Post-Graduate Certificate in Academic Leadership

This Certificate provides training for women in leadership, contemporary issues in higher education, interpersonal dynamics, ethics, and institutional advancement and governance. Graduates will be able to assume leadership positions in higher education, up to and including the level of President. Initial funding for the Certificate has been provided by a grant from the National Science Foundation. The program is led by a team of experts with proven knowledge and leadership in senior administration at HBCUs and TCUs, multicultural education, academic programming in leadership, and gender psychology.

This is a non-licensure, 16 credit hour, one-year certificate program. This post-graduate program will be presented in a unique Online format tailored to the needs of busy academic professionals. Coursework will be offered primarily online, with face-to-face residencies in Washington, D.C. and mandatory Capstone experiences that include personalized coaching.

The purpose of this program is to increase the pool of women, especially women of color, in the STEM disciplines who are well prepared in the science of academic leadership for leadership roles in STEM and other institutional roles at both HBCUs and TCUs.

(Runs concurrently with “Practicum 1.”) This course, using required readings and case studies, focuses on STEM disciplines within the context of both HBCUs and TCUs. Each student will research and compile a two hour workshop on one of the topics below, to be presented at the Introductory five day immersion seminar described above. Following the presentations, students will design their own development plan and capstone activity, based on preliminary feedback collected from their supervisor. (Two Credits)
(This course runs concurrently with “Overview of the Landscape and Future Trends in Academia). This course consists of an intensive one-week face-to-face seminar (presented on campus at our Washington, D.C. location) and is designed as the face-to-face component of its companion course, and as an orientation and initialization of the Certificate Program. Participants will be given a review of the program and engage in interactive lectures and seminars on relevant topics pertaining to leadership in general and academic leadership in particular. The experience will be continued during this initial term in online format, during which students will be presented with foundational materials and introductory exercises. (One Credit)
(Runs concurrently with “Practicum 2.”)This course will explore the competencies needed to be a successful leader at an HBCU or TCU. We will cover both interpersonal and measurable skills, such as honesty and integrity, building trust, visionary and strategic thinking, managing and developing resources, including time management, empowering others to act, and supervision and holding others accountable. (Two Credits)
(Runs concurrently with “Essential Academic Leadership Competencies.”) Participants will work with assigned faculty coaches to assess their leadership style to identify strengths and personal learning goals. During this term (conducted in distance learning format), students will identify and outline an Action Learning Project to be used as the Capstone Experience. (One Credit)
Course Description: (Runs concurrently with “Practicum 3.”) This course covers specific skills needed by women of color to build a leadership career in academia. It focuses on specific strategies necessary for overcoming competition and obstacles. (Two Credits)
During this term, conducted in distance learning format, participants will work with assigned coaching faculty to develop their Action Learning Project to the implementation stage. (One Credit)
(Runs concurrently with “Practicum 4”) This is a nuts and bolts course regarding program development, accreditation and curriculum design. Readings will include the state of the art, best practices research in this area, including the use of technology, online vs. on-ground platforms, etc. Topics include changing student demographics and needs as well as teacher demands in terms of technology and instructional design. (Two Credits)
(Runs concurrently with “Curriculum Design for Twenty First Century Students.”) This course comprises distance learning work and the participant’s first residency. The coursework supports the implementation of the Action Research Project. The approximately three day residency (on our Washington DC Campus) is designed to provide opportunities for interaction and networking with fellow cohort participants, as well as existing doctoral students in Organizational Leadership. During this residency, participants will present their Action Learning Projects to each other, receive peer support, and develop beneficial relationships. (One Credit)
(Runs concurrently with “Practicum 5.”) This course deals with the organizational structure of academia, faculty governance issues, and fostering continuing improvement. (Two Credits)
(Runs concurrently with “Shared Governance and Institutional Leadership in HBCUs.”) The capstone/ field experience component (the student’s Action Learning Project) will serve as a summative assessment for demonstrating the project’s value to the participant’s home institutions, as well as providing positive visibility to the participants through showcasing their skills, building professional networks, and reinforcing what is learned in class in vivo. During this distance learning course, the student will complete implementation of the Action Learning Project and begin assessment of its effectiveness. (One Credit)
During this course, the student completes the Action Research Project and participates in the second of two residencies. This second residency will be scheduled toward the end of the participants’ tenure in the program as a culminating experience and timed to coincide with the next cohort’s introductory one-week experience. In this way, a sense of network and community will be established among the three cohort groups. (One Credit)