ADVANCE IT - Collaboration and Equity: The Resources, Relationships, and Recognition (R3) Model for Advancing Women and Underrepresented Faculty in Science and Engineering

ADVANCE项目旨在通过重点识别和消除阻碍学术机构中不同教员充分参与和进步的组织障碍，促进性别平等。阻碍公平的组织障碍可能存在于政策、实践、文化和组织氛围等领域。ADVANCE机构转型（advanced - it）轨道支持高等教育机构内创新组织变革战略的发展，以增强科学、技术、工程和数学（STEM）学术劳动力中的性别平等。马萨诸塞大学阿姆赫斯特分校（UMass Amherst）将实施一个ADVANCE-IT项目，该项目将进一步加深我们对STEM教师合作工作相关的机构实践和公平问题的理解。虽然协作工作对于解决当前的科学和工程挑战至关重要，这通常需要跨学科和跨学科的方法，但这种类型的工作在专业上并不像个人工作那样得到认可。事实上，从历史上看，大学对个人成功的奖励多于对合作成功的奖励。该项目将试图通过制定和实施战略来表彰、奖励和鼓励麻省大学阿默斯特分校STEM教师的合作工作，从而缓解这一问题。协作被认为是平等和包容不同STEM教师的一个重要问题，因为许多女性和代表性不足的少数民族教师参与了协作工作。项目变革模式侧重于通过三个重要组成部分确保公平获取：资源、关系和认可。当资源、关系和认可相交（R3）时，公平更强，具有乘法效应而不是加法效应。该项目测试了关于如何促进研究合作、包容性社区和共同决策的假设。通过利用资源、关系和认可为所有教员开发合作研究机会，干预措施将创造更公平的研究合作。干预措施的目标是建立一个更具包容性的教师社区，为所有教师提供正式和非正式的指导和开放的沟通。部门将获得资源、认可和关系，以支持共享决策结构。该项目包括密切相关的社会科学研究：分析与白人、亚洲人和未被充分代表的少数民族男女合作的经验；控制实验，以确定性别和种族的内隐偏见及其交集是否会影响大学委员会对合作的评价；以及各部门的比较人种学，这些部门的协作决策结构或多或少。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。

The 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 areas such as policy, practice, culture, and organizational climate. The ADVANCE Institutional Transformation (ADVANCE-IT) track supports the development of innovative organizational change strategies within an institution of higher education to enhance gender equity in the science, technology, engineering, and math (STEM) academic workforce.University of Massachusetts Amherst (UMass Amherst) will implement an ADVANCE-IT project that will further our understanding of institutional practices and equity issues related to collaborative work by STEM faculty. Although collaborative work is crucial to solving current scientific and engineering challenges, which often require inter- and cross- disciplinary approaches, this type of work is not recognized professionally in the same way as individual work. In fact, universities historically reward individual success more than collaborative success. This project will attempt to mitigate this issue by developing and implementing strategies to recognize, reward, and encourage collaborative work by STEM faculty at UMass Amherst. Collaboration is considered an important issue for equity and inclusion of diverse STEM faculty as many women and underrepresented minority faculty are involved in collaborative work.The project model for change focuses on ensuring equitable access via three important components: resources, relationships, and recognition. Equity is stronger where resources, relationships, and recognition intersect (R3), having multiplicative rather than additive effects. The project tests hypotheses on how to foster collaboration in research, inclusive community, and shared decision-making. Interventions will create more equitable research collaboration, by using resources, relationships and recognition to develop collaborative research opportunities for all faculty. Interventions will aim for a more inclusive faculty community with both formal and informal mentoring and open communication for all faculty. Departments will have access to resources, recognition, and relationships for supporting shared decision-making structures. The project includes closely related social science research studies: analyses of experiences with collaborations for white, Asian, and underrepresented minority men and women; controlled experiments to determine whether implicit biases about gender and race and their intersection affect how university committees credit collaborations; and a comparative ethnography of departments with more and less collaborative decision-making structures.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.