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ADVANCE Programs at PUIs : Lessons Learned at Two Private Liberal Arts Colleges

ADVANCE Programs at PUIs : Lessons Learned at Two Private Liberal Arts Colleges . Catherine White Berheide Department of Sociology Skidmore College. SUN Grant Goals. Recognizing and combating gender bias Climate Surveys Bias Prevention Training Undergraduates

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ADVANCE Programs at PUIs : Lessons Learned at Two Private Liberal Arts Colleges

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  1. ADVANCE Programs at PUIs: Lessons Learned at Two Private Liberal Arts Colleges Catherine White Berheide Department of Sociology Skidmore College

  2. SUN Grant Goals • Recognizing and combating gender bias • Climate Surveys • Bias Prevention Training • Undergraduates • Faculty and Administrators • Advancing faculty careers • Grants • Mentoring

  3. Adapting Climate Surveys for Liberal Arts Colleges • Compared questionnaires from RI institutions • Used University of Illinois Chicago instrument as starting point • Tailored it for liberal arts colleges • Added items on promotion to full professor

  4. Success Balancing Personal and Professional Lives Scale (in percentages)

  5. Mean Scores on Success Balancing Personal and Professional Lives Scale by STEM and Gender

  6. Comparison of Family Conflicts with Work SUN: “Personal responsibilities and commitments have slowed down my career progression” VT: “My personal/family responsibilities have slowed my advancement” UAB : “My personal or family responsibilities have slowed my advancement at UAB”

  7. I am treated with respect by my students by Gender, Rank, and College of Employment *** *** * * *p<.05; **p<.01; ***p<.001

  8. Bias Prevention Training for Undergraduates: Year I

  9. Bias Prevention Training for Undergraduates: Year II ** Student Gender *Mean Student Rating of First Year Seminar Faculty

  10. Bias Prevention Training for Undergraduates: Year III • Video on gender schemas

  11. New Approach to Reducing the Effect of Gender Bias in Student Ratings • Improve quantitative and qualitative instruments • Train faculty to recognize gender bias in ratings • Best Practices in Student Rating of Faculty (Catherine Ross, Teaching and Learning Center, Wake Forest University) • Reducing Gender Bias in Student Ratings of Faculty (Joey Sprague, Sociology, University of Kansas)

  12. Bias Prevention Training for Faculty • The Search Committee Meeting and the Department Meeting –CRLT Players (University of Michigan) • Searching for Excellence and Diversity Workshop (Women in Science and Engineering Leadership Institute-WISELI) • Recruiting, Retaining, and Maintaining Women Faculty (Carol deWet, Geosciences, Franklin & Marshall) • Potholes and Speedbumps on the Road to Diversity (Geraldine Richmond, Chemistry, University of Oregon)

  13. Advancing Careers: Grants • Teaching Load Modification • Visit Here-or-There • Advanced Education • Conference

  14. Advancing Careers: Mentoring • Receptions (JS U) • Speed Mentoring (J U) • Discussion Tables (S U) • Peer Mentoring (S U) • J Implemented as joint events • S Implemented at Skidmore • U Implemented at Union

  15. Receptions • Joint receptions, afternoon teas, lunches, or dinners to meet each other and distinguished women scientists • Annual campus events to celebrate the successes of STEM women

  16. Speed Mentoring • Goal: Provide newer faculty with the opportunity to ask questions of more senior faculty and to receive a variety of inputs on a few topics. • Meet for 5 min. with 5 different people. • Reception following to allow for longer discussions. • Spring 2009 • Joint event with STEM women • from Skidmore and Union • at Skidmore

  17. Discussion Tables • Goal: Bring women together to discuss strategies for handling various situations. • Table #1: How do I carve time out of a busy schedule to focus on research? • Table #2: What role should service play in my career? • Table #3: How do I interpret student comments on my course evaluations? • Other topics generated by the participants covered in succeeding events • Tailoring research for undergraduates • Managing students in the classroom • Work-life balance • Audience: • All women on campus.

  18. Peer Mentoring • We developed discussion groups on each campus for STEM women who are • A. pre-tenure faculty • B. post-tenure faculty who are not yet full professors • Model: • Meeting one is an open discussion with peers with the goal of determining one or more areas the group would like more information about. • Meeting two is a discussion with peers and a more experienced woman on campus who can provide guidance in one or more areas. • Example: Third Year Review

  19. Additional Mentoring Strategies • Distinguished Speakers (JS U) • Workshops (JS U) • Writing Groups (S U) • Poster Session (J) Professor Tara A. Lindsley, Ph.D. Thelma P. Lally Endowed Chair in Neuroscience Center for Neuropharmacology & Neuroscience Albany Medical College • J Implemented as joint events • S Implemented at Skidmore • U Implemented at Union

  20. Distinguished Speaker Series • Leverage distinguished women scientists for mentoring, research opportunities, and ideas • Two approaches to making connections between colleges • Invite faculty and students from the other institution • Have speaker go to both institutions and share costs • Best approach—identify a STEM woman at each campus to work together to organize visit

  21. COACh Workshops • Academic Leadership (RPI) • Coaching Women to be Effective Change Agents (RPI) • Making the Most of the Moment: The Art of Getting Your Message Across (Skidmore) • Balancing Your Career: Strategies to Support Balance and Renewal (Union)

  22. Writing Groups • Participants commit to spending three hours writing followed by a lunch discussion involving goal setting, accountability, and troubleshooting • Multiple groups • Untenured only • Tenured only • Mixed • Faculty-only room (with coffee, etc.) in library

  23. Culminating Poster Session • To celebrate the scholarly accomplishments of the women who had received grants from us • Held in the new science building at Union • Separated into three waves

  24. Lessons Learned • Mentoring of junior faculty is good, but there’s room for improvement • Mid-career faculty want more support • Faculty find it helpful to discuss approaches to their careers in small groups with others at the same career stage • Discussions bring to light issues that affect all faculty • Given time or money, STEM women are highly productive

  25. Acknowledgements • This work was supported by • The National Science Foundation under Grant Numbers 0820080 and 0820032 • Skidmore College Faculty/Student Collaborative Research Program Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation, the SUN Network Committee, or Skidmore or Union Colleges.

  26. Contact Information • SUN Network PIs: • Catherine White Berheide (Skidmore College, Sociology)cberheid@skidmore.edu • Brenda Johnson (Union College, Mathematics) johnsonb@union.edu • SUN Network Website: • http://sun.skidmore.union.edu/

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