Partnerships for Adaptation, Implementation, and Dissemination (PAID): Collaborative Research - The CCAS ADVANCE Initiative

这个预付费用的项目将采用现有预先支持的领导力发展计划的最佳做法，以改变一个全国性的学术院长协会--文理学院理事会(CCAS)。具体地说，CCAS将与华盛顿大学(UW)学术多样性卓越领导力(LEAD)合作，将STEM性别平等内容注入CCAS现有的院长和系主任专业发展计划中。LEAD是一个记录有效性的全国性专业发展研讨会。CCAS高级倡议的目标是：1)以可持续的方式将性别平等的内容和活动注入CCAS的职业发展计划；2)最大限度地扩大该倡议对STEM学科中代表性不足的个人产生积极影响的机会；以及3)开发、利用并广泛提供一套纳入性别平等元素的强有力的案例研究。针对STEM性别平等内容的CCAS职业发展计划和活动包括新院长研讨会、系主任研讨会、年会、选定的专题研讨会和会前/会后研讨会。Lead项目人员将促进CCAS改编和传播Lead为教席、院长和新兴教职领导举办的研讨会的成功做法。将作出战略性努力，增加少数群体服务机构(MSI)个人参加CCAS讲习班的人数。案例研究是CCAS当前职业发展计划中使用的重要学习工具。将在整个方案编制过程中制定和执行STEM院长和教席经常遇到的解决两性平等问题的多个案例。该倡议的学术价值来自其创新和多层次的方法，即转变学术行政人员协会，作为促进其成员机构之间变革的一种手段。此外，由于该项目将对完善和自给自足的专业发展基础设施产生持久的变化，因此它将是可持续的。该项目具有广泛影响的巨大潜力，因为CCAS成员包括近500所高等教育机构，从文科学士学位到主要研究型大学，其代表包括大约1,600名院长、副院长和助理院长。中科院的专业发展活动每年也有80-120名系主任参加。教育这些关键人群-在STEM教师的招聘、指导、发展和晋升中发挥关键作用的个人-将培养出更了解STEM性别平等问题、更有能力和积极性解决这些问题的学术领袖，从而更好地在自己的学院和院系实现积极的变革。此外，由于成员包括48个MSI，并有针对性地努力争取MSI代表参与项目，因此对STEM学科中代表性不足的人群有很大的影响潜力。

This ADVANCE-PAID project will adapt best practices from an existing ADVANCE-supported leadership development program in order to transform a national association of academic deans, the Council of Colleges of Arts and Sciences (CCAS). Specifically, CCAS will partner with the University of Washington's (UW) Leadership Excellence for Academic Diversity (LEAD), a national professional development workshop of documented effectiveness, to infuse STEM gender equity content into CCAS's existing professional development programs for deans and department chairs. The objectives of the CCAS ADVANCE Initiative are to: 1) infuse gender equity content and activities into CCAS's professional development programs in a sustainable way; 2) maximize opportunities for positive impacts of the initiative on individuals underrepresented in STEM disciplines; and 3) develop, utilize, and make widely available a set of robust case studies that incorporate gender equity elements. The CCAS professional development programs and activities that will be targeted for infusion of STEM gender equity content are the New Deans' Seminar, Department Chairs' Seminar, Annual Meeting, selected Topical Seminars, and Pre-/Post-conference Workshops. LEAD program personnel will facilitate CCAS's adaptation and dissemination of successful practices from LEAD's workshops for chairs, deans, and emerging faculty leaders. Strategic efforts will be undertaken to increase the participation in CCAS workshops of individuals from minority-serving institutions (MSIs). Case studies are an important learning tool used in CCAS's current professional development programs. Multiple cases addressing gender equity scenarios commonly encountered by STEM deans and chairs will be developed and implemented throughout CCAS's programming. The initiative's intellectual merit derives from its innovative and multitiered approach of transforming an association of academic administrators as a means of promoting change among its member institutions. As well, because this project will effect lasting changes to a well-established and self-supporting professional development infrastructure, it will be sustainable. The project offers high potential for broad impact, in that CCAS membership includes nearly 500 higher education institutions ranging from baccalaureate liberal arts through major research universities whose representatives include approximately 1,600 deans, associate deans, and assistant deans. CCAS's professional development activities also reach 80-120 department chairs annually. Educating these key populations - individuals who play pivotal roles in the recruitment, mentoring, development, and advancement of STEM faculty - will cultivate academic leaders who are more knowledgeable about STEM gender equity issues, more able and motivated to address those issues, and thus better positioned to effect positive transformational change in their own colleges and departments. Further, with a membership that includes 48 MSIs and targeted efforts to solicit project participation by MSI representatives, there is substantial potential for impacts on populations underrepresented in STEM disciplines.