On-Demand Asynchronous Professional Development Course
Equip members of tenure review committees with knowledge, skills, and practices for reducing barriers and supporting employees, particularly those who have marginalized or minoritized identities.
This program contains three seminars:
- Practices for Reducing the Influence of Bias on the Tenure Review Process
- Guidelines for Shifting from Gatekeeping to Stewardship in the Tenure Review Process
- Skills for Supporting Faculty Through Tenure Review Process
Each seminar includes pre-reading, handouts, recorded seminars, resources, and discussion prompts.
ABSTRACT
Interpersonal and institutional bias profoundly influence the experience of historically marginalized and minoritized faculty advancing through the tenure process. However, we can increase our awareness of how bias affects decisions and reduce the influence of bias on tenure outcomes. In this seminar, participants will dissect a research-based case study that demonstrates the pervasiveness of interpersonal and institutional bias in the faculty experience, practice applying a “bias-test” tool with real-world scenarios, and formulate a goal for integrating the tool into their practice.
Objective
Participants will be able to apply a “bias-test” designed for use before making decisions.
Key Results
- Participants will dissect a research-based case study that demonstrates the pervasiveness of interpersonal and institutional bias in the faculty experience.
- Participants will practice applying a “bias-test” tool with real-world scenarios.
- Participants will formulate a goal for integrating a bias-test tool into their practice.
Assumptions
This seminar starts with three assumptions:
That you are all humans and have a brain that for the most part functions like every other human brain on the planet.
You accept well-known brain science that proves we all have prejudices and biases, and that they manifest in our interactions, decisions, and evaluations of others. (Not sure about this? Take our course, Unraveling Bias in the Brain)
AND that each of you cares about creating equitable and inclusive environments where race, gender, and other identities do not work against success in the workplace.
Thus, within the scope of this unit, we are not going to try and convince you of these three things.
Pre-Reading
Consider reading the following four-part series to prime you for the recorded seminar.
“Rethinking Research Assessment: Addressing Institutional Biases in Review, Promotion, and Tenure Decision-Making” by DORA, Declaration on Research Assessment
Four-part series
[About ~30 minutes reading in total]
Infographic summary of the articles.
Handouts
Three Tools
In the seminar, we share three tools:
Webinar Recording
Discussion Questions
- In what ways do you commit to using the provided resources?
- How can you create structural and institutional conditions to scaffold decision-making processes?
Additional Resources
The following resources were shared during the seminar.
- Check out Meagan’s TEDx talk, “How to become an inclusive leader:” https://youtu.be/1MaFOGEPpOo*(Please LIKE and share!)
- Download a reflection and discussion guide: https://7ev.co/guide
- Demystifying Promotion & Tenure: A Resource For Black Women by Dr. Pamela Leggett-Robinson, https://amzn.to/3J3tQNW
- Nudge: The Final Edition (2021) Improving Decisions About Money, Health, and the Environment by Richard H. Thaler & Cass R. Sunstein: https://amzn.to/3L1Uk4h.
- Take a self-guided course, “Neuroscience-based Strategies to Reduce Prejudice and Stereotypes” http://7ev.co/4ACC.
- TEDx Talk: The danger of a single story by Chimamanda Ngozi Adichie, http://7ev.co/4AII
- Learn more about the 4-I’s by watching this video: https://youtu.be/3WWyVRo4Uas
- Thinking, Fast and Slow by Daniel Kahneman, https://amzn.to/3sdlWeh
Abstract
Belonging and being valued are fundamental human needs, yet faculty from traditionally marginalized and minoritized groups are significantly less likely to experience treatment that meets these needs in the workplace. The gatekeeping nature of academia and the tenure review process exacerbates this issue, directly influencing performance, collaboration, and turnover. Stewardship is being entrusted with what’s in your care and creating an environment where people can grow and improve while enhancing their sense of well-being. In this seminar, participants will compare and contrast gatekeeping and stewardship behaviors in the tenure review process, solve scenarios with stewardship guidelines that challenge ruling relations, consider social capital, and honor funds of knowledge.
Objective
Participants will be able to identify gatekeeping behaviors and choose stewarding behaviors.
Key Results
Participants will compare and contrast gatekeeping and stewardship behaviors in the tenure review process.
Participants will solve scenarios with stewardship guidelines.
Participants will customize guidelines for their particular tenure review process.
Pre-Reading
Tenure as Academic Hazing, http://7ev.co/4AIW
Handouts
Webinar Recording
Discussion Questions
- In what ways do you commit to using the provided resources?
- How can you create structural and institutional conditions to reduce gatekeeping and incorporate stewarding behaviors?
Additional Resources
The following resources were shared during the seminar.
- Download the case study: http://7ev.co/20220311 (same as Feb 4)
- For Tools, see 2/4 Handout, Pages 7, 12, and 14 http://7ev.co/20220204
- The pledge is also available at https://engineerinclusion.com/session-pledge/
- Gatekeeping Examples Reference: Tenure as Academic Hazing, http://7ev.co/4AIW
- Stewarding Examples Reference: What’s the Opposite of Gatekeeping? http://7ev.co/4AIX
- Learn more about the 4-I’s by watching this video: https://youtu.be/3WWyVRo4Uas
- Download a PDF on contrasting values with descriptions and examples: http://7ev.co/4AIZ
Recommended Reading
- Pawley AL. Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education. J Eng Educ. 2019;108:13–31.
- Social Capital: A Theory of Social Structure and Action by Nan Lin https://amzn.to/35T2qMN
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.
- Dolores Delgado Bernal & Octavio Villalpando (2002) An Apartheid of Knowledge in Academia: The Struggle Over the “Legitimate” Knowledge of Faculty of Color, Equity & Excellence in Education, 35:2, 169-180, DOI: 10.1080/713845282
- Demystifying Promotion & Tenure: A Resource For Black Women by Dr. Pamela Leggett-Robinson, https://amzn.to/3J3tQNW
Abstract
To effectively support and empower faculty through the tenure review process, we must employ equity-minded professional coaching skills like an asset mindset, active empathic listening, and self-efficacy-boosting feedback. These behaviors can reduce barriers, particularly those faced by traditionally marginalized and minoritized faculty members. In this seminar, participants will examine a case study highlighting opportunities for enhancing practices in supporting faculty in the tenure process, role-play real-world tenure process scenarios to practice an equity-minded support model, and prioritize areas where they want to improve practices.
Objective
Participants will be able to assess and adapt their support practices using an equity-minded reflection tool.
Key Results
Participants will examine a research-based case study that highlights opportunities for enhancing practices in supporting faculty in the tenure process, such as asset mindset, active listening, and feedback.
Participants will role-play real-world tenure process scenarios and practice an equity-minded support model.
Participants will prioritize areas where they want to improve practices and develop an initial action plan.
Pre-Reading
Handouts
Giving feedback is a skill, and just like any skill, the more you practice, the better you will become! As you hone the skill, preparing your feedback in advance is helpful. Use this checklist as a tool for crafting self-efficacy-boosting feedback.
Handouts
Download the handout.
Webinar Recording
Discussion Questions
Over the course of the three-part series, you’ve received five tools and lots more strategies.
What’s your plan of action?
How will you use these tools?
How will you foster belonging and success for people in the tenure process?
Additional Resources
The following resources were shared during the seminar.
- Handout (PDF): http://7ev.co/4AJ92
- Scenarios (Padlet): http://7ev.co/4AJ83
- Application (Padlet): http://7ev.co/4AJA
- How to practice stewardship instead of gatekeeping (+ recording): https://engineerinclusion.com/stewarding/
- Learn more and download the session pledge: https://engineerinclusion.com/session-pledge/
- Brene Brown on empathy (animation): https://youtu.be/1Evwgu369Jw
- A concept analysis of empathy by Theresa Wiseman: https://doi.org/10.1046/j.1365-2648.1996.12213.x
- What’s better than the Golden Rule? The Platinum Rule! https://engineerinclusion.com/whats-better-than-the-golden-rule-the-platinum-rule/
- Co-Active Coaching by Kimsey-House et al : https://amzn.to/3KEtvmc
- HEAR strategy by Donna Wilson and Marcus Conyers: https://www.edutopia.org/article/4-proven-strategies-teaching-empathy-donna-wilson-marcus-conyers
- What is positionality? https://engineerinclusion.com/what-is-positionality/
- Demystifying Promotion & Tenure: A Resource For Black Women by Dr. Pamela Leggett-Robinson, https://amzn.to/3J3tQNW
