ADVANCE IT Start Award: Investigation of the Reasons for Participation & Advancement of Women in Academic Science & Engineering Careers at California Polytechnic State Uni

这个IT启动提案的总体目标是收集信息，使我们能够制定一个全面的计划，以支持和授权越来越多的女性STEM教师在加州理工州立大学，圣路易斯奥比斯波。我们的目标是制定一个有效的机构转型计划，该计划是数据驱动的，针对具体机构的，并且具有广泛的可持续性。Cal Poly是一所以本科为主的综合性机构，约有18，700名学生，其中绝大多数是技术领域的学生。在全国范围内，Cal Poly在STEM教育中发挥着重要作用，去年毕业的工程学位是全国任何非博士学位授予机构中最大的一批（974个BS学位）;许多Cal Poly STEM部门和课程都在全国排名。然而，尽管有着卓越的声誉，这所大学并没有成功地留住一个多元化的学生群体，特别是在工程方面：虽然全国本科女生在工程方面的平均比例为17.2%，但加州理工学院只招收了14%的女生。作为其使命的一部分，准备二十一世纪的科学和技术的领导者，加州理工学院致力于增加干教师的多样性。多元化的教师将创造一个更受欢迎的氛围，并改变在STEM领域学习的Cal Poly学生的体验。而且，鉴于Cal Poly在许多技术领域的突出地位，有效支持我们的女性STEM教师也将对全国STEM学科的多样性产生广泛的影响。STEM教师之间缺乏显著的多样性一直是Cal Poly面临的挑战。然而，该机构缺乏系统地解决这些问题所需的资源。有几个因素使这成为评估我们的机构和设计可持续变革计划的理想时机。领导层致力于全面转型，并承诺提供资源支持这一评估项目。此外，目前大学范围内的重新认证准备工作主要集中在校园多样性上，并将为机构自学提供机会。此外，教师退休浪潮正在进行中，并将继续下去：46%的终身教职员工年龄超过55岁。我们迫切需要了解如何支持最近已经（和将要）聘用的许多新的女性STEM教师的保留和领导力发展。这是设计和实施制度变革的正确时机，这将使加州理工学院成为一所吸引和留住多样化教师和学生的理工大学。[更广泛的影响]我们目前的计划是有价值的，因为它确定和利用关键教师的专业知识，从事各级机构，并由行政管理人员，学院领导和教师领导的举措，无论是在原则上和资源分配的领导人的支持。我们有三个中心目标：1）发展和完善机构基础设施，以管理我们的评估工作并协调现有的气候相关举措。2)评估加州理工学院女性STEM教师的现状。3)与现有的ADVANCE机构建立“机构指导”关系。【智力功绩】

The overall objective of this IT Start proposal is to gather information that will enable us to devise a comprehensive plan to support and empower the growing number of female STEM faculty at California Polytechnic State University, San Luis Obispo. Our goal is to develop an effective plan for institutional transformation that is data-driven, institution specific, and broadly sustainable. Cal Poly is a predominantly undergraduate, comprehensive institution with an enrollment of approximately 18,700 students, the vast majority of whom are in technical fields. Nationally, Cal Poly plays a major role in STEM education, graduating the largest cohort of engineering degrees of any non-PhD granting institution in the country last year (974 BS degrees); many Cal Poly STEM department and programs are nationally ranked. Yet despite a reputation for excellence, the university does not successfully retain a diverse student body, especially in engineering: while the national average for undergraduate women in engineering is 17.2%, Cal Poly only enrolls 14% women. As part of its mission to prepare the scientific and technical leaders of the twenty-first century, Cal Poly is committed to increasing the diversity of STEM faculty. A diverse faculty will create a more welcoming climate and transform the experiences of Cal Poly students who study in STEM areas. And, given the prominence of Cal Poly in many technical fields, effectively supporting our female STEM faculty will have broad impact on diversity within the STEM disciplines nationwide, as well. The absence of significant diversity among STEM faculty has been an ongoing challenge for Cal Poly. However, the institution has lacked the resources needed to systemically address those concerns. Several factors make this the ideal time to assess our institution and design a plan for sustainable change. The leadership is dedicated to comprehensive transformation and has committed resources to support this assessment project. Additionally, current university-wide preparations for reaccreditation are strongly focused on campus diversity and will provide opportunities for institutional self-study. Moreover, waves of faculty retirements are in progress and will continue: 46% of the tenured faculty are over 55 years of age. It is urgent that we understand how to support the retention and leadership development of the many new female STEM faculty that recently have been (and will be) hired. This is the right moment to design and implement institutional changes that will transform Cal Poly into a polytechnic university that attracts and retains diverse faculty and students. [Broader Impact]Our current plan has merit because it identifies and utilizes the expertise of key faculty, engages the institution at every level, and is supported by executive administrators, college leaders, and the leaders of faculty-lead initiatives, both in principle and by allocation of resources. We have three central goals: 1) Develop and refine an institutional infrastructure that will administer our assessment efforts and coordinate existing climate-related initiatives. 2) Assess the current status of women STEM faculty at Cal Poly. 3) Establish "institutional mentoring" relationships with existing ADVANCE institutions. [Intellectual Merit]