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Two transitions of tungsten sulfide (WS) near 13,100 cm−1, the (0,0) band of the [13.10]1 – X 3Σ−0 + transition and the (0,0) band of the [15.30]1 – X 3Σ−1 transition, have been recorded at high resolution using intracavity laser absorption spectroscopy with a Fourier-transform spectrometer used for detection (ILS-FTS). The WS molecules were produced in the plasma discharge formed by applying 0.70–0.80 A of a discharge current from a pulsed DC plasma generator to a tungsten-lined copper hollow cathode. The reaction took place in the presence of Ar (~70 %), H2 (~30 %), and CS2 (~0.1 %) gases at a total pressure of approximately 2 torr. Lines for all four abundant isotopologues of WS, 182W32S, 183W32S, 184W32S, and 186W32S, were measured and a rotational analysis was performed using PGOPHER. A constrained parameters approach was used to maintain expected mass relationships among isotopologues. This analysis increases the number of observed rotational levels from J ~ 30 to J ~ 100 for both excited states, allowing an increase in precision of spectroscopic constants. The new analysis of the [15.30]1 – X 3Σ−(1) transition enabled the reduced uncertainty in the previously determined value for the splitting of the 0+ and 1 Ω-components of the X 3Σ− ground state. Also presented in this work is an expansion upon our earlier deperturbation analysis involving the [15.30]1 state to include the v′ = 2 vibrational level, which is perturbed by the v′ = 4 vibrational level of the [14.26]0+ state. 

Female faculty in higher education face challenges in promotion and are more likely to leave academia than male faculty. Faculty development can play an important role in changing the institutional system within which female faculty work to help support their promotion and retention, which, in turn, can lead to more diverse and equitable systems for supporting a diverse student body. This paper identifies professional development for three groups. One, senior faculty, especially white male faculty, can be trained to be advocates and allies for female faculty by learning how to identify and intervene when discriminatory behaviors occur. Two, department chairs play a key role in creating an equitable and supportive departmental climate for all faculty. Despite their important role, department chairs often receive minimal training. Workshops on family-friendly benefits can help them support their faculty when family issues affect their ability to do their faculty jobs. Finally, promotion and tenure committees are asked to review faculty achievements and make recommendations about whether faculty members have earned promotion and/or tenure. Their recommendations are critical for faculty retention and promotion. We review several ways that gender bias can be addressed through promotion and tenure committee development activities including workshops, simulations, and interactive theater.