|Submission Date||Dec. 16, 2015|
Stevens Institute of Technology
PA-7: Support for Future Faculty Diversity
Editorial & Project Coordinator
Does the institution administer and/or participate in a program or programs to help build a diverse faculty that meet the criteria for this credit?:
A brief description of the institution’s programs that help increase the diversity of higher education faculty:
A select number of programs at Stevens encourage and support students of underrepresented groups to pursue advanced degrees and obtain skills and positions in teaching:
The Clare Boothe Luce Program encourages and supports women seeking to study or teach science, engineering, and mathematics. The CBL Program makes grants to 4-year degree granting institutions that demonstrate a strong commitment to support of women in STEM, to award scholarships to women students to cover the final two years of their undergraduate studies. CBL scholarship recipients are encouraged to participate in undergraduate research in order to motive them to pursue graduate studies. Stevens Institute of Technology is a 3-time recipient of the Clare Boothe Luce (CBL) Program grant over the last 12 years, which has been used to award scholarships to 7 women undergraduate students.
Stevens also offers a graduate fellowship from the New Jersey Alliance for Engineering Education, funded by the National Science Foundation (NSF) GK-12 program, to create partnerships with local NJ high school science departments to promote the integration of problem solving, innovation, and inventiveness within the STEM curricula. This program provides funding to graduate students in STEM disciplines to develop enhanced teaching and communication skills by working in high school classrooms for up to 10 hours per week.
The Robert Crooks Stanley Fellowship is a Graduate teaching fellowship in Engineering and Science for students pursuing a doctorate or master’s degree and maintaining a 3.5 grade point average. Although the fellowship is open to all Stevens graduate students, women applicants are targeted and strongly encouraged to apply.
Stevens Technical Enrichment Program (STEP), a program to support and assist students from underrepresented backgrounds to achieve their academic, personal and career goals, runs two summer programs each year taught by graduate students. One of the programs offered is the STEP Bridge Summer Program, a 6 week residential program for incoming freshman. Bridge gives students a preview of the academic demands at Stevens and provides a transitional social experience. STEP also offers the Mathematics Immersion Program, a 3 week summer program for NJ college students who are recipients of an NJ EOF grant. The program helps students to improve their understanding of and increase their confidence with mathematics. Each year, STEP hires 7-8 Stevens graduate students to teach these programs. Because the students in these programs tend to be of underrepresented groups, graduate students of underrepresented groups are strongly encouraged to apply, however, these teaching positions are open to all graduate students.
Stevens Institute of Technology requested that AASHE Staff correct a mistake in this reporting field for the reason specified below.Previous Value: The Office of Diversity & Inclusion has held a professional development seminar to 40 Stevens academic leaders and aUniversity-wide presentation to nearly 400 faculty, students, and staff led by Dr. Scott Page; presented results of the ADVANCE Climate survey to various constituencies to increase awareness and understanding of issues present in the academic environment requiring attention. Presentations were delivered to the Academic Council, Faculty Senate, Faculty Meeting (Nov), and a meeting of women faculty; Convened a full-day meeting of the ADVANCE Advisory Board and Stevens Internal Advisory Board, with a two-hour session focused on equity in hiring and performance evaluations involving Stevens Department and Program Directors and Senior Faculty. Small group discussions with participants yielded recommendations to continue to improve the culture and climate to promote faculty success; Organized open group Q&A sessions with academic leadership; Conducted interviews with women faculty who are full professors at Stevens and exit interviews with faculty who resigned from Stevens in 2014; Working extensively with the Institutional Research and Effectiveness Office and the Provost's Office to collect data that captures time in rank; faculty success relative to tenure; and faculty retention; Organizing delegations of women faculty to attend career and leadership development programs/conferences; Organizing informal meetings on women faculty; Developing hiring guidelines for search commitees and others involved in faculty hiring processes; Collaborating with the Office of Faculty Advancement to coordinate efforts to provide professional development to faculty including developing a mentoring program and presenting at the "New Faculty Orientation Program"; Developing and disseminating a "Family Friendly Benefits & Policies" survey to understand where there are opportunities to better serve the needs of faculty in managing their work and family responsibilities.
Explanation: updated following AASHE review results
The website URL where more information about the faculty diversity program(s) is available :
A website to house information about the faculty diversity program(s) available is currently in-development and will be launched in late Spring 2015.
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.