Coming Out of the Sexual Harassment Closet: One Woman\u27s Story of Politics and Change in Higher Education

In this essay, a university professor tells the story of her sexual harassment by her graduate school adviser in order to explain the institutional cultures and structures that exist to perpetuate this type of behavior in higher education as well as to communicate the steps she took to create change and accept the events that occurred. Characterizing the documentation as a “coming out process,” she describes the events that occurred from 2002–2006, using a semi-autoethnographical approach augmented with document and literature analyses. The essay goes beyond a mere re-telling of the events to an analysis of the cultural constructs that foster sexual harassment at institutions of higher education

Paradigmatic differences, power, and status: a qualitative investigation of faculty in one interdisciplinary research collaboration in sustainability science

Interdisciplinary research collaborations are fraught with challenges, including the need to overcome paradigmatic differences. The current study sought to understand how 25 faculty members involved in an interdisciplinary endeavor related to sustainability experienced these differences. Using Biglan’s classification and Becher and Trowler’s conceptualizations, the study found issues related to disciplinary status and hierarchy between the soft and hard scientists involved in the project

Target mentoring: A tailored mentoring program for faculty

Screenshot of Academic Leader webpage with the article Target mentoring: A tailored mentoring program for faculty describing the work of the Rising Tide Center at the University of Maine

Putting in your time : Faculty Experiences in the Process of Promotion to Professor

The rank of professor or “full” professor represents the highest status possible for faculty members, and it is generally gained by attaining professional expertise and a national or international reputation. Beyond this, however, little is known about these individuals or the promotion process at this level. In this qualitative study of 10 faculty members at one research university in the United States, we sought to understand the experiences of individuals who had sought promotion to full professor. Through a socialization lens, we found that issues of time, a lack of clarity, and gender disparity were concerns for these faculty members

Faculty Agency in Applying for Promotion to Professor

Aim/Purpose: In the United States, faculty who wish to pursue promotion to the rank of professor do so without clear guidance or structure. Even the timing of such a process is nebulous. As such, an individual engages in magentic action to pursue the rank. Background: This study examined the experiences of faculty members who chose to pursue the application process to be promoted to professor but were rejected or dissuaded. Methodology: Utilizing a case study of one institutional setting, we conducted 10 in-depth qualitative interviews. Contribution: Very little is known about the process of promotion to full professor in the U.S. and even less empirical research exists. This study advances knowledge of the process and the experiences of those undertaking it. Findings: We learned that cues from the social context greatly influenced these faculty members’ sense of agency. Keywords: promotion, faculty rank, agenc

Rising Tide Center_Equity vs. Equality Video

A short video explaining the concepts of equity and equality

University of Maine NSF-ADVANCE Project Outcomes Report

The University of Maine ADVANCE IT project proposes a three-pronged approach to institutional gender equity for STEM women faculty. Specific goals and objectives include increasing the percentage of women in the STEM disciplines, supporting professional development activities, addressing recruitment, retention and advancement of women faculty and engaging other campuses in the University of Maine System, as well as the faculty union, through the dissemination of information regarding ADVANCE outcomes. Intellectual Merit. The proposed activities are rooted in a conceptual framework that focuses on faculty job satisfaction, which plays a major role in retention. This project also presents a unique perspective to institutional transformation in that it takes into consideration the faculty union and its impact on faculty advancement and job satisfaction. Broader Impact. The University of Maine ADVANCE IT project , because of its emphasis on seven other institutions in the state of Maine, has the capacity to impact women faculty beyond the proposing institution. It is expected that project results will be broadly disseminated across Maine and to other institutions through traditional means including national presentations and scholarly journal articles. As such, the University of Maine will contribute new knowledge to the field of institutional transformation

Socialization to interdisciplinary: faculty and student perspectives

Interdisciplinary research and education are a growing emphasis in United States institutions of higher education but relatively little is known about the doctoral students engaged in these atypical programs. The purpose of this study was to understand the socialization process of 18 students involved in a large-scale, federally funded, interdisciplinary research project focused on sustainability at one university. Using Weidman, Twale, and Stein’s framework of graduate student socialization, themes emerged related to (a) their distinctive characteristics and cultures, (b) the learning process, (c) balance, (d) uncertainty, and (d) support. Recommendations for policy and practice are included