Program Overview - Nc State University



[pic]

Annual Report for the National Science Foundation ADVANCE Program

Developing Diverse Departments at North Carolina State University

Year 3: August 15, 2010 – July 30, 2011

Table of Contents

Program Overview 3

Project Participants 3

Activities and Findings 5

Training and Development 15

Outreach Activities 15

Contributions 16

Tables 18

Program Overview

NC State’s ADVANCE program, also known as Developing Diverse Departments (D3), seeks to expand the career opportunities of both women and minority faculty in STEM and non-STEM departments at NC State. To increase the participation of women and minority faculty the D3 project employs a series of workshops, retreats, and seminars to engage and inform faculty participants on the best practices in the faculty search process, research and scholarship on unconscious bias, motivating women and faculty to enter academic leadership positions, and workshops to inform department heads about ways to improve the climate in their departments. There are four major goals of the NC State ADVANCE D3 program:

• Increase female share of senior faculty and visibility of women faculty

• Increase presence of faculty of color at all ranks

• Increase women in line leadership positions and cultivate men and women leaders as change agents

• Improve attitudes about increasing hiring of women and faculty of color

Participants

1. What people have worked on your project?

The NC State Developing Diverse Departments (D3) ADVANCE program is finishing its second year in August 2010, under the direction of the project and senior leadership team:

Marcia Gumpertz, Principal Investigator and Assistant Vice-Provost for Faculty and Staff in the Office for Institutional Equity and Diversity is responsible for supervising the project coordinator, facilitating the senior personnel meetings, leading the team developing the workshop series for department heads, for data analysis, and spreading the word about the project within NCSU.

More than 160 hours: Y

Margaret E. Daub, Co-Principal Investigator and the Head of the department of Plant Biology is responsible for interfacing with department heads and senior faculty. She is a member of the design team for the department heads workshop series and participated in all of the D3 components in 2010-11: the leadership development workshop series, the climate workshop series for department heads, and the Senior Leaders ADVANCE Scholars. She led the 2010-11 climate workshop series.

More than 160 hours: Y

Laura Severin, Co-Principal Investigator and Professor of English, developed and led both the Emerging Leaders ADVANCE Scholars seminars and the Leadership Development Workshop Series.

More than 160 hours: Y

Daniel Solomon, Co-Principal Investigator and Dean of the College of Physical and Mathematical Sciences serves as a senior advisor and is responsible for promoting the ADVANCE project within NC State by inviting faculty members to apply to the ADVANCE program and interfacing with deans, department heads and senior faculty.

More than 160 hours: N

Mary Wyer, Co-Principal Investigator and Associate Professor of Psychology and Women and Gender Studies, is responsible for leading seminars and activities for the ADVANCE Scholars. Co-PI Wyer oversees the development of the Senior Leader ADVANCE Scholar seminars, conducts the seminars, and advises the ADVANCE Scholar projects.

More than 160 hours: Y

Ming Shi Trammel, Developing Diverse Departments Project Coordinator, is responsible for developing and organizing project activities and events, assisting ADVANCE Scholars in implementing their projects, assisting co-PIs with research and preparation for ADVANCE Scholar seminars and for the workshop series, scheduling and planning meetings and workshops, data collection and analysis, and drafting annual and interim reports.

More that 160 hours: Y

Rebecca Brent, Project Evaluator, is responsible for developing the evaluation plan, attending leadership meetings, and providing process feedback to the leadership team. She also provides evaluation for both workshop series, the ADVANCE Scholars component, and the retreat, and handles all aspects of the department head workshop series related to the climate survey.

More than 160 hours: Y

Jennifer Schneider, Post-Doc, worked part-time and was responsible for offering research assistance to ADVANCE projects (May, 2010-December 2010).

More than 160 hours: Y

Bill Hall, Research Assistant, worked 20 hours per week from March 2011 to present and is responsible for data analysis, faculty sections of the Diversity Fact Book, and tables in the annual report.

More than 160 hours: Y

Senior Personnel

The team of senior personnel guide and advise the ADVANCE project. This team includes the members listed below:

Betsy Brown, Vice Provost for Faculty Affairs, is a member of the design team for the department heads workshop series and the leadership development workshop series and helps facilitate both of these workshops. She chairs the committee on institutionalizing D3 components.

*Barbara Carroll, Associate Vice Chancellor for Human Resources

Jo-Ann Cohen, Associate Dean, College of Physical and Math Sciences, co-chairs the committee on broadening the impact of the D3 project.

Karen Helm, University Planning and Analysis Director.

*Larry Nielsen, Department of Forestry and Natural Resources, Professor.

*Fay Cobb Payton, College of Management, Associate Professor of Information Systems.

Joanne Woodard, Office for Equal Opportunity, Vice Provost for Equal Opportunity and Equity

* These members of the senior personnel will be replaced with the following new members:

1. Karen Daniels, Assistant Professor, Physics, will be joining the Senior Personnel from the Advisory Committee on Development of Women and Faculty of Color as Emerging Leaders. She will co-chair the committee on broadening the impact of the D3 project.

2. Christine Grant, College of Engineering Associate Dean for Faculty Development and Special Initiatives, Professor of Chemical Engineering will be joining the Senior Personnel from the Advisory Committee on Development of Department Heads, Deans and Center Directors.

Advisory Committees

The members of the advisory committees, along with their terms of service on the committees, are listed below.

Advisory Committee on Development of Department Heads, Deans and Center Directors

Nina Allen, Professor Emeritus of Plant Biology. August 2008-present

Stephanie Curtis, Professor of Genetics and Director of Academic Programs. July 2009-present

Louis Martin-Vega, Dean, College of Engineering. August 2008- present

Thomas Easley, Director of Community for Diversity, College of Natural Resources. August 2008-present

Jayne Fleener, Dean, College of Education. October 2010-present

*Sastry Pantula, Head, Department of Statistics. August 2008-July 2010 (on leave from NC State, currently serving as Head of NSF Division of Mathematical Sciences)

*Kay Moore, Dean, College of Education. August 2008-June 2009 (stepped down as Dean, currently on study leave)

Advisory Committee on Development of Women and Faculty of Color as Emerging Leaders

Helen Zhang, Associate Professor, Statistics. August 2008-present

Heidi Grappendorf, Assistant Professor, Parks, Recreation and Tourism Management. August 2008-present

Cheryl Brown, Professor of Political Science, UNC Charlotte. August 2008-present

Hatice Orun Ozturk, Teaching Associate Professor, Electrical and Computer Engineering. August 2008-present

*Karen Daniels, Assistant Professor, Physics. August 2008 – April, 2011 (joined senior personnel)

*Christine Grant, College of Engineering Associate Dean for Faculty Development and Special Initiatives, Professor of Chemical Engineering. August 2008-April 2011 (joined senior personnel)

2. What other organizations have been involved as partners?

The D3 program has interacted with Fayetteville State University to establish deeper connections. Fayetteville State has a more diverse community than NC State.

3. Have you had outreach collaborators or contacts?

We reached out to several ADVANCE programs to participate in our annual retreat. A specific focus on programs within the state of North Carolina and in nearby areas was made to learn more about neighboring programs and to establish stronger relationship with these programs (i.e., Virginia Tech, UNC-Charlotte, and NC State ADVANCE-eng program). We also reached out to ADVANCE programs that had success with building faculty as change agents and working successfully in reducing the bias in the faculty search process (University of Washington), which is a key area of focus for the D3 project. We hope to build stronger relationships with these groups as we learn more about their best practices and lessons learned from implementation and institutionalizing of their programs. Ming Trammel participates in monthly conference calls with other NSF ADVANCE coordinators/directors which are a venue for networking, collaborating, and discussing topics on advancing women in STEM.

Activities and Findings

1. Describe the major research and education activities of the project.

ADVANCE Scholars

Seventeen faculty have made a three-year commitment to serve as ADVANCE scholars. These faculty meet monthly to study readings on leadership and social bias. The scholars’ role is to promote discussion among colleagues and serve as a resource for college and department diversity efforts. All ten university colleges are represented and each ADVANCE Scholar is charged with developing an initiative relevant to their college sparked by the seminar discussion. The D3 ADVANCE Scholars comprise two groups: (1) eight full professors and department heads called the Senior Leaders (SL), and (2) nine assistant and associate professors called the Emerging Leaders (EL). Table 1 gives a list of the SL and EL ADVANCE scholars and their projects.

This is the second year that participants have met once monthly. During the second year of the program, participants focused more on developing their projects to increase the presence of female or minority faculty in the university professoriate. Scholars’ projects focused on several different areas: 1. Examining best practices at other universities and determining how to implement these practices at NC State; 2. Developing programs to support diverse faculty and educate the university community about diversity in STEM; and 3. Traditional research that stretches boundaries to extend knowledge about diversity (see Table 1 for brief project descriptions).

Table 1. ADVANCE Scholar Projects

|Scholar |Department |Brief Project Description |

| Senior Leaders |

|Robin Abrams |Head, School of Architecture |Develop support network for minority students and increase |

| | |diversity of faculty through strategic recruitment. |

|Margo Daub |Head, Plant Biology |Organize and facilitate workshops that fit needs of NC State |

| | |department heads. |

|Montse Fuentes |Head, Statistics |Identify models and practices to increase family friendly |

| | |options at university for grad students and faculty |

|Christine Grant |Assoc Dean for Faculty Development, |A targeted roundtable series featuring national leaders in STEM|

| |Engineering |administration |

|Karla Henderson |Professor, Parks, Recreation and |A study of women academics in the field of recreation and |

| |Tourism Management |leisure to explore career development behaviors and attitudes |

| | |with attention to generational cohort differences. |

|Thomas Schaefer |Professor, Physics |A study of research support, advancement, and compensation in |

| | |the College of Physical and Mathematical Sciences. Will also |

| | |explore gender differences in DOE and NSF grant size in nuclear|

| | |physics. |

|Paola Sztajn (with Jessica DeCuir |Professor, Elementary Education |Examining successful and unsuccessful strategies for |

|Gunby) | |negotiating academia |

|Kenneth Zagacki |Head, Communication |Develop presentation of inclusive communication strategies, |

| | |based on literature on leadership, communication, and gender |

| Emerging Leaders |

|Maria Correa |Associate Professor, Population Health |Furthering careers of Hispanic women at NC State and in higher |

| |and Pathobiology |education |

|Jessica DeCuir-Gunby (with Paola |Associate Professor, Curriculum, |Examining successful and unsuccessful strategies for |

|Sztajn) |Instruction, and Counselor Education |negotiating academia |

|Joel Ducoste (with Kara Peters) |Professor, Civil, Construction, |Improving faculty well-being in the NC State College of |

| |Environmental Engineering |Engineering |

|Julie Earp |Associate Professor, Business |Best practices for advancing women in colleges of management |

| |Management | |

|Heidi Grappendorf |Assistant Professor, Parks, Recreation |Three-year empirical study to explore combined explanatory |

| |and Tourism Management |power of two popular theories re: women’s interest and |

| | |commitment to becoming leaders in STEM careers. |

|Amy Grunden |Associate Professor, Microbiology |Best practices for faculty recruitment and retention in |

| | |Humanities, Social Sciences, Agricultural and Life Sciences |

| | |colleges. |

|Wendy Krause |Associate Professor, Textile |Three-day workshop to build community among women in STEM and |

| |Engineering, Chemistry and Science |offer strategies for success. |

|Kara Peters (with Joel Ducoste) |Professor, Mechanical and Aerospace |Improving faculty well-being in the NC State College of |

| |Engineering |Engineering |

|Traciel Reid |Associate Professor, Public and |Best practices for faculty recruitment and retention in |

| |International Affairs |Humanities, Social Sciences, Agricultural and Life Sciences |

| | |colleges. |

As a collective, the ADVANCE scholars saw the need to develop two powerpoint presentations on critical issues related to the advancement of diverse faculty. The first powerpoint describes the D3 program and will be used to inform the university community about the D3 project. Highlights of this presentation focus on the goals of the D3 project and the national ADVANCE program, identify key program leaders and participants and the major program components. The other presentation show displays best practices in the search committee process. The goal of the search processes powerpoint is to increase awareness of bias in the faculty search process and how to combat bias should it occur. Critical information in this powerpoint includes the role of the committee chair, proper ways to conduct telephone interviews, the importance of diversifying the search committee, and ways for committee members to navigate between short and long-term search committee planning.

The D3 ADVANCE Scholars program comprises two groups of faculty members: (1) eight full professors and department heads called the Senior Leaders (SL), and (2) nine assistant and associate professors called the Emerging Leaders (EL) group. Table 1 gives a list of the SL and EL ADVANCE scholars and their projects.

Leadership Workshop Series

The purpose of the leadership workshop series is to motivate tenured women and minority faculty to pursue line leadership positions such as department head, dean and provost. Participants in this leadership workshop series attended seven meetings which included discussions centered on leadership theory, leadership styles, and issues faced by underrepresented minorities in administration. Three of the meetings featured panels of department heads, deans, provosts, vice provosts, associate deans and center directors. Panel discussions usually were tied to related readings on leadership that participants reviewed prior to the workshop which can be located online at ().

This year’s leadership series included additional workshops on shadowing and journaling. Participants were able to shadow current administrators for a day or longer to give them more insight into the activities and responsibilities of their position of interest. Leadership workshop participants documented their reflections about their experiences and the leadership readings in a personal journal. There was also a session on conflict-resolution skills for university administrators led by Dr. Patricia Cormier, former Longwood University President. This session was made available to other ADVANCE participants outside the leadership workshop. Dialogue from this conversation led to a discussion on faculty bullying and incivility. The discussion was so compelling that Dr. Cormier was also invited back to talk on this issue to a wider audience which consisted of deans, department heads, and faculty at the D3 annual retreat.

List of 2010-11 Leadership Development Workshop series participants:

1. Montserrat Fuentes, Statistics, Professor

2. Heidi Hobbs, Public and International Affairs, Associate Professor

3. Cynthia Istook, Textile and Apparel Technology and Management, Associate Professor

4. Elizabeth Loboa, Joint Department of Biomedical Engineering (UNC-Chapel Hill) and Material Science and Engineering (NC State), Director, Cell Mechanics Laboratory

5. Leda Lunardi, Electrical and Computer Engineering, Professor

6. Margery Overton, Civil, Construction and Environmental Engineering, Professor

7. Maria Prammagiore, English, Professor and Director of Film Studies

8. Jean Beagle Ristaino, Plant Pathology, Professor

9. Laura Taylor, Agricultural and Resource Economics, Professor and Director, Center for Environmental and Resource Economics Policy

10. Sandra Yuter, Marine, Earth, and Atmospheric Sciences, Associate Professor

Department Head Climate Workshop Series

The climate workshop series for department heads is a series of four small-group workshops offered to a different cohort of department heads each year. The workshop series provides information and strategies to department heads interested in strengthening their department’s climate for diversity. The series is centered around a survey of the faculty and staff of the participating departments, interpreting the results, and developing action plans to enhance the climate in their department. In 2010-11 nine department heads participated in this workshop series.

2010-11 Participants

1. David Baumer, Business Management

2. Frank Buckless, Accounting

3. Nancy Cassill, Textile and Apparel Technology and Management

4. Jerrell Coggburn, Public and International Affairs

5. Jim Moyer, Plant Pathology

6. Michael Pendlebury, Philosophy and Religious Studies

7. Jon Rust, Textile Engineering Chemistry and Science

8. David Threadgill, Genetics

9. Ellen Vasu, Curriculum, Instruction, and Counselor Education

Overall, 25% of department heads have participated in the program since the advent of the D3 program. A partial list of the action steps taken by department heads to change the climate in their department follows.

• Departmental retreat with a component to address climate and positive interactions

• Inclusion of community news at departmental meetings

• Targeting hiring a minority faculty member through the university’s Target of Opportunity hiring program

• Sharing the climate survey results and hosting group discussions

• Raising awareness that climate issues are important and that they are the business of the whole department.

• Setting up a departmental task force to plan events and discuss topics

• Setting an example for other faculty by regularly congratulating staff in their presence

Senior Personnel Meetings

The Senior Personnel meet regularly as the guiding leadership arm of the D3 project. During these meetings D3 project updates are given, decisions made and feedback offered on existing program components, and decisions made on new and upcoming program components. Likewise, updates on the program’s evaluation were shared as well as news of the national ADVANCE program and how it relates to our program. The senior personnel also met with Provost Warwick Arden twice this year to update the provost about the D3 project, solicit feedback on the direction of the project, how to better advocate for the project to the university’s leadership, and keep the project on the agenda of university leaders.

Three subcommittees were established this year:

1. Retreat planning committee, chaired by Ming Trammel and Joanne Woodard

2. Committee to broaden impact of the D3 project, chaired by Karen Daniels and Jo-Ann Cohen

3. Committee to institutionalize components of the D3 project, chaired by Betsy Brown.

The charges and composition of the committees are as follows:

Retreat Planning Committee: The task of this committee was to decide on the program, speakers and activities, the length, who the audience would be, and the format of the D3 annual retreat, held in May 2011. The committee consisted of representatives from the advisory groups, ADVANCE Scholars, and other components of the D3 project. The following members served on the retreat planning committee:

1. Senior Personnel: Joanne Woodard (co-chair), Vice Provost for Equal Opportunity and Equity

2. Sr. Advisory Group: Jayne Fleener, Dean of the College of Education

3. Jr. Advisory Group: Karen Daniels, Assistant Professor of Physics (PAMS)

4. Leadership Workshops: Sunny Liu, Associate Professor of Animal Science (CALS)

5. Climate Workshops: Malcolm Roberts, Head of Population Health and Pathobiology (CVM)

6. EL Advance Scholars: Joel Ducoste, Associate Professor of Civil, Construction, and Environmental Engineering

7. SL Advance Scholars: Karla Henderson, Professor of Parks, Recreation, and Tourism Management (CNR)

8. D3 Project Coordinator: Ming Trammel (co-chair)

Broadening Impact Committee: The charge for this committee is to think about how to expand the benefits of the D3 project to the larger campus community.  A large part of that will be to brainstorm what to share and how to share the information, insights, best practices, and so forth gained in the D3 project. The charge also includes thinking about other activities that the D3 project might want to sponsor if we have funds to do so. The committee membership includes representation from all of the components of the D3 project:

ADVANCE Scholars

1. Maria Correa (EL), Associate Professor of Population Health and Pathobiology

2. Wendy Krause (EL), Associate Professor of Textile Engineering, Chemistry and Science

3. Paola Sztajn (SL), Professor of Elementary Education

4. Thomas Schaefer (SL), Professor of Physics

Leadership Workshops

1. Leda Lunardi, Professor of Materials Science and Engineering; Director, Cell Mechanics Laboratory

2. Maria Oliver-Hoyo, Associate Professor of Chemistry

3. Cynthia Istook, Professor of Textile and Apparel Technology and Management, Assoc Dept Head

4. Karen Norwood, Associate Professor of Math, Science and Technology Education

Department Heads' Climate Workshops 

1. Ellen McIntyre, Head, Elementary Education

2. Rich Gould, Head, Mechanical and Aerospace Engineering

3. Jerrell Coggburn, Head, Public Administration

Committee on Institutionalizing Components of the D3 Project: The charge of this committee is to determine what elements of the D3 project can be institutionalized and made a part of NC State's regular offerings and operations. Considerations may include effectiveness, feasibility, and any changes or additions that would need to be made to the existing components. In addition, the committee should think about how to go about implementing these ideas and, where possible, begin the process of implementing them. The committee members will also play a key role in educating and promoting the initiatives to campus leaders. This is a subcommittee, made up of four members of the senior personnel:

1. Betsy Brown, chair, Vice Provost for Faculty Affairs

2. Margo Daub, Head, Department of Plant Biology

3. Laura Severin, Professor of English

4. Dan Solomon, Dean, College of Physical and Mathematical Sciences

Retreat

Our second annual retreat took place on May 3, 2011 at NC State’s Friday Institute. The retreat speakers were chosen to learn from the model programs the best practices of ADVANCE programs and to bring together programs from the southeastern corridor to start forming relationships with these programs and to exchange strategies to address general leadership ideas such as recruiting faculty, mentoring faculty and staff, and developing collegiality and teamwork. The keynote speaker for this event was Chancellor Linda P. Brady, University of North Carolina at Greensboro (UNC-G). In her speech, she addressed the different skills, abilities, and sensibilities women bring into leadership, the importance of diversity and why diversity is more needed in these tough economic times. She also spoke about her leadership journey to becoming a Chancellor, from being full professor, department head, deans, and provost, in addition to a center director and working in the government sector. She described the rewards and challenges of each position on her road to becoming Chancellor, and her individual struggle to finally pursue a leadership position.

During the morning of the retreat, presenters from University of Washington (UW) participated at our conference panel via videoconferencing. Eve Riskin, UW Associate Dean for Academic Affairs and the Director of the ADVANCE Center for Institutional Change (CIC) and Coleen Carrigan, ADVANCE CIC Research Associate Made a presentation about their program to advance women faculty in engineering with a specific focus on placing emphasis on gender diversity, why diversity matters, and addressing the systematic challenges that women face in academy. Another highlight of their discussion was their demonstration video, “Interrupting Bias in the Faculty Search Process.” This video showed how faculty can act as change agents in the face of microaggressions during faculty search meetings.

In the afternoon, two events took place. The first was an interactive session on faculty incivility where faculty discussed bullying behaviors, why they occur, and the psychological cost of bulling in faculty departments. This session was led by Patricia Cormier, President Emerita of Longwood University. As stated earlier, Dr. Cormier was specifically requested to facilitate this discussion because the topic of academic bullying emerged as a threat to departmental culture for women. The interactive script was developed by Carol Colatrella, Professor, School of Literature, Communication and Culture and the Co-Director, Georgia Tech Center for the Study of Women, Science, and Technology. She is also the ADVANCE liaison to the Georgia Tech ADEPT project. There were nine roles in the script ranging from 4th year assistant professor to department head. The script depicted a department faculty meeting in which some faculty exhibited various hostile behaviors towards each other. After faculty participated in the role play, Dr. Cormier led participants in a discussion about the microaggressions, identified examples of bullying in the scenario, and helped faculty members to develop strategies and organizational guidelines to address incivility within their own departments. This interaction allowed faculty members to talk about bully experiences and actions through the characters of the script, without openly revealing their own experiences and to consider ways to combat bullying behavior.

The afternoon session of the retreat also included a panel discussion on lessons learned/best practices from other ADVANCE programs at NC State, UNC – Charlotte, and Virginia Tech. Panelist Christine Grant, Professor, Associate Dean of Faculty Development and Special Initiatives, College of Engineering at NC State, spoke about her ADVANCE-Eng program which seeks to increase the number of underrepresented minority women faculty in science and engineering. The purpose of ADVANCE-Eng is to develop peer mentoring and supportive mentoring communities for under representative women faculty through networking, professional development activities, and reoccurring summit workshops. Dr. Grant’s presentation addressed critical issues in race and gender in STEM disciplines and the improved retention and promotion of minority women faculty. On this panel, Provost and principal investigator Joan Lorden, UNCC-Charlotte focused on the mid-career mentoring of faculty. The goal of the UNC-Charlotte program is to facilitate the advancement of female STEM faculty from associate to full professor using multiple mentoring models (i.e., vertical-dyad, informal horizontal, and formal horizontal).

Virginia-Tech panelists Peggy Layne, Project Director, and Tony Smith-Jackson, Leadership Team member spoke on, “Developing a Diverse and Inclusive Department Using Core Values” via videoconferencing. Their core values approach for making departments more welcoming includes a focus on quality and achievement, ethics, leadership and service, and collegiality. ADVANCE-VT reported that their approach provides a departmental climate that contributes to job satisfaction, cultural competency of departmental members, and a environment that is academically inclusive.

2. Describe the major findings resulting from these activities.

Leadership Development Workshop Series

Rebecca Brent, D3 Project Evaluator, surveyed cohorts in Years 1 and 2 before the start of the workshops to track their goals and leadership self-efficacy and immediately following the workshop series to chart changes. The evaluation found that leadership workshop members had trends toward greater confidence in their ability to express themselves clearly and to perform as change agents in their departments, colleges, and university. Workshop members will be followed one year later to see what impact the experience had on their interest in leadership, whether they sought out additional leadership development activities, and whether they applied or accepted positions of leadership.

The workshop facilitators have used the feedback from each year’s survey to modify the offering for the next year. After receiving the Year 1 feedback, the panels were revised to focus on different aspects of leadership including entry leadership positions such as Associate Dean or Director. Shadowing a campus leader was also added as an option for interested workshop participants.

Department Head Climate Workshop Series

Nine department heads and the faculty and staff in their department were surveyed on the climate in their department (384 in first cohort and 308 in second cohort). Results from Year 1 cohort revealed the following:

• Five out of 7 said the climate in their department had improved. Two said it had stayed the same.

• Four out of 7 said the workshops had a positive impact on their confidence as leaders and their ability to establish and maintain a positive climate in their departments.

• 100% said they would recommend the workshop to other DHs

• Five out of 7 were interested in having their departments re-surveyed.

Feedback from the department heads in both the survey and informal discussions was used to revise the series. Changes from Year 1 to Year 2 included adding a session (going from three sessions to four) to include more time for general discussions about climate and role-playing to heighten department head awareness of how unconscious bias can affect a search committee. Some survey questions were modified to improve clarity and better address the structure of departments at NCSU.

Dean Interviews

Marcia Gumpertz, D3 Principal Investigator, contacted each dean in the university by phone to determine their knowledge of the D3 project and their level of interaction with the Scholars in their college. She also gathered ideas about what can be done to help them and to increase the grant’s impact. Preliminary analysis of her phone interviews with the deans revealed that most deans reported that they were knowledgeable about the ADVANCE D3 project, and that they differed in their level of interactions with participants of the project. Deans who interacted with more project participants were more familiar with the program. Interviews also revealed that when participants spoke about the program in departmental meetings this also sparked interest in the program by other faculty members. When asked if they had any questions about the project, some deans replied that they wanted more information about program outcomes.

Departmental Case Studies

In the coming year, Rebecca Brent, Marcia Gumpertz, and Ming Trammel will develop a protocol for identifying several success cases (departments that are successfully attracting and retaining a diverse faculty) to identify best practices and to assess the impact of having ADVANCE scholars and workshop participants in the department.

ADVANCE Scholars

Emerging Leaders: Appreciative Inquiry

Rebecca Brent, Program Evaluator, assisted by Ming Trammel, Program Coordinator, led an appreciative inquiry evaluation session with the Emerging Leaders and Senior Leaders on April 2, 2011. When EL scholars were asked, “to indicate a peak event or most significant moment of the past year,” their responses were as follows:

• Speed networking

• Role-playing with Senior Leaders

• Gender communication presentation

• Resources presentation by postdoc

• Discussion on positive action items to mentor underrepresented faculty members

• Working out the details of our project more concretely

• Combined meeting with the emerging and senior leaders

Future Thinking

Scholars were asked to list things (in pairs) they would like to do in Advance in the coming year (2011-12). The following responses were agreed upon by more than one pair:

• Off campus retreat (fun, beach, non-conference room)

• Practical case studies for readings

• Plans for maintaining dialog after Advance (e.g., lunch, forums, etc.)

• More role playing exercises

• Leadership exercises and strategies

• More social interactions to strengthen relationships

Senior Leaders Appreciative Inquiry

Responses from the SL scholars on the appreciative inquiry about their peak event are listed below:

• Meeting with Emerging Leaders

• Discussion about invitational discourse/communication

• “The Advance program inspired me to apply for the position of head in my department, in particular through the leadership Advance workshop and the discussions with Senior Leaders, many of them already heads.”

• Project I am working on

• Meeting to discuss the status of the Advance project and the challenges

• Feeling more comfortable with the group overall in terms of speaking out

Future Thinking

Scholars were asked to list things (in pairs) they would like to do in Advance in the coming year (2011-12). The following responses were agreed upon by more than one pair:

• Hold meetings in member departments, tour their facilities & perhaps meet some of their faculty—followed by a brief social in the department

• Force us to present our projects, not just ask how we’re doing (one to present at each meeting)

• Spend some time sharing our project experiences, getting more support from the group for our own projects

• Ask us to lead the discussion or at least part of it on readings

• Develop a supportive community network group

• Create a practical leadership profile out of the readings and discussions (models)

Facilitators of the Scholar groups have used the feedback from the appreciative inquiry sessions in planning for the next year’s activities. Based in part on the Year 1 feedback, Year 2 included more opportunities for interaction between the two Scholar groups and greater attention to the specifics of individual project development.

Senior Personnel

Dr. Brent prepared an online survey that was given to the 13 members of the senior personnel on November 16, 2010 to assess the functioning and effectiveness at the mid-point of the grant. Nine members responded (one via telephone) to the survey. The four members that did not respond to the survey had not been actively attending senior personnel meetings. Members surveyed indicated:

o There should be a change of the make-up of the senior personnel. Perhaps rotating members off the committee who have not attended regularly or bringing in new members to bring in new ideas and greater representation from the participants in grant activities.

o The group’s work should shift to tackle issues of impact on campus community, institutionalization, and future activities or funding.

o Climate in the senior personnel meetings was a concern with some commenting there was a difficulty coming to consensus and making decisions because members are very passionate about the issues. There was also a concern that the tone of discussions and debate is sometimes dismissive of others’ ideas.

As a result of these findings, three members who were not participating have rolled off the senior personnel group and have been replaced with two advisory committee members, and subcommittees have been established to suggest ways to broaden the impact of the D3 project on the campus and to begin the process of institutionalizing components of the D3 project. Redirecting our attentions, using the committee structure, and involving a larger group of people in these committees have given new energy to the project. Using a strategy suggested at the retreat by Patricia Cormier, the senior personnel have adopted a set of rules of engagement to guide their meetings.

Retreat

Feedback forms were collected at the conclusion of the May retreat. Twenty-two out of the fifty attendees completed the forms. Eleven respondents (61%) indicated they were highly satisfied with the overall retreat; seven (39%) were satisfied; and one was dissatisfied. Respondents were generally satisfied with all the sessions on the program with the exception of the final session that presented information from other Advance programs (67% satisfied and 33% dissatisfied). Ninety percent of the respondents agreed that they learned more about the grant activities by participating in the retreat, 100% said they got new ideas they would use in their work, and 95% would recommend next year’s retreat to others.

In open comments about the retreat, items liked by more than one respondent included Linda Brady’s keynote (noted by 7 respondents), the session with the University of Washington facilitators (3), opportunities for conversation (3), and Patricia Cormier and the role-play session (2). Recommendations for the next retreat proposed by more than one respondent included more interaction/small group discussion in the formal program (5), more interaction opportunities in breaks and at lunch (4), shorter retreat/half day (3), get more of the right people involved (2) and have less lecturing (2).

After analysis of the attendance patterns for the retreat and the proposed objectives, the following recommendations were made for the 2012 retreat/conference:

• Seriously consider having two half-day retreat sessions targeted to the two groups originally identified in the proposal. In either combined or separate retreats, consider some breakout sessions where groups of like individuals (upper level administrators, department heads, senior faculty, women faculty, etc.) get to talk with peers about issues specifically of interest to them.

• Plan for more active and interactive sessions.

• Avoid scheduling speakers during lunch breaks.

• Have another strong leader as a keynote speaker.

• Be proactive in recruiting people in the wider university community to attend.

• Early next year identify a group to plan the retreat(s) with clear goals articulated by the Senior Personnel.

Faculty Demographics (Tables 1 and 2)

In the first three years of the D3 project, the Department of Plant Biology (listed as Botany in the tables) had the highest proportion of tenured and tenure track women faculty among STEM disciplines at NC State. The percentage of women tenured and tenure track professors has been over 46% in each year (50%, 46.7%, and 46.7%, respectively). Plant Biology also has the highest proportion of female full professors (57.1%) of any STEM department.

For D3 year one, in the College of Agriculture and Life Sciences (CALS) there were 160 male full professors, 55 associate, and 45 assistant professors compared to 23 female full professors, 12 associate, and 27 assistant professors. In year two in CALS there was no change in the number of male full professors, 7 fewer associate, and 3 more assistant professors, as compared to 3 more female associate and 1 more female assistant professor, and no change in the number of women full professors. During year three in CALS, there were 155 male full professors, 51 associate, and 44 assistant professors compared to 25 full female professors, 16 associate, and 26 assistant professors. Since year 1, there are 5 fewer full male professors, 3 more associate, and 4 fewer assistant professors. There has been a steady increase of female full (+2) and associate (+4) professors with a slight dip in assistant professors (-1).

In all three years several departments in the College of Engineering (COE) had two or fewer female faculty (Biomedical, Industrial, Materials, Chemical, and Nuclear). Note, however, that a good portion of the faculty of the Biomedical Engineering Department, which is a joint department with UNC – Chapel Hill, are not included in our tables because they are UNC – Chapel Hill employees. Chemical Engineering added one female assistant professor in year two and Mechanical and Aerospace Engineering added one female assistant professor in year 3. It is worth noting that these two departments each have one female ADVANCE Scholar. The numbers of tenured and tenure track faculty have not changed in any other departments in the College of Engineering.

In the 2nd year, there were no changes in the numbers of female tenured and tenure track faculty in the departments of Physics, Chemistry, or Mathematics. However, in 2010-2011 the Physics department lost 1 female full professor and gained 1 female assistant professor and the Chemistry department gained 1 female associate professor. In addition, the Statistics department gained 1 full and 1 assistant professor in 2010-2011.

The College of Humanities and Social Sciences (CHASS) departments in Tables 1 and 2 continue to have higher proportions of female tenured and tenure-track faculty than most of the STEM departments, but the department of Economics in the College of Management, still does not. In year 3, among the Social and Behavioral science (SBS) departments, Sociology and Anthropology again has the highest percentage of tenured and tenure-track female faculty (43.3%), but it is lower than last year (52.2%). Economics has the lowest (9.5%) but it has increased from year 2 (4.8%). In years 1 and 2, the Psychology Department and Sociology and Anthropology Department had 5 and 6 female full professors, respectively, but in year 3 Sociology and Anthropology lost one female full professor. The Economics Department has no female full professors, which remains unchanged since year 1.

Table 2b disaggregates tenured/tenure-track and non-tenure track faculty data by gender and race. There was little change from year 2. The number of women of color in CALS (16) remained unchanged from year 2, while the College of Engineering, the College of Physical and Mathematical Sciences, and the College of Humanities and Social Science SBS departments each lost one tenured/tenure track woman of color between year 2 and year 3.

Years in Rank as Associate Professor (Table 5)

Of female associate professors who were hired as assistant professors in STEM disciplines, 85% have been in that rank for 5 years of less, compared to 62% of men. Only 2 women who are currently associate professors were hired as associate professors, and none were hired in the last two years. Six men have been hired as associate professors in STEM disciplines in the last two years.

Attrition of Tenured and Tenure Track Faculty (Table 6)

From October 2009 to September 2010, 3 female assistant professors left NC State, one each in Communication, Forestry, and Clinical Sciences (Veterinary Medicine), which accounts for 30% of the tenure track assistant professors who left. This represents a lower fraction than the fraction of tenure track assistant professors who are female (40%), so this is good news. Women made up 25% of the 8 tenured associate professors who left NC State, compared to 30% of the tenured associate professor population. The two who left were in History and Textile and Apparel Technology and Management. No female full professors left NC State.

Things are not quite as rosy for faculty of color. Three assistant professors of color left NC State during this time period, in Communication, Electrical and Computer Engineering, and Economics, making up 30% of the total who left. By comparison, faculty of color make up 23% of the tenure track assistant professors. One associate professor of color left the Electrical and Computer Engineering Department and no full professors of color left NC State.

Leadership Demographics (Table 7)

In Fall 2010, 16.4% of tenured full professors were women. This percentage was unchanged from 2009 and slightly lower than in 2008 (16.5%). This year we lost one female STEM department head, so there were 2(Biomedical Engineering, Plant Biology) compared to 3 in previous years. There still remains 1 SBS female department head (Sociology and Anthropology). There is one women dean in 2010-2011 compared to none in 2009-2010. The number of women has increased on university committees compared to last year with an increase of 1 on the university promotion and tenure committee, increase of 2 on the PAMS promotion and tenure committee, and an increase of 1 on the university board of trustees.

3. Describe the opportunities for training, development, and mentoring provided by your project.

Training and Development

Participants in this leadership workshop series attended seven meetings which included discussions centered on leadership theory, leadership styles, and issues faced by underrepresented minorities in administration. Leadership workshop participants were able to shadow current administrators to gain insight into their positions of interest.

Ming Trammel, Betsy Brown, and Rebecca Brent attended the 2010 ADVANCE program workshop in Alexandria, Virginia from Nov. 7-9, 2010.

Ming Trammel participates in monthly conference calls with other NSF ADVANCE coordinators/directors.

4. Describe the outreach activities your project has undertaken.

Publications and Products

Mary Wyer, Laura Severin, and Margo Daub. “Developing Diverse Departments.” Presented at the Association of American Colleges and Universities conference on “Building Institutional Capacity to Make Excellence Inclusive,” January 26-29, 2011. This presentation shared strategies being implemented at NC State to educate faculty and university leadership, strengthen the climate, and motivate women and minority faculty to pursue leadership roles. Participants in this session were asked to consider the impact that their institution’s culture has on faculty diversity, and strategies to strengthen or shift faculty thinking about diversity.

Ming Trammel “Developing Diverse Departments: Promoting Institutional Change in Climate and Diversity at NC State University.” Poster presented at Nov, 2010 ADVANCE PI Meeting.

Jennifer Schneider “The Impact of Gender and Stereotypes of Scientists on Intentions to Pursue a Science Career” Poster presented at the 2010 ADVANCE PI Meeting, Nov 8, 2010.

2010-11 NC State Diversity Fact Book, produced by the Office for Diversity and Inclusion () with support from the ADVANCE Developing Diverse Departments Project. The Diversity Fact Book is a compilation of information on NC State faculty, staff, and student demographics in addition to data on faculty salaries, retention, and their tenure-track status (i.e., non tenure-track or tenure-track faculty).

Revised Department Head’s Climate Resource Guide, January 6, 2011.



The program website is located at ncsu.edu/odi/advance. The website includes information about the mission and goals of the ADVANCE program. It also provides information for all the ADVANCE workshops and programs.

Contributions

1. the principal discipline(s) of the project

The projects developed by the ADVANCE scholars i.e., a collection of success stories and strategies for tenured females and minority faculty, peer institutional study of women in business schools, and identifying models and practices to increase family friendly options for graduate students and faculty to increase the presence of women and minority faculty in the professoriate. The programs developed by the scholars will educate the university community about the challenges that women and minority faculty and the importance of diversity, will examine best practices, and it is research that stretches disciplinary boundaries. The program also helps to cultivate women and minority faculty as change agents by sparking conversations that cause a shift in attitudes among departmental members toward an inclusive and diverse academic community. Scholars are in the second year of their three year commitment and have developed a wealth of knowledge on social and unconscious bias that has positioned them to serve as effective change agents in their programs, departments, and colleges.

2. other disciplines of science or engineering

The project offers scientists and engineers an opportunity to learn more about research in the social sciences on unconscious bias and how biases may influence processes and discussions in hiring, promotion, and tenure. The project also allows an exchange of ideas and communications among STEM and Non STEM departments.

3. the development of human resources

This year three of the participants in either the 2009-10 or the 2010-11 Leadership Workshop series have assumed academic leadership positions at NC State. One of these people, Montserrat Fuentes, is also an ADVANCE Scholar in the Senior Leadership group. Her experience in the ADVANCE Scholars provided access to the PAMS monthly executive team meetings and gave her a strong foundation and social environment that supported her decision to become a department head. The three Leadership Development Workshop participants who have taken on new leadership roles on campus are

o Montserrat Fuentes, ADVANCE Scholar and 2010-11 Leadership Development Workshop Participant – became Department Head, Department of Statistics, 7/1/2011.

o Sheila Smith McKoy, 2009-10 Leadership Development Workshop Participant became Director, African American Cultural Center, 4/1/2011.

o Maria Pramaggiore, 2010-11 Leadership Development Workshop Participant became Associate Head, Department of English, 7/1/2011.

ADVANCE Scholar Maria Correa initiated a Hispanic/Latino Faculty Group at NC State. This group meets monthly and serves as a networking and brainstorming forum for NC State Hispanic faculty. The group is particularly active in recruiting students and has made a strong connection with the Assistant Director for Hispanic Student Affairs in the NC State Office of Multicultural Student Affairs. Maria Correa also serves as the faculty advisor of a newly formed SACNAS Chapter at NC State.

ADVANCE Scholar Montse Fuentes initiated discussions in the College of Physical and Mathematical Sciences about a cluster of work/family/life issues for faculty and students. As a result, the College of Physical and Mathematical Sciences, the Statistics Department, and the Physics Department are developing policies and procedures for parental leave for graduate students with a new child in the family and for modified duties for faculty during the year after bringing a new child into the family.

The ADVANCE scholars are in the process of developing a powerpoint presentation on the faculty hiring search process, with a specific emphasis on the role that bias may play. This presentation differs from the search committee presentation given by NC State’s Office for Institutional Equity and Diversity because it focuses on the social dynamics in search committees and not on the legal issues in the recruitment process.

Twenty-five percent of all department heads at NC State have participated in the climate workshop series. Five out of 7 department heads that participated in the survey said their departmental climate improved. The College of Physical and Mathematical Sciences plans to put on this workshop series for all of their department heads in 2012.

4. the physical, institutional, or information resources that form the infrastructure for research and education

The Diversity Fact Book provides demographic data for the campus community. It provides a resource widely used beyond the NC State campus in studies of faculty, staff, and student demographic patterns and trends, and in benchmarking comparisons for other campuses and programs.

5. other aspects of public welfare beyond science and engineering, such as commercial technology, the economy, cost-efficient environmental protection or solutions to social problems

The ADVANCE scholars and the past program participants’ initiation of training for search committees and education of other faculty shows that D3’s approach to culture change has potential to have an impact.

 

Tables

Table 1a. Number and Percent of Women Tenured and Tenure Track Faculty in STEM by Rank and Department Fall 2010

Women Men %Women

| |Full |Associate |Assistant |

| |All |Women |% Women |All Faculty|Women |% | |

| |Faculty | | | | |Women | |

|Ag & Res |23 |2 |8.7% |12 |1 |8.3% |33.3% |

|Economics | | | | | | | |

|Animal Science |26 |6 |23.1% |7 |3 |42.9% |33.3% |

|Bio & Agriculture|24 |3 |12.5% |4 |1 |25% |25% |

|Biochemist |13 |4 |30.8% |4 |2 |50% |33.3% |

|Botany |15 |7 |46.7% |5 |3 |60% |30% |

|Crop Science |35 |7 |20% |4 |1 |25% |12.5% |

|Entomology |23 |3 |13% |2 |1 |50% |25% |

|Environ & |10 |1 |10% |2 |1 |50% |50% |

|Molecular | | | | | | | |

|Toxicology | | | | | | | |

|Food Science |19 |5 |26.3% |1 |0 |0 |0 |

|Genetics |15 |4 |26.7% |7 |6 |85.7% |60% |

|Horticulture |38 |11 |29% |4 |2 |50% |15.4% |

|Microbiology |15 |3 |20% |1 |0 |0 |0 |

|Plant Pathology |22 |4 |18.2% |2 |1 |50% |20% |

|Poultry Science |18 |2 |11.1% |0 |0 |0 |0 |

|Soil Science |23 |4 |17.4% |0 |0 |0 |0 |

|Zoology |21 |3 |14.3% |12 |11 |91.7% |78.6% |

|COE |242 |23 |9.5% |55 |16 |29.1% |41% |

|Biomedical |9 |2 |22.2% |4 |3 |75% |60% |

|Chemical |19 |1 |5.3% |4 |1 |25% |50 |

|Civ. Construct & |38 |3 |7.9% |5 |1 |20% |25% |

|Eviron Engineer | | | | | | | |

|Computer Science |39 |8 |20.5% |5 |4 |80% |33.3% |

|Electrical |45 |3 |6.7% |15 |2 |13.3% |40% |

|Industrial |20 |1 |5% |3 |1 |33.3% |50% |

|Materials |20 |2 |10% |8 |2 |25% |50% |

|Mech & Aerospace |38 |3 |7.9% |11 |2 |18.2% |40% |

|Nuclear |14 |0 |0 |0 |0 |0 |0 |

|PAMS |181 |34 |18.8% |48 |17 |35.4% |33.3% |

|Chemistry |27 |5 |18.5% |15 |7 |46.7% |58.3% |

|Marine Earth |32 |5 |15.6% |7 |1 |14.3% |16.7% |

|Mathematics |53 |9 |17% |8 |5 |62.5% |35.7% |

|Physics |37 |6 |16.2% |13 |1 |7.7% |14.3% |

|Statistics |32 |9 |28.1% |5 |3 |60% |25% |

|SBS |82 |25 |30.5% |31 |19 |61.3% |43.2% |

|Psychology |31 |10 |32.3% |5 |4 |80% |28.6% |

|Soc & |30 |13 |43.3% |22 |13 |59.1% |50% |

|Anthropology | | | | | | | |

|Economics |21 |2 |9.5% |4 |2 |50% |50% |

Notes: Data from NCSU University Planning and Analysis. The database includes all faculty (part time and time) employed at NCSU at the 2008 NCSU Fall census date. These tables exclude faculty on phased retirement. The counts of departmental faculty exclude faculty who are currently serving in other offices, such as the dean’s office. The disciplines in Tables 1 and 2 were selected to correspond with disciplines listed in Appendix 2 of the NSF Advance Toolkit ().

Table 2b. Fall 2010 STEM and SBS Departmental Race/Ethnicity Composition of Women Faculty

| |Tenured and Tenure Track |Non-Tenure Track |

| |All Faculty |ALNA Women |INT |All Faculty |ALNA Women |INT |

| | | |Women | | |Women |

|Ag & Resource Economics |23 |0 |0 |12 |0 |0 |

|Animal Science |26 |2 |0 |7 |0 |0 |

|Bio & Agricultural Engr |24 |3 |0 |4 |0 |0 |

|Biochemistry |13 |1 |1 |4 |1 |0 |

|Botany |15 |2 |0 |5 |1 |0 |

|Crop Science |35 |1 |1 |4 |0 |0 |

|Entomology |23 |1 |0 |2 |0 |1 |

|Environmental and |10 |1 |0 |2 |0 |0 |

|Molecular Toxicology | | | | | | |

|Food Sciences |19 |0 |0 |1 |0 |0 |

|Genetics |15 |1 |1 |7 |0 |0 |

|Horticulture |38 |2 |0 |4 |0 |0 |

|Microbiology |15 |0 |0 |1 |0 |0 |

|Plant Pathology |22 |0 |0 |2 |0 |0 |

|Poultry Science |18 |0 |0 |0 |0 |0 |

|Soil Science |23 |2 |0 |0 |0 |0 |

|Zoology |21 |0 |0 |12 |2 |0 |

|COE |242 |8 |2 |55 |2 |0 |

|Biomedical |9 |0 |0 |4 |0 |0 |

|Chemical |19 |0 |0 |4 |0 |0 |

|Civil Construction and |38 |1 |1 |5 |0 |0 |

|Environ Engineering | | | | | | |

|Computer Science |39 |4 |0 |5 |0 |0 |

|Edward P. Fitts |20 |1 |0 |3 |0 |0 |

|Industrial | | | | | | |

|Electrical and Computer |45 |1 |0 |15 |1 |0 |

|Eng | | | | | | |

|Materials Science |20 |0 |1 |8 |1 |0 |

|Mechanical and Aerospace|38 |1 |0 |11 |0 |0 |

|Nuclear |14 |0 |0 |0 |0 |0 |

|PAMS |181 |8 |4 |48 |3 |1 |

|Chemistry |27 |2 |1 |15 |2 |0 |

|Marine Earth |32 |1 |0 |7 |0 |0 |

|Mathematics |53 |1 |0 |8 |0 |0 |

|Physics |37 |1 |1 |13 |0 |1 |

|Statistics |32 |3 |2 |5 |1 |0 |

|CHASS/COM |82 |3 |0 |31 |1 |0 |

|Economics |21 |0 |0 |4 |1 |0 |

|Psychology |31 |1 |0 |5 |0 |0 |

|Soc & Anthropology |30 |2 |0 |22 |0 |0 |

5a. Years in rank at the associate professor level. Hired as Assistant Professor

| |STEM |SBS |

|Years in Rank |Women |Men |Women |Men |

| | |% of Women |

| |N | |

|Years in Rank |Women |Men |Women |Men |

| | |

| |N |

| |Assistant |Associate |Full Professor |

| |Gender |Gender |Gender |

| |Women |

| |Assistant |Associate |Full Professor |

| |INT |Other |White |INT |

|Tenured Full Professors |768 |126 |44 |12 |

|All Full Professors |797 |130 |47 |12 |

|STEM Dept Heads |25 |2 |2 |na |

|SBS Dept Heads |4 |1 |na |1 |

|Deans |12 |1 |0 |0 |

|Associate Deans |25 |8 |0 |0 |

|Chancellor, Provost, Vice |17 |6 |na |na |

|Chancellors, Vice Provosts | | | | |

|University Promotion and Tenure Cmte |13 |4 |3 |0 |

|PAMS Promotion and Tenure Cmte |5 |2 |2 |na |

|CALS Promotion and Tenure Cmte |8 |2 |2 |na |

|Provost Search Cmte |16 |4 |1 |0 |

|University Space Cmte |3 |1 |na |na |

|NCSU Board of Trustees |13 |4 |na |na |

Table 7b. Faculty of Color in Leadership Positions in Fall 2010 (at NCSU Fall Census date, unless otherwise noted)

| |All Faculty |Number of Faculty of Color |Number of Faculty of Color |Number of Faculty of Color |

| | | |in STEM |in SBS |

|Tenured Full Professors |768 |84 |52 |3 |

|All Full Professors |797 |89 |56 |3 |

|STEM Dept Heads |25 |0 |0 |na |

|SBS Dept Heads |4 |0 |na |0 |

|Deans |12 |1 |1 |0 |

|Associate Deans |25 |3 |0 |0 |

|Chancellor, Provost, Vice |17 |3 |na |na |

|Chancellors, Vice Provosts | | | | |

|University Promotion and Tenure Cmte |13 |2 |2 |0 |

|PAMS Promotion and Tenure Cmte |5 |3 |3 |na |

|CALS Promotion and Tenure Cmte |8 |1 |1 |0 |

|Provost Search Cmte |16 |2 |1 |0 |

|University Space Cmte |3 |0 |na |na |

|NCSU Board of Trustees |13 |1 |na |na |

-----------------------

[1] Data set includes faculty who primary appointment in Biomedical Engineering is at NC State. It does not include faculty that share a dual appointment at UNC. There are 6 women in the department.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download