ADVANCE Partnerships for Adaptation, Implementation, and Dissemination Award - Increasing Junior Faculty's Productivity and Leadership

亨特学院性别平等项目将与纽约城市大学（约克）中央行政部门合作，开展两项涉及8个纽约城市大学校园的倡议。首先，一系列的研讨会仿照那些通过亨特的先进奖开发将解决性别和种族图式;整合材料的性别和种族对教师的职业生涯的影响;并讨论如何制定个人，机构和学科层面的解决方案，以妇女和少数民族地位学者的代表性不足。第二，一学期将为6名妇女提供全面的助学金写作援助，并提供课程发布（由纽约市立大学资助）。分析参与者的简历和比较非参与者的简历将使亨特能够确定这两个项目的有效性。目前，人们对教学密集型机构学术生产力的决定因素知之甚少，对如何培养学者知之甚少。对生产率的分析集中在研究密集型机构的教师身上。预测这些机构的生产力的变量是否在教学密集型机构中同样运作尚不清楚。该奖项代表了美国最大和最多样化的公立城市大学系统为女性教师，有色人种教师和服务不足的学生做更多的努力。纽约市立大学是一个教学密集型机构，教师很难进行研究和获得外部资金。由于学生在本科阶段从事研究的机会预示着他们未来对科学的参与，因此支持纽约市立大学现有的科学家将在未来培养出更多的女性和少数民族科学家。

The Hunter College Gender Equity Project will partner with the City University ofNew York's (CUNY) central administration on two initiatives that will involve 8 CUNYcampuses. First, a series of workshops modeled after those developed through Hunter'sADVANCE award will address gender and race schemas; integrate material on theimpact of gender and race on careers of faculty; and discuss how to develop individual,institutional, and discipline-level solutions to the underrepresentation of women andminority-status scholars. Second, comprehensive grant-writing assistance in conjunctionwith a course release (funded by CUNY) will be offered to 6 women a semester.Analyses of curricula vitae for participants and comparison non-participants will allow Hunter to determine the effectiveness of both programs.Presently, little is known about the determinants of scholarly productivity at teaching-intensive institutions and very little about how to develop scholars. Analyses of productivity have focused on faculty at research-intensive institutions. Whether the variables that predict productivity at those institutions operate similarly at teaching-intensive institutions is not known.This award represents an effort to do more for women faculty, faculty of color, and underserved students at the largest and most diverse public urban university system in the United States. CUNY is a teaching-intensive institution where faculty have difficulty conducting research and obtaining external funding. Since students' opportunity to engage in research at the undergraduate level predicts their future participation in science, supporting CUNY's current scientists will produce more women and minority-status scientists in the future.