June 15, 2019
June 15, 2019
June 19, 2019
Women in Engineering
While women faculty in most engineering fields remain underrepresented among all academic ranks, the gender gap is especially wide at the rank of (full) Professor. At one STEM-intensive university, attention to this problem was catalyzed by first-time participation in the national COACHE survey (Collaborative on Academic Careers in Higher Education). Results revealed widespread dissatisfaction among Associate Professors and among women, and triggered a promotion reform process. This work-in-progress presents the early stages of a longitudinal case study of institutional change, revealing an ongoing process of wrestling with strategic ambiguity in an Associate-to-Full promotion system. Three years of negotiation yielded a new policy that explicitly welcomes, defines, and recognizes multiple forms of scholarship and calls out the problem of implicit biases. The case study suggests the importance of: enacting new promotion policies in ways that engage a broad range of constituencies in shaping interpretation of criteria consistent with institutional strengths and mission; building a mentoring system that supports a wide range of creative, scholarly work; and recognizing and repairing gender-based and other types of biases.
Demetry, C., & Lingo, E. L. (2019, June), Transforming the Associate-to-Full Promotion System: Wrestling with Strategic Ambiguity and Gender Equity Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33460
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