For Jen Heemstra, the “epiphany” occurred early in her profession, when a student in her lab received results from a qualification exam — and had a breakdown.
This individual was upset about the feedback received — and made sure everyone was aware of it. Simultaneously, the more advanced students in the group, who had already cleared their exams, were annoyed at how the incident was diverting their focus from their research. Another faculty member cautioned her that her lab was on the brink of social collapse. Heemstra felt her stomach drop. She shut her office door and hurriedly searched online for “conflict resolution.”
Years later, now serving as chair of the Department of Chemistry in Arts & Sciences at Washington University in St. Louis, Heemstra is thankful for the insight she gained from that challenging experience. It launched her on a path of self-improvement and education, prompting her to compile and document many of these insights in her forthcoming book, “Labwork to Leadership: A Concise Guide to Thriving in the Science Job You Weren’t Trained For” (Harvard University Press, Aug. 5, 2025).
“You may be curious: How effectively did I handle that initial conflict in my research group? Not very effectively,” she writes in the book. “But I encourage you to also consider: How well did I manage the subsequent conflict in my group? Much better.”
What changed? For Heemstra, acquiring conflict-resolution capabilities — alongside a whole range of other “interpersonal skills.” Presently, Heemstra asserts that anyone — regardless of whether they possess an official title or consider themselves a leader — can acquire and enhance the skills needed to be an excellent leader.
“In science, you’re taught that if you wish to become a professor, you will be a researcher, and you will require research training,” stated Heemstra, the Charles Allen Thomas Professor of Chemistry and head of a lab utilizing the properties of nucleic acids and proteins for applications in biosensing and bioimaging. “Yet, as a faculty member, you find yourself leading a research group and you quickly realize, ‘Wow, I actually have a management and leadership role. And I wasn’t equipped for it.’”
Heemstra learned to recognize herself and many others in her situation as “unintentional leaders” — individuals who weren’t actively pursuing a leadership position but come to a surprising realization that they hold one.
Universities are improving in recognizing this discrepancy, she mentioned, but there is still considerable room for advancement. “The amount of training we receive in leadership compared to the proportion of our job that involves leading others is disproportionately small,” Heemstra noted.
Beginning a decade ago, Heemstra immersed herself in books and podcasts about leadership topics and tried out suggested strategies in her own lab. She soon realized that while these resources were beneficial, the content was often framed within a business context rather than academia, and that other faculty members might not find reading about these subjects as engaging as she does. This motivated her to author the book she wished she’d had at the beginning of her career.
Heemstra emphasizes that while leadership is often perceived as something requiring extroversion or charisma, anyone can excel as a leader. The skills detailed in the book are applicable to individuals with a diverse range of personalities and methodologies.
“Being a leader — and a professor — isn’t necessarily about standing before 300 individuals and speaking eloquently,” Heemstra remarked. “It’s even more about personal interactions, guiding and motivating students. Many of the leadership actions I describe in the book take place on an individual level, such as providing and receiving feedback or assisting someone in establishing goals and devising a plan to achieve them.”
Significantly, Heemstra urges individuals to contemplate how their own actions as a leader shape a culture for those around them. For instance, if faculty aim to prevent scientific misconduct in their labs, their reactions to unsuccessful experiments are crucial.
“You’re under significant stress, and yes, a failed experiment is never pleasant news,” Heemstra stated. “However, if you respond very poorly, it leaves your lab members feeling as though they must choose between advancing in their career or potentially engaging in misconduct. Conversely, if you handle the news well and work together to find solutions, your lab members are more inclined to inform you when things go awry.”
The book is composed in a casual, action-driven style, divided into three sections: leading oneself, leading others, and nurturing the next generation of leaders. The third section is what excites Heemstra the most.
Five years from now, today’s graduate students will be in leadership roles — whether in academia, industry, government, or beyond. Consequently, faculty have a chance to help disrupt the cycle, Heemstra expressed.
“As we acquire these skills for ourselves, we can also teach them to those we are leading,” she explained. “If we do that, when our current students find themselves in leadership positions in the future, they will be better prepared.”
Heemstra is appreciative of being part of an institution that is spearheading change. As a department chair, she is constantly inspired by collaborating with others. “My career objective is to foster a healthier academic culture for the next generation of researchers,” she stated. “If I accomplish nothing else, I want to dedicate the remainder of my career to advancing that goal.”
WashU Medicine is organizing a book discussion on “Labwork to Leadership” with Jen Heemstra on Nov. 6 and 7. Find out more on the event website.
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