1. The Faculty We Want The Faculty We Need
Susan Albertine
AAC&U
January 17, 2017

7. IPEDS 2013

8. While women held nearly half (48
While women held nearly half (48.4%) of all tenure-track positions in 2013, they held just 37.5% of tenured positions.
Women were more likely to be found in lower-ranking academic positions.
32.5% of women faculty are in non-tenure track positions compared to 19.6% of men faculty.
Women held 56.8% of all instructor positions, among the lowest ranking positions in academia.

9. Raising a family negatively impacts women’s academic careers.
Among tenured faculty, only 44% of women were married with children, compared to 70% of men.
academia

11. Where is Bradley?

12. Assistant Profs and Fulltime Instructors
Bradley Faculty*
Assistant Profs and Fulltime Instructors
Associate Profs
Full Profs
Male
Female
BUS 8 9 4 11 3
CFA 12 7 13 1
EHS 24 20 6
EGT 21
LAS 27 25 30 26 5
Total 62 71 53 54 77 18
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.

13. *Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.

14. *Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.

15. *Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.

16. Why does All this matter?

17. Think, Pair, Share

18. Fairness
Opportunity
Talent Development
Societal Benefit—Bradley, US, and World

20. The absence of female scientists in the professoriate is a threat to American productivity.
Nicholas Wolfinger, “For Female Scientists, There’s No Good Time to Have Children,” THE ATLANTIC, Jul 29, 2013

21. Collections of people with diverse perspectives and heuristics outperform collections of people who who rely on homogeneous perspectives and heuristics.
Scott E. Page, The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (Princeton 2007)

22. We now know a thousand ways not to make a light bulb.
--Thomas Edison

23. Taking the Lead on Equity and Opportunity: Equity-Mindedness
Equality is about sameness; it focuses on making sure everyone gets the same thing. Equity is about fairness; it helps educators take an ethical, evidence-based approach to opportunity.

24. Research: Is research support and assessment equitable for men and women?
Service: Is service handled equitably?
Teaching: Is teaching the highest priority? Does assessment of teaching address bias?
Mentoring: Does the institution have a mentoring process?
Campus Culture: Does the community address campus culture with respect to gender?
Bureaucratic Procedures: Are procedures adding to inequity?
Work-Life Balance: How are parenthood and family responsibilities being addressed?
Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary gap?
Discussion Questions

25. Recommendations

26. Consider the continuity/continuum of experience across our careers, from baccalaureate to full professor

27. Start by focusing on benefits to students

28. Work with the concept of culturally responsive teaching and learning

29. Own the effort across intersecting groups.
Empower cross-functional leadership groups.
Sponsor intergroup dialogue.

30. Left to our own devices, we humans seem incapable of judging without prejudice; corrections need to be built into our systems.
--Savonick and Davidson

31. Left to our own devices, we humans seem incapable of judging without prejudice; corrections need to be built into our systems. WE CAN OWN UP TO THIS, TAKE ENERGY FROM THE CHALLENGE, AND HAVE A GOOD HOPEFUL TIME WORKING TO MAKE BRADLEY STRONGER FOR FUTURE FACULTY AND FUTURE STUDENTS

35. Research: Is research support and assessment equitable for men and women?
Service: Is service handled equitably?
Teaching: Is teaching the highest priority? Does assessment of teaching address bias?
Mentoring: Does the institution have a mentoring process?
Campus Culture: Does the community address campus culture with respect to gender?
Bureaucratic Procedures: Are procedures adding to inequity?
Work-Life Balance: How are parenthood and family responsibilities being addressed?
Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary gap?
Teaching assignments and Scheduling: Are they equitable
Discussion Questions

36. Improved global economies and opportunities abroad will no longer allow this country to rely on foreign-born talent to meet its STEM workforce demands. To remain competitive, America must aggressively pursue the full participation of all of its college-age population—and most especially the women and women of color who embody an untapped source of talent for meeting the nation’s needs. 
Kelly Mack and Patrice McDermott. “The Twenty-First-Century Case for Inclusive Excellence in STEM. Peer Review AAC&U

37. In the world of the internet of things, in the world of artificial intelligence and genetic engineering, as the US population changes, we also need to think beyond STEM:
Improved global economies and opportunities abroad will no longer allow this country to rely on foreign-born talent to meet its STEM workforce and citizenship demands. To remain competitive, America must aggressively pursue the full participation of all of its college-age population—including all women and people of color, who embody an untapped source of talent for meeting the nation’s needs. 

39. Completing College Improves Economic Mobility

41. US Students Will Very Soon Be Majority Students of Color

42. Too Few Low-Income Students Complete College