A presentation made at the 3/09 NSF site visit to ADVANCE-Purdue.

1. ADVANCE-Purdue
Integrated research progress
Alice Pawley, co-PI
Assistant professor
School of Engineering Education
Affiliate, Women’s Studies Program
on behalf of the integrated research team

2. where we’re going
1. IRT staffing and organization
2. Internal evaluation research
progress
3. NSF data indicators progress
4. Non-evaluation research
progress
Theoretical framework
A.
Study progress: Academic Career
B.
Pathways study, Climate survey,
Institutional Ethnography
5. Successes and challenges
6. Next steps

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Wadsworth Cindy Foor
Director, Military Families Assistant Director/
Teri Reed-Rhoads Research Institute Research Associate
Associate professor, Assoc Dean, College of Research Institute
School of Engineering Consumer & Family for STEM Education, University of
Education Sciences Oklahoma.
Asst Dean, College of Professor, Dept of Child
Engineering Development and Family BA, Anthropology
Studies MA, Cultural Anthropology
leadership, gender analyses
1.
in engineering education Worklife balance Consultant

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Jordana Saranya
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Hoegh Srinivasan
sophomore
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PhD student education, starting May 09
transcription
PhD student
qualitative analysis quant/qual analysis,
and interviews on quantitative gender & race theory
ACP and analysis on
institutional climate survey,
1.
ethnography NSF indicators

8. where we’re going
1. IRT staffing and organization
2. Internal evaluation research
progress
3. NSF data indicators progress
4. Non-evaluation research
progress
Theoretical framework
A.
Study progress: Academic Career
B.
Pathways study, Climate survey,
Institutional Ethnography
5. Successes and challenges
6. Next steps

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.##/0&()**+#,-( )**+#,-(quot;1(0-(#**6*6(
!quot;#$%&'()**+#,-(
C+'($-4+)
Progress:
!quot;*?#@?5quot;'0) FGH> <4E$&*4#1)H5&')
D'&$$&) D04-'#$) AE'0@'?5quot;)
A#,quot;5%&'B,1) C<ICFDA) $E'0@'?5quot;)
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Programmatic evaluation
C<ICFDA>
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:GM)
:$4$&)2NOP6)
L5$%,) L5$%,) :GM) .5*#(5+)
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8$quot;quot;$9)
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20$'(6)
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.5*#(5+)Z)[OOP) <4*+5E$&1).'&K)
planning process.
• Formative assessment conducted at
WISELI/PCFS search chair workshop
(1/09) to inform development and
implementation of PCFS search
committee workshop series
• Report processed and distributed to
leadership team
System-level evaluation
• Developing process for overarching
systems-level evaluation in collaboration
with external evaluation team and non-
evaluation research team.
(Also discussed at 2:30) 2.

10. NSF Data indicators
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Saranya Srinivasan, staff of AAO/OIR/HR/Provost’s Office
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9:;Z!9,,B3)!+,!:-C1B1&1B+-.D!;)C).*3A[!=;2>?!Z!=&'.-!;)C+&*3)C!>+*4?+*3)!C-.6CA+1!,BD)[!UXquot;U!Z!U6.3)!X.-.8)')-1!.-/!quot;3./)'B3!U3A)/&DB-8Y!
quot;Z!quot;--&.D[!FZ!F)*B+/B3Y!!RDB'.1)!C&*N)5Z.!C&*N)5!+,!1)-&*)/<1)-&*)21*.34!,.3&D15!+-!1A)!>)C1!.,.5)11)!3.'6&C7!1+!()!3+-/&31)/!B-!quot;6*BD!GTTSY!
!
Progress:
•Working with Office of Institutional Research, Office of Provost, Office of
Vice President for Ethics and Compliance
• In development phase; then will apply for IRB.
3.
Goal: to include 1-7, 8-9, 11-12 in July 1 report.

11. where we’re going
1. IRT staffing and organization
2. Internal evaluation research
progress
3. NSF data indicators progress
4. Non-evaluation research
progress
Theoretical framework
A.
Study progress: Academic Career
B.
Pathways study, Climate survey,
Institutional Ethnography
5. Successes and challenges
6. Next steps

12. metaphor as theoretical model
How well does a
“pipeline” metaphor model the
STEM faculty careers of women
(particularly women of color)?
... Academic Career Pathways Study
(Lakoff & Johnson 1980; Berryman 1983; Xie & Shauman 2003)
4A.

13. metaphor as theoretical model
How well does a
“chilly climate” metaphor
model the STEM faculty
careers of women
(particularly women of
color)?
... Institutional Climate Survey
(Lakoff & Johnson 1980; Hall & Sandler 1982; Xie & Shauman 2003)
4A.

14. metaphor as theoretical model
How might other models
better represent the lives
of women STEM faculty,
?
particularly women of
color?
... Institutional Ethnography
(Acker, 1990; Smith, 1987, 1990; Campbell 1998)
4A.

15. T#,$&)+55&(4quot;'?quot;%)
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•! I.)35&)D5-B04'quot;+$) !quot;*?#@?5quot;'0)
'quot;()B504+4$*)
Academic Career Pathways
'quot;()A#,4+*) =$*$'&+,)
!quot;#$%&'#$()&$*$'&+,) •! D55&(4quot;'#$)(4**$-4quot;'?5quot;)'+?E4?$*) •! I.)35&)<4E$&*4#1) •! L@-'quot;)=$*5@&+$*U
•! D55&(4quot;'#$)&$*$'&+,)+5-B5quot;$quot;#2*6)53)4quot;#$&4-)&$B5&#*) •! .&5E5*#]*)T^+$) R5&K043$)
5&%'quot;4_'?5quot;'0)+,'&#)) •! C^&-'?E$)C+?5quot;) •! quot;4E)G$quot;'#$)H'+@0#1)
35&)0$'($&*,4B)#$'-)
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2<=CHJ)E`a7)[MUb[UOc6)
AQ#$&quot;'0)$E'0@'#5&)
!quot;#$%&'#$()&$*$'&+,)#$'-)
with Jordana Hoegh
2R55(&@S7)AE'0@'?5quot;)'quot;() !quot;#$&quot;'0)'(E4*5&1)'quot;()+5quot;*@0?quot;%)
.'/0$1)23'+404'#5&67)8$quot;quot;$97):$4$&7)
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=$$(>=,5'(*)
.##/0&()**+#,-( )**+#,-(quot;1(0-(#**6*6(
!quot;#$%&'()**+#,-(
C+'($-4+)
Progress:
!quot;*?#@?5quot;'0) FGH> <4E$&*4#1)H5&')
D'&$$&) D04-'#$) AE'0@'?5quot;)
A#,quot;5%&'B,1) C<ICFDA) $E'0@'?5quot;)
*@&E$1) &$*$'&+,)
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2!A6) <'#')J550K4#) &$*$'&+,)
2CD.6)
• Included on initial IRB; needs revision
C<ICFDA>
.'/0$1)20$'(6) .'/0$1)20$'(6) .'/0$1)20$'(6) .@&(@$)&$B*W)
:GM)
:$4$&)2NOP6)
L5$%,) L5$%,) :GM) .5*#(5+)
Y5K4quot;4)20$'(6)
8$quot;quot;$9)
• Changing research strategy:
20$'(6)
.5*#(5+) .5*#(5+) .5*#(5+) =$$(>=,5'(*)
2D5quot;*@0#'quot;#6)
=$$(>=,5'(*) H55&)
;5&0$1) ;5&0$1)
T#,$&)J8C)
• exploring action research paradigm
C**$**-$quot;#)
D55&(4quot;'#$()/4#,).'/0$1) Y$1)#5))'BB54quot;#-$quot;#*)
=$*$'&+,)D$quot;#$&)
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=$*$'&+,):&5@B7)G+,550)53) D55&(4quot;'#$()/4#,)
L5$%,Z):G)NOP) :GM)Z):G)NOP) 2C=D67)#,&5@%,)
Aquot;%4quot;$$&4quot;%)A(@+'?5quot;) .&5E5*#]*)T^+$)
.5*#(5+)Z)[OOP) <4*+5E$&1).'&K)
• exploring collective authorship model
• exploring oral history/narrative
analysis
Goals:
• Recruitment mechanism finalized by
April 15
• IRB revision submitted by April 15
• 1st, 3rd year faculty interviewed in May-
June; data transcribed over summer.
• 6th, associate full faculty interviewed
in 2009-10.
4B.

16. T#,$&)+55&(4quot;'?quot;%)
JT)C<ICFDA>.@&(@$U.DHG)VAC<A=GL!.)JAC;W))
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•! .&5E4($)&$*$'&+,>X'*$()&$+5--$quot;('?5quot;*)&$)B&5%&'-*)
Institutional climate survey
•! I.)35&)D5-B04'quot;+$) !quot;*?#@?5quot;'0)
'quot;()B504+4$*) 'quot;()A#,4+*) =$*$'&+,)
!quot;#$%&'#$()&$*$'&+,) •! D55&(4quot;'#$)(4**$-4quot;'?5quot;)'+?E4?$*) •! I.)35&)<4E$&*4#1) •! L@-'quot;)=$*5@&+$*U
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T^+$) !quot;35&-$#&4+*)
2<=CHJ)E`a7)[MUb[UOc6)
AQ#$&quot;'0)$E'0@'#5&)
with Saranya Srinivasan, Susan Geier
!quot;#$%&'#$()&$*$'&+,)#$'-)
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=$$(>=,5'(*)
.##/0&()**+#,-( )**+#,-(quot;1(0-(#**6*6(
!quot;#$%&'()**+#,-(
Purdue Center for Faculty Success
C+'($-4+)
!quot;*?#@?5quot;'0) FGH> <4E$&*4#1)H5&')
Institutional Climate Survey
D'&$$&) D04-'#$) AE'0@'?5quot;)
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2CD.6)
C<ICFDA>
April 2009
.'/0$1)20$'(6) .'/0$1)20$'(6) .'/0$1)20$'(6) .@&(@$)&$B*W)
:GM)
:$4$&)2NOP6)
L5$%,) L5$%,) :GM) .5*#(5+)
Y5K4quot;4)20$'(6)
8$quot;quot;$9)
20$'(6)
.5*#(5+) .5*#(5+) .5*#(5+) =$$(>=,5'(*)
2D5quot;*@0#'quot;#6)
=$$(>=,5'(*) H55&)
;5&0$1) ;5&0$1)
T#,$&)J8C)
C**$**-$quot;#)
D55&(4quot;'#$()/4#,).'/0$1) Y$1)#5))'BB54quot;#-$quot;#*)
=$*$'&+,)D$quot;#$&)
.'/0$1)Z)MOP) ;5&0$1Z:C)B$&),5@&)
=$*$'&+,):&5@B7)G+,550)53) D55&(4quot;'#$()/4#,)
L5$%,Z):G)NOP) :GM)Z):G)NOP) 2C=D67)#,&5@%,)
Aquot;%4quot;$$&4quot;%)A(@+'?5quot;) .&5E5*#]*)T^+$)
.5*#(5+)Z)[OOP) <4*+5E$&1).'&K)
Progress:
• Modified WISELI survey for Purdue
• Developing measures of validity against other
climate instruments
This questionnaire was developed to better understand issues related
to quality of working life for faculty at Purdue University.
• Received expert feedback on instrument for
This is part of a larger research project, ADVANCE-Purdue, funded by
the National Science Foundation, and conducted through
the Purdue Center for Faculty Success.
validity measure More information about PCFS is available at
http://www.purdue.edu/dp/advance/
• Applied for IRB approval 3/11/09
Goals:
PLEASE RETURN THIS COMPLETED QUESTIONNAIRE IN THE ENVELOPE PROVIDED TO:
ADVANCE Research Team, Haas Hall Rm 202B.
• Implementation in April 2009
• Data analysis progressed for July 1 annual
report
4B.