The EDGE Change Toolkit Overview
The Engineering Deans’ Gender Equity (EDGE) Change Toolkit was developed to provide academic engineering deans with evidence-based gender diversity, equity, and inclusion (DEI) organizational-change resources, on a centralized website. The EDGE Change Toolkit includes resources scaffolded based on progressive inclusion of details for advancing faculty gender DEI, starting with a 30,000 foot model overview, and culminating in a detailed action checklist. So, regardless of experience, a dean new to or experienced with gender equity change will find helpful, evidence-based, action-oriented information to support advancement in gender DEI. The Toolkit resources can be used in progressive order, or independently. The EDGE Change Toolkit resources include the:
- EDGE Change Model
- EDGE College Self-Assessment Tool
- EDGE Guidebook for College Self-Assessment of Successes and Challenges in Faculty Gender Diversity, Equity & Inclusion
- EDGE Change Process: Questions & Evidence-based Solutions
- EDGE Readiness-To-Change Questionnaire & Resources
EDGE Change Model
The EDGE Change Model was adapted from the APLU Faculty Diversity Model (Griffin & Mabe, 2019). Unlike the original APLU Faculty Diversity Model, the EDGE Change Model focuses on tenure-line faculty gender diversity, equity, and inclusion; and centralizes change efforts within the college, as opposed to the university level. Similar to the APLU model, faculty gender diversity at the college level is recognized as a multi-dimensional process that requires attention to “Recruitment,” new faculty “Orientation” (identified as “Transition” in the APLU Model), and “Retention.” Within “Retention,” the EDGE Model further details specific subsets within “Promotion,” and “Satisfaction” that includes “Leadership,” and faculty “Support,” respectively. To learn more about the EDGE Change Model click here.
EDGE College Self-Assessment Tool
The EDGE College Self-Assessment Tool is a two-part assessment tool based upon the APLU INCLUDES Pilot Faculty Diversity Model and Self-Assessment Tool (2017, APLU), with some key modifications. Modifications to the original APLU self-assessment tool included narrowing the domain specific to:
- Academic engineering,
- College-level (with a supporting department-level document included),
- Faculty gender diversity, equity and inclusion (DEI) focus; and
- ADVANCE Gender Equity Index (2018, Bilimoria & Jane’) question additions.
The self-assessment tool includes qualitative data collection templates for both the department and college-level (Part 1), and a qualitative college questionnaire (Part 2). Each section of the College Questionnaire aligns with a dimension of the EDGE Change Model. To learn more about the EDGE College Self-Assessment Tool, please click here.
EDGE Guidebook for College Self-Assessment of Successes and Challenges in Faculty Gender Diversity, Equity & Inclusion
The EDGE Guidebook was adapted from the Association for Public Land-grant Universities (APLU’s), “A Guidebook for Campus Self-Assessment of Successes and Challenges in STEM Faculty Diversity and Inclusion” by APLU, K.A. Griffin, A. Mabe, and APLU INCLUDES Faculty Taskforce, 2018. CC BY-NC-SA. Adaptations were similar to modifications to the EDGE College Self-Assessment Tool (i.e., engineering-specific, college-level, faculty gender DEI focus.) The Guidebook provides details on the EDGE Change Model; the two-part (i.e., qualitative and quantitative) EDGE College Self-Assessment Tool; how to optimize data collection efficiency and college action plan development; tracking, assessment and benchmarking progress; and change resources. Even deans seasoned in process and change management will find this guidebook helpful. To learn more about the EDGE Guidebook for College Self-Assessment of Successes and Challenges in Faculty Gender DEI, click here.
EDGE Change Process: Questions & Evidence-based Solutions
The EDGE Change Process: Questions & Evidence-based Solutions, is organized consistent with the Multicultural Organizational Development (MCOD) Change Model (Jackson & Hardiman, 1994). The Change Process starts with resources targeting dean gender DEI awareness, including a Dean Personal Self-Assessment Questionnaire and recommended readings; and includes tools for the development of an engineering diversity plan; evidence-based transformation resources; and ending with evaluation plan tools. There is also a link for deans to share their own recommended gender equity resources. To learn more about the EDGE Change Process: Questions & Evidence-Based Solutions, click here.
EDGE Readiness-To-Change Questionnaire & Resources
The EDGE Action Checklist is a list of actions, organized consistent with the EDGE Change Model, with three primary areas of concentration: 1) Recruitment, 2) Faculty Orientation, and 3) Retention. The primary concentration areas of Recruitment and Retention, have secondary topics, such as Recruitment: Outreach, Hiring Process, and Outcome; Retention: Professional Development, Promotion & Leadership; Satisfaction & Support. Associated with each of these topic areas are actions deans can take to promote gender diversity, equity, and inclusion. Potential actions are organized according to Good, Better, and Best, where possible. To learn more about the EDGE Action Checklist, click here.