ADVANCE Partnerships for Adaptation, Implementation, and Dissemination Award - Increasing Junior Faculty's Productivity and Leadership

亨特学院性别平等项目将与纽约市立大学（CUNY）中央行政部门合作开展两项倡议，涉及纽约市立大学的8个校区。首先，一系列以亨特advance奖为蓝本的研讨会将探讨性别和种族模式；整合有关性别和种族对教师职业影响的材料；并讨论如何制定个人、机构和学科层面的解决方案，以解决女性和少数民族学者代表性不足的问题。第二，综合资助写作援助与课程发布（由纽约市立大学资助）将提供给6名女性一个学期。对参与者的简历进行分析，并对非参与者进行比较，将使亨特能够确定两个项目的有效性。目前，人们对教学密集型院校学术生产力的决定因素知之甚少，对如何培养学者也知之甚少。对生产率的分析主要集中在研究密集型机构的教员身上。预测这些机构的生产力的变量是否在教学密集型机构中同样运作尚不清楚。这个奖项代表了在美国最大、最多样化的公立城市大学系统中为女性教师、有色人种教师和得不到充分服务的学生做更多的努力。纽约市立大学是一所教学密集型大学，教师很难进行研究并获得外部资金。由于学生在本科阶段从事研究的机会预示着他们未来对科学的参与，因此支持纽约市立大学当前的科学家将在未来培养出更多的女性和少数族裔科学家。

The Hunter College Gender Equity Project will partner with the City University ofNew York's (CUNY) central administration on two initiatives that will involve 8 CUNYcampuses. First, a series of workshops modeled after those developed through Hunter'sADVANCE award will address gender and race schemas; integrate material on theimpact of gender and race on careers of faculty; and discuss how to develop individual,institutional, and discipline-level solutions to the underrepresentation of women andminority-status scholars. Second, comprehensive grant-writing assistance in conjunctionwith a course release (funded by CUNY) will be offered to 6 women a semester.Analyses of curricula vitae for participants and comparison non-participants will allow Hunter to determine the effectiveness of both programs.Presently, little is known about the determinants of scholarly productivity at teaching-intensive institutions and very little about how to develop scholars. Analyses of productivity have focused on faculty at research-intensive institutions. Whether the variables that predict productivity at those institutions operate similarly at teaching-intensive institutions is not known.This award represents an effort to do more for women faculty, faculty of color, and underserved students at the largest and most diverse public urban university system in the United States. CUNY is a teaching-intensive institution where faculty have difficulty conducting research and obtaining external funding. Since students' opportunity to engage in research at the undergraduate level predicts their future participation in science, supporting CUNY's current scientists will produce more women and minority-status scientists in the future.