Office of the Provost

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AC 2011-851: Impact of an NSF ADVANCE Institutional Transformation Grant at a STEM-Dominant University
Hall, Molly R.; Layne, Margaret E. (American Society For Engineering Education, 2011)
The National Science Foundation’s ADVANCE program was established to increase the representation and advancement of women in academic science, technology, engineering and mathematics (STEM) careers. Virginia Tech has used its ADVANCE funding to take a comprehensive approach to institutional transformation, incorporating activities to increase the pipeline of women preparing for academic science and engineering careers, improve recruitment and retention of women, develop women leaders, update work-life policies, and warm department climate. Prior to the conclusion of the grant, the university reviewed all activities for impact and potential sustainability. Assessment activities included tracking numbers of women at various levels across the university, individual activity evaluations, campus-wide faculty surveys, tracking of policy utilization, interviews, and focus groups. Such a mixed-methods approach combines quantitative and qualitative indicators of change and provides deeper insight into the impact of interventions on the experiences of women faculty. This paper uses feedback on the impact of ADVANCE program activities from focus groups of female engineering professors and quantitative data from faculty surveys to explore perceptions of climate and worklife balance in the college of engineering.
The Engineering "Pipeline" Metaphor and the Careers of Female Deans of Engineering
Layne, Margaret E. (American Society of Engineering Education, 2011-01-01)
From Advancing Women in Science and Engineering to Advancing Diversity at Virginia Tech
Layne, Margaret E. (2012-06-26)
The National Science Foundation (NSF)’s ADVANCE program focuses on institutional transformation to increase the representation and advancement of women in academic science, technology, engineering and mathematics (STEM) careers. Programs designed to increase awareness of unconscious bias in evaluation, warm department climate, and improve transparency of policies and procedures implemented as part of ADVANCE initiatives benefit all faculty by leveling the playing field and lowering the invisible hurdles faced by members of underrepresented groups. This paper describes how a key component of one university’s ADVANCE program has been sustained by broadening its focus and aligning with institutional priorities.
Introduction to special issue on women in civil engineering
Layne, Margaret E. (ASCE, 2010)
In 1929, civil engineer Elsie Eaves, the first female full member, senior member, and honorary member of the American Society of Civil Engineers, wrote a chapter on civil engineering for a book titled An Outline of Careers for Women: A Practical Guide to Achievement. In it she asserted, “There is no sex to engineering, but there are customs, habits, and organizations of long standing which are an initial handicap to women and require more than average ability if she is to succeed in overcoming these barriers.” (Eaves 1929)
Leveraging Experience To Accelerate Progress: Moving Towards Gender Equity In Engineering Education
Layne, Margaret E.; Knight, Meridth; Cunningham, Christine; Barton, Cathleen (2003-06-10)
Tufts University and the Intel Foundation sponsored a conference on gender equity in engineering education at the National Academy of Engineering January 14-15, 2003, in Washington DC. Engineering schools were invited to send teams led by the engineering dean to the conference. The overall goal was to provide a venue for the exchange of information, highlight cutting edge research about and programs addressing gender issues in engineering, and give participating teams the opportunity to synthesize this information into a plan to accelerate gender equity at their institutions. This paper presents preliminary outcomes from the conference, including challenges that deans and faculty face in addressing issues of gender equity and some strategies for overcoming these obstacles; types of institutional support and roles that administrators or faculty assume that promote change; and action plans developed by the participating teams to mainstream gender equity at their institutions.
Perspectives on Leadership from Female Engineering Deans
Layne, Margaret E. (American Society of Civil Engineers, 2010)
Despite tremendous gains over the past 30 years, women are still severely underrepresented in engineering and engineering education. In 2009, only 17.8% of the more than 74,000 engineering bachelor's degrees awarded in the United States went to women, down from 21.2% in 1999. Women are currently 12.7% of all engineering faculty, and only 7.7% of full professors in engineering schools. (Gibbons 2010) The advancement of women into leadership roles in engineering education has the potential to make engineering as a career more attractive to young women, and to encourage women currently pursuing careers in engineering education to aspire to leadership positions themselves.
The Role of Mentoring in the Careers of Women Engineering Deans
Layne, Margaret E. (2011)
Despite tremendous gains over the past 30 years, women are still severely underrepresented in engineering and engineering education. In 2009, only 17.8% of the more than 74,000 engineering bachelor's degrees awarded in the United States went to women, down from 21.2% in 1999. Women are currently 12.7% of all engineering faculty, and only 7.7% of full professors in U.S. engineering schools (Gibbons 2010). According to the American Society for Engineering Education (ASEE), 69 women had served as dean of engineering at one of the almost four hundred engineering or technology colleges in the United States and Canada that are institutional members of ASEE, and 38 women held that title in spring of 2010. Seven of the 50 largest engineering schools (in terms of bachelor's degrees awarded) are or have been led by women, and one of these institutions (Purdue) currently has its second female dean. The majority of female deans have assumed that role since the turn of the century, with several women appointed dean each year since 2005, and nine appointed in 2009. Of the 31 former deans, half have gone on to other academic leadership roles including provost, vice-president for research, chancellor, and president. Interviews with 21 women deans between 2002 and 2010 for profiles in the SWE Magazine explored their career paths, accomplishments, work/family issues, and leadership styles. This paper focuses on the role of mentors, professional society activities, and other leadership experiences in the career development of female engineering deans. Future leaders may benefit from the experience of these pioneering women.
Using Data from the Collaborative on Academic Careers in Higher Education to Monitor Progress in Gender Equity
Layne, Margaret E. (2017-10-09)
The Collaborative on Academic Careers in Higher Education (COACHE) is a national project focused on improving faculty recruitment, development, and retention. Run out of the Harvard Graduate School of Education, the Collaborative surveys faculty at participating institutions about their experiences with tenure and promotion, collegiality, recognition, mentoring, work/life balance, and other aspects of faculty work. Institutions receive an analysis of the responses of their faculty and benchmark data from comparable institutions, and have the option to receive a copy of the data set for additional analyses. Virginia Tech has participated in the COACHE survey four times, using the data to identify areas of inequity and implement interventions. In the first year of participation, the survey identified faculty concerns about the clarity of expectations for tenure and promotion and dissatisfaction with work/life balance. In response, AdvanceVT organized workshops on the promotion process and reviewed and revised work/life balance policies. In subsequent surveys, college and department level analyses revealed variations in perceptions of equity and collegiality across the institution. Data is shared with deans and department heads to design and implement follow-up actions.
Virginia Tech's Dual Career Program
Layne, Margaret E.; Camargo, Elsa; McCusker, Maureen E. (2015-06-01)
Virginia Tech implemented a dual career support program in 2006 to assist spouses and partners of faculty members to employment at the university or in the local community. Located in the town of Blacksburg in the scenic New River Vall the university is by far the largest employer in this relatively rural area, with over 4000 instructional, research, and profe and 3500 professional, technical, clerical, and other support staff. In order to attract and retain outstanding faculty mem spouses and partners of faculty members to be able to pursue their careers as well. Virginia Tech’s dual career program dedicated to working with faculty families to connect them with potential employers and provide support for their job se coordinator maintains a network of contacts across the university and in the local community to facilitate placements. T affairs works with spouses and partners who are seeking tenure track appointments, and can provide bridge funding if exemptions are available for dual career hires. From 2006 to 2014, 133 individuals have been hired by the university u exemption and/or bridge funding. The provost has provided partial funding for 88 dual career hires during this time, and received job search support through the dual career program.
Women engineering deans in the United States: A new model for academic leadership
Layne, Margaret E. (Engineers Australia, 2011)
In 2010, 18.1% of bachelor’s degrees in engineering went to women, down from 21.2% in 1999...
Work/Life Policies: Not for Women Only
Camargo, Elsa; Layne, Margaret E. (2014-03-03)
In 2003, Virginia Tech received an NSF ADVANCE Institutional Transformation grant to address gender equity in academic science and engineering careers. The university has since implemented a number of work/life balance policies, including tenure clock extension and modified duties. In addition to tracking the utilization of university work/life policies, last year Virginia Tech began a study to assess their implementation and impact.

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