TCNJ ADVANCE Program (TAP): Assessment and Faculty Development Initiatives for Fostering Career Advancement within a PUI Environment

Karen Chang Yan; Lisa Grega; Suriza VanderSandt; Diane C. Bates; Elizabeth Borland; Karen Elizabeth Clark; Amanda Norvell

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: ADVANCE and Related Faculty Issues
Tagged Division: Women in Engineering
Page Count: 11
Page Numbers: 25.1235.1 - 25.1235.11
DOI: 10.18260/1-2--21992
Permanent URL: https://strategy.asee.org/21992
Download Count: 399

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Paper Authors

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Karen Chang Yan College of New Jersey

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Karen C. Yan is an Associate Professor in the Mechanical Engineering Department at the College of New Jersey. Her teaching and research interests include biomaterials with tissue engineering applications, composite materials, and materials science.

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Lisa Grega College of New Jersey

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Suriza VanderSandt College of New Jersey

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Suriza Van der Sandt conducts research in the broad area of pre-service mathematics teacher education. Her research interests include geometry teaching and learning, focusing on spatial orientation and spatial insight. More recently, she has also conducted research on factors influencing teaching and learning of pre-service mathematics teachers (e.g. mathematics anxiety), as well as factors affecting observational learning (e.g. self-efficacy and outcome expectations). Van der Sandt’s teaching covers both pure mathematics and mathematics education. Pure mathematics courses include Calculus and Applied Liberal Art Mathematics. Mathematics education courses include both content courses and methodology courses specifically designed for education students: e.g. Mathematical Structures and Algorithms for Educators; Perspectives on the Development of Mathematics; Teaching Mathematics in the Early Childhood and the Elementary Classroom; and Patterns, Functions, and Algebra for Middle School Teachers. She regularly visits schools to observe senior mathematics education majors during their student teaching.

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Diane C. Bates College of New Jersey

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Elizabeth Borland College of New Jersey

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Elizabeth Borland is an Associate Professor of sociology at the College of New Jersey. She conducted qualitative research on faculty gender equity as part of the NSF-funded TCNJ Advancement program.

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Karen Elizabeth Clark College of New Jersey

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Karen Clark is an Associate Professor in the Department of Mathematics and Statistics at the College of New Jersey.

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Amanda Norvell College of New Jersey

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Abstract

TCNJ ADVANCE Program (TAP): Assessment and Faculty Development Initiatives for Fostering Career Advancement Within a PUI EnvironmentThe scarcity of women at the full professor level of academia in STEM disciplines is a well-known problem experienced by colleges and universities nationwide. Primarily undergraduateinstitutions (PUI) like The College of New Jersey (TCNJ) are no exception to this trend.Furthermore, female faculty here face unique challenges including a short tenure clock (4 years),promotion to Associate Professor being a separate application process from tenure, and highteaching and service loads with no graduate student support.In September 2009, TCNJ was awarded an ADVANCE PAID award to address the issues offemale faculty advancement and stalling in rank in the STEM disciplines. The TCNJAdvancement Program (TAP) was created with the support of the ADVANCE award. TAPcombines both equity assessment and faculty development initiatives in order to understandbarriers to career advancement within TCNJ’s PUI environment and to create programs to fosterthem. In the equity assessment initiatives, a comprehensive faculty database has been createdwhich can identify differences among STEM and non-STEM disciplines in the amount of timefaculty spend at rank. Qualitative interviews were also conducted to identify potential barriersfaced by women. The faculty development initiatives encompass a broad spectrum ofmentorship, professional development, and family friendly practices. Both external mentorshipand internal mentorship programs were developed and implemented to provide a circle ofmentors for female faculty. A multi-facet approach was taken for the professional developmentinitiatives including organizing workshops, travel grant program, and formal and informalnetworking activities. The Family Friendly Initiatives focus on two areas: a Modified DutiesPolicy and the recruitment and retention of dual career couples. Current family friendly policiesat TCNJ were reviewed by an ad hoc committee and the process of developing a formalModified Duties Policy was initiated through the College governance process.

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Yan, K. C., & Grega, L., & VanderSandt, S., & Bates, D. C., & Borland, E., & Clark, K. E., & Norvell, A. (2012, June), TCNJ ADVANCE Program (TAP): Assessment and Faculty Development Initiatives for Fostering Career Advancement within a PUI Environment Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21992

TY  - CPAPER
AB  -   TCNJ ADVANCE Program (TAP): Assessment and Faculty Development  Initiatives for Fostering Career Advancement Within a PUI EnvironmentThe scarcity of women at the full professor level of academia in STEM disciplines is a well-known problem experienced by colleges and universities nationwide. Primarily undergraduateinstitutions (PUI) like The College of New Jersey (TCNJ) are no exception to this trend.Furthermore, female faculty here face unique challenges including a short tenure clock (4 years),promotion to Associate Professor being a separate application process from tenure, and highteaching and service loads with no graduate student support.In September 2009, TCNJ was awarded an ADVANCE PAID award to address the issues offemale faculty advancement and stalling in rank in the STEM disciplines. The TCNJAdvancement Program (TAP) was created with the support of the ADVANCE award. TAPcombines both equity assessment and faculty development initiatives in order to understandbarriers to career advancement within TCNJ’s PUI environment and to create programs to fosterthem. In the equity assessment initiatives, a comprehensive faculty database has been createdwhich can identify differences among STEM and non-STEM disciplines in the amount of timefaculty spend at rank. Qualitative interviews were also conducted to identify potential barriersfaced by women. The faculty development initiatives encompass a broad spectrum ofmentorship, professional development, and family friendly practices. Both external mentorshipand internal mentorship programs were developed and implemented to provide a circle ofmentors for female faculty. A multi-facet approach was taken for the professional developmentinitiatives including organizing workshops, travel grant program, and formal and informalnetworking activities. The Family Friendly Initiatives focus on two areas: a Modified DutiesPolicy and the recruitment and retention of dual career couples. Current family friendly policiesat TCNJ were reviewed by an ad hoc committee and the process of developing a formalModified Duties Policy was initiated through the College governance process.
AU  - Karen Chang Yan
AU  - Lisa Grega
AU  - Suriza VanderSandt
AU  - Diane C. Bates
AU  - Elizabeth Borland
AU  - Karen Elizabeth Clark
AU  - Amanda Norvell
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - TCNJ ADVANCE Program (TAP): Assessment and Faculty Development Initiatives for Fostering Career Advancement within a PUI Environment
UR  - https://strategy.asee.org/21992
DO  - 10.18260/1-2--21992
ER  -