Structure of Initiative

1. TheSchool of Engineering and Applied Science (SEAS) established the Office of Faculty Development and Diversity in January 2007 with support from the National Science Foundation ADVANCE program to: • Support the recruitment, retention, and development of a talented and diverse faculty • Provide assistance with work-life issues, such as family care and school searches • The Office was institutionalized in September 2008, and its mission expanded to include : • Tenure and Promotion • Curriculum and Instruction • Academic Appointments • Affirmative Action and Equal Opportunity • Post-doc and Research Scientist Issues • Diversity Outreach and programs as part of proposal and funding applications • Graduate Student Diversity • International Programs • In recognition that multiple aspects for faculty life impact recruitment and retention of faculty as well as productivity.

2. Structure of Initiative The Office is guided by a committee of SEAS faculty, which meets regularly and a Senior Faculty member. Faculty Committee Office of Faculty Development and Diversity Senior Administrator Senior Faculty Member

3. SEAS Undergraduate Demographics Graduation Figures 02-06 Current Enrollment Diversity among SEAS undergraduate students is above the National average

4. SEAS Graduate Demographics Masters Produced PhD’s Produced Diversity among SEAS graduate students is below National average, except for Women in Masters programs where SEAS is above national average

5. SEAS Post-Doc Demographics Diversity among SEAS Post-docs is at the National average

6. SEAS Faculty Demographics Diversity among SEAS Faculty is below the National average

7. Established a Faculty Development Program targeted for different faculty career stages • Institutional Level • Transparent and accessible Tenure and Promotion Policies • Establishment of a Junior Faculty Advocate/Ombuds person • Junior Faculty • Orientation Programs • Career Award and Proposal Writing Programs • Tenure Workshops • Work Life issues • Negotiation Workshops • Senior Faculty • Leadership Development • Hiring Dinners focused on Social Science Research discussing implicit bias, gender stereotyping etc. • Management Skills and Work Life issues • Diversity Initiatives in SEAS and Across the University • Coordinate divergent efforts across schools to pool resources and build coalitions Faculty Development and Diversity Initiatives

8. Dean’s Point of Opportunity Program • Point of Opportunity program announced in 2005 • 7 proposals were received for the program and 4 offers were authorized • First position awarded to Hispanic Women in IEOR, Fall 2006 • Second position awarded to African American Man in Mechanical Engineering, Fall 2008 • Support for Diverse Faculty Recruitment and Retention • The Rodriguez Family Junior Faculty Development Fund • Janette and ArmenAvanessians Diversity Award • Named Visiting Faculty Fellowship- Marie Tharp Fellowship • 9 Research Fellowships awarded from Presidential Professional School Fund • Hiring Dinners featuring prominent social scientist focused on subtle bias and stereo type threat • Recruitment Face-books and lists of possible women and minority candidates SEAS Faculty Hiring Interventions

9. Best Practices for Faculty Searches • Pool Development • Candidate Selection • Identifying Unconscious Bias Both men and women hold unconscious biases. • Letters of Recommendation • Performance Evaluation • Publications • Small Numbers • Search Committee Composition • A diverse search committee is often an important factor in identifying and attracting a wide range of talented candidates. Efforts should be made to include women and minorities on hiring committees, perhaps by utilizing faculty from adjoining departments. • Dual Career Hiring • Higher Education Research Consortium Faculty Recruitment

10. SEAS Faculty Hiring Trends Total Faculty Hired Despite a 20% plus pipeline of women PhDs, majority of SEAS faculty hires remain male. Small progress in 06 and 07 is attributed to the Dean’s Point-of-Opportunity Program

11. SEAS Faculty Hiring and Development Milestones • Hiring • First African American Faculty Member in SEAS history 2008 • Second African American Faculty Member hired in 2010 • First two Hispanic faculty hired in 2007 and 2008 • Alissa Parks Named Lenfest Chair (second named chair for a women in SEAS) • Phillips Chair established by Gertrude Neumark for a women • Appointment of the first minority Dean in history of the school in 2009 • Faculty Development • Over 300k raised to support diverse faculty recruitment and development • Three women faculty had children in 2009 • 2009-2010 Two women faculty received tenure • 2010 Hiring profile is 50% Women • Continued Support from the Dean, Provost and President

12. Bibliography: Bauer, C.C. and B.B. Baltes. (2002). “Reducing the Effects of Gender Stereotypes on Performance Evaluations.” Sex Roles 47.9/10 (2002): 465-476, 9/10.articleExplores the efficacy of structured free recall intervention as a tool for minimizing the influence of gender stereotypes on performance ratings. Free recall intervention is when raters rely on  their memories of specific behaviors of the person being rated, rather than on overall judgments. Biernat, Monica, Melvin Manis, and Thomas E. Nelson. “Stereotypes and Standards of Judgment.” Journal of Personality and Social Psychology 60.4 (1991): 5-20.articleCompares the differences in personal judgments of members of stereotyped social groups when the response scales are objective versus subjective. In 3 studies where subjects judged a series of targets with respect to gender-related qualities, either objective or subjective scales were used (e.g. height in inches versus “short”/“tall”). Findings imply that subjective scales can be adjusted to suit the range of values that a rater expects to exist within a social group, and thus concludes that subjective scales may mask the effects of stereotypes on personal judgments. Blair, I. B. and M. R. Banaji. “Automatic and Controlled Processes in Stereotype Priming.” Journal of Personality and Social Psychology 70.6 (1996): 1142-1163. article Demonstrates the automatic activation of stereotypes and assesses the varying conditions of intention and cognitive constraint that contribute to stereotyping. Although stereotypes may be automatically activated, perceivers can control and even eliminate stereotype bias by devoting cognitive resources and demonstrating the intent to process counter-stereotypic information. Brouns, M. “The Gendered Nature of Assessment Procedures in Scientific Research Funding: The Dutch Case.” Higher Education in Europe.  25.2 (2000): 193-199.articleStudy of gender bias in assessment procedures at two major institutions the Netherlands. Analysis of 128 applicants for a prestigious grant indicated that female applicants are judged differently than male applicants, but gender bias does not always discriminate. When the study broke the success rates down into disciplines, it found marked differences in male and female success rates between disciplines: success rates were especially pronounced in the Biology/Oceanography and Earth Sciences and the Exact Sciences (Physics, Mathematics, Astronomy). Gender always matters, but it produces different effects in different disciplines. More Reference Available in E-Handout Resources on Gender, Unconscious Bias & Stereotype Threat