Office of the Provost

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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.
Salary Equity Study: Virginia Tech, Spring 2004
Office of Institutional Research Advance Institutional Transformation Program (Virginia Tech, 2004)
Virginia Tech recently received funding from NSF under the auspices of Advance to promote the participation of women faculty in science and engineering. As a grant recipient, the university is required to investigate equity issues and, in particular, salary equity, as evaluated here. Models to assess salary equity were constructed by the Office of Institutional Research using data available in the University’s database and multiple regression techniques. Regressions followed a methodology recommended by NSF and developed by AAUP (Paychecks: A Guide to Conducting Salary Equity Studies for Higher Education Faculty, by Lois Haignere, AAUP, 2002). This report summarizes the findings of the study conducted and discusses which factors significantly affected the salary of tenured and tenure-track faculty in January, 2004, at Virginia Tech. The report proceeds with an explanation of the variables considered in the analysis, a description of the population involved in the study, a summary of the models generated in the analysis, an interpretation of the results, and some known short-comings of the report dealing with data quality issues.
Virginia Tech Task Force on Race and the Institution Final Report
(Office of the Provost, 2007-04-11)
The Task Force on Race and the Institution was formed by Provost Mark McNamee in August 2006 to examine key issues of race, racism, and racial inequity at Virginia Tech. Addressing such issues ultimately provides a more talented and diverse faculty, staff, and student body and creates a fertile environment in which the entire university community can prosper and flourish. Virginia Tech has made significant and commendable progress in addressing these issues in the past; however, recent concerns prompted the institution to be even more aggressive and proactive in making measurable progress. The task force is providing recommendations that it believes will make significant advances in addressing the key issues under consideration. The recommendations call for enhancement and support of highly successful ongoing efforts and also provides new innovative strategies. Effectively addressing such complex issues requires a multidimensional strategy as described by the report.
Salary Equity Study 2007
Office of Institutional Research and Effectiveness (Virginia Tech, 2007-08-03)
As part of the ongoing Advance grant program, Virginia Tech conducts salary equity studies on a regular basis to determine sources of variation in faculty salaries. This year’s equity study, conducted by the Office of Institutional Research and Effectiveness, analyzed salary data from June 2007. In light of a recent report written by the taskforce on race and the institution, considerable attention was paid to race/ethnicity as a factor in explaining variation in salaries. As in the past, the analysis was completed using the Paychecks methodology of using multiple regression techniques in which factors that are expected to affect pay are analyzed for their ability to explain variation in salaries. This report is a summary of findings of this study of factors affecting differences in faculty salary for tenured and tenure-track instructional faculty at Virginia Tech. The report proceeds with an explanation of the variables considered in the analysis, a description of the population involved in the study, a summary of the models generated in the analysis, an interpretation of the results, and some known short-comings of the report dealing with data quality issues.
Report of the Implementation Team Addressing Recommendations of the Task Force on Race and the Institution
(Office of the Provost, 2008-08)
The Task Force on Race and the Institution identified a number of strategies that could be adopted by Virginia Tech, many more than could be successfully launched and sustained, and some which are already addressed by existing programs and services. The task for the implementation team was to identify and prioritize initiatives that were doable, financially feasible, and likely to have the greatest impact on the institution over the long run. The initiatives identified in this report present a challenging set of goals and programs that reach across all areas of the university community and together are expected to have a broad impact on the issues of race at Virginia Tech.
Virginia Tech Faculty Handbook 2009/2010
(Virginia Tech, 2009-05)
University policies are located on the university’s website at www.policies.vt.edu. Many important procedures are located on the websites of the Controller’s Office (www.co.vt.edu), Purchasing Office (www.purch.vt.edu), and Human Resources Office (www.hr.vt.edu), and will be updated as policies change. Please refer to these for issues not addressed in the Faculty Handbook. This document is subject to change. Please refer to the Virginia Tech website www.provost.vt.edu.
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)
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.
Virginia Tech Faculty Handbook 2010/2011
(Virginia Tech, 2010-08)
University policies are located on the university’s website at www.policies.vt.edu. Many important procedures are located on the websites of the Controller’s Office (www.co.vt.edu), Purchasing Office (www.purch.vt.edu), and Human Resources Office (www.hr.vt.edu), and will be updated as policies change. Please refer to these for issues not addressed in the Faculty Handbook. This document is subject to change. Please refer to the Virginia Tech website www.provost.vt.edu.
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.
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...
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)
Virginia Tech Faculty Handbook 2011/2012
(Virginia Tech, 2011-08)
University policies are available online, as are many important procedures maintained by purchasing, human resources, and the controller’s office. These websites will be updated as policies and procedures change. Please refer to them for issues not addressed in the Faculty Handbook. This document is subject to change. Please refer to the provost’s website for the most recent Faculty Handbook information.
National Capital Region 2012–2018 Strategic Plan
(Virginia Tech, 2012)
The strategic plan of the National Capital Region responds to the challenges and opportunities presented in Virginia Tech’s Plan for a New Horizon. It is a plan that builds on the history of Virginia Tech in the National Capital Region and the strengths of all of the institutions represented within the region, and promotes innovative and efficient use of resources to ensure that the National Capital Region can support all three pillars of our institution: learning, discovery, and engagement.
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.
Virginia Tech Faculty Handbook 2012/2013
(Virginia Tech, 2012-08-10)
University policies are available online, as are many important procedures maintained by purchasing, human resources, and the controller’s office. These websites will be updated as policies and procedures change. Please refer to them for issues not addressed in the Faculty Handbook. This document is subject to change. Please refer to the provost’s website for the most recent Faculty Handbook information.
Virginia Tech Faculty Compensation: Salaries, Departures, and Retentions
Office of the Senior Vice President and Provost (Virginia Tech, 2013-01-10)
In the increasingly competitive global economy, the demand for talent and innovation has intensified, as has competition for the best and brightest. Consistent with this macroeconomic trend, the market for faculty has become more competitive, leading to increased salaries and start‐up costs across the nation. As states and universities position themselves to be leaders in the new economy and stimulate innovation and job growth to further the economic recovery, the pressure to offer competitive compensation continues to rise. Unfortunately, the Commonwealth of Virginia did not fund a regular annual salary adjustment process between fiscal year 2008‐09 and 2012‐13. While the state has tentatively scheduled a much appreciated 2% salary program for July 2013, this program remains contingent on state revenues and is inadequate to overcome the market impact of five years without increases. The lack of regular salary adjustments for five years has adversely affected Virginia Tech’s ability to maintain competitive salaries for our faculty. This has resulted in the loss of valuable personnel to other institutions ultimately impacting the quality of instruction available to Virginia Tech students and the competitive position of the Commonwealth in terms of economic development opportunities resulting from research programs. The lack of salary adjustments stemmed from the economic conditions in the Commonwealth and the nation. Despite the poor economy, the Commonwealth has enacted three compensation actions since 2007: (a) all employees received a 3% one‐time bonus in December 2010; (b) employees who participated in the Virginia Retirement System (VRS) received a 5% salary increase in July 2011 which then was converted into an annual 5% contribution to VRS by these employees; and (c) a 3% onetime bonus in November 2012. These compensation actions did not result in an increase in ongoing net pay during a time of increased competition at peer institutions. The absence of an annual salary adjustment process to reward performance and keep pace with the competitive market has had an impact on faculty salaries, contributing to departures and retention issues at Virginia Tech.
Virginia Tech Faculty Handbook 2013/2014
(Virginia Tech, 2013-09-09)
University policies are available online, as are many important procedures maintained by purchasing, human resources, and the controller’s office. These websites will be updated as policies and procedures change. Please refer to them for issues not addressed in the Faculty Handbook. This document is subject to change. Please refer to the provost’s website for the most recent Faculty Handbook information.
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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