1. Year 1- Leadership Enhancement Program Session One March 18, 2016
Institutions Developing Excellence in Academic Leadership – IDEAL-N
Year 1- Leadership Enhancement Program Session One
March 18, 2016   
Agenda
1:00 – 1:30 Welcome and Introductions
1:30 – 2:15 NSF ADVANCE Program, CWRU’s ACES & IDEAL projects
2:15 – 2:30 Large Group Q&A
2:30 – 2:45 Break
2:45 – 3:15 External Evaluation MOUs and Indicator Data
3:15 – 3:45 Site Group Discussion: Defining Academic Leadership
3:45 – 4:15 Site Group Action Learning: Institutional Change Project
4:15 – 4:45 Large Group Report-Out and Discussion
4:45 – 5:00 Administration and Scheduling
CWRU IDEAL-N 2016

2. NSF ADVANCE
Institutions Developing Excellence in Academic Leadership-National IDEAL-N
Contact Information for additional questions:
Heather Burton
CWRU IDEAL-N 2016

3. Purpose of IDEAL-N
Seed and institutionalize gender equity transformation at leading research universities by creating a learning community of academic leaders that is empowered to develop and leverage knowledge, skills, resources and networks to transform university cultures and enhance diversity and inclusion

4. IDEAL-N Objectives
Objective 1: Create a learning community of academic leaders through a leadership enhancement program
Objective 2: Catalyze customized institutional transformation at partner institutions through annual change initiatives
Objective 3: Assemble the senior leadership of partner universities annually to share best practices, exchange national institutional research, polices and practices, and discuss IDEAL-N change initiatives.
Objective 4: Develop a gender equity index

5. IDEAL-N Structure PI: Lynn Singer
Co-PIs: Diana Bilimoria and Deanne Snavely
Project Director: Heather Burton
Change Teams at 10 Sites: Co-Director, Change Leader, Social Scientist
External Evaluator: Russ Olwell
Advisory Board: 4 members .

6. Gender Participation in Science, Engineering and Health
CWRU IDEAL-N 2016 6

7. CWRU IDEAL-N 2016

8. CWRU IDEAL-N 2016

9. What is the Problem? Myth
“…there are insufficient numbers of women and minorities on the pathway from graduate student to faculty member…the “pipeline” problem.”
Fact:
The data indicate that this is true for minorities, [in S & E] false for women.
Source: Cathy A. Trower and Richard P. Chait, Faculty Diversity: Too little for too long. 2002 9

10. MYTH: Once the Pipeline Fills We Will Have Gender Equity
In biomedical fields the proportion of women with doctorates has exceeded 40% for two decades.
But, in basic science departments of US medical schools, the proportion of women associate professors is below 30%, and the proportion of women at full professor rank is 20%.
Source: AAMC Report on U.S. Medical Faculty 2008

11. Proportion of Degrees Conferred by Sex and Discipline: 2010-11
Source: Catalyst, Women in the Sciences. Data from NCES, Table 317, 2011.

12. US Doctorate Recipients by Sex & Field of Study: 1993–2013
SOURCE: NSF, Doctorate Recipients from U.S. Universities: 2013.

13. Doctorates Awarded to Women, by Field of Study: 1993–2013
Source: NSF, Doctorate Recipients from U.S. Universities: 2013

14. Doctorates Awarded to Underrepresented Minorities: 1993–2013
SOURCE: NSF, Doctorate Recipients from U.S. Universities: 2013.

15. Female Share of S&E Postdoctoral Fellows, by Field: 1996 and 2006
The # of women S&E post docs has steadily increased in every field except computer science

16. Women as a Percentage of S&E Doctoral Degrees, Full-time Full Professors, and Full-time Tenure-track Faculty at 2- or 4-year Institutions: 2006
SOURCES: National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients: 2006

17. What the Problem Looks Like
Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States:
CWRU IDEAL-N 2016

18. Full Professors with Science, Engineering & Health (SEH) Doctorates: 1993–2013
Women
URM
Source: nsf.gov-Digest 2015

19. Additionally, Women Faculty Experience Lack of Inclusion in S&E
Experience isolation and marginalization
Have few role models and mentors
Have lower access to academic and resource networks than male colleagues
Have to work harder than their male colleagues to gain credibility and respect
Report lower satisfaction than do male faculty with
their academic jobs
their department’s leadership
Sources: Liang & Bilimoria, 2007; Rosser, 2004; Bilimoria et al., 2006; Callister, 2006

20. Problem Summary: Two Sets of Related Issues
Diversity Issues
Lack of a critical mass of women and URM faculty in S&E at many institutions
Low representation at higher levels in the academic hierarchy (full professor, endowed chairs) and in administrative leadership positions (department chairs, deans)
Equity and Inclusion Issues
Systemic inequities and barriers to a level playing field; everyone does not compete equitably
Accumulative advantage: treatments that advantage some careers over time
Exclusionary climates fail to leverage and value the skills and experience of all faculty to achieve institutional goals and objectives

21. Why Address the Development of Diverse Faculty?
Underutilizing a resource
Workforce composition of the future
Diverse teams outperform homogenous ones in complex problem-solving tasks
Diversity in styles and skills brings value to customers
Fortune 500 companies with the most women executives deliver more earnings than firms with the fewest

22. Breaking Barriers and Creating Inclusiveness: Institutional Remedies
NSF ADVANCE program ADVANCE portal

23. Goals of NSF ADVANCE Program
Broaden participation in the US STEM workforce
Recognize that simplistic or piecemeal solutions cannot eradicate systematic, historical, and widespread gender inequities
Develop systemic approaches to increase the participation and advancement of women in STEM careers in academic institutions

24. Evolution of NSF ADVANCE Awards
67 Fellows awards ( )
43 Leadership awards ( )
72 Institutional Transformation (IT) awards (2000 to present)
97 Partnerships for Adaptation, Implementation and Dissemination (PAID) ( )
34 IT Catalyst (2007 to present)
PLAN Awards (2015 to present)
The ADVANCE program made has a diverse portfolio of projects that includes:
37 Institutional Transformation awards [Additionally, four small IT awards were made to support further development of promising plans for transformation]
11 IT-Catalyst awards (Piloted as IT-Start in 2008)
39 Leadership Awards (This program component is no longer active, it has been folded into the PAID component)
33 Partnerships for Adaptation, Implementation and Dissemination (PAID) awards
53 Fellows awards (Awarded in 2001 and 2003; these are no longer offered)
One hundred and three (103) different Institutions of higher education (76 public and 27 private)
Seven professional STEM organizations
Twelve Minority-Serving Institutions participation (11.6% of ADVANCE institutions)
Institutions and organizations in 41 States, the District of Columbia, and Puerto Rico

25. NSF ADVANCE Elements Address
Compliance
Diversity
Equity
Inclusion

26. NSF ADVANCE - Institutional Transformation Model/
Research & Evaluation in Support of Institutional Change
- Tracking key indicators of equity, diversity, and inclusion
- Undertaking workplace climate assessments
- Conducting other research and evaluation in support of change
- Improving the institution’s internal collection, analysis and use
of data
Transformational Initiatives
Enhancing the Career Trajectories of Women & Minority Faculty in the Academic STEM Pipeline
- Initiatives to increase the inflow into
the pipeline addressing:
Non-tenure track faculty
High school students
- Initiatives to better equip women
and minority faculty to successfully
progress in the pipeline targeting:
Pre-tenured faculty
Tenured faculty
- Initiatives to improve institutional
structures and processes related to
key career transition points in the
pipeline:
Recruitment
Tenure and promotion
Retention
Leadership
Improving Institutional Climate
- Micro climate improvement
Departmental climate interventions
Leadership development of department chairs
- Macro climate improvement
Work-life policies
Family-friendly initiatives
Advancing women to leadership
Factors Facilitating Transformation
Internal
- Senior administrative
support and involvement
- Transformational champion
- Collaborative leadership
- Widespread and synergistic
participation
- Visibility of actions and
outcomes
External
- Legitimacy and support
from an external authority
- Network of change agents
in peer organizations to
share learnings and best
practices
Institutional Transformation Outcomes
- Increased workforce
participation of women and
minorities at all ranks and
in leadership (diversity)
- More equitable and
inclusive workplace for all
Institutionalization
- New positions, offices and
structures
- New and modified policies
- New and improved practices
and processes
- New supports/resources for
effective programs
Bilimoria & Liang, Gender Equity in Science and Engineering: Advancing Change in Higher Education

27. Initiatives of 19 NSF ADVANCE Institutions
This chart shows the percentage of institutions engaged in various iniatives. 84% engaged in leadership iniatives 79% in Recruitment, 74% in Faculty Development, 63% Networking, 53% Department Chair development 42% work/family iniatives, 42% materials resources for work family and so on
Source: Fox, M. F. (2008) Institutional Transformation and the Advancement of Women: The Case of Academic Science and Engineering, in Smart, J. C. (ed.), Higher Education: Handbook of Theory and Research, 23:

28. NSF ADVANCE Institutional Transformation at CWRU
Academic Careers in Science and Engineering (ACES)
ACES+ (2008 to present)
CWRU IDEAL-N 2016

29. Academic Careers in Engineering and Science (ACES)
NSF-ADVANCE $3.5 million award
Program launched initiatives in 32 STEM departments in four schools, plus university-wide activities
ACES Mission: To promote a campus-wide culture characterized by equity, participation, openness, and accountability

30. CWRU ACES Major Initiatives 2003-08
University
Leadership
School and Department
Level
Individual Level
Commitment of Senior Administrators
Accountability of Deans
New Structures & Policies
Provost’s Annual Leadership Retreat
Departmental Climate Improvement Initiatives
Annual Monitoring of Gender Equity Data
Coaching, mentoring, networking, and training & development of deans, chairs, women faculty in S&E depts.
Search Committee Training & Support
Promotion & Tenure Committee Training
Chairs’ Leadership Development
Distinguished lectureships
Minority student pipeline
Opportunity Grants for Women Faculty
Hotline Coaching for Women faculty
Student Gender Awareness
CWRU IDEAL-N 2016

31. Leadership Development Initiatives
Annual Provost’s Leadership Retreat
Sponsored nine department chairs to attend leadership development workshops
Executive coaching for deans, associate deans, chairs and associate chairs
Orientation for Newly Promoted and Tenured Faculty
Expanded Orientation for New Faculty
Participation in Bryn Mawr Summer Institute for Women Faculty and Staff
At the highest level leadership development activities have been provided for personal career development and administrative development.

32. School and Department Level Initiatives
Faculty search committee supports
Networking
Women faculty lunches; department chairs’ lunches with Provost
Awards: Women of Achievement, Spotlight Series Prize, Recognitions for Tenure and Promotions
Annual theatre party
Educational and skill building workshops for departments (communications, mentoring)
Undergrad/grad student gender-awareness training
Support for meeting facilitators, strategic planning
Faculty Exchange with HBCUs
Departmental Initiative Grants
Distinguished Lectureships for senior women faculty visits

33. Individual Level Initiatives
Opportunity grants
Executive coaching for career and leadership development of women faculty in S&E
Hotline coaching for women faculty across the university
Mentoring initiatives
Mentoring discussions and/or senior faculty panels in each school for junior women faculty
Mentoring committees
Peer (or near peer) mentoring groups
Speed Mentoring at Research ShowCase
Summer Undergraduate Research Program (SURP) for minority women students

34. Faculty Development Workshops
Gendered Communication in Academe
Negotiation at the Academy
Successful Mentoring
Effective Communication Skills: What They Didn’t Teach You in Chair School
Success Strategies for Women in Academic Careers
Communicating with Influence in the Academy
Emotional Intelligence in the Academic Workplace
Developing and Retaining Junior Faculty in Lean Times: A Senior Faculty Conversation
Strengthening Our Roles As Change Agents in the University

35. Coordination and Collaboration of Allies across the Campus
Faculty Diversity Office
The Flora Stone Mather Center for Women
President’s Committee on Minorities
President’s Committee on Women
Faculty Senate Committee on Minority Faculty
Faculty Senate Committee on Women Faculty
Faculty Senate Executive Committee
WISER (Women in Science and Engineering Roundtable)
Women Faculty of the School of Medicine
Student Groups: Spectrum (LGBT), Catalyst (social justice)
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36. Research Undertaken NSF ADVANCE Indicators, 2003-2008
Faculty Focus Groups & Interviews, 2000 and 2004
Science Department Study,
COACHE Junior Faculty Surveys, 2006 and 2009
Faculty Climate Surveys, 2004 and 2007
Faculty Exit Surveys,
Second Year Faculty Surveys,
Salary Equity Studies, 2006-present
Candidate Pool Analysis Study,

37. Number of Tenure Stream Faculty in S&E by Gender from AY 2003/04 - 2007/08
While the overall increase of women from 2003 to 2007 was small the retention as compared to men in S&E was significant.

38. Number of S&E Department Chairs by Gender1 3 2 10 8 7 5 6 4 12
2003
2008
CAS
CSE
WSOM
SOM
Female
Male
Chairs
The number of women in leadership increased significantly in the departments and though it is not reflected here included the first ever female president and female dean fo the school of medicine.

39. Number of S&E Faculty Holding Endowed Chairs by Gender
The number of women holding endowed chairs in S&E nearly doubled as well.

40. New Positions Created
Vice President of Diversity, Inclusion and Equal Opportunity
Associate Dean for Faculty Development in the Case School of Engineering
Assistant Dean of Faculty Development and Diversity in the School of Medicine (search initiated)
2 new endowed chairs for women faculty in S&E with partial funding in place for a third chair
Manager of Faculty Diversity and Development in the Office of Faculty Diversity
Associate Director in the Flora Stone Mather Center for Women
Research Analyst in the Office of Institutional Research

41. New or Modified Policies During 2003-08
Automatically approved pre-tenure extension policy
Partner hiring (dual career) policy
Modified work duties (paid parental leave) for faculty & staff
Domestic Partner Policy
Consensual relations policy
Non-Discrimination Statement for LGBT, including gender expression and identity

42. New Permanent Programs and Activities
Established within the Office of the Provost
CWRU-Fisk University partnership
Summer internship program for minority women S&E students
Annual Provost’s leadership retreat for all university deans and chairs
LGBT Center
Opportunity grants for women S&E faculty
Distinguished Lectureships for campus visits by senior women
Established in the Office of Faculty Diversity
Required cultural competency awareness training for all new faculty
Faculty search committee training and support
Established in the FSM Center for Women
Annual Spotlight Series on Women’s Scholarship
Women of Achievement Lunch
WISER (Women in Science & Engineering Roundtable)
Women Faculty Leadership Institute
Established University-wide
Faculty work-life policies and resources
Ethnic Studies program
Faculty climate survey (3 years); COACHE junior faculty survey (2 years)

43. Faculty Development Activities Institutionalized
Twice-yearly university-wide faculty development & networking workshops for women faculty
Professional coaching for new chairs and deans and new women S&E faculty established in the Office of the Provost
Annual orientation for newly tenured & newly promoted faculty
Expansion of the new faculty orientation
Opportunity grants for women faculty across the university
Distinguished Lectureships for campus visits by senior women scientists

44. Institutions Developing Excellence in Academic Leadership (IDEAL)
NSF ADVANCE PAID Award
Institutions Developing Excellence in Academic Leadership (IDEAL)

45. IDEAL –
Brought together 6 universities from Northern Ohio to stimulate gender equity transformation at each university by disseminating and adapting successful mechanisms from CWRU’s ACES project
Developed learning community of change leaders
Each university engaged in annual change projects

46. IDEAL Projects at Six Universities
Focus groups with women faculty
Faculty climate surveys
Search committee training
Websites
Mentoring program pilot for new and mid-career women faculty
Faculty development needs assessment
Analyze candidate pool data
Development of ADVANCE IT and IT-Catalyst proposals

47. IDEAL Results Across Six Ohio Universities (2009-12)
Tenure Track S&E Faculty
Tenure Track S&E Faculty
S&E Leadership

48. IDEAL Results Across the Six Ohio Universities (2009-2012)
As of October 2012, 25 out of 62 (56 change leaders and 6 co-directors) were promoted or appointed to roles of leadership within their institutions during or after their participation in IDEAL.

49. Q & A

50. External Evaluation
March – May 2016: Project Director coordinates a discussion between External Evaluator (Russ Olwell) and each University change team to preliminarily define the MOU
5/20/16: Approved final MOU due
5/20/16: Year 1 ( AY) indicator data due

51. Indicator Data Task List
Check on data availability and format early. Some pieces of data are easily available through your Institutional Research office, other pieces may need to be hand-counted.
As problems or questions arise, please do not hesitate to contact me about them as they arise.
CWRU IDEAL-N 2016

52. Reminder - Indicator Data – Needs to be Updated to 2016 1
Reminder - Indicator Data – Needs to be Updated to Faculty in STEM* Departments
*NSF STEM units: biological, mathematical and physical sciences, engineering, social sciences, and STEM education and learning research (e.g., engineering education, science education). For full list, see:

53. Indicator Data– Needs to be Updated to 2016 2
Indicator Data– Needs to be Updated to Full Professor and Chairs in STEM Depts. by gender and URM* status
*URM= Underrepresented racial/ethnic minority as defined by NSF: African-American, Hispanic, and American Indian or Alaska Native. Source:

54. Indicator Data– Needs to be Updated to 2016 3
Indicator Data– Needs to be Updated to Senior University Leadership* by gender and URM status
*Only deans and associate deans in units housing STEM-associated schools and colleges, e.g., Dean of the College of Engineering, Sr. Associate Dean of Arts & Sciences.

55. As you develop the change plan, think about the following:
Thinking Ahead Memorandum Of understanding
Indicator Data
As you develop the change plan, think about the following:
Participation and satisfaction data
Survey audiences and response rates
Potential focus groups and interviews
Documented changes in processes
CWRU IDEAL-N 2016

56. Site Group Discussions
Academic Leadership
in the context of IDEAL-N Change Teams
Discussion Questions:
What does it mean to be leaders in the context of IDEAL-N change teams?
What do leaders do that others do not?
What do we expect of ourselves as leaders?
What challenges are you likely to face?

57. Examples Institutional Transformation Theme
Bowling Green State University (BGSU)
“Build intellectual community and collegiality around diversity and inclusion in science, technology, engineering and mathematics (STEM) designed to foster recruitment and retention of women students and faculty in STEM fields at BGSU.”
Case Western Reserve University (CWRU)
“Enhancing Collegiality and Inclusion in S&E.”
Cleveland State University (CSU)
“Encouraging S&E women and under-represented minority faculty to actively participate in institutional policy-making committees.”
Kent State University (KSU)
“Enhancing the climate for scholarly and collegial community in the College of Arts and Sciences.”
The University of Akron (UA)
“Faculty Hiring that Makes a Difference.”
The University of Toledo (UT)
“Creating a climate for successful retention, tenure, and promotion.”

58. Site Group Action Learning Discussion
Identifying Your
Institutional Change Theme and Year 1 Project
Use the Change Project template to begin discussing your University’s institutional transformation theme
Campus needs
Annual project ideas
Report out 58

59. Reports Out and Discussion
Large Group Discussion
Initial Thoughts on Institutional Change Theme and Year 1 Projects 59

60. Administration and Scheduling
Next Steps
Administration and Scheduling 60

61. Next Steps - Project Development
Each university’s Change Team should meet prior to the next leadership session #2 on May 20th to clarify/finalize your institutional change theme and Year 1 project. Please use the Change Project Template and be prepared to report out about your Institutional Change Theme and Year 1 Project at Session #2.
Co-Director should submit to IDEAL-N Project Director the Indicator Data worksheets
CWRU IDEAL-N 2016 61

62. Next Steps - External Evaluation
March – May 2016: Project Director coordinates a discussion between External Evaluator (Russ Olwell) and each University change team to preliminarily define the MOU
5/20/16: Approved final MOU due
5/20/16: Year 1 ( AY) indicator data due

63. Next Steps - Financial Paperwork
Stipends processed after receipt of Supplier Information Form (available on website).
Stipends are mailed immediately after Session #2.
Reimbursements, if any, for mileage, tolls and parking must be submitted on forms provided by IDEAL-N (travel pdf on participant page) and include original toll/parking receipts. Keep copies, send originals.

64. Scheduling - See Timeline
Next Leadership Enhancement Program Session # 2 - Friday, May 20, 2016
1:00 p.m. - 4:30 p.m. via WebEx
CWRU IDEAL-N 2016 64

65. Important Dates for 2016-17 Leadership Enhancement Program:
Session 1: March 18, 2016, 1:00-5:00pm
Session 2: May 20, 2016,1:00-5:00pm
Session 3: September 23, 2016,1:00-5:00pm
Session 4: December 2, 2016, 9:00am-12:00pm
Plenary Conference:
April 14, 2017, 9:00am-2:00pm at Case Western Reserve University, Cleveland Ohio

66. Follow Up
Kindly complete the Event Evaluation which will be ed to you shortly
Presentations and other relevant documents will be posted on the participant readings web page

67. Thank you and see you on May 20th via WebEx!
CWRU IDEAL-N 2016 67