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.
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.
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.
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
- 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
Class runs 8:30 am - 5:45 pm each day.
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."
Professor. Leiserson received a B.S. from Yale University in 1975 and a Ph.D. from Carnegie Mellon University in 1981. He joined the MIT faculty in 1981, where he is now Professor of Computer Science and Engineering in the MIT Department of Electrical Engineering and Computer Science and head of the Supertech research group in the MIT Computer Science and Artificial Intelligence Laboratory. Leiserson’s research centers on the theory of parallel computing, especially as it relates to engineering reality. He coauthored the first paper on systolic architectures. He invented the retiming method of digital-circuit optimization and developed the algorithmic theory behind it. On leave from MIT at Thinking Machines Corporation, he designed and led the implementation of the network architecture for the Connection Machine Model CM-5 Supercomputer, which incorporated the “universal” fat-tree interconnection network he developed at MIT. Fat-trees are now the preferred interconnect strategy for Infiniband technology. He introduced the notion of cache-oblivious algorithms, which exploit the memory hierarchy near optimally while containing no tuning parameters for cache size or cache-line length. He developed the Cilk multithreaded programming technology, which featured the first provably efficient work-stealing scheduler. He led the development of several Cilk-based parallel chess-playing programs, winning numerous prizes in international competition. On leave from MIT as Director of System Architecture at Akamai Technologies, he led the engineering team that developed a worldwide content-distribution network numbering over 20,000 Internet servers. He founded Cilk Arts, Inc., which developed the Cilk++ multicore concurrency platform and was acquired by Intel Corporation in 2009. Intel now embeds this technology in their Cilk Plus multithreaded programming environment.
Leiserson has made numerous contributes to computer-science education. He is perhaps best known as coauthor of the textbook, Introduction to Algorithms (The MIT Press), which was named “Best 1990 Professional and Scholarly Book in Computer Science and Data Processing” by the Association of American Publishers. Currently in its third edition, it is the leading textbook on computer algorithms, having sold over 500,000 copies, and is one of the most cited publications in all of computer science. He developed the MIT undergraduate courses on algorithms and on discrete mathematics for computer science. He was for many years the head of the computer-science program for the Singapore-MIT Alliance, one of the first distance-education collaborations, which produced popular video lectures of his undergraduate course on algorithms, which are viewable through MIT OpenCourseWare. He developed MIT’s undergraduate class on software performance engineering, which teaches parallel programming not as an end in itself, but as one of several techniques for writing fast code. His annual workshop on Leadership Skills for Engineering and Science Faculty has educated hundreds of faculty at MIT and around the world in the human issues involved in leading technical teams in academia. He was the founding Workshop Chair for the MIT Undergraduate Practice Opportunities Program (UPOP), which teaches MIT Engineering sophomores how leadership skills can leverage their technical skills in professional environments. He has graduated over two dozen Ph.D. students and supervised more than 60 master’s and bachelor’s theses. Leiserson has won many academic awards. He received the IEEE Computer Society 2014 Taylor L. Booth Education Award “for worldwide computer science education impact through writing a best-selling algorithms textbook, and developing courses on algorithms and parallel programming.” He received the ACM 2013 Paris Kanellakis Theory and Practice Award “for contributions to efficient and robust parallel computation through both provably efficient randomized scheduling protocols and a set of parallel-language primitives constituting the Cilk framework.” He received the ACM 1982 Doctoral Dissertation Award for his Ph.D. thesis, Area-Efficient VLSI Computation. He is a Margaret MacVicar Faculty Fellow at MIT, the highest recognition at MIT for undergraduate teaching. He is a member of the National Academy of Engineering and has been elected Fellow by four professional societies: AAAS, ACM, IEEE, and SIAM.
Chuck McVinney is principal of McVinney & Company, an organizational development and executive consulting company. He is an educator, facilitator, and consultant who has specialized for over 20 years in the creative process, the improvement of interpersonal dynamics (team development), and the crafting of excellent learning events for organizations. He is especially known for his work with emerging and merging organizations, helping entrepreneurs and CEO's create cultures and work environments where values that support sustainability and creativity are deeply held and applied.
McVinney has been a corporate consultant and public speaker in demand for more than 15 years. His work with learning and education in public and private sectors spans over 30 years. He has traveled all over the world carrying his message of creativity and sustainability. He has worked in Europe and in Southeast Asia and co-led the design, development, and implementation of a series of creative management and leadership programs at the Singapore Institute of Management in the early 1990's. These programs are based on the Whole Brain Model created by Ned Herrmann, and it represents a technology he has helped to refine and apply with Herrmann and his associates over the last 20 years.
McVinney has been published in numerous professional journals, including an article called Dream Weavers for the American Society of Training and Development, and is coauthor of Engineering Management: People and Projects, Battelle Press (1995), a book about creativity, teams, and technical project management.
McVinney has a Liberal Arts Degree from the State University of New York (Geneseo), and holds a masters degree in Educational Psychology from Clark University.
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.
|Fundamentals: Core concepts, understandings, and tools (50%)||50|
|Academic Applications: Linking theory and real-world (50%)||50|
|Discussion or Groupwork: Participatory learning (50%)||50|
|Labs: Demonstrations, experiments, simulations (50%)||50|
|Other: Participants should be teachers or researchers at an institution of higher education in engineering, science, or other technical field||100|