Presentation Summary Presentation Summary Project Goals of NSF ADVANCE at WSU WSU ADVANCE Programs/Impact  External Mentors  PRO-NET  Social Science Research  Transitions  Department Development (climate)  Institutional Transformation Workshops Results of the faculty survey Sustainability  What programs should be continued?  Institutional Buy-in and implementation

Four Major Initiatives for ADVANCE at WSU Work/Life Support ◦ Transitions ◦ Dual Career Partnership ◦ Infant Care Placeholder ◦ Sittercity Family Program Preparing and Recruiting a Diverse Faculty ◦ PRO-NET ◦ Recruitment Resources

Four Major Initiatives for ADVANCE at WSU contd. Leadership Training ◦ Department Chairs Training ◦ External Mentor ◦ Emerging Leaders Training ◦ ADVANCEing IT Workshop Institutional Transformation ◦ ADVANCE at WSU EXCELinSE Center ◦ Research program, including Social Science Research

Goals of ADVANCE at WSU Transform the culture of the University with the purpose of increasing the representation and advancement of women in target STEM disciplines (science, technology, engineering and math) at WSU, thereby contributing to the development of a more diverse workforce. ADVANCE encourages input and support from institutional departments and from ALL levels of the administration to ultimately improve the climate for both women and men faculty. ADVANCE focuses on an "integrated approach“ toward policy changes to enhance the potential for demonstrable and sustainable change that promotes careers of both men and women.

ADVANCE at WSU Programs/Impact External Mentor Program The aim is to foster career development of women faculty by supporting the development of mentoring relations with off- campus leaders. The expectation is that external mentors will provide training and mentorship, facilitate collaborative research efforts, and, ideally provide examples of strong, senior women role models. 26 faculty have taken advantage of this program Average funded award: $3,800

Natalie Wall Associate Professor, Department of Chemistry

Aurora Clark Associate Professor, Department of Chemistry

PRO-NET (PROactive Recruitment and NETwork Development) Program PRO-NET has two objectives: The first is centered on proactively recruiting qualified women and underrepresented minorities. The second is to develop a network of established women, senior-faculty, that will serve as recruitment “ambassadors” for WSU. 11 faculty have participated in PRO-NET Average funded award: $600

Social Science Research Grants were awarded to generate publishable research on factors affecting the recruitment, retention, and advancement of women in STEM disciplines. We specifically address career transitions and career pipeline obstacles to recruiting, hiring, retaining, and advancing a diverse faculty. As such, the research must involve data collected at WSU with the institution's tenure-track faculty and/or policies, practices, and structures that affect them as primary foci. 11 proposals have been funded Average funded award: $10,000

Kelley Ward Professor and Chair Department of Educational Leadership and Counseling Psychology

Transitions Although a university may have excellent leave policies, certain situations may require different solutions or supplemental support. Short term assistance has been made available to faculty who are in the midst of major life transitions, such as: ◦ personal medical needs ◦ family illness ◦ child and elder care challenges Support is provided for up to two semesters. Examples include funds for a RA to assist with managing lab work; a TA to assist with teaching… 12 faculty have used this program Range of support: $500 – $35,000

Sandy Cooper Associate Professor, Department of Mathematics

Dorrie Main Associate Scientist Associate Professor of Bioinformatics, Department of Horticulture and Landscape Architecture

Department Development Grants These proposals are to address climate problems and enhance faculty satisfaction with the work environment. Examples of possible areas of focus: Improve departmental communication (e.g., through seminars, retreats, planning meetings) Faculty development through sponsoring individuals to attend professional, academic, scientific workshops, or training Increase engagement of department members in decision-making Develop a mentoring program for faculty (particularly post-tenure faculty) 16 funded awards ranging from $3,800 - $10,000

All-Faculty Survey The survey was conducted in March and April 2012 by the SESRC. It was comprehensive and included 269 items. Analysis is scheduled to be completed over the next months.

1. Perceptions about climate and change in relation to women faculty at WSU 2. How those perceptions differ, if at all, for STEM and non-STEM faculty 3. How those perceptions differed with respect to gender Examples of information the survey results provide:

Preliminary Analyses of 4 Questions 1) How climate and interactions with colleagues in one’s primary department/unit have changed in the past three years 2) How recruitment of and climate for women in leadership has changed in the last three years 3) Perceptions of the work climate for faculty 4) Perceptions of the current climate at all university levels for women and racial/ethnic minority faculty at WSU Response options were: Better now thanAs good asAs bad as Worse now three years agothree years agothree years agothan three years ago

1. How Climate & Interactions Have Changed in the Last Three Years Please indicate how the climate and your interactions with colleagues and others in your primary department/unit have changed for you, if at all, in the past three years Results: STEM faculty more positive about these 4 issues than non-STEM faculty I am treated with respect by my department/unit chair or head. Faculty meetings allow for all participants to share their views I do a great deal of service that is not formally recognized by my department I do a great deal of teaching that is not formally recognized by my department

Clearly, a majority of STEM women faculty think they are treated with respect by colleagues, departmental leaders and staff, and that their scholarly contributions are valued. They feel included in informal networks and do not feel isolated. STEM women faculty members report that they participate in decision making and feel free to voice their opinions openly. The majority are not asked to shoulder a disproportionate workload of teaching, research or committee work that goes unrecognized.

STEM vs. non-STEM women faculty responses These issues were rated as bad or worse than 3 years ago STEM non –STEM Research is respected 29%39% Treated with respect by chair 13%34% Feel isolated 35%42% No say in resource allocation 44%54% Teaching loads/efforts unrecognized 29% 38% Conclusion: Non-STEM faculty women are more negative about conditions now than STEM faculty women The differences between STEM and non-STEM women faculty are quite small compared to the large differences each category of faculty exhibits compared to their male counterparts.

2. Recruitment and Climate for Women in Leadership Roles WSU has given special attention to improving the climate for women faculty. It is of interest to know the extent to which you have seen or experienced change in the following areas in the past three years. Conclusion: In general, perceptions of the recruitment and advancement of women faculty generally are positive, women faculty members are less positive about progress toward change than are their male counterparts. Points where non- STEM women were more negative than STEM women: My department/unit has too few women faculty in leadership positions There are too few women faculty in my department/unit All faculty are treated with respect in my department/unit.

Comparing men and women STEM faculty responses, women were more negative on the following issues: My department/unit has too few women faculty in leadership positions My department/unit is active in taking action to address negative climate issue for women faculty. In my unit, junior women faculty received mentoring. My department/unit has made a vigorous effort to promote women faculty into leadership positions. The climate for women in my department/unit is good. My department/unit has taken significant steps to improve the climate for women. Conclusion: Overall, non-STEM faculty women hold similar views to STEM faculty women which is more negative than men

3. Changes in Climate Related to Women in Leadership Roles The focus in this question was not on perceptions of change but instead on the situation as it now exists. Conclusion: The vast majority of respondents taken as a whole consider the existing work climate as it relates to opportunity for women to be positive. However, all women are more likely than men to believe that their faculty colleagues would not be comfortable with a female department head, that men and women are not treated equally, and that women are not acknowledged, included or influential in the politics and administration of their departments.

4. Climate at All Levels for Women & Racial/Ethnic Minority Faculty This question is about the climate in your department, college, and overall at WSU for women and racial/ethnic minority faculty. Conclusion: STEM and non-STEM faculty have very similar views. They are most positive about one’s own department, less so for the college and still less so for the university. It’s also noteworthy that STEM faculty members view the environment at WSU as more negative for racial/ethnic minority faculty than non-STEM faculty.

Overall Conclusions Climate Perceptions of how climate and interactions for all faculty have changed in the last three years elicited mostly positive assessments with 57% to 92% describing the situation for all 15 issues considered as good or better than three years ago. Few differences exist between men and women STEM faculty in their perception that things have gotten better or worse. However, it is also clear that STEM women faculty, the focus of ADVANCE at WSU, are considerably more positive in their assessment of climate and interaction than are non-STEM women faculty, raising the possibility that ADVANCE may be making a difference in their careers.

Women in Leadership Roles Assessment of change with regard to recruitment and the climate for women in leadership roles produced a similarly positive overall result for the 15 issues investigated, with the vast majority of respondents indicating that things are as good as three years ago. However, it’s also clear that gender differences exist among both STEM and non- STEM faculty. Women in both disciplinary groups are more likely than their male counterparts to assess the trend as becoming a little worse rather than better.

Sustainability What programs should be continued? External Mentor PRO-NET Social Science Research Transitions Department Development Grants Institutional Transformation Workshops

Buy-in The Provost has pledged support for: ADVANCE at WSU EXCELinSE Center Staff Institutional Transformation Workshops Partial funding for External mentor Transitions Departmental development grants Leadership Academy

Buy-in At the Deans’ level Pledged support for the Social Science Research: ◦ Daryll Dewald Have already matched funding for Transitions grants: ◦ Daryll Dewald ◦ Bryan Slinker ◦ Dan Bernardo (2)

Buy-in At the Chairs’ level Have provided matching for PRO-NET program: ◦ Jim Petersen, Chemical Engineering ◦ David Prieur, Vet Micro Path ◦ Kerry Hipps, Chemistry ◦ Sukanta Bose, Physics and Astronomy ◦ David McLean, Civil and Environmental Engineering

Institutional Transition Targets Sustain most impactful programs campus-wide. Engage and include all faculty. Universal engagement and commitment from administrators, deans, chairs and directors.