ADVANCE Institutional Transformation
The National Science Foundation's ADVANCE program supports projects to address the persistent underrepresentation of women on science and engineering faculties and in leadership roles at institutions of higher education. Institutional Transformation projects are multi-faceted initiatives that tackle underrepresentation at all levels, from hiring and advancement, faculty development and mentoring, through creating family-friendly policies and adjusting systems and structures that are less accommodating to women's lives and careers. E&ER has worked in evaluation and research related to ADVANCE IT projects.
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E&ER conducted evaluation-with-research studies for LEAP, Leadership Education for Advancement and Promotion, at the University of Colorado Boulder. This ADVANCE project has sought to improve the representation and advancement of women on STEM faculties and academic leadership. Formative and summative evaluation of LEAP’s activities examined how they have affected individual participants and enacted LEAP’s faculty-centered, development-based, institutional change model. Pathways, a comparative interview study, addresses factors shaping the career decisions of STEM Ph.D.s in academe, including graduate students and faculty on and off the tenure track. Demographic modeling studies revealed gender differences in faculty recruiting and attrition.
De Welde, K., & Laursen, S. L. (2011). The glass obstacle course: Informal and formal barriers for women Ph.D. students in STEM fields. International Journal of Gender, Science and Technology 3(3), 571-595. [open access]
Laursen, S. L., & Rocque, B. (2009). Faculty development for institutional change: Lessons from an ADVANCE project. Change (March/April), 18-26.
Marschke, R., Laursen, S., Nielsen, J. M., & Rankin, P. (2007). Demographic inertia revisited: An immodest proposal to achieve equitable gender representation among faculty in higher education. Journal of Higher Education 78(1), 1-26. [fulltext from Project Muse]
Hassi, M.-L., & Laursen, S. L. (2009). Faculty Climate Survey: Climate, Collegiality, Leadership, Mentoring, Diversity and Institutional Support According to Research and Teaching Faculty, 2003-2007. (Report to the LEAP project) Boulder, CO: University of Colorado at Boulder, Ethnography & Evaluation Research.
Laursen, S. (2009). Summative Report on Internal Evaluation for LEAP, Leadership Education for Advancement and Promotion. (Report to the National Science Foundation) Boulder, CO: University of Colorado at Boulder, Ethnography & Evaluation Research.
Laursen, S. (2008). Outcomes of LEAP Individual Growth and Department Enhancement Grants, FY 2007. (Report to the LEAP project) Boulder, CO: University of Colorado at Boulder, Ethnography & Evaluation Research.
Rocque, B., & Laursen, S. (2007). Faculty Career Trajectories and the Institutional Factors that Shape Them: Comparative Analysis of Longitudinal Faculty Interview Data (Report to the LEAP project) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.
Laursen, S., & Rocque, B. (2006). An Assessment of Faculty Development Needs at the University of Colorado at Boulder. (Report to the LEAP project) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.
Laursen, S., Rocque, B., De Welde, K., Seymour, E., Pedersen-Gallegos, L. (2005). Outcomes of Faculty Development Initiatives of LEAP, Leadership Education for Advancement and Promotion, an NSF ADVANCE Project at the University of Colorado at Boulder: Mid-Course Evaluation Report. (Report to the National Science Foundation.) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.
This work was supported by the National Science Foundation under award HRD-0123636. Any opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation.
We are examining NSF ADVANCE Institutional Transformation (IT) projects as a means to understand how universities can most effectively create institutional environments that support the success of women scholars. Individual institutions have assessed and chronicled their own goals, strategies, and processes. In contrast, this study takes a cross-institutional, analytical and synthetic approach to extract the lessons, best practices, and organizational strategies that support the success of women scholars in STEM fields, seeking to answer the question: What has been learned about the effectiveness and long-term viability of organizational change efforts to create institutional environments that are conducive to the success of women scholars, particularly in STEM fields? E&ER's collaborators on this study are Ann Austin and colleagues at Michigan State University.
Laursen, S. L., Austin, A. E., Soto, M., & Martinez, D. (2015). Strategic institutional change to support advancement of women scientists in the academy: Initial lessons from a study of ADVANCE-IT projects. Ch. 5 in M.A. Holmes, S. O’Connell & K. Dutt (Eds.), Women in the geosciences: Practical, positive practices toward parity, AGU Special Publications 70, Washington, DC, & Hoboken, NJ: American Geophysical Union & John Wiley & Sons; pp. 39-49. Table of Contents
Austin, A., Laursen, S., Hunter, A.-B., Soto, M., & Martinez, D. (2011.) Organizational change strategies to support the success of women scholars in science, technology, engineering, and mathematics (STEM) fields: Categories, variations, and issues. Presented at Inciting the Social Imagination: Education Research for the Public Good, 2011 Annual Meeting of the American Educational Research Association, New Orleans, LA, April 8-11 . Fulltext>>
Laursen, S. L., & Austin, A. E. (2014). StratEGIC Toolkit: Strategies for Effecting Gender Equity and Institutional Change. Boulder, CO, and East Lansing, MI. www.strategictoolkit.org
This work was supported by the National Science Foundation under award HRD-0930097. Any opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation.