Introduction. Section I: Listing of Evaluator Activities for Years One, Two, and Three

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1 National Science Foundation ADVANCE Award University of West Florida Faculty ADVANCE Program Program Evaluation: Year Three Evaluation Report June 10, 2014 Submitted by Carla J. Thompson, Principal Evaluator Maureen Howard, Research Assistant University of West Florida Community Outreach Research and Learning (CORAL) Center This material is based upon work supported by the National Science Foundation under Grant Number Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Introduction This report provides descriptive data and formative evaluation information related to the activities and products completed during the third year ( ) of the five-year project for the University of West Florida: Enhancing a Supportive and Inclusive Culture for Recruiting, Retaining and Advancing Women Faculty in STEM or the NSF ADVANCE Project. reviewed and observed by the Principal Evaluator are included in the first section of the report. Each of the three goals for the project is discussed relative to the third year progress efforts within the context of the project objectives and associated activities. In addition, the report provides a cumulative discussion of the evaluation plan as per the first, second, and third year requirements for implementation in years 4-5 of the project. The final section of this report highlights the next steps in the implementation of the project and project evaluation efforts. Section I: Listing of Evaluator for Years One, Two, and Three The independent evaluator provided direct observation and participation in many of the project activities during years 1-3 of the project as indicated in Table 1. Table 1: Listing of Evaluator for Years One, Two, and Three (2011 to 2014) Year One ( ) Year Two ( ) Year Three ( ) Relationship to Evaluation Process Attended 3 internal steering committee Attended 1 external advisory board meeting Attended 2 internal steering committee Attended 2 external advisory board Attended 2 internal steering committee Attended 2 external advisory board Collected number of attendees and participated in informal discussions with steering committee board members. Observed the diversity representation of women and roles in the membership of the nine external advisory board members. 1

2 Attended 2 faculty scholars lunches Year One ( ) Attended 1 Work- Life Effectiveness Task Force Observed Distinguished Speaker s Series discussions at Assisted 3 faculty scholars with statistical consultation concerning their personal research efforts Assisted 2 faculty scholars with questions/concerns related to IRB and responsible conduct of research (RCR) consultation Participated in 8 with co- PI responsible for serving as the liaison between the steering committee and the project evaluator Retrieved informed consent Attended 4 faculty scholars lunches Year Two ( ) Attended 3 Work- Life Effectiveness Task Force Attended the first two Distinguished Speaker s Series and subsequent co- PI discussion Assisted 5 faculty scholars with statistical consultation concerning personal research efforts Presented short IRB Informational talk for 2 faculty scholar s classes (biology and chemistry) Participated in 4 with co- PI liaison for evaluation and met with HR department to retrieve eligible year two faculty scholars Conducted formal quantitative survey Attended 6 faculty scholars lunches Year Three ( ) Attended 3 Work- Life Effectiveness Task Force Attended the third and fourth Distinguished Speaker s Series and subsequent PI discussions Assisted 6 faculty scholars with statistical consultation concerning personal research efforts. Assisted four faculty scholars with questions and concerns related to IRB and RCR. Retrieved MUREG (Members of Underrepresented Racial and Ethnic Groups) data from respective departments with all departments participating. Conducted formal quantitative Retrieved data concerning the networking of the ADVANCE scholars and noted the quality of programs included in the luncheons Relationship to Evaluation Process Noted progress of task force in planning and distributing information to related groups on campus & attendance of all seven members Collected number of attendees and qualitative outcomes of the program of slated speakers. Noted discussions of co-pis regarding this program for subsequent years Noted collaboration of faculty scholars within the university. Volunteered to serve with an external committee for investigating potential mentorships of scholars with external university community Noted collaboration of faculty scholars within the university. Collected information concerning the conflict of information of faculty scholars concerning the use of IRB in the social sciences versus the natural sciences Determined new hires eligible for roles as faculty scholars and retrieved demographics of these new project participants. Developed reflections and understandings regarding project activities and events as well as a joint plan for the evaluation activities for years 4-5 (see Appendix A) Established the environment for retrieving information 2

3 forms from all faculty scholars as umbrella consent for data retrieval throughout project. Year One ( ) Attended 3 related to anticipated products developed from project to assess psychological capital (1st effort) and interviewed 4 scholars Year Two ( ) Attended NSF ADVANCE Scholars Week and Showcase, whereby products were displayed, presented, and year two efforts were presented to the university and public. survey to assess psychological capital (2 nd effort) and interviewed 3 scholars. Year Three ( Attended NSF ADVANCE Scholars Week and Showcase, whereby ADVANCE scholars presented research projects and guest Dr. David Asai presented to group. (formally and informally from project participants). Participation in these types of data collection efforts has increased by 20% from year 1. Relationship to Evaluation Process Note that the movement of the project toward the anticipated products development is on track and observed the efforts for disseminating the products developed by the project team and the working productivity of the co-pis relative to the project timeline and the three goals of the project. Section II: Reflections on and Products for Years One, Two and Three Each of the three goals with their respective objectives for the project is stated with the accompanying strategies for accomplishing the goals. Each strategy is discussed relative to its respective purpose and/or accomplishments for years one and two of the project. Specific activities and products completed and/or in-progress are highlighted for each strategy. Goal 1: Fostering a Supportive and Inclusive Climate and Culture for Faculty Success: Objectives: 1) To recruit and retain women STEM faculty, with special attention to women of color; 2)To advance women STEM faculty through the tenure career path and administration positions by providing professional development and preparation for leadership; 3) To educate the current University leadership on the benefits and value of a diverse and quality faculty. Strategies: Strategy 1.a: Climate/Culture Survey Strategy 1.b: Training Modules for University Administrators Strategy 1.c: Work-Life Effectiveness (WLE) Task Force Strategy 1.d: Faculty Lunches Goal 2: Establishing Recruitment and Retention Policies and Procedures to Enhance Diversity of Faculty: Objectives: 1) To increase the diversity and quality of the applicant pool, with special attention to women of color; 3

4 2) To increase the number of women hired into STEM tenured/tenure-track faculty positions, with special attention to women of color; 3) To retain women STEM faculty, with special attention to women of color Strategies: Strategy 2.a: Strategies and Tactics for Recruiting to Improve Diversity and Excellence (STRIDE) Task Force Strategy 2.b: Faculty Career Networking Awards Strategy 2.c: Mentoring Program Strategy 2.d: Distinguished Speakers Series Goal 3: Providing Professional Development and Advancement of Women Faculty: Objectives: 1) To retain women STEM faculty, with special attention to women of color; 2) To advance women STEM faculty through the tenure career path and administrative positions by providing professional development and preparation for leadership with an emphasis on building psychological capital of each woman faculty member. Strategies: Strategy 3.a: Executive Coaching, Professional and Leadership Development Workshops Strategy 3.b: Faculty Women in STEM Mini-Conference and Awards Ceremony Strategy 3.c: Writing Group and Network of Research Scholars Reflections on specific strategies activities and products accomplished or in-progress during year one and two of the project are presented in Table 2. Table 2: Reflections on Progress/Accomplishments of Strategies for Year One & Year Two Listing of Project Strategies Reflections on Progress/Accomplishments from Year One ( ) Survey was developed, pilot tested for reliability and validity purposes, and disseminated with > 65% response rate of university faculty and administrators. Reflections on Progress/Accomplishments from Year Two ( ) Climate/Culture Survey results were disseminated to multiple groups including a poster presentation at the annual NSF ADVANCE Directors meeting and the UWF Showcase event. Reflections on Accomplishments from Year Three ( ) Strategy 1.a: Climate/Culture Survey Additional climate survey results from year one were presented to the faculty senate and several administrative groups. Based on feedback from these groups a refined version of the climate survey will be launched in the fall of 2014 in year four. Strategy 1.b: The development of Completed needs assessment Modules were planned for year Training modules is in-progress in developed with suggestions four rollout: (1) recruitment and Modules for year one and slated for from planning year and hiring of women and MUREGs; University implementation in administered to university (2) retention of women and Administrators subsequent project years. administrators at the end of MUREGS; and advancement of year two women and MUREGs Strategy 1.c: WLE Task Force was WLE met monthly and WLE membership of 7 members Work-Life established and conducted created website and met four times and initiated three Effectiveness periodic planning disseminated a guide for major action plans: (1) approve (WLE) Task for implementation in faculty of awareness ideas lactation locations/policy on Force subsequent project years. available at the university for campus; (2) develop tenure clock promoting WLE. extension policy statement; and (3) childcare options on campus for Faculty Strategy 1.d: Two faculty lunches for the Six monthly faculty lunches Three ADVANCE scholars were 4

5 Faculty Lunches ADVANCE Scholars were provided with rich discussion and social interactions of STEM women faculty. were provided for the ADVANCE Scholars with 3 scholars research presentations, 2 with programs & 1 for informal networking presenters at scholars monthly lunches and two presenters for women in leadership, including the Provost discussing her journey as a woman in a leadership role. Listing of Project Strategies Strategy 2.a: STRIDE (Strategies and Tactics for Recruiting to Improve Diversity and Excellence) Task Force Strategy 2.b: Faculty Career Networking Awards Strategy 2.c: Mentoring Program Strategy 2.d: Distinguished Speakers Series Reflections on Progress/Accomplishments from Year One ( ) The STRIDE Task Force conducted planning focused on recruitment and retention policy review and strategies for implementation in subsequent project years. This strategy is in the planning stage and will be implemented in subsequent project years. The external advisory board was created of women professionals in STEM and may lead to powerful career networking opportunities in addition to future awards. This strategy is in the planning stage and will be implemented in subsequent project years. The Call for Speakers request and action for implementing Distinguished Speakers Series was completed in the spring 2012 with a strong response Reflections on Progress/Accomplishments from Year Two ( ) STRIDE Task Force met monthly and explored national database on diversity in STEM and reviewed university recruitment and hiring practices. Two faculty scholars were honored with grant proposal incentive awards for late and Proposals for grants were submitted to NSF S-STEM and NIH Institute on Minority Health reflective of the goals of the ADVANCE Project. Initial consultant, planning survey, presentation, and advisory committee for mentoring established. Implementation of the mentoring program is slated for year three. There were two selected Distinguished Speakers and hosted by two of the NSF ADVANCE Scholars in the areas of biology and chemistry. Informal Reflections on Accomplishments from Year Three ( ) The STRIDE Task Force has 8 members who met four times per year with members working in subcommittees to produce a report of their findings relative to strategies for recruiting to improve diversity and excellence consisting of (a) ten recommendations for faculty search committees to assist in recruitment practices and (b) seven recommendations for the university for hiring, compensation, search practices, and other inclusion considerations. The December 2013 report was disseminated to the three colleges and Faculty Senate. Three scholars were funded for internal grant awards in ,and one scholar, Dr. Karen Molek was awarded her NIH grant proposal from entitled: Expanding a Model Program Which Has Increased the Number of Underrepresented Students in Biomedical-Relevant Graduate programs for $1million for a five-year project. Initiated scholars mentoring program with 24 mentor/mentee pairs including 15 female mentors and nine male mentors and utilizing a three-member evaluation team for monitoring the mentor/mentee program. There were two distinguished speakers hosted by two of the NSF ADVANCE scholars in the areas of Biology and Justice Studies with N= 9 and N=12 ADVANCE scholars attending 5

6 from faculty and administrators. This strategy will begin full implementation in year two of the project. discussions at faculty luncheons concerning these speakers were overwhelmingly positive. these events and more than 200 participants in attendance including the UWF community. Informal discussions at faculty luncheons and within specific disciplines with these speakers were insightful and positive. Strategy 3.a: Executive Coaching, Professional and Leadership Development Workshops Strategy 3.b: Faculty Women in STEM Mini- Conference and Awards Ceremony Results from the Climate Survey conducted in year one are being examined to use data to drive the development and implementation of appropriate professional and leadership development workshops for subsequent years. This strategy is in the planning stage and will be implemented in subsequent project years. Resulting inequities in resource allocation, tenure and promotion efforts, and diversity climate of STEM faculty within the university evidenced on Climate survey initiated several coaching and PD workshop topics The year two decision to incorporate all of the university STEM and women functions together as the NSF ADVANCE Showcase demonstrates strong leadership/ presence of the project. Executive coaching for three scholars (in psychology, government, and justice studies) by Dr. Joan Brannick was initiated. Writing workshops in the fall (2013), spring, and summer (2014) included: 10, 6, and 4 ADVANCE scholar participants; and the leadership two-part series professional development workshop included 12 participants and received high positive participant feedback. The ADVANCE program is now governing, planning all of the university activities into an annual Scholars Celebration for year three entitled: Celebrating Diversity and Scholarship which included a focus on four ADVANCE scholars presenting their research in the areas of marine biology, criminal justice, government, and psychology. Additionally, the keynote speaker targeted the topic of infusion of diversity. The resulting influence of the project was strongly evidenced. A summary of the reflections on the activities, products, and accomplishments of the NSF ADVANCE project relative to year three evaluation considerations indicates that the project has increased in progress/products somewhat beyond the appropriate rate toward the stated goals, objectives, and timelines established for the five-year plan and has demonstrated progressive infiltration of the institutional policies in a positive movement for change to occur. Section III: Project Evaluation Plan for Years 4-5 The project evaluation plan developed during year one of the NSF ADVANCE program is presented in Appendix A. The basic premise of the plan is the incorporation of all data and pertinent information relevant to the goals, objectives, and research questions developed for investigation within the NSF ADVANCE project. Research Questions (Analyzed in Years 3 and 5): 6

7 (1) What is the distribution of STEM faculty by gender, rank, and department? The baseline established in Year Three represents slight visual increases in women and persons of color faculty members from Year One to Year Three with no statistically significant increases (see Appendix B). However, increases from the Baseline of Year One to Year Three to Year Five will be statistically examined in year five using repeated measures analyses to determine if visual increases are statistically significant changes. One finding from Year One to Year Three related to Research Question One is the creation/validation by the project leaders and participants and substantiated by the literature for the term/concept, MUREG Members of Underrepresented Racial/Ethnic Groups. This emerging concept is highlighted in Appendix B. (2) What are the outcomes of institutional processes of recruitment and advancement for men and women? As indicated in Appendix B, outcomes of year one to year three from the respective recruitment and advancement efforts indicate a descriptive small rise and fall of these data (or increase in numbers from year one to year two then decrease from year two to year three) but the coinciding budget cuts and lack of faculty lines renewed from year two to year three is also represented in these data. However, for purposes of this evaluation reporting, the Baseline for assessment of recruitment and advancement of STEM Faculty will be statistically examined across project years from Year One to Year Three to Year Five using a repeated measures statistical procedure in Year Five. (3) What is the gender distribution of STEM faculty in leadership positions in the institution? Although the gender distribution of STEM faculty in leadership positions in the institution has remained fairly constant with little change, the proposed changes for five colleges and a complete institutional reorganization will change or displace some of the STEM departments, leaders, and faculty for year four. Year three was comprised of all interim Deans for the existing three colleges (College of Arts and Sciences or CAS, College of Professional Studies or COPS, and College of Business or COB). These three colleges will morph into five colleges for Year Four. STEM faculty may be moved or changed within their colleges as well as departments may be redefined and/or eliminated. Therefore, the Baseline of Year Three STEM faculty as leaders depicted in Appendix B may be drastically changed by Year Four. The summer 2014 period will be filled with these changes. Therefore, the measures for this research question are left as a Baseline for three colleges as represented in Year Three but will be reexamined in the fall of 2014 to compile a Baseline for the projected five colleges. (4) What is the allocation of resources for STEM faculty by gender at the institution? The changes discussed in Research Question #3 also apply to Research Question #4. Therefore, a Baseline effort at describing associated resources appropriate for Research Question Four is delayed until the fall of 2014 to assess resources allocated within five colleges rather than three colleges. Data retrieved from the institutional profile serve as the baseline information for the development of the five year data reporting structure. Project Goals and procedures for the evaluation effort are included in Table 3. Table 3: Formative and Summative Evaluation Procedures with Anticipated Outcomes Project Goals and Objectives Formative Procedures Summative Procedures Anticipated Outcomes 7

8 Goal 1: A supportive and inclusive climate and culture for faculty success ( 1a-1d). Goal 2: Recruitment and retention policies and procedures to enhance diversity of faculty ( 2a-2d). Goal 3: Professional Development and Advancement ( 3a-3b). Pilot test of Climate Survey and information from strategies 1a-1d. Development of STRIDE action plan and information from strategies 2a-2d. Development of assessments for workshops and information from strategies 3a-3b. Pre & post assessments of the Climate Survey Triangulation of various sources of data for recommendations for change Institutional changes in policies assessed through interviews of stakeholders. Increases in recruitment and retention rates of women STEM faculty with special focus on women of color. Increases in the diversity and quality of the applicant pool, especially specific to women of color. Increases in the number of women STEM faculty in the tenure career path and in administrative positions. Section IV: Specific Formative Data Retrieval for Year Four Relative to Appendix A Guidelines and the Three-fold Perspective The three-fold perspective of the formative data retrieval plan developed in year one by the collaborative efforts of the project co-pi and the Principal Evaluator include the following areas of focus: (1) process and implementation efforts; (2) proximal outcomes and proximal outcome measures and (3) distal outcome measures (see Appendix A). Each of the three formative measures activities relative to year four data acquisition is presented in Tables 4-6. Table 4: Formative Evaluation Data Retrieved for Process and Implementation Efforts Goal 1: Activity Implementation Indicator 1a: Climate/Culture Survey The Climate/Culture survey results were disseminated to multiple groups relative to policy making/changing considerations and relative to audiences pertinent to change. Based on the responses to these presentations the survey was refined for use in the fall of Comparative data from year one to year four (fall 2014) will be examined in the year four annual report. 1b: Training Modules for This activity is slated for subsequent years. The keynote speaker Administrators for the ADVANCE Scholars Showcase presented to a select group of key administrators from the President s Division with a strong message of the need for inclusion and diversity in recruitment, hiring, promotion, and all considerations within all 1c: Work-Life Effectiveness Task Force levels. The Work-Life Task Force is chaired by one of the project Co-PIs with one faculty scholar as the co-chair and is comprised of one external consultant member and four university faculty and administrative members from across the university including the College of Business and Education representations. The WLE Task Force met 6 times (monthly) during year three and met with 8

9 1d: Faculty Scholars Luncheons institution leaders, including the Provost, Diversity Officer, and the Faculty Senate President for the purpose of moving the goals of the WLE forward. Six working faculty scholar luncheons were held during year three with a majority of the luncheons focused on specific scholars research efforts and topics and one luncheon devoted to scholars mingling and discussing their work, life, and research efforts informally with other the Provost. Total faculty scholar attendance at the luncheons for year three was N=87 with average faculty scholar attendance per luncheon of N=15 and average attendance of all STEM faculty and project staff at luncheons of approximately 27 per luncheon. Informal qualitative data remarks from these luncheons continue to be highly positive with no negative remarks from interviews or written comments. Goal 2: Activity Implementation Indicator 2a: STRIDE Task Force STRIDE Task Force met for 6 during the academic year with two co-chairs (one co-pi and one faculty scholar) and is comprised of 6 members from across the university in STEM and Business areas focused on reviewing STEM diversity issues in the literature and within the university policies and practices. The work of this committee during year three has resulted in a high quality report, Strategies and Tactics for Recruiting to Improve Diversity and Excellence (STRIDE, December, 2013) Task Force Findings that will be presented to the institutional leadership and other appropriate leaders and groups across campus in multiple settings and groupings for Three major focus areas of the findings of this report include: (1) great variability in representation of women and MUREG faculty across STEM departments at UWF; (2) substantial underrepresentation of non- US citizen MUREG faculty at UWF compared to national STEM doctorate degree recipients awarded to temporary residents; and (3) dramatic underrepresentation of women STEM faculty at the rank of Full Professor at UWF compared to national STEM faculty ranks. 2b: Faculty Career Three scholars received internal funding and one scholar received Networking Awards $1 million NIH STEM grant award. 2c: Mentoring Program Co-PI devoted to leading the Mentoring Program hosted the training for the new mentor-mentee program with all mentors and mentees and implemented the first full year of the mentoring program. The program includes a three-member evaluation team and a pre and post assessment survey measure of the program. Data from 16 pairs of mentors and mentees were retrieved and analyzed statistically by the Project Evaluator. Results of the mentoring program will be shared with the scholars and project 9

10 2d: Distinguished Speaker Series participants (including mentors and mentees) at the first meeting in August 2014 for Year Four. Two distinguished speakers presented in year three with a total of 200 participants with 20 STEM and faculty scholars in attendance Goal 3: Activity Implementation Indicator 3a: Executive Coaching Dr. Joan Brannick, President of Brannick HR Connections with preparation as an organizational psychologist served as the Professional Career Coach for the UWF Faculty ADVANCE program. 3a: Professional and Professional development workshops for writing were provided Leadership Development online and a two-part leadership workshop series was provided by Workshops one of the co-pis. This series was well attended and highly regarded by participants as relevant and very helpful (from the 3a: Leadership Development Assessment Center (LDAC) 3b: Conference and Awards Ceremony session evaluations) in Year Three. Focus group conducted early in year two of faculty scholars needs regarding assessing their leadership development skill levels was not received favorably by project participants. Therefore, project staff members redirected this activity to providing leadership workshop for the institutional department chairs and other leaders. The LDAC was removed and replaced with leadership workshop for the scholars and institutional leaders in Year Three. The NSF ADVANCE project (for the second year in a row) was instrumental in bringing together all of the STEM and diversity end-of-year conferences traditionally held on campus into one inclusive Scholars Celebration during April of year three. This sustained effort demonstrated a strong influence of the project within the university community. Attendance at Scholars Celebration surpassed three hundred people and included a faculty scholars poster session, a record attendance for events, and the establishment of an institutional change with the NSF ADVANCE program serving as the change initiative and in year three recognized as the driving force of these activities annually. Internal Steering Committee The internal steering committee met twice during year three with 22 members representing virtually all aspects of STEM, HR, Diversity, Administration, and Research & Sponsored Programs from across the university External Steering Committee The external steering committee met once during year three with nine members representing business leaders related to STEM fields and other NSF ADVANCE project leaders from across the country. 10

11 Table 5: Formative Evaluation Data Retrieved for Proximal Outcomes and Proximal Outcome Measures (see Appendix A: Process and Implementation Measures) Proximal Outcomes Measures and Formative Data Retrieved Relevant to Outcomes Increased psychological The Psychological Capital instrument was distributed to the NSF capital of women STEM ADVANCE scholars at the end of May 2013 and data from this faculty formative instrument will be used as a baseline measure for Improved satisfaction of women STEM faculty Improved work climate of women STEM faculty retrieval in Year Four and Five. Satisfaction levels of project participants were assessed with baseline information of just under 30% reporting strong or high satisfaction levels. Additional measures will be retrieved in Year Four and Year Five. Climate levels of project participants were assessed with baseline information of just under 40% reporting positive climate/culture. Additional Climate measures will be retrieved in the fall of Improved recruitment and selection/hiring procedures Improved institutional policies Increased administrative knowledge Formative measures for this baseline are indicated in Appendix B. Formative measures for this baseline are evidenced in Appendix B and initial progress is evidenced within the STRIDE report and the on-going of the WLE with institutional representatives. Formative measures for this baseline are evidenced in Appendix B and initial progress is evidenced within the STRIDE report and the on-going of the WLE with institutional representatives. Table 6: Formative Evaluation Retrieved for Distal Outcomes and Distal Outcome Measures (see Appendix A: Process and Implementation Measures) Distal Outcomes Measures and Formative Data Retrieved Relevant to Outcomes Increased representation of Formative measures for this baseline are evidenced in Appendix women in STEM fields A. Increased representation of Formative measures for this baseline are evidenced in Appendix women of color in STEM A. fields Increased advancement of Formative measures for this baseline are evidenced in Appendix women in STEM A. Increased advancement of Formative measures for this baseline are evidenced in Appendix women of color in STEM A. Increased retention of Formative measures for this baseline are evidenced in Appendix women in STEM faculty Increased retention of women of color STEM faculty Increased recruitment of women STEM faculty A. Formative measures for this baseline are evidenced in Appendix A. Formative measures for this baseline are evidenced in Appendix A. 11

12 all Summary formative evaluation statement of year three implementation activities and efforts: The project leaders have ensured in year three to implement the many facets of the project as designated in the original proposal relative to the three Goals and delineated strategies. A summary examination of the data retrieved from the year three implementation activities, proximal outcome measures, and distal outcome measures indicates a substantial and more focused effort (as compared with year two) by project staff to align with the proposal efforts and to develop appropriate strategies for determining data pockets appropriate for responding to the research questions posited for the study/project. Formative data retrieved from year three project implementation, proximal outcome measures, and distal outcome measures efforts are essential for determining changes and developments using the midyear baseline data. The efforts of the WLE, STRIDE, and the mentoring program implementation in Year Three demonstrate substantial progress in the attainment of goals for the project and the actions of these three powerful programs especially identify the project as well focused and moving forward in a consistent and powerfully progressive manner. The movement evidenced in year three for the scholars research efforts and the programs implemented provide strong evidence of a successful leading project established at the university to ADVANCE women and MUREGs into stem faculty promotion and leadership positions. Summary recommendations for consideration for the planning phase of year four efforts: (a) Although the ADVANCE project is moving strongly along with the multitude of activities and strategies posited within the original grant proposal, the large span and large numbers of f2f activities afforded the scholars and the somewhat small numbers of scholars eligible for participation in the project, there may need to be some consideration to focusing the intensity of strategies and activities for select groups of scholars rather than increasing the numbers of activities and strategies. This was addressed in Year Three by integrating ADVANCE activities with others on campus, such as the joint Network of Scholars workshop with the Research Connections Program, the joint Women in Science Reception with the AWIS Chapter, and the integration of the LDAC activities into the Professional and Leadership Development Workshops. (b) The overwhelming number of scholars who are still assistant professor level requires that these individuals devote much time and effort to departmental and college level participation in activities for tenure and promotion requirements. Perhaps some of the strategies/activities may be directly related (or pre-approved with appropriate documentation such as certificates) as conducive for tenure and promotion credit. Also, there is a recommendation that time schedules for scholars luncheons may need to be reconsidered or revised. (c) The excellent PI/Co-PI leadership for the project has demonstrated very strong organizational and professional communications in directing the project. The number of scholar representation increased from 31 to 33 scholars in Year Three and the added inclusion of the broader participation group for the project participants focused primarily in increases in women faculty representing the natural sciences. Also, in Year 12

13 Three, the addition of one more co-pi representing the natural sciences arena was selected as a co-pi to replace one co-pi who retired after the culmination of Year Two. Section V: Next Steps for Year Four The full implementation of the formative data plans delineated in Appendix A will continue in Year Four. The baseline data collected in year three establishes the foundation for the assessment of change in the project with some preliminary descriptive indicators highlighted in Appendix B across years one to three. All formative data and information outlined in Appendix A will assist in the cumulative movement of information toward the summative evaluation efforts posited in Tables 5 and 6. The continued efforts of the evaluation team and liaisons will collaboratively continue the next steps involved in the evaluation process. 13