Patriot League Institutions Mentor Associate Professors WISEly

该项目将创建和研究一种指导科学、技术、工程和数学(STEM)女性副教授的新模式。爱国者联盟机构的多样化网络将参与其中：利哈伊大学、乔治城大学、巴克内尔大学、拉斐特学院和美国军事学院。这些中小型大学代表了一系列的使命、卡内基分类、地理位置和组织结构。该项目将解决导师结构和实践方面的差距，方法是在整个网络中为STEM的两批符合条件的副教授女性建立教师成功研究金。该计划包括一个同行指导部分，其中包括来自整个机构网络的教师，以扩大教师同行网络。预期结果包括：改善了对指导和支持的看法；改进了职业满意度和进展的衡量标准；增强了指导技能；以及了解如何将晋升期望与要求保持一致的校园领导者。该项目专门设计用于解决STEM女性教员在晋升为正教授之前保持副教授职级比男性更长的许多原因，即1-3年，或多24.2%(Bilimoira，2011；MLA 2009；Buch，2011)。其中一些原因与副教员层面的不公平指导有关(Buch，2011)。干预措施改编自利哈伊的先行计划，并利用先前先行计划中的信息进行了加强，并由当地实施团队根据每个机构的情况进行了独特的改进。奖学金允许教员设计和实施一项有指导、有资源的行动计划，从而早日取得成功。垂直指导结构将通过对等指导组件得到加强，以最大限度地减少孤立、促进问责、增加他们的支持网络、提供外部视角并鼓励未来的合作。行政领导(视情况而言，系主任和系主任)是成功的关键；提案支持通过持续沟通将他们包括在内。迭代评估提供了对指导的现有和不断变化的态度的洞察，促进了关于实施过程的知识，并将改进培训。这些发现将创造和促进关于STEM女性教员职业生涯中期成功的指导计划的设计和实施方面的知识。这个项目将加强我们对如何最好地支持副教授到正教授的理解，这是大多数高等教育领导者涌现的地方。NSF学习和适应网络高级伙伴关系(PLAN)方案轨道支持一些项目，这些项目促进在新的背景下适应和实施以前有效的高级方案，并测试创新战略，以促进妇女在STEM学术职业中的参与、成功和进步。计划项目还有助于建立关于STEM学术生涯中性别平等的知识库。

This project will create and study a new model for mentoring of women associate professors in science, technology, engineering, and mathematics (STEM). A diverse network of Patriot League Institutions will be involved: Lehigh University, Georgetown University, Bucknell University, Lafayette College, and the United States Military Academy. These small to mid-sized universities represent a range of missions, Carnegie classifications, geographies, and organizational structures. This project will address gaps in mentor structures and practices by establishing Faculty Success Fellowships for two cohorts of eligible associate professor women in STEM across the network. The program includes a peer-mentoring component that includes faculty from across the network of institutions to expand the faculty peer network. Expected outcomes include: improved perceptions of mentoring and support; improved measures of career satisfaction and progress; enhanced mentoring skills; and campus leaders with understanding about how to align promotion expectations with requirements.This project is specifically designed to address the many reasons that STEM women faculty remain at associate professor rank longer than men, 1 to 3 years, or 24.2% more, before promotion to full professor (Bilimoira, 2011; MLA 2009; Buch, 2011). Some of the reasons are tied to inequitable mentoring at the associate faculty level (Buch, 2011). The intervention is adapted from Lehigh's ADVANCE program, strengthened with information from previous ADVANCE programs, and uniquely refined to each institution's context by local implementation teams. The Fellowships permit faculty to design and implement a mentored resourced plan of action leading to early success. The vertical mentoring structure will be reinforced with a peer-to-peer mentoring component to minimize isolation, foster accountability, increase their support networking, provide outside perspectives, and encourage future collaborations. Administrative leadership (Deans and Department Chairs, as appropriate) is essential to success; the proposal supports their inclusion through ongoing communication. The iterative evaluation provides insight into existing and evolving attitudes about mentoring, facilitates knowledge about implementation process, and will improve trainings. The findings will create and advance knowledge about the design and implementation of mentoring programs for mid-career success of women faculty in STEM. This project will strengthen our understanding of how best to support associate professor faculty to full professor, where most higher education leaders emerge. The NSF ADVANCE Partnerships for Learning and Adaptation Networks (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.