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Changing Electrical and Computer Engineering Department Culture from the Bottom Up: Action Plans Generated from Faculty Interviews We prefer a Lessons Learned Paper. In a collaborative effort between a RED: Revolutionizing Engineering and Computer Science Departments (RED) National Science Foundation grant awarded to an electrical and computer engineering department (ECpE) and a broader, university-wide ADVANCE program, ECpE faculty were invited to participate in focus groups to evaluate the culture of their department, to further department goals, and to facilitate long-term planning. Forty-four ECpE faculty members from a large Midwestern university participated in these interviews, which were specifically focused on departmental support and challenges, distribution of resources, faculty workload, career/family balance, mentoring, faculty professional development, productivity, recruitment, and diversity. Faculty were interviewed in groups according to rank, and issues important to particular subcategories of faculty (e.g., rank, gender, etc.) were noted. Data were analyzed by a social scientist using the full transcript of each interview/focus group and the NVivo 12 Qualitative Research Software Program. She presented the written report to the entire faculty. Based on the results of the focus groups, the ECpE department developed an action plan with six main thrusts for improving departmental culture and encouraging departmental change and transformation. 1. Department Interactions – Encourage open dialogue and consider department retreats. Academic areas should be held accountable for the working environment and encouraged to discuss department-related issues. 2. Mentoring, Promotion, and Evaluation – Continue mentoring junior faculty. Improve the clarity of P&T operational documents and seek faculty input on the evaluation system. 3. Teaching Loads – Investigate teaching assistant (TA) allocation models and explore models for teaching loads. Develop a TA performance evaluation system and return TA support to levels seen in the 2010 timeframe. Improvements to teaching evaluations should consider differential workloads, clarifying expectations for senior advising, and hiring more faculty for undergraduate-heavy areas. 4. Diversity, Equity, and Inclusion – Enact an explicit focus on diversity in hiring. Review departmental policies on inclusive teaching and learning environments. 5. Building – Communicate with upper administration about the need for a new building. Explore possibilities for collaborations with Computer Science on a joint building. 6. Support Staff – Increase communication with the department regarding new service delivery models. Request additional support for Human Resources, communications, and finance. Recognize staff excellence at the annual department banquet and through college/university awards.
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Temporal dynamics of faculty hiring in mathematics
Abstract University faculty hiring networks are known to be hierarchical and to exacerbate various types of inequity. Still, a detailed, historical understanding of hiring dynamics lacks in many academic fields. We focus on the field of mathematics, analyzing over 120,000 records from 150 institutions over seven decades to elucidate the temporal dynamics of hiring doctoral-granting (DG) faculty at the individual and departmental levels. We demonstrate that the disparity between the number of mathematics Ph.D.s awarded and the number of DG faculty positions filled has grown over time. Even institutions with the best records of DG faculty placement have experienced a temporal decline in the probability of their graduates obtaining a DG faculty position. By quantifying the mathematical prestige of each department with a network statistic, authority centrality, we find an approximately linear relationship between the log of the prestige of one’s Ph.D. institution and the log of the probability of obtaining a faculty position. Moreover, we observe associations suggesting that the probability of DG faculty placement has decreased over time and is smaller for women than for men. On the departmental level, a group of 14 elite departments dominated the authority centrality of the entire network between 1950 and 2019. Strikingly, one department within this elite group increased its centrality scores consistently, which hints at the possibility for a department to improve its prestige. This analysis highlights the challenges of transitioning from Ph.D. holder to faculty member in mathematics.
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- Award ID(s):
- 1764421
- PAR ID:
- 10427837
- Date Published:
- Journal Name:
- Humanities and Social Sciences Communications
- Volume:
- 10
- Issue:
- 1
- ISSN:
- 2662-9992
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1057/s41599-023-01708-9
