nsf advance: institutional transformation texas …...nsf advance: institutional transformation...

NSF ADVANCE: Institutional Transformation

Texas A&M University

Year 5 Interim Report

June 1, 2014 – November 30, 2014

Principal Investigator

Sherry Yennello

Co-Principal Investigators

Robin Autenrieth

Stephanie Payne

Karan Watson

Program Director

Christine Kaunas

Cooperative Agreement No. HRD-1008385

Submitted December 8, 2014

Table of Contents

SUMMARY ................................................................................................................................. 1

ENGAGING THE UNIVERSITY COMMUNITY ........................................................................... 2

ENGAGING THE ADVANCE COMMUNITY ............................................................................... 3

UPCOMING EVENTS ................................................................................................................. 4

PROGRAM ACTIVITIES ............................................................................................................. 5

CLIMATE CHANGE ................................................................................................................ 5

LEAD Program (PHW Practices: All; Collective Activity) ....................................................................... 5

FASIT Program (PHW Practices: EGD, H&S, EI; Collective Activity) ....................................................... 7

Student Diversity Workshops (PHW Practices: EGD, H&S, ER; Collective Activity) ............................. 8

Merit Pool Incentives (PHW Practices: H&S, ER; Collective Activity)................................................. 10

Departmental Mini Grants (PHW Practices: All; Collective/Individual Activity) ................................ 10

SUCCESS ENHANCEMENT ................................................................................................. 11

ADVANCE Scholar Program (PHW Practices: All; Individual Activity) ................................................. 11

Administrative Fellow Program (PHW Practices: EGD, H&S, EI, ER; Collective/Individual Activity) ... 11

Success Circles (PHW Practices: EGD, H&S, EI, WLB; Individual Activity) .......................................... 15

RECRUITMENT AND RETENTION ...................................................................................... 15

Roadmap Workshop (PHW Practices EGD, H&S, EI; Individual Activity) ............................................ 16

STRIDE Program (PHW Practices: EGD, H&S, EI, ER; Collective Activity) ........................................... 16

ADVANCE Speaker Series (PHW Practices EGD, H&S; Collective/Individual Activity) ........................ 17

Faculty Recognition (PHW Practices H&S, ER; Collective/Individual Activity) .................................... 18

DUAL CAREER PROGRAM AUGMENTATION ................................................................... 18

EVALUATION ....................................................................................................................... 20

Updating and refining the Indicators of Program Engagement .......................................................... 20

Conducting a Difference-in-Difference Analysis of the 2009 and 2013 Faculty Climate Surveys ...... 22

Conducting a Difference-in-Difference Analysis of the impact of ADVANCE exposure on faculty

retention ............................................................................................................................................. 23

Surveying faculty regarding student-faculty interactions as part of the evaluation of the Student

Diversity activity .................................................................................................................................. 23

Appendix A: Difference-in-Difference Analysis of Faculty Turnover

Appendix B: Faculty-Student Interaction Survey 2014

Texas A&M University ADVANCE-IT P a g e | 1

SUMMARY From June 1, 2014 to November 30, 2014, the Leadership Team continued to meet every other week as they have since the beginning of the grant. Key accomplishments during the reporting period include a second summer of skits implemented at Fish Camp and corresponding video shown at New Student Orientations, an ADVANCE Scholar Recognition Event for Cohorts 1 and 2 (9/23), a follow-up focus group with Fish Camp Counselors (9/25), a LEAD Workshop on Dual-Career Issues (9/29), and 3 STRIDE Workshops (8/20, 10/29, and 11/17). Additionally, the Leadership Team partnered with 9 System institutions to submit a PLAN IHE proposal (9/22). This reporting period is further characterized by planning for several other significant events including a visit from our NSF Program Officer (9/17-18), an External Advisory Board meeting (9/29) (report forthcoming), and an Internal Advisory Board meeting (10/29). Also, dissemination to non-target units gained even more traction during this reporting period as the non-STEM units in the College of Liberal Arts requested that they participate in several ADVANCE activities (e.g. LEAD, FASIT, STRIDE, and Success Circles); their participation will begin in the New Year. In order to manage the workload that has increased as the program has gained more traction, the ADVANCE Center hired an Office Associate; Melissa Shaffer started on July 14. There has been further progress for women in leadership positions on campus during this reporting period. Former TAMU President, Elsa Murano, was named Director of the Borlaug Institute which designs and implements science based development programs that guide the phases of agricultural industry from production to consumption to fight hunger and poverty among small holder agricultural communities of the developing world. Also, all 14 of the department heads in the College of Agriculture and Life Sciences have been male until this reporting period when a woman was named as department head of Ecosystems Science & Management. This is the first external search in the College’s history that has resulted in a female department head. A female was also named in the College of Engineering as department head for Computer Science & Engineering bringing the number of female department heads in that College to 2 out of 12. We are also pleased to report that Social Science Studies Team Leader Stephanie Payne was promoted to full professor. The Social Science Studies (SSS) and Evaluation teams continued to stay in touch and meet periodically in order to make progress on the research and evaluation plans. The leaders of each team attend the Leadership Team meetings every other week, which facilitates communication between teams. The SSS Team: drafted the 2015 climate survey data; continued to code qualitative comments on local teaching evaluations and primary studies of quantitative ratings of teaching to determine under what circumstances women STEM faculty are rated differently than men; conducted some initial meta-analytic analyses; conducted and transcribed interviews with ADVANCE Administrative Fellows and their colleagues; gathered a total of 37 pre-training, 29 post-training, and 8 post-test STRIDE Workshop surveys; identified a matched control sample of 21 individuals for the Roadmap Workshop study; and submitted a conference paper on work-life balance of our Administrative Fellows that was accepted and will be presented in April of 2015. The Evaluation Team: updated and refined the indicators of program engagement; made substantial progress in their difference-in-difference analysis of changes in climate between the 2009 and 2013 climate surveys; conducted a difference-in-difference analysis of faculty retention; and surveyed faculty regarding student-faculty interactions as part of the evaluation of the student diversity activity.


ENGAGING THE UNIVERSITY COMMUNITY Engaging the university community is a priority for the success and broad dissemination of the ADVANCE Program and values, and it is accomplished on many levels. The ADVANCE Leadership Team regularly engages their respective colleges on behalf of ADVANCE. Additionally, there are approximately 170 faculty and staff who voluntarily serve on ADVANCE committees, advocate for ADVANCE in their units, and engage members of the Leadership Team on a regular basis, and this number continues to grow. In addition to this routine engagement, ADVANCE engaged the University community through larger events including a speaker event, a networking event, and a symposium. On October 6, the ADVANCE Center partnered with the Offices of Diversity and the Dean of Faculties to co-host Derald Wing Sue. Dr. Sue is a professor of counseling psychology at Columbia University and the author of several books, including Counseling the Culturally Diverse: Theory and Practice, Overcoming our Racism, and Microaggressions in Everyday Life. His talk was entitled Microaggressions and Marginality: Manifestation, Dynamics and Impact; 109 faculty, staff and administrators from across campus attended. Notably, parts of the FASIT curriculum are based on Dr. Sue’s work. ADVANCE co-hosted the Women Administrators Network’s (WAN) October 7 networking event. Approximately 40 faculty and staff from across campus attended, including ADVANCE Administrative Fellows. WAN aims to encourage, support, and empower women in administrative roles and provide opportunities for networking, education, and communication. The Program Director is the Secretary for this group. (The Program Director also continued to support the Women’s Faculty Network (WFN) by participating on the Steering Committee and aiding in planning WFN events.) On November 6, the Office of the Vice President and Associate Provost for Diversity and the Texas A&M University Law School hosted a one-day symposium commemorating the 50th Anniversary of the 1964 Civil Rights Act. Speakers and panelists from multiple disciplines examined various research issues surrounding civil rights and equality in many U.S. institutions, including those considered within the 1964 Civil Rights Act, such as race and gender in education and employment, as well as those not considered, such as disparities in the criminal justice system, LGBTQ issues, and immigration issues. The ADVANCE Program Director was on the Planning Committee for this event and moderated a session entitled Global Citizenship: Constructing a Broader Civil Right Agenda. ADVANCE engaged the University community on a one-on-one basis as well. During the fall, the Program Director scheduled individual 1-hour meetings with each STEM Department Head (n=35). The purpose of these meetings was to spend focused time reviewing departmental engagement with ADVANCE to date, strategize on additional ADVANCE programming in which the department can engage, and identify additional activities/programming that would further support departmental efforts to improve workplace climate and recruitment, retention, and success of their women faculty. These meetings have been a time to deepen the relationship between departmental leaders and the ADVANCE Center, which is critical for the continued success of the program. They have also been an effective way to bring new STEM Department Heads up to speed on ADVANCE as well as remind other department heads of all the programming that they can access. As for additional programming or areas of concern, several themes emerged from these meetings (though about 6 meetings remain to be completed as of the writing of this report). Department Heads have requested further attention be paid to:

campus childcare;

single faculty;


transportation to Houston for faculty who commute; and

professional development for Associate Professors.

Many Department Heads also commented that the recently augmented dual-career services (funded through NSF Supplemental Funds) have been impactful and critical to their ability to engage this challenging process. In addition to meeting with STEM Department Heads, the Program Director has also been meeting with Department Heads who are new to the program i.e., those whose units have recently “bought in” to the program (e.g. Veterinary Medicine, the College of Medicine, and non-STEM departments in Liberal Arts). These have been individual as well as group meetings to engage in specific strategies for each department as well as raise the dialogue about the program and related issues. The Evaluation Team has provided the DoF with findings from the 2014 retention, promotion and salary studies. At the request of the College of Agriculture and Life Sciences (COALS), the team met with college administrators to answer their questions regarding the analysis and share with them supplemental analyses illustrating the persistent salary gaps for women faculty in COALS. The Evaluation Team also made presentations to the Internal and External Advisory Boards. The presentation to the Internal Advisory Board focused on findings from the cohort 1 evaluations of the ADVANCE Scholars program; the presentation to the External Advisory Board focused on NSF-required reporting elements and preliminary findings from the difference-in-difference analyses of climate and retention. As well as engaging the university community, the ADVANCE Center engaged the TAMU System. Two main activities took place during the reporting period: 1) a tailored STRIDE Workshop for 35 System Department Heads on July 24 and 2) partnering with 9 System institutions to submit a proposal to the NSF ADVANCE Program’s Partnerships for Leading and Adaptation Networks: Institutions of Higher Education (PLAN IHE). These two activities were pursed in order to deepen the relationship between ADVANCE and the TAMU System, further raise the dialogue about issues pertinent to women STEM faculty at the System level, establish a community of change agents across the System campuses, and propose adapted ADVANCE programming at System sites. The aim of the PLAN IHE proposal was to create a community of program adapters to improve the recruitment and retention of women STEM faculty through implementation of the TAMU ADVANCE Scholar Program at each participating site. Partner institutions include Prairie View A&M University (an HBCU), Tarleton State University, TAMU-Central Texas, TAMU-Corpus Christi (an HSI), TAMU-Galveston, TAMU-Kingsville (an HSI), TAMU-Texarkana, Texas A&M International University (an HSI), and West Texas A&M University (an emerging HSI). This effort brought together change agents from each of the partner campuses for substantial dialogue about women in STEM and adapted programming that will support them. The proposal was submitted on September 22 and external review is underway.

ENGAGING THE ADVANCE COMMUNITY In addition to continued participation in monthly AIM meetings and regular and ongoing communication with the AIM community via email and phone, the Program Director continued to work with the University of Houston (UH) and supported proposal efforts for the University of Arkansas (UA) and the University of Texas-Austin (UTA). The Program Director continued to engage the UH ADVANCE Team as they initiated their newly funded program by participating in several conference calls related to upstart activities as well as planning for the ADVANCE Regional Network (ARN). Further, the UH Interim


Managing Director and the TAMU Director met with the Provost of Prairie View A&M University (PVAMU), Dr. Felicia Nave, at her campus on August 4 to discuss the ARN and the e-mentoring network that is being established across the ARN campuses (TAMU, PVAMU, UH, University of Texas-Pan American, and Rice University). The TAMU Program Director will also visit UH on December 11 for further ARN planning and eMentoring training. On September 1, the University of Arkansas ADVANCE Proposal Team solicited a Letter of Support from the TAMU ADVANCE Leadership Team for their proposal to the SEC Visiting Faculty Travel Grant Program. Drs. Kameri Christy and Sabrina Billings submitted the proposal for SEC travel funds so they could visit TAMU to learn more about submitting an ADVANCE grant as well as discuss strategies for institutional transformation. TAMU received word on October 10 that funding was awarded, and Drs. Christy and Billings will visit TAMU at the end of January, 2015. An agenda is currently being developed for them to meet with the ADVANCE Team as well as faculty and upper administrators. UTA contacted the ADVANCE Team for input as they work on their ADVANCE proposal re-submission. The Program Director had a conference call with a member of the UTA Proposal Team, Jennifer Lyon, on November 5. UTA invited the Program Director to Austin for a visit to engage in more in-depth discussions; the date is currently pending. Finally, members of the Social Science Studies Team also engaged the ADVANCE community during the reporting period. They shared with Louma Ghandour, Director of the Office of Faculty Development at Rice University, how we are analyzing course evaluation comments. Dr. Ghandour plans to do a similar analysis; a collaboration may ensue.

UPCOMING EVENTS Events that are planned for the upcoming reporting period include the following:

Writing Workshop to launch Writing Club Success Circle (December 12);

Visit from University of Arkansas ADVANCE Proposal Team (January 26-29);

a call for proposals for the next round of departmental mini-grants (including a workshop for those intending to submit proposals) (moved from fall to spring);

FASIT Workshops, Cohort 2 (February 19-20);

A LEAD Workshop on faculty-staff Relationships (date TBD);

3 STRIDE Workshops, one by request for the College of Education and 2 for STEM departments (dates TBD); and

Roadmap Workshop (March 30-31).


PROGRAM ACTIVITIES The underlying conceptual framework for the TAMU ADVANCE Program is the American Psychological Association's Psychologically Healthy Workplace initiative. Psychologically Healthy Workplace (PHW) practices are grouped into 5 categories:

1. Employee Growth & Development (EGD) 2. Health & Safety (H&S) 3. Employee Involvement (EI) 4. Employee Recognition (ER) 5. Work-Life Balance (WLB)

Health and Safety is operationalized in our academic setting as Wellbeing & Lack of Mistreatment. Additionally, each of the 12 activities is developed and overseen by a faculty/staff committee which means that Employee Involvement, one of the more critical PHW categories (Grawitch et al., 2009), is practiced even more broadly than through the activities themselves. Raising bias literacy on our campus (implicit bias) is also foundational to our program and is intentionally addressed through many activities. Each of the 12 activities in which the TAMU ADVANCE Program is engaged: a) is aligned with one or more of the 5 PHW practices, b) has a collective (change faculty environment) and/or individual (support faculty) focus, and c) targets either improving Workplace Climate, Recruitment and Retention, or Success Enhancement of women STEM faculty. This approach reflects the TAMU ADVANCE theory of institutional change which assumes that no single intervention will substantially impact progress of women STEM faculty. Instead, a series of interrelated interventions/activities are necessary for institutional transformation and a Psychologically Healthy Workplace. Each of the 12 activities is being evaluated separately and collectively as a part of an overarching analysis of institutional transformation. Social science research studies are being conducted in concert with some of the activities.

CLIMATE CHANGE Co-Chairs - Christine Stanley and Mary Jo Richardson Workplace climate is a major factor affecting women STEM faculty’s success and efficacy at Texas A&M. In order to address this, the ADVANCE Center is engaged in 5 Climate Change Activities which are designed to improve the work environment by reducing bias. Christine Stanley, Vice President and Associate Provost for Diversity, and Mary Jo Richardson, Regents Professor, Department of Oceanography, Co-Chair this effort.

LEAD Program (PHW Practices: All; Collective Activity) Activity Leader - Simon Sheather

Activity Summary: The ADVANCE Center is collaborating with the Dean of Faculties and the Office of the Vice President and Associate Provost for Diversity to enhance existing diversity training for current and newly appointed Department Heads as well as other departmental leaders. The goal of the LEAD Program is to expand training related to implicit bias and provide further support to help Department Heads improve departmental climate for all faculty and meet diversity goals related to women STEM faculty. To that end, the committee is establishing a leadership program for Department Heads that will provide 2-3 workshops each academic year that focus on issues related to department leadership; training related to implicit bias will be woven into each workshop.


Activity Update: During the reporting period, the ADVANCE PI and Program Director met several times with the Dean of Faculties, Associate Dean of Faculties (and former ADVANCE Administrative Fellow), ADVANCE Dual-Career Program Manager, and then Interim Department Head for Computer Science & Engineering, Dr. Nancy Amato, to plan a workshop that focused on strategies to recruit and retain Dual-Career couples (see Table 1 for agenda). The differential impact on women faculty was stressed. The 4-hour workshop was held on September 29, and 20 department heads attended. Thirteen participants submitted an Evaluation Form. Of those, all either agreed or strongly agreed that the workshop enhanced their understanding of Dual-Career recruitment and retention issues, that the presenters were knowledgeable about Dual-Career recruitment and retention issues, and that they planned to use things that they learned in the workshop. Nine out of thirteen agreed or strongly agreed that the workshop format helped facilitate their learning experience. Twelve out of thirteen agreed or strongly agreed that they would recommend the workshop to a colleague. A key piece of feedback for this particular topic was that the material could have been covered in a shorter period of time. The next LEAD Workshop will be in the spring (date TBD) and will focus on faculty-staff relationships. Much of the material developed for the FASIT Program will be used as a foundation for this workshop.

Table 1 September 29, 2014 LEAD Workshop

Agenda – Dual Career

Session Topic/Format Facilitator

Introduction

Scope of issue / Existing policies and practices • Reframe issue as Dual-Career Opportunity • Emphasize Successful Placements (Comments from Current Couples) • Dual Career Couples easier to retain (limited mobility) • Differential Impact on Women • U of WA data

Dean of Faculties

Case Study University of Iowa Invited Guest:

Joan Murrin

TAMU Dual-Career Program

Program Structure/Procedures

Community Overview Dual Career Program Manager

Strategies

Entire group/report back: Long Term Professional Development Plan Choose your scenario/report back: Faculty partners searching for faculty position, TAMU position, community positions

Department Head

ADVANCE Program Overview / Announcements Workshop Evaluation (including the extent to which participants plan to use the information they learn)

Principal Investigator


FASIT Program (PHW Practices: EGD, H&S, EI; Collective Activity) Activity Leader – Merna Jacobsen Activity Summary: A positive working relationship between faculty and staff is critical to the success of the University. The ADVANCE Center is working to increase faculty and staff awareness of intentional or unintentional bias toward female faculty by expanding existing training related to gender equity and diversity. The first phase of this activity included faculty and staff focus groups conducted to inform program design. The second phase includes program development and implementation. In 2013, the ADVANCE Center launched the Faculty and Staff Interaction Team (FASIT) Program which aims to improve workplace climate at the department level by focusing on the relationship between faculty and staff. The core strategy of the program is to establish FASIT Teams in each department. Teams are composed of equal numbers of faculty and staff. The size of the teams is driven by the size, location, and climate of the individual departments. The purpose of these teams is to transform departmental culture. After participants attend a 4-hour FASIT Workshop, they begin to attend quarterly meetings. These 1.5-2-hour meetings are times to focus on the main components of the workshop curriculum in a more targeted fashion as well as assist the FASIT Teams in developing an Action Plan (1-3 goals) for improving climate in their departments. Activity Update: During the reporting period, the committee planned for and held one quarterly meeting for the FASIT Teams (September 12). This meeting was an opportunity for the FASIT Teams to showcase their efforts to improve workplace climate (based on their Action Plans); three departments presented: Chemistry, Biochemistry Biophysics and Statistics. Team members described what worked well in their department, lessons learned, and areas of resistance followed by questions and group discussion. The group reported that they found the discussion useful and allowed those departments that are not as far along in their Action Plans to brain storm new ideas. Some strategies that were reported include:

utilizing their departmental website to: o raise awareness of FASIT and the team members o link to the ADVANCE website and FASIT resources o provide greater understanding of staff roles by posting staff members with their picture

and a brief job description (hard copy also available)

developing an email code of conduct and disseminating to all members

having FASIT Teams present related issues at departmental retreats

having FASIT Teams introduced/acknowledged at their college awards programs

having supervisors recognize all staff at holiday parties Challenges that FASIT Team members have encountered to date include:

difficulty being change agents, and

a “there’s no problem” attitude towards faculty-staff interactions on the part of department heads and faculty.

During the reporting period, the committee spent time recruiting a new cohort of FASIT Teams, soliciting suggestions for new team members from each team, establishing dates for the new cohort’s workshops (February 19 & 20), printing and distributing the Program brochure, and adding a FASIT webpage to the ADVANCE website, which is still in development. Additionally, the ADVANCE Program Coordinator,


Linda Stelly, has scheduled appointments with each FASIT Team in order to gauge their progress, ask about their future direction, help them refocus their efforts, inquire how the Center can further aid them in their efforts, talk about the expansion of the teams, and voice issues they did not feel comfortable doing in the larger group. This type of deeper engagement is essential to moving the departmental efforts along. Social Science Study Summary: The working title for this study is “Reducing Staff & Student Implicit Biases: Campus Climate Perceptions before and after Diversity Workshops and Training.” ADVANCE Co-Investigator Kathi Miner is leading this analysis of longitudinal Campus Climate Survey data that assesses women STEM faculty’s perceptions of personal and vicarious experiences of disrespect from staff and undergraduate students (see Student Diversity Workshops) before and after diversity workshops and training. Social Science Study Update: The Social Science Studies Team has prepared a draft of a 2015 climate survey based largely on the 2013 survey, but amended to include the Health Science Center departments. Some improvements have also been made to the measurement of the variables examined and some items have been removed to reduce the length of the survey. An IRB proposal has been drafted for the survey and will be submitted in the next few days with the plan of launching in February of 2015.

Student Diversity Workshops (PHW Practices: EGD, H&S, ER; Collective Activity) Activity Leader – CJ Woods Activity Summary: In order to improve the workplace climate for women STEM faculty, the ADVANCE Center is engaged in an effort to teach students that respecting all faculty is part of the culture of Texas A&M. The Center is working with Fish Camp and New Student Conferences to address issues of implicit bias, prejudices, and stereotypes of women and minorities. Activity Update: In summer 2014, the ADVANCE Center for the second time engaged in two interrelated strategies for this activity:

1. skits focused on issues pertinent to women and minority faculty were performed at all sessions of Fish Camp, and

2. a video focused on issues pertinent to women and minority faculty was played at New Student Conferences (NSC) in STEM colleges.

Again, the content of both the skits and video were similar and was developed with student input with ADVANCE oversight. This year, 25 skits were submitted by Fish Camp counselors for the skit competition. (In 2013, 19 skits were submitted.) The Program Director worked with Fish Camp to broaden content of the skits. A video of one of the top 3 skits can be viewed here: https://www.youtube.com/watch?v=1-gohUqrRYI&feature=youtu.be. The final NSC video can be viewed here: https://www.youtube.com/watch?v=QnI3UFm1LV8. The 5-minute video was updated from last year to broaden content and improve quality. In order to assess implementation, the Program Coordinator, Linda Stelly, Office Assistant, Melissa Shaffer (a TAMU alumni and former Fish Camp attendee), and members of the Evaluation Team visited Fish Camp and one New Student Conference in each STEM college. They reported back their findings so as to further refine and develop the program. The key issues with implementation of the Fish Camp

https://www.youtube.com/watch?v=1-gohUqrRYI&feature=youtu.be

https://www.youtube.com/watch?v=QnI3UFm1LV8


skits this year are fidelity and keeping the students engaged. Quality of performances varied and sometimes the summary script was inadequately summarized (rather than stated verbatim) or not announced at all. The Program Director is working with Fish Camp to address these issues. The key issues with implementation of the video at New Student Conferences this year are competing priorities and quality. The overall NSC program required colleges to include a great deal more content than in previous years, which meant less or no time for the ADVANCE video. One STEM college showed the video when they had time; another college STEM opted not to show it at all. Further, while we saw great improvement in quality this year, we still need to work on sound and editing. In order to address these issues, the Program Director has formed a new committee for video implementation. The committee consists of those faculty and staff who are directly responsible for implementing NSC in their unit as well as the university’s NSC Program Coordinator. These are key stakeholders that were not previously identified or engaged. This group will meet for the first time in the New Year. Quality issues will be addressed by working with professional video editors for the next iteration. Social Science Study Summary: The Student Diversity Workshops are being conducted in concert with three ADVANCE social science research studies. The first study, currently titled “Reducing Student Implicit Biases: Analysis of Course Evaluations before and after Student Diversity Workshops,” is led by Co-Principal Investigator Stephanie Payne. This study is a content analysis of students’ teaching evaluations and will examine whether or not women STEM faculty receive less disrespectful comments on their teaching evaluations after the student diversity videos/skits. The second study, “Reducing Staff & Student Implicit Biases: Campus Climate Perceptions before and after Diversity Workshops and Training” is led by ADVANCE Co-Investigator Kathi Miner. This study is an analysis of longitudinal Campus Climate Survey data and will assess women STEM faculty’s perceptions of personal and vicarious experiences of disrespect from staff (see Faculty-Staff Interaction) and undergraduate students before and after diversity training. The third study is entitled “Do STEM Women Faculty receive Lower Course Evaluation Ratings? A Comprehensive Meta-Analysis.” This study probes beyond previous meta-analyses of sex differences in quantitative ratings of faculty by students. It focuses on various proposed moderators including STEM status, interaction of STEM status with faculty sex, student sex, interaction between faculty and student sex, year of study, and study design. Social Science Study Update: For the first study, the Social Science Research Team is working to analyze course evaluations from the spring 2013 semester using text analysis software called Linguistic Inquiry and Word Count (LIWC). Unfortunately, reading the course evaluation comments into the software program has proven to be challenging and requires multiple manipulations of the files. Several factors have slowed progress. First, course evaluation data consist of evaluations of all courses and do not readily identify courses taught by faculty vs. courses taught by graduate students. Second, course evaluation data do not include faculty sex, tenure-track status, or STEM classification. Thus, course evaluation data must first be amended with university identification numbers which then facilitates merging them with Dean of Faculty data on faculty demographic characteristics (and removing evaluations of graduate students). Also, data files must be amended with STEM classification based on the department within which the course is taught. Then, course evaluation comments can be imported into LIWC to examine the words used to describe professors and make sex, STEM, and other comparisons. We continue to prepare data files for analyses which have proven much more time-intensive than ever anticipated. For the second study, the Social Science Studies Team has prepared a draft of a 2015 climate survey based largely on the 2013 survey, but amended to include the Health Science Center departments which


are now part of the University. Some improvements have also been made to the measurement of the variables examined and some items have been removed to reduce the length of the survey. An IRB proposal has been drafted for the survey and will be submitted in early December with the plan of launching over spring break (March, 2015). For the third study, the Social Science Studies Team has worked diligently to review articles to determine if they meet our meta-analysis inclusion criteria:

1) each primary study must empirically examine at least 2 college/university-level classes/professors and there has to be variability on professor sex; and

2) sex data have to be linked to student evaluations of teaching with sufficient information to calculate an effect size).

We have revised and improved our coding system to ensure we are extracting all pertinent information from each primary study. To date, we have coded 49 studies conducted between 1936 and 2013. Preliminary results indicate no difference between men and women (d = .00, k = 49); however, when the data are organized by level of analysis, a small difference (d = .10; k = 13) emerges, indicating that women are more favorably rated than men for studies that have examined differences at the course level rather than the student or professor level.

Merit Pool Incentives (PHW Practices: H&S, ER; Collective Activity) Activity Leader - Christine Stanley Activity Summary: Christine Stanley, the Vice President and Associate Provost for Diversity (VPAPD) and ADVANCE Co-Investigator, and her Council on Climate and Diversity (CCD) annually assess the progress made by each university unit (academic colleges as well as non-academic units) toward reaching diversity goals. The ADVANCE Center is working with Dr. Stanley’s office to leverage this new institutional practice to further the goals of the ADVANCE program (e.g. participant tracking for Departmental Mini-Grants serves both ADVANCE and university diversity reporting requirements). Activity Update: Due to the current fiscal climate (i.e., no merit raises at Texas A&M), there have been no funds available for an increase in base funds to units based on diversity considerations since 2011. However, from 2011-2014, $1 million in one-time funds were allocated each year, through the Office of the Vice President and Associate Provost for Diversity (OVPAPD) to campus units, based on progress in accountability, climate, and equity efforts as outlined in the University Diversity Plan. Notably, these funds are now a permanent part of the OVPAPD budget. Further, ADVANCE Co-Investigators Mindy Bergman and Kathi Miner continue to consult on various kinds (e.g., LGBT) of climate assessments with various units including the Office of Graduate and Professional Studies and OVPAPD because of their contributions to the Diversity Operations Committee (DOC). This is to assist these units in meeting their assessment plan goals. (The DOC is the operational committee formed under the 2009 TAMU Campus Diversity Plan to assist with ongoing planning, implementation, assessment, and evaluation of University and unit progress with respect to accomplishing goals related to accountability, climate, and equity.)

Departmental Mini Grants (PHW Practices: All; Collective/Individual Activity) Activity Leader – Pending Activity Summary: The aim of this activity is to support departments in their diversity efforts and to provide an avenue for strategies that promote the success of women STEM faculty at Texas A&M. Mini-


grants for innovative projects are being awarded annually to individual departments based on how well the proposed projects support the goals of the ADVANCE program. Activity Update: The ADVANCE Center has been planning to implement a 1.5 hour workshop on strategies to improve workplace climate that would be part a newly branded grant program: the Workplace Climate Improvement Grant Program. This workshop will be required of those proposing initiatives for the next round of grants. While the Center had anticipated holding this workshop this fall, the workshop and RFP will take place in the spring. This delay was intentional because it is hoped that the meetings between the Program Director and the STEM Department Heads will increase the number of proposals. Among other things, these meetings were a time to explain this effort on a deeper level, raise awareness, answer questions, and encourage proposals.

SUCCESS ENHANCEMENT Co-Chairs – Michael Benedik and Dorothy Shippen The Success Enhancement component of ADVANCE activities is designed to foster the professional development of women STEM faculty. There are 3 Success Enhancement Activities that have been established to foster the professional development of women STEM faculty. The Dean of Faculties, Michael Benedik, and Dorothy Shippen, Department of Biochemistry & Biophysics, co-chair this effort.

ADVANCE Scholar Program (PHW Practices: All; Individual Activity) Activity Leaders - Christine Stanley and Becky Petitt Activity Summary: The ADVANCE Scholar Program intends to increase likelihood of success of underrepresented women STEM faculty members, particularly women of color, by providing as mentors eminent scholars in their fields. The ADVANCE Center, in collaboration with the Office of the Vice President and Associate Provost for Diversity, also organized a national conference for underrepresented women in STEM which was held on October 11-12, 2012.

Activity Update: Since our last update, we held a reception and celebration of the academic achievements and program completion for the first and second cohorts of the Scholar Program in (September 23). Ten Scholars attended, and four shared stories about the positive impact the program has had on their academic careers. The reception was also attended by 30 other supporters including: deans, department heads, associate provosts, internal advocates, members of the third cohort, and members of the ADVANCE Leadership Team. The Scholars received certificates of completion and formal letters for their files. In addition, we continue to have conversations about ways to institutionalize these efforts and provide ongoing support.

Administrative Fellow Program (PHW Practices: EGD, H&S, EI, ER; Collective/Individual Activity) Activity Leader - José Luis Bermúdez Activity Summary: This activity provides opportunities for women STEM faculty at the associate or full professor level to serve in developmental assignments in the offices of the Provost, Deans of targeted colleges, Vice President for Research, VP and Associate Provost for Diversity, and the Dean of Faculties. Administrators are selected based on a proposed project, jointly developed by the faculty member with the college or administrative office, and supported jointly by the ADVANCE project and the host office.


Activity Update: A new call was sent out in December for the 2014 cohort. Two position applications were received and approved: one for an Assistant Provost for Graduate and Professional Studies in the Office of Graduate and Professional Studies (OGAPS) and one for an Associate Department Head for Operations in Biology. We previously reported on the candidate for the Associate Department Head position, Dr. Deb Bell-Pedersen. The host unit for the Assistant Provost position had a very strong candidate pool and offered – at the host unit’s expense – to support a second Administrative Fellow position. Below are the job descriptions: Position 1 - Major duties and responsibilities include:

Serve as Graduate Student Ombudsperson. Upon request, meet with individual graduate students to discuss their university-related concerns and disputes. Help students achieve a greater understanding of the problem and possible solutions and look for information applicable to the situation.

Participate in training from the International Ombudsman Association and mediation training.

Develop a functional model for an ombuds team of administrators and staff in OGAPS. Train members of the team.

Determine the feasibility of a peer ombuds team composed of trained graduate students who provide a peer's perspective regarding a student's concern as a means to increase the access graduate students have to ombudsman resources.

Develop a workshop series for graduate students focused on personal skills development in areas such as negotiation, difficult dialogues, shared responsibilities and commitment to responsible research/scholarly practices, etc. to enhance their ability to actively participate in constructive relationships with their advisors.

Collaborate with the Dean of Faculties office to co-develop a few workshops for faculty related to best practices for advising graduate students in conducting quality research/scholarship.

Position 2 - Major duties and responsibilities include:

Perform a brief needs assessment of the distance features needed by these students. Attend one of the new graduate student orientations in Fall 2014, including the breakout session for distance education students.

Develop and implement the operational structure for OGAPS Workshops, a few ‘Ask OGAPS’ sessions, events, etc.

Facilitate the implementation for distance delivery of some of these activities during 2014-15 with support from OGAPS staff.

Develop and implement the operational structure for OGAPS and some Grad Aggies Professional Development Workshops. Facilitate the implementation for distance delivery of these activities during 2014-15 with support from OGAPS staff.

Develop and implement the operational structure for the E&S AGEP virtual community for student communications and distributed distance offerings of workshops and events. Facilitate the implementation for distance delivery of these activities during 2014-15 with support from OGAPS staff.

Serve on Graduate Student Ombuds team. Participate in ombuds training.

Co-chair or serve on Task Force on advisor/student agreements Dr. Teresa Wilcox filled Position 1. Dr. Wilcox has been with the TAMU Department of Psychology since 2000, and rose to the rank of Professor in 2011. Her research interests include infant cognition, object representation, physical reasoning, and the neural basis of cognitive development. Dr. Chanda Elbert,


also an ADVANCE Scholar, filled Position 2. Dr. Elbert is an Associate Professor in the Department of Agricultural, Leadership, Education and Communications. She studies program evaluation and organizational accountability, leadership education, women in leadership, and leading diverse groups. She is especially focused on underrepresented populations. Area of Difficulty: ADVANCE has received reports that there is a perception this program is disadvantaging Associate Professors who participate, potentially inhibiting their progress to Professor. Of the 10 Fellows who have participated to date or are currently participating in the program (see Table 2 below), 4 entered the program as Professors, 3 entered the program as Associate Professors and have since been promoted to Professor, and 3 entered as Associate Professors and are currently Associate Professors. While it is unclear that program participation has a deleterious impact on career trajectories for Associate Professors, more needs to be done to:

manage perceptions;

ensure that Fellow Candidates are on a desirable trajectory before they are confirmed by the committee;

ensure that Fellows’ have proper mentoring and leadership opportunities in their department and/or at the college level.

Procedural changes moving forward may include:

Promotion must be imminent for an Associate Professor to participate in the program. A plan must be developed/articulated by the candidate’s department and college to that effect.

Inform Department Heads/Deans when a host unit identifies a candidate as a possible Fellow.

Work with Department Heads/Deans to identify specific administrative needs, then identify a position where a Fellow can get the experience to meet those needs, thereby demonstrating value to the department/college.

Social Science Study Summary: In conjunction with this activity, Mindy Bergman is leading the social science study in which Administrative Fellows and their colleagues are interviewed. The working title of the study is “Advancing Women into Leadership Positions: Effectiveness of the Administrative Fellows Program.” The goal of this study is to develop a thick-description case study of women entering academic leadership and administration for the first time via a part-time, short duration position. The research questions focus on the changing beliefs and expectations of Fellows throughout their first year in administration, the fit of the position into the administrative unit (as part-time, short term administrative positions are relatively unusual at Texas A&M), and the effect on a variety of psychologically healthy workplace outcomes (e.g., work-life balance) and career trajectories as a typical faculty member (e.g., research productivity, student mentoring). All Administrative Fellows will be interviewed at three points during their first year of appointment (beginning, middle, end). Additionally, the sponsor of the position (i.e., the unit head) as well as several peers and support staff will be interviewed at the beginning and end of the first year of each Fellow’s appointment.


Table 2 Administrative Fellows

Cohort Administrative

Fellow Department

Administrative Fellow Assignment

Rank at Assignment

Current Rank

Current Administrative

Status (Part-time unless otherwise noted)

2014 Biology Assistant Department Head

Professor N/A (Current cohort)

N/A (Current cohort)

2014 Psychology

Assistant Provost for Graduate and Professional Studies

Professor N/A (Current cohort)


2014 Ag Leadership, Education, & Communication

Assistant Provost for Graduate and Professional Studies

Associate Professor



2013 Biology Associate Dean for Undergraduate Research, College of Science

Associate Professor

Associate Professor

Associate Dean for Undergraduate Research

2012 Biochemistry & Biophysics

Assistant Provost (High-Impact Learning Practices)

Associate Professor

Associate Professor

In home unit, focusing on promotion to Professor full-time, intends to return to administration

2012 Biological & Agricultural Engineering

Assistant Provost (Benchmarking faculty performance in teaching and service)

Professor Professor Assistant Provost for Graduate and Professional Studies

2012 Plant Pathology & Microbiology

Assistant Provost (Quality Enhancement Program)

Associate Professor

Professor Assistant Provost (Quality Enhancement Program)

2011 Psychology Associate Dean for Research, Liberal Arts

Professor Professor Associate Dean for Research, Liberal Arts

2011 Animal Science Associate VP for Diversity

Associate Professor

Professor TAMU Faculty Ombudsperson

2011 Veterinary Medicine & Biomedical Sciences

Associate Dean of Faculties

Associate Professor

Professor Associate Dean of Faculties

Shaded rows indicate those Fellows that entered as Associate Professors and are currently Associate Professors


Social Science Study Update: Semi-structured interview protocols for both the Fellows and their colleagues probe the efficacy and fit of the position into the host unit (all respondents), components of the psychologically healthy workplace model (especially work-life balance; Fellows), and the effects of joining administration on faculty career trajectories such as maintaining an active research program (all respondents). A total of 60 interviews have been conducted to date, with nine fellows and their coworkers and hosts. Annual interviews with each Fellow will occur beyond the first year. Now that sufficient data have been collected, analysis of transcripts has begun. A first manuscript is in development and was recently accepted for presentation at the 2015 Society for Industrial and Organizational Psychology conference in Philadelphia, PA. The paper, entitled “The Work-Work-Life Balance of STEM Women in Academic Leadership” is co-authored by Vanessa Jean (graduate research assistant), Jessica Walker (undergraduate student), and Dr. Mindy Bergman. This paper looks at how the structural features of the program enhance or inhibit the balance of new work responsibilities as an administrator, on-going work responsibilities as a faculty member, and non-work responsibilities of the Administrative Fellows during their first year in the position. Coding of transcripts from the Fellows is on-going using ATLAS.ti software.

Success Circles (PHW Practices: EGD, H&S, EI, WLB; Individual Activity) Activity Leader - Jane Welsh Activity Summary: The ADVANCE Center is organizing mentoring groups centered on personal and professional interests. This activity functions as a complement to existing one-on-one mentoring (e.g. the Women’s Faculty Network, the Mexican American Latino Faculty Association and the Black Faculty Alliance) and facilitates the development of social connections among women faculty with the goal of greater satisfaction and well-being. Activity Update: The Writing Club of women STEM faculty that started in spring 2012 continued to meet regularly during the reporting period. The Writing Club of women STEM faculty that resulted from the College of Agriculture and Life Science’s mini-grant that began meeting in December 2012 also continues to meet. Another writing workshop is scheduled for December 12 in the hopes of launching yet another writing group. Additionally, the New Mom’s group continues to meet and grow as does the group of women department heads, all with support from ADVANCE.

RECRUITMENT AND RETENTION Co-Chairs - Robin Autenrieth and Sarah Bednarz While the number and diversity of women faculty at Texas A&M University has seen recent gains, a great need still exists to attract and keep women of excellence in the STEM fields. To that end, the ADVANCE Center established 4 activities focused on Recruitment and Retention of women STEM faculty. Robin Autenrieth, Co-PI and Associate Dean of Graduate Studies in the College of Engineering, and Sarah Bednarz, Associate Dean of Geography, are Co-Chairs for this effort.


Roadmap Workshop (PHW Practices EGD, H&S, EI; Individual Activity) Activity Leader - Ben Wu Activity Summary: Formerly the Workshop for Early Career Academics, this activity is designed for internal (A&M) and external (non-A&M) post-doctoral researchers and Assistant Professors (in the first two years of their position) in STEM fields. The purpose of these annual workshops is to assist departments in the recruitment and retention of women STEM faculty. Activity Update: Planning is underway for the 4th Roadmap for a Successful Academic Career Workshop, which will take place March 30-31, 2015. Candidate nominations will be requested from department heads at the beginning of December. Workshop logistics (speakers, facilitators, location) are currently in progress. It is hoped that the individual meetings between the Program Director and the STEM Department Heads will positively impact nominations. Further, the team has begun to discuss where this activity should be housed in the future, though no conclusions have been reached just yet. Social Science Study Summary: Kathi Miner is conducting a study currently titled “Repairing the Leaky Pipeline: Workshops for Early Career Academics.” This survey study investigates whether workshop attendees report higher levels of self-efficacy for negotiating and, in turn, higher levels of well-being than post-doctoral non-workshop attendees. The sample consists of post-doctoral researchers and Assistant Professors who participated in the workshop. Attendees were also asked to nominate a comparable friend (e.g., female colleague at a similar rank) to also complete the survey; these non-attendees will serve as a comparison group. Social Science Study Update: All 2012 (n = 41), 2013 (n=37), and 2014 (n = 28) workshop participants (N = 106) were invited to complete a survey in the spring of 2014; for the 2012 cohort it was Time 3, for the 2013 cohort it was Time 2, and for the 2014 cohort it was Time 1. Thirty-nine participants completed the 2014 survey for a 37% response rate (16 responses came from the 2014 participants). In addition, 21 control participants (matched colleagues of the workshop participants) completed the survey. This is the first year we have had a good number of control participants complete the survey suggesting our additional recruiting efforts for this group have been successful.

STRIDE Program (PHW Practices: EGD, H&S, EI, ER; Collective Activity)

Activity Leader – César Malavé, Industrial and Systems Engineering Activity Summary: The Dean of Faculties and the ADVANCE Center are working together to expand existing gender bias training for all members of review committees including search committees, committees making decisions on university and college awards, and committees making decisions on tenure and promotion. Activity Update: Three STRIDE Workshops were scheduled during the reporting period. Eight participants attended the 8/20 workshop, 5 attended the 10/29 workshop, and the 11/17 workshop had 8 participants. Also, Cohort 2 facilitators completed their training and are in the pool of facilitators who are available to conduct the workshops. Notably, Mary Alfred, Cohort 2 STRIDE Facilitator and Associate Dean for the College of Education, requested a STRIDE Workshop for her college. Scheduling is currently underway. Scheduling is also underway for 2 STRIDE Workshops in the spring.


Development of the previously reported Promotion & Tenure Workshop (using the STRIDE model) has progressed. The content has expanded to also include the award process and is currently titled Reducing Bias at Critical Junctures. It is likely that this new workshop will be piloted in mid-spring. Social Science Study Summary: One of the six social science studies will be conducted around this activity; the study is currently titled “Improving Selection and Promotion of STEM Women Faculty: Reducing Search and Award Committee Biases.” Mindy Bergman is the lead social science studies team researcher on this study. The basic hypothesis for the social science study is that training will increase knowledge of equal opportunity laws and decrease explicit sex biases substantially as well as decrease implicit sex biases more moderately. The study design is a pre-/post-/post-test, with trainees taking a survey during the week prior to training, the week following training, and 3-9 months following training. The goals are to determine whether attitudes and knowledge have changed as well as to determine what behaviors are engaged in on search committees. Social Science Study Update: Three online surveys were prepared and approved by IRB. Training began in fall 2013. Thus far, 37 pre-training surveys, 29 post-training surveys, and 8 2nd post-test surveys have been completed. Given the pace of STRIDE trainings, we anticipate submitting a conference paper on this study for review in fall, 2015 using the pre-/post-training surveys (sufficient 2nd post training surveys have significantly higher drop-outs and will require more training to obtain sufficient N).

ADVANCE Speaker Series (PHW Practices EGD, H&S; Collective/Individual Activity) Activity Leaders - Jennifer Welch, and Jodie Lutkenhaus Activity Summary: The ADVANCE Speaker Series has two goals: 1) to bring in one or two senior women scientists and engineers per year who have also been active in gender and diversity issues to speak and 2) to bring in mid-career and senior women scientists and engineers that are nominated by STEM departments for recruiting purposes. Activity Update: Speakers that have visited campus since the last report and their talks are listed below. Further details of the events will be available in the next report.

Marlene Belfort, Distinguished Professor in the Departments of Biological Sciences and Biomedical Sciences, University of Albany, SUNY (Nominated by Chemical Engineering) Protein Splicing in Evolution, Medicine and Biotechnology (June 2) The Work-Life Balancing Act (June 3) Lynne Talley, Distinguished Professor of Physical Oceanography in the Climate, Atmospheric Sciences, and Physical Oceanography division at Scripps Institution of Oceanography, UCSD. (Nominated by Oceanography)

Closure of the Global Overturning Circulation through the Southern, Indian and Pacific Oceans (September 22) Observational Oceanography: from Individualistic to Team Science (September 23)


Nancy Reid, Professor and Canada Research Chair in Statistical Methodology at the University of Toronto (Nominated by Statistics)

Approximate Likelihoods (November 17) The whole “women thing" (November 18)

Faculty Recognition (PHW Practices H&S, ER; Collective/Individual Activity) Activity Leader - Elena Castell-Perez Activity Summary: This activity is focused on highlighting the success of women STEM faculty. In collaboration with the Dean of Faculties office, the Women’s Faculty Network, the Women Engineering Faculty Interest Group, the Women Administrators Network, and the Vice President of Research, the ADVANCE Center is organizing events to recognize and publicize the achievements of women faculty. Activity Update: We continued to highlighting the successes of women STEM faculty on our website and Facebook. The Reducing Bias at Critical Junctures workshop (for P&T and Awards committees) directly addresses faculty recognition in that it aims to raise awareness about bias in the nomination and award process. We currently aim to use university award data in the workshop as well as literature on awards in professional societies.

DUAL CAREER PROGRAM AUGMENTATION The ADVANCE Dual Career Program has continued to be an enormous asset for assisted job searches and the overall ADVANCE Program. Since March 17, 2014:

49 partners have been referred to the Dual Career Program for job assistance o 8 have accepted a job (7 within the TAMU System and 1 in the community) o 13 are open cases

they are currently seeking work and in contact with the Dual-Career Program o 8 are pending cases

they either are not authorized to work or are not currently seeking employment o 10 are closed cases

they have either decided to no longer use the Dual-Program Services or their faculty partner is no longer working at Texas A&M University

o 6 clients have been referred to the Dean of Faculties office due to their interest in faculty positions

o 4 are potential clients they have contacted the Dual-Career program for information

69 job leads have been sent to clients

10 informational interviews have been arranged

14 clients have applied for a total of 51 jobs at TAMU or within the Bryan/College Station area. For each of these applications, the hiring manager was contacted and a letter of support was added to the client’s job application.

In addition to assisting clients with their job search, the Program Manager worked in conjunction with the TAMU HR Department to host the fall 2015 Regional Mini-HERC (Higher Education Recruitment Consortium) Conference. The mini-conference was held on October 6 on campus. Sixteen participants from 10 local universities and colleges were present including University of Houston-Downtown,


University of Houston-Main Campus, Rice University, Blinn College, and Houston Community College. The focus of the conference was ‘Developing and Implementing Dual-Career Programs,’ with Keynote Speaker, Ms. Joan Murrin, Founder/Director of The University of Iowa’s Dual Career Network (DCN). Ms. Murrin has 20+ years of experience in program development, management of employment programming, and career coaching. She is one of the co-founders of the International Higher Education Dual Career Association (IHEDCA) and has served on the leadership team of that organization. Following the keynote, a panel of local companies (Lynntech and Spherion) spoke about their working relationship with the ADVANCE Dual Career Program. During both Ms. Murrin’s talk and the panel, the participants asked a number of questions and were very excited to see that, even though they do not have official Dual-Career Programs, they were able to identify ways to incorporate strategies into their current colleges and/or universities. In addition to the mini-conference, Ms. Murrin, the Program Manager, and Associate Dean of Faculties hosted a round-table discussion with faculty about Dual-Career practices. The goal was to further raise awareness about issues Dual-Career couples face, including the differential impact on women. Faculty were able to gain a deeper understanding of how the program works as well as get answers about their personal needs. Thirty-one people attended. The Program Manager has also increased the program’s visibility by attending a pop-up meeting hosted by the Dual-Career Program at the University of Chicago (UC). In addition to TAMU and UC, the Dual-Career Program Directors from Notre Dame and the University of Michigan were in attendance. The Program Manager found this meeting to be beneficial to further development of the TAMU program. Areas of Difficulty: Currently, there are two challenges inhibiting the placement of faculty partners: 1) lack of partner authorization to work in the US, and 2) the recent TAMU hiring freeze resulting in fewer available jobs within the university. To address the first challenge, we offer a one-time meeting to assist these clients with business writing (CV/resume/cover letters). To address the second challenge, the Program Manger has placed more emphasis on informational interviews to increase the clients’ networks. Another challenge facing the overall program is that Dr. Tomaszewski, the Dual Career Program Manager (DCPM), resigned to take a different position in the university in the hopes of advancing her career; her last day was October 31. In order to maintain the momentum the program has quickly seen, the ADVANCE Program Director assumed the DCPM duties as of November 1 with support from ADVANCE Office Assistant Melissa Shaffer. This is a temporary solution until a new DCPM is hired. The position was reclassified to a Program Coordinator because Dr. Tomaszewksi built the program during her short tenure; all that is needed now is someone to step into the position and run the program with minimal supervision from the ADVANCE Program Director. The job was posted on November 11, and 9 applications were received by the end of the reporting period. The goal is to have someone in place in the New Year.


EVALUATION Evaluation Summary: If the ADVANCE program is successful, then at the end of five years, climate and faculty workplace practices at Texas A&M University will be more psychologically healthy than when the ADVANCE program was initiated. To achieve this goal, the project team developed a series of interrelated interventions designed to change the climate, enhance professional success, and improve the recruitment and retention of female faculty.

Given the array of program activities, the evaluation of the TAMU ADVANCE Program incorporates two key components—an analysis of institutional transformation (as described in the previously submitted Institutional Transformation Evaluation Plan) and an analysis of individual activities (as described in the previously submitted Activity Evaluation Plan). In both cases, the analyses draw on the literature on organizational change, using department-level data and a difference-in-difference approach to assess whether or not ADVANCE activities can help to explain departmental changes over time. The underlying hypothesis is that departments with greater exposure to and/or engagement with ADVANCE will show greater improvements in climate, retention, and recruitment.

Evaluation Update: During the period from June 1, 2014 through November 30, 2014, the Evaluation Team—headed by Lori Taylor, Jeff Froyd, and Joanna Lahey—has focused on:

updating and refining the indicators of program engagement;

conducting a difference-in-difference analysis of the 2009 and 2013 climate surveys;

conducting a difference-in-difference analysis of the impact of ADVANCE exposure on faculty retention; and

surveying faculty regarding student-faculty interactions as part of the evaluation of the Student Diversity activity.

Updating and refining the Indicators of Program Engagement

The Evaluation Team has developed measures indicating the extent to which each TAMU department has engaged with each ADVANCE activity. Not all departments being offered ADVANCE activities are actively participating, and some departments may take up some activities but not take up others. Therefore, it is important to separate two different possible effects. The first effect is that of the “intent-to-treat”, that is, the effect on everybody who is offered the program intervention, given that some departments will always choose not to participate (“never takers”) and other departments may participate in similar programs offered through non-ADVANCE initiatives (“always takers”). The second effect is the effect of the “treatment-on-the-treated,” that is, the effect on those departments who are both offered the chance to engage with ADVANCE and who take-up that engagement. This “treatment-on-the-treated” analysis gives information of the direct effect of ADVANCE program activities, individually and in combination.

In addition, the inclusive way in which ADVANCE has been implemented at TAMU created a second channel through which the program could have affected STEM faculty. Namely, participating on committees that designed and implemented the ADVANCE interventions can be thought of as an intervention in and of itself.

The Evaluation Team has collected data on participation in ADVANCE activities and committees for each of the program years and will continue to do so throughout the life of the program. From these, we have constructed three measures of program engagement. Our first measure of engagement is an intent-to-treat indicator for whether or not a department is being treated by the ADVANCE Program.


This measure takes on a value of 1 if a department is participating in ADVANCE (i.e., is in the Colleges of Agriculture and Life Sciences, Engineering, Geosciences, Science or the STEM department of the College of Liberal Arts) and 0 otherwise.

The second set of measures contains treatment-on-the-treated indicators for each activity or cluster of activities. These measures include information on which departments participated in the aforementioned programs once they came to fruition.

Our third set of engagement measures indicates the extent to which members of various departments have been involved in the design and implementation process. We refer to these measures as ADVANCE Committee Exposure indicators. These indicators take on a value of 1 if someone from a faculty member’s home department participated on the designated ADVANCE committee (and 0 otherwise).

Figure 1 illustrates the distribution of Committee Exposure Indicators across tenured and tenure-track faculty. As the figure illustrates, 78% of faculty members in treated departments and 10% of faculty members in non-treated departments were exposed to at least one ADVANCE committee.

Figure 1: Committee Exposure Rates for Tenured and Tenure-Track Faculty

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Any ADVANCE Committee

Advance Speaker Series

Departmental Mini Grants

STRIDE

Advance Scholar Program

Roadmap Workshop

Success Circles

Administrative Fellows

FASIT

Faculty Recognition

LEAD Program

Student Diversity

Nontreated

Treated


Engagement metrics have been finalized for the 2011 and 2012 fiscal years. Data for the 2013 fiscal year are in the process of being finalized. Data collection for the 2014 and 2015 fiscal years is ongoing.

Conducting a Difference-in-Difference Analysis of the 2009 and 2013 Faculty Climate Surveys

The Evaluation Team continues to analyze responses to the faculty climate surveys administered in

spring 2009 and 2013. Previous analysis focused on faculty responses to the 2013 survey. Ongoing

analyses use a difference-in-difference approach to examine the relationship between changes in survey

responses and our intent-to-treat indicator, our treatment-on-the-treated indicators, and our

Committee Exposure indicators. This round of analyses focuses on the Committee Exposure Indicators.

Table 3 summarizes key findings from the ongoing analysis. Each column represents an aspect of

employee satisfaction—career satisfaction, job satisfaction, life satisfaction, feeling valued, turnover

intentions and burnout. (The last two are reverse-coded.) Each row represents an ADVANCE Committee

Exposure Indicator. An upward arrow indicates that there was a statistically significant increase in the

designated satisfaction measure among female faculty in departments that were exposed to the

corresponding ADVANCE committees.

Table 3 The Estimated Relationship Between ADVANCE Committee Exposure and

Changes in Satisfaction Among Female Faculty

Career Sat.

Job Sat.

Life Sat.

Feeling Valued

Reduced Turnover

Intentions

Reduced Burnout

Any ADVANCE Committee ↑ Advance Speaker Series ↑ Departmental Mini Grants ↑ STRIDE ↑ ↑ Advance Scholar Program ↑ Roadmap Workshop ↑ ↑ ↑ ↑ Success Circles Administrative Fellows ↑ ↑ FASIT ↑ ↑ Faculty Recognition LEAD Program Student Diversity ↑

Analysis suggests that exposure to the design and implementation of ADVANCE activities has had a

positive influence on climate at TAMU. Female faculty in departments that were exposed to any

ADVANCE activity showed significantly greater improvements in satisfaction (or equivalently,

significantly smaller declines in satisfaction) than faculty members who were not exposed to ADVANCE

committees.


Conducting a Difference-in-Difference Analysis of the impact of ADVANCE exposure on faculty

retention

Using probit regression analysis, we examined the extent to which retention patterns among faculty

members have changed since 2010, the first year of the ADVANCE program at TAMU. As previously

reported, we found that the average annual turnover rate was 3 percentage points lower than would

have otherwise been expected for female full professors in STEM departments.

This pattern is somewhat unexpected, since most ADVANCE activities have targeted assistant and

associate professors. We hypothesize that turnover among female full professors could have been

impacted by ADVANCE because the faculty members themselves were exposed to the design and

implementation of the ADVANCE activities through participation on the various committees or because

their friends and colleagues participated on the committees. Such a change mechanism would be

consistent with one of the more critical Psychologically Healthy Workplace categories: Employee

Involvement (i.e. allowing employees to bring ideas and perspectives as a part of organizational

decision-making).

Therefore, we investigated the relationship between faculty turnover and our ADVANCE Committee

Exposure Indicators (see Appendix A). We found that turnover has been significantly lower than

expected in departments that were exposed to the ADVANCE design and implementation process.

Departments that had exposure to any ADVANCE committee had a 3 percentage point lower

annual turnover rate among female full professors than would have otherwise been expected.

Turnover rates did not decline among female full professors in departments that were not

exposed to the ADVANCE design process.

Only departments where someone engaged with the LEAD Program Committee experienced

declines in turnover among female associate professors.

Departments that were exposed to the Administrative Fellows, the Speaker Series, the LEAD

Program, the Roadmap Workshop, the Student Diversity, or the Success Circles committees had

systematically lower turnover than would have been expected for female assistant professors,

female full professors, and female professors in general.

Surveying faculty regarding student-faculty interactions as part of the evaluation of the Student

Diversity activity

In collaboration with the Social Science Studies Team and the ADVANCE Leadership Team, the ADVANCE Evaluation Team developed and administered a brief survey seeking faculty feedback regarding student interactions with faculty members. The survey was administered in August 2013 and again in August 2014. The purpose of this Faculty-Student Interaction Survey was two-fold: 1) to evaluate our Student Diversity activity interventions, and 2) to identify additional areas of concern or types of micro-aggressions that could be addressed when the scope of the Student Diversity intervention was expanded. Roughly 15% of the faculty at TAMU responded to each survey.

The Evaluation Team’s analysis of the responses indicates that disrespectful comments are generally rare, but female faculty members are much more likely than male faculty members to encounter this


form of disrespect (see Appendix B). This pattern was observed in 2013 and 2014. There is no evidence that the gap has narrowed between the two groups.

Texas A&M University ADVANCE-IT Appendix A

APPENDIX A

1

The Impact of Departments Engaging with ADVANCE: a Difference-in-Difference Analysis of Faculty Turnover

December 2014

Using probit regression analysis, we examined the extent to which retention patterns among

faculty members have changed since 2010, the first year of the ADVANCE program at TAMU.

All analyses also controlled for the following factors: college, STEM department, sex,

race/ethnicity, national origin, years since the highest degree was granted, faculty rank, rank at

hire, age group, administrator status and the annual average rate of growth in faculty salaries at

TAMU. The analysis covers tenured and tenure-track faculty from all divisions at TAMU with

the exception of the Bush School of Government and the Law School, both of which were

excluded because there were too few faculty members for reliable inference.

Table 1 presents selected marginal effects from a probit analysis of faculty turnover. As the

table illustrates, when taken as a whole, there is no evidence that turnover has changed for

women in treated departments since the start of the ADVANCE program. However, when we

look at each rank separately, it becomes clear that the turnover rate is 3 percentage points lower

than we would have otherwise expected given historical patterns for female full professors in

treated departments (STEM plus non-STEM COALS).

Table 1: Selected Marginal Effects from Probit Analysis of Faculty Turnover

VARIABLES All Ranks Assistant Associate Full

Male -0.00590 0.00480 -0.00154 -0.000132

(0.00566) (0.0116) (0.00850) (0.00979)

ADVANCE*female -0.00167 -0.00430 0.0140 0.0101

(0.00735) (0.0166) (0.0159) (0.0163)

POST*ADVANCE 0.00494 0.0644** -0.0125 -0.000299

(0.00744) (0.0322) (0.00945) (0.00827)

POST*male -0.00253 -0.0286 -0.00321 -0.00826

(0.00939) (0.0179) (0.0135) (0.0145)

POST*ADVANCE*female -0.0131 -0.0234 -0.00287 -0.0304***

(0.0101) (0.0224) (0.0194) (0.00483)

Note: all models also include indicators for age, rank at hire, years since degree, administrator status, fiscal year and

college/STEM affiliation. ADVANCE is an indicator for a department treated by the NSF ADVANCE program.

POST is an indicator for the period after 2010. For complete models, see Appendix Table 1a. *** p<0.01, **

p<0.05, * p<0.1

2

This pattern is somewhat unexpected, as most ADVANCE activities have targeted assistant and

associate professors. We hypothesize that turnover among female full professors could have been

impacted by ADVANCE because the faculty members themselves were exposed to the design

and implementation of the ADVANCE activities through participation on the various committees

or because their friends and colleagues participated on the committees. Therefore, we

investigated the relationship between faculty turnover and our Committee Exposure Indicators.

These indicators take on a value of 1 if someone from a faculty member’s home department

participated on the designated ADVANCE committee (and 0 otherwise).

Figure 1 illustrates the distribution of Committee Exposure Indicators across tenured and tenure-

track faculty. As the figure illustrates, 78% of faculty members in treated departments and 10%

of faculty members in non-treated departments were exposed to at least one ADVANCE

committee. All of the faculty members on the FASIT, Student Diversity and Mini Grants

Committees were drawn from treated departments, so 0% of non-treated faculty members were

exposed to those committees.

Figure 1: Committee Exposure Rates for Tenured and Tenure-Track Faculty

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Any ADVANCE Committee

Advance Speaker Series

Departmental Mini Grants

STRIDE

Advance Scholar Program

Roadmap Workshop

Success Circles

Administrative Fellows

FASIT

Faculty Recognition

LEAD Program

Student Diversity

Nontreated

Treated

3

Table 2 presents the estimated impact of exposure to ADVANCE committees on female faculty

turnover. As the table indicates, since 2010, turnover has been significantly lower than expected

in departments that were exposed to the ADVANCE design and implementation process. For

example, the first row indicates that departments where some faculty member participated in any

ADVANCE committee work had a 3 percentage point lower annual turnover rate among female

full professors than would have otherwise been expected given historical patterns. Turnover

rates did not decline among female full professors in departments that did not engage in the

ADVANCE design and implementation process.

Table 2 also illustrates the relationship between turnover and the exposure indictors for specific

committees. As the table indicates, departments that were exposed to a variety of ADVANCE

committees saw declines in turnover among female full professors. Only departments where

someone engaged with the LEAD Program Committee experienced declines in turnover among

female associate professors. On the other hand, departments that were exposed to the

Administrative Fellows, the Speaker Series, the LEAD Program, the Roadmap Workshop, the

Student Diversity, or the Success Circles committees had systematically lower turnover than

would have been expected for female assistant professors, female full professors, and female

professors in general. Thus, the evidence suggests that exposure to the design and

implementation of the ADVANCE activities at TAMU was an effective treatment in and of

itself.

4

Table 2: Selected Marginal Effects from Probit Analysis of the Relationship between

Faculty Turnover and ADVANCE Committee Exposure


Any ADVANCE Committee -0.0168* -0.00341 -0.0145 -0.0301***

(0.00880) (0.0259) (0.0132) (0.00496)

FASIT Program -0.0163 -0.0172 0.0310 -0.0335***

(0.0171) (0.0346) (0.0776) (0.00192)

ADVANCE Scholar Program -0.00150 -0.0262 0.00260 0.0150

(0.0173) (0.0192) (0.0367) (0.0456)

Administrative Fellows -0.0370*** -0.0532*** -0.00385 -0.0336***

(0.00458) (0.00322) (0.0426) (0.00193)

ADVANCE Speaker Series -0.0228** -0.0400*** 0.00714 -0.0339***

(0.00915) (0.0117) (0.0312) (0.00194)

Departmental Mini Grants 0.0565 0.154 0.0566 -0.0334***

(0.0460) (0.122) (0.0911) (0.00193)

Faculty Recognition 0.0518 0.0582 -0.0165 0.261

(0.0448) (0.0755) (0.0244) (0.209)

LEAD Program -0.0381*** -0.0479*** -0.0329*** -0.0333***

(0.00332) (0.0105) (0.00254) (0.00192)

Roadmap Workshop -0.0330*** -0.0531*** -0.0225 -0.0335***

(0.00762) (0.00320) (0.0165) (0.00192)

STRIDE Program -0.00871 -0.0325* 0.0394 -0.0336***

(0.0157) (0.0169) (0.0571) (0.00193)

Student Diversity -0.0302** -0.0532*** 0.967*** -0.0332***

(0.0136) (0.00322) (0.00220) (0.00192)

Success Circles -0.0379*** -0.0534*** 0.0227 -0.0336***

(0.00356) (0.00322) (0.0764) (0.00192)

Observations 21,924 5,057 5,774 10,728

Note: this table presents marginal effects on the interaction between indicators for female, the POST

period and the designated activity committee. Robust standard errors are in parentheses. For complete

models, see Appendix Tables 2a through 2l. *** p<0.01, ** p<0.05, * p<0.1

5

APPENDIX

6

Table 1a: Marginal Effects from Probit Analysis


Asian -0.00450 0.00380 -0.0170** 0.0112

(0.00544) (0.0128) (0.00664) (0.0122)

White 0.00165 0.0100 -0.0139* 0.0125**

(0.00437) (0.00921) (0.00816) (0.00600)

Foreign born -0.00405 -0.00453 -0.00536 0.000241

(0.00359) (0.00796) (0.00614) (0.00571)

Age 45-54 -0.00330 0.00718 -0.00577 -0.0186***

(0.00476) (0.0133) (0.00617) (0.00692)

Age 55-64 -0.00915 0.0393 0.00149 -0.0339***

(0.00591) (0.0326) (0.00871) (0.00985)

Age 65+ 0.0522*** 0.487* 0.0592** 0.00674

(0.0143) (0.273) (0.0283) (0.0125)

Hired as advanced assistant -0.0201*** -0.0221*** -0.0107*

(0.00450) (0.00667) (0.00559)

Hired as associate 0.0193*** 0.0117 0.0236**

(0.00738) (0.00817) (0.0105)

Hired as full 0.0140* 0.0129**

(0.00728) (0.00656)

Rank at hire unknown 0.148*** 0.156*** 0.146***

(0.0117) (0.0249) (0.0134)

Associate Professor -0.0219***

(0.00403)

Dean/VP -0.0248*** -0.00906

(0.00656) (0.0254)

Distinguished Professor -0.0307***

(0.00387)

Full Professor -0.0255*** 0.0145***

(0.00613) (0.00547)

Years since degree -0.000931 0.00179 -0.000387 0.000473

(0.000633) (0.00203) (0.00129) (0.00127)

Years since degree, squared 1.14e-05 -8.56e-05 -7.11e-06 -7.25e-06

(1.20e-05) (9.50e-05) (2.69e-05) (2.00e-05)

Current administrator -0.00559 -0.00266 -0.00381

(0.00582) (0.0164) (0.00546)

COALS non-STEM 0.0118 -0.00343 -0.0150 0.0247

(0.00969) (0.0189) (0.00935) (0.0153)

COALS STEM 0.00177 -0.0466*** -0.0125 0.0245**

(0.00725) (0.00960) (0.00919) (0.0122)

Architecture 0.0312** 0.0156 0.00780 0.0365*

(0.0129) (0.0244) (0.0142) (0.0203)

Education 0.0211** -0.00234 0.00199 0.0301*

(0.0105) (0.0203) (0.0112) (0.0158)

Engineering 0.00356 -0.0229* -0.0162** 0.0191*

(0.00684) (0.0136) (0.00816) (0.0107)

Geosciences -0.0160*

(0.00883)

Liberal Arts non-STEM 0.0119 0.0135 -0.0121 0.0175

(0.00896) (0.0213) (0.00821) (0.0136)

Liberal Arts STEM 0.0268*** 0.00968 -0.00806 0.0467***

7

(0.0102) (0.0188) (0.0105) (0.0175)

Mays School 0.0362*** 0.0665** 0.0301*

(0.0122) (0.0321) (0.0158)

Science 0.000411 -0.0335*** -0.0133 0.0143

(0.00705) (0.0119) (0.00856) (0.0106)

Veterinary Medicine 0.0127 -0.0174 -0.00504 0.0292*

(0.00950) (0.0174) (0.0101) (0.0151)

Fiscal Year 2002 -0.0114** -0.0378*** -0.000458 -0.00178

(0.00529) (0.00951) (0.0110) (0.00826)

Fiscal Year 2003 -0.0146*** -0.0395*** -0.00766 -0.00377

(0.00503) (0.00905) (0.00986) (0.00811)

Fiscal Year 2004 -0.0171*** -0.0433*** -0.0159* -0.00317

(0.00472) (0.00826) (0.00820) (0.00795)

Fiscal Year 2005 -0.000451 -0.0349*** 0.00943 0.0154

(0.00633) (0.00956) (0.0133) (0.0108)

Fiscal Year 2006 -0.00901 -0.0452*** -0.00600 0.0120

(0.00552) (0.00793) (0.0104) (0.0104)

Fiscal Year 2007 -0.00113 -0.0365*** -0.00237 0.0221*

(0.00627) (0.00942) (0.0110) (0.0119)

Fiscal Year 2008 -0.00980* -0.0419*** 0.0124 -0.00359

(0.00558) (0.00857) (0.0139) (0.00869)

Fiscal Year 2009 -0.00617 -0.0512*** 0.00972 0.0196

(0.00592) (0.00726) (0.0133) (0.0120)

Fiscal Year 2010 -0.0186*** -0.0559*** -0.0177** 0.00806

(0.00470) (0.00664) (0.00803) (0.0105)

Fiscal Year 2011 0.0328** -0.0367*** 0.0574** 0.118**

(0.0142) (0.0127) (0.0292) (0.0483)

Fiscal Year 2012 0.00922 -0.0251 0.0313 0.0447

(0.0113) (0.0154) (0.0244) (0.0311)

Fiscal Year 2013 -0.00170 -0.0360*** 0.0167 0.0331

(0.00966) (0.0125) (0.0199) (0.0285)

Male -0.00590 0.00480 -0.00154 -0.000132

(0.00566) (0.0116) (0.00850) (0.00979)

ADVANCE*female -0.00167 -0.00430 0.0140 0.0101

(0.00735) (0.0166) (0.0159) (0.0163)

POST*ADVANCE 0.00494 0.0644** -0.0125 -0.000299

(0.00744) (0.0322) (0.00945) (0.00827)

POST*ADVANCE*female -0.0131 -0.0234 -0.00287 -0.0304***

(0.0101) (0.0224) (0.0194) (0.00483)

POST*male -0.00253 -0.0286 -0.00321 -0.00826

(0.00939) (0.0179) (0.0135) (0.0145)

Observations 21924 4993 5774 10728

Note: Robust standard errors in parentheses. ADVANCE is an indicator for an ADVANCE treated department (i.e.

STEM plus non-STEM COALS)

*** p<0.01, ** p<0.05, * p<0.1

8

Table 2a: Marginal Effect from Probit Analysis of Exposure to the FASIT

Committee VARIABLES All Ranks Assistant Associate Full

Asian -0.00422 0.00373 -0.0174*** 0.0120

(0.00546) (0.0116) (0.00655) (0.0123)

White 0.00175 0.00942 -0.0145* 0.0124**

(0.00435) (0.00827) (0.00815) (0.00593)

Foreign born -0.00397 -0.00369 -0.00584 -8.06e-05

(0.00359) (0.00716) (0.00608) (0.00560)

Age 45-54 -0.00311 0.00673 -0.00518 -0.0190***

(0.00477) (0.0121) (0.00625) (0.00683)

Age 55-64 -0.00894 0.0353 0.00177 -0.0342***

(0.00592) (0.0299) (0.00879) (0.00973)

Age 65+ 0.0526*** 0.461* 0.0610** 0.00588

(0.0144) (0.275) (0.0288) (0.0122)

Hired as advanced assistant -0.0201*** -0.0601*** -0.0223*** -0.0106*

(0.00451) (0.00351) (0.00675) (0.00554)


(0.00739) (0.00805) (0.0104)

Hired as full 0.0138* 0.0129**

(0.00726) (0.00652)


(0.0117) (0.0249) (0.0133)


(0.00403)

Dean/VP -0.0250*** -0.0106

(0.00652) (0.0239)


(0.00388)

Full Professor -0.0255*** 0.0142***

(0.00614) (0.00542)


(0.000634) (0.00183) (0.00129) (0.00126)


(1.20e-05) (8.53e-05) (2.71e-05) (1.97e-05)


(0.00583) (0.0164) (0.00549)

COALS non-STEM 0.0120 0.0253 -0.0156* -0.00725

(0.00990) (0.0241) (0.00866) (0.00907)

COALS STEM 0.00212 -0.0273** -0.0125 -0.00694

(0.00746) (0.0121) (0.00835) (0.00810)

Architecture 0.0315** 0.0350 0.00791

(0.0127) (0.0256) (0.0142)

Education 0.0222** 0.0191 0.00119 -0.00338

(0.0104) (0.0219) (0.0110) (0.00946)

Engineering 0.00372 0.00224 -0.0169** -0.0108

(0.00686) (0.0157) (0.00771) (0.00756)

Liberal Arts non-STEM 0.0128 0.0347 -0.0124 -0.0100

(0.00874) (0.0223) (0.00812) (0.00806) Liberal Arts STEM 0.0259** 0.0382* -0.00774 0.00382

(0.0102) (0.0231) (0.00962) (0.0108)

9

Mays School 0.0364*** 0.0930*** -0.00365

(0.0122) (0.0343) (0.00946)

Science 0.000893 -0.0117 -0.0146* -0.0132*

(0.00727) (0.0151) (0.00806) (0.00727)

Veterinary Medicine 0.0132 -0.00539 -0.00417

(0.00936) (0.01000) (0.00915)

Fiscal Year 2002 -0.0114** -0.0336*** -0.000370 -0.00161

(0.00530) (0.00841) (0.0110) (0.00820)

Fiscal Year 2003 -0.0146*** -0.0351*** -0.00769 -0.00375

(0.00503) (0.00804) (0.00988) (0.00802)

Fiscal Year 2004 -0.0171*** -0.0385*** -0.0160* -0.00317

(0.00472) (0.00732) (0.00823) (0.00786)

Fiscal Year 2005 -0.000458 -0.0311*** 0.00939 0.0155

(0.00633) (0.00845) (0.0133) (0.0108)

Fiscal Year 2006 -0.00902 -0.0404*** -0.00601 0.0119

(0.00552) (0.00700) (0.0105) (0.0103)

Fiscal Year 2007 -0.00115 -0.0327*** -0.00252 0.0220*

(0.00627) (0.00833) (0.0110) (0.0118)

Fiscal Year 2008 -0.00980* -0.0376*** 0.0122 -0.00338

(0.00558) (0.00753) (0.0139) (0.00862)

Fiscal Year 2009 -0.00618 -0.0458*** 0.00984 0.0196*

(0.00592) (0.00639) (0.0133) (0.0119)

Fiscal Year 2010 -0.0186*** -0.0497*** -0.0176** 0.00805

(0.00470) (0.00585) (0.00812) (0.0104)

Fiscal Year 2011 0.0261** -0.0272** 0.0438* 0.0652**

(0.0113) (0.0110) (0.0231) (0.0299)

Fiscal Year 2012 0.00407 -0.0151 0.0204 0.0120

(0.00899) (0.0134) (0.0188) (0.0177)

Fiscal Year 2013 -0.00589 -0.0268** 0.00738 0.00515

(0.00780) (0.0114) (0.0152) (0.0162)

Male -0.00474 0.00441 -0.00563 -0.00285

(0.00427) (0.00781) (0.00695) (0.00738)

POST * male 0.00411 -0.00902 -0.00299 0.0104

(0.00731) (0.0131) (0.0101) (0.0145)

FASIT -0.00316 0.000635 -0.00546 -0.00266

(0.00671) (0.0165) (0.0119) (0.00808)

POST FASIT 0.0194 0.0335 -0.0153 0.0387

(0.0166) (0.0420) (0.0165) (0.0266)

Female *Post FASIT -0.0163 -0.0172 0.0310 -0.0335***

(0.0171) (0.0346) (0.0776) (0.00192)

Female *FASIT 0.00545 -0.00218 0.0213 0.0423

(0.0165) (0.0258) (0.0408) (0.0526)

Geoscience 0.0270 -0.0153* -0.0215***

(0.0254) (0.00920) (0.00555)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

10

Table 2b: Marginal Effect from Probit Analysis of Exposure to the ADVANCE

Scholars Committee VARIABLES All Ranks Assistant Associate Full

Asian -0.00447 0.00268 -0.0170*** 0.0108

(0.00545) (0.0114) (0.00656) (0.0122)

White 0.00146 0.00876 -0.0155* 0.0121**

(0.00436) (0.00823) (0.00819) (0.00609)

Foreign born -0.00423 -0.00474 -0.00613 0.000146

(0.00358) (0.00705) (0.00600) (0.00570)

Age 45-54 -0.00321 0.00503 -0.00549 -0.0190***

(0.00476) (0.0117) (0.00617) (0.00694)

Age 55-64 -0.00902 0.0370 0.00117 -0.0346***

(0.00592) (0.0303) (0.00869) (0.00988)

Age 65+ 0.0524*** 0.511* 0.0596** 0.00638

(0.0144) (0.282) (0.0285) (0.0125)

Hired as advanced assistant -0.0201*** -0.0593*** -0.0217*** -0.0110**

(0.00450) (0.00351) (0.00673) (0.00559)


(0.00737) (0.00799) (0.0107)

Hired as full 0.0139* 0.0129*

(0.00727) (0.00661)


(0.0118) (0.0249) (0.0134)


(0.00401)

Dean/VP -0.0251*** -0.0104

(0.00647) (0.0246)


(0.00387)

Full Professor -0.0256*** 0.0146***

(0.00613) (0.00549)


(0.000633) (0.00181) (0.00128) (0.00128)


(1.20e-05) (8.44e-05) (2.66e-05) (2.01e-05)


(0.00582) (0.0167) (0.00550)

COALS non-STEM -0.0125** -0.0125 -0.00708

(0.00597) (0.0109) (0.00930)

COALS STEM -0.0185*** -0.0388*** -0.00784 -0.00618

(0.00485) (0.00880) (0.0102) (0.00853)

Education -0.00628 -0.00747 0.00660 -0.00281

(0.00626) (0.0150) (0.0151) (0.00978)

Engineering -0.0182*** -0.0159 -0.0137 -0.0100

(0.00486) (0.0123) (0.00913) (0.00780)

Geoscience -0.0196*** 0.00188 -0.0135 -0.0205***

(0.00508) (0.0180) (0.0106) (0.00596)

Liberal Arts non-STEM -0.0118** 0.00845 -0.00774 -0.0102

(0.00550) (0.0163) (0.0111) (0.00822) Liberal Arts STEM 0.00130 0.0236 0.00764

(0.00799) (0.0217) (0.0129)

11

Mays School 0.00332 0.0513** 0.00553 -0.00363

(0.00753) (0.0253) (0.0158) (0.00964)

Science -0.0202*** -0.0276*** -0.0107 -0.0134*

(0.00471) (0.0106) (0.0106) (0.00742)

Veterinary Medicine -0.0118** -0.0195 -0.000291 -0.00377

(0.00573) (0.0130) (0.0136) (0.00942)

Fiscal Year 2002 -0.0114** -0.0334*** -0.000551 -0.00179

(0.00529) (0.00829) (0.0108) (0.00831)

Fiscal Year 2003 -0.0146*** -0.0349*** -0.00750 -0.00385

(0.00502) (0.00790) (0.00982) (0.00814)

Fiscal Year 2004 -0.0170*** -0.0378*** -0.0157* -0.00321

(0.00473) (0.00730) (0.00817) (0.00800)

Fiscal Year 2005 -0.000452 -0.0308*** 0.00901 0.0154

(0.00633) (0.00838) (0.0131) (0.0109)

Fiscal Year 2006 -0.00902 -0.0399*** -0.00566 0.0119

(0.00551) (0.00693) (0.0105) (0.0104)

Fiscal Year 2007 -0.00116 -0.0327*** -0.00235 0.0221*

(0.00627) (0.00817) (0.0109) (0.0119)

Fiscal Year 2008 -0.00978* -0.0373*** 0.0123 -0.00364

(0.00558) (0.00744) (0.0138) (0.00873)

Fiscal Year 2009 -0.00623 -0.0454*** 0.00992 0.0196

(0.00591) (0.00630) (0.0133) (0.0121)

Fiscal Year 2010 -0.0185*** -0.0490*** -0.0175** 0.00780

(0.00471) (0.00583) (0.00800) (0.0105)

Fiscal Year 2011 0.0266** -0.0284** 0.0543** 0.0599**

(0.0118) (0.0112) (0.0256) (0.0305)

Fiscal Year 2012 0.00468 -0.0172 0.0277 0.00891

(0.00936) (0.0133) (0.0209) (0.0180)

Fiscal Year 2013 -0.00560 -0.0286*** 0.0149 0.00208

(0.00805) (0.0110) (0.0174) (0.0164)

Male -0.00742 -0.000804 -0.00530 -0.00461

(0.00462) (0.00823) (0.00732) (0.00819)

POST * male 0.00505 -0.0158 -0.00561 0.0184

(0.00783) (0.0130) (0.00992) (0.0174)

Advance Scholar Program -0.00121 -0.0123 0.00472 0.00181

(0.00574) (0.0122) (0.0119) (0.00747)

POST Advance Scholar Program -0.000169 0.0822** -0.0264*** -0.0130

(0.00919) (0.0396) (0.00699) (0.00809)

Female *Post Advance Scholar Program -0.00150 -0.0262 0.00260 0.0150

(0.0173) (0.0192) (0.0367) (0.0456)

Female *Advance Scholar Program -0.0115 -0.0238* 0.00386 0.000106

(0.00791) (0.0136) (0.0186) (0.0178)

Architecture 0.00737 0.0144

(0.0188) (0.0188)

Observations 21924 5057 5774 10728

12

Table 2c: Marginal Effect from Probit Analysis of Exposure to the

Administrative Fellows Committee VARIABLES All Ranks Assistant Associate Full

Asian -0.00460 0.00232 -0.0174*** 0.0115

(0.00541) (0.0108) (0.00647) (0.0121)

White 0.00158 0.00829 -0.0148* 0.0123**

(0.00434) (0.00781) (0.00818) (0.00590)

Foreign born -0.00395 -0.00351 -0.00514 0.000102

(0.00357) (0.00671) (0.00613) (0.00559)

Age 45-54 -0.00301 0.00633 -0.00536 -0.0186***

(0.00474) (0.0113) (0.00617) (0.00679)

Age 55-64 -0.00875 0.0337 0.00268 -0.0339***

(0.00592) (0.0284) (0.00892) (0.00973)

Age 65+ 0.0524*** 0.432 0.0620** 0.00604

(0.0143) (0.278) (0.0290) (0.0122)

Hired as advanced

assistant

-0.0201*** -0.0554*** -0.0227*** -0.0107*

(0.00448) (0.00332) (0.00650) (0.00549)


(0.00735) (0.00814) (0.0103)

Hired as full 0.0138* 0.0127*

(0.00725) (0.00648)


(0.0118) (0.0247) (0.0133)


(0.00401)

Dean/VP -0.0249*** -0.0105

(0.00650) (0.0239)


(0.00386)

Full Professor -0.0252*** 0.0144***

(0.00610) (0.00535)


(0.000630) (0.00172) (0.00128) (0.00126)

Years since degree,

squared

1.28e-05 -6.41e-05 -3.51e-06 -6.45e-06

(1.19e-05) (8.05e-05) (2.69e-05) (1.97e-05)


(0.00586) (0.0168) (0.00549)

COALS non-STEM 0.0114 -0.00254 -0.00705

(0.00961) (0.0159) (0.00908)

COALS STEM 0.000587 -0.0387*** 2.71e-05 -0.00724

(0.00743) (0.00833) (0.0144) (0.00818)

Architecture 0.0306** 0.00405 0.0355

(0.0123) (0.0177) (0.0234)

Education 0.0212** -0.00683 0.0256 -0.00330

(0.0100) (0.0147) (0.0191) (0.00945)

Engineering 0.00336 -0.0183 -0.00160 -0.0101

(0.00681) (0.0115) (0.0121) (0.00755) Liberal Arts non-STEM 0.0117 0.00365 0.00493 -0.0100

(0.00842) (0.0153) (0.0135) (0.00806)

13

Liberal Arts STEM 0.0259** 0.00974 0.00894 0.00536

(0.0103) (0.0166) (0.0159) (0.0111)

Mays School 0.0355*** 0.0458* 0.0245 -0.00358

(0.0118) (0.0245) (0.0206) (0.00944)

Science 0.000396 -0.0275*** 0.00237 -0.0132*

(0.00703) (0.00985) (0.0141) (0.00725)

Veterinary Medicine 0.0127 -0.0194 0.0163 -0.00395

(0.00908) (0.0123) (0.0177) (0.00917)

Fiscal Year 2002 -0.0114** -0.0313*** -0.000450 -0.00175

(0.00527) (0.00773) (0.0110) (0.00815)

Fiscal Year 2003 -0.0144*** -0.0325*** -0.00738 -0.00381

(0.00501) (0.00742) (0.00992) (0.00798)

Fiscal Year 2004 -0.0170*** -0.0358*** -0.0161** -0.00317

(0.00470) (0.00671) (0.00809) (0.00783)

Fiscal Year 2005 -0.000396 -0.0291*** 0.00973 0.0152

(0.00631) (0.00779) (0.0134) (0.0107)

Fiscal Year 2006 -0.00884 -0.0375*** -0.00535 0.0118

(0.00551) (0.00643) (0.0106) (0.0102)

Fiscal Year 2007 -0.00104 -0.0305*** -0.00206 0.0219*

(0.00626) (0.00767) (0.0111) (0.0117)

Fiscal Year 2008 -0.00970* -0.0350*** 0.0126 -0.00350

(0.00556) (0.00694) (0.0140) (0.00857)

Fiscal Year 2009 -0.00605 -0.0424*** 0.0104 0.0194

(0.00591) (0.00588) (0.0135) (0.0119)

Fiscal Year 2010 -0.0184*** -0.0461*** -0.0175** 0.00786

(0.00469) (0.00540) (0.00806) (0.0103)

Fiscal Year 2011 0.0328*** -0.0203* 0.0518** 0.0669**

(0.0121) (0.0113) (0.0250) (0.0305)

Fiscal Year 2012 0.00962 -0.00689 0.0265 0.0136

(0.00972) (0.0140) (0.0205) (0.0182)

Fiscal Year 2013 -0.00125 -0.0199* 0.0139 0.00622

(0.00846) (0.0118) (0.0172) (0.0165)

Male -0.00419 0.00502 -0.00441 -0.00369

(0.00430) (0.00725) (0.00707) (0.00762)

POST * male 0.00111 -0.0132 -0.00593 0.0116

(0.00697) (0.0113) (0.00961) (0.0148)

Fellows 0.00609 0.00942 0.0218 0.00234

(0.00805) (0.0233) (0.0207) (0.00841)

POST fellows -0.00764 -0.00421 -0.0265*** -0.00265

(0.0112) (0.0301) (0.00881) (0.0144)

Female *Post fellows -0.0370*** -0.0532*** -0.00385 -0.0336***

(0.00458) (0.00322) (0.0426) (0.00193)

Female *fellows 0.00787 0.00510 0.0164 0.00992

(0.0146) (0.0302) (0.0275) (0.0274)

Geoscience -0.00180 -0.0202***

(0.0149) (0.00580)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

14

Table 2d: Marginal Effect from Probit Analysis of Exposure to the ADVANCE

Speaker Series Committee VARIABLES All Ranks Assistant Associate Full

Asian -0.00458 0.00328 -0.0169** 0.0108

(0.00542) (0.0114) (0.00669) (0.0115)

White 0.00127 0.00811 -0.0138* 0.0116**

(0.00437) (0.00826) (0.00806) (0.00565)

Foreign born -0.00428 -0.00495 -0.00523 -6.61e-07

(0.00357) (0.00709) (0.00613) (0.00534)

Age 45-54 -0.00326 0.00644 -0.00541 -0.0176***

(0.00475) (0.0119) (0.00620) (0.00650)

Age 55-64 -0.00905 0.0344 0.00220 -0.0321***

(0.00590) (0.0296) (0.00880) (0.00928)

Age 65+ 0.0523*** 0.425 0.0622** 0.00622

(0.0143) (0.275) (0.0291) (0.0118)


(0.00452) (0.00350) (0.00664) (0.00531)


(0.00734) (0.00821) (0.00993)

Hired as full 0.0141* 0.0121*

(0.00730) (0.00623)


(0.0118) (0.0246) (0.0130)


(0.00402)

Dean/VP -0.0249*** -0.00744

(0.00651) (0.0248)


(0.00387)

Full Professor -0.0254*** 0.0138***

(0.00612) (0.00508)


(0.000632) (0.00182) (0.00128) (0.00120)


(1.20e-05) (8.46e-05) (2.69e-05) (1.88e-05)


(0.00582) (0.0164) (0.00519)

COALS non-STEM 0.0103 -0.00557 -0.00660

(0.00958) (0.0162) (0.00869)

COALS STEM 0.00101 -0.0414*** 0.00486 -0.00616

(0.00722) (0.00825) (0.0145) (0.00778)

Architecture 0.0293** 0.00107 0.0359

(0.0123) (0.0180) (0.0235)

Education 0.0196** -0.0114 0.0259 -0.00324

(0.0100) (0.0147) (0.0191) (0.00900)

Engineering 0.00342 -0.0179 -0.00435 -0.00937

(0.00682) (0.0124) (0.0118) (0.00732)

Liberal Arts non-STEM 0.0106 -1.48e-06 0.00595 -0.00987

(0.00841) (0.0155) (0.0137) (0.00759) Liberal Arts STEM 0.0289*** 0.0219 0.00256 0.00603

(0.0105) (0.0197) (0.0146) (0.0112)

15

Mays School 0.0341*** 0.0427* 0.0245 -0.00339

(0.0118) (0.0247) (0.0206) (0.00901)

Science 0.000866 -0.0261** -0.00522 -0.0122*

(0.00712) (0.0115) (0.0129) (0.00713)


(0.00907) (0.0133) (0.0169) (0.00879)

Fiscal Year 2002 -0.0114** -0.0334*** -7.08e-05 -0.00164

(0.00528) (0.00831) (0.0111) (0.00779)

Fiscal Year 2003 -0.0145*** -0.0348*** -0.00782 -0.00355

(0.00502) (0.00793) (0.00979) (0.00763)

Fiscal Year 2004 -0.0171*** -0.0379*** -0.0156* -0.00293

(0.00472) (0.00728) (0.00828) (0.00750)

Fiscal Year 2005 -0.000449 -0.0305*** 0.00943 0.0146

(0.00632) (0.00847) (0.0133) (0.0103)

Fiscal Year 2006 -0.00899 -0.0397*** -0.00517 0.0113

(0.00551) (0.00700) (0.0106) (0.00982)

Fiscal Year 2007 -0.00111 -0.0321*** -0.00154 0.0209*

(0.00627) (0.00831) (0.0112) (0.0113)

Fiscal Year 2008 -0.00976* -0.0369*** 0.0131 -0.00338

(0.00558) (0.00754) (0.0141) (0.00819)

Fiscal Year 2009 -0.00614 -0.0450*** 0.0102 0.0184

(0.00592) (0.00638) (0.0134) (0.0114)

Fiscal Year 2010 -0.0186*** -0.0490*** -0.0172** 0.00751

(0.00470) (0.00585) (0.00815) (0.00988)

Fiscal Year 2011 0.0330*** -0.0220* 0.0487** 0.0847**

(0.0125) (0.0123) (0.0248) (0.0352)

Fiscal Year 2012 0.00975 -0.00857 0.0240 0.0247

(0.01000) (0.0151) (0.0199) (0.0215)

Fiscal Year 2013 -0.00111 -0.0211* 0.0107 0.0161

(0.00865) (0.0128) (0.0165) (0.0194)

Male -0.00570 0.00320 -0.00561 -0.00277

(0.00458) (0.00816) (0.00741) (0.00768)

POST * male -0.000188 -0.0195 -0.00266 0.00206

(0.00734) (0.0121) (0.0110) (0.0130)

Advance Speaker Series -0.00175 -0.0175* 0.0173 0.000465

(0.00450) (0.00982) (0.0109) (0.00524)

POST Advance Speaker Series 0.00256 0.0375 -0.0148 -0.00143

(0.00821) (0.0278) (0.00961) (0.00853)

Female *Post Advance Speaker Series -0.0228** -0.0400*** 0.00714 -0.0339***

(0.00915) (0.0117) (0.0312) (0.00194)

Female *Advance Speaker Series -0.00282 -0.00833 0.00585 0.00817

(0.00910) (0.0169) (0.0179) (0.0181)

Geoscience -0.00537 -0.0190***

(0.0139) (0.00565)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

16

Table 2e: Marginal Effect from Probit Analysis of Exposure to the Mini-Grants

Committee VARIABLES All Ranks Assistant Associate Full

Asian -0.00447 0.00360 -0.0174*** 0.0109

(0.00544) (0.0115) (0.00651) (0.0118)

White 0.00174 0.00972 -0.0142* 0.0118**

(0.00435) (0.00824) (0.00816) (0.00581)

Foreign born -0.00386 -0.00294 -0.00569 -7.18e-05

(0.00359) (0.00716) (0.00605) (0.00545)

Age 45-54 -0.00307 0.00723 -0.00534 -0.0187***

(0.00475) (0.0121) (0.00615) (0.00662)

Age 55-64 -0.00888 0.0356 0.00193 -0.0338***

(0.00591) (0.0299) (0.00873) (0.00953)

Age 65+ 0.0526*** 0.502* 0.0603** 0.00532

(0.0143) (0.271) (0.0287) (0.0118)


(0.00450) (0.00350) (0.00689) (0.00543)


(0.00735) (0.00794) (0.0101)

Hired as full 0.0136* 0.0128**

(0.00724) (0.00639)


(0.0117) (0.0251) (0.0131)


(0.00401)

Dean/VP -0.0251*** 0.00116

(0.00650) (0.0322)


(0.00385)

Full Professor -0.0253*** 0.0141***

(0.00613) (0.00526)


(0.000632) (0.00182) (0.00128) (0.00123)


(1.20e-05) (8.35e-05) (2.68e-05) (1.93e-05)


(0.00578) (0.0166) (0.00528)

COALS non-STEM 0.0103 -0.0152* -0.00675

(0.00957) (0.00871) (0.00891)

COALS STEM 0.000579 -0.0396*** -0.0123 -0.00649

(0.00720) (0.00859) (0.00833) (0.00794)

Architecture 0.0293** 0.00783 0.00806

(0.0123) (0.0190) (0.0141)

Education 0.0204** -0.00313 0.00137 -0.00332

(0.0101) (0.0160) (0.0110) (0.00921)

Engineering 0.00351 -0.0185 -0.0160** -0.00946

(0.00688) (0.0128) (0.00799) (0.00768)

Liberal Arts non-STEM 0.0112 0.00894 -0.0122 -0.0101

(0.00846) (0.0164) (0.00809) (0.00778) Liberal Arts STEM 0.0244** 0.0129 -0.00744 0.00555

(0.0100) (0.0169) (0.00955) (0.0108)

17

Mays School 0.0341*** 0.0535** -0.00356

(0.0118) (0.0258) (0.00920)

Science 0.000836 -0.0275** -0.0120 -0.0120

(0.00715) (0.0109) (0.00898) (0.00755)

Veterinary Medicine 0.0115 -0.0182 -0.00535 -0.00394

(0.00906) (0.0135) (0.00994) (0.00895)

Fiscal Year 2002 -0.0114** -0.0336*** -2.53e-05 -0.00180

(0.00529) (0.00834) (0.0111) (0.00796)

Fiscal Year 2003 -0.0146*** -0.0350*** -0.00759 -0.00372

(0.00502) (0.00794) (0.00985) (0.00782)

Fiscal Year 2004 -0.0171*** -0.0385*** -0.0158* -0.00316

(0.00472) (0.00725) (0.00821) (0.00766)

Fiscal Year 2005 -0.000440 -0.0312*** 0.00958 0.0150

(0.00632) (0.00839) (0.0133) (0.0105)

Fiscal Year 2006 -0.00902 -0.0403*** -0.00526 0.0114

(0.00551) (0.00693) (0.0105) (0.0100)

Fiscal Year 2007 -0.00119 -0.0327*** -0.00219 0.0212*

(0.00626) (0.00826) (0.0110) (0.0115)

Fiscal Year 2008 -0.00979* -0.0376*** 0.0128 -0.00350

(0.00558) (0.00747) (0.0140) (0.00838)

Fiscal Year 2009 -0.00623 -0.0457*** 0.0107 0.0188

(0.00591) (0.00632) (0.0135) (0.0116)

Fiscal Year 2010 -0.0186*** -0.0496*** -0.0172** 0.00748

(0.00470) (0.00581) (0.00818) (0.0101)

Fiscal Year 2011 0.0215** -0.0307*** 0.0383* 0.0622**

(0.0108) (0.0102) (0.0221) (0.0297)

Fiscal Year 2012 0.000897 -0.0179 0.0155 0.0110

(0.00854) (0.0127) (0.0174) (0.0173)

Fiscal Year 2013 -0.00877 -0.0299*** 0.00413 0.00410

(0.00739) (0.0105) (0.0143) (0.0157)

Male -0.00555 0.00536 -0.00497 -0.00734

(0.00435) (0.00784) (0.00685) (0.00790)

POST * male 0.00917 0.000425 -0.00227 0.0131

(0.00791) (0.0147) (0.0105) (0.0150)

Departmental Mini Grants -0.00307 -0.000560 -0.0137* 0.000734

(0.00490) (0.0125) (0.00795) (0.00581)

POST Departmental Mini Grants -0.00134 -0.0170 0.0148 -0.00103

(0.00852) (0.0182) (0.0218) (0.00934)

Female *Post Departmental Mini Grants 0.0565 0.154 0.0566 -0.0334***

(0.0460) (0.122) (0.0911) (0.00193)

Female *Departmental Mini Grants -0.00897 0.00600 0.00415 -0.0227**

(0.0125) (0.0282) (0.0355) (0.0106)

Geoscience 0.00237 -0.0149 -0.0195***

(0.0183) (0.00908) (0.00575)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

18

Table 2f: Marginal Effect from Probit Analysis of Exposure to the Faculty

Recognition Committee VARIABLES quit quit quit quit

Asian -0.00464 0.00331 -0.0172*** 0.0117

(0.00543) (0.0116) (0.00664) (0.0124)

White 0.00144 0.00960 -0.0147* 0.0125**

(0.00437) (0.00825) (0.00819) (0.00611)

Foreign born -0.00419 -0.00396 -0.00580 -0.000368

(0.00358) (0.00717) (0.00612) (0.00568)

Age 45-54 -0.00340 0.00584 -0.00582 -0.0192***

(0.00475) (0.0119) (0.00622) (0.00692)

Age 55-64 -0.00950 0.0342 0.00105 -0.0348***

(0.00590) (0.0298) (0.00872) (0.00992)

Age 65+ 0.0511*** 0.469* 0.0588** 0.00596

(0.0143) (0.278) (0.0285) (0.0125)


(0.00450) (0.00351) (0.00676) (0.00562)


(0.00735) (0.00806) (0.0106)

Hired as full 0.0135* 0.0129*

(0.00722) (0.00656)


(0.0118) (0.0248) (0.0134)


(0.00401)

Dean/VP -0.0250*** -0.00997

(0.00650) (0.0248)


(0.00389)

Full Professor -0.0252*** 0.0145***

(0.00611) (0.00548)


(0.000632) (0.00183) (0.00128) (0.00129)


(1.19e-05) (8.59e-05) (2.68e-05) (2.02e-05)


(0.00586) (0.0164) (0.00553)

COALS non-STEM 0.0133 0.000677 -0.00727

(0.00993) (0.0183) (0.00922)

COALS STEM 0.00243 -0.0396*** 0.00517 -0.00769

(0.00731) (0.00907) (0.0147) (0.00815)

Architecture 0.0333*** 0.00822 0.0366

(0.0128) (0.0204) (0.0238)

Education 0.0235** -0.00448 0.0257 -0.00311

(0.0104) (0.0168) (0.0192) (0.00967)

Engineering 0.00437 -0.0172 -0.00158 -0.0105

(0.00691) (0.0128) (0.0123) (0.00766)

Liberal Arts non-STEM 0.0129 0.00749 0.00575 -0.0114

(0.00854) (0.0171) (0.0137) (0.00796) Liberal Arts STEM 0.0239** 0.0108 0.0124 0.00264

(0.00992) (0.0172) (0.0173) (0.0109)

19

Mays School 0.0380*** 0.0538* 0.0245 -0.00376

(0.0122) (0.0275) (0.0207) (0.00958)

Science 0.00190 -0.0274** 0.00263 -0.0134*

(0.00724) (0.0114) (0.0143) (0.00738)


(0.00935) (0.0142) (0.0178) (0.00934)

Fiscal Year 2002 -0.0114** -0.0338*** -0.000536 -0.00175

(0.00528) (0.00834) (0.0110) (0.00831)

Fiscal Year 2003 -0.0145*** -0.0351*** -0.00775 -0.00385

(0.00503) (0.00802) (0.00988) (0.00813)

Fiscal Year 2004 -0.0170*** -0.0383*** -0.0160* -0.00314

(0.00473) (0.00734) (0.00823) (0.00800)

Fiscal Year 2005 -0.000316 -0.0309*** 0.00917 0.0155

(0.00634) (0.00851) (0.0133) (0.0109)

Fiscal Year 2006 -0.00887 -0.0401*** -0.00610 0.0119

(0.00552) (0.00704) (0.0104) (0.0104)

Fiscal Year 2007 -0.000935 -0.0325*** -0.00254 0.0222*

(0.00629) (0.00834) (0.0110) (0.0119)

Fiscal Year 2008 -0.00975* -0.0374*** 0.0121 -0.00355

(0.00557) (0.00755) (0.0139) (0.00874)

Fiscal Year 2009 -0.00603 -0.0454*** 0.00990 0.0196

(0.00593) (0.00643) (0.0134) (0.0121)

Fiscal Year 2010 -0.0185*** -0.0494*** -0.0176** 0.00766

(0.00470) (0.00590) (0.00810) (0.0104)

Fiscal Year 2011 0.0233** -0.0289*** 0.0485** 0.0480*

(0.0110) (0.0109) (0.0238) (0.0271)

Fiscal Year 2012 0.00227 -0.0170 0.0235 0.00278

(0.00875) (0.0130) (0.0195) (0.0157)

Fiscal Year 2013 -0.00749 -0.0287*** 0.0104 -0.00359

(0.00762) (0.0109) (0.0161) (0.0142)

Male -0.00706 0.000641 -0.00644 -0.00568

(0.00442) (0.00801) (0.00718) (0.00786)

POST * male 0.00909 -0.00267 -0.00559 0.0250

(0.00783) (0.0143) (0.00972) (0.0180)

Faculty Recognition 0.0174** 0.0180 0.00702 0.0138

(0.00847) (0.0172) (0.0142) (0.0111)

POST Faculty Recognition -0.0145* -0.00939 -0.0107 -0.0143

(0.00880) (0.0240) (0.0167) (0.0102)

Female *Post Faculty Recognition 0.0518 0.0582 -0.0165 0.261

(0.0448) (0.0755) (0.0244) (0.209)

Female *Faculty Recognition -0.0168* -0.0283** -0.00126 -0.00976

(0.00889) (0.0144) (0.0226) (0.0201)

Geoscience -0.00171 -0.0208***

(0.0149) (0.00586)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

20

Table 2g: Marginal Effect from Probit Analysis of Exposure to the LEAD

Committee VARIABLES quit quit quit quit

Asian -0.00410 0.00425 -0.0157** 0.0107

(0.00548) (0.0117) (0.00650) (0.0121)

White 0.00203 0.0101 -0.0137* 0.0123**

(0.00433) (0.00826) (0.00784) (0.00596)

Foreign born -0.00370 -0.00380 -0.00571 0.000516

(0.00359) (0.00717) (0.00586) (0.00568)

Age 45-54 -0.00285 0.00666 -0.00500 -0.0177**

(0.00476) (0.0121) (0.00598) (0.00694)

Age 55-64 -0.00859 0.0354 0.00227 -0.0325***

(0.00592) (0.0299) (0.00851) (0.00979)

Age 65+ 0.0531*** 0.454 0.0582** 0.00792

(0.0144) (0.278) (0.0279) (0.0126)


(0.00450) (0.00353) (0.00648) (0.00551)


(0.00733) (0.00781) (0.0102)

Hired as full 0.0135* 0.0122*

(0.00721) (0.00642)


(0.0117) (0.0245) (0.0131)


(0.00401)

Dean/VP -0.0244***

(0.00665)

Distinguished Professor -0.0307*** 0.00981

(0.00383) (0.0397)

Full Professor -0.0258*** 0.0198

(0.00611) (0.0171)


(0.000631) (0.00184) (0.00122) (0.00125)


(1.19e-05) (8.61e-05) (2.56e-05) (1.97e-05)


(0.00564) (0.0154) (0.00517)

COALS non-STEM 0.0155 -0.00351 -0.00677

(0.0106) (0.0171) (0.00915)

COALS STEM 0.00509 -0.0413*** 0.00517 -0.00655

(0.00801) (0.00856) (0.0141) (0.00813)

Architecture 0.0355*** 0.00376 0.0347

(0.0135) (0.0190) (0.0228)

Education 0.0259** -0.00748 0.0244 -0.00293

(0.0111) (0.0159) (0.0184) (0.00953)

Engineering 0.00602 -0.0198 -0.00154 -0.0115

(0.00733) (0.0124) (0.0118) (0.00734)

Liberal Arts non-STEM 0.0160* 0.00407 0.00533 -0.00994

(0.00933) (0.0166) (0.0131) (0.00804) Liberal Arts STEM 0.0301*** 0.00802 0.0118 0.00559

(0.0111) (0.0170) (0.0159) (0.0110)

21

Mays School 0.0408*** 0.0474* 0.0235 -0.00328

(0.0130) (0.0260) (0.0200) (0.00950)

Science 0.00252 -0.0293*** 0.00206 -0.0150**

(0.00748) (0.0108) (0.0136) (0.00700)


(0.00948) (0.0139) (0.0167) (0.00871)

Fiscal Year 2002 -0.0114** -0.0334*** -0.000473 -0.00171

(0.00527) (0.00846) (0.0106) (0.00817)

Fiscal Year 2003 -0.0146*** -0.0348*** -0.00796 -0.00391

(0.00499) (0.00810) (0.00926) (0.00797)

Fiscal Year 2004 -0.0171*** -0.0381*** -0.0152* -0.00335

(0.00470) (0.00741) (0.00790) (0.00781)

Fiscal Year 2005 -0.000594 -0.0307*** 0.00880 0.0150

(0.00629) (0.00858) (0.0128) (0.0107)

Fiscal Year 2006 -0.00912* -0.0399*** -0.00553 0.0112

(0.00548) (0.00707) (0.0101) (0.0102)

Fiscal Year 2007 -0.00132 -0.0322*** -0.00229 0.0210*

(0.00623) (0.00842) (0.0106) (0.0116)

Fiscal Year 2008 -0.00986* -0.0373*** 0.0119 -0.00387

(0.00555) (0.00761) (0.0135) (0.00853)

Fiscal Year 2009 -0.00641 -0.0455*** 0.00923 0.0179

(0.00586) (0.00645) (0.0128) (0.0116)

Fiscal Year 2010 -0.0186*** -0.0495*** -0.0169** 0.00735

(0.00467) (0.00591) (0.00776) (0.0103)

Fiscal Year 2011 0.0295** -0.0251** 0.0471** 0.0679**

(0.0116) (0.0114) (0.0232) (0.0308)

Fiscal Year 2012 0.00647 -0.0126 0.0233 0.0134

(0.00921) (0.0139) (0.0190) (0.0181)

Fiscal Year 2013 -0.00401 -0.0253** 0.0108 0.00597

(0.00803) (0.0116) (0.0158) (0.0165)

Male -0.00424 0.00588 -0.00628 -0.00190

(0.00422) (0.00766) (0.00676) (0.00742)

POST * male 0.00113 -0.0110 -0.00617 0.00846

(0.00693) (0.0124) (0.00910) (0.0142)

LEAD Program 0.00407 -0.0293* 0.0221 0.0103

(0.00826) (0.0156) (0.0209) (0.01000)

POST LEAD Program 0.0313 0.109 -0.00844 0.0264

(0.0202) (0.100) (0.0187) (0.0218)

Female *Post LEAD

Program

-0.0381*** -0.0479*** -0.0329*** -0.0333***

(0.00332) (0.0105) (0.00254) (0.00192)

Female *LEAD Program 0.0104 0.0564 -0.00536 0.0367

(0.0187) (0.0639) (0.0232) (0.0406)

Geoscience -0.00491 -0.0231***

(0.0138) (0.00524)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

22

Table 2h: Marginal Effect from Probit Analysis of Exposure to the Roadmap

Workshop Committee VARIABLES quit quit quit quit

Asian -0.00450 0.00258 -0.0173*** 0.0113

(0.00543) (0.0109) (0.00656) (0.0121)

White 0.00166 0.00907 -0.0149* 0.0123**

(0.00434) (0.00786) (0.00819) (0.00591)

Foreign born -0.00409 -0.00383 -0.00554 0.000126

(0.00358) (0.00681) (0.00609) (0.00560)

Age 45-54 -0.00295 0.00668 -0.00579 -0.0187***

(0.00476) (0.0116) (0.00621) (0.00679)

Age 55-64 -0.00899 0.0329 0.00175 -0.0340***

(0.00591) (0.0284) (0.00877) (0.00969)

Age 65+ 0.0523*** 0.437 0.0622** 0.00576

(0.0143) (0.277) (0.0291) (0.0121)

Hired as advanced

assistant

-0.0202*** -0.0564*** -0.0226*** -0.0108**

(0.00449) (0.00336) (0.00672) (0.00548)


(0.00738) (0.00812) (0.0104)

Hired as full 0.0139* 0.0128**

(0.00728) (0.00650)


(0.0118) (0.0247) (0.0133)


(0.00402)

Dean/VP -0.0251*** -0.0113

(0.00647) (0.0232)


(0.00386)

Full Professor -0.0252*** 0.0146***

(0.00612) (0.00530)


(0.000634) (0.00175) (0.00129) (0.00125)

Years since degree,

squared

1.26e-05 -6.67e-05 -5.15e-06 -5.54e-06

(1.20e-05) (8.17e-05) (2.70e-05) (1.96e-05)


(0.00602) (0.0166) (0.00566)

COALS non-STEM 0.0131 -0.00588

(0.00991) (0.00939)

COALS STEM 0.00181 -0.0382*** 0.00829 -0.00655

(0.00725) (0.00800) (0.0150) (0.00813)

Architecture 0.0307** 0.00537 0.0404*

(0.0124) (0.0178) (0.0241)

Education 0.0216** -0.00583 0.0296 -0.00312

(0.0101) (0.0147) (0.0195) (0.00948)

Engineering 0.00346 -0.0176 0.00115 -0.0101

(0.00683) (0.0115) (0.0124) (0.00754) Liberal Arts non-STEM 0.0125 0.00548 0.00826 -0.00944

(0.00851) (0.0153) (0.0137) (0.00817)

23

Liberal Arts STEM 0.0283*** 0.0157 0.0133 0.00702

(0.0105) (0.0169) (0.0160) (0.0114)

Mays School 0.0356*** 0.0482** 0.0282 -0.00362

(0.0118) (0.0245) (0.0211) (0.00942)

Science 0.00163 -0.0259** 0.00517 -0.0119

(0.00734) (0.0103) (0.0144) (0.00759)


(0.00909) (0.0124) (0.0182) (0.00918)

Fiscal Year 2002 -0.0114** -0.0317*** -0.000639 -0.00172

(0.00528) (0.00789) (0.0110) (0.00814)

Fiscal Year 2003 -0.0145*** -0.0331*** -0.00785 -0.00373

(0.00502) (0.00754) (0.00985) (0.00797)

Fiscal Year 2004 -0.0171*** -0.0364*** -0.0162** -0.00324

(0.00470) (0.00683) (0.00814) (0.00780)

Fiscal Year 2005 -0.000478 -0.0295*** 0.00944 0.0152

(0.00632) (0.00794) (0.0134) (0.0107)

Fiscal Year 2006 -0.00903 -0.0382*** -0.00598 0.0117

(0.00550) (0.00655) (0.0105) (0.0102)

Fiscal Year 2007 -0.00115 -0.0308*** -0.00250 0.0217*

(0.00626) (0.00784) (0.0110) (0.0117)

Fiscal Year 2008 -0.00978* -0.0355*** 0.0120 -0.00359

(0.00557) (0.00708) (0.0139) (0.00854)

Fiscal Year 2009 -0.00616 -0.0431*** 0.00951 0.0193

(0.00591) (0.00600) (0.0133) (0.0119)

Fiscal Year 2010 -0.0186*** -0.0467*** -0.0177** 0.00770

(0.00469) (0.00552) (0.00808) (0.0103)

Fiscal Year 2011 0.0301** -0.0216* 0.0448* 0.0679**

(0.0117) (0.0113) (0.0232) (0.0307)

Fiscal Year 2012 0.00738 -0.00829 0.0207 0.0143

(0.00940) (0.0140) (0.0189) (0.0184)

Fiscal Year 2013 -0.00325 -0.0216* 0.00817 0.00685

(0.00816) (0.0116) (0.0156) (0.0167)

Male -0.00431 0.00486 -0.00495 -0.00298

(0.00424) (0.00729) (0.00689) (0.00743)

POST * male 0.00223 -0.0120 -0.00607 0.0117

(0.00707) (0.0116) (0.00960) (0.0148)

Roadmap -0.00589 -0.0125 -0.00759 -0.00305

(0.00656) (0.0185) (0.0137) (0.00707)

POST Roadmap 0.00308 0.00379 0.0356 -0.00750

(0.0130) (0.0367) (0.0471) (0.0108)

Female *Post Roadmap -0.0330*** -0.0531*** -0.0225 -0.0335***

(0.00762) (0.00320) (0.0165) (0.00192)

Female *Roadmap 0.0131 0.0115 0.0457 0.0237

(0.0184) (0.0376) (0.0546) (0.0350)

Geoscience 0.000860 0.000639 -0.0202***

(0.0171) (0.0156) (0.00579)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

24

Table 2i: Marginal Effect from Probit Analysis of Exposure to the STRIDE

Committee VARIABLES quit quit quit quit

Asian -0.00440 0.00313 -0.0174*** 0.0111

(0.00545) (0.0115) (0.00656) (0.0119)

White 0.00170 0.00892 -0.0135* 0.0119**

(0.00436) (0.00830) (0.00804) (0.00587)

Foreign born -0.00400 -0.00403 -0.00440 3.87e-05

(0.00359) (0.00714) (0.00615) (0.00552)

Age 45-54 -0.00312 0.00638 -0.00508 -0.0183***

(0.00476) (0.0120) (0.00619) (0.00673)

Age 55-64 -0.00901 0.0348 0.00161 -0.0333***

(0.00592) (0.0298) (0.00872) (0.00960)

Age 65+ 0.0524*** 0.441 0.0609** 0.00611

(0.0143) (0.277) (0.0287) (0.0121)

Hired as advanced

assistant

-0.0201*** -0.0600*** -0.0219*** -0.0105*

(0.00450) (0.00351) (0.00669) (0.00543)


(0.00740) (0.00808) (0.0103)

Hired as full 0.0138* 0.0124*

(0.00728) (0.00641)


(0.0117) (0.0247) (0.0132)


(0.00402)

Dean/VP -0.0250*** -0.0110

(0.00651) (0.0231)


(0.00386)

Full Professor -0.0255*** 0.0143***

(0.00612) (0.00527)


(0.000632) (0.00184) (0.00128) (0.00124)

Years since degree,

squared

1.20e-05 -7.04e-05 -9.11e-06 -6.47e-06

(1.20e-05) (8.59e-05) (2.68e-05) (1.95e-05)


(0.00582) (0.0171) (0.00533)

COALS non-STEM -0.0125** -0.00689

(0.00597) (0.00898)

COALS STEM -0.0192*** -0.0395*** 0.00492 -0.00664

(0.00469) (0.00866) (0.0144) (0.00800)

Education -0.00602 -0.00524 0.0261 -0.00333

(0.00630) (0.0156) (0.0191) (0.00932)

Engineering -0.0187*** -0.0150 -0.00545 -0.00993

(0.00490) (0.0127) (0.0116) (0.00761)

Geoscience -0.0197*** 0.00756 -0.00913 -0.0199***

(0.00523) (0.0202) (0.0126) (0.00593) Liberal Arts non-STEM -0.0122** 0.00697 0.00574 -0.0102

(0.00546) (0.0161) (0.0136) (0.00787)

25

Liberal Arts STEM -0.00240 0.0206 -0.00116 0.00589

(0.00710) (0.0198) (0.0140) (0.0118)

Mays School 0.00335 0.0527** 0.0242 -0.00348

(0.00754) (0.0257) (0.0205) (0.00933)

Science -0.0203*** -0.0279*** 0.00197 -0.0129*

(0.00470) (0.0107) (0.0140) (0.00717)

Veterinary Medicine -0.0117** -0.0189 0.0158 -0.00394

(0.00575) (0.0134) (0.0175) (0.00905)

Fiscal Year 2002 -0.0114** -0.0336*** 0.000105 -0.00175

(0.00529) (0.00840) (0.0111) (0.00805)

Fiscal Year 2003 -0.0145*** -0.0352*** -0.00723 -0.00372

(0.00503) (0.00799) (0.00994) (0.00789)

Fiscal Year 2004 -0.0171*** -0.0385*** -0.0156* -0.00312

(0.00473) (0.00728) (0.00824) (0.00775)

Fiscal Year 2005 -0.000436 -0.0312*** 0.00935 0.0151

(0.00633) (0.00845) (0.0133) (0.0106)

Fiscal Year 2006 -0.00901 -0.0403*** -0.00547 0.0116

(0.00552) (0.00699) (0.0105) (0.0101)

Fiscal Year 2007 -0.00110 -0.0327*** -0.00174 0.0216*

(0.00627) (0.00830) (0.0111) (0.0116)

Fiscal Year 2008 -0.00979* -0.0376*** 0.0130 -0.00342

(0.00558) (0.00751) (0.0141) (0.00849)

Fiscal Year 2009 -0.00617 -0.0456*** 0.0101 0.0191

(0.00592) (0.00640) (0.0134) (0.0118)

Fiscal Year 2010 -0.0186*** -0.0496*** -0.0172** 0.00766

(0.00470) (0.00587) (0.00816) (0.0102)

Fiscal Year 2011 0.0284** -0.0242** 0.0447* 0.0692**

(0.0119) (0.0120) (0.0239) (0.0311)

Fiscal Year 2012 0.00612 -0.0111 0.0208 0.0151

(0.00945) (0.0147) (0.0192) (0.0186)

Fiscal Year 2013 -0.00435 -0.0238* 0.00872 0.00750

(0.00816) (0.0122) (0.0161) (0.0168)

Male -0.00541 0.00466 -0.00508 -0.00527

(0.00448) (0.00807) (0.00712) (0.00790)

POST * male 0.00419 -0.0154 -0.00115 0.0107

(0.00762) (0.0128) (0.0108) (0.0147)

STRIDE 0.00165 -0.0116 0.0228 0.00289

(0.00552) (0.0110) (0.0146) (0.00687)

POST STRIDE -0.00316 0.0281 -0.0201** -0.00524

(0.00839) (0.0274) (0.00931) (0.00929)

Female *Post STRIDE -0.00871 -0.0325* 0.0394 -0.0336***

(0.0157) (0.0169) (0.0571) (0.00193)

Female *STRIDE -0.00195 0.000409 0.00751 -0.00338

(0.0101) (0.0202) (0.0212) (0.0176)

Architecture 0.00743 0.0358

(0.0190) (0.0234)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

26

Table 2j: Marginal Effect from Probit Analysis of Exposure to the Student

Diversity Committee VARIABLES quit quit quit quit

Asian -0.00464 0.00234 -0.0168*** 0.0101

(0.00542) (0.0111) (0.00650) (0.0120)

White 0.00132 0.00847 -0.0145* 0.0117*

(0.00436) (0.00801) (0.00805) (0.00604)

Foreign born -0.00381 -0.00357 -0.00540 0.000475

(0.00359) (0.00692) (0.00602) (0.00566)

Age 45-54 -0.00310 0.00617 -0.00534 -0.0194***

(0.00474) (0.0116) (0.00611) (0.00680)

Age 55-64 -0.00880 0.0333 0.00216 -0.0344***

(0.00589) (0.0287) (0.00872) (0.00973)

Age 65+ 0.0525*** 0.439 0.0609** 0.00583

(0.0143) (0.278) (0.0286) (0.0122)


(0.00448) (0.00340) (0.00649) (0.00556)


(0.00736) (0.00797) (0.0105)

Hired as full 0.0135* 0.0127*

(0.00722) (0.00652)


(0.0117) (0.0248) (0.0134)


(0.00400)

Dean/VP -0.0238*** -0.00807

(0.00686) (0.0262)


(0.00385)

Full Professor -0.0256*** 0.0144***

(0.00610) (0.00542)


(0.000629) (0.00178) (0.00128) (0.00125)


(1.19e-05) (8.30e-05) (2.68e-05) (1.97e-05)


(0.00567) (0.0163) (0.00540)

COALS non-STEM 0.0103 0.0220

(0.00947) (0.0147)

COALS STEM 0.000805 -0.0380*** 0.00518 0.0228*

(0.00715) (0.00826) (0.0144) (0.0120)

Architecture 0.0305** 0.00710 0.0352 0.0376*

(0.0123) (0.0183) (0.0232) (0.0200)

Education 0.0213** -0.00493 0.0249 0.0321**

(0.0100) (0.0150) (0.0188) (0.0158)

Engineering 0.00333 -0.0164 -0.00153 0.0189*

(0.00681) (0.0117) (0.0120) (0.0106)

Liberal Arts non-STEM 0.0119 0.00675 0.00552 0.0193

(0.00843) (0.0156) (0.0134) (0.0132) Liberal Arts STEM 0.0225** 0.0137 0.00625 0.0386**

(0.0101) (0.0172) (0.0156) (0.0167)

27

Mays School 0.0355*** 0.0512** 0.0238 0.0308*

(0.0118) (0.0250) (0.0203) (0.0159)

Science 0.000257 -0.0267*** 0.00232 0.0138

(0.00702) (0.0103) (0.0139) (0.0105)

Veterinary Medicine 0.0126 -0.0182 0.0157 0.0303**

(0.00907) (0.0128) (0.0174) (0.0148)

Fiscal Year 2002 -0.0115** -0.0322*** -0.000844 -0.00164

(0.00526) (0.00804) (0.0107) (0.00823)

Fiscal Year 2003 -0.0145*** -0.0335*** -0.00762 -0.00368

(0.00501) (0.00770) (0.00969) (0.00806)

Fiscal Year 2004 -0.0171*** -0.0368*** -0.0156* -0.00350

(0.00469) (0.00700) (0.00808) (0.00782)

Fiscal Year 2005 -0.000649 -0.0298*** 0.00879 0.0157

(0.00629) (0.00809) (0.0130) (0.0108)

Fiscal Year 2006 -0.00900 -0.0387*** -0.00581 0.0121

(0.00550) (0.00667) (0.0103) (0.0104)

Fiscal Year 2007 -0.00120 -0.0314*** -0.00225 0.0221*

(0.00625) (0.00796) (0.0109) (0.0118)

Fiscal Year 2008 -0.00989* -0.0362*** 0.0122 -0.00359

(0.00555) (0.00717) (0.0138) (0.00861)

Fiscal Year 2009 -0.00622 -0.0439*** 0.00956 0.0199*

(0.00590) (0.00608) (0.0131) (0.0120)

Fiscal Year 2010 -0.0186*** -0.0477*** -0.0172** 0.00816

(0.00468) (0.00557) (0.00798) (0.0104)

Fiscal Year 2011 0.0291** -0.0230** 0.0452* 0.0664**

(0.0115) (0.0112) (0.0231) (0.0302)

Fiscal Year 2012 0.00668 -0.0100 0.0215 0.0132

(0.00922) (0.0137) (0.0188) (0.0180)

Fiscal Year 2013 -0.00377 -0.0225* 0.00897 0.00575

(0.00801) (0.0116) (0.0155) (0.0163)

Male -0.00518 0.00346 -0.00583 -0.00249

(0.00424) (0.00739) (0.00683) (0.00740)

POST * male 0.00371 -0.0115 -0.00443 0.0132

(0.00709) (0.0117) (0.00953) (0.0150)

Student Diversity 0.0292* 0.0245 0.0316 0.0286

(0.0156) (0.0411) (0.0393) (0.0177)

POST Student Diversity -0.0190* 0.00422 -0.0337*** -0.0202**

(0.0114) (0.0502) (0.00259) (0.00986)

Female *Post Student Diversity -0.0302** -0.0532*** 0.967*** -0.0332***

(0.0136) (0.00322) (0.00220) (0.00192)

Female *Student Diversity -0.00874 -0.0244 0.0180 0.0506

(0.0149) (0.0235) (0.0478) (0.0571)

Geoscience 0.00255 -0.00195

(0.0177) (0.0146)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

28

Table 2k: Marginal Effect from Probit Analysis of Exposure to the Success

Circles Committee VARIABLES quit quit quit quit

Asian -0.00449 0.00279 -0.0169** 0.0110

(0.00543) (0.0109) (0.00666) (0.0120)

White 0.00160 0.00915 -0.0145* 0.0119**

(0.00434) (0.00781) (0.00814) (0.00591)

Foreign born -0.00408 -0.00369 -0.00559 0.000115

(0.00358) (0.00680) (0.00609) (0.00555)

Age 45-54 -0.00324 0.00594 -0.00530 -0.0185***

(0.00474) (0.0113) (0.00620) (0.00675)

Age 55-64 -0.00901 0.0323 0.00232 -0.0333***

(0.00589) (0.0282) (0.00883) (0.00963)

Age 65+ 0.0521*** 0.431 0.0606** 0.00646

(0.0143) (0.277) (0.0287) (0.0122)

Hired as advanced assistant -0.0200*** -0.0557*** -0.0222*** -0.0107**

(0.00450) (0.00332) (0.00669) (0.00544)


(0.00735) (0.00811) (0.0103)

Hired as full 0.0138* 0.0124*

(0.00724) (0.00641)


(0.0117) (0.0250) (0.0132)


(0.00401)

Dean/VP -0.0248***

(0.00652)

Distinguished Professor -0.0305*** 0.0133

(0.00388) (0.0421)

Full Professor -0.0250*** 0.0210

(0.00610) (0.0159)


(0.000631) (0.00173) (0.00128) (0.00124)


(1.19e-05) (8.07e-05) (2.67e-05) (1.95e-05)


(0.00579) (0.0160) (0.00536)

COALS non-STEM 0.00958 0.0223

(0.00956) (0.0151)

COALS STEM 9.97e-05 -0.0371*** 0.00530 0.0223*

(0.00723) (0.00806) (0.0146) (0.0122)

Architecture 0.0284** 0.00713 0.0359 0.0348*

(0.0123) (0.0180) (0.0235) (0.0197)

Education 0.0193* -0.00452 0.0253 0.0291*

(0.0100) (0.0148) (0.0190) (0.0156)

Engineering 0.00186 -0.0161 -0.00135 0.0168

(0.00691) (0.0114) (0.0122) (0.0107)

Liberal Arts non-STEM 0.0102 0.00673 0.00561 0.0172

(0.00846) (0.0153) (0.0136) (0.0132) Liberal Arts STEM 0.0261** 0.0175 0.0107 0.0438**

(0.0102) (0.0171) (0.0161) (0.0173)

29

Mays School 0.0331*** 0.0503** 0.0244 0.0284*

(0.0118) (0.0246) (0.0206) (0.0158)

Science -0.000192 -0.0250** 0.00169 0.0127

(0.00695) (0.0105) (0.0142) (0.0102)

Veterinary Medicine 0.0122 -0.0146 0.0147 0.0280*

(0.00909) (0.0137) (0.0174) (0.0144)

Fiscal Year 2002 -0.0114** -0.0314*** -0.000739 -0.00167

(0.00527) (0.00786) (0.0109) (0.00810)

Fiscal Year 2003 -0.0145*** -0.0327*** -0.00801 -0.00373

(0.00501) (0.00753) (0.00974) (0.00792)

Fiscal Year 2004 -0.0170*** -0.0359*** -0.0157* -0.00312

(0.00470) (0.00684) (0.00825) (0.00778)

Fiscal Year 2005 -0.000480 -0.0289*** 0.00902 0.0150

(0.00630) (0.00794) (0.0132) (0.0106)

Fiscal Year 2006 -0.00900 -0.0377*** -0.00575 0.0115

(0.00549) (0.00654) (0.0105) (0.0101)

Fiscal Year 2007 -0.00110 -0.0304*** -0.00232 0.0214*

(0.00625) (0.00785) (0.0110) (0.0116)

Fiscal Year 2008 -0.00977* -0.0351*** 0.0123 -0.00368

(0.00556) (0.00706) (0.0140) (0.00848)

Fiscal Year 2009 -0.00613 -0.0427*** 0.00950 0.0187

(0.00590) (0.00599) (0.0133) (0.0117)

Fiscal Year 2010 -0.0185*** -0.0463*** -0.0175** 0.00745

(0.00468) (0.00550) (0.00811) (0.0102)

Fiscal Year 2011 0.0315*** -0.0211* 0.0478** 0.0708**

(0.0119) (0.0113) (0.0239) (0.0313)

Fiscal Year 2012 0.00838 -0.00813 0.0229 0.0157

(0.00950) (0.0139) (0.0195) (0.0187)

Fiscal Year 2013 -0.00229 -0.0210* 0.0103 0.00789

(0.00827) (0.0116) (0.0161) (0.0169)

Male -0.00435 0.00430 -0.00666 -0.00168

(0.00424) (0.00730) (0.00709) (0.00729)

POST * male 0.000764 -0.0127 -0.00393 0.00734

(0.00693) (0.0115) (0.00992) (0.0139)

Success Circles -0.00629 -0.0118 0.0190 -0.00682

(0.00630) (0.0161) (0.0176) (0.00671)

POST Success Circles 0.00986 0.0153 -0.0273*** 0.0171

(0.0140) (0.0377) (0.00819) (0.0174)

Female *Post Success Circles -0.0379*** -0.0534*** 0.0227 -0.0336***

(0.00356) (0.00322) (0.0764) (0.00192)

Female *Success Circles 0.0103 0.00162 -0.00235 0.0417

(0.0168) (0.0288) (0.0222) (0.0416)

Geoscience 0.00472 -0.00379

(0.0180) (0.0146)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

30

Table2l: Marginal Effect from Probit Analysis of Exposure to Any ADVANCE

Committee


Asian -0.00436 0.00373 -0.0169** 0.0113

(0.00546) (0.0116) (0.00663) (0.0122)

White 0.00164 0.00952 -0.0139* 0.0125**

(0.00436) (0.00830) (0.00812) (0.00601)

Foreign born -0.00414 -0.00419 -0.00563 -8.44e-06

(0.00359) (0.00723) (0.00609) (0.00567)

Age 45-54 -0.00326 0.00615 -0.00562 -0.0189***

(0.00477) (0.0120) (0.00617) (0.00693)

Age 55-64 -0.00924 0.0346 0.00199 -0.0347***

(0.00591) (0.0297) (0.00877) (0.00991)

Age 65+ 0.0519*** 0.466* 0.0599** 0.00585

(0.0143) (0.280) (0.0284) (0.0124)

Hired as advanced

assistant

-0.0201*** -0.0600*** -0.0223*** -0.0106*

(0.00449) (0.00352) (0.00653) (0.00562)


(0.00737) (0.00826) (0.0104)

Hired as full 0.0140* 0.0130**

(0.00728) (0.00657)


(0.0118) (0.0249) (0.0134)


(0.00402)

Dean/VP -0.0249*** -0.00884

(0.00654) (0.0255)


(0.00388)

Full Professor -0.0256*** 0.0144***

(0.00613) (0.00549)


(0.000634) (0.00184) (0.00128) (0.00127)

Years since degree,

squared

1.14e-05 -7.29e-05 -7.04e-06 -7.04e-06

(1.20e-05) (8.67e-05) (2.69e-05) (2.00e-05)


(0.00581) (0.0166) (0.00547)

COALS non-STEM 0.0115 -0.0156* 0.0251*

(0.00968) (0.00855) (0.0153)

COALS STEM 0.00183 -0.0390*** -0.0148* 0.0249**

(0.00724) (0.00901) (0.00799) (0.0122)

Architecture 0.0308** 0.00709 0.00756 0.0387*

(0.0125) (0.0190) (0.0141) (0.0203)

Education 0.0210** -0.00677 0.00249 0.0315**

(0.0101) (0.0154) (0.0112) (0.0157)

Engineering 0.00368 -0.0160 -0.0184** 0.0191*

(0.00684) (0.0127) (0.00749) (0.0107)

31

Liberal Arts non-STEM 0.0121 0.00748 -0.0120 0.0197

(0.00857) (0.0163) (0.00816) (0.0134)

Liberal Arts STEM 0.0270*** 0.0169 -0.0115 0.0466***

(0.0103) (0.0189) (0.00933) (0.0176)

Mays School 0.0358*** 0.0522** 0.0320**

(0.0119) (0.0257) (0.0159)

Science 0.000437 -0.0268** -0.0154* 0.0139

(0.00708) (0.0114) (0.00790) (0.0106)

Veterinary Medicine 0.0127 -0.0190 -0.00567 0.0303**

(0.00914) (0.0134) (0.00991) (0.0149)

Fiscal Year 2002 -0.0114** -0.0338*** -0.000260 -0.00174

(0.00529) (0.00844) (0.0110) (0.00827)

Fiscal Year 2003 -0.0145*** -0.0353*** -0.00754 -0.00382

(0.00503) (0.00805) (0.00984) (0.00811)

Fiscal Year 2004 -0.0171*** -0.0386*** -0.0159* -0.00316

(0.00472) (0.00737) (0.00813) (0.00796)

Fiscal Year 2005 -0.000444 -0.0313*** 0.0100 0.0154

(0.00632) (0.00852) (0.0134) (0.0108)

Fiscal Year 2006 -0.00899 -0.0405*** -0.00554 0.0119

(0.00552) (0.00702) (0.0105) (0.0104)

Fiscal Year 2007 -0.00111 -0.0329*** -0.00168 0.0220*

(0.00627) (0.00833) (0.0111) (0.0119)

Fiscal Year 2008 -0.00978* -0.0378*** 0.0130 -0.00359

(0.00558) (0.00754) (0.0140) (0.00870)

Fiscal Year 2009 -0.00617 -0.0458*** 0.0105 0.0195

(0.00592) (0.00643) (0.0134) (0.0120)

Fiscal Year 2010 -0.0186*** -0.0498*** -0.0175** 0.00802

(0.00470) (0.00591) (0.00804) (0.0105)

Fiscal Year 2011 0.0361** -0.0273** 0.0637** 0.107**

(0.0142) (0.0125) (0.0298) (0.0452)

Fiscal Year 2012 0.0117 -0.0153 0.0361 0.0368

(0.0114) (0.0152) (0.0248) (0.0288)

Fiscal Year 2013 0.000358 -0.0274** 0.0210 0.0265

(0.00977) (0.0125) (0.0204) (0.0262)

Male -0.00515 -0.00152 0.00281 -0.00166

(0.00524) (0.00991) (0.00758) (0.00963)

POST * male -0.00327 -0.0103 -0.00941 -0.00706

(0.00845) (0.0172) (0.0112) (0.0142)

POST * Any Committee 0.00357 0.00765 -0.00704 0.00461

(0.00632) (0.0173) (0.00960) (0.00762)

Female * POST * Any -0.0168* -0.00341 -0.0145 -0.0301***

(0.00880) (0.0259) (0.0132) (0.00496)

Female * Any -5.36e-05 -0.0136 0.0302* 0.00624

(0.00719) (0.0124) (0.0183) (0.0147)

Geosciences 0.00454 -0.0178**

(0.0191) (0.00790)

Observations 21924 5057 5774 10728



*** p<0.01, ** p<0.05, * p<0.1

Texas A&M University ADVANCE-IT Appendix B

APPENDIX B

Faculty-Student Interaction Survey 2014

December 2014

The purpose of the Faculty-Student Survey is to gather faculty feedback regarding student

interactions with faculty members in order to aid in gauging impact of the Student Diversity

intervention that began in summer, 2013 (skits at Fish Camp and a video during New Student

Orientation). The first post-treatment survey took place August 19-26, 2013 (analysis previously

submitted); the second post-treatment survey took place from August 20, 2014 to August 28,

2014. Three hundred and fifty-six faculty members responded to the 2014 survey. Table 1

below summarizes the findings from the 2013 and 2014 surveys.

Table 1 – Faculty-Student Interaction Survey

2013 - 2014

2013 2014

Gender

125 Female

173 Male

121 Female

178 Male

57 No Response

Top Five

Pet Peeves

Improper Technology Use

Entitlement / Asking for grades

Late/Skipping/Absent

Addressing Professors differently

Talking in class

Improper Technology Use

Late/Skipping/Absent

Entitlement / Asking for grades

Unprepared for class

Addressing Professors differently

Faculty members were asked to indicate how many times over the academic year they had

received or observed disrespectful comments from students in different levels of courses. The

responses for 2013 – the baseline – covered the academic year 2012/2013 and the responses for

2014 covered the academic year 2013/2014.

Summary of 2014 Findings

Three hundred fifty-six faculty members responded to the survey, and a majority of the faculty

who responded reported that:

1. they had generally received or observed disrespectful comments less than one time per

semester – through all levels of classes, freshmen courses, upper level courses, or

graduate courses;

2. they had generally heard about or observed a student behaving in a disrespectful way

towards their colleagues less than one time per semester;

3. over both years, concerns about technology use in the classroom, students who with a

sense of entitlement, and students who arrive late to class or arrive unprepared represent

the majority of faculty concerns with student interactions; and

4. female faculty members reported significantly higher frequency of disrespectful comments

than male faculty members in 2013 and again in 2014. There is no evidence that the gap

has narrowed between the two groups.

The only systematic differences between male and female faculty members regarding faculty pet

peeves related to students not referring to faculty members in the same way across genders

(Professor and Doctor) and students interacting with the professor in an unprofessional and

discourteous way (e.g. failing to give notice of being absent for an appointment). However, male

and female faculty members both indicate that improper use of technology in the classroom is

the highest concern.

Detailed Survey Responses

This section details the responses to individual survey items. Identifying information (such as

any reference to meetings with specific departments) has been suppressed.

The following graphs represent the responses from faculty and their experiences in courses

predominantly comprised of freshmen. In comparing faculty groups across the years and across

courses, there is no significant difference between pre- and post-treatment responses. The

question was also asked to determine if the intervention eliminated or lessened the difference in

responses by male and female faculty members over time, and there is not a significant change

from pre-treatment (2013) and post-treatment (2014) responses between male and female faculty

members. The difference between male and female faculty members has not yet been impacted

by the intervention. These findings are robust to differences in estimation strategies – ordered

logits and chi-squared tests also yielded insignificant differences over time and between male

and female faculty members.

“In courses where enrollment is predominantly freshmen, how many disrespectful comments did

you receive from or observe by students towards faculty members in fall semester 2013 and

spring semester 2014?”

Female faculty report a greater frequency of disrespectful comments than male faculty. The

differences between the responses of male and female faculty are statistically significant at

the p < .01 level.

The differences between the responses of male and female faculty responses before and after

treatment are not statistically significant.

These findings are robust to differences in estimation strategies – ordered logits and chi-

squared tests also yielded insignificant differences over time and between male and female

faculty members.

0%7% 9%

20%

64%

2%

16% 18%

32% 32%

0%

10%

20%

30%

40%

50%

60%

70%

1 + per day 1 + per week 1 + per month 1 + per semester < 1 per semester

Predominantly Freshmen Courses - 2013

Male

Female

2% 3%

12%18%

65%

0%

15% 17%

32%36%

0%

10%

20%

30%

40%

50%

60%

70%


Predominantly Freshmen Courses - 2014

Male

Female

“In courses where enrollment is predominantly sophomores, juniors, or seniors, how many

disrespectful comments did you receive from or observe by students towards faculty members in

fall semester 2013 and spring semester 2014?”



the p < .01 level.



These findings are robust to differences in estimation strategies – ordered logits and chi-


faculty members.

0%4%

10%

24%

62%

2%8%

22%

36% 33%

0%

10%

20%

30%

40%

50%

60%

70%


Predominantly Upper Levels - 2013

Male

Female

3% 5% 5%

30%

57%

1%

11%

20%

34% 35%

0%

10%

20%

30%

40%

50%

60%


Predominantly Upper Levels - 2014

Male

Female

“In courses where enrollment is predominantly graduate students, how many disrespectful

comments did you receive from or observe by students towards faculty members in fall semester

2013 and spring semester 2014?”


differences between the responses of faculty members across the years is not statistically

significant (p = .162).


treatment are not statistically significant. These findings are robust to differences in estimation strategies – ordered logits and chi-


faculty members.

1% 1% 4%

22%

73%

0% 1%8%

29%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%


Predominantly Graduate Students - 2013

Male

Female

0% 2% 5%

19%

74%

0% 5%

15%22%

59%

0%

10%

20%

30%

40%

50%

60%

70%

80%


Predominantly Graduate Level Students - 2014

Male

Female

“How often have you observed or been told about students treating faculty disrespectfully based

on their identity (gender, race, ethnicity, national origin, etc.) in fall semester 2013 and spring

semester 2014?”

Please note that the scale has been reversed on this question.



the p < .01 level.



69%

23%

6%1% 0%

51%

28%

16%

5%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

< 1 per semester 1 + per semester 1 + per month 1 + per week 1 + per day

Observed/Been Told of Disrespectful Comments -2013

Male

Female

73%

19%

5% 2% 1%

60%

25%

10%5%

0%0%

10%

20%

30%

40%

50%

60%

70%

80%

< 1 per semester 1 + per semester 1 + per month 1 + per week 1 + per day

Observed /Been Told of Disrespectful Comments - 2014

Male

Female

Pet Peeves

In addition to responding to questions about disrespectful interactions, faculty members were

asked to write their top 3 pet peeves when interacting with students. The open-ended responses

were coded into similar groups. For example, a response from a faculty member citing cell-

phone use in class was coded as “1” – improper technology use. Playing on Facebook also fell

under this category. Interestingly, over both years – 2013 and 2014 – pet peeves number 1 and 2

were overwhelmingly relating to improper use of technology in the classroom. Pet Peeve 3 saw

faculty members branching out – concerns ranged from improper email etiquette to academic

dishonesty. Over both years, several professors noted that they had no pet peeves when

interacting with students.

The written responses were coded into the following categories:

1: Improper Use of Technology

2: Addressing professor (gender

differences)

3: Improper Email Etiquette

4: Talking (in class)

5: Entitlement / grade requests

6: Tardiness/Skipping/Absences

7: Sleeping / Inattentiveness

8: Unprepared for class

9: Inappropriate interpersonal

behavior

10: Academic Dishonesty / Code

violations

11: No pet peeves

65

16 148

15 135 7 4

0 29

37 17 6 5 7 15 7 7 4 1 3 70

10

20

30

40

50

60

70

Pet Peeve 1 - 2013by Gender

M

F

63

2 411

23 22

104 6

2 511

44 17 8 7 10 10 4 4 7 2 3 10

10

20

30

40

50

60

70


M

F

27

8 7

13 13

20

11 11 11

0 0

13

31 10 6 10 11 10 4 3 5 0 0 70

5

10

15

20

25

30

35


M

F

30

9 811 12

22

69 8

53

8

17 7 6 6 10 15 13 9 19 0 1 40

5

10

15

20

25

30

35


M

F

10

53

10

14

18

8

22

11

2 1

5

11 3 3 5 10 11 6 14 7 1 1 80

5

10

15

20

25


M

F

15

42

7

19

12

810

53

4

7

14 9 5 6 16 12 4 5 10 0 2 302468

101214161820


M

F

nsf advance: institutional transformation texas …...nsf advance: institutional transformation...

Documents