In August 2024, the 11th cohort of the Executive Leadership in Academic Technology, Engineering and Science (ELATES) program at Drexel was announced and included 46 faculty from 35 institutions across the United States and Canada and with backgrounds in biology, computer and information sciences, geology, mathematics and a variety of engineering disciplines.
Launched in 2012, ELATES at Drexel is a national leadership development program designed to support women, and faculty allies of all genders, in senior positions within their schools and universities that have demonstrated a commitment to increasing the representation of women in STEM.
“ELATES provides an opportunity for faculty to develop and sharpen their leadership skills to learn how to address the many challenges facing higher education today,” said Nina Henderson Provost Paul E. Jensen. “The program is an example of how we take deliberate steps to expand the leadership pipeline in higher education. Upon completing ELATES, alumnae not only gain important skills but an extensive network of exceptional women who bring organizational perspectives and deep personal capacity to the institutions and society they serve.”
ELATES was modeled after Executive Leadership in Academic Medicine (ELAM), which was established at Drexel in 1995 to bolster the leadership ranks of women in academic medicine. ELATES is an intensive full-year, part-time fellowship program, offered in collaboration by Drexel’s College of Engineering and LeBow College of Business' Executive Education team, and housed in the Office of the Provost.
The program has graduated 259 alumnae from over 64 sponsoring institutions. Harriet Nembhard, who is currently president of Harvey Mudd College in Claremont, Calif., completed her ELATES year in 2018-2019 and continues to be impacted by her experience.
“Since ELATES, I’ve held two additional leadership roles, and while I may not pull out my ELATES notebook explicitly, I consistently use what I learned such as how to gather information, synthesize it, and turn it into opportunities and goals,” Nembhard said. “The skills I gained in ELATES continue to impact my work in subtle and profound ways.”
In the articles below, Nembhard and other ELATES alumnae from previous cohorts share their experiences with the program and how it continues to resonate with them.
Alexis R. Abramson, Dean of the Thayer School of Engineering at Dartmouth College; In January 2025, Abramson will become Dean of the Columbia Climate School at Columbia University.
How did you connect with ELATES and at what stage in your career?
At the time, I was an associate professor at Case Western Reserve University, nearing promotion to full professor, and had just completed a sabbatical year in the Department of Energy. My Deputy Provost at Case introduced me to ELATES.
What was the program’s appeal?
During this period, I realized I had a natural strength in strategic thinking though not necessarily leadership. I was skilled at developing new academic programs and solving institutional challenges, particularly when it came to strategy and implementation. This gave me a sense of accomplishment, and, if I stayed in academia, I wanted to explore how I could apply these skills and participating in ELATES was an opportunity for me to explore leadership as a potential part of my career path.
How did ELATES impact you?
I discovered aspects of my personality I hadn’t considered before. For instance, I took the Myers-Briggs assessment and found out that I was an ENTJ (Personality traits: Extraverted, Intuitive, Thinking, Judging.) This was enlightening because it highlighted that, I was an analytical thinker, for example, which could certainly be a strength to leverage in leadership roles.
I also discovered that I was a quick learner, but that I needed to work on being more collaborative. ELATES showed me the importance of collaboration, which has now become one of my core strengths.
I also learned the fundamentals of academic budgeting, something I had no prior experience with. It was an eye-opening experience, and today I live and breathe academic budgeting!
Lessons Learned?
The biggest lesson I learned involved uncovering my strengths and weaknesses. ELATES gave me the opportunity to focus on who I am as a person and as a leader. Another key lesson was the importance of building and using a professional network. Our cohort stayed connected long after the program ended. We were a group of six, and we still communicate regularly. We used to have conference calls and now use Zoom to hold monthly meetings.
Our bond became so strong that we even met up once in Las Vegas, where one of us lived when she worked at UNLV. We visited the Hoover Dam, saw a Cirque du Soleil show, and to this day, we celebrate life's milestones together, including career transitions and family events. This network has been invaluable for sharing ideas, seeking advice, and gaining confidence.
What was your ELATES project?
I can’t remember! To be honest, I do recall that my ELATES project didn’t turn out as impactful as I had hoped.
Would you recommend ELATES to a colleague?
Absolutely. I would recommend ELATES to any woman interested in leadership. There is so much you don’t know, and even more that you don’t realize you don’t know. If you can secure the support of your administration to attend the program, you won’t regret it. Even if you don’t end up in a formal leadership role, the program will make you a stronger colleague—and that alone is worth it.
Harriot Nembhard, President, Harvey Mudd College
How were you introduced to ELATES?
I was attending a CASE conference where I first met Sharon Walker, who was a future ELATES mentor. We were both in our early stages of leadership at different institutions—she was at the University of California-Riverside, and I was at Oregon State University. It was serendipitous that we connected, especially since we were both interested in fundraising for our respective engineering programs, a rare focus at a conference dominated by liberal arts. Two years later, I applied. Sharon wasn’t leading ELATES at the time.
What are some of the lessons you learned from ELATES?
My high-level takeaway from ELATES was the incredible power of forming learning communities. The program emphasized how important it is to build a "community of practice" beyond ELATES. It reminded me of the old saying: "If you want to go fast, go alone, but if you want to go far, go together." I had the privilege of partnering with some truly amazing women, and together we connected, problem-solved, and shared our collective wisdom. That sense of collaboration and shared growth was my biggest takeaway.
ELATES helped me realize I could approach key figures on my campus—people I may have previously presumed I wouldn’t have access to—to achieve my professional goals. For example, the program encourages participants to set their goals, identify who has the skills or knowledge to help, and then reach out. I learned how to approach high-level leaders like the CFO or president to discuss strategic plans, resource allocation, or anything relevant to my objectives. You can start by conducting short, 20-minute informational interviews, which was an incredibly empowering exercise for me. I’ve never had anyone say no to a meeting, and it was a great way to build connections right at home.
How did ELATES impact you?
I completed my original ELATES year in 2018-2019 and have since returned for additional talks in 2022 and 2024. These opportunities to come back and work with the next cohorts have been rejuvenating. Every time I teach, I learn something new. As a mentor, I also grow. The connections I’ve made across the higher education community are tremendously valuable.
Since ELATES, I’ve held two additional leadership roles, and while I may not pull out my ELATES notebook explicitly, I consistently use what I learned such as how to gather information, synthesize it, and turn it into opportunities and goals. The skills I gained in ELATES continue to impact my work in subtle and profound ways.
What would you tell a colleague if they were interested in ELATES?
I would share that participating in ELATES is an investment in yourself. It’s like the metaphor of putting on your oxygen mask first—you can only help others if you first take care of yourself. ELATES teaches you how to prioritize your time and energy in ways that will benefit both you and your community. In our busy lives, juggling numerous responsibilities, ELATES helps you refocus on what truly matters for long-term success.
I would also share that the connections and network you build from ELATES are priceless. The connection I made with my sponsor has been one of the most valuable takeaways. My sponsor—a senior leader at Oregon State University—became a lasting mentor and building this relationship opened doors for me that I wouldn’t have naturally considered. We even collaborated on a project as part of my ELATES experience, which strengthened our professional bond.
What was your ELATES project?
My ELATES project focused on the responsibility of academic leaders, around the health risks of student-athletes, such as Chronic Traumatic Encephalopathy (CTE). This was a complex and potentially controversial topic, so I needed someone at a senior level to help navigate the institutional politics involved in undertaking a project like this. ELATES gave me the platform to engage people across the campus, whether they were sports fans or not, and approach the subject constructively. It even gave me the chance to present anonymized data to the president through a formal Institutional Review Board (IRB)-approved research study. ELATES provided the structure to address serious campus-wide concerns in a meaningful way.
Donna Riley, Jim and Ellen King Dean of Engineering and Computing, University of New Mexico
How were you introduced to ELATES?
When I started taking on leadership roles, I was aware of both ELATES and ELUMS and began asking my Dean when I was department head at Purdue about attending. It took a few years of asking, but finally, the interim dean sponsored me and encouraged me to apply.
I wanted to attend a national leadership development program for many reasons, especially for the network it builds. I knew people who had attended and come back with a lot of confidence, not only about academic leadership but also about how institutions function, the value of meeting with leadership and understanding how different universities operate.
How did it impact you?
Participating in ELATES impacted me in many ways. I started my career at a small liberal arts college but later worked at large research universities like Virginia Tech and Purdue. The differences between these institutions— even between the two large land-grant universities—were significant. I needed to learn how to navigate and understand these systems and ELATES was an excellent platform for that.
Even though I did it later in my leadership journey, I had already been a department head for many years, it was still incredibly valuable because I had enough leadership experience to apply what I was learning in real time.
One of the most valuable components was the 360-degree review I had to complete, where upper administrators provided feedback. This was especially useful because it coincided with my review year at the university. The feedback I received was actionable, and it helped me prepare for my own successful formal review and renewal.
The learning community was another major benefit. I was able to troubleshoot issues with my peers and later returned as a mentor for the next cohort. Many of the people I mentored have since become my peers, and I continue to meet with them regularly.
What were some highlights of your ELATES experience?
My ELATES mentor was instrumental in my experience. She was practical, strategic, a great listener, and always available when needed. She provided invaluable guidance throughout the program.
We had several learning experiences in Philadelphia, one of which involved an exercise designed to help us understand the pressures of middle management, which was particularly relevant for me as both a department head and later as a dean, both middle-management roles. It helped me understand what it feels like to have responsibilities and pressures from both administration and faculty.
We heard from a CFO, which demystified the finances of universities. This gave me a clearer understanding of how higher education institutions operate financially.
We also had a communication expert who taught us how to deliver five-minute speeches from memory. Although I’m still working on improving that skill, the exercise was extremely valuable and helped me gain more confidence in public speaking.
What was your ELATES project?
My project centered on developing a strategic plan for diversity, equity, and inclusion (DEI) within my role as department head. The goal was to address complex leadership challenges, specifically teaching how to work in diverse teams at the undergraduate, graduate, and faculty levels. The project also involved translating DEI research into practice within our curriculum, professional development efforts, and in how we conducted admissions.
One key component was incorporating DEI efforts into annual reviews and creating incentives for faculty and students to actively engage in DEI initiatives. We wanted to make sure graduate students were also involved, both in research and in how DEI was integrated into administrative practices. There were many moving parts to the project, and although it was already in motion, ELATES provided the structure and accountability needed to get it fully operationalized.
I also implemented parts of the project into our annual retreats, where the focus was on how to turn these ideas into actionable steps.
Would you recommend ELATES to a colleague, and why?
Absolutely. There are so many reasons why I’d recommend ELATES. The network you build is incredibly important, and you learn so much from other fellows and the experts involved. There’s so much useful information that you wouldn’t easily find elsewhere.
ELATES helps you reflect on your strengths and weaknesses and how to handle feedback, which is vital for leadership development. In my generation, feedback wasn’t something we received often, but it’s increasingly important for the next generation of leaders. Anyone considering an academic leadership role would greatly benefit from participating in ELATES.
Gillian Wilson, Vice Chancellor for Research, Innovation & Economic Development, University of California-Merced
How were you introduced to ELATES?
I was introduced to ELATES, and selected to participate in the 2017-2018 cohort, by Sharon Walker, who was at the University of California-Riverside at the time. Sharon and I were colleagues—she in engineering, and I in physics. It was during this time she shared with me the immense value and benefits of ELATES.
What stage of your career?
I was an early-stage full professor. At the time, I was one of the few participants from the professional ranks, with experience in administrative roles. I had led several research collaborations and was serving as the interim deputy director at the University of California Observatories, a systemwide research center which encompasses the nine astronomy-active University of California campuses. My field is astrophysics, and I had become increasingly interested in administrative positions, having also served as the interim divisional dean of the College of Natural and Agricultural Sciences, overseeing 120 faculty members. The opportunity to join ELATES came at the perfect time. It aligned perfectly with my career stage and aspirations.
Why participate in ELATES?
As an early full professor with administrative experience, I wanted to explore more formal leadership roles. ELATES gave me the tools and support to reflect on where I wanted to take my career and helped me consider the balance between continuing as faculty or pursuing further administrative
responsibilities.
How did ELATES impact you?
It was an incredibly enriching experience. While we were provided with tools to excel in administrative roles, the greatest benefit was the network of talented women. The entire cohort was inspiring, and the small learning community we formed, consisting of five participants and an advisor, was one of the most impactful aspects of the program. The structure included three in-person sessions, which helped build deep connections with my peers and mentor.
What were some lessons learned?
One of the key takeaways for me was that administration is a path worth pursuing. It helped me determine whether I wanted to stay focused on faculty duties or take on more administrative roles. I learned that while you can make an impact at any level, the influence you have in a formal administrative role is much greater.
My experience in ELATES solidified my interest in a role like Vice Chancellor for Research. My current position allows me to oversee the entire research enterprise at the University of California Merced. Each university has strengths in different areas, and my job is to remove obstacles and bring opportunities so that faculty and researchers can excel in their research and creative activities at UC Merced. Despite being an administrator, I am fortunate in still having my own research group, working with UC Merced graduate students and postdoctoral researchers, and with colleagues based in the U.S. and overseas.
What was your ELATES project?
My project was a seed funding competition to support multidisciplinary research initiatives. This experience was invaluable, especially for someone who ultimately ended up in research administration. It gave me a great perspective on how to support faculty in achieving their research goals.
Would you recommend ELATES?
Absolutely. I champion ELATES wherever I go and continue to recommend it to colleagues, especially those in engineering and physical sciences who are considering administrative positions like dean, vice president for research, provost, or president. I also serve as a career mentor to ELATES participants because my own experience allows me to help others navigate their career paths. Many people aren't sure of the route they want to take, and I can help them explore different options.
Although there is a significant time commitment involved, it is one that pays off immensely. It's a program that every woman in academia should consider, especially if they have an interest in administration. One of the greatest challenges is identifying talented individuals and encouraging them to take the next step in their careers. ELATES has produced so many successful women, and I continue to spread the word about its benefits.
ELATES helped me balance my love for research with my growing interest in administrative roles, allowing me to oversee and support scientific research enterprise while still engaging in my own work. I’m grateful for the experience and connections ELATES has provided me.