Georgia Tech’s ADVANCE Professors Program seeks to develop systemic and institutional approaches that increase the representation, full participation, and advancement of women and minorities in academic STEM careers—thus contributing to a more diverse workforce, locally and nationally.
From 2001 to 2007, our ADVANCE Professors Program was one of nine institutions to receive an NSF Institutional Transformation award in the first cohort of awardees. Today, ADVANCE is now institutionalized at Georgia Tech, and it extends across all six Colleges by taking an integrated approach to the advancement of women faculty and minorities in academia.
To develop systemic and institutional approaches that increase the representation, full participation, and advancement of women and minorities in academic STEM careers—thus contributing to a more diverse workforce, locally and nationally.
To take continuing action in the initiatives, practices, and policies that support a more equitable, diverse, and inclusive workplace.
- Build and sustain an inter-college network of ADVANCE professors who are world-class researchers and role models to support the community and advancement of women faculty and minorities in academia.
- Initiate policy and structure toward equity and transparency in the reappointment, tenure, and promotion process through clarity of documents and practices, and awareness of bias in evaluation.
- Strengthen the scope and impact of productivity and livability practices for faculty at Georgia Tech.
- Create effective partnerships within and across colleges through liaisons with Deans and through the Equity, Diversity, and Excellence Initiative.
- Equity, Diversity, and Excellence Initiative (EDEI) – Focuses on four areas—mentoring, transparency, bias awareness, and accountability—to help foster a diverse pool of talent, create an inclusive and equitable work climate, and support the career growth of existing faculty at all levels.
- Implicit Bias and the Tenure Process – Offers workshops for faculty focused on innate associations and perceptions of competence.