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dc.contributor.authorHall, Molly R.en
dc.contributor.authorLayne, Peggyen
dc.coverage.spatialVancouver BCen
dc.date.accessioned2016-09-22T15:50:11Zen
dc.date.available2016-09-22T15:50:11Zen
dc.date.issued2011en
dc.identifier.urihttp://hdl.handle.net/10919/73022en
dc.description.abstractThe 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.en
dc.publisherAmerican Society For Engineering Educationen
dc.relation.ispartofASEE 2011 Annual Conference and Expositionen
dc.relation.urihttps://peer.asee.org/18078en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleAC 2011-851: Impact of an NSF ADVANCE Institutional Transformation Grant at a STEM-Dominant Universityen
dc.typeConference proceedingen
dc.description.notesPublished (Publication status)en
dc.description.notesYes, full paper (Peer reviewed?)en
dc.description.notesASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015en
dc.title.serialASEE Annual Conferenceen
dc.type.otherPaperen
pubs.finish-date2011-06-29en
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Scienceen
pubs.start-date2011-06-26en


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