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

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。马歇尔大学(MU)-ADVANCE项目成立于2006年，利用马歇尔大学现有的人力资源，建立了教师与管理人员的合作伙伴关系，以监督项目的举措：招聘、教师发展、州和机构政策变化。该项目直接向教务处汇报，与六个校园办公室合作：公平项目、就业服务、多元文化事务、机构研究、教学促进中心（CTL）和MU研究公司。将行政合作伙伴纳入对女性STEM教师成功的现有障碍的分析和审查中，导致了具有内置行政支持的工作/生活政策、项目和最佳实践的发展。该项目的目标是：1)继续支持女性STEM终身教职教师；2)与大学办公室协调教师的招聘、保留和政策工作；3)成立前瞻委员会，监督制度化进程。在这个项目中，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。招聘工作将与公平项目协调，以实施改进的搜索程序。为了支持这一实施，MU-ADVANCE将继续为STEM搜索委员会提供联络，并将为招聘部门及其学院办公室保持报告程序，以提供有关申请人、面试者和招聘人员多样性的信息。双重职业服务已经是由MU职业服务中心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侧重于在头两年为教师提供全校范围内的综合新教师支持计划，这是马歇尔大学经历重大STEM教师流失的关键过渡时期。该项目将从新教师入职培训开始，并继续进行秋季研讨会教学系列和春季研究训练营，该项目为新教师提供了一个集中、专注、无分心、有监督的写作时间的机会；从而帮助他们在具体的项目中取得稳定的进展。MU-ADVANCE和CTL还将根据MU-ADVANCE的指导课程为新教师制定一个永久性的指导计划，这些课程帮助新教师在马歇尔和社区内建立网络。通过强有力的个性化支持和网络，将继续努力留住STEM终身教职员工。政策委员会将持续研究教师的教学负荷和薪金，并继续检讨大学的政策和做法。该委员会将作为政策谘询委员会继续运作，向教务处汇报工作。大学评估一直是确定障碍和指导为每个项目的举措制定重点计划的推动力。与多元文化事务办公室合作，MU-ADVANCE将扩大数据收集范围，包括整个校园的妇女，少数民族和残疾人的地位。一个设在教务处并向教务长报告的常设前进委员会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取得成功的人群之一，受教育程度也最低，因此MU-ADVANCE等项目至关重要。在马歇尔大学的学生中，56%的本科生和70%的研究生是女性，其中许多人是第一代大学生。虽然马歇尔大学41.5%的教职员工是女性，但STEM学院的教职员工中只有27%是女性。因此，MU-ADVANCE项目对女教师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女性STEM教师平衡和整合他们的教学和服务承诺，同时建立有竞争力的研究项目。研究活动的增加有可能增加外部资金，为WV州和亨廷顿大都市区提供经济发展机会。MU-ADVANCE和WV科学与研究部将制定一个全州范围的项目，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、少数民族和残疾人的地位），以提供数据驱动的方法来支持多样性努力，创造家庭友好的氛围，并促进WV学院和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.