South Dakota Working in STEM for Equity (SD-WISE): A System, Institutional, and Individual Level Approach to Policy Change

NSF学习和适应网络伙伴关系：高等教育机构(PLAN-IHE)资助轨道旨在通过对特定计划或倡议的网络适应，为STEM教师扩大已证明成功的性别平等倡议的应用。仔细的评估预计将扩大各机构和机构类型对此类倡议的理解。该项目将侧重于制定政策变化，以支持性别平等，并在南达科他州州立大学系统内创造文化变化。该项目将包括六个机构：南达科他州州立大学(SDSU)、南达科他州大学、南达科他州矿业与技术学院、北方州立大学、达科他州州立大学和黑山州立大学。该项目具有全系统的领导承诺，并让科学、技术、工程和数学(STEM)教员团队参与政策审查和制定。这种模式如果成功，可能会适用于其他高等教育系统。预计该项目将产生以下结果：高等教育中有效的自上而下的变革机制的证据；STEM中促进性别平等的修订或新政策；以及对高等教育系统变革进程研究的贡献。该项目将检验以下命题，即在系统一级中央制定公平政策和指标不仅是为了证明多样性的改善，而且是为了实现它(Blackmore，2011；Castilla，2008；Kalev，Kelly和Dobbin，2006)。来自行业的研究表明，“自上而下”的变革对于提高性别公平是有效的。通过在学术界实施和评估这一过程，将产生新的证据和集中变革的后续模型，以供在这个国家体系之外使用。在这个项目中，斯科特的变革模型(1987)被用来证明变革是通过由中央当局驱动的政策来最有效地实施的。该项目将扩大和评估对通过由一个中央当局执行政策来改善高等教育国家系统中的性别平等的可能性的了解。这项工作还将建立证据，证明集中化政策如何改变整个高等教育系统中的个人教师评估实践，将斯科特的变化理论中的系统和机构层面联系起来。此外，该项目还将有助于建立知识库，将斯科特的变革理论中的系统、机构和个人层面联系起来，探讨集中化政策如何改变职业规划和抱负中的个人规范。该项目建立在马里兰大学以前在政策分析方面的前期工作，以及蒙大拿州立大学为争取政策创新而完成的工作的基础上。先期计划方案轨道支持在新的背景下促进适应和实施先前有效的先期方案的项目，并测试创新战略，以促进妇女参与STEM学术生涯、取得成功并提高其地位。计划项目还有助于建立关于STEM学术生涯中性别平等的知识库。

The NSF Partnerships for Learning and Adaptation Networks: Institutions of Higher Education (PLAN-IHE) funding track is designed to expand the application of proven-successful gender-equity initiatives for STEM faculty through networked adaptation of a specific program or initiative. Careful evaluation is expected to expand understanding of such initiatives across institutions and institution types.This project will focus on producing policy changes to support gender equity and create culture change within the South Dakota state university system. This project will include six institutions: South Dakota State University (SDSU), the University of South Dakota, South Dakota School of Mines and Technology, Northern State University, Dakota State University, and Black Hills State University. This project has system wide leadership commitment and involves teams of science, technology, engineering, and mathematics (STEM) faculty in the policy review and development. The model, if successful, could be adapted to other higher education systems. It is expected that this project will result in: evidence of effective top-down change mechanisms in higher education; amended or new policies that promote gender equity in STEM; and contributions to the research on processes for systemic change in higher education.This project will test the proposition that the central establishment of equity policy and indicators at the system level is required not only to demonstrate improvement in diversity but to actualize it (Blackmore, 2011; Castilla, 2008; Kalev, Kelly and Dobbin, 2006). Research from industry indicates the effectiveness of "top-down" change for increased gender equity. By implementing and assessing this process in academia, new evidence and subsequent models for centralized change will be produced for use beyond this state system. In this project, Scott's model (1987) of change is used to demonstrate that change is most effectively implemented through policy driven by a central authority. The project will expand and assess understanding of the probability of gender equity improvement in higher education state systems through policy implementation by a centralized authority. This work will also establish evidence for how centralized policies can change individual faculty assessment practices across a higher education system, linking the system and institutional level in Scott's theory of change. In addition, this project will contribute to the knowledge base on how centralized policies can change individual norms in career planning and aspirations, linking the system, institutional, and individual level in Scott's theory of change. This project builds on previous ADVANCE work at the University of Maryland in policy analysis, and work completed at Montana State University to solicit policy innovation. The ADVANCE PLAN program track supports projects that promote the adaptation and implementation of previously effective ADVANCE programs in new contexts and the testing of innovative strategies to promote the participation, success, and advancement of women in STEM academic careers. PLAN projects also contribute to the knowledge base on gender equity in STEM academic careers.