ADVANCE Adaptation: Innovating Faculty Workloads through an Equity Lens

加州州立大学长滩分校（CSULB）打算适应和实施马里兰大学的教师工作量和奖励项目（NSF ADVANCE 1463898）。马里兰大学的项目旨在了解部门级别的工作量是如何产生不平等的，以及如何利用这些工作实践的数据来改进现有的工作量实践并制定导致更大公平的政策。通过解决CSULB非终身教职和终身教职教师的工作量公平问题，该项目将解决许多其他高等教育机构共同面临的重大国家挑战。在CSULB内部，非终身教职员工（全职和兼职）的数量有所增加，并提供了一半以上的教学，而终身教职员工的数量则基本保持不变或下降。这项工作旨在解决STEM教师提出的与工作满意度、留任、任期和晋升有关的问题。该适应项目旨在促进对STEM教师工作量不平等根源的理解，以及可以增加公平的政策和实践，并提供可用于识别“无形劳动”和量化“身份税”的工具。CSULB的工会环境提供了一个机会来证明，当当地的劳资代表真诚合作时，就集体谈判的主题带来积极和实际的变化是可能的。根据CSULB ADVANCE适应项目的成功，它可能成为一个模式，可以在其他22所加州州立大学（CSU）校区中使用。科罗拉多州立大学是美国最大的四年制公立大学系统，在加州拥有23个校区，拥有约28,000名教职员工。该项目的成果将分发给两个独特而重要的受众。它们是：(1)CSU系统范围内的教师和管理人员，通过CSU系统范围内的亲和团体；(2)CSU州范围内的工会，即加州教师协会（CFA），代表整个CSU的所有教师。NSF ADVANCE项目旨在通过识别和消除阻碍学术机构中不同教师充分参与和进步的组织障碍来促进性别平等。阻碍公平的组织障碍可能存在于政策、过程、实践以及组织文化和气候中。ADVANCE“适应”奖为高等教育的学术、非营利机构以及非学术、非营利组织适应和采用循证战略提供支持。该项目得到了科学与技术研究所计划的共同资助，该计划旨在加强科学与技术研究所的本科教育，扩大科学与技术研究所的参与，并建设科学与技术研究所的能力。考虑到hsi的多样性和背景，实现这些目标需要创新的方法来激励机构和社区转型，并促进基础研究(1)关于参与式学生学习，(2)关于如何有效地使STEM多样化和增加参与，以及(3)提高我们对如何在hsi建立机构能力的理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

CCalifornia State University Long Beach (CSULB) intends to adapt and implement The Faculty Workload and Rewards Project from the University of Maryland (NSF ADVANCE 1463898). The University of Maryland project was designed to understand how inequities arise in workload at the department level and how to utilize data on these work practices to improve existing workload practices and develop policies that lead to greater equity. By addressing workload equity for non-tenure and tenure track faculty at CSULB, the project will address a significant national challenge shared by many other institutions of higher education. Within CSULB, non-tenure track faculty (full-time and part-time) have grown in numbers and collectively provide more than half of all instruction, while the number of tenure track faculty has been mostly static or declining. This work is designed to address issues related to work satisfaction and retention, tenure, and promotion raised by STEM faculty.This adaptation project aims to advance the understanding of both the sources of inequity in workload among STEM faculty and the policies and practices that can increase equity and to provide tools that can be used to identify "invisible labor" and quantify "identity taxation." CSULB's unionized environment presents an opportunity to demonstrate that it is possible to bring about positive and practical changes on a topic subject to collective bargaining when local representatives of labor and management work collaboratively and in good faith. Depending on the success of the CSULB ADVANCE Adaptation project, it may become a model that could be used at any of the 22 other California State University (CSU) campuses. The CSU is the largest 4-year public university system in the United States, boasting 23 campuses in California and employing approximately 28,000 faculty. Results of the project will be distributed to two unique and important audiences. These are: (1)the CSU systemwide faculty and administrators via the CSU systemwide affinity groups and (2) the CSU statewide union, the California Faculty Association (CFA), which represents all faculty across the CSU.The NSF ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of diverse faculty in academic institutions. Organizational barriers that inhibit equity may exist in policies, processes, practices, and the organizational culture and climate. ADVANCE "Adaptation" awards provide support for the adaptation and adoption of evidence-based strategies to academic, non-profit institutions of higher education as well as non-academic, non-profit organizations.This project was supported with co-funding from the HSI Program, which aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.