Proposal Title
Ready, Set, Lead! How and When to Incorporate Aspects of Leadership into Science Courses
Session Type
Workshop
Room
P&A Rm 117
Start Date
July 2015
Keywords
student leadership in science; leadership best practices; science values; science ethics; undergraduate education
Primary Threads
None of the Above
Abstract
In 2014, we developed a Science Leadership course in an effort to build community within the Faculty of Science and to create opportunities for students to develop some of the skills needed for the 21 century scientist. In developing this course, we incorporated the tenets of leadership outlined and recommended by Kouzes and Posner (2014), namely: modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart. We integrated discussions and activities around science values, the nature of science, ethics in science, science and the public, and the politics of science. The value of reflection and reflective writing is highlighted throughout the course.
This workshop will build on some of the ideas and activities that help develop leadership, and participants will workshop ways to incorporate these ideas into their own classes. For example, how often do we highlight explicitly the role of leadership development within group activities that we might assign? Or address ethical aspects of a concept or approach in our classrooms to emphasize the responsibility of science to society? And how do we best develop effective science communication, both for our peers and for the public? These are all key aspects of leadership development that might readily be incorporated into our teaching without compromising “content”. Throughout the workshop, collectively we will examine the nature of leadership today and what this means for leadership in science. Participants will work with their own syllabi (or others) to integrate aspects of leadership development into their courses and programs. Collectively, we will develop a variety of activities across disciplines, and through discussion, build a toolbox of possibilities on how to effectively integrate aspects of leadership development that extend and enrich the science content of our courses.
Kouzes, J. and Posner, B., 2014. The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader. Jossey-Bass, 2nd edition.
Note: Participants are encouraged to bring a copy of a syllabus from one or more of their courses to work with during the workshop.
Elements of Engagement
Throughout the workshop, we plan to integrate some of the activities and ideas that we have successfully incorporated into our course. Participants will build on these to develop additional ideas through working on their own course situation, as well as engage in conversations around leadership best practices and how leadership skills and concepts might be integrated into a variety of science courses and levels. We aim to collectively build a basic “toolbox” of ideas around leadership development in the sciences.
Ready, Set, Lead! How and When to Incorporate Aspects of Leadership into Science Courses
P&A Rm 117
In 2014, we developed a Science Leadership course in an effort to build community within the Faculty of Science and to create opportunities for students to develop some of the skills needed for the 21 century scientist. In developing this course, we incorporated the tenets of leadership outlined and recommended by Kouzes and Posner (2014), namely: modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart. We integrated discussions and activities around science values, the nature of science, ethics in science, science and the public, and the politics of science. The value of reflection and reflective writing is highlighted throughout the course.
This workshop will build on some of the ideas and activities that help develop leadership, and participants will workshop ways to incorporate these ideas into their own classes. For example, how often do we highlight explicitly the role of leadership development within group activities that we might assign? Or address ethical aspects of a concept or approach in our classrooms to emphasize the responsibility of science to society? And how do we best develop effective science communication, both for our peers and for the public? These are all key aspects of leadership development that might readily be incorporated into our teaching without compromising “content”. Throughout the workshop, collectively we will examine the nature of leadership today and what this means for leadership in science. Participants will work with their own syllabi (or others) to integrate aspects of leadership development into their courses and programs. Collectively, we will develop a variety of activities across disciplines, and through discussion, build a toolbox of possibilities on how to effectively integrate aspects of leadership development that extend and enrich the science content of our courses.
Kouzes, J. and Posner, B., 2014. The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader. Jossey-Bass, 2nd edition.
Note: Participants are encouraged to bring a copy of a syllabus from one or more of their courses to work with during the workshop.