ADVANCE Adaptation: Innovating Faculty Workloads through an Equity Lens

加州州立大学长滩（CSULB）打算适应和实施马里兰州大学（NSF ADVANCE 1463898）的教师奖励和奖励项目。马里兰州大学的项目旨在了解部门层面工作量不平等是如何产生的，以及如何利用这些工作实践的数据来改进现有的工作量实践并制定能够带来更大公平的政策。通过解决CSULB非终身教职和终身教职教师的工作量公平问题，该项目将解决许多其他高等教育机构共同面临的重大国家挑战。在CSULB内，非终身教职教师（全职和兼职）的数量有所增长，并共同提供了一半以上的所有指令，而终身教职教师的数量大多是静态或下降。本项目旨在解决STEM教师提出的工作满意度与留任、终身教职、晋升等相关问题，旨在加深对STEM教师之间工作量不平等的根源以及能够促进公平的政策和实践的理解，并提供识别“无形劳动”和量化“身份税”的工具。“CSULB的工会化环境提供了一个机会，证明当当地劳工和管理层代表真诚合作时，有可能在集体谈判的议题上带来积极和实际的变化。取决于CSULB ADVANCE适应项目的成功，它可能成为一个模型，可以在其他22个加州州立大学（CSU）校园使用。CSU是美国最大的四年制公立大学系统，在加州拥有23个校区，雇用约28，000名教师。该项目的成果将分发给两个独特而重要的受众。这些措施是：（1）CSU系统范围的教师和管理人员通过CSU系统范围的亲和团体和（2）CSU全州范围的联盟，加州教师协会（CFA），它代表整个CSU的所有教师NSF ADVANCE计划的目的是促进性别平等，通过重点确定和消除组织障碍，阻碍了学术机构的全面参与和发展的不同教师。阻碍公平的组织障碍可能存在于政策、流程、做法以及组织文化和氛围中。ADVANCE“适应”奖为学术性、非营利高等教育机构以及非学术性、非营利组织适应和采用循证策略提供支持。该项目得到了HSI计划的共同资助，该计划旨在加强本科STEM教育，扩大STEM的参与范围，并建设HSI的能力。实现这些目标，鉴于HSIs的多样性和背景，需要创新的方法，激励机构和社区转型，促进基础研究（i）参与学生学习，（ii）关于如何有效地使STEM多样化和增加参与，以及（iii）该奖项反映了NSF的法定使命，并被认为值得支持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。

CCalifornia State University Long Beach (CSULB) intends to adapt and implement The Faculty Workload and Rewards Project from the University of Maryland (NSF ADVANCE 1463898). The University of Maryland project was designed to understand how inequities arise in workload at the department level and how to utilize data on these work practices to improve existing workload practices and develop policies that lead to greater equity. By addressing workload equity for non-tenure and tenure track faculty at CSULB, the project will address a significant national challenge shared by many other institutions of higher education. Within CSULB, non-tenure track faculty (full-time and part-time) have grown in numbers and collectively provide more than half of all instruction, while the number of tenure track faculty has been mostly static or declining. This work is designed to address issues related to work satisfaction and retention, tenure, and promotion raised by STEM faculty.This adaptation project aims to advance the understanding of both the sources of inequity in workload among STEM faculty and the policies and practices that can increase equity and to provide tools that can be used to identify "invisible labor" and quantify "identity taxation." CSULB's unionized environment presents an opportunity to demonstrate that it is possible to bring about positive and practical changes on a topic subject to collective bargaining when local representatives of labor and management work collaboratively and in good faith. Depending on the success of the CSULB ADVANCE Adaptation project, it may become a model that could be used at any of the 22 other California State University (CSU) campuses. The CSU is the largest 4-year public university system in the United States, boasting 23 campuses in California and employing approximately 28,000 faculty. Results of the project will be distributed to two unique and important audiences. These are: (1)the CSU systemwide faculty and administrators via the CSU systemwide affinity groups and (2) the CSU statewide union, the California Faculty Association (CFA), which represents all faculty across the CSU.The NSF 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 policies, processes, practices, and the organizational culture and climate. ADVANCE "Adaptation" awards provide support for the adaptation and adoption of evidence-based strategies to academic, non-profit institutions of higher education as well as non-academic, non-profit organizations.This project was supported with co-funding from the HSI Program, which aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs.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.