Current: Faculty and Post Docs
Advancement, Recruitment, and Retention of Women in Science (ARROWS) with Medical University of South Carolina
ARROWS is designed to foster a culture in the medical school that promotes greater participation and advancement of basic scientist women in a way that is both sustainable and serves as an easily portable and adoptable model for peer institutions. This project includes the development and implementation of a package of practices and policies that will specifically benefit basic science women in the immediate environment of a single medical school, as well as usher a cultural change across other medical schools nationwide by helping them to recruit, retain, and advance women scientists (including ethnic minority women). CERSE serves as the external evaluator for this grant. The process evaluation identifies progress ARROWS has made in the implementation of its activities to advance its two outcomes of improving recruitment as well as retention and advancement of women and minority basic scientists. To complement the summative assessment conducted by the internal evaluation team, the external evaluators examine the depth and pervasiveness of changes in basic science faculty recruitment, retention, promotion and tenure, and advancement of women into leadership positions within departments.
Broadening the Representation of Academic Investigators in NeuroSciences (BRAINS)
Funded by the National Institutes of Health, BRAINS (Broadening the Representation of Academic Investigators in NeuroSciences) is a national program to accelerate and improve the career advancement of neuroscience postdoctoral researchers and assistant professors from underrepresented groups. The BRAINS program goal is to increase engagement and retention of academic early-career neuroscientists from underrepresented groups by reducing isolation; providing tips, tools, and skills development to prepare for tenure track success; and increasing career self-efficacy. This goal is being met via a variety of activities: A) a national symposia; B) webinars; C) peer-mentoring circles; and D) continuous career invention teams. CERSE serves as the evaluator of the BRAINS program. Evaluation data from the first two cohorts shows that BRAINS participants become more dedicated to their scientific careers, better able to direct their careers, and more likely to achieve success in academic neurosciences.
Launching Academics on the Tenure-Track: an Intentional Community in Engineering (LATTICE)
LATTICE, a joint effort between the University of Washington, North Carolina State University, and California Polytechnic State Institute, is a national program designed to advance faculty diversity in engineering. LATTICE seeks to positively impact early-career women in Electrical Engineering and Computer Science and early-career underrepresented minority women in Engineering who are interested in faculty careers. This program includes a professional development intervention, adapted from the BRAINS program, along with a research study to understand how and why the intervention works in order to develop a model framework to allow others to develop such programs for a wide variety of fields and populations.
CERSE is utilizing a mixed-methods approach for the formative and summative evaluation of this project. Deliverables include results of a longitudinal survey that assesses individual-level impacts and qualitative interviews to contribute to formative feedback on the effectiveness of program adaptations by discipline and target population. Evaluation seeks to answer the following summative evaluation question: Are the professional development programs having a positive impact on participants at the individual level in terms of professional skills development, effective use of mentoring, and access to professional networks?
From 2007 to 2009, the University of Washington’s ADVANCE Center for Institutional Change (UW ADVANCE) promoted the advancement of women and other underrepresented faculty in STEM departments across the nation by annually creating and delivering in-person Leadership Excellence for Academic Diversity (LEAD) workshops. To meet the national demand for LEAD workshops, UW ADVANCE is creating LEAD-it-Yourself! (LiY!), an online open-source toolkit of planning and instructional materials to enable institutions to run their own local or regional LEAD-inspired workshops. Seven institutions are engaged in iterative evaluations instituting their own LEAD-inspired workshops. CERSE serves as the assessment and evaluation consultant and conducts both process and outcomes evaluation of LiY!. CERSE tracks both implementation fidelity, monitoring whether LiY! workshops are delivered as the project team intends, and outcomes of LiY! workshops via impact of participants.
Postdoc Best Practices
UW Computer and Science Engineering (PI: Ed Lazowska and Brian Curless) is leading a project entitled “Taking Collective Responsibility for the Postdoc Experience at the University of Washington” with goals to: bring UW CSE support for postdocs in line with best practices and experiment with new practices; disseminate standardized national resources to be used by other CS departments; demonstrate the effectiveness of their proposed “best practices” as well as their adoption and effect at other programs around the country.
The evaluation seeks to answer questions such as: To what extent do the best practices (around position and benefits, goals and expectations of the appointment, periodic evaluation, and career development and job placement) improve the experiences and outcomes of UW CSE post-docs? If so, how? Which best practices have the most evidence of impact?
Transforming Engineering Culture to Advance Inclusion and Diversity (TECAID)
TECAID, funded by the NSF, supports five U.S. Mechanical Engineering (ME) departments to advance diversity and build inclusive environments for students, faculty, and staff. Over an 18-month period, TECAID has provided support for ME departments to create and sustain inclusive interactions and cultures that benefit all participants–in classrooms and labs, in student design groups, in faculty meetings and hallway interactions, and in the underlying department dynamics.
CERSE is using a longitudinal design to monitor the extent and nature of departmental transformation (in terms of awareness, understanding, and behavior) over time by examining the impact of TECAID implementation at departmental unit and department chairs/leader levels.