchers working in institutions of higher education

COURSE SUMMARY

This course focuses on human-centered strategies for leading effective teams in technical academic environments. Through a series of interactive role-playing activities, self-assessment instruments, and group discussions, you will develop a repertoire of techniques for addressing issues that commonly arise within engineering research groups and teaching staff.

The workshop promotes awareness of the participants’ own styles of leadership and offers them new approaches to explore. Since leadership styles are highly individual and situational, the instructors do not judge styles as “good” or “bad,” but provide a nonjudgmental yet structured environment in which you can discover what works for you. No dogma.

Takeaways from this course include:

  • Recognizing and describe your own brain-dominance profile and how it affects personal leadership style and effectiveness
  • Applying the skills of visioning and mentoring to create opportunities for yourself and others
  • Applying situational-leadership concepts to the various challenges encountered when developing students in an academic environment
  • Defining and use techniques and approaches for conflict management and for handling interpersonal dynamics more creatively
  • Understanding and articulating how leadership styles affect research, education, and the learning process

Who should attend:

This course is designed for those who wish to enhance their leadership potential by learning more about themselves. As we grow and gain experience in our work and life, it's valuable to pause when possible and take a look at who we are becoming. In addition, a brave assessment of the skills and attributes we have accumulated may assist us in striking out to build new personal options.

This course is designed for faculty at institutions of higher education. Nonacademics and students may not attend.

Requirements:

Please note that self-assessment questionnaire will be due approximately 10 days before the course starts. Laptops or tablets with word processing software are required for this course.

Government Grantees: The cost of tuition for this workshop may be eligible for direct charging to a sponsored research project, because workshop activities can be identified specifically with the participant’s particular project and benefit the project directly. Please check with your university’s office of sponsored programs.

Program Outline: 

This program is highly experiential, discovery based, and full of mutual "air time" for all to share ideas and insights. We use short videos, case examples, role-plays, group work, short lectures, and lots of dialog to investigate the topics below. The idea is to keep participants engaged and interacting throughout the entire course. Discussion topics will include:

  • Group culture
  • Team leadership
  • Conflict resolution
  • Student advising and mentoring
  • Motivation
  • Emotions
  • Diversity
  • Balancing work and family
  • Reputation and tenure

Using an array of behavioral models, along with a set of easy-to-use assessment inventories, we investigate key aspects of the self knowledge that makes leaders successful, including:

  • The techniques and substance behind creating driving visions and missions for our lives and work
  • Ways to further understand what motivates us (and others), and successful ways to leverage motivational energy for success
  • How our individual and highly unique brain works and how we are similar and different because of our thinking preferences
  • Various ways we communicate and solve problems
  • Specific styles of leadership we most like and most frequently display
  • The several behavioral options we have available to us when dealing with conflict and other emotional aspects of relating to others

Course Schedule: 

View 2017 Course Schedule (pdf)

Class runs 8:30 am - 5:30 pm each day.    

Participants’ Comments: 

PROFESSOR BEVIN ENGELWARD, MASSACHUSETTS INSTITUTE OF TECHNOLOGY 

“Your course was transformative. I only wish I had taken it much earlier in my career.  Awesome. All faculty should take this class."

PROFESSOR ADAM WILLARD, MASSACHUSETTS INSTITUTE OF TECHNOLOGY

"Very thought-provoking workshop. As a junior faculty member, I am certain that the material will prove useful in the future."

PROFESSOR ALESSANDRO ALIAKBARGOLKAR, SKOLKOVO INSTITUTE OF SCIENCE AND TECHNOLOGY

"This program gives great exposure to real life situations in a faculty job and provides tools on how to manage them. As a young faculty [member], I found the two days with Chuck and Charles very informative and useful.”

PROFESSOR JAVIER MACOSSAY, THE UNIVERSITY OF TEXAS-PAN AMERICAN

“An excellent workshop for STEM faculty, but helpful to anyone in any discipline. This workshop has been a great investment on my professional career and in my personal life.”

PROFESSOR DAVID PATTERSON, UNIVERSITY CALIFORNIA, BERKELEY

"16 hours well spent! Best workshop I’ve attended!"

PROFESSOR RANDAL BRYANT, DEAN, SCHOOL OF COMPUTER SCIENCE, CARNEGIE MELLON UNIVERSITY 

"As a PhD student, I learned how to do research and teach classes. Unfortunately for my early graduate students, I had learned very little about how to guide students in their graduate studies. Only through experience have I learned how to adapt to the wide range of learning styles and motivations of different students. It's great to have Chuck and Charles be able to present this kind of understanding to our faculty in a practical and relevant form."

NAEL ABU-GHAZALEH, ASSOCIATE PROFESSOR, STATE UNIVERSITY OF NEW YORK AT BINGHAMTON 

"Excellent. Passionate, well organized, analytical, competent, down-to-earth -- they play very well against each other. They practice what they preach--covered all 4 quadrants."

Instructors: 

Location: 

This course takes place on the MIT campus in Cambridge, Massachusetts. We can also offer this course for groups of employees at your location. Please complete the Custom Programs request form for further details.

Content: 

Fundamentals: Core concepts, understandings, and tools (50%) 50
Academic Applications: Linking theory and real-world (50%) 50

Delivery Methods: 

Discussion or Groupwork: Participatory learning (50%) 50
Labs: Demonstrations, experiments, simulations (50%) 50

Levels: 

Other: Participants should be teachers or researchers at an institution of higher education in engineering, science, or other technical field 100