Documenting the impact of the COVID shutdowns during 2020-21 on the productivity and well-being of students and faculty in higher education is critical to responsive efforts toward recovery. The National Academies of Sciences, Engineering, and Medicine has released a report, Impact of COVID-19 on the Careers of Women in Sciences, Engineering, and Medicine, documenting the . . .
Keeping individuals on career paths, supporting, valuing, including
Policies that allow for pauses in the tenure clock have been discussed as a potential solution to the gender disparities observed in faculty promotion, such as those which have become more evident during the pandemic. But what evidence do we have that these policies produce desirable outcomes? A 2018 study using aggregated economics department data . . .
Disabilities, both visible and unseen, impact approximately 26% of the US population and research has shown that both graduation and retention rates for students with disabilities are lower than those of their peers. Faculty ranks are also impacted with only 3.6% of tenured faculty identifying themselves as individuals with disabilities. While efforts to include disability . . .
Paid time off, generous raises, bonuses, and even free coffee. Each of these are tools used by employers to improve retention. However, these mechanisms don’t address the concerns of the employee who doesn’t feel comfortable in their work environment. Without knowing and addressing the reasons an employee may feel excluded, other measures to increase retention . . .
The efforts of faculty parents to balance work and childcare has recently been brought back into the spotlight given the COVID-19 pandemic. There is an urgent need for strong institutional responses to alleviate the additional burdens of limited childcare facilities. Retention of faculty and staff parents is highly dependent upon our community supporting all members . . .