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WomenLead

J. Mack Robinson College of Business

Academic Initiative

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Mansfield, Nancy
nmansfield@gsu.edu
404-413-7473

Address
55 Park Place
Atlanta, GA 30303

Campus
Atlanta

Funding

Private Foundation

Overview

The WomenLead program seeks to close the pervasive gender equity gap by empowering women students to aim for leadership roles and to participate in civic engagement. WL offers a for-credit course and fosters outreach to the Atlanta business, government and nonprofit communities. WomenLead's core curriculum - shared by all courses (Business, Science, Policy and Politics and Innovation) - increases students' knowledge about issues affecting women and gives them tools to become tomorrow's leaders.

Benefits

Each student receives a 3 hour – elective course credit. WomenLead endowed scholarships are available on a competitive basis.

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
First Generation, Gender, Race/Ethnicity

Race/Ethnic Group
Gender

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
01/05/2015

Number Served
501-1000

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Specialized center

Additional Research Components, Roles and Responsibilities

WomenLead sponsors Honors College University Assistants who presented at Georgia State Undergraduate Research Conference. The WomenLead course focuses on building confidence and professional development. The WomenLead Center is sponsors the five-year WomenLead Impact/Ambition report.

Self-efficacy Emphasis

The WomenLead program seeks to build confidence through three pillars of the curriculum: (1)Confidence in self (through self reflection and assessment of one’s value and vision, leadership style, strengths and growth opportunities, (2)confidence in the professional world of work in line with Georgia State’s College to Career initiative, WL helps student identify their career competencies, connect and network and identify transferable skills and (3) Confidence in contribution to the community

Acknowledgement/Affirmation of Identity, Strengths, Needs

The WomenLead courses affirm students identities, strengths and needs through professional signature experiences, POWER Networking, the engagement interview, corporate visits and poster presentations. All students read Melinda Gates book, the Moment of Lift and engage in conversations about empowering women around the world.

Examples of Inclusionary Practices and Activities

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment, Other

Other: WomenLead builds community among all participants in the program
Additional Information

WomenLead received the Innovations that Inspire award (2018) from the AACSB. In addition, WL research team began tracking the impact of the program using pre-and post-course surveys that capture students’ confidence, career outlook, professional expectations, community involvement and plans for leadership. The study will be repeated each semester for at least 5 years

Participant Empowerment

Coaching, Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching

Opportunities to Privilege Voice

The WL courses seek to celebrate every student’s voice through storytelling, vision boards and final leadership posters. In the culminating event students showcase themselves, their leadership strategy and plans for the future. Students receive extensive feedback on reflection papers through out the semester. And, every student is given a WL journal to “stop, pause and reflect” on lessons learned in the course.

Evaluation Methods

external review/evaluation, program survey(s),other

Anticipated Participant Outcomes

attendance, completion of a course(s),increasing academic skill area (s)

Outcome Milestones

“…”

Key Performance Indicators

1.The WomenLead began a five-year study to quantify growth of student ambition, confidence and leadership. Preliminary data show that, after participating in the WomenLead course, more students have confidence in their leadership skills and plan to actively pursue leadership roles in their profession. 2. Scalability: WL began as a pilot with 25 students and currently more than 840 students have completed the program. 3. engagement of 550 community leaders, 4. raised

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
01/05/2015

Number Served
501-1000

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Specialized center

Additional Research Components, Roles and Responsibilities

WomenLead sponsors Honors College University Assistants who presented at Georgia State Undergraduate Research Conference. The WomenLead course focuses on building confidence and professional development. The WomenLead Center is sponsors the five-year WomenLead Impact/Ambition report.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

The WomenLead program seeks to build confidence through three pillars of the curriculum: (1)Confidence in self (through self reflection and assessment of one’s value and vision, leadership style, strengths and growth opportunities, (2)confidence in the professional world of work in line with Georgia State’s College to Career initiative, WL helps student identify their career competencies, connect and network and identify transferable skills and (3) Confidence in contribution to the community

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

The WomenLead courses affirm students identities, strengths and needs through professional signature experiences, POWER Networking, the engagement interview, corporate visits and poster presentations. All students read Melinda Gates book, the Moment of Lift and engage in conversations about empowering women around the world.

Inclusionary practices/activities utilized in your program:

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment, Other

Other: WomenLead builds community among all participants in the program
Additional Information

WomenLead received the Innovations that Inspire award (2018) from the AACSB. In addition, WL research team began tracking the impact of the program using pre-and post-course surveys that capture students’ confidence, career outlook, professional expectations, community involvement and plans for leadership. The study will be repeated each semester for at least 5 years

Participant Empowerment

Coaching, Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching

Opportunities to Privilege Voice

The WL courses seek to celebrate every student’s voice through storytelling, vision boards and final leadership posters. In the culminating event students showcase themselves, their leadership strategy and plans for the future. Students receive extensive feedback on reflection papers through out the semester. And, every student is given a WL journal to “stop, pause and reflect” on lessons learned in the course.

Evaluation methods are used to substantiate the program’s outcomes:

external review/evaluation, program survey(s),other

Anticipated participant outcomes for your program:

attendance, completion of a course(s),increasing academic skill area (s)