Year 3

Year 3: August 2017 through July 2018

Monthly Advocate Meetings. Monthly advocate meetings at partner institutions will continue.  A call for new advocates will be released by the Advocate Coordinators, who will simultaneously update goals and actions for Advocates & Allies group.  We will continue to offer Ally trainings twice during both the Fall and Spring semesters.  Advocate groups will write case studies for inclusion in Advocates & Allies resource materials.  Advocate coordinators will continue to communicate by conference call with NDSU advocate coordinators at least once per semester.  Timeline: September 2017 through May 2018.

Finalize Ally Training Materials. Using NDSU, partner, and advisory board training materials, resources, and participant feedback, the NDSU advocate team will finalize Ally training materials and Advocates & Allies resources.  These materials will be published using an NDSU-hosted web site and submitted for other publication. Timeline: October 2017 through May 2018.

Knowledge Building/Evaluation/Dissemination. In coordination with partner institutions, NDSU will compile surveys, interviews, ethnographic notes, and other data to evaluate project impact.  The team will disseminate project outcomes and evaluation through online and traditional publication.  We anticipate findings will reveal that the Advocates & Allies programs are an effective way to address issues of “chilly” climate on college campuses.  Furthermore, we expect to learn whether such interventions are more useful to engineering programs (See Section C.2,  Timeline: October 2017 through July 2018.

ASEE Annual Conference and Exhibition, Salt Lake City, Utah. Publication and presentation of project outcomes and evaluation, particularly those associated with the ally trainings offered during the 2017 ASEE conference. A goal is to have ASEE formally adopt Advocates & Allies as a best practice and programmatic initiative.   Timeline: June 24-27, 2018.

C.2  Knowledge Building: Activities in support of the Research Component

In addition to assisting engineering programs to establish their own Advocates & Allies programs, ADVOCATE FORWARD will conduct research on these programs in order to create an empirical knowledge base about the use and efficacy of such programs as one means to improve the climate for all engineering faculty, especially women. This component of the proposed project is based on data described in section 6.  As we analyze these data, we will seek to answer the following research questions: 1) Why do men participate in an Advocate or Ally program? 2) How do institutions engage men engineering faculty (and men faculty in other disciplines) to be Advocates or Allies for gender equity? 3)What strategies exist to be effective as an Advocate or Ally? 4) What role do supportive members of the dominant group play in changing a gendered institution? 5) Does training increase the effectiveness of these groups?  In what ways? 6)How does the effectiveness of the Advocate or Ally program vary based on the cultural heritage (international status) of the faculty? 7)How does an Advocate/Ally program affect the climate of an engineering college/school without an NSF ADVANCE grant? 8) How does training and efficacy of the Advocates/Allies program differ by institution (size, region, type of degree-granting, public/private)?           9) How can research from this project contribute to wider knowledge about successful ally programs?

Because so little is known about the development and efficacy of men faculty advocacy groups, we expect to build knowledge by seeking answers to these questions, using pre- and post-training gender/climate surveys, as well as the focus group and interview data. Based on experience at NDSU for the past 6 years, as well as research regarding other ally programs, we anticipate the findings to reveal that Advocate/Ally programs are one effective way to address issues of “chilly” climate on college campuses. Additionally, we expect to learn whether such interventions are particularly useful to engineering programs, which appear to have more problematic climate issues brought about by ineffective recruiting and/or retaining efforts. To the best extent possible, with the quantitative data, attempts will be made to disaggregate the data by multiple characteristics; this process should be possible when data from all participating institutions are combined and will contribute to the knowledge base using data from multiple institutions. The qualitative data will provide rich descriptions of the perspectives of Allies, Advocates, women faculty, and non-allies that will further illustrate how allyship functions.