ADVANCE Institutional Transformation Award: Advancing Women in Science, Technology, Engineering and Math at Marshall University

该奖项由2009年《美国复苏和再投资法案》(公法111-5)资助。马歇尔大学(MU)-高级计划成立于2006年，通过建立教职员工合作伙伴关系来利用马歇尔现有的人力资源，以监督该计划的举措：招聘、教师发展以及国家和机构政策变化。该计划直接向学术事务部门报告，与六个校园办公室合作：公平计划、职业服务、多元文化事务、院校研究、教学促进中心(CTL)和墨尔本大学研究公司。在分析和审查女性STEM教员取得成功的现有障碍时，将行政伙伴纳入其中，这导致了具有内置行政支持的工作/生活政策、方案和最佳做法的发展。该项目的目标是：1)继续支持任职前的STEM女性教师；2)协调教师的招聘、保留和政策努力；以及3)建立一个路径推进委员会，以监督制度化的进展。在该项目期间，MU-Advance将与大学办公室合作，为招聘、保留和政策努力建立可持续性。招聘工作将与公平计划协调，以实施改进的搜索程序。为了支持这一实施，MU-Advance将继续向STEM搜索委员会提供联络，并将为招聘部门及其大学办公室维持一套报告程序，提供有关申请者、受访者和被录用人员的多样性信息。双职服务已经是慕尼黑大学就业服务支持的一个全校范围的项目。这项服务将通过与邻近机构的职业发展官员合作来扩大。与CTL合作的教师发展工作将专注于在大学范围内为教师提供全面的新教师支持计划，这两年是马歇尔经历STEM教师大量流失的关键过渡时期。该计划将从新教师培训开始，然后是秋季研讨会教学系列和春季研究训练营，该计划为新教师提供集中、专注、无干扰、有监督的写作时间；从而帮助他们在具体项目中取得稳步进展。MU-Advance和CTL还将在MU-Advance的辅导课程的基础上，为新教师开发一个永久性的指导计划，帮助新教师在马歇尔和社区内形成网络。将通过强有力的个性化支持和网络，继续努力留住终身教职的STEM教师。政策委员会将就教师的教学负担和工资进行持续研究，并继续审查大学的政策和做法。该委员会将继续作为政策咨询委员会，向学术事务部门报告工作。大学评估一直是用来确定障碍和指导为该方案的每一项倡议制定重点计划的驱动力。在与多元文化事务办公室的合作下，MU-Advance将扩大数据收集范围，以包括我们整个校园的妇女、少数群体和残疾人的状况。一个常设的前进之路委员会设在教务处，向教务长报告，将监督这些努力的制度化。由于西弗吉尼亚州(WV)的女性是全国最不可能在职业上成功的女性之一，而且她们的教育水平也是最低的，因此像MU-Advance这样的项目至关重要。在马歇尔的学生人口中，56%的本科生和70%的研究生是女性，其中许多是第一代大学生。马歇尔学院41.5%的教职员工是女性，而STEM教职员工中只有27%是女性。因此，MU-Advance计划对女性教职员工数量的影响代表了为西弗吉尼亚大学学生提供急需的榜样的更广泛的影响。此外，MU-Advance的教师发展计划帮助STEM女性教师平衡和整合她们的教学和服务承诺，同时建立具有竞争力的研究计划。研究活动的增加有可能增加外部资金，为西弗吉尼亚州和亨廷顿大都市区提供经济发展机会。MU-Advance和西弗吉尼亚大学科学与研究部将制定一项全州范围的项目，以传播机构转型方法。该项目将包括评估(例如，气候调查、妇女、少数群体和残疾人的状况)，以提供数据驱动的方法来支持多样性努力，创造有利于家庭的氛围，并促进西弗吉尼亚大学的教师发展活动。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Marshall University (MU)-ADVANCE Program, established in 2006, capitalized on Marshall's existing human resources by establishing faculty-administrator partnerships to oversee the Program's initiatives: Recruitment, Faculty Development, and State and Institutional Policy Changes. Reporting directly to Academic Affairs, the Program works in partnership with six campus offices: Equity Programs, Career Services, Multicultural Affairs, Institutional Research, the Center for the Advancement of Teaching and Learning (CTL), and the MU Research Corporation. The inclusion of Administrative Partners in the analysis and review of existing barriers to the success of female STEM faculty has led to the development of work/life policies, programs, and best practices that have built-in administrative support. The objectives for this project are to 1) continue to support pre-tenure female STEM faculty; 2) coordinate faculty recruitment, retention, and policy efforts with the university offices that will sustain them; and 3) establish a Path Forward Committee to monitor the progress of institutionalization.During this project, MU-ADVANCE will work with university offices to build sustainability for the recruitment, retention, and policy efforts. Recruitment efforts will be coordinated with Equity Programs to implement improved search procedures. To support this implementation, MU-ADVANCE will continue to provide liaisons to STEM search committees, and will maintain a reporting procedure for hiring departments and their college offices that will provide information about the diversity of the applicant pool, the interviewees, and the hires. The Dual Career Services is already a university-wide program sustained by MU Career Services. This service will be expanded by collaborating with neighboring institutions' career development officers. Faculty Development efforts in collaboration with CTL will focus on a university-wide comprehensive new faculty support program for faculty within their first two years, which is a critical transition time when Marshall experiences significant STEM faculty attrition. This program will begin with New Faculty Orientation and continue with a fall Seminar Teaching Series and spring Research Boot Camp, a program that offers new faculty an opportunity for intensive, focused, distraction-free, supervised writing time; thus helping them make steady progress in their specific projects. MU-ADVANCE and CTL will also develop a permanent mentoring program for new faculty based on MU-ADVANCE's coaching sessions which have helped new faculty form networks within Marshall and the community. Efforts to retain tenure-track STEM faculty will continue through strong individualized support and networking. The Policy Committee will conduct ongoing research on faculty teaching loads and salaries, and continue the review of university policies and practices. This Committee will be sustained as the Policy Advisory Committee, which will report to Academic Affairs. University evaluation has been the driving force used to identify barriers and to guide the development of focused plans for each of the Program's initiatives. In collaboration with the Office of Multicultural Affairs, MU-ADVANCE will expand data collection to include the status of women, minorities, and persons with disabilities for our entire campus. A permanent Path Forward Committee, housed within Academic Affairs and reporting to the Provost, will oversee the institutionalization of these efforts. Because West Virginia (WV) women are among the least likely to succeed professionally and have the lowest levels of education in the country, programs such as MU-ADVANCE are of critical importance. Of Marshall's student population, 56% of undergraduates and 70% of graduate students are female, many of whom are first generation college students. While 41.5% of the faculty at Marshall are women, only 27% of the STEM faculty are women. Therefore, the MU-ADVANCE Program's impact on the number of female faculty represents a broader impact of providing much-needed role models for WV students. In addition, MU-ADVANCE's faculty development programs help female STEM faculty balance and integrate their teaching and service commitments, while building competitive research programs. This increase in research activity has the potential to increase external funding, providing the state of WV, and the metropolitan area of Huntington, economic development opportunities. MU-ADVANCE and the WV Division of Science and Research will develop a state-wide project to disseminate institutional transformation methods. This project will include evaluation (e.g., climate surveys, the status of women, minorities, and persons with disabilities) to provide a data-driven approach to support diversity efforts, create family-friendly atmospheres, and foster faculty development activities at WV colleges and universities.