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）资助轨道旨在通过网络适应特定的计划或倡议，扩大STEM教师的证明成功的性别平等倡议的应用。 仔细的评估预计将扩大对各机构和各类机构的此类倡议的了解，该项目将侧重于促成政策变革，以支持两性平等，并在南达科他州州立大学系统内创造文化变革。 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、南达科他州矿业和技术学院、北方州立大学、达科他州州立大学和黑山州立大学。 该项目具有系统范围的领导承诺，并涉及科学，技术，工程和数学（STEM）教师团队的政策审查和发展。 这种模式如果成功，可以适用于其他高等教育系统。 预计这一项目将产生：高等教育中有效的自上而下的变革机制的证据;促进科学、技术、工程和数学领域性别平等的修正政策或新政策;该项目将检验这样一个命题，即在系统一级集中制定公平政策和指标不仅是为了证明多样性的改善，实现它（Blackmore，2011; Castilla，2008; Kalev，Kelly和Dobbin，2006）。 工业界的研究表明，“自上而下”的变革对于增进两性平等是有效的。 通过在学术界实施和评估这一过程，将产生新的证据和随后的集中式变革模型，以供超越这种状态系统的使用。 在这个项目中，斯科特的模型（1987年）的变化是用来证明，最有效地通过中央权威驱动的政策实施的变化。 该项目将扩大和评估对通过中央主管部门执行政策改善高等教育系统中两性平等的可能性的理解。 这项工作也将建立证据，如何集中的政策可以改变个别教师评估的做法，在整个高等教育系统，连接系统和机构层面的斯科特的变革理论。 此外，该项目将有助于知识库如何集中的政策可以改变个人规范的职业规划和愿望，连接系统，机构和个人层面的斯科特的变革理论。 该项目建立在以前的先进工作在马里兰州的政策分析，并在蒙大拿州州立大学完成的工作，征求政策创新。ADVANCE计划支持在新的背景下促进以前有效的ADVANCE计划的适应和实施的项目，并测试创新战略，以促进女性在STEM学术生涯中的参与，成功和进步。 性别平等研究项目还有助于STEM学术生涯中性别平等的知识基础。

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.