@inbook{68e952d20e2a436fbb06974113a40d76,
title = "Leadership Training for Teacher-Scholars",
abstract = "The Cottrell Scholars Collaborative (CSC) Academic Leadership Team (ALT) staged its first leadership workshop in February 2016. Its objective is to provide teacher-scholars with the theory and tools for effective leadership as well as exposure to the practice of being a leader in academia. Academic leadership is here defined to include research center directors, department heads, deans, or related institutional administrators. Our hypothesis is that this intentional approach to train future leaders will enable them to be more effective in such roles. In this article, we report the details of the first workshop, and its effectiveness as determined from pre- and post- assessments.",
author = "Rigoberto Hernandez and Marilyne Stains and Bjorkman, {Karen S.} and Ashley Donovan and Dorhout, {Peter K.} and Feig, {Andrew L.} and Hammer, {Philip W.} and Ross, {Jennifer L.} and Wesemann, {Jodi L.} and Iyer, {Srikant K.}",
note = "Funding Information: A second concern about the state of academic leadership hinges on the question over how the mission of colleges and universities is driven towards advancing and creating new knowledge (through research funded by the accompanying extramural research funds) or toward disseminating knowledge (in the classroom funded by the accompanying tuition and public funds.) It is the philosophy of the Cottrell Scholar faculty model that a strong integration of both of these threads is critical for the success of modern primarily undergraduate institutions (PUIs) and research intensive (RI) universities ( , ). One approach for nudging these institutions towards integration is to motivate young faculty through research grants that require it, such as the National Science Foundation{\textquoteright}s CAREER award and the Research Corporation{\textquoteright}s Cottrell Scholar Award. As teacher-scholars rise through the faculty ranks, they should assume leadership roles in which they are able to impart a vision that integrates, rather than segregates, research and education. Funding Information: We thank Gail Burd, Teri Odom and Vince Rotello for their roles as founding members of the CSC ALT planning committee. We also thank all of the EALs. This work has been primarily supported by the Research Corporation for Science Advancement. We gratefully acknowledge additional support from the American Chemical Society and the American Astronomical Society in support of the first workshop. We also acknowledge the participants and their home institutions for their financial support of the workshop through registration fees. RH acknowledges the support of the Gompf Family Chair in Chemistry at Johns Hopkins, and the National Science Foundation through grant No. CHE 1700749 for broadening participation efforts such as this. Publisher Copyright: {\textcopyright} 2017 American Chemical Society. All rights reserved.",
year = "2017",
doi = "10.1021/bk-2017-1259.ch004",
language = "English (US)",
series = "ACS Symposium Series",
publisher = "American Chemical Society",
pages = "35--49",
editor = "Rory Waterman and Andrew Feig",
booktitle = "ACS Symposium Series",
address = "United States",
}