This poster describes how AdvanceVT used findings of faculty work-life surveys to drive conversations with various constituencies on campus with the goal of improving climate for women and underrepresented faculty members.

WISELI’s series of Climate Workshops for Department Chairs are the culmination of efforts by many faculty and staff at UW-Madison during the past three years. In the original proposal to the NSF, these workshops were proposed as the following: UW-Madison has a successful workshop series on leadership designed for department chairs. In the series, chairs meet weekly with presenters who each

[This report] describes gender differences (differences between men and women) and racial-ethnic differences (differences between white and faculty of color, including Asian/Asian American faculty) within two disciplinary areas: science and engineering and social science.

The purpose of this report is comparison of the gender and race differences examined among science and engineering faculty to those among social science faculty.

This links to the PDF of the presentation made by WISELI on Climate Workshops for Department Chairs. It discusses the importance of focusing on department chairs for creating department wide change and how to focus on them. This presentation was given at the 2006 PI Meeting.

The Collaborative Leadership component is designed to stimulate change at departmental and college levels by facilitating ways of fostering a supportive climate through which faculty can advance.

These competitive research grants are awarded to interdisciplinary research teams whose work addresses issues of gender in the academy. The goals are to develop interdisciplinary research teams, engage faculty members in research on gender, and demonstrate the value of research on gender to a gendered institution.

These findings come from the survey distributed in Fall 2008 by the ADVANCE Program. ADVANCE’s external evaluator, Group Dimensions International, developed the instrument and analyzed the results. The survey was administered to tenured and tenure-track faculty in the biological, life, and physical sciences and explored perceptions of women and men at the beginning of the Program’s escalating presence on campus (a “pre-test”).

These guidelines for chairs and directors consolidate existing policies and include other effective practices for promoting a faculty culture of inclusion and transparency.

In an effort to make a lasting change at the University of Michigan, the ADVANCE program there gave department grants to encourage policy and practice change. The key findings about the changes that took place are listed (ex: awareness, climate, and transparency).

There are two parts to this document. The first half discusses factors that can influence the number of diverse faculty members hired at your university. These factors are discrimination and harassment, lack of role models and encouragement, subtle bias, and work life balance. The second half of the document is ‘What is bad climate about anyway?’. It was put together by a committee on women. “To help members of university communities understand the environment that is experienced by many women, we have coll

The sections of this poster are recruitment, recruitment activities, retention and climate activities, research, and climate survey.

"Creating a Positive Departmental Climate at Virginia Tech: A Compendium of Successful Strategies” was created as part of the AdvanceVT Departmental Climate Initiative. AdvanceVT's Department Climate Committee collected successful strategies for developing and maintaining a positive work environment and shared them with participants at the fourth annual Advancing Women at Virginia Tech workshop.

To affect climate and culture change at the University of Wisconsin-Madison, the ADVANCE program has had to use multiple efforts. In this executive summary for the 2005 PI meeting in Panel 6 they list these efforts with a scenario.

Sample titles of slides in this presentation are workplace and workforce, individual level, institutional level, interactional level, and the three level model of a caring workplace.

Found in this document is a list of recommendation for enhancing department culture, tools for effective leaders, resources on campus, a list of other websites on campus climate, and recommended readings.

The initial motivation for this report was a desire specifically to assess the climate for women and underrepresented minorities in doctoral programs at the University of Michigan. The UM ADVANCE project had conducted a study of the academic work environment—often referred to as the climate—for women and underrepresented minority faculty in science and engineering.

In this report we first provide a brief overview of the findings from the institutional data in terms of the three areas of focus: recruitment, retention, and promotion. These may provide a useful context for examining the results of the two climate surveys; findings from the climate survey follow this overview."

The following report was written to provide feedback about the pilot sessions of the Department Chair Climate Workshops created by the Women in Science and Engineering Leadership Institute (WISELI). These comments reflect my observations of the workshops, my interactions with the Chairs when deploying the surveys, and the participants’ feedback about the experience.

Efforts to recruit, retain, and promote women scientists and engineers at research universities have had slow and uneven results (Figure 1). The increase in the proportion of women on the tenure track in science and engineering fields, both at the University of Michigan and nationally, has not only lagged far behind gains made by women in non-science fields, but also failed to keep up with the ratio of women earning Ph.D.s in science and engineering fields (Figure 2). Furthermore, studies reveal that women

The sections of this poster are introduction, method, results, conceptual model, and discussion. "Organizational climate is the individual's perceptions of the organization's policies, practices and procedures, both formal and informal.

The University of Michigan was awarded a five-year NSF ADVANCE Institutional Transformation grant in fall, 2001 to focus on recruitment, retention through climate improvement, and promotion of women science and engineering faculty. Over the past five years faculty and staff associated with the program have worked to engage discussion, stimulate new efforts, and develop optimal practices related to these efforts throughout the campus. More recently the focus of UM ADVANCE has broadened to include other under

In February 2005 a brief web survey was sent to all instructional track women scientists and engineers (N=202) on campus to assess their current experiences of the climate and to learn if they perceive any changes in the climate since the ADVANCE baseline survey was completed in the fall 2001. To enable these comparisons, survey questions were limited to specific climate questions asked in the 2001 survey as well as a job satisfaction rating.

The Vice President of Human Resources for Sauer-Danfoss, Inc. shares his organization's experiences and suggests ideas about how business and academe can work more closely together. This document is from Panel #1 on the New Norm of Faculty Flexibility: Transforming the Culture in Science and Engineering.

During the fall of 2001, staff at the Institute for Research on Women and Gender (IRWG) administered the University of Michigan Survey of Academic Climate and Activities. In fall 2006, a second survey was conducted to assess change in the campus work environment for scientists and engineers at the completion of the five‐year NSF supported period of UM’s ADVANCE Program.

This presentation covers what is climate, how is climate measured, what are some key indicators of change, what was learned from ADVANCE, and what role a department head plays in change.

A sense of intellectual community is of vital importance as a way of preserving academic traditions and the advancement of knowledge. Of the utmost importance is the willingness to share with colleagues and students the wealth of knowledge present and past without concern for competitive advantage.

The ADVANCE Program at the University of Michigan is pleased to work with departments, schools, and colleges that are interested in some kind of systematic assessment of their particular climate for students, staff, and/or faculty.

A two-year study across RIT’s colleges with Science, Technology, Engineering and Mathematics (STEM) departments to collect and analyze data on the factors that women seek in an academic position and determine how well RIT provides (or fails to provide) for these through climate study activities and objective data review.

The complete conference program.

"Creating a Positive Departmental Climate at Virginia Tech: A Compendium of Successful Strategies” was created as part of the AdvanceVT Departmental Climate Initiative (DCI). The Department Climate Committee collected policies and practices from a variety of sources to provide department chairs and heads with opportunities to learn about departmental issues at Virginia Tech, to under

This document is an instrument used to evaluate a workshop on department climates.

This document is a list of issues relating to bad climates. The remainder of the document is solutions to help with climate problems.

This document summarizes the major changes done by and efforts of the University of Texas-El Paso’s ADVANCE program. It covers how the climate was, how it was measured, how it changed, what things were done to make change, and how to sustain their changes. This document was presented at the 2008 PI Meeting Roundtable on Applications of ADVANCE Data.

Sample titles of slides in this presentation are STEM Disciplines, NSF ADVANCE Program, Targets for Institutional Transformation, Individual Level Targets, Targets for Institutional Transformation, Institutional Level Targets, and more.

Information on a discussion to generate ideas for recognizing and reducing unintentional bias in our everyday work. Those ideas are presented here, organized according to three themes: Departmental climate and culture, facilitation of faculty and staff meetings, and the role of leaders.

This presentation covers the reasoning and results from a study on satisfaction in the college of engineering.

In 2004, as part of Project PACE’s Assessment component, Chris Fiore conducted a university-wide Climate Survey. This survey highlights the experiences of a wide range of faculty, including those hired within the last five years and those hired prior to the last five years, as well as faculty who have resigned or who are involved in recruitment. To view the complete Climate Survey (pdf), visit the links at the top of the page.

In 2000, University of Rhode Island President Carothers acknowledged, following an extended and sometimes acrimonious AAUP faculty union grievance process, that there had been a climate hostile to women faculty in the College of Engineering. The purpose of this paper is to describe the positive steps that were taken at URI subsequent to that grievance to improve the climate for women faculty in STEM fields, and to place these steps within a framework for climate change.

This document lists what is a facilitator's charge, a facilitator’s model, a facilitator’s role, and facilitator’s successes. It was presented at the 2008 ADVANCE PI Meeting Roundtable on Climate Change at the Department Level.

A climate survey was conducted by the Advance team at Cal Poly during the spring quarter of 2009. The response rate to this survey was 67%. A logistic regression analysis was performed to identify statistical significance of the responses. The methodology used and some of the findings are summarized in this poster.

This presentation focuses on Historically Black Colleges and Universities and the effect of ADVANCE. Survey results are examined for a before and after picture of demographic and climate information. This presentation was given a the 2008 ADVANCE PI Meeting.

Do you want to improve departmental climate on your campus, especially for women and minority faculty, but do not know where to start? Are you frustrated when, despite your efforts to improve campus climate, yet another faculty member leaves your institution due to “climate issues” at the department level?

Funding for comprehensive and sustainable institutional transformation to increase the representation and advancement of women in academic science technology engineering and academic science, technology, engineering and mathematics (STEM) careers, thereby contributing to the development of a more diverse science and engineering workforce.

This presentation on culture change, shows some statistics, program goals, and then some of the initiatives that have been started to help with existing problems.

This document covers bias, and stereotypes in terms of number - and what to do about it.

A climate survey, based with permission on the survey used at the University of Michigan, has received IRB approval and will soon be available for faculty in basic sciences. The goal of the climate study is to observe how women and men scientists and engineers experience their working environments.

This presentation from the 2009 PI Meeting covers: the need to focus on department climate, ways to assess department climate, and how Utah State, WISELI, and Hastings College has worked with department change.

This presentation covers efforts at Case Western University to increase diversity and create climate change. These include defining the challenge, grassroots participation, policy and procedure, recruitment, retention, advancement, and faculty satisfaction.

Found in this pamphlet are six resources available to people at the University of Michigan through their NSF Program: the Committee for Science and Technology Recruiting to Improve Diversity and Excellence; interactive theater performances; focus groups and targeted consultation with departments; data-based workshops for disciplines; principles for best practices; and, a departmental transformation grant.

“Listed below are some useful online resources related to excellence, equity, and diversity in the science, technology, engineering and mathematics fields.” They were compiled by the University of Arizona’s ADVANCE Program and are organized into the areas of topic, climate, diversity, evaluation, hiring, mentoring, unconscious bias, women in STEMs and academia, women in community, and ADVANCE resources.

This handout covers the help that the ADVANCE Program at the University of Michigan can do to help improve the climate. “We can assist with identification of external visitors who can provide assessments, or our staff can actually collect and analyze climate data for you, or we can arrange for some combination.”

This presentation by the University of Michigan’s ADVANCE program focuses on how to measure change when trying to increase women in STEM. Their measures and findings are reported. This presentation was given at the 2007 PI meeting.

In 2001 University of Puerto Rico at Humacao (UPRH), received a National Science Foundation (NSF) ADVANCE Institutional Transformation award. The goal of the UPRH ADVANCE-IT Program was to increase the representation and advancement of women in academic science and engineering careers: Women...

The mission of the ADVANCE program at Rice University is to transform the Schools of Science and Engineering by increasing the number of women and strengthening the gender-neutrality of the climate in a way that identifies and values the unique skills of each individual and rewards contributions.

The conference was primarily targeted at faculty and administrative professionals in science and technology related fields who are currently involved in or considering careers as tenured faculty members within a university or other educational institution.

This large document discusses different department climate components that were implemented at Virginia Tech through their ADVANCE Program. These components include creating a sense of intellectual community, providing a fair and full evaluation, providing effective and supportive communication, providing effective policies, focusing on work-life balance, and supporting materials. This document was presented at the 2008 PI Meeting.

Scholars from a range of academic fields have documented and described numerous challenges faced by sexual minorities3 in higher education. Among these projects are narratives and analyses of faculty and students’ experiences with discrimination and demoralization; critiques of the ways in which university communities unwittingly reproduce expectations of heterosexuality as the norm; and suggestions for making universities more welcoming and supportive of sexual minorities.

This document is a one page list of tips. Example include: "Encourage collaboration and collegiality.

The purpose of this report is comparison of the gender and race differences for science and engineering faculty in career experiences generally thought to be related to faculty career satisfaction and retention at the two data collection points.

Well-conceived policies and procedures help create a supportive climate for faculty. Over the past few years—primarily through interviews, focus groups, and direct e-mail requests—we have been asking women and men faculty members to describe specific programs or general behaviors that contribute to a climate that supports their academic career success and satisfaction. The following summary describes (often using their own words) what the faculty members have told us.

This presentation covers the problems within trying to measure change in institutional culture.

Well-conceived policies and procedures help create a supportive climate for faculty. Over the past few years—primarily through interviews, focus groups, and direct e-mail requests—we have been asking women and men faculty members to describe specific programs or general behaviors that contribute to a climate that supports their academic career success and satisfaction. The following summary describes (often using their own words) what the faculty members have told us.

The research component of the LEADER Consortium project focuses on improving the climate for STEM women at the partner institutions, applying models and methods from social science at levels ranging from the individual to the department, to the college, and to the institution.

This presentation explores initial findings on the use of flexible policies and provides related data on faculty attitudes about these policies. This document is from Panel #3 on the New Norm of Faculty Flexibility: Transforming the Culture in Science and Engineering.

Example slide titles are structuring inclusive environments, positivity towards dorm-mates over the first 21 days, anxiety about asking for help with academic problems, change in GPA, why intergroup friends, and more.

Some data and graphs on climate and culture are given in this short document

The ADVANCE Work Life Satisfaction Outcomes Survey was administered as part of the evaluation of the ADVANCE Institutional Transformation Grant during the spring of 2007. The purpose of the survey was to capture the perceptions of participants regarding work life satisfaction outcomes at The University of Alabama at Birmingham (UAB).

“Well-conceived policies and procedures help create a supportive climate for faculty. Over the past few years—primarily through interviews, focus groups, and direct e-mail requests—we have been asking women and men faculty members to describe specific programs or general behaviors that contribute to a climate that supports their academic career success and satisfaction. The following summary describes (often using their own words) what the faculty members have told us.” The document is organized into sectio

A presentation on how the National Director of the Higher Education Recruitment Consortium helps dual career academic couples. This document is from Panel #1 on the New Norm of Faculty Flexibility: Transforming the Culture in Science and Engineering.

A scientific culture that welcomes a diversity of participants and addresses a broad range of questions is critical to the success of the scientific enterprise and essential for engaging the public in science. By favoring behaviors and practices that result in a narrow set of outcomes, our current scientific culture may lower the diversity of the scientific workforce, limit the range and relevance of scientific pursuits, and restrict the scope of interdisciplinary collaboration and public engagement. The sc

This brochure focuses on best practices to provide supportive social and scholarly environments for new faculty.

The ADVANCE initiative at URI includes 5 general areas of focus. By (1) increasing the numbers of women faculty, (2) providing faculty development opportunities, (3) improving the networks of support, and (4) using assessment information gathered in a climate survey, we hope to improve the academic work environment and climate not only for women faculty at URI, but for all faculty.

PPT from the 2004 ADVANCE PI meeting about UW ADVANCE and the cross department cultural change program.

This document is a short booklet that gives some definitions and recommendatiosn for changing climate.

Addressed in this document is the Collaborative Transformation Project run by Iowa State University’s ADVANCE program from the 2008 Roundtable on Climate Change at the Department Level. “The CT Project is designed to “mirror back” to faculty in each participating department positive and negative aspects of their own workplace climate...”. This document covers the data collection and dissemination process, benefits, outcome highlights, what is working well, challenges, and references for this program. It was

This document tries to answer questions such as: What is life like at Michigan for women and minorities? What exactly is 'the climate?' and Why do women and minorities leave instead of asking for better situations?

URI’s summary for the 2005 ADVANCE PI meeting on climate change reviews their initiatives and goals. A brief discussion of their Institutional Transformation Award is covered.

Well-conceived policies and procedures help create a supportive climate for faculty. Over the past few years—primarily through interviews, focus groups, and direct e-mail requests—we have been asking women and men faculty members to describe specific programs or general behaviors that contribute to a climate that supports their academic career success and satisfaction.

This is a link to the PDF version of the AdvanceVT Department Climate Compendium. The parts of this paper are introduction, about the AdvanceVT departmental climate initiative, and departmental climate components and strategies.

This presentation from the 2009 PI Meeting covers: the first use of a survey in 2003, their dual agenda approach, changing philosophy, and different departments and the strategies that work.

This presentation covers why climate is important, job satisfaction, climate dimensions, and some statistics.

Despite the commitment to creating a diverse faculty (and student body), faculty of color at the University remain a small minority in most fields. This report examines the specific situation of instructional track faculty of color in the sciences and engineering on the UM campus.

The ADVANCE Program at the University of Michigan is pleased to work with UM departments, schools, and colleges that are interested in some kind of systematic assessment of their particular climate for students, staff, and/or faculty. We can assist with identification of external visitors who can provide assessments, or our staff can actually collect and analyze climate data for you, or we can arrange for some combination. In addition, we provide some programmatic activities aimed at improving the climate.

This handout is a list of recommendations to help encourage people to be more accountable when creating a climate of equity.

Funded primarily by The Alfred P. Sloan Foundation with a supplemental grant from The Engineering Information Foundation, the Project to Assess Climate in Engineering (PACE) is a multi-site research project intended to identify issues that affect persistence rates among Engineering undergraduates.

This report is a companion to the report recently released by the UM ADVANCE Program, Assessing the Academic Work Environment for Science and Engineering Faculty at the University of Michigan: 2001 and 2006. That report assessed data from UM science and engineering faculty in 2001 and 2006 about their experiences of their work environment. This report draws on the same 2006 data for science and engineering faculty and comparable data coll

Analysis of UM science and engineering faculty data revealed real progress in the representation of women over the course of the NSF ADVANCE award period...

The goal of Bias Prevention Training is to transform the informal culture of the university by providing information to employees designed to help them understand and eliminate bias. Focus Groups and other methods of transforming the informal culture will be established. All methods will be infused with bias prevention educational strategies. These strategies will be designed to educate and mitigate biases by examining and rectifying issues that impact the retention and promotion of STEM-SBS female faculty