Institutional Transformation pre-proposal webinar June 17, 2015 Jessie DeAro, Program Officer ADVANCE

 Departure from prior programs with goals related to increasing numbers of women in academics (1980 to 2000) ◦ Starting with passage of Science & Technology Equal Opportunities Act of 1980 ◦ Visiting Professorships for Women in Science and Engineering ( ) ◦ Research Planning Grants and Career Advancement Grants for Women Scientists and Engineers ( ) ◦ Faculty Grants for Women Scientists and Engineers ( ) ◦ Professional Opportunities for Women in Research and Education ( ) ◦ ADVANCE Fellowships ( )  The ADVANCE Institutional Transformation track represents a switch to a focus on the organizations within which academic careers are experienced – fix institutions of higher education rather than fix women or help them “survive”  ADVANCE Institutional Transformation (2001-present)

 To develop systemic approaches to increase the representation and advancement of women in academic STEM careers  To contribute to and inform the knowledge base on gender equity in academic environments  To create positive and sustainable change in academic climates

 The current solicitation (14-573) has three tracks: 1. IT-Catalyst 2. Institutional Transformation (IT) 3. Partnerships for Learning and Adaptation Networks (PLAN)  PLAN-D  PLAN-IHE

 Innovative systemic organizational approaches that include all STEM disciplines and are institution-wide designed to increase the participation and advancement of women in STEM academic careers. ◦ All faculty, tenure and non-tenure can be included ◦ Projects targeting the intersectionality of gender and race, ethnicity, disability, and LGBTQ are encouraged ◦ All faculty and administrators – men and women should be involved in the project activities  Proposed activities must be based on and justified by: ◦ The institution’s data and identified issues in academic career outcomes at your institution; and ◦ The relevant research on organizational change and barriers to participation and advancement in STEM academics.  All projects must include an original research component related to the project design and goals.  Up to 5 year projects with appropriate budgets for the proposed scope  Institutions that have had an IT award are not eligible for an additional project.

 Partnerships for Learning and Adaptation Networks: ◦ Adapt strategies that have evidence of effectiveness from the literature or from previous ADVANCE to enhance gender equity in STEM academics. ◦ Learn from the implementation in new contexts to determine what works, why, in what context(s), and for what populations. ◦ Networks are the proposed community of adaptors of the activity.  PLAN D proposals focus on one STEM discipline  Professional societies are eligible to participate as partners  PLAN IHE proposals focus on IHEs ◦ Can focus on one discipline, subset of STEM, or all STEM disciplines  Up to five years up to $750,000 total  Another PLAN competition is anticipated for 2016 – always review the new solicitation for changes 6

 IT-Catalyst projects can be designed to: ◦ Conduct self-assessment work in preparation for an Institutional Transformation proposal or other transformation activities; and/or ◦ Implement strategies adapted from those found effective by other ADVANCE grantees or new strategies designed to be responsive to the unique environment of the institution.  IT-Catalyst projects must include an evaluation of the project effectiveness.  Up to 3 years and up to $250,000 total  Institutions that have had an IT or IT-Catalyst award are not eligible for an additional project.

 Reviewing and revising policies such as recruitment, retention, career flexibility, promotion and tenure  Developing work/life programs such as dual career hiring programs  Establishing, revising, formalizing mentoring programs for faculty at all career stages  Providing professional development opportunities for faculty  Training for departmental leaders and members of P&T and search committees  Conducting climate surveys and other data collection and analysis  Conducting related social science research

 Equitable Career Support For Individuals ◦ Mentoring, leadership development, network development, research support  Empowerment of Individuals & Leaders ◦ Tools and resources decision making addresses institutionalized barriers to gender equity  Improvement of Institutional Structures ◦ Data collection for creating a visibility for improving equity; policy review for equity  Work Life Support Policies ◦ Dual career hiring; flexible career; family care

10 Examples of Strategies  Establish formal mentoring structures and provide recognition of service for time and effort of mentors  Develop mechanisms to recognize professional excellence of both female and male faculty  Provide workshops, training, and coaching on the tenure and promotion processes to all faculty  Implement leadership development, career coaching and network building programs

11 Examples of Strategies  Provide tools and resources to address the gender equity barriers to faculty, department leaders, and institutional administrators  Provide training on effective strategies to reduce the stressors that result in a greater reliance on implicit biases when making decisions, especially in search committees and promotion and tenure committees

12 Examples of Strategies  Review, revise, and increase the transparency and effective implementation of policies and procedures (particularly recruitment, promotion and tenure policies)  Develop systematic and recurring institutional data collection and reporting of faculty data and climate surveys, disaggregated by demographics and rank for use in decision- making  Incorporate equity and diversity responsibilities and accountability into institution-wide administrative positions, departmental leadership, as well as faculty to ensure equitable distribution of resources, responsibilities, and commitment

13 Examples of Strategies  Implement flexible career policies that address the needs identified by the faculty  Develop career and life transition support programs  Establish dual-career hiring programs tailored to the institution and region  Encourage department and institutional flexibility and support for dependent-care responsibilities  Create institutional and departmental climates that encourage faculty to take advantage of work-life programs and ensure that there are no negative impacts on a faculty member’s career for participating in the programs

 IT Due Date: November 5, Project Title 2. Synopsis - Description of proposed project and social science research component (2,500 characters max) 3. Other Comments (2,500 characters max) ◦ List of senior project personnel and proposed roles for each ◦ List of partner institutions and organizations and description of involvement (not generally applicable for IT) ◦ Other information such as known conflicts and areas of specialized expertise pertinent for the review process can also be included. 4. Contact Information for: ◦ Point of Contact (and an alternate) for NSF inquiries ◦ PI for the project

15  Baseline data that might be included: ◦ Numbers of faculty at various ranks in each department. ◦ Search and hiring data. ◦ Start up packages and salaries. ◦ Promotion and tenure data. ◦ National pool data or peer institution comparison data.  The data to be included in the proposal will depend on the issues you want to address and the types of activities that are proposed.  The IT data toolkit: ◦ ◦ Can help identify important baseline data to include in an proposal. ◦ Developed for reporting purposes by NMSU and other IT grantees. ◦ Note that the toolkit may not include all the data that should be included in your proposal.

Understanding of the Problem(s) Leadership Commitment Familiarity w/Prior ADVANCE awards Leadership Expertise Description of the institutional context and problems: Mission and goals What are the issues for faculty and what is the evidence showing that these are important issues for the faculty and institution Activities are designed to address the institutional problems and to meet the institution’s goals Demonstrated commitment from leadership (president, provost) to the ADVANCE project and to the personnel to be involved in implementation. Involvement of key administrative decision makers with project (as PI or involvement on internal advisory committees etc.) Familiarity with strategies of earlier ADVANCE awardees and relevant literature Team with appropriate mix of expertise Junior and senior STEM faculty involvement Appropriate internal steering committee(s) and external advisory committee members Social science expertise involved in design and implementation

Realistic Plans Evaluation Plan InnovationData Realistic timeline and management plan The budget reflects scope of the project Complete description of proposed activities to be implemented related to the theory of change for the project Plan for formative and summative evaluations Internal and external evaluation components The collection and reporting of project- related data and participants’ evaluations of activities are not sufficient for project evaluation See Online Evaluation Resource Library The project must be important and innovative Develop or study new transformational strategy Provide unique contribution to understanding on organizational change and transformation (i.e. different institution type or populations) Contribute to knowledge base with a strong social science research component (5 page supplement) Relevant data included to provide an understanding of the potential impact of the project Understanding of types of data to be collected during the project Relevant data on targeted populations in the proposal (women of color, faculty with disabilities, associate level faculty, adjunct, part-time, etc.) See ADVANCE Indicators Toolkit

Reinventing the wheel – project will develop materials, tools, resources, or activities without building on relevant existing resources. Leadership team that is not sufficiently broad for the kinds of activities and goals proposed. Underestimation of the time and human resources to set up and maintain an ADVANCE project. Lack of cohesiveness between social science research and activities. Lack of innovation or lack of study of the innovation. No, or inappropriate, data provided in the proposal. Exceeding fifteen page limit for the project description. Standard dissemination plans – need communication plans.

 How significant will the contribution of the study of the proposed innovative components and other IT activities be to the institutional transformation knowledge base?  How strong are the indicators of institutional readiness for institutional transformation and commitment to the project activities and goals?  How well are the proposed activities linked to the institutional context and data?  How well is the relevant literature (from evaluation, education, behavioral, social and economic sciences, as appropriate) inform the design of the proposed innovative components and other IT activities?  If women from special populations are included, how likely are the proposed activities to target their unique circumstances?  Are mechanisms planned that ensure long-term sustainability beyond the duration of the funded project?  Is the current proposal devoid of significant budgetary overlap with previous ADVANCE PAID or PLAN funding (if applicable)?

 5 page social science research description  Letters of Commitment from key administrators ◦ Include description of what the commitment is… ◦ Do not include letters of support  Postdoctoral mentoring plan ◦ NSF required if a postdoc is supported by project funds  Data management plan (NSF required)  External evaluator CV(s)

 Projects involving research with human subjects must ensure that subjects are protected from research risks in conformance with the relevant federal policy known as the Common Rule (Federal Policy for the Protection of Human Subjects, 45 CFR 690)  All projects involving human subjects must either ◦ (1) have approval from the organization's Institutional Review Board (IRB) before issuance of an NSF award or, ◦ (2) must affirm that the IRB has declared the research exempt from IRB review, in accordance with the applicable subsection, as established in section 101(b) of the Common Rule.

 Does the PI of this proposal have to be a senior level administrator? ◦ No, but it is suggested as a way to demonstrate institutional commitment to the project. It will depend on your institution’s organization and culture.  Do we need to include all STEM disciplines? ◦ For IT and IT-Catalyst, all non-clinical sciences including the social, behavioral and economic sciences should be included.  Can I support undergraduate or graduate student activities such as mentoring and tutoring? ◦ No this program focuses on the academic workforce and is not a “pipeline” program.  Do you have to have an IT-Catalyst before getting an IT? ◦ No – if you are ready and able to apply for an IT award you can.  Can I make changes to the project after submitting the LOI? ◦ Yes, as long as your proposal is responsive to the solicitation.  Who will be reviewing the IT-Catalyst and IT proposals? ◦ Peer reviewers include STEM faculty and administrators as well as social science experts on gender and the academy and organizational change.

 NSF ADVANCE Program web page ◦  ADVANCE Web Portal for access to materials ◦  Program Office – ◦ Jessie DeAro, Program Officer – ◦ Cynthia Douglas, Program Specialist – ◦ Maurice Dues, Program Specialist –