NSF ADVANCE P.A.I.D. at the University of Delaware: RRR (Resources for Recruitment and Retention) of Women Faculty ADVANCE at the University of Delaware (UD) seeks to transform the culture for women faculty in science, technology, engineering, and technology (STEM) fields by educating STEM administrators and faculty in best practices for the recruitment and retention of faculty. To this end, the ADVANCE team holds two workshops several times each academic year: Faculty Recruitment: “Best Practices,” Searching for Excellence Faculty Mentoring: “Mentoring the Mentors” The UD ADVANCE team consists of seventeen prominent faculty members distributed equally from the College of Engineering and the College of Arts and Sciences. Each workshop has four faculty presenters, two female and two male. Using University of Michigan (STRIDE) and University of Wisconsin (WISELI) workshops as models, the UD ADVANCE team created the two workshops with accompanying manuals to present to their colleagues—faculty and administrators in STEM fields. What distinguishes UD ADVANCE from similar programs at some larger universities is that our workshops are created and presented by faculty for faculty. Our team initiated this project with a reading group to study implicit bias and how it affects women in STEM fields before applying this education toward creating the workshops. All but one of our team members are from STEM departments, so we bring this education into the departments directly, through faculty meetings and other interactions with colleagues, as well as through the workshops. Additionally, as a midsized institution we present fewer workshops per academic year, leaving us the opportunity to enrich our own education with ongoing reading, as well as lead introductory reading groups for new ADVANCE members. P.I.: Michael Chajes, Dean, College of Engineering ; Co-P.I.s: Pam Cook, Associate Dean of Engineering ; Tom Apple, Provost ; Kate Scantlebury, Professor of Chemistry Project Director: Pam Cook; Project Manager: Heather Doty UD ADVANCE: A Project for Faculty, by Faculty Mentoring The Faculty Mentoring workshop is aimed toward senior faculty members assigned to mentor tenure- track assistant professors within their departments through formal mentoring programs established within the Colleges of Engineering and Arts and Sciences. Workshop units include: Interactive group quiz on UD policies (stop the clock, research leave, parental/family leave, and administered load) Introduction to cognitive shortcuts (implicit bias) and accumulation of disadvantage Focused group discussions on “Mentoring Opportunities and Strategies” (results are archived in an online Wiki available to workshop participants for future reference) Supporting materials include a workshop manual, a mentoring brochure, and a mentoring website, which includes a monthly/yearly checklist of activities for mentors and mentees. Recruitment The Best Practices in Recruitment workshop and supporting materials are aimed toward departmental search committees, with a section of particular relevance to the committee chair. Workshop units include: Building a search committee and candidate pool (focus on active, continual recruitment) Case study—workshop attendees play roles in a mock faculty meeting and discuss male and female candidates for an open faculty position Introduction to cognitive shortcuts (implicit bias) Ensuring optimal review of applications (selection criteria) and a fair interview process Closing the deal Accompanying support material includes chapters that parallel the workshop elements listed above, as well as a brochure (in development). Faculty Mentoring at the University of Delaware Excerpt from Mentor/Mentee Checklist Year 1, Before Fall Semester: Mentor/mentee discuss research and lab/computing readiness; graduate students; and need to maximize early research productivity). Year 1, Start of Fall Semester: Review teaching load; expectations; support systems. Year 1, Early in Fall Semester: Mentor and Mentee review mentee research plan and goals, including a discussion of proposal submission dates, mechanisms, guidelines. Year 1, Mid-semester: Mentor and Mentee review dates and processes for yearly evaluations; 2- and 4-year reviews; P&T --research and external letters that will be needed. Year 1, End of Fall Semester: Mentor/Mentee review fall semester (balance of research, teaching, and service; development of a professional network and long-term strategy). Year 2, Middle of Spring Semester: Development of a five- year research plan by mentee, which mentor proactively reviews. Years 2, 3, 4, 5: Long- and short-term planning and evaluation of research, teaching, and service. Preparation for and discussion of 2-year review, 4-year review, junior research leave, P&T preparedness. Complete details available at: