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New Leadership: A Case Study of Female Undergraduate Researchers. Charlotte Maheu, PhD Associate Director Sarah McAllister, MSW Program Coordinator Newcomb College Institute of Tulane University NASPA Conference, Phoenix, AZ March 12, 2012. New Leadership Emerging.

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new leadership a case study of female undergraduate researchers
New Leadership: A Case Study of Female Undergraduate Researchers

Charlotte Maheu, PhD

Associate Director

Sarah McAllister, MSW

Program Coordinator

Newcomb College Institute of Tulane University

NASPA Conference, Phoenix, AZ

March 12, 2012

new leadership emerging
New Leadership Emerging

Organizational Model

  • Harmonize seemingly divergent principles and values
  • Open institutional boundaries of Academic Affairs and Student Affairs
  • Foster intellectual development and leadership development

Undergraduate women

  • Develop their potential as leaders and scholars
  • Encourage diverse research agendas and academic interests
  • Incorporate gender studies in the program’s curriculum
presentation goals
Presentation Goals
  • Communicate the history and development, implementation and execution, and research on the Newcomb Scholars Program.
  • Convey the importance of and methods used to bring values and practices of both Student Affairs and Academic Affairs to design and implement the program.
  • Explore how your institution can incorporate this new model.
literature on women s experience in higher education
Literature on Women’s Experience in Higher Education
  • Opportunities at women-focused institutions (Wolf-Wendel, 2000)
  • Organization of women’s college and coed institutions (Kim & Alvarez, 1995; Kinzie, Thomas, Palmer, Umbach, & Kuh, 2007)
  • Classroom climate for women (Allan & Madden, 2006; Brady & Eisler, 1995, 1999; Canada & Pringle, 1995; Crawford & MacLeod, 1990; Whitt, Edison, Pascarella, Nora, & Terenzini, 1999)
  • Historical and modern contributions of women’s colleges (Langdon, 2001)
  • Gender gap in college in relation to students’ academic, social, political, and personal perspectives and experiences (Sax, 2008)
literature on cohorts and cohort development
Literature on Cohorts and Cohort Development
  • Role of cohorts in relation to educational programs (Dinsmore & Wenger, 2006; Mandzuk, Hasinoff, & Seifert, 2005; Mather & Handley, 1999; Sapon-Shevin & Chandler-Olcott, 2001)
  • Cohorts and adult learners (Drago-Severson, Helsing, et al., 2001; Fenning, 2004)
  • Cohorts and academic achievement (Carrell, Fullerton, & West, 2009)
  • Ability grouping (Boaler, Wiliam, & Brown, 2000)
  • Groups and problem-based learning (Chiriac, 2007)
  • Outside influences on a structured group (Wong, 2004)
  • Influence of individuals on a group (Burack & Franks, 2004)
  • Peer groups at women’s colleges (Kim & Alvarez, 1995; Langdon, 2001)
literature on organizational models
Literature on Organizational Models
  • Bridging the gap (Kain, 2006)
  • Network of ties (McEvily & Zaheer, 2001)
  • Integrative leadership and cross-sector collaborations (Crosby & Bryson, 2010)
  • Knowledge networks (Hansen, 2002)
  • Internal conflicts (Peck, 1998; Zachary, 1994, Bolman & Deal, 2008)
  • Freely shared ideas (Edmonson, 2006)
  • Cross department coordination (Schlender, 2004)
slide7
Newcomb Scholars is a unique four year experience for selected incoming women at Tulane focused on three major goals:
  • To develop a cohort of smart, inquisitive, and engaged women at Tulane who enroll in four seminars together to challenge and support one another.
  • To support independent undergraduate research for women students so they can become well versed scholars in their disciplines and benefit from the guidance of faculty and staff in their fields.
  • To provide these students with a supportive environment to test their knowledge and skills so they can gain the confidence to speak up in less familiar or “chilly” environments.
description of newcomb scholars program
Description of Newcomb Scholars Program
  • Fall 2009-First year of program
  • Selective, four year curricular and co-curricular experience that fosters scholarly and creative work within a close knit community of academically diverse undergraduate women.
  • Newcomb Scholars Seminars
    • History of Philosophy of Higher Education: The Role of Women in American Colleges and Universities
    • Seeking Knowledge: How Disciplines Recognize Truth
    • Women Leading Change: Case Studies on Women in Organizations
    • Research Seminar
  • Independent Research Project
  • Newcomb Scholars Events Committee
opening up institutional boundaries
Opening Up Institutional Boundaries

Intellectual Development

Departments

  • Center for Public Service
  • Center for Engaged Learning and Teaching

Collaborators

  • Faculty Advisory Committee
  • Graduate Student Panels
  • Faculty Panels

Practices

  • Seminars
  • Research
  • Internships
  • Conferences
opening up institutional boundaries1
Opening Up Institutional Boundaries

Leadership Development

Departments

  • Center for Public Service
  • Center for Engaged Learning and Teaching
  • Student Affairs

Collaborators

  • Events Committee

Practices

  • Service Projects
  • Internships
  • Conferences
  • Wellness Committee
  • Community Building, i.e. Movie Nights
  • Scholar Mentoring
research methods
Research Methods

Pre and Post Survey

  • During first year and last year of program

Focus Groups

  • Conducted second year of program with 1st and 2nd cohorts

Course Surveys and evaluations

  • Survey development involved working with Duke University, Baldwin Scholars’ staff, Tulane University Assessment Director and tested by students.
  • Survey assesses academic experience, academic confidence, leadership potential, connection with faculty and general demographic information.

Program Evaluation

initial findings and themes
Initial Findings and Themes

Organizational Model

  • Harmonizing seemingly divergent principles and values by opening institutional boundaries of Academic Affairs and Student Affairs
  • Creating curricular and co-curricular components to foster intellectual development and leadership development
  • Incorporating seminars into university curriculum
  • Working with faculty advisory committee
  • Lessons learned/recommendations
initial findings and themes1
Initial Findings and Themes

Undergraduate Women

  • Birds of a Feather
  • “I am part of an academically focused, small group. I can meet people who are like me.”
  • “I am among peers who have the same goals and interests; I am broadening my perspective.”
  • Prioritize diverse research agendas and academic interests
  • “I am glad that I was able to branch out to meet people from different areas of interest. I am building friendships and becoming integrated into campus.”
initial findings and themes2
Initial Findings and Themes

Undergraduate Women

Interested in gender studies in the program’s curriculum

“Newcomb Scholars is academically really diversified. I have become more interested in women’s issues, gender studies and rely on the [Newcomb College] Institute in a number of ways.”

“It is a great experience, I loved getting to know the fellow girls and learned more about women.”

Influence of the cohort on women’s confidence (leaders) and development as intellectuals (scholars)

"It [the program] provides a real community. I look forward to learning from, growing with and being challenged by the other Newcomb Scholars.”

“Newcomb Scholars has enhanced my experience at Tulane. I feel more comfortable during presentations and speaking up in class.” I enjoy being with 19 other intelligent, motivated, funny girls , though it is sometimes intimidating.

current model
Current Model

Academic Affairs

Student Affairs

new model
New Model

Newcomb Scholars

Academic Affairs

Student Affairs

group discussion
Group Discussion
  • How can you envision incorporating elements of the new model at your institution?
  • Thinking about leadership in new ways:
    • Bring faculty into the discussion of Student Affairs.
    • Bring student affairs professionals into the discussion of Academic Affairs.
    • Incorporate curricular components into co-curricular initiatives.
  • How does this structure empower students to ignite leadership and influence change?