Burgess Global Leadership Development Program Takes Students Beyond the Classroom
Global Leadership Development Program students pose with Burgess Institute Executive Director Steve Riccio during a certificate ceremony this spring. Photo by Edward Devos '28.
Students paired with faculty and alumni mentors to deepen leadership skills through mentorship, site visits and project-based learning
This fall, the Burgess Institute for the Global Economy launched the yearlong Global Leadership Development Program, inviting 12 students from across disciplines to work with 15 alumni mentors and Dickinson faculty to deepen leadership skills through mentorship, site visits and project-based learning. Using Steven Covey’s The 7 Habits of Highly Effective People as a foundation, the selected students committed to embracing new experiences, elevating curiosity and stepping outside their comfort zones in a program that would go well beyond classroom-based learning.
“What surprised me the most was how personal the experience became over time,” says Radiath Kamal Patwary ’28 (mathematics, data analytics). “I originally thought leadership was mostly about communication or managing people, but this taught me that leadership is deeply connected to how we think about ourselves, how adaptive we are to uncertainty and how to approach long-term thinking.”
Chloe Heller ’28 (undeclared) was also surprised by the personal nature of the program. “I expected to gain professional experience, but I didn't realize how much the program would help me grow personally, too,” she explains. “It made me better at listening, adapting and working with people who had different ideas and perspectives.”
Steve Riccio, executive director of the Burgess Institute, fully anticipated the program would impact students on an individual level. “Leadership isn’t something that only impacts our professional spheres,” he says. “It’s something tomorrow’s leaders need to embrace throughout all their relationships and engagements. Fluency in leadership is crucial for these students to become key decision makers in our economy—and in their own lives.”
The Alumni Connection
In addition to collaboration with professors and with one another, mentorships with Dickinson alumni were crucial parts of this program. From alums like Betsey Rebello '92, a client partner with global consultant firm Slalom, to Sarah Whitelaw '97, managing director at Hall Capital Partners LLC, and Lindsey Hollenshead '24, human resource development program analyst at Wells Fargo, alumni mentors were paramount to student growth.
“The mentorship piece was a huge success for me” says Patwary. “Those conversations helped me understand how to be proactive instead of being reactive and how to adapt in uncomfortable situations. I slowly realized that growth is not just about endlessly reflecting on yourself; it is also about applying those reflections consistently in life. That mindset shift completely changed how I view leadership, opportunities, entrepreneurship and personal growth.”
In addition to mentoring and reflection, students also spent time off campus, seeing examples of leadership firsthand. Site visits took them to Wall Street and the headquarters of tech giant Corning, and projects included stakeholder analysis and communication strategy for data center development as well as crafting a social media marketing strategy for Etech Global Services.
For the Career Curious
Though demanding, this kind of deep engagement with industry made the program more valuable, says Sophie Jones ’28. “The benefit comes from students intentionally and actively engaging in each workshop and experience," she says. "This experience is curated for students who are willing to be intellectually and emotionally challenged, who will be intentional in taking advantage of the unique resources and experiences the program has to offer and who are curious about how they can grow as an individual and as a leader. Students get out of the program what they’re willing to invest.”
“You definitely do not need to have everything figured out before joining,” notes Heller. “This program is good for anyone who wants to challenge themselves and grow beyond a typical classroom environment—especially people who are interested in leadership, working with others or figuring out what kind of career path they want to pursue.”
Patwary agrees: “I think this program is especially valuable for students who are ambitious but still struggling to figure themselves out. Students who are open to constant reflection, mentorship, teamwork and discomfort will benefit the most from this experience.”
Adding It Up
From post-program surveys, it’s clear that students truly believed this program was a catalyst for enhanced skill building and allowed them to work and think through complex real-world problems involving strategy, communication, stakeholder analysis, sustainability and long-term planning. Participants also felt the program enhanced clarity on work-life balance, helping them become more proactive and more confident communicators.
These lessons stayed with students throughout their greater Dickinson experience as well. “I realized that leadership can be as simple as listening, staying open-minded and making people feel heard. That changed the way I approached working with others throughout the year,” says Heller.
“I spent a lot of time trying to understand myself, my ambitions, my weaknesses and the kind of person I wanted to become,” says Patwary, “The program helped me realize what I wanted to be and that meaningful change only happens when you consistently choose action over comfort.”
TAKE THE NEXT STEPS
Published June 2, 2026