The Inclusive, Connective Corridor: Social Networks and the ADVANCEment of Female STEM Faculty Using Goals: How to Plan for and Prepare Reports Marie Garland, Ph.D. Executive Director, Syracuse University ADVANCE PI: Kal Alston, Special Advisor to the Provost; Professor, Cultural Foundations of Education Co-PI: Shobha Bhatia, Meredith Professor, Civil and Environmental Engineering Co-PI: Pamela Brandes, Associate Professor of Management Co-PI: Jeff Stanton, Interim Dean and Professor, School of Information Studies Co-PI: Karin Ruhlandt, Dean, College of Arts and Sciences; Distinguished Professor of Chemistry Scientific Advisor: Ines Mergel, Associate Professor, Public Administration/International Affairs
What are your goals? • Documented in your logic model Because of X, Y should produce result(s) Z • Described in the proposal Y consists of Activities A, B, and C; done # times • Developed in the evaluation plan What is measured about A, B, and C each time? How? What change do you expect to see (Z) and how will you know it when you see it?
Gather your “stuff” • Logic model • Other key metric data • Activities List • Your calendar • Applications for support • The calendars of others on (formal and informal) the project (including their travel) • Attendance data (“touches”) • Financial support of team • Evaluation reports (internal and external) • Your financial records (reminders only) • Toolkit (or other program required) data • Plan for the next period
Section B: Accomplishments, or, what happened? 1. Major Goals: Goals, (primary) objectives, activities 2. Achievement of Major Goals a) Major Activities: What did you do? (A, B, C) b) Specific Objectives: How did it go? (results of measuring A, B, C; short term impact) c) Significant Results: How close are you getting to the change you expected to see for that goal? d) Key Outcomes and other Achievements: Is Y leading to Z? Did something else happen?
B1 B1 B2a B2b B2c Initi tiati tive: Objecti tive Ac Activi vity Det etail Eva valua uati tion: on: Eva valua uati tion: on: Goal Output put Outco come Recruiting: The % of Promising [Depts] # of visitors; Feedback Candidate women in Researcher requested their demos from pools for applicant Grants support department posted faculty pools faculty (I) openings increases Recruiting [individuals] # of Feedback demonstrate Opportunity supported, opportunities from faculty Grants their plans department ownership for faculty (I) early-stage B2d and ongoing The number Search [Depts/ Number of Feedback strategies to of faculty Committee Colleges] attendees at from search identify and recommend- Training trained/not training chair/faculty recruit women ing positions (with/out) (E) to women increases Search [Specific # of women Increase in # Committee searches] interviewed of women Support supported/ finalists over not time (with/out)
Section B, con’t . 3. Opportunities for training and professional development – professional development of project staff/leadership (including participation in conferences and other training activities); mentoring activities if postdocs 4. Dissemination and Outreach – especially awareness raising activities outside primary population (e.g. students, those on other campuses, etc.) 5. Plans for the next reporting period – review (updated) work plan 6. Attachments – invitations, handouts, newsletters, presentations, brochures, etc.
Section C: Products, or How others learn from your work 1. Publications journals, books/non-periodical, conference papers and presentations 2. Technologies or Techniques including query codes, etc. 3. Inventions, Patent Applications, and/or licenses 4. Websites list major changes or improvements 5. Other Products, i.e.: 1. Toolkits, guides, workshops “in a box” (not just ppt) 2. Audio/visual materials 3. Databases/data sets (including structure) 4. Survey and other data collection instruments 6. Description of Attachments for Section C
Section D: Participants, or, who did it? 1. Individuals working on the project 2. Organizations involved as partners 3. Other collaborators (internal, mostly; in attachment)
Section E: Impact or, why does it matter? To: Meanin ning: g: Principal Disciplines Primary constituency/institution; sustainability Other Disciplines Other constituencies/institutions Human Resources impacts on the STEM workforce, access to and persistence in STEM careers Physical Res/Inf physical space of interest to others/their use? Institutional Res/Inf offices, orgs (groups that can continue to change the [realm] landscape?) Informational Res/Inf data/information standards or protocols Technology Transfer Public-private transfer; economic development Beyond Science and Improving public knowledge, changing social Technology policy or action,
Section F: Changes/Problems, or What is not the same? 1. Approach activities changed/modified based on evaluation? 2. Actual or Anticipated Problems and plans to address them: compare your actual work with your anticipated work 3. Changes in costs positive and negative 4. Changes in human subjects IRB changes 5. Changes in use or care of vertebrate animals 6. Changes in use of biohazards
Section G: Special Requirements External Evaluation Toolkit
Helpful Strategies for Successful NSF Reporting ADVANCE/GSE Conference June 2015 Make the most of each section (use space wisely)! Rita Karl, Managing Director, STEM Media and Education Unit National Productions, T win Cities Public T elevision Co-PI, SciGirls CONNECT: A Scale Up Diffusion Project PBS SciGirls
Use space wisely! Use Word to create your report – You can easily divide sections out to different people; revise and reorganize easily before you submit. Give sections to responsible people well ahead of time and then have one person revise for one voice. Make sure you include the length of each section (if any limitations), so that people know how much to write. Let your team know if they feel the need to write more, to do so and note it – so that you have all the information and you can decide if it should go in a different section or be trimmed. Have one person responsible for submitting, and work with them so if a section is too long, then you can decide what is the most important (to tell your story), or if you can use the section somewhere else.
Use space wisely! Take care to review your sections for repetitiveness. Key Achievements could also be reflected in Activities and/or Impacts, for example. Dissemination can also be reflected in Publications and Products. Attachments are space and are reviewed by Program Officers and can be a great place to put more detailed information. Recently we created a short program report which used graphics to represent major program outcomes and it was very well received. Know your deadlines, and make sure your team does too. Start early, so there is time to complete and revise. Once online: Save. Often. (Note from my report submission coordinator!)
There’s Data…and Then There’s Data : Telling Your Institution's Story Sherry Yennello, ADVANCE PI Texas A&M University This material is based upon work supported by the National Science Foundation under NSF Cooperative Agreement No. HRD-1008385.
Important questions How do we increase the number of women? Are women recruited at the same rate as men? Are women tenured at the same rate as men? Are women retained at the same rate as men? 16
NSF Reporting Requirements 2 Broad Requirements: 1. Annually report data related to progress toward the goals of your program 2. Use Toolkit Guidelines a. NSF Indicators b. Salary c. Space d. Start-up Packages 17
Toolkit includes guidelines for what NSF requires 1. Standardized cross-sectional data for cross-institutional comparison 2. Relatively straightforward and quick (once you have the data) 3. Snap-shot, a single point in time 4. Best for descriptive studies 5. No causality or trend analysis 18
NSF Indicators – Table 3 • No problem with promotion 19
NSF Indicators – Table 6 • No problem with attrition 20
What we knew… or thought we knew What We Thought We Knew Female faculty are not being denied tenure at a higher rate than male faculty. Retention is not a problem at TAMU. On average, 95% of tenured or tenure-track faculty are retained from one year to the next. 21
Going Beyond the Toolkit to Tell the Story Your university’s story is complex, unique, and needs to be fully understood to bring about institutional transformation Survival Analysis • Say what? • Time to event (Public Health) • Duration Analysis (Economics) • Event History Analysis (Sociology) • Two common statistical methods • Kaplan-Meier analysis (non-parametric) • Cox proportional hazards regression model (semi-parametric) • Answers the question: • W hat proportion of a population will “survive” to an event? 22
Baseline Survival Rates for Tenure- Track Faculty in Engineering 23
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