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Institutions Developing Excellence in Academic Leadership - IDEAL

 Year 3 - Leadership Session One

October 13, 2011 Cleveland State University

  Agenda12:00 – 12:50 Welcome and Lunch12:50 – 1:20 NSF ADVANCE’s Program1:20 – 2:00 CWRU’s NSF ADVANCE IT Award – ACES2:00 – 2:15 Break2:15 – 3:00 Group Dialogue: Defining Academic Leadership 3:00 – 3:45 Action Learning: The Institutional Change Project3:45 – 4:20 Report-Out and Discussion4:20 – 4:30 Paperwork and Scheduling for next session

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NSF ADVANCE PAID

Institutions Developing Excellence in Academic

LeadershipIDEAL

www.case.edu/provost/ideal/index.html

2009-2012

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Purpose of IDEAL

Three year partnership of six research universities in Northern Ohio to stimulate gender equity related transformation in each institution by adapting and disseminating successful mechanisms from CWRU’s ADVANCE IT program, Academic Careers in Engineering and Science (ACES) (http://www.case.edu/admin/aces)

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Components of IDEAL1. Annual leadership training program for

faculty Change Leader Teams from each university

2. Design, implementation and evaluation of annual institutional transformation projects focused around a change theme at each university

3. Two plenary gatherings of senior university leaders and program participants from each campus to focus on topics of gender equity and inclusion among S&E faculty and review institutional plans and progress

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IDEAL StructurePI: Lynn SingerCo-PIs: Diana Bilimoria and Helen QammarProject Director: Amanda ShafferExternal Evaluator: Mary Wright, Center for Research on

Learning and Teaching, University of MichiganAdvisory Board:

PI, Co-PIs, and IDEAL Co-DirectorsW. A. "Bud" Baeslack III, Provost, CWRUByron Clayton, Vice-President, NorTechMelissa Cardenas, Director, Academic Quality Assurance,

Ohio Board of RegentsAbigail Stewart, Prof. of Psychology, University of Michigan

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IDEAL Co-DirectorsEach partner institution is led by an IDEAL Co-Director Julie Barnes, Associate Dean, College of Arts and Sciences (BGSU) Diana Bilimoria, Professor of Organizational Behavior (CWRU) Paul P. Lin, Associate Dean, College of Engineering (CSU) Mary Louise Holly, Professor of Teaching, Leadership and

Curriculum Studies (KSU) Helen Qammar, Director, Institute for Teaching and Learning;

Associate Professor of Chemical and Biomolecular Engineering (UA) Penny Poplin Gosetti, Vice Provost for Assessment and Strategic

Planning (UT)

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IDEAL – Team Coaches Each institution is assigned an Team Coach to

facilitate the planning of the institutional change

The Team Coach visits the university campus twice a year (Oct/Nov and April/May) for group-coaching sessions and advising on the change project’s plans and evaluation.

Coaches have worked in CWRU’s ACES project Coaches listed on contact sheet

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IDEAL ObjectivesObjective 1: Create a regional learning community of academic leaders in northern Ohio informed about factors responsible for the underrepresentation of women and minority groups in academic S&E and committed to transforming institutional cultures in S&E disciplines.

Strategy: CWRU will adapt its successful executive coaching program to create a regional learning community among six partner universities through leadership development sessions and team coaching.

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IDEAL ObjectivesObjective 2: Develop a cohort of formal and informal S&E leaders at each partner institution to implement, adapt and sustain customized change initiatives on individual campuses.

Strategy: Change Leader Teams will identify and implement annual change projects, and present their results at a plenary conference. Each change project will directly impact the S&E departments included in IDEAL as well as cumulatively contribute to significant institutional transformation around an issue identified as important for S&E transformation at that university

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IDEAL ObjectivesObjective 3: Assemble the senior academic leadership of partner universities to disseminate best practices from ADVANCE institutions, exchange regional institutional research, policies and practices, and evaluate change initiatives.

Strategy:To reinforce institutional commitment to gender equity change initiatives, IDEAL will hold two plenary conferences in September 2010 and September 2011 attended by senior university administrators and the Change Leader Teams, to engage with national experts and discuss each institution’s transformation efforts.

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IDEAL Outcomes–Intellectual Merit Create an intercollegiate regional community of leaders

to share information and ideas on achieving improved gender participation and equity in academic S&E.

Produce customized institutional transformational strategies based on identified needs

Facilitate dissemination of ideas and best practices among partner institutions

Increase regional awareness about assumptions and practices regarding women’s professional roles and contributions in S & E disciplines

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IDEAL Outcomes – Broader Impact Engender systemic institutional transformation to achieve

equity for women and underrepresented minorities in S&E disciplines on individual campuses

Stimulate change across postsecondary education in Ohio. Focus attention on further diversifying S & E presence in

northern Ohio Inform broader efforts to foster science and technology

careers, and build capacity for a high-tech regional workforce.

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Gender Participation in Science and Engineering

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What is the Problem?Myth

“…there are insufficient numbers of women and minorities on the pathway from graduate student to faculty member…the “pipeline” problem.”

Fact: The data indicate that this is true for minorities, [in S & E] false for women.Source: Cathy A. Trower and Richard P. Chait, Faculty Diversity: Too little for too long

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MYTH: Women Don’t Go Into Science

In 2005, women received over 40% of all BA/BS degrees awarded by U.S. 4-year colleges and universities in the following fields:

Astronomy (43% women) Biology (62% women) Chemistry (52% women) Earth Sciences (43%) Mathematics (45% women) Ocean Science (50% women) Psychology (78% women)

SOURCE: NSF SRS S&E Degrees 1966-2006

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Doctoral Degrees Awarded to U.S. Citizens and Permanent Residents, by Sex: 1989–2007

SOURCE: National Science Foundation

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Women with Doctoral Degrees in S&EIn 2006, women received over one-third of all doctoral degrees awarded to U.S. citizens and permanent residents in the following fields:

Chemistry (35%) Earth/Atmospheric and Ocean Sciences (38%) General Biology/Botany (47%) Biomedical Sciences (49%) Cell & Developmental Biology (50.6%)

SOURCE: NSF SRS S&E Degrees 1966-2006

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Female Share of S&E Postdoctoral Fellows, by Field: 1996 and 2006

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MYTH: Once the Pipeline Fills We Will Have Gender Equity

In biomedical fields the proportion of women with doctorates has exceeded 40% for two decades.

But, in basic science departments of US medical schools, the proportion of women associate professors is below 30%, and the proportion of women at full professor rank is 20%.

Source: AAMC Report on U.S. Medical Faculty 2008

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Women S&E Doctorate Holders Employed in 4-year institutions: 2006

SOURCES: National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients: 2006

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Women as a Percentage of S&E Doctoral Degrees, Full-time Full Professors, and Full-time Tenure-track Faculty at 2- or 4-year Institutions: 2006

SOURCES: National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients: 2006

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Pecentage of Employed Doctoral Scientists and Engineers in 4-Year Educational Institutions, by Sex and Faculty Rank: 2006

S

(10.0)

(20.0)

(30.0)

(40.0)

(50.0)

(60.0)

(70.0)

(80.0)

(90.0)

Instructor/Lecturer Assistant Professor Associate Professor Professor

MaleFemale

Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States: 2006 http://www.nsf.gov/statistics/nsf09317/

A Depiction of the Problem

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The Experience of Women Faculty in S&E Experience isolation and marginalization Have few role models and mentors Have lower access to academic and

resource networks than male colleagues Have to work harder than their male

colleagues to gain credibility and respect Report lower satisfaction with their

academic jobs than do male faculty Report less satisfaction with their

department’s leadershipSources: Liang & Bilimoria, 2007; Rosser, 2004; Bilimoria et al., 2006; Callister, 2006

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Problem Summary: Two Sets of Related IssuesRepresentation Issues

Lack of a critical mass of women and URM faculty in S&E at many institutions

Low representation at higher levels in the academic hierarchy (full professor, endowed chairs) and in administrative leadership positions

Inclusion Issues Systemic inequities and barriers to a level playing

field; everyone does not compete equitably Accumulative advantage: treatments that

advantage some careers over time Exclusionary climates fail to leverage and value

the skills and experience of all faculty to achieve institutional goals and objectives

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Why Address the Development of Women & URM Faculty?

Underutilizing a resource Workforce composition of the future Diverse teams outperform homogenous

ones in complex problem-solving tasks Diversity in styles and skills brings value to

customers Fortune 500 companies with the most

women executives deliver more earnings than firms with the fewest

Breaking Barriers and Creating Inclusiveness: Institutional Remedies

NSF ADVANCEADVANCE portal

www.portal.advance.vt.edu/

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Goals of NSF ADVANCE Program

Broaden participation in the US STEM workforce Recognize that simplistic or piecemeal solutions cannot

eradicate systematic, historical, and widespread gender inequities

Develop systemic approaches to increase the participation and advancement of women in STEM careers in academic institutions Academic institutions need to implement wider and

deeper change, systematically transforming structures, processes, work practices, and mental models that perpetuate inequity

In the process of such transformation, the workplace becomes supportive and motivating for all its employees, not just women and other minority groups

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Evolution of NSF ADVANCE Awards Leadership Institutional Transformation (IT) Partnerships for Adaptation,

Implementation and Dissemination (PAID) Adaptation and implementation of materials,

tools, research, and practices that have been demonstrated to be effective

An effort to teach and/or train individuals and groups how to adopt or adapt the information, materials, tools, research and practices

IT Catalyst

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Hunter College, CUNY

U. Colorado, Boulder

Georgia Institute of Technology

U. Michigan

New Mexico St. U.

U. California, Irvine

U. Wisconsin, Madison

U. Washington

U. Puerto Rico, Humacao

Cohort 1: 2001

Columbia U.CWRU

U. Montana

U. Rhode Island

U. Alabama, Birmingham

Kansas St. U.

U. Texas, El Paso

Utah St. U.

U. Maryland, Baltimore County

Virginia Polytechnic Institute

Cohort 2: 2003William Marshall Rice U.

Brown U.

California St. Polytechnic U., Pomona

Cornell U.

Iowa St. U.

RPI

U. Arizona

U. Illinois,Chicago

U. North Carolina, Charlotte

Cohort 3: 2006Cohort 4: 2008

Northeastern U.

Purdue

U. Nebraska,Lincoln

North Dakota St. U.

Wright St.

MichiganSt. U.

OSU

Rutgers

Washington St.

ADVANCE Institutional Transformation Grantees 2001-2008

Small IT awards to promote promising practices:• Duke University• Marshall University

• New Jersey Institute of Technology• University of Maryland, Eastern Shore

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ADVANCE IT-Start Grantees 2008(now IT-Catalyst)

Delaware St. U.

CUNY NYC College of Tech.

Cal Poly St. U.,San Luis Obispo

Western Washington U.

Rochester Instituteof TechnologySouth Dakota School

of Mines and Technology

Towson U.

U. Minnesota, Duluth

U. of Wisconsin,La Crosse

University of Puerto Rico, Mayaguez

U. of Alaska, Fairbanks

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PAID Grantees 2006-2009

Round 2: 2008

Utah St. U.

U. Colorado,Boulder (D*)

U. Washington

Boston U.

Commission onProfessionals in S&T

North Carolina St. U.

Pennsylvania St. U., U. Park

Skidmore C. (C)Union C. (C*)

U. Miami

U. Nevada DesertResearch Institute (D)

National PostdoctoralAssociation

New York U.

Oklahoma St. U.

U. Delaware

Hunter C., CUNYU. Michigan

New Mexico St. U.

U. Wisconsin,Madison

U. Washington

Round 1: 2006

U. Nebraska,Lincoln (B*)

Auburn U.

Grand ValleySt. U.

Harvey Mudd C. (A)

DePauw U. (A*)

Furman U. (A*)

Vassar C. (A*)Idaho St. U.

Texas Tech U.

U. California, Irvine

U. Missouri, Columbia

U. Oklahoma

Wayne St. U.Wesleyan U. (B)

Michigan Technological U.

Round 1: 2006

Round 2: 2008

Round 3: 2009

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ADVANCE Program EvolutionComponents Timeline

2000

2001

2002

2003

2004

2007

2005

2006

2008

IT-Catalyst (07-582, 09-504)

Leadership (01-69; 02-121; 05-584)

PAID(05-584; 07-582, 09-504)

Fellows (01-69; 02-121)

Institutional Transformation (01-69; 02-121; 05-584; 07-582, 09-504)

2009

2010

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ADVANCE Program EvolutionAwards Made

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Characteristics of Environments That Enable Gender Equity and Inclusion Work structures and cultural norms that support

positive relations between men and women Freedom from stereotyping about women’s and

men’s roles and occupations Work conditions (e.g., job titles, work schedules,

policies, and physical environment) that include and value both men and women

A critical mass of women Opportunities for reward and advancement

based on qualifications, performance and talent, not gender

Work policies and structures that support work-life integration

Modified from McLean, D. (2003). Workplaces that work: Creating a workplace culture that attracts, retains and promotes women. Report for the Centre of Excellence for Women’s Advancement. Ontario: The Conference Board of Canadawww.womensdirectorate.gov.yk.ca/pdf/workplaces_that_work.pdf

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Elements of a Vibrant and Engaging Environment for All

ComplianceDiversity

EquityInclusion

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Increasing Organizational AwarenessAdvisory councils on women & minoritiesInformation sessions & presentations Conferences, leadership retreats Distinguished lectureships by senior womenGender awareness training for studentsInteractive theater presentationsPublicizing family-friendly policies

Improving the Awareness and Practices of Male ColleaguesProfessional development & trainingInformational lecture seriesMentorship educationLeadership development coachingFaculty awardsGrassroots committees and taskforces

Improving Departmental (Micro) ClimateDepartment transformation programsFunding for departmental transformation projectsAssistance to department strategic planningDepartment-specific seminars/workshopsTraining and presentations to department chairsCoaching department chairs & senior facultyCross-departmental committees

Increasing the Flow into the Pipeline

For non-tenure track faculty- Research funds- Mentoring, coaching- Career developmentFor undergraduates, graduates & post-docs- Special programs for academic career tracks- Scholarships- Summer research experiences - Mentoring- Mentoring training for faculty advisors- Information & networking sessionsFor high school students- Specially developed science & math courses- Introductory program into engineering

Academic Climate

Academic Pipeline for Women

Receiving PhD

Entering a tenure-track position as assistant

professorPromotion to professor rank

Advancement to leadership

Tenure and/or promotion to

associate professor rank

Women in non-tenure

track positions’ experience

Pre-tenure women’s

experience

Tenured women’s

experience

Tenured women’s

experience

Improving Institutional Structures & Processes Related to Transition Points Equipping Women to Successfully Progress in the Pipeline

RecruitmentSpecial committees to study and help with recruitmentAssistance to search committees in identifying and meeting with candidatesTraining to search committees on potential biases and best practicesFunding for targeted recruitmentDual career hiring policies & practicesTools & resources for search committees

Promotion, Tenure, Retention & Advancement to Leadership

Special committees to study processes of P&TTools & training for decision makers on evaluation biases & best practicesInformation sessions for faculty to increase transparency in decision makingSpecial consultants and mentors for women reaching promotion/tenureTenure extension policies

Pre-tenure WomenCareer development programsProfessional/academic training and development related to teaching, research, lab & student supervision, work-life integration, leadership Informational lecture seriesMentoring, coachingProviding role modelsNetworkingFunding for research & career advancementShowcasing women scholars

Tenured WomenLeadership development programsProfessional/academic training and development MentoringFunded professorshipsFunding for research and career developmentSpecial funding and programs for re-starting research after a hiatusShowcasing women leaders

Pipeline Initiatives

Climate Initiatives

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Illustrative Examples of New Structures, Policies, and Procedures (see ADVANCE portal website)

NSF ADVANCE Institution New Structures, Policies, and Procedures

Case Western Reserve Universitywww.case.edu/admin/aces/

3 new endowed chairs for women faculty in S&E; Associate Dean of Faculty Development in Case School of Engineering and School of Law; diversity specialist position in the Provost’s Office; a research analyst position in the Institutional Research office; a graduate student position in the FSM Center for Women; creation or revision of university faculty policies including automatic pre-tenure extension and work release policies

New Mexico State Universitywww.nmsu.edu/%7Eadvprog/faculty.htm

Dual career couples: New Mexico State University and the University of Texas at EI Paso support efforts to accommodate the needs of dual career couples. Job sharing arrangement may be established when two people are in the same academic department.

University of Alabama at Birminghamhttp://main.uab.edu/sites/ADVANCE/87552/

Family-friendly leave policies: family and medical leaves of absence; personal leave of absence, sick leave and emergency absences

University of California, Irvinehttp://advance.uci.edu/

Family Policies: Career partner program; The UC faculty family friendly edge; UC family friendly policies for faculty and other academic appointees.

University of Rhode Islandhttp://ww2.wdg.uri.edu:81/testsite/index.php?adv_work

Dual career partners: Proposed dual career guidelines; Parental leave policy; Tenure clock extensions; Child care

University of Washingtonwww.engr.washington.edu/advance/policies/index.html

Policy transformation: Recommendations to Chairs for Facilitating Dual Career Hires; Family leave and tenure clock extension; Dual Career Hires; Part-Time Faculty policies

Utah State Universityhttp://websites.usu.edu/advance/Document/index.asp?Parent=6257

Dual Career Committee; Dual Career Accommodation Protocol: Inform candidates about dual career opportunities; Request dual career accommodation; Identify possibilities for accommodation; Contact target units; Evaluate and interview the potential candidate; Negotiate a financial package; Write a request letter to the executive vice president and provost; Receive confirmation letter from executive vice president and provost; Make an employment offer.

Virginia Polytechnic Institute and State Universitywww.worklife.vt.edu/

Child care; Stop-the-clock policy: Meetings with department heads aim to develop better understanding of the policy and to encourage more consistent implementation.

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NSF ADVANCE- Institutional Transformation for Gender Equity and Inclusion

Factors Facilitating Transformation

Internal - Senior administrative support and involvement - Widespread collaborative leadership and synergistic partnerships - Clear vision, flexible path, and milestones - Visibility of actions and outcomes External - NSF funding - Cohort of NSF ADVANCE peer institutions

Institutionalizing the Transformation

- Creating new structures, positions and groups - Implementing new and modified policies - Incorporating successful change initiatives - Creating tool kits and guidelines, and providing resources for improved practices

Transformational Initiatives To Remove Inequities and Create

Inclusiveness

Pipeline Initiatives: - Increasing the flow into the pipeline - Improving organizational structures and processes related to key career transition points

Recruitment Promotion Advancement to leadership

- Equipping women and minorities to successfully progress in the pipeline

Career stage-specific inputs Organizational Climate Initiatives: - Improving the awareness and practices of male colleagues and decision makers - Improving departmental (micro) climates - Increasing organization-level attention to diversity, equity, and inclusion issues

Research & Evaluation in Support of Transformation

- Tracking Key Indicators of Representation, Equity, and Inclusion - Benchmarking and Climate Studies - Evaluation of Interventions - Improving Internal Collection, Analysis, and Use of Data

Institutional Transformation

Outcomes

- Increased representation of women and minorities at all ranks and in leadership - Equitable, inclusive and energizing workplace for all

Source: Bilimoria et al (2008). Breaking Barriers and Creating Inclusiveness: Lessons of Organizational Transformation to Advance Women Faculty in Academic Science and Engineering, Human Resources Management, 47, 3: 423-441

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Initiatives of 19 NSF ADVANCE Institutions

Source: Fox, M. F. (2008) Institutional Transformation and the Advancement of Women: The Case of Academic Science and Engineering, in Smart, J. C. (ed.), Higher Education: Handbook of Theory and Research, 23: 73-103.

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NSF ADVANCE Institutional Transformation at CWRU

Academic Careers in Science and Engineering(ACES) 2003-08

ACES+ (2008 onwards)

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Academic Careers in Engineering and Science (ACES) Program launched initiatives in 32 STEM

departments in four schools, plus university-wide activities

NSF-ADVANCE $3.5 million grant ACES Mission: To promote a campus-wide

culture characterized by equity, participation, openness, and accountability.www.cwru.edu/admin/aces/

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ACES Major Initiatives 2003-08

University Leadership

School and Department Level

Individual Level

Provost’s Annual Leadership Retreat

Accountability of Deans

Annual Monitoring of Gender Equity Data

Coaching, mentoring, networking, and training & development of deans, chairs, women faculty in S&E depts.

Distinguished lectureships

New Structures & Policies

Minority student pipeline

Student Gender Awareness

Departmental Climate Improvement Initiatives

Search Committee Training & Support

Opportunity Grants for Women Faculty

Hotline Coaching for Women faculty

Commitment of Senior Administrators

Promotion & Tenure Committee Training

Chairs’ Leadership Development

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Leadership Development Initiatives

Annual Provost’s Leadership Retreat Sponsored nine department chairs to attend

leadership development workshops Executive coaching for deans, associate

deans, chairs and associate chairs Orientation for Newly Promoted and Tenured

Faculty Expanded Orientation for New Faculty Participation in Bryn Mawr Summer

Institute for Women Faculty and Staff

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School and Department Level Initiatives

Faculty search committee supports Networking

Women faculty lunches; department chairs’ lunches with Provost

Awards: Women of Achievement, Spotlight Series Prize, Recognitions for Tenure and Promotions

Annual theatre party Educational and skill building workshops for

departments (communications, mentoring) Undergrad/grad student gender-awareness training Support for meeting facilitators, strategic planning Faculty Exchange with HBCU’s Departmental Initiative Grants Distinguished Lectureships for

senior women faculty visits

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Individual Level Initiatives Opportunity grants Executive coaching for career and leadership

development of women faculty in S&E Hotline coaching for women faculty across the

university Mentoring initiatives

Mentoring discussions and/or senior faculty panels in each school for junior women faculty

Mentoring committees Peer (or near peer) mentoring groups Speed Mentoring at Research ShowCase

Summer Undergraduate Research Program (SURP) for minority women students

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Faculty Development Workshops

Gendered Communication in Academe Negotiation at the Academy Successful Mentoring Effective Communication Skills: What They Didn’t

Teach You in Chair School Success Strategies for Women in Academic Careers Communicating with Influence in the Academy Emotional Intelligence in the Academic Workplace Developing and Retaining Junior Faculty in Lean

Times: A Senior Faculty Conversation Strengthening Our Roles As Change Agents in the

University

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Coordination and Collaboration of Allies across the Campus Faculty Diversity Office The Flora Stone Mather Center for Women President’s Committee on Minorities President’s Committee on Women Faculty Senate Committee on Minority Faculty Faculty Senate Committee on Women Faculty Faculty Senate Executive Committee WISER (Women in Science and Engineering

Roundtable) Women Faculty of the School of Medicine Student Groups: Spectrum (LGBT), Catalyst (social

justice)

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Research Undertaken Faculty Focus Groups & Interviews, 2000 and

2004 ADVANCE Program NSF Indicators, 2003-2008 Science Department Study, 2004-05 COACHE Junior Faculty Surveys, 2006 and

2009 Faculty Climate Surveys, 2004 and 2007 Faculty Exit Surveys, 2005-2008 Second Year Faculty Surveys, 2005-2008 Salary Equity Studies, 2006-present Candidate Pool Analysis Study, 2007-08

ACES Outcomes (2003-08)

and ACES+

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Number of Tenure Stream Faculty in S&E by Gender from AY 2003/04 - 2007/08

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Number of S&E Department Chairs by Gender

Number of S&E Department Chairs By Gender

1

3

02

0 0 1 1

10

8

7

5 5 56

7

0

2

4

6

8

10

12

2003 2008 2003 2008 2003 2008 2003 2008

CAS CSE WSOM SOMFemale Male

Chairs

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Number of S&E Faculty Holding Endowed Chairs by Gender

Number of S&E Faculty Holding Endowed Chairs from AY2003-04 to AY2007-08

8 912

14 15

49

5450

59 59

0

10

20

30

40

50

60

70

AY2003-04 AY2004-05 AY2005-06 AY2006-07 AY2007-08

Female Male

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*p<.05, **p<.01, ***p<.001.2004 scale: 1. Not at all, 2. Very Little, 3. Adequate and 4. Very Much. 2007 scale: 1. Not at all, 2. Minimal, 3. Moderate, 4. Extensive.

Selected 2004 and 2007 Climate Survey Comparisons

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Changes in Climate Experienced by Women Faculty (2004-2007)

In 2004, women faculty in comparison to men faculty reported:

lower community and job satisfaction lower ratings of the leadership effectiveness of their

primary unit head lower resources and supports for academic

performance from their primary unit head. These significant differences disappeared in the 2007

survey.

However, similar to 2004, in 2007 women faculty in comparison with men faculty, continued to report:

lower ratings of value and inclusion in their primary unit

higher ratings that gender and race make a difference in how faculty are treated in their primary unit

a greater sense of pressure and restrictions.

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New Positions Created Vice President of Diversity, Inclusion and Equal

Opportunity Associate Dean for Faculty Development in the Case

School of Engineering Assistant Dean of Faculty Development and

Diversity in the School of Medicine (search initiated) 2 new endowed chairs for women faculty in S&E

with partial funding in place for a third chair Manager of Faculty Diversity and Development in

the Office of Faculty Diversity Assistant Director in the Flora Stone Mather Center

for Women Research Analyst in the Office of Institutional

Research

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New or Modified Policies during 2003-08 Automatically approved pre-tenure extension policy Partner hiring (dual career) policy Modified work duties (paid parental leave) for

faculty & staff Domestic Partner Policy Consensual relations policy Non-Discrimination Statement for LGBT, including

gender expression and identity

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New Permanent Programs and Activities

Established within the Office of the Provost CWRU-Fisk University partnership Summer internship program for minority women S&E students Annual Provost’s leadership retreat for all university deans and chairs LGBT Center Opportunity grants for women S&E faculty Distinguished Lectureships for campus visits by senior women

Established in the Office of Faculty Diversity Required cultural competency awareness training for all new faculty Faculty search committee training and support

Established in the FSM Center for Women Annual Spotlight Series on Women’s Scholarship Women of Achievement Lunch WISER (Women in Science & Engineering Roundtable) Women Faculty Leadership Institute

Established University-wide Faculty work-life policies and resources Ethnic Studies program Faculty climate survey (3 years); COACHE junior faculty survey (2

years)

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Faculty Development Activities Institutionalized Twice-yearly university-wide faculty

development & networking workshops for women faculty

Professional coaching for new chairs and deans and new women S&E faculty established in the Office of the Provost

Annual orientation for newly tenured & newly promoted faculty

Expansion of the new faculty orientation Leadership workshops and junior faculty

mentoring through the Case School of Engineering Office of Faculty Development

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In Addition, ACES+ Advance Continues Opportunity grants for women faculty across

the university Distinguished Lectureships for campus visits

by senior women scientists Executive coaching for new chairs and

women faculty in S&E Hotline coaching for women faculty across

the university Student Undergraduate Research Program

for Minority Women

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Agenda

2:00 – 2:15 Break2:15 – 3:00 Group Dialogue:

The Work of Academic Leadership 3:00 – 3:45 Action Learning:

The Institutional Change Project3:45 – 4:20 Report-Out and Discussion4:20 – 4:30 Paperwork and Scheduling

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Group Dialogue:The Work of Academic

Leadership

Brainstorm Questions:H

ow do we define academic leadership?

What are examples of academic leadership?

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Action Learning: Identifying the Institutional Change Project

• Advancing the University’s IT theme

• Campus needs• Project ideas• Report out: 2 - 3 action steps

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Action Learning: Identifying the

Institutional Change Project

Report Out and Discussion

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Paperwork and Scheduling

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Project Development Teams should meet prior to the next

leadership session on November 30th (with team coach if possible) to clarify/finalize project.

A report on the project proposal from each Change Leader Team is expected at session #2, November 30th.

Template for proposal will be on the participant document page on the website with todays slides.

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Financial Paperwork Stipends processed after receipt of all forms

(signed copy of MOU, W9 and ESSPR). Stipends are distributed at Leadership

Session #2 Wednesday, November 30th, or mailed immediately after.

Reimbursements for mileage, tolls and parking must be submitted on forms provided by IDEAL (travel pdf on participant page) and include original toll/parking receipts. Keep copies, send originals.

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Scheduling - See Timeline Next Leadership Session - Wednesday, November

30, 2011 12:00 p.m. - 4:30 p.m. at Kent State University http://www.doodle.com/z8yt8bnr945mmii2

On-Campus Team Coaching Two sessions to aid the design and implementation of

the institutional change project. Scheduled with the coach by the Change Leader Team

and Co-Director. Meeting #1 Oct/Nov 2011. Meeting #2 April/May 2012

 

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Important Dates for 2010/2011Leadership Session #3

Friday, March 2, 2012, Video ConferencePair by proximity, choose one locationBGSU & UT CSU & CWRU KSU & UA

Leadership Session #4Tuesday, April 10, 2012 Bowling Green State University

Plenary Conference – tentatively proposedSeptember 28, 20129:30 a.m. – 4:00 p.m. Cleveland Botanical Gardens, Clark Hall

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Evaluation, etc. Kindly complete the Yellow Event Evaluation

included in you materials and leave on desk Return name tag and table tent for reuse Presentations and other relevant documents

will be posted on the participant readings web page tomorrow.

If you drove, please tell parking you were attending the IDEAL Leadership Session

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See you on November 30th at Kent State

University