EDGE Project Evaluation
Year 1 will mostly involve formative evaluation to help the project team improve the likelihood of successful project completion, via observations of project activities and meetings. Year 2 and Year 3 will continue with some formative data collection (continued observation), but will also include summative data collection via a comprehensive survey of participants in Year 2 and 3. Across all years, CERSE will consult with the project team on project progress and research plans. Evaluation data collection may be done in conjunction with research data collection to minimize participant burden and maximize response. Evaluation will focus on the Equity benchmark project and the dissemination of evidence-based strategies/resources. Annual evaluation reports will describe results of data collection and progress toward measurable outcomes.
The outcomes expected to be achieved by the project are at many different levels and are well-defined in the project logic model (see EDGE Logic Model). Some of the key expected outcomes across the individual, college, and system levels are summarized below. These expected outcomes will guide the formative and summative data collection.
Individual Level: Deans and other faculty participants experience improved awareness, knowledge, and self-efficacy; Deans better understand the state of gender equity within their colleges; Deans and participants know about strategies for recruitment, retention and advancement of women.
College Level: Colleges of engineering report greater numbers of strategies tried, informed by learning via the EDGE Initiative. Data from the benchmark survey are used to inform strategies and gender equity decisions. Greater perception of the need for gender equity in participating colleges. EDGE tools are used to inform decisions. Women faculty sponsored, mentored and nominated for leadership positions.
System Level (ASEE): The visibility of a cohort of ASEE deans doing this work results in more deans and colleges of engineering signing on to the Deans’ Diversity Pledge through ASEE. Positive competition between departments encourages action and allows demonstration of what works and in what contexts.