New Leadership: A Case Study of Female Undergraduate Researchers

Educating Undergraduate Women for Leadership in the 21st Century tulane.edu/newcomb

New Leadership: A Case Study of Female Undergraduate Researchers

Charlotte Maheu, PhDAssociate Director

Sarah McAllister, MSWProgram Coordinator

Newcomb College Institute of Tulane University

NASPA Conference, Phoenix, AZMarch 12, 2012


New Leadership EmergingOrganizational 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 Goals1. Communicate the history and development,

implementation and execution, and research on the Newcomb Scholars Program.

2. 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.

3. Explore how your institution can incorporate this new model.


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

• 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• 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)


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

A. Fall 2009-First year of programB. Selective, four year curricular and co-curricular experience that fosters

scholarly and creative work within a close knit community of academically diverse undergraduate women.

C. Newcomb Scholars Seminarsi. History of Philosophy of Higher Education: The Role of Women in American Colleges

and Universitiesii. Seeking Knowledge: How Disciplines Recognize Truthiii. Women Leading Change: Case Studies on Women in Organizationsiv. Research Seminar

D. Independent Research ProjectE. Newcomb Scholars Events Committee


Structure: Newcomb College Institute of Tulane University

Newcomb College Institute

Components

Newcomb Fellows Internships Student

OrgsLibrary and

Archives Grants Alumnae

Academic Affairs Student Affairs


Opening Up Institutional Boundaries

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

Collaborators• Faculty Advisory Committee• Graduate Student Panels• Faculty PanelsPractices• Seminars• Research • Internships • Conferences

Intellectual Development


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

Opening Up Institutional Boundaries


Research MethodsPre and Post Survey

– During first year and last year of programFocus Groups

– Conducted second year of program with 1st and 2nd cohortsCourse 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 ThemesOrganizational 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 ThemesUndergraduate 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 Themes

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.

Undergraduate Women


Current Model

Academic Affairs Student Affairs


New Model

Student Affairs Newcomb Scholars

Academic Affairs


Questions


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?


Newcomb Scholars, Classes of 2013 and 2014

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New Leadership: A Case Study of Female Undergraduate Researchers

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