About the Academy for Responsive Leadership
The Academy for Responsive Leadership is an initiative adapted from Iowa State University. Through this initiative, Michigan Tech's academic leadership will be engaged in workshops, peer to peer learning, and summer reading groups to enhance their abilities to include, support, and empower underrepresented minorities and gender equity at Michigan Technological University.
Dr. Candy McCorkle, VP of Diversity and Inclusion, Western Michigan University, will introduce participants to some of the competencies necessary for effectively engaging in diversity, equity and inclusion work. The five basic skills will be explored and demonstrated how to use them to build the foundations of effectively engaging in diversity, equity and inclusion work.
The recorded presentation is below:
On The Line is a performance and workshop focused on a living case study that interactively engages participants on ways they can mitigate bias and equity in tenure and promotion practices. In the first half of the workshop, professional actors portray a subtle and complex scenario involving a department's executive committee formally discussing whether one of their junior colleagues should be awarded tenure. Post-show interaction, guided by a facilitator, allows audiences to unpack issues and practice interventions. Most recently, On The Line was presented as a plenary for deans as part of the American Society for Engineering Education Equity, Diversity, and Inclusions Conference in New Orleans, at SFU, and Oregon State.
For a preview, check out the video below:
Women in STEM face simultaneous invisibility and hypervisibility in settings of all types across academe. Over time, patterns of omission in citation or ideas unacknowledged in meetings have a cumulative effect. Many consequential decisions from grant funding to hiring to tenure and promotion rely formally or informally on these inequitable patterns of recognition and reward. At the same time, women are frequently subjected to increased scrutiny in evaluation and review, from hiring and job performance to funding and publication. Increasingly women in STEM are subjected to targeted harassment via social media that can traumatize scholars, their families, and colleagues. Women's experiences of invisibility and hypervisibility are shaped by race, class, disability, gender identity, sexual orientation, immigration status, and other types of difference, producing distinct inequitable effects. How can we work together to disrupt these patterns of inequity that mark sexist academic STEM cultures? How can we come to terms with root causes in order to structure processes and practices to more effectively counter systemic injustice?
For more information or questions, please contact the ADVANCE Resource Center at firstname.lastname@example.org.
Recommended External Webinars To Support Leaders
The Chronicle of Higher Education: Leading During The Pandemic: A Professional Development Series (Various dates)
- UNC Greensboro's Faculty Diversity Jumped in Five Years. How Did It Do It?
- Academic Leadership: Gatekeeping or Groundskeeping?
- Leadership To Change A Culture of Sexual Harassment
- Leaders Aren't Great Judging How Inclusive They Are
- 10 Small Steps For Department Chairs To Foster Inclusion
- Feedback: The Foundation of Kind Leadership
Koltz, R.L., and Odegard-Koester, M.A., The Department Chair: A Resource for Academic Administrators. (2020). 30(4).
- Advancing Diversity, Equity, and Inclusion Is A Leadership Issue For All Of Us
- From Surviving to Thriving: Top Strategies for Newer Chairs.
- Just Talking? Middle Managers Negotiating Problem Ownership In Gender Equality Interventions
- Why Your 'Objective' Screening Rubric Produced Biased Results
- We Built A Diverse Academic Department in 5 Years. Here's How.
- The Search is On: Engendering Faculty Diversity Through More Effective Search and
Bilimoria, D. & Buch, K. K. (July/August 2010). Change.
- Is Engineering Hostile to Women? An Analysis of Data from the 1993 National Survey
of College Graduates
Morgan, L. A. (2000). American Sociological Review, 65 (2), 316-321.
- Nudging Toward Diversity: Applying Behavioral Design to Faculty Hiring
O'Meara, K., Culpepper, D., & Templeton, L. (2020). Review of Educational Research. XX(X).1-38.
- Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program
for New Faculty
Piercy, F., Giddings, V., Allen, K., Dixon, B., Meszaros, P., & Joest, K. (2006). Innovative Higher Education, 30 (1), 53-66.
- Why Are We Still Worried about Women in Science?
Rosser, S. V. & Taylor, M.Z. (2009, May-June). Academe Online.
- Why Women Leave Science
Rosser, S. V. & Taylor, M. Z. (2009, January/February). Technology Review. Accessed 15 April, 2009.
- Faculty Research Productivity: Exploring the Role of Gender and Family-Related Factors
Sax, L. J., Hagedorn, L. S., Arrendondo, M., & Dierisi III, F.A. (2002). Research in Higher Education 43, 423-446.
- Leaving Careers in IT : Gender Differences in Retention
Stephan, P. E. and Levin, S. G. (2005). Journal of Technology Transfer, 30, 383â€“396.
- Women Are Told More Lies Than Men In Workplace Reviews, New Research Suggests. And That Can Prevent Gender Equality
- Marginalizing Merit: Gender Differences In Black Faculty Discourses on Tenure, Advancement,
and Professional Success
Griffin, K., Bennet, J., Harris, J. (2013). The Review of Higher Education. 36 (4). 489-512.
- (Re)Defining Departure: Exploring Black Professors' Experiences with and Responses
to Racism and Racial Climate
Griffin, K., Pifer, M., Humphrey, J., and Hazelwood, A. (2011). American Journal of Education, 117.
- How One University Involved Department Chairs to Raise Retention Rates