Eight lessons learned from the Susan Cunningham Science Leadership Academy

This year, I had the privilege of working closely with 22 undergraduate and graduate students as they completed the inaugural cohort of the Susan Cunningham Science Leadership Academy.

Over eight months, I watched this group show up with curiosity, commitment and a genuine willingness to grow. Together, we moved through workshops, conversations, guest speaker sessions and coaching experiences. We asked hard questions about leadership and, just as importantly, about ourselves.

What stood out most was not only what students learned, but how deeply they were willing to reflect and apply those lessons in real time.

Here are eight takeaways from our first cohort that continue to stay with me.

1. Leadership starts with self-awareness

One of the most consistent realizations was that leadership begins internally. Students learned to look closely at what drives them, how they respond to challenges and where they still need to grow.

As one student shared, “Leadership starts with knowing yourself. The Academy helped me realize that leadership requires reflection. You have to understand what motivates you, what you value, how you respond to challenges, and where you still need to grow.”

2. One-on-one coaching is a game-changer

The coaching component quickly became one of the most impactful parts of the experience. Students had space to reflect, challenge their thinking and apply what they were learning in real time.

One student put it simply: “The most important leadership lesson I learned was to always ask for feedback, even if you’re scared of what it may be. It will always result in growth if you receive it well.”

Watching students build confidence through these conversations was one of the most rewarding parts of the year.

3. Everyone is susceptible to imposter syndrome

Even within a group of highly motivated students, feelings of doubt were common. What changed was how students responded to those feelings.

One reflection captured this shift: “Leadership does not always have to look confident from the outside. Sometimes it is asking thoughtful questions, admitting when you do not know something, listening before speaking, and making sure other people feel seen in the room. It made leadership feel more human. It reminded me that I do not have to become a different version of myself to be a leader. I can lead in a way that feels honest to who I am.”

That reframing allowed students to lead in ways that felt authentic, rather than performative.

4. We don’t ask ourselves “why” enough

A simple question became a powerful tool throughout the program: why?

Students began to slow down and think more intentionally about their choices. Instead of saying yes out of habit or expectation, they started aligning their actions with what truly mattered to them.

That clarity helped them pursue opportunities with greater purpose and direction.

5. Representation and belonging shape leadership

Creating space for connection and representation was essential. Seeing and connecting with diverse leaders changed how students viewed themselves. When students saw leaders who reflected their experiences, or when they felt genuinely heard in conversations, it shifted how they viewed their own leadership potential.

Belonging is not a byproduct of leadership development. It is a condition for it.

6. Emotional intelligence is a scientific skill

Many students entered the program focused on technical excellence. Over time, they came to understand that leadership in science also requires emotional awareness, communication and empathy.

One student noted, “The academy pushed me to confront my strengths and blind spots honestly through coaching and emotional self-assessment.”

These skills did not replace scientific training. They strengthened it.

7. Depth vs. breadth

In a high-achieving environment, it is easy to feel pressure to do more. Students learned to challenge that mindset.

Instead of collecting experiences, they focused on committing to meaningful ones. That shift allowed them to build stronger skills, deeper relationships and a clearer sense of impact.

8. Even outside of leadership roles, these skills make a difference

Perhaps the most exciting takeaway was how widely these lessons applied. Students brought what they learned into research labs, classrooms, interviews and team environments.

Leadership did not stay within the Academy. It became part of how they think, communicate and approach their work.

As we wrap up our first year, I feel incredibly proud of this cohort and what they have accomplished. Their willingness to reflect, challenge themselves and grow is exactly what this program was designed to support.

I am deeply grateful to Susan Cunningham for her vision and generosity in making this Academy possible. Her belief that leadership can be developed early in a scientist’s journey has shaped every aspect of this program. I also want to thank Maureen MacDonald and Bruce Newbold for their leadership and support in building an experience that is both meaningful and impactful for our students.

Applications for the next cohort of the Susan Cunningham Science Leadership Academy are now open. I encourage Faculty of Science students to apply, and I invite faculty and staff to recommend this opportunity to students who are ready to explore their leadership potential.

Maggie Cockburn is the Program Coordinator for the Susan Cunningham Science Leadership Academy. The Academy was established thanks to a $2.7 million gift from alumna, volunteer and donor Susan Cunningham.