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1. The Relationship between Incentives, Views on Leadership and Socioeconomic Factors, and Associated Impacts Regarding a University Students' Leadership Training Program

   Tackie, David N; Henry, Findlay J; Jimmeh, Joe B; Gogo-Kumi, N (August 2024, International journal of economics commerce and management)

   Christopher, M; Sharma, P (Ed.)

   University students’ leadership training programs have different dimensions, and they may be impacted by several factors. Yet, relatively few studies have been conducted on this issue. This study, therefore, examined the relationships and impacts of specific factors regarding a university students’ leadership training program. Data were collected using a questionnaire and analyzed using descriptive statistics, including correlation, and regression analysis. Considering the study participants, there were more females than males; more sophomores relative to other class classifications, and more participants intended to hold a college leadership position than otherwise. Furthermore, on the views on leadership, a very high proportion of the participants strongly disagreed or disagreed that leadership in an organization or a community is over-hyped (View 1), and an even higher proportion of participants strongly agreed or agreed that leadership in an organization or a community is needed depending on the type of entity (View 2). The regression results revealed that for model 1, gender, age, and incentive classification had statistically significant effects on View 1, and for model 2, none of the factors had a statistically significant effect on View 2. However, a revised version of model 2 showed that incentive classification was statistically significant. It may be that gender, age, and incentive classification are important factors in students’ views on leadership. 

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2. An Examination of the "After-Effects" of a Leadership Training Program on University Students

   Tackie, David N; Findlay, Henry J; Jimmeh, Joe B; Gogo-Kumi, N (October 2024, International journal of economics commerce and management)

   Christopher, M; Sharma, P (Ed.)

   The purpose of the study was to examine the “after-effects” of a leadership training program on university students. Data were collected using both cross-sectional and case study methods, and by interviewing students. The data were tabulated and analyzed using descriptive statistics and analyses. The participants included both male and female students; most of them were in their early twenties; juniors, and held department-wide, college-wide, or university-wide positions. Moreover, the majority of participants indicated that they participated in the workshops offered because they wanted to improve their leadership skills. They also indicated that they learned one new thing; for instance, leadership skills; teamwork; managing people, and grant writing. Furthermore, they all indicated that they have used, at least some of the information that they received from the workshops, such as information on voluntary organizations; leadership skills; financial management; grant writing; how to network; and dealing with different types of persons in organizations. Also, all the respondents mentioned that they were doing one thing differently, such as flexibility in leading; how to prioritize activities and tasks; using conflict resolution information; paying more attention to team members; sharing information with networks; and encouraging colleagues to provide or contribute ideas in team meetings. The students made suggestions for future workshops, such as including students from other colleges; more role-playing in the delivery of the workshops, and starting workshops early. The study has provided additional knowledge as to what university students think about the after-effects of a leadership training program. 

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3. The Reformation of Identity: What Is Present after a Science Teacher Leadership Program.

   Reeder, Andrea; Rushton, Gregory T (December 2024, International Journal of Teacher Leadership)

   Wenner, Julianne (Ed.)

   This qualitative study investigates the development of science teacher leaders during and after professional development. It examines the impactful experiences during a teacher leadership program that allowed them to explore their leadership identity and how this identity manifests in their schools’ post-program. The participants are 14 chemistry and physics teacher leaders from schools in the Southeastern U.S. who attended a five-year Noyce teacher leadership program. They are emergent leaders who entered the program with limited leadership exposure or expertise. Social learning theory provides the lens to examine during and post-program interviews with science teacher leaders. Three themes emerge from the interviews: 1) Redefining leadership, 2) Responsibility for others, and 3) Collaborative community that developed the science teacher leadership identity during and after the program. The findings from this study have theoretical and practical implications for teacher leaders, schools, and leadership development programs. 

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4. Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the Workplace

   https://doi.org/10.58021/S5C88R  

   Tarjan, L. Max; Raschke, Lynne; Hunter, Lisa (January 2022, Institute for Scientist & Engineer Educators (ISEE))

   Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa (Ed.)

   In many organizations (e.g., higher education, non-profits, small companies), individuals are called upon to lead small groups of people to complete one or more tasks both in formal roles and in informal settings. For example, department heads, committee chairs, project leads, and program managers are all roles that require an individual to utilize leadership skills to lead their team to the successful completion of the tasks at hand. However, in many science, technology, engineering, and math (STEM) fields and their associated jobs, training and support in leadership development are often lacking. To meet this need, the Institute for Scientist and Engineer Educators (ISEE) at the University of California - Santa Cruz (UCSC) made supporting and mentoring leadership development a key component of the Professional Development Program (PDP) for graduate students and postdoctoral scholars in STEM, which ran for over 20 years. Building off of the ISEE leadership development model (ISEE 2020), this workshop is designed to give professionals an opportunity to learn about and practice important leadership skills that can be used in their organizations. In this workshop, participants learn to apply three elements of effective leadership that are useful in practice and inclusive of multiple perspectives on leadership. Participants apply actionable leadership practices to their own challenges at work and develop the language to discuss their own leadership skills. Workshop duration: 15 minutes individual reading, 2 hours in-person workshop, 15 minutes follow up. 

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5. Key features of a long-standing student-led women in physics mentoring program

   https://doi.org/10.1063/5.0176033  

   Chessey, Mary K; Negussie, Sara D; Smith, Megan_D Marshall; Chmielewski, Mika A; Burson, Kristen M; Duck, Alison E; Hamilton-Campos, Kathleen A; Banerjee, Amitava (January 2023, AIP Conference Proceedings)

   As members of the student-initiated and student-led Women in Physics (WiP) organization (now called “Physicists of Underrepresented Genders”) in the Department of Physics at the University of Maryland College Park, we describe a mentoring program that started in 2012. The WiP group prioritizes creating a welcoming social environment for women and gender-diverse members of the physics community, as well as opportunities to network and learn about academic and career development. Each year, the long-standing mentoring program pairs interested undergraduates with graduate student or postdoc volunteers. Mentor-mentee matches commit to meeting for the academic year, but pairs often continue in following years and even after leaving the university. The WiP student organization leaders encourage pairs to meet at least three times during a 12-week semester, and group activities are organized to support this goal. Brief surveys completed by participants over the years have enabled the WiP leadership to assess and improve the program iteratively. In-depth reflections from one recent mentor-mentee pair provide insight on key elements that may have been the most beneficial to participants. Mentor-mentee interactions shifted to a virtual, long-distance environment during the COVID-19 pandemic. Implications for starting or maintaining mentoring programs for women in physics are discussed. 

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