Tools and Resources

EDGE Gender Equity Web Index

Engineering Deans’ Evidence-Based Resources for Gender Equity Change

The EDGE Gender Equity Web Index is a compilation of resources to assist academic engineering deans in organizing and leading efficient and effective college change to promote recruitment, retention, and advancement of women faculty.


A variety of stakeholders (e.g., engineering deans, ASEE diversity leaders, ADVANCE Implementation Mentors (AIM) Network members, APLU & CIRTL Aspire INCLUDES and AAAS SEA Change colleagues, and other change leaders) have contributed to the index resources.


Your Input Desired: This web index will continue to evolve throughout the duration of the EDGE project, and so we invite deans, and other change leaders familiar with academic engineering contexts, are encouraged to share resources found to be useful, along with strategies for resource uses.


Organization of the EDGE Gender Equity Web Index

The EDGE Gender Equity Web Index is organized consistent with the Multicultural Organization Development (MCOD) Model (2008, Holvino).


Why Should Engineering Deans Invest in the Multi-Cultural Organization Development (MCOD) Change Process to Promote Gender Equity in Academic Engineering?

The MCOD Model has been refined over the past 30 years and is broadly applicable to a variety of diversity efforts, including promoting faculty gender diversity, equity, and inclusion in academic engineering. Central to the MCOD process is the understanding that if human resources are managed well organizations are likely to gain and maintain competitive advantage and/or achieve its mission; and that social justice, and social and cultural diversity is needed to develop and maintain a strong productive, and high-performing workforce (2014, Jackson, p. 178-179). Of course, in addition to research demonstrating that a diverse workforce thriving within a socially just work environment enhances the quality of product and/or services produced, increases innovation, and fosters resiliency during challenging times (2007, Page), many leaders invest in a diverse workforce because it is also the right thing to do.

Overview of the MCOD Process as Organizational Structure to the EDGE Gender Equity Index:

As related to faculty gender equity, the MCOD process has five main components:  1) Identify the change team and create a vision of a gender equitable college, 2) determine college gender equity developmental stage, 3) conduct a faculty gender equity self-assessment and create benchmarks, 4) plan and implement evidence-based strategies, and 5) evaluate and refine. For the purposes of the EDGE Index, we have organized the MCOD components as follows:

  • PREPARING FOR CHANGE: What are key considerations when preparing to engage in gender equity change
    1. Who will be on the Change team?
  • THE VISION: What is the vision desired?
    1. What are critical components of a college diversity strategic plan?
  • READINESS & SELF-ASSESSMENT: Where is the college right now?
    1. In general, where is the college in terms of faculty gender equity and how ready is the college to engage in change?
    2. Specifically, what self-assessment data is important to collect to guide college change in faculty gender equity?
  • PLAN & IMPLEMENT EVIDENCE-BASED CHANGE STRATEGIES: What are the goals and evidence-based interventions that will support the desired vision?
    1. How does gender equity self-assessment data guide the change team in developing change goals?
    2. What are evidence based strategies that can guide change efforts?
    3. What are examples/models of engineering leaders applying evidence-based practices to promote college-level organizational change?
  • EVALUATE, REFINE, and SUSTAIN CHANGE: What evidence is there that the change enacted is producing the desired results?
    1. How does the change-work need to be refined to optimize desired results?
    2. Once results are achieved, what accountability measures are needed to sustain change achieve and maintain progress?


  • As an Engineering Dean, are You Prepared to Do the Following to Increase Diverse Women Faculty in the College? (Link to Handout)
  • Make your commitment public: Sign the ASEE Deans Diversity Pledge
  • Overview the process of becoming a multicultural organization:
  • Overview evidence-based practices on building an inclusive academic organization: An Inclusive Academy—Achieving Diversity and Excellence (Stewart & Valian, 2018)
  • Form a Self-Assessment Change Team: The EDGE Guidebook for Gender Equity Self-Assessment (Link to Handout)


  • Develop a College Level Diversity Plan (Kelly Cross (2018?) et al. work


  • General Readiness for Change Assessment
  • Conduct a Gender Equity Audit and establish Gender Equity Benchmarks


  • Identify procedural resources to guide efficient and effective college/department change
    • EDGE Guidelines
    • Transforming Engineering Culture to Advance Inclusion and Diversity (TECAID): Model for leading department culture change to advance inclusion and diversity
  • Identify evidence-based resources to help colleges/department efficiently and effectively recruit, retain, and advance of diverse women faculty
    • General
      • StratEGIC Toolkit
      • University of Michigan
      • UW Madison- WISELI
      • Stanford?
    • Recruitment-specific resources
      • Recruiting Diverse Women
  • Retention
    • “Its Cheaper to Keep Her” –Joan Williams Toolkit
    • Faculty Friendly Policies (UC System)
  • Advancement
    • Implicit Bias Training for decision-makers
    • Evaluating Teaching (ASEE article)
    • Evaluating Service (KerryAnne O’Meara)
    • Leadership Succession Planning
      • ELATES
      • IAspire Leadership
    • Develop a Gender Equity Plan
      • EDGE Guidebook
    • Models for enacting a plan
      • EDGE Showcase Webinars—Coming Soon!
      • Engineering Case Studies from ADVANCE Community
      • Transforming Engineering Culture to Advance Inclusion and Diversity (TECAID) and Case Studies