NSF ADVANCE Program Academic Careers in Engineering & Science (ACES) Lynn T. Singer (Provost’s Office), PI John Angus (Chemical Engineering), co-PI Mary Barkley (Chemistry), co-PI Diana Bilimoria (Organizational Behavior), co-PI

2 ACES Goals and Objectives Transform campus-wide culture –Recognize and minimize existing barriers –Catalyze positive cultural change Institutionalize transformation through initiatives in 4 critical areas: –Coaching, Mentoring, Networking, and Training & Development Target groups: leadership, faculty, students

3 3 Levels of ACES Interventions (1) At the level of leadership of the University, including the President, Provost, and Deans Fundraising for 5 endowed chairs to attract senior women scientists and engineers Annual evaluation of deans' progress toward transformational change. Executive coaching of Deans for leadership enhancement (2) At the school and departmental level Intensive coaching, mentoring, networking, and training & development of deans, chairs, faculty, and students in 4 test departments in Phase 1, Extension of the best practices to all S&E departments in Phase 2, determined through ongoing research and evaluation activities. (3) At the campus-wide level Distinguished Lectureships for senior women in S&E Partner hiring network Minority pipeline initiative including faculty exchanges with Fisk University and summer undergraduate research internships Research on factors that influence women’s advancement & retention

4 ACES Presentations to Deans and Chairs of four schools. Hired key staff (Coordinator, Research Associate, Diversity Specialist, 4 Graduate Students) Launched ACES website Begun regular ACES Steering Committee (including Deans) meetings and ACES Team meetings –Planning ACES retreat with President, Provost, Deans, and Chairs of all S&E departments for Fall 2004 –Planning External Advisory Board meeting for Fall 2004 Funded two ADVANCE Opportunity Fund proposals in Mathematics and Pharmacology Sponsored four ADVANCE Distinguished Lectureships in Materials Science & Engineering, Chemistry, Organizational Behavior, Mechanical & Aerospace Engineering Activities and Progress

5 Started data collection (baseline and evaluation) studies –In process of collecting non-perceptual data from all 31 S&E departments (rank, tenure, office space, lab size, salary, teaching & service loads, student supervision, research funding, etc.) –Undertaken focus groups and interviews of 4 test departments (Chemistry, Mechanical & Aerospace Engineering, Organizational Behavior, Physiology & Biophysics) – focus groups of men faculty, women faculty, chairs –University climate survey for all faculty across campus in design stage –Designing individual faculty baseline data survey Started mentoring committees for all women faculty in test departments. –Committees consist of one department faculty member, one university faculty member outside the department, and one disciplinary member outside the university –Mentees set up monthly committee meetings and drive the process –Held “Successful Mentoring” workshop for mentors and mentees

6 Activities and Progress Began executive coaching in test departments of all women faculty, chairs, and deans –Monthly coaching meetings (face-to-face or phone) with professional coaches –Begun monthly Coaches Cohort meetings to plan sessions and create a coaching template On women faculty members’ request, started monthly networking luncheons for women faculty in the 4 test departments Began research studies for: –Case study of success factors in Neurosciences Department (only science department with a woman chair) –Study of perceptions of women faculty, men faculty, and chairs across the S&E departments Initiated pipeline initiatives: –Fisk University minority faculty exchange (one Fisk faculty member will be visiting in June 04) –Minority student summer internships (applications received from 6 students)

7 Challenges and Difficulties Women faculty of test departments do not want most men faculty in their departments as mentors. Three of four schools/colleges have new deans, at least one of which does not have time for executive coaching until summer (since he has just arrived on campus). Male faculty express concerns about holding deans accountable for progress in recruitment, advancement and retention of S&E women faculty Question about whether endowed chairs for women faculty will be new or draw on existing faculty slots Scheduling focus groups of male faculty (by academic rank) in the test departments was difficult. We are now attempting to obtain a sample of men at different academic levels by scheduling minute individual interviews in their offices.

8 Challenges and Difficulties Chairs and male faculty have concerns about legal aspects (confidentiality issues) of focus groups Male faculty and chairs of the test departments are cautious, in part because of many transitions/uncertainty in the larger university, in part because they are very busy, and in part because many activities focus specifically on women’s advancement and retention. Female faculty in the test departments are concerned about the amount of time they perceive they are being asked to spend on NSF-ACES activities. Development activities for endowed chairs for senior women faculty has been slow.