Provost’s Office
The Office of the Provost and Senior Vice President for Academic Affairs is the administrative center for the University’s academic operations. It is responsible for providing administrative oversight and academic leadership. Our primary focus is to collaborate with academic and administrative areas to fulfill the mission and vision of Bradley University.
Strategic Plan
The Board of Trustees approved a new student-centric strategic plan for Bradley University in July 2021. This plan aligns with Bradley’s prevailing mission, while setting forth an exciting strategic vision and a complementary set of priorities designed to meet the dynamic landscape of higher education in an ever-changing world.
The plan was crafted over a seven-month period following a 14-step strategy development process involving 78 individuals who served on six key strategic planning groups. The broader university community was engaged through a faculty-staff survey, several information sessions and forums, and student focus groups designed to validate the results of an external market analysis of more than 1,600 current and prospective students.
The development of the new strategic plan was driven by Bradley’s situation, namely the challenging and competitive state of the higher education landscape. Particular attention was devoted to what today’s learners seek when selecting a university or college.
Based on this analysis, Bradley’s focus will be on two types of purposeful learners: aspirational and functional. Aspirational learners focus on the life they want to create for themselves and the person they want to become in the future. Functional learners focus on a specific result (typically job or career driven) and education is a necessary step to get them there.
Bradley’s new strategic vision captures what the university must be to appeal to and serve these learners.
Vision Statement
We deliver an engaging education that transcends traditional boundaries through scholarly and practical experiences in a diverse, caring and inclusive environment to prepare purpose-driven leaders who achieve success and build a better world. Bradley University: An investment in the life you want.
Coupled with the vision statement are five strategic imperatives that outline the university’s priorities:
- Welcoming, Caring, Diverse and Inclusive – We are committed to understanding and creating a community within and beyond campus that allows you to feel welcome and included in your ability to participate in the learning experience.
- Personalized Life Path – We provide clear, supportive and flexible paths with an array of enriching opportunities to realize the life you want.
- Return on Educational Investment – As one of our graduates, you can expect short-term benefits through career outcomes and long-term happiness from your investment.
- Boundary-Breaking Innovations – We will help you realize a purposeful plan to create the career and life you want by delivering engaged learning beyond your major and beyond the classroom.
- Financial Strength and Operational Excellence – Execution of the plan requires a strong foundation of financial strength and operational excellence.
Collectively, these five imperatives constitute the essence of the 2021 strategic plan. They will provide a framework for decision making, serve as operational platform, and drive the development of key strategic action items over the next three to five years.
Contact Information
Dr. Dan Moon
Interim Provost and Sr. Vice President for Academic Affairs
- 205 Swords Hall
- (309) 677-3152
- provost@bradley.edu
Jennifer Gruening Burge
Director of Institutional Effectiveness
- Swords Hall 14
- (309) 677-4939
- jgruening@bradley.edu
If you seek information or engagement related to an aspect of Bradley University’s Strategic Plan, there are four options:
- Consult the following documents on this page.
- Contact the responsible vice president or project manager by referring to the Strategic Plan Implementation Engagement Roadmap.
- Contact the Office of the Provost at provost@bradley.edu or (309) 677-3152.
- Attend or request to schedule an information session. (Sessions can be arranged by contacting the Office of the Provost.)
The resources on this page are for current Bradley employees only. For any outside requests, please email the Office of the Provost.
Balanced Scorecard
- Bradley University Balanced Scorecard (September 2022)
- Balanced Scorecard Leadership Forum Presentation – January 25, 2023
- Balanced Scorecard Explained (Leadership Forum, January 2023)
- Interdisciplinary Index for Learning & Growth Dimension of Balanced Scorecard
- Peer Institutions for Balanced Scorecard Tracking
- Balanced Scorecard Update – February 2023
- Balanced Scorecard Update – July 2023
- Balanced Scorecard Update – September 2023
- Balanced Scorecard Update – February 2024
- Balanced Scorecard Update – May 2024
- Balanced Scorecard Update – July 2024
- Balanced Scorecard Update – September 2024
- Balanced Scorecard Update – February 2025
Strategy Updates
- Strategic Plan Communication Efforts
- Strategic Development and Implementation Process: Where Are We Now?
- Strategic Action Item 1 Progress Report – February 2022
- Strategic Action Item 2 Progress Report – February 2022
- Strategic Action Item 3 Progress Report – February 2022
- Strategic Action Item 4 Progress Report – February 2022
- University Strategic Plan PowerPoint Presentation at Fall Forum – August 18, 2021
- University Strategic Plan Progress Report PowerPoint Presentation at Spring Forum – January 12, 2022
- Strategic Plan Progress Report PowerPoint Presentation at Fall Forum – August 17, 2022
- Leadership Forum: Balanced Scorecard and Q&A Session with President Standifird – January 25, 2023 (video)
- Leadership Forum: Diversity, Equity, and Inclusion and Q&A Session with Vice President Warren Anderson – Feb. 28, 2023 (video)
Strategy Implementation Resources
- Why Our Strategy Matters – President Standifird
- Strategic Plan Implementation Engagement Roadmap
- Role of the University Strategic Planning Committee
- FY23 Strategic Action Prioritization Framework
- Bradley University Strategy Engagement Survey Results (Fall 2022)
- Strategy Engagement Survey Results Report (Fall 2022)
- SP Action Item 1 (Diversity, Equity, and Inclusion Update)
- White Paper for the Establishment of a Center for Interdisciplinary Studies (SP Action Item 2)
- Data Modernization Presentation (SP Action Item 4)
- SP Action Item 5 Overview (Academic Advising)
- Implementation Plan for Community Partnerships & Experiential Learning (SP Action Item 8)
- SP Action Item 9 Q&A (Life Design/Mentoring)
- SP Action Item 9 Update (Life Design/Mentoring)
- SP Action Item 9 White Paper (Life Design/Mentoring)
- SP Action Item 9 Executive Summary (Life Design/Mentoring)
Supporting Documents
- 2017 Strategic Plan
- HLC Assurance Argument
- Huron Report Summary, February 2021
- Huron Report Summary, March 2021
- Response to Senate Resolution
- Report of the Faculty Gender Equity Task Force
- Report from the Racial Equity Advisory Group
- Graduate Outcomes
- University Senate International Initiatives Report
- Interdisciplinary Programs
- Incentive-Based Budgeting Overview
Process Documents
Overview
- Overview of Strategy Development Process
- University Strategic Planning Teams List
- USPC 2017 Strategic Plan Accomplishments Document
- USPC Request for Consideration Document
- “Jobs to Be Done” Approach Overview
- Faculty and Staff University Strategic Planning Survey (Questions)
- Faculty and Staff University Strategic Planning Survey (Results)
Insights Market Analysis
Student Focus Group Results
Environmental & Industry Analysis
Strategic Profile
Competitive Assessment
Vision and Strategy
USPC Recommendations to the Strategic Leadership Group
The Plan
Academic Program Review
Faculty Gender Equity Initiatives
In the Spring of 2017, the Provost convened a Faculty Gender Equity Taskforce charged with the following tasks:
- To investigate barriers to the promotion of women to the rank of full professor at Bradley, including but not limited to barriers in three main professional areas (teaching, research, and service).
- To review institutional policies and de facto practices that may result in differential outcomes for male and female faculty.
- To investigate best practices used by other institutions that contribute to the retention and advancement of women in the academy.
- To develop recommendations for increasing gender equity in the above areas and on issues that become apparent through the review process, and to submit those recommendations to the Provost for consideration by the appropriate administrative and/or shared governance units at Bradley University.
In the Spring of 2018, the Faculty Gender Equity Taskforce administered a campus-wide survey to all full-time and part-time faculty to investigate issues related to workload, tenure and promotion processes, administrative policies and practices, and campus climate. It also hosted a series of Faculty Gender Equity Forums to gain additional feedback from the university community. The results of the survey, the full report, and recommendations of the Task Force may be accessed through this page with a Bradley login. Based in part on the work of the Task Force, Bradley was awarded an NSF ADVANCE grant in 2023 to help increase intersectional gender equity in the faculty ranks on campus. Details of ADVANCE BU grant initiatives.
The Task Force recommended 40 actions to increase gender equity in Bradley’s faculty ranks. In addition to supporting the ongoing work of the ADVANCE BU program, Bradley’s administration has taken actions to address the following Task Force Recommendations.
| Task Force Recommendation | Administrative Actions |
| Formally incorporate student engagement activities into the T&P process. | In the Faculty Annual Reporting portal, fields have been added for Experiential Learning, Writing Intensive, and Interdisciplinary Learning, Faculty-Student Collaboration, and Societal Impact. |
| Strengthen the institution’s investment in the Office of Sponsored Programs. | In Fall of 2024, Bradley received a federal grant to expand the services offered by the Office of Sponsored Programs. |
| Identify one campus office(r) as the contact point for non-academic student care issues. | The Office of Student Affairs produced a guide to campus resources for working with student concerns. |
| Ensure that under no circumstances is a scheduled course of three or more semester hours taught as an uncompensated overload. | The Provost reviewed all offerings, and directed Deans to ensure that this does not occur in their academic units. |
| Incorporate dean and college-level efforts on gender equity issues in the dean’s annual evaluation survey to the faculty. | Questions on gender equity and diversity have now been incorporated into the dean’s annual evaluation, and the Senate approved those changes to the survey in January of 2025. |
| Create a salary reporting mechanism. | The Administration is currently working with ADVANCE BU to develop an Equity Dashboard for tracking a range of faculty data, including salary equity. |
| Clarify “tenure clock” provisions. | The University Senate made provisions for tenure clock extensions clearer and more inclusive (Faculty Handbook, Section II.D.4) |
| Appoint a full-time Chief Diversity, Equity and Inclusion Officer. | A VP of Diversity, Equity, and Inclusion was hired and the Division of Diversity, Equity and Inclusion was created. |
| Review and revise current sexual harassment and sexual discrimination policies and procedures, and consider appointing a Gender Equity Ombudsperson. | The university formalized a consensual relationship policy. Annual training for all employees on harassment and discrimination was implemented. |
| Reward individual and unit-level activities that promote diversity, equity and inclusion on campus. | Working with ADVANCE BU, the Administration provides ongoing funding for the Faculty Award for Excellence in Diversity, Equity, and Inclusion, inaugurated in Fall of 2024. |
ADVANCE BU Initiatives and Resources
2018 Task Force Survey, Results and Recommendations
All resource documents require a faculty or staff BUnetID login to view.
Bradley University Report of the Committee on the Status of Women, 1990
All resource documents require a faculty or staff BUnetID login to view.
Additional Resource
Whistleblower Information
Resources
Bartlett Award
The Helen Bartlett Award for Excellence in Service to Students recognizes a department or unit that has shown outstanding contributions and commitment to Bradley students.
Burgess Award
The Theodore C. Burgess Award for Excellence in Interdepartmental Collaboration celebrates exceptional partnership between departments.
Caterpillar Faculty Achievement Award for Teaching and/or Scholarship
Designed to honor outstanding faculty for their achievements, nominees must hold a full-time, tenure-track appointment but not yet have attained tenure status.
Caterpillar Professorship
Caterpillar Professorships are awarded to tenured, full professors whose significant achievement in their fields resulted in national or international recognition.
Emeritus Nominations
To be considered for an emeritus appointment, faculty and staff must have completed at least 15 years of service while enriching the experience of Bradley students.
Harper Award
The William Rainey Harper Award for Departmental Excellence honors an academic or support unit that has demonstrated an ever-improving level of performance and commitment to excellence.
Putnam Award
Established in 1957, the Charles M. Putnam Award for Excellence in Teaching recognizes an exceptional teacher each year.
Rothberg Award
The Samuel Rothberg Award for Professional Excellence, honoring outstanding research and creativity by a senior faculty member, is one of Bradley’s highest academic recognitions.
Faculty Award for Inclusive Excellence
Bradley University is committed to offering a “welcoming, caring, diverse and inclusive” campus environment. The Faculty Award for Inclusive Excellence recognizes efforts in advancing inclusion, belonging, and a climate of fairness, mutual respect, and non-discrimination at Bradley. The award will alternate between honoring an individual (in even numbered years) and an academic program (in odd numbered years).
- Dean’s Evaluation
- Grade Change Form (see AcInquire)
- Performance Assessment for Full-time Faculty
- Tenure Decision Dates Form (and guidelines)
- Tenure/Promotion Transmittal Form (and Submission Binder guidelines)
- Sabbatical Leave Application
- Academic Affairs Travel Authorization Form
- Travel Expense Report (Reimbursement)
Conflict of Interest Form
Curriculum and Regulations Forms
C&R forms are now available and electronically routed through the Curriculum and Regulations Committee Routing System. To access the system, log in using your BUNetID at: http://carta.bradley.edu/crcrs/
- CLEP (College-Level Examination Program) Guidelines
- Faculty Activity Report (also see page 61 of the Faculty Handbook)
- Fulbright Appointment Policy
- Full-time Faculty Handbook
- Guidelines for the Academic Review Process
- Honorary Degree (also see page 155 of the Faculty Handbook)
- Immigration and Labor Certification
- Indirect Cost Sharing Policy
- International Partnerships Proposal (and Routing & Approval Guidelines)
- Mass Electronic Communications Policy
- Contact Time and Student Engagement Requirements
- Sabbatical Leaves and Leaves of Absence (also see page 36 of the Faculty Handbook)
ADVANCE BU
Every year, promising scholars across the U.S. leave their fields due to structural barriers to their career advancement. Their departure comes at great cost, both to the individuals who have invested heavily in their academic careers and to the country as a whole. Just as lesser developed countries have long suffered from a “brain drain” of their most talented and productive scholars to wealthier nations, the ongoing loss and professional underdevelopment of scholars across the nation is another kind of brain drain—the loss of the talents, skills, and varied perspectives that the U.S. needs if it is to remain a global leader. Consistent with national trends, there is evidence of career barriers at Bradley University. The ADVANCE BU program (previously funded by NSF Award #2303732) is committed to instituting transformative changes across the institution to reduce career barriers for our employees and to foster a campus climate of fairness, mutual-respect, and non-discrimination. Contact Jackie Hogan (Director), Sherri Morris (co-PI), or Kalyani Nair (co-PI) for more information.
Previous ADVANCE scholarship demonstrates that meaningful and lasting institutional transformation is only possible with a combination of cultural change and structural change — namely changes to policies, processes, and practices. Building on this research, ADVANCE BU involves faculty and staff from across the institution to accomplish two primary goals: changing campus culture for the better and revising outdated university policies and processes.
Cultural Change
Fostering inclusion, belonging, and a campus climate of fairness, mutual respect, and non-discrimination.
A&A
The Advocates and Allies initiative aims to raise awareness of both systemic and interpersonal forms of discrimination, and build intervention and advocacy skills among faculty and staff. First developed by North Dakota State University, it has been implemented in more than 30 colleges and universities across the nation. It has also resulted in significant improvements to faculty retention and career progression, and helped create more inclusive campus cultures. Contact Tony Hermann for more information.
ACT
The ACT (ADVANCE-informed Chair Training) initiative draws on training programs developed by other ADVANCE institutions to provide chairs with mentorship and training on topics including recruitment, hiring, retention, and career advancement. Contact Melinda Faulkner for more information.
IDEAS
The IDEAS initiative offers a wide range of campus programing — from guest speakers to workshops to film screenings and discussions — designed to increase understanding of the evidence behind inclusion efforts; the individual, institutional, and societal benefits of such work; and proven ways we can all make a difference. Contact Mary Conway Dato-on for more information.
Structural Change
Engaging campus stakeholders to revise outdated policies and processes for greater transparency and consistency, particularly in annual review and tenure, promotion, and retention decisions.
Faculty Data Dashboard
The development of Faculty Data Dashboard will allow Bradley to better track faculty career outcomes and create mechanisms for accountability and ongoing improvement. In addition to creating this Dashboard, ADVANCE BU gathers and analyzes institutional data to more effectively chart changes over time. Contact Kerrie Schattler (Dashboard) or Kelly McConnaughay (Evaluation) for more information.
FARR
Likewise, the FARR (Faculty Annual Review Revision) initiative engages the campus in discussions about the revision of faculty annual review processes, teaching evaluations, and performance reward mechanisms, such as merit pay. Contact Tim Koeltzow for more information.
TPR Revision
Drawing on both institutional data and evidence-based strategies for institutional change, the TPR Review and Revision initiative engages campus stakeholders in discussions around revision of tenure, promotion, and retention (TPR) policies and protocols to promote greater transparency and consistency. Contact Matt O’Brien for more information.
Upcoming Events
Call for Nominations
ADVANCE BU is pleased to announce the 2025 Faculty Award for Inclusive Excellence, highlighting Bradley University’s ongoing dedication to fostering inclusivity on campus. This yearly award honors individual faculty (even years) or academic programs (odd years) that have made significant contributions to advancing inclusion, belonging, and a climate of fairness, mutual respect, and non-discrimination at Bradley through advocacy, curriculum development, community building, research/creative production, or leadership and service. Nominations will be accepted by the Provost’s Office until September 1, 2025. For further details on eligibility and the nomination process, please click here. Applications are being accepted via google forms available here.
Arrange a meeting with your department or group
ADVANCE BU has recommended a number of changes to the ways we evaluate teaching at Bradley (click here) and for revising Bradley’s TPR guidelines (click here). We recognize that different individuals and groups on campus may have different questions, concerns, and ideas. We would be delighted to meet with individuals and groups (for instance, a department, a college, or just a group of colleagues) to explain the proposed changes and hear your feedback. Please contact Jackie Hogan to arrange a time that works for you.
News Articles Featured in Monthly Newsletters
2025
January Newsletter
February Newsletter
March Newsletter
April Newsletter
2024
January Newsletter
February Newsletter
March Newsletter
April Newsletter
May Newsletter
June Newsletter
July Newsletter
August Newsletter
- Race, Ethnicity, and Gender of Full-Time Faculty Members at 3,300 Institutions
- Survey Shows Faculty Inclusion Declines
- Claims of “Overspending” on University DEI are Challenged
- AAUP Faculty Compensation Survey
- Academics versus Athletics: The Protection and Prioritization of College Athletics in an Era of Neoliberal Austerity
September Newsletter
October Newsletter
November Newsletter
2023
September Newsletter
- Why are colleges offering up more DEI degrees? Demand for diversity expertise is growing
- Harnessing Demographic Shifts for Racial Justice in Illinois Higher Education (AAUP)
- Professors Sue Vassar College Over Gender Pay Gap (WAMC Public Radio)
- 5 Lessons for Higher Ed’s Least Powerful Administrators (The Chronicle of Higher Education)
- Microaggressions, Interrupted: The Experience and Effects of Gender
- Microaggressions for Women in STEM (Journal of Business Ethics)
October Newsletter
November Newsletter
- New Report Finds Disparities for Black STEM PhDs (Inside Higher Ed)
- Workplace Climate Pushing Women Out of Professoriate (Inside Higher Ed)
- Promotion Rejected? Your Record May Not Be the Problem (The Chronicle of Higher Education)
- Adjunct Professors Struggle to Make Ends Meet (The Chronicle of Higher Education)
December Newsletter
- Underrepresented Students in STEM Classes Results in Higher Grades for All Students
- Women and Marginalized Faculty Subjected to More Abusive Comments on Teaching Evaluations
- From Diplomas to Doctorates: The Success of Black Women in Higher Education and its Implications for Equal Educational Opportunities for All
- Heteroprofessionalism in the Academy: The Surveillance and Regulation of Queer Faculty in Higher Education
Additional News Articles
- Report: Faculty of Color in Psychology Face Structural Hurdles in America
- Survey: Voluntary Turnover in Higher Ed Workforce Increasing
- Even Women with Tenure are More Likely to Leave Higher Ed
- Women Pushed Out of Academia by Sexism and Harassment
- Diversity, Equity, and Inclusion
- Faculty Diversification Must Accelerate, Report Says
- UMaine study explores diversity and equity practices in higher education faculty searches
- Migrating Bias Through Rubrics
- Ask the Chair: Are Great Chairs Born or Made?
- External Review Letters for T&P: Recommendations for Chairs
- Faculty Salary Equity
- NSF ADVANCE Programs
- An Equity-Minded Approach to Faculty Tenure and Promotion
- Seattle U ADVANCE Library
- Same Course, Different Ratings
- Women Outperform Men in Service, to Their Detriment
- The Awakening: Women and Power in the Academy
- Gender Equality in the Academy: The Pipeline Problem
- Negotiating Balance
- Pipelines, Pathways, and Institutional Leadership: An Update on the Status of Women in Higher Education
- Anicha, C. L., Bilen-Green, C., Burnett, A., Froelich, K., & Holbrook, S. (2017). Institutional Transformation: Toward a diversity-positive campus culture. Journal of Women & Minorities in Science and Engineering, 23(2). doi: 10.1615/JWomenMinorScienEng.2017017021.
- Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L. (2017). Gender differences in accepting and receiving requests for tasks with low promotability. The American Economic Review, 107(3), 714- 747.
- Bartels, Lynn K and Weissinger, Sandra E. and O’Brien, Leah C. and Ball, Jamie C. and Cobb, P. Denise and Harris, Jessica and Morgan, Susan M. and Love, Emily and Moody, Sierra B. and Feldmann, Matthew L. (2021) Developing a System to Support the Advancement of Women in Higher Education. The journal of faculty development v.35.
Catherine White , Megan A. Carpenter, and David A. Cotter (2022) Teaching College in the Time of COVID‑19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86:441–455 https://doi.org/10.1007/s11199-021-01271-0. - Chávez & Mitchell. 2020. Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity. Pol. Sci. & Politics 53.
- Furst-Holloway, Stacie and Kathi Miner, (2019) ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions. Equality, Diversity and Inclusion: An International Journal, Vol. 38 Issue: 2, pp.122-130, https://doi.org/10.1108/ EDI-03-2019-295.
- Griffith, J.A., Malone, M.F.T., & Shea, C.M., (2021) From Bystander to ally among faculty colleagues: Construction and validation of the bystander intervention behavior scale. Equality, Diversity and Inclusion: An International Journal.
- Guarino, C.M., & Borden. 2017. Faculty Service Loads and Gender? Research in Higher Ed 58, 672-694. 9.
- Hamlin, K. A. (2021, March 30). Why Are There So Few Women Full Professors? The obstacle to parity is a lack of institutional will. The Chronicle of Higher Education. https://www.chronicle.com/article/why-we-need-more-women-full-professors.
- Hanasono, L. K., Broido, E. M., Yacobucci, M. M., Root, K. V., Pena, S., & O’Neil, D. A. (2018). Secret Service: Revealing Gender Biases In The Visibility And Value Of Faculty Service. Journal of Diversity in Higher Education 12 (1): 85-98. http://dx.doi.org/10.1037/dhe0000081.
- Jimenez, M. F., Laverty, T. M., Bombaci, S. P., Wilkins, K., Bennett, D. E., & Pejchar, L. (2019) Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature Ecology & Evolution, 3(7), 1030-1033.
- Laursen & Austin (2020) Building Gender Equity in the Academy: Institutional Strategies for Change. Johns Hopkins U. Press. 11.
- National Center for Science and Engineering Statistics 2021. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021. Special Report NSF 21-321. Alexandria, VA: National Science Foundation. Available https://ncses.nsf.gov/pubs/nsf21321/report/acknowledgments-and-citation
- O’Meara, K., Kuvaeva, A., & Nyunt, G. (2017). Constrained choices: A view of campus service inequality from annual faculty reports. The Journal of Higher Education. doi: 10.1080/00221546.2016.1257312
- O’Meara, K., Kuvaeva, A., Nyunt, G., Waugaman, C., & Jackson, R. (2017). Asked more often: Gender differences in faculty workload in research universities and the work interactions that shape them. American Educational Research Journal. doi: 10.3102/0002831217716767
- Shea, C.M., Malone, M.F.T., Griffith, J.A., Staneva, V., Graham, K., & Banyard, V. (2021). Please feel free to intervene: A longitudinal analysis of the consequences of the behavioral expectations of bystanders. Journal of Diversity in Higher Education.
- Van Miegroet, Helga, Christy Glass, Ronda Roberts Callister, Kimberly Sullivan, (2019) Unclogging the pipeline: advancement to full professor in academic STEM. Equality, Diversity and Inclusion: An International Journal, Vol. 38 Issue: 2, pp.246-264, https://doi.org/10.1108/EDI-09-2017-0180.
- Yen, J., Riskin, E.A., Margherio, C., Spyridakis, J.H., Carrigan, C.M. and Cauce, A.M. (2019) Promoting gender diversity in STEM faculty through leadership development: From local and national leadership workshops to the online LEAD-it-Yourself! Toolkit. Equality, Diversity and Inclusion, Vol. 38 No. 3, pp. 382-398. https://doi.org/10.1108/EDI-09-2017-0181.
ADVANCE BU was previously funded by Award #2303732 of the National Science Foundation’s ADVANCE Program. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
