EDGE Theory of Change
In 2015, ASEE conducted an informal survey of academic Engineering Deans to determine what negatively impacted their change efforts to promote faculty gender equity. The challenges that emerged included:
- Lack of common institutional self-assessment and national gender equity benchmarks
- No centralized collection of evidence-based gender equity strategies, tools, and resources
- Limited engineering-specific, research-to-practice, translation strategies and models, and
- An inadequate pipeline of diverse women academic engineering leaders
The Theory of Change proposed that by providing deans with means to address the challenges identified, there would be more, and better informed, deans able to successfully effect gender equity change. By promoting change through a national engineering professional society, not only would individual academic organizations be influenced, but national gender equity change in academic engineering would be evidenced.