COVER SHEET FOR PROPOSAL TO THE NATIONAL SCIENCE FOUNDATION
PROGRAM ANNOUNCEMENT/SOLICITATION NO./CLOSING DATE
/if not in response to a program announcement/solicitation enter NSF 04-23
FOR NSF USE ONLY
NSF PROPOSAL NUMBER NSF 05-584 01/27/06
FOR CONSIDERATION BY NSF ORGANIZATION UNIT(S)
(Indicate the most specific unit known, i.e. program, division, etc.)
SBE - ADVANCE-PAID
0619979
DATE RECEIVED NUMBER OF COPIES DIVISION ASSIGNED FUND CODE DUNS#
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FILE LOCATION
01/27/2006 2 04000002 7568 161202122
03/28/2007 2:58pm S
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TAXPAYER IDENTIFICATION NUMBER (TIN)
SHOW PREVIOUS AWARD NO. IF THIS IS
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396006492
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University of Wisconsin-Madison
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AGENCY? YES NO IF YES, LIST ACRONYM(S)
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21 North Park Street
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MADISON, WI 53715-1218
0038950000
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TITLE OF PROPOSED PROJECT
SMALL BUSINESS
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WOMAN-OWNED BUSINESS THEN CHECK HERE
ADVANCE Partnerships for Adaptation, Implementation, and
Dissemination
REQUESTED AMOUNT
$
499,991
PROPOSED DURATION (1-60 MONTHS)
36 months
REQUESTED STARTING DATE
01/01/07
SHOW RELATED PRELIMINARY PROPOSAL NO.
IF APPLICABLE
CHECK APPROPRIATE BOX(ES) IF THIS PROPOSAL INCLUDES ANY OF THE ITEMS LISTED BELOW
BEGINNING INVESTIGATOR (GPG I.A) HUMAN SUBJECTS (GPG II.D.6)
DISCLOSURE OF LOBBYING ACTIVITIES (GPG II.C)
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Exemption Subsection or IRB App. Date
06/07/06
INTERNATIONAL COOPERATIVE ACTIVITIES: COUNTRY/COUNTRIES INVOLVED
(GPG II.C.2.j) HISTORIC PLACES (GPG II.C.2.j)
SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG II.D.1)
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REPRESENTATION IS REQUIRED FOR PROPER INTERPRETATION (GPG I.G.1)
PI/PD DEPARTMENT
WISELI
PI/PD POSTAL ADDRESS
PI/PD FAX NUMBER
608-265-5290
NAMES (TYPED)
PI/PD NAME
Jennifer Sheridan
CO-PI/PD
Mary Carnes
CO-PI/PD
Jo E Handelsman
CO-PI/PD
Amy E Wendt
CO-PI/PD
High Degree
PhD
MD
PhD
PhD
Madison, WI 537061490
United States
Yr of Degree
2001
1978
1984
1988
Telephone Number
608-263-1445
608-267-5566
608-263-8783
608-262-8407
Electronic Mail Address sheridan@engr.wisc.edu
mlcarnes@facstaff.wisc.edu
joh@plantpath.wisc.edu
wendt@engr.wisc.edu
Page 1 of 2
Electronic Signature

CERTIFICATION PAGE
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Proposal Guide (GPG), NSF 04-23. Willful provision of false information in this application and its supporting documents or in reports required under an ensuing award is a criminal offense (U. S. Code, Title 18, Section 1001).
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AUTHORIZED ORGANIZATIONAL REPRESENTATIVE
NAME
Kristi J Herritz
SIGNATURE
Electronic Signature
DATE
Jan 27 2006 10:35AM
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608-262-6400
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INTEGRAL PART OF THE INFORMATION SYSTEM AND ASSIST IN PROCESSING THE PROPOSAL. SSN SOLICITED UNDER NSF ACT OF 1950, AS AMENDED.
Page 2 of 2

PROJECT SUMMARY
The Women in Science & Engineering Leadership Institute (WISELI), an NSF-funded
ADVANCE Institutional Transformation project at the University of Wisconsin-Madison, has spent the past five years developing and evaluating interventions to increase the participation and advancement of women in academic science and engineering. The PAID grant combined with institutional support will allow WISELI to continue its work on the UW-Madison campus and beyond. The PAID funds will enable WISELI to (1) continue conducting and evaluating two workshop series and (2) produce ten evidence-based brochures/booklets.
These tools will be used by the UW-Madison and other universities in their efforts to increase the hiring, retention, and promotion of women and underrepresented minority faculty in
STEM fields by educating faculty, staff, and administrators on the impact of unconscious biases and assumptions. By supporting WISELI’s workshops, this PAID grant thus supports the continuing production and application of research that underlies the development of the new brochures/booklets designed to increase the promotion and advancement of women and minority faculty in the sciences and engineering.
We request support to continue two specific workshops at UW-Madison. In Workshops for
Search Committee Chairs, we use a variety of formats to reach chairs of search committees, search committee members, and administrators who interact with search committees.
Through an interactive format, we focus on five essential elements of a successful search, and stress the importance of understanding how unconscious biases and assumptions might enter the search and screen process. An effective format for disseminating the workshops themselves has already been developed and implemented. The second workshop series is a
Climate Workshop for Department Chairs. Based on principles of active learning, this threesession workshop relies on a skilled faculty facilitator who works with a small group of chairs to gain a deep understanding of how climate is manifested in their departments, and together design concrete steps to take which will improve climate in their departments. We will develop a dissemination plan for these workshops during the PAID grant period. Our proposed brochures/booklets will be developed and field-tested in connection with these workshops, and in other national workshops run by fellow ADVANCE sites.
The intellectual merit of the proposed project emanates from the existing literature on unconscious biases and assumptions and the effects of these assumptions on the advancement of women. Not only does the literature support the notion that educating individuals about the existence of these unconscious tendencies can reduce or eliminate their impact, but evaluation of WISELI’s two workshop series supports the continued use of these concepts on our own
UW-Madison campus, and on campuses across the U.S.
The broader impacts of this proposal lie in the promise of increased participation of women and minorities in the highest levels of academic science and engineering. The brochures/booklets we propose to develop are a mechanism for increasing the diversity of faculty, providing useful tools to campuses interested in educating their faculties and administrators about the impacts of unconscious biases and assumptions on important evaluation points such as hiring or tenure, and on departmental climate. WISELI has demonstrated that the use of such publications is effective in meeting ADVANCE goals, and has also demonstrated effective dissemination of one such brochure.

TABLE OF CONTENTS
For font size and page formatting specifications, see GPG section II.C.
Cover Sheet for Proposal to the National Science Foundation
Project Summary (not to exceed 1 page)
Table of Contents
Project Description (Including Results from Prior
NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcement/solicitation or if approved in advance by the appropriate NSF Assistant Director or designee)
References Cited
Biographical Sketches (Not to exceed 2 pages each)
Budget
(Plus up to 3 pages of budget justification)
Current and Pending Support
Facilities, Equipment and Other Resources
Special Information/Supplementary Documentation
Appendix (List below. )
(Include only if allowed by a specific program announcement/ solicitation or if approved in advance by the appropriate NSF
Assistant Director or designee)
Appendix Items:
Total No. of Page No.*
Pages (Optional)*
10
1
17
3
8
5
1
1
15
*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated.
Complete both columns only if the proposal is numbered consecutively.

RESULTS OF PRIOR NSF SUPPORT
NSF #0123666. $3,750,000. 1/02-12/06
“ADVANCE INSTITUTIONAL TRANSFORMATION AWARD”
PI Mary (Molly) Carnes, co-PIs Jo Handelsman and Jennifer Sheridan. The UW-Madison
ADVANCE Institutional Transformation project has established the Women in Science & Engineering
Leadership Institute (WISELI). WISELI approaches the issue of women’s under-representation at the highest levels of academic science and engineering comprehensively and with an evidence-based framework, using the UW-Madison campus as a “living laboratory.” In partnership with faculty, staff and administrators throughout campus, WISELI has implemented a number of new initiatives designed to increase hiring and retention of women faculty; improve work-life balance of faculty; improve campus climate at the departmental level; and increase the networking and visibility of women scientists and engineers across campus. Some of these initiatives include: Workshops for
Hiring Committee Chairs, Climate Workshops for Department Chairs, Vilas Life Cycle
Professorships, and Celebrating Women in Science & Engineering Grants. WISELI has also produced original research, including: an ethnographic study of gender relations in the laboratory setting, a discourse analysis of women’s use of language in meetings, a study of differences between department chairs’ perceptions of climate and other faculty, and a study of “why women leave” the university.
WISELI has disseminated its research results and resources widely to colleges and universities across the United States and Canada, and has published several research articles, most notably “More Women in Science” ( Science , 309(5738):1190-1191.)
Publications resulting from project
Gunter, Ramona and Amy Stambach. 2003. “As Balancing Act and As Game: How Women and Men
Science Faculty Experience the Promotion Process.” GenderIssues .
21(1):24-42.
Gunter, Ramona and Amy Stambach. 2005. “Differences in Men and Women Scientists’ Perceptions of Workplace Climate.” Journal of Women in Minorities in Science & Engineering . 11(1):97-
116.
Handelsman, Jo, Nancy Cantor, Molly Carnes, Denice Denton, Eve Fine, Barbara Grosz, Virginia
Hinshaw, Cora Marrett, Sue Rosser, Donna Shalala, and Jennifer Sheridan. 2005. "More Women in Science." Science . 309(5738):1190-1191.
Carnes, Molly; Jo Handelsman; Jennifer Sheridan; Eve Fine. 2005. “Diversity in Academic Medicine:
The Stages of Change Model.” Journal of Women’s Health . 14(6):471-475.
Carnes, Molly; Stacie Geller, Jo Handelsman and Jennifer Sheridan. 2005. “NIH Pioneer Awards:
Could the Selection Process Be Biased Against Women? “ Journal of Women’s Health .
14(8):684-691.
Sheridan, Jennifer; Patricia Flately Brennan; Molly Carnes; and Jo Handelsman. 2006. “Discovering
Directions for Change in Higher Education Through the Experiences of Senior Women Faculty.”
Journal of Technology Transfer . (In press).
Carnes, Molly; Stacie Geller; Eve Fine; Jennifer Sheridan; and Jo Handelsman. 2005. “NIH
Director’s Pioneer Awards: What a Difference a Year Makes.” Under review.
Pribbenow, Christine Maidl; Jennifer Sheridan; and Deveny Benting. 2005. “Extending One’s Tenure
Clock: The Experiences of Faculty at One University.” Under review.
NSF #0402549. $2,500,000. 11/04-10/09
“WISCONSIN ALLIANCE FOR MINORITY PARTICIPATION (WISCAMP)”
PI Virgina Sapiro, co-PIs Mary (Molly) Carnes and Douglass Henderson. The UW-Madison is the lead institution for this alliance of 21 institutions of higher education in Wisconsin working together to increase the number of underrepresented minority college students graduating with a
Bachelor’s degree in a STEM major. This program is administered through WISELI and offices for
1

these programs along with the Diversity Affairs Office of the College of Engineering are co-located.
This arrangement facilitates the integration of gender and ethnic/racial diversity issues.
NSF: #MCB-0132085. $512,484 (UW portion). 1/02-12/05.
A Cold Microbial Observatory: Collaborative research in an Alaskan boreal forest soil; PIs
J.Handelsman, R.Ruess, J.Banfield, and W.Metcalf.
We established a Microbial Observatory in a boreal forest in central Alaska. The goals are to describe the phylogenetic and functional diversity of the microbial life in the soil. We have described microbial diversity in the soil by culturing and culture-independent molecular methods and developed new methods to identify fragments of DNA that encode novel functions. We have also developed a suite of computations tools that facilitate the analysis of 16S rRNA gene libraries used for characterizing microbial diversity. The tools provide statistical means to estimate species richness, completeness of sampling, differences between communities, and species overlap between communities.
Publications resulting from project
Schloss, P. D., and J. Handelsman. 2005. Introducing DOTUR, a computer program for defining operational taxonomic units and species richness. Appl. Environ. Microbiol. 71(3):1501-1506.
Williamson, L.L., Borlee, B.R., Schloss, P.D., Guan, C., Allen, H.K., and Handelsman, J. 2005.
Intracellular screen to identify metagenomic clones that induce or inhibit a quorum-sensing biosensor. Appl. Environ. Microbiol. 71:6335-6344.
Riesenfeld, C.S., L.L. Williamson, and J. Handelsman. 2005. Methods for soil metagenomics:
Extraction and cloning of soil DNA. In: “Manual of Environmental Microbiology” ASM Press,
Washington, DC. (in press).
Gillespie, D., Rondon, M.R., and Handelsman, J. 2005. Metagenomics libraries from uncultured microorganisms. In: Molecular Microbial Ecology. Bios Sci. Pub.
Schloss, P.D., and Handelsman, J. 2005. Metagenomics for studying unculturable microorganisms:
Cutting the Gordian Knot. Genome Biology. 6:229.1-229.4
Handelsman, J. 2005. Sorting out metagenomes. Nature Biotech. 23:38-39.
Schloss, P. D., and J. Handelsman. 2004. The status of the microbial census. Microbiol. Molec. Biol.
Rev. 68(4):686-691.
Handelsman, J. 2004. Metagenomics: Application of genomics to uncultured microorganisms. 2004.
Microbiol. Molec. Biol. Rev. 68(4):669-685.
Riesenfeld, C.R., Schloss, P.D., and Handelsman, J. 2004. Metagenomics: genomic analysis of microbial communities. Annu. Rev. Genetics. 38: 525-52.
Riesenfeld, C.R., Goodman, R.M., and Handelsman, J. 2004. Uncultured soil bacteria are a reservoir of new antibiotic resistance genes. Environ. Microbiol. 6:981-989.
Handelsman, J. (2003). Soils – the metagenomics approach. In Microbial Diversity and
Bioprospecting. A. T. Bull. Washington, DC, ASM Press: 109-119.
Schloss, P. D. and J. Handelsman (2003). Biotechnological prospects from metagenomics. Current Op.
Biotech. 14: 303-310.
Schloss, P.D. and Handelsman, J. 2006. Introducing TreeClimber, a test to compare microbial community structure. Appl. Environ. Microbiol. (in press)
Schloss, P.D. and Handelsman, J. 2006. Reconsideration of DNA Reassociation as a Tool in
Microbial Ecology. Science (in review).
Scholss, P.D. and Handelsman, J. 2006. Toward a census of bacteria in soil. PloS (in review)
Sabree, Z., V. Bergendahl, M.R. Liles, R.R. Burgess, R.M. Goodman, and J. Handelsman. Effect of
Acidobacterium capsulatum sigma factor on expression of genes from Acidobacterium spp. Gene
(in review).
2

NSF #ECS-0078522. $280,000. Dates 9/00 – 8/04.
Control of Ion Energy Distribution at Substrates during Plasma Etching
PI Amy Wendt. In typical manufacturing plasma processes, ion energy is coarsely controlled by varying the amplitude of an RF sinusoidal bias voltage applied to the substrate electrode, but the resulting ion energy distribution (IED) at the substrate is generally broad. Control of the width of the
IED at the substrate has the potential for significantly improving control of the contribution of ion bombardment in plasma processes. In this project, we narrowed the energy distribution of ions bombarding the substrate by tailoring the shape of the voltage wave form used in wafer biasing, with the following results: (1) Demonstration of silicon dioxide/silicon etch selectivity improvements using tailored waveform (REF 1); (2) Demonstration of OSG/silicon carbide and silicon nitride etch selectivity improvements using tailored waveform, and identification of mechanism for improved selectivity during fluorocarbon etching (REF 2); (3) Demonstration of OSG/silicon carbide and silicon nitride etch selectivity improvements using tailored waveform (REF 3); (4) Creating arbitrary substrate voltage wave forms for manipulating energy distribution of bombarding ions during plasma processing (REF 4)); (5) Demonstration of improved etch anisotropy for Si/SiGe heterostructures using tailored waveform (REF 5). The work was presented principally by the graduate student authors at major conferences such as the American Vacuum Society Symposium and the Gaseous Electronics
Conference.
The research has included graduate students from underrepresented groups, including minorities and women, and three undergraduate students have participated in the research through a REU supplement to this award. Three of the graduate students who contributed to this research are women. All three have completed graduate degrees. R. Silapunt, (PhD 2004) is now an Assistant Professor at King
Mongkut's University of Technology Thonburi in Bangkok, Thailand. The other two women are also under-represented minorities. M. M. Patterson (PhD 2005) is now an Assistant Professor of Physics at the University of Wisconsin - Platteville. S. Williams (MS 2005) first came to my group with REU support through the Summer Undergraduate Research Experience (SURE) program at UW-Madison, while an undergrad at Clark Atlanta University, and returned for an MS degree. She is now a process engineer in semiconductor fabrication at Texas Instruments.
Publications resulting from project
1. S.-B. Wang and A. E. Wendt, “Ion bombardment and SiO2/Si plasma etch selectivity,” J. Vac. Sci.
Technol. A.,19, pp. 2425-2432, 2001.
2. R. Silapunt, A. E. Wendt, K. Kirmse and L. P. Losey, “Ion bombardment energy control for selective fluorocarbon plasma etching of organosilicate glass, J. Vac. Sci. Technol. A 22, 1 (2004)
3. R. Silapunt, A. E. Wendt and K. Kirmse,"Ion energy control at substrates during plasma etching of patterned structures," to be submitted to J. Vac. Sci. Technol. B., Jan 2006.
4. M. M. Patterson, B. Jinnai and A. E. Wendt, "Creating arbitrary substrate voltage wave forms for manipulating energy distribution of bombarding ions during plasma processing," to be submitted
J. Vac. Sci. Technol. A., Jan. 2006.
5. R. Ding, L. J. Klein, M. A. Eriksson and A. E. Wendt, "Anisotropic fluorocarbon etching of Si/SiGe heterostructures," to be submitted to Plasma Sources Science and Technology Jan. 2006.
INTRODUCTION
This Partnerships for Adaptation, Implementation, and Dissemination (PAID) grant proposal from the
University of Wisconsin-Madison (UW-Madison) is built on the previous five years of work supported through an NSF ADVANCE program at the Women in Science & Engineering Leadership Institute
(WISELI). We request funds to (1) continue and disseminate the current search committee training and department chair workshops; and (2) develop and disseminate ten evidence-based brochures and
3

booklets addressing unconscious biases and assumptions in specific areas that impede the advancement of women in academic science and engineering.
The vast majority of university faculty members, department chairs, and higher level administrators recognize the underrepresentation of women and minorities in many fields of science and engineering and express a genuine desire to improve this representation.
1,2
Despite good intentions, however, many faculty and administrators remain unaware of considerable research in social sciences that documents the impact of unconscious stereotypes and of specific actions that can mitigate the effects of such automatic prejudices and improve the hiring, retention, promotion, and advancement of women and minority scientists. Too often individuals rely on their own experiences and anecdotes to draw conclusions about the current state of gender inequity and paucity of underrepresented minority groups in academic science and engineering. In contrast, WISELI’s efforts consistently rely on the vast and growing body of research that illuminates the underrepresentation and lower status of women and minorities in STEM fields.
The most glaring recent example of this tendency occurred in January 2005 when Harvard President
Lawrence Summers addressed “the issue of women's representation in tenured positions in science and engineering at top universities and research institutions” at an NBER conference entitled “Diversifying the Science & Engineering Workforce: Women, Underrepresented Minorities, and their S&E
Careers.”
3
Instead of engaging with the research conducted by many of those participating in the conference, he relied on his own conjectures and anecdotes to conclude that women’s family desires and differences in their “intrinsic aptitude” for science and engineering are the main reasons we see so few women at the top and to minimize the potential influence of socialization, stereotyping, and discrimination.
In the wake of considerable criticism, President Summers reversed his position. In a letter he wrote to the Harvard faculty, Summers regretted his “speculation,” acknowledged that the subjects he addressed were being vigorously researched “across a range of disciplines,” and announced that
“colleagues from these fields have taken time to educate me further.” As a result of this education,
Summers admitted that his remarks at the NBER conference “substantially understated the impact of socialization and discrimination, including implicit attitudes - patterns of thought to which all of us are unconsciously subject.”
4
Education about the causes of women’s underrepresentation in STEM fields and about the potential influence of unconscious bias in hiring, retaining, and promoting women faculty is the cornerstone of
WISELI’s initiatives on the UW-Madison campus. Because faculty members strongly value scientific research, the most effective way to reach them and to foster change in the status of women and minorities in the sciences and engineering is to increase their awareness of research on the causes of underrepresentation, of research indicating that we are all subject to unconscious assumptions and biases, and of research that points to effective ways of overcoming such biases and assumptions.
One of the tools we have used in our educational efforts is a brochure, “Reviewing Applicants:
5
Research on Bias and Assumptions” (Appendix 1). This brochure succinctly summarizes research in this area, shows how this research relates to the hiring process, provides resources for further study, and suggests specific actions that can be taken to overcome the influence of bias and assumptions.
The overwhelming demand for these brochures encouraged us to propose to use this PAID grant to update this brochure as well as produce additional brochures and booklets on other topics relevant to the hiring, retention, and promotion of women in science and engineering and to distribute them broadly across the nation. The format we use allows faculty members and university administrators who would not normally have the time to become acquainted with research in fields outside of their own to become educated about this growing body of knowledge.
4

INTELLECTUAL MERIT: USING RESEARCH ON BIAS TO EDUCATE FACULTY
How Unconscious Biases Affect Advancement of Women
Although the reasons for the lack of women in the leadership ranks of academic science and engineering are many and varied, researchers in this area agree that unconscious assumptions about women’s roles and abilities play a major role in women’s lack of advancement. Virginia Valian
6 explored this issue extensively in Why So Slow? The Advancement of Women.
In this book, Valian argues that very slight, but statistically significant disadvantages in many contexts, such as hiring, communication, and publication, accumulate over time to create a mountain of disadvantage. Some of the ways unconscious biases and assumptions about gender (“gender schemas”
6 or “cognitive errors”
7
) can negatively affect women include:
•
Attribution Bias. Successful performance is more often attributed to skill for men, and to luck for women.
8,9
•
Leadership. Women who exhibit strong leadership skills are rated as less “likeable” than men
10,11,12,13 for exhibiting the same behaviors.
•
Recommendation Letters. Letters written in support of women job candidates differ systematically from those for males—they are shorter, raise more doubts, and portray women
14,15 as students and teachers, while men are portrayed as researchers and professionals.
•
Different “Credit” for Equivalent Work. Identical resumes randomly assigned a male or female name receive different evaluations, with the result that the “male” applicants are more likely to be recommended for hiring. Similarly, women candidates for prestigious postdoctoral fellowships in Sweden were found to need substantially more publications to achieve the same “competency” rating as men.
16,17
In general, different standards of
“competence” are applied to men and women, leading to different outcomes in important processes such as hiring and promotion.
18,19
•
Minority/Tokens. Studies show that when a woman is an extreme minority in a group, her differences from the majority are accentuated and evaluations of her are more negative.
20,21
•
Mothers. New research shows that women with children experience a distinct disadvantage in the labor market. Biases about women with childcare responsibilities also affect women who do not have children because of assumptions about their potential to have children and the possibility that an individual woman will behave in ways associated with mothers (e.g., moving to part time work, not being “committed” to the job, dropping out of the labor force, etc.)
22
Similar types of disadvantages affect other minority groups, such as racial/ethnic minorities, in similar ways. For example, African Americans receive different “credit” for similar skills to whites in stereotypical ways: the same vocabulary definitions are evaluated lower if the rater is told an African i
American provided the definition, and an African American of similar athletic ability to a white person s assumed to have higher athletic ability by evaluators viewing photographs of men of each race.
23
H ow Education of Gatekeepers Reduces Bias
If the disadvantages that accrue to women and other underrepresented groups in academic science and engineering are often due to unconscious thought processes, how can change occur? The types of discrimination we describe above are not processes that can generally be affected by new laws, policies, or lawsuits. Rather, a change in institutional cultural norms is required. Such change is predicated on the intentional behavioral change of the individuals who comprise our institutions.
Because such a transformation has occurred in the cultural norms for smoking, we find smoking to be
5

a useful metaphor for our discussions of diversity.
24
Fortunately, just as most smokers have a desire to quit, most faculty have a desire to act fairly and to give all of their fellow scientists the opportunity to succeed to the best of their abilities. Mounting evidence indicates that when alerted to these unconscious tendencies, people are able to overcome their unconscious biases. For example, Martell showed that when evaluators are able to devote their full time and attention to evaluating men and women, preferences for male candidates for a male-assumed job disappeared.
25
Another study showed that when evaluators are trained to understand the kinds of erroneous conclusions that can be drawn by applying statistical tendencies of groups to individuals, they can avoid these cognitive errors in the future.
26
Other studies using the Implicit Association Test (IAT) indicate that “priming” an evaluator with positive images of disadvantaged groups—women, minorities, older workers—reduces the activation of the “implicit stereotypes” associated with these groups.
27,28,29
Other kinds of thought experiments performed by individuals who become aware of the potential for bias, such as mentally switching the gender of someone being evaluated to see if the evaluation changes, may help to combat unconscious biases.
6,7
The most effective way of educating gatekeepers about the potential roles biases and assumptions can play in their evaluations of and interaction with colleagues is through active learning. A vast and growing body of literature indicates that active engagement in the learning process is the key to learning; particularly when the new information is in direct contradiction to previous knowledge.
30
Based on theories of cognition as well as experimental evidence, it is clear that a human tendency is to cling to misconceptions until new data make one reexamine a world view. Whether the subject is force theory, evolution, the intrinsic abilities of men and women, or the culture and policies of universities, the most effective way to dispel misconceptions is to provide people with data that force them to construct new knowledge that accommodates the data.
30,31,32,33,34,35,36,37,38,39
This is our approach to training members of the university community who believe that they are not biased, that women and minorities have advantages in the job market, and that the climate in their local environment is good for everyone.
Prior Success Using Education to Reduce Bias—WISELI’s Workshops
Hiring.
In 2002 WISELI began designing a series of workshops for chairs of hiring committees.
40
We realized that hiring is a major gatekeeping point; if we cannot hire more women in the STEM faculty now, we surely cannot increase the percentages of women in these fields in the future. Based on the principles of active learning, we designed a workshop focusing on five elements of a successful search: (1) Run an effective and efficient search committee; (2) Actively recruit an excellent and diverse pool of candidates; (3) Raise awareness of unconscious assumptions and their influence on evaluation of candidates; (4) Ensure a fair and thorough review of candidates; and (5) Develop and implement an effective interview process. In workshops that range from one to three sessions, we work with chairs of search committees, other members of search committees, and departmental administrators who work with search committees to share ideas and resources for broadening searches, raising issues of diversity in search committee meetings, and identifying ways biases and assumptions might enter into the search and screen process. In order to facilitate these last two items, we developed a brochure
5
(Appendix 1) to succinctly summarize some existing social psychological, cognitive psychological, and social science literature on the effects of unconscious biases and assumptions, and how these tendencies might affect the search process.
Using this approach, WISELI has seen remarkable change in hiring processes throughout campus, but especially in science and engineering disciplines. From 1999-2002, prior to the widespread implementation of WISELI’s hiring workshops, the combined four colleges of: College of
Engineering (CoE), College of Agricultural and Life Sciences (CALS), the Medical School (MED), and the School of Pharmacy (Pharm), hired only 32 women assistant professors in biological and
6

physical sciences, or 23.5% of their total hires in that time frame. Other departments in biological and physical sciences in the College of Letters & Sciences (L&S) and the School of Veterinary Medicine
(VetMed) hired 18 women in this time frame, or 34.6% of all their junior hires. In 2003, WISELI began to work intensively with science and engineering departments in CoE, CALS, MED, and
Pharm. From 2003-2005, a time of scarce resources and limited ability to hire new faculty, these departments increased their percentage of women hires to over thirty percent of all junior hires (15 women). In contrast, the departments in L&S and VetMed (which did not participate in our hiring efforts) saw no increase in the percentages of women assistant professors hired in the later period.
Additional evidence that participation in our hiring workshops contributed to the increased success of participating schools/colleges in hiring women comes from our evaluation of the hiring workshops.
41
Fifty-eight percent of search committee chairs who attended our workshops reported that as a result of the workshop, they were “attentive to possible biases implicit in the criteria we used to review candidates.” Almost 60% reported that they “shared information about research on biases and assumptions with the search committee” as a result of the workshops. Many of the common assumptions about diversity that we discuss at length in the workshops (e.g., “Our department hires the best candidate regardless of gender, race, or ethnicity,” “We always have an open search but the pool of qualified women or minority candidates in my field just doesn’t exist,” and “We can’t afford to lower our standards just to be politically correct when hiring”) were encountered by the chairs of hiring committees, and of those who reported hearing these kinds of statements from search committee members, 92% reported that they “felt prepared to address these [diversity hiring] assumptions due to participating in WISELI’s workshop.” Self efficacy (perceived competence) is an important
42 determinant of an individual’s willingness to engage in a new behavior.
Our evaluation results indicate that the hiring workshops provide the majority of search committee chairs with self efficacy to act on information about the ways unconscious biases and assumptions might enter the search and screen process. These chairs not only incorporate this information into their own actions, but also share the information with their search committee members.
One tool that we provide the search committee chairs to facilitate this kind of teaching and peer learning is the brochure “Reviewing Applicants: Research on Bias and Assumptions”
5
(Appendix 1).
A number of studies illustrating the ways unconscious biases and assumptions might enter into the search process are highlighted in this brochure. Copies of the brochures are provided for distribution to the members of each search committee. Committee chairs are better able to broach the sensitive topic of bias and assumptions with their committee members with the aid of this tool, and the brochure also helps them remember the details of the studies they learned about in the hiring workshop.
7

This brochure has not only been useful on the UW-Madison campus, but has become the single mostrequested document that WISELI has produced. As of December, 2005, WISELI has distributed over
6,000 copies of the brochure. Approximately 4,000 of them were sent to campuses and institutes outside of UW-Madison, including the Howard Hughes Medical Institute, Harvard University,
Allegheny College, University of Pittsburgh, University of Nebraska-Lincoln, University of Texas-El
Paso, University of Washington, University of Minnesota, Virginia Commonwealth University,
Indiana University, University of Pennsylvania, and the twelve other 4-year campuses of the
University of Wisconsin System, to name a few. The feedback we receive from these campuses indicates that the brochures are being used as intended in the hiring process, but that they are also being used to educate faculty and administrators about the effects of unconscious biases and assumptions on other processes as well, such as tenure and promotion processes, the selection of recipients for awards and honors, and general education on climate issues. Further praise for this brochure was received from the NSF site visit review in 2004:
“The brochure on biases is invaluable because it lists perennial and widespread ways that women and U.S. minorities in countless settings are unwittingly undervalued and underestimated during evaluation processes in academe. The points in the brochure are based on sound scholarship done by cognitive scientists, organizational behaviorists, social psychologists, and others across the nation; a bibliography is provided. Perhaps every faculty member and supervisor should receive a copy of this brochure and be part of small-group discussion of it.”
43
Departmental Climate. Perhaps the most innovative initiative designed by WISELI is its Climate
Workshops for Department Chairs.
44
Based on the tenets of active learning,
30-39
this series of three workshops engages small groups of department chairs in discussions about climate in their own departments, providing chairs with the opportunity to learn from each other’s experiences and ideas. A brief, web-based departmental climate survey administered between the first and second workshops allows chairs to identify specific issues of concern for their departments and develop a plan to address these issues. The strategy is to provide chairs with data to challenge their view that their departments are absolute meritocracies and have warm climates for everyone.
By the end of 2005, WISELI had worked with 27 department chairs, representing just over one-third of all Biological and Physical Science departments at UW-Madison. We will assess the overall impact on faculty climate within these departments in late 2006 by comparing baseline results from the 2003 faculty survey, to results from the 2006 survey, both for departments whose chairs went through this process, and those that did not. Until those results are available, our internal formative evaluation shows that workshop goals were definitely or somewhat met. Over 70 percent of participating chairs felt that they definitely “increased awareness of climate and its influence on the research and teaching missions”, and “identified various issues that can influence climate in a department.” Forty-two percent of participating chairs felt they definitely gained an “understanding of research on how unconscious biases and assumptions may influence climate”, and an additional 53% of chairs felt this goal was somewhat met by the workshops. The use of active learning techniques—getting the chairs to learn from each other—was important to the success of the workshops, as 84% of chairs reported they “learned from the other participants and the facilitator” and 79% felt that “interaction with other chairs” was extremely valuable.
45
The active learning component of this workshop series is the key to changing knowledge, attitudes, and behavior of department chairs. The learning that follows from these small group workshops comes from the chairs themselves as they engage with each other, and with their climate survey data.
Over time, the tips, ideas, and advice offered by chairs to each other have tended to follow particular
8

patterns, and through evaluation of the workshop, WISELI has compiled a list of “best-practices” that have been frequently suggested within the workshop meetings. The “a-ha!” moment produced when a chair hears such a tip from a peer is something we hope to replicate more widely by sharing these suggestions with other chairs of science and engineering departments across the U.S.
Although we will not know until mid- to late-2006 whether climate as a whole has improved in biological and physical science departments at UW-Madison, we can report the baseline data. In
46
2003, WISELI surveyed all faculty at UW-Madison, receiving a 60.2% response rate.
Our measures of departmental climate derive primarily from twenty specific questions about professional interactions in the department and departmental decision-making. Of these twenty items, we found statistically significant gender differences ( p <.05) on campus overall for eighteen of them, and we found twelve significant differences for faculty of color vs. majority faculty on the twenty items. For the biological and physical sciences, we intend to determine whether (1) there are fewer significant gender and race differences in the same twenty items in 2006; (2) overall faculty responses improved for these twenty items between the surveys; and (3) the science departments who participated in our workshops improved between these surveys (the difference will be compared to the science departments who did not participate in the workshops). Furthermore, based on a stages of change model often applied to smoking cessation and using a different set of survey items, we are developing a way to rank departments on a five-point scale of institutional change.
24,47
Using the 2006 data, we will inquire whether biological and physical science departments moved “up” in the stages of institutional change (for example, from “precontemplative” to “contemplative”), and whether the departments with which we worked in this workshop series moved more often to the next stage, or through more stages, than other science departments.
The importance of improving departmental climate as an avenue to better recruitment and retention of women faculty is established.
48
Although we cannot assume a causal link, we have seen a temporal correlation between WISELI’s efforts and an increase in the numbers of women in biological and physical sciences at the UW-Madison.
Percent Women Faculty, by Division
University of Wisconsin-Madison
25.0%
20.0%
15.0%
10.0%
5.0%
2000 2001 2002 2003 2004 2005
Physical Sciences Biological Sciences
This comes primarily from increased hiring of women (see hiring data above) and the generally higher proportions of men who retire in any given year. Among the biological and physical sciences faculty,
0.8% of women and 3.5% of men retire each year. Corresponding attrition/resignation rates have remained somewhat constant over the course of the grant, with about 2.4% of all women in biological and physical sciences resigning each year, and about 1.5% of all men in the same departments resigning.
49
In summary, the PAID program along with leveraged campus support will continue to drive the institutional transformation begun over the past five years through the NSF ADVANCE: Institutional
Transformation program. The PAID grant builds on the most successful initiatives established
9

through ADVANCE including contributing to the sustainability of WISELI as a visible, research entity coordinating the proposed efforts; developing, producing, and broadly disseminating evidencebased brochures to facilitate learning about the existence of biases and assumptions and interventions that can mitigate their negative impact on the career development of women (see below); and continuation of two innovative local programs that appear to be successful in increasing the recruitment, retention, and advancement of women faculty in science and engineering.
BROADER IMPACTS: ENHANCING INFRASTRUCTURE FOR EDUCATING FACULTY
ABOUT BIAS AND ASSUMPTIONS
This and other ADVANCE-related work has a broader impact on the scientific community, and society overall, through the increased participation of women and other underrepresented groups at the highest levels of academic science and engineering leadership. Such diversification of science leadership leads to increased diversification of the entire scientific and engineering workforce through: increasing access to role models for women and minority students; more positive workplace climates for underrepresented groups; more effective mentors for women and minority students; and exposure to diverse perspectives during the educational experience.
50,51
The work proposed in this PAID grant not only advances discovery of how we can increase the numbers of women and other underrepresented groups in STEM faculties, but facilitates the education of faculty, staff and administrators with the materials we produce. WISELI proposes to enhance the dissemination of this education beyond UW-Madison through the mechanism of succinct summaries of research, best practices, and tips printed as brochures or booklets.
A guiding principle of WISELI’s work has always been the integration of research and practice. From the beginning, the initiatives we developed have emanated from existing published research and also from our own findings from surveys and interviews on campus. In turn, our research projects have been guided by what we have learned from implementing our initiatives, providing an effective feedback mechanism for optimizing our interventions. It is our intent to use the research underlying our two workshop series, as well as the practical lessons learned while implementing these workshops, to provide to the wider academic science community some tools they can use to educate their own faculties, staffs and administrators.
We are encouraged in this direction by the very enthusiastic response from faculty and administrators from UW-Madison and beyond regarding the “hiring brochure.” Those who use this document consistently ask us to produce other succinct summaries of major social science research as it relates to specific topics in the science and engineering pipeline. For example, the WISELI 2004 site visit report suggests:
“During a discussion with WISELI’s top leaders, some of the site visitors suggested that other succinct, effective, and generic (meaning, non-UW specific) brochures could be generated on related topics: such as the predictable problems encountered by solos (or one of a few) in an organization and how to reduce such problems; how to reduce stereotypical threat (Claude
Steele’s term) often felt by women and minorities on this and any other majority campus; how to recognize and then rise above positive stereotypes for members of certain groups as well as negative stereotypes for members of other groups.”
43
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Others have suggested that we produce something that specifically addresses the tenure process, or the benefits and challenges of diversity in a more general sense. We propose to produce the following nine brochures and one booklet that succinctly summarize appropriate social science literature and/or
“best practices” as outlined by published literature, our own evaluation of WISELI-produced initiatives, and lessons learned directly in our two workshop series outlined above. The ten products fall into three different areas:
Hiring
•
Reviewing Applicants: Research on Bias and Assumptions (Brochure)
We plan to revise and update our highly successful brochure for search committees. We will add the most current research studies, and remove the UW-Madison logos from the current brochure. We will look for a new picture for the brochure as well; we would like to highlight a nonwhite woman on the brochure cover to induce “priming” of search committee members with images of a successful woman of color in a leadership position.
27-29
•
Guidebook for Faculty Search Committees (Booklet)
The current guidebook for faculty search committees
52
that WISELI uses on the UW-
Madison campus contains five chapters—the “five elements of a successful search.” In this project, we will make the guidebook more useful for a national audience by removing the UW-Madison-specific resources and content and replacing them with more general information where appropriate. In addition, we will add a new chapter entitled “Closing the Deal”, which will highlight the steps search committees can take during the process that will enhance the chances that a candidate will accept an offer once it is made. This section will be helpful not only to search committee chairs and members, but also to department chairs and deans.
•
Hiring Dual-Career Couples: Promises, Pitfalls, and Best Practices (Brochure)
The idea for this brochure comes directly from experiences in the WISELI hiring workshops, where discussion of the issues involved in a dual-career hire is always lively.
In this brochure, we intend to incorporate the best ideas and advice we have gathered from
53,54,55 our own workshops, and merge it with other available literature and advice.
Retention
•
Benefits and Challenges of Diversity (Brochure)
In 2003, WISELI produced an essay, “The Benefits and Challenges of Diversity,”
51
to introduce department chairs to the benefits of diversity for their units, and to provide them the language and rationale for advocating for diversity within their departments. This essay has been available to the public on the WISELI website, but the essay would be much more effective if reduced to a brochure-like document for enhanced distribution. In addition to changing the format of the document, we will update the content to incorporate more recent research.
•
Improving Climate o Best Practices: Tips for Chairs on Improving their Departmental Climate
(Brochure)
Derived directly from the WISELI Climate Workshops for Department Chairs,
44 this brochure will provide concrete tips for department chairs and other campus administrators for improving climate in their units. We will test drafts of the brochures in the climate workshops with department chairs, and will collaborate with the University of Washington to test the brochure in their national workshop
56 for science chairs, before commencing national distribution.
11

o Best Practices: Tips for Faculty on Improving their Departmental Climate
(Brochure)
The best practices outlined in this brochure will come from a variety of sources: published literature, experiences from WISELI workshops (climate workshops and hiring workshops), and WISELI research. It will feature concrete tips for faculty, and will be based on advice provided in “Sex and Science: Tips for
57
Faculty,” available on the WISELI website. o Ensuring Success of Women and Minority Faculty Members (Brochure)
In this brochure targeted to higher-level administrators such as deans, provosts, and chancellors, we will combine short summaries of existing research illustrating common situations women face in male-dominated environments (e.g., being a
“token” or “solo,”
7,20
isolation,
58
stereotype threat,
59,60
etc.), and provide concrete tips for alleviating these problems. This publication will be based on the essay
“Advice to the Top: Top 10 Tips for Academic Leaders to Accelerate the
Advancement of Women in Science and Engineering,”
61
but our focus will expand beyond gender to include advice pertinent to race/ethnicity and other minority statuses.
Promotion
•
The Tenure Process o Evaluating Candidates for Tenure: Research on Bias and Assumptions
(Brochure)
This brochure will resemble the Reviewing Applicants brochure, but will focus specifically on evaluation processes in the tenure decision. We will draw from the social psychological literature,
16,19
advice literature,
62
ADVANCE Institutional Transformation
and the work of
63
sites for this brochure, and will be sure to include advice for evaluating cases of faculty who have extended their tenure clocks. o Achieving Tenure: A guide for women and minorities (Brochure)
Women and minority assistant professors may not have access to the kinds of informal networks that allow them to fully reach their potential.
64
In this brochure, we will summarize the existing advice and research literature as it relates to the tenure process for underrepresented persons.
65
•
Nominations for Major Awards and Honors (Brochure)
For a variety of reasons, women are less likely than men to be nominated for and receive major awards and honors. WISELI has developed a brochure entitled “Advancing Your
Career through Awards and Recognitions.”
66
This brochure outlines the reasons why women faculty should pursue important awards and honors in their fields, and provides advice about how to position themselves to receive nomination and awards. This brochure will be revised to be less-specific to the UW-Madison campus.
Dissemination. Dissemination of the activities supported by this PAID grant would occur primarily through distribution of the brochures/booklets we will produce. We plan to make a systematic effort to introduce campuses to these products, and suggest ways that campuses can incorporate them into their faculty development offerings.
1. Conferences. WISELI will commit to attending at least one diversity-related conference each year, in order to advertise our products and introduce new faculty and staff to their potential. One particularly effective outlet would be the annual ADVANCE PI meetings, but others such as the AAC&U Diversity and Learning conference or the CIC Diversity
Forum would also be excellent outlets.
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2. Website. WISELI will enhance our website to make it easier for users to find our products and understand how to order them. Our website is successful mode of dissemination for us, as we receive over 600 hits per month.
3. Workshops. WISELI will partner with other ADVANCE sites implementing training workshops on a variety of topics to both test and disseminate our materials. The National
Workshops for Department Chairs held at the University of Washington is one such venue; the Summer Institute proposed by the University of Michigan, and our own facilitator-training workshop entitled, “Searching for Excellence and Diversity:
67
Implementing Training for Search Committees” are additional examples.
As we currently do with the hiring brochure, we plan to charge a minimal fee (covering printing costs and postage) to send brochures/booklets in bulk to universities that order them. A PDF version of the brochure will be available on the WISELI website for no cost.
WISELI is also committed to disseminating the two workshop series themselves to other campuses wanting to use our approach to train hiring committees and work with department chairs to affect climate change. We have experience with disseminating our hiring workshops to groups of universities who wish to implement hiring committee training on our own campus. We created a daylong workshop to which a campus can send a team of faculty or administrators to learn about our approach to training hiring committee chairs, read some of the original research on bias and assumptions, discuss how best to begin training chairs of hiring committees on their own campuses, and receive tips and advice from WISELI about the advantages and disadvantages of different models of implementation. In one such “train the facilitators” workshop, we worked with teams from 12 different campuses in the University of Wisconsin System, and in another, worked with 15 campuses in the Wisconsin Technical College System. Results from our workshop evaluations were positive, with one attendee writing:
"It was so worth my time to attend. As we struggle with the mission to co-create a more inclusive campus community, the search and screen committee process plays a most critical gate-keeping role. . . . I really appreciated and admired how the workshop was organized and driven. . . . The resources offered to us are awesome. . . . It is rare that I come off a full-day workshop on a high but I am definitely on one right now.”
68
After two successful facilitator-training experiences, we are ready to move beyond Wisconsin and offer this training to interested groups of universities across theU.S.
67
Teaching other campuses to run the department chair climate workshops will be more difficult. The workshops are dependent upon two elements: a skilled faculty facilitator, and a research-based approach to evaluating climate in the department. We have not yet invested in disseminating the workshops beyond the UW-Madison campus until we have the climate survey data to show their effectiveness. However, assuming that the workshop approach is an effective one, we plan to (1) use the PAID grant period to train a new workshop facilitator, Dr. Amy Wendt, to run the workshops and thus learn how to train other faculty to run the workshops, and (2) create a plan for assisting other departments outside UW-Madison in climate assessment, whether by offering our web-based surveys and reports as a paid service that can support WISELI into the future, or by providing advice about other methods such as focus groups or interviews that might be used in smaller departments.
69
EVALUATION: INCREASING EFFICACY OF WORKSHOPS AND PRODUCTS
As with all WISELI initiatives, our evaluation plan consists of both formative and summative evaluation. For the summative evaluation, we have set three goals for ourselves: (1) Increase the
13

percentage of new assistant professors hired in biological and physical science departments to 40% women by 2009 (in 2004/05 this rate was 32%, an increase from 25% two years prior); (2) Work with
75% of all department chairs of biological and physical science departments in our Climate
Workshops by the end of 2009 (including the chairs already trained, a goal of 29 new STEM department chairs); and (3) distribute our new brochures/booklets to 100 different universities by
2009. Formative evaluation of the workshops will continue as an integral part of their implementation. Evaluation forms are always sent to participating attendees and compiled on an annual basis. This feedback is used to update and improve the workshops and workshop materials.
Monitoring of hiring trends and other NSF indicators will continue through the grant period, as this activity is supported by the Provost’s Office, assisting in both the formative and summative evaluation of our PAID work.
Formative evaluation will also inform the development of the 10 brochures/booklets we propose. The feedback will come from their use in the WISELI workshops at the UW-Madison, and their use in national workshop run by collaborating ADVANCE sites. In addition, our website will feature a space for others to provide feedback on the brochures they use. Summative evaluation of the brochures will
(1) document the numbers of brochures/booklets distributed and the universities and organizations to which we send them, and (2) implement a web survey of users of the brochures/booklets to document their impact on campuses.
SUSTAINABILITY: CONTINUED AVAILABILITY OF TOOLS AND TRAINING
WISELI is working to become a self-sustaining unit on campus devoted to the participation and advancement of women in academic science and engineering. We have secured private funding for one major program (the Vilas Life Cycle Professorships),
70
and also secured from the campus funding for the Executive Director position (1.0 FTE). Additional faculty and staff salaries, and other needed funds, can be obtained in a variety of ways, including grants, contributions from participating colleges, additional funding from campus, a line-item designation from the State of Wisconsin budget, and residuals from a raised endowment. One additional way WISELI expects to support itself is through dissemination of its programming. Our one-day facilitator training workshop described above, entitled
“Searching for Excellence and Diversity: Implementing Training for Search Committees,”
67
is an example of using dissemination as a means to support WISELI work. Another example would be offering to run a web-based climate survey for non-UW-Madison departments going through a climate workshop for chairs on their own campus, for a fee.
WISELI is actively pursuing all of these avenues for sustainability. As long as WISELI continues to exist, we will be able to continue producing the brochures and booklets that will assist other campuses in their efforts to diversify their science and engineering faculties, updating them with the latest research and advice related to gender equity.
PERFORMANCE PLAN
Management Structure. Dr. Jennifer Sheridan, Executive and Research Director of WISELI and co-
PI of the ADVANCE Institutional Transformation (IT) award, will direct the work supported by this
PAID proposal. She will manage the staff and the logistical details involved with the implementation of workshops, production of the brochures and booklets outlined in this proposal, and evaluation of both. Dr. Sheridan works closely with WISELI co-Directors and ADVANCE IT grant co-PIs Dr.
Molly Carnes and Dr. Jo Handelsman. Drs. Carnes and Handelsman will remain as faculty co-
Directors of WISELI. They are the “face” of WISELI to the faculty and high-level administrators at
UW-Madison, bringing WISELI’s message of gender equity to peers through meetings, leading
WISELI’s workshops, presenting lectures, offering individual support and mentoring of women, and
14

more. In addition, Drs. Carnes and Handelsman routinely disseminate WISELI/ADVANCE work in the course of their other academic duties by “adding on” gender equity talks in meetings and discussions with faculty outside of UW-Madison when they are invited to give lectures or provide consultation. Dr. Amy Wendt has been an extremely active member of WISELI’s Leadership Team, and in 2007 will move into a larger role with WISELI, becoming the first person to learn the facilitator role in the Climate Workshops for Department Chairs from the current facilitator, Dr. Handelsman.
WISELI will continue to have a Leadership Team composed of faculty and staff leaders interested in gender equity issues on campus; we will give current Leadership Team members the opportunity to resign or renew their commitment, and will invite new members in 2007 when the initial IT grant ends. Similarly, we will retain an External Advisory Team, but will solicit new members and relieve the responsibilities of current members who wish to resign at the end of 2006. WISELI will continue to work primarily with the six schools and colleges housing the greatest numbers of biological and physical scientists (College of Engineering, College of Letters & Sciences, College of Agricultural and
Life Sciences, School of Medicine & Public Health, School of Pharmacy, and School of Veterinary
Medicine). We will also add the Gaylord Nelson Institute of Environmental Studies (IES) to this list.
As an Institute, IES lies outside of the traditional School/College structure. It is tenure home to only
5-6 faculty, but has a very supportive director and in addition, these faculty are primarily biological scientists. The current Research and Evaluation Team that exists for WISELI would be abolished after 2006. Evaluation will be performed in-house by the WISELI staff supported by this grant and by the UW-Madison. See the proposed organizational chart in Appendix 2.
Timeline.
The Workshops for Search Committee Chairs and the Climate Workshops for Department
Chairs are ongoing projects that we expect to continue without startup time throughout the PAID period. Evaluation of these workshops is built into each instance, and is compiled annually to be fed back into the next year’s offerings. The development of brochures and booklets will proceed at a pace of approximately three per year. We anticipate finishing the hiring products in the first year, followed by the climate products in year 2, and the tenure process brochures in year 3. Evaluation of these tools will be obtained throughout the grant period via an online comments form, and in year 3 an online survey tool will be used to develop a summative evaluation with input from the largest non-UW-
Madison users of these tools.
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LITERATURE CITED
1
Hennessey, John; Susan Hockfield; and Shirley Tilghman. February 12, 2005. “Women and Science: The
Real Issue.” The Boston Globe .
2 http://www.boston.com/news/education/higher/articles/2005/02/12/women_and_science_the_real_issue/
Baltimore, David; Lawrence H. Summers; Susan Hockfield; Shirley M. Tilghman; John Hennessy; Robert
Birgeneau; Mary Sue Coleman; Amy Gutmann; and Richard C. Levin. December 6, 2005. “Joint Statement by the Nine Presidents on Gender Equity in Higher Education.” http://web.mit.edu/newsoffice/2005/nine-pres-
3 letter.html
4 http://www.president.harvard.edu/speeches/2005/nber.html
5 http://www.president.harvard.edu/speeches/2005/facletter.html
Women in Science & Engineering Leadership Institute. 2004. “Reviewing Applicants: Research on Bias and
6
Assumptions.” http://wiseli.engr.wisc.edu/initiatives/hiring/Bias.pdf
7
Valian, Virginia. 1999. Why So Slow? The Advancement of Women . MIT Press: Cambridge, MA.
Moody, Joann. 2005. Rising Above Cognitive Errors: Guidelines for Search, Tenure Review, and Other
Evaluation Committees . Monograph. Available at: http://www.diversityoncampus.com/id13.html
8
Deaux, Kay and Tim Emswiller. 1974. “Explanations of Successful performance on sex-linked tasks: What is
9 skill for the male is luck for the female.” Journal of Personality and Social Psychology . 29(1):80-85.
Heilman, Madeline E. and Melanie H. Stopeck. 1985. “Attractiveness and Corporate Success: Different
Causal Attributions for Males and Females.” Journal of Applied Psychology. 70(2): 379-388.
10
Eagly, Alice H. and Steven J. Karau. 2002. “Role Congruity Theory of Prejudice Toward Female Leaders.”
Psychological Review . 109(3):573-597.
11
Heilman, Madeline E.; Aaron S. Wallen; Daniella Fuchs; and Melinda M. Tamkins. 2004. “Penalties for
Success: Reactions to Women Who Succeed at Male Gender-Typed Tasks.” Journal of Applied Psychology .
89(3):416-427.
12
13
Ridgeway, Cecilia L. 2001. “Gender, Status, and Leadership.” Journal of Social Issues . 57(4):637-655.
Butler, Doré and Florence L. Geis. 1990. “Nonverbal Affect Responses to Male and Female Leaders:
Implications for Leadership Evaluations.” Journal of Personality and Social Psychology . 58(1): 48-59.
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Trix, Frances and Carolyn Psenka. 2003. “Exploring the Color of Glass: Letters of Recommendation for
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70 http://wiseli.engr.wisc.edu/initiatives/lifecycle/LifeCycleGrants.htm
18

JENNIFER T. SHERIDAN
Women in Science & Engineering Leadership Institute (WISELI)
University of Wisconsin-Madison
PROFESSIONAL PREPARATION
Stanford University Mathematical & Computational Sciences B.S., 1989
APPOINTMENTS
2002 – Present
2001 – 2002
Research Director/Executive Director, Women In Science and Engineering
Leadership Institute (WISELI), University of Wisconsin-Madison.
Postdoctoral Fellow, Center for Women’s Health and Women’s Health
Research. University of Wisconsin-Madison.
Research Assistant to Professor Robert M. Hauser, Wisconsin
Longitudinal Study. University of Wisconsin-Madison.
1995 – 1997 and
1999 – 2000
1997 – 1999 NICHD Trainee in Demography, Center for Demography and Ecology, with Professor Robert M. Hauser, Wisconsin Longitudinal Study.
PUBLICATIONS MOST CLOSELY RELATED TO THE PROPOSED PROJECT
Sheridan, Jennifer; Patricia Flatley Brennan; Molly Carnes; and Jo Handelsman. 2005. “Discovering
Directions for Change in Higher Education Through the Experiences of Senior Women Faculty.” In press, Journal of Technology Transfer .
Carnes, Molly; Stacie Geller; Evelyn Fine; Jennifer Sheridan; and Jo Handelsman. 2005. “NIH
Director’s Pioneer Awards: Could the Selection Process be Biases Against Women?” In press, Journal of Women’s Health . 14(8):682-689.
Handelsman, Jo; Nancy Cantor; Molly Carnes; Denice Denton; Eve Fine; Barbara Grosz; Virginia
Hinshaw; Cora Marrett; Sue Rosser; Donna Shalala; and Jennifer Sheridan. 2005. "More Women in
Science." Science . 309(5738):1190-1191.
Carnes, Molly; Jo Handelsman; and Jennifer Sheridan. 2005. “Diversity in Academic Medicine: The
Stages of Change Model.” Journal of Women’s Health . 14(6):471-475.
Bakken, Lori L.; Jennifer Sheridan; and Molly Carnes. 2003. “Gender Differences Among Physician-
Scientists in Self-Assessed Abilities to Perform Clinical Research.” Academic Medicine . 78(12):1281-
1286.
FIVE OTHER SIGNIFICANT PUBLICATIONS
Springer, Kristen W.; Daphne Quo; Jennifer Sheridan; and Molly Carnes. 2003. “The Long-Term
Health Outcomes of Childhood Abuse: An Overview and a Call to Action.” Journal of General Internal
Medicine . 18(10): 864-70.

Warren, John Robert, Robert M. Hauser, and Jennifer Sheridan. 2002. “Occupational Stratification
Across the Life Course: Evidence from the Wisconsin Longitudinal Study.” American Sociological
Review . 67(June): 432-455.
Carr, Deborah and Jennifer T. Sheridan. 2001. “The Influence of Family Transitions on Career Change at Midlife: Evidence from the Wisconsin Longitudinal Study.” Victor W. Marshall, Walter R. Heinz,
Helga Krueger, and Anil Verma (Eds.), Restructuring Work and the Life Course . Toronto: University of
Toronto Press.
Hauser, Robert M., Jennifer T. Sheridan, and John Robert Warren. 1999. “Socioeconomic
Achievements of Siblings in the Life Course: New Findings from the Wisconsin Longitudinal Study.”
1999. Research on Aging (Special Issue) . 21(2):338-378.
Warren, John Robert, Jennifer Sheridan, and Robert M. Hauser. 1998. “How do Indexes of Occupational
Status Affect Analyses of Gender Inequalities in Occupational Attainment?” Sociological Methods &
Research . 27(1): 3-76.
SYNERGISTIC ACTIVITIES
1. Dr. Sheridan’s primary research interest is in occupational sex segregation, the main topic of both her master’s thesis and dissertation research. In her Sociology doctoral program, she studied quantitative research methodology, social stratification, gender, and demography.
2. Dr. Sheridan has responsibility for all of the day-to-day activities of WISELI, including the implementation of programs, responsibility for oversight of research and evaluation projects including human subjects protocols and analysis of the Study of Faculty Worklife at the UW-Madison campus climate surveys (2003 and 2006), reporting responsibilities to the NSF and the UW-Madison, budgeting and expenditures, and hiring and personnel matters.
3. Dr. Sheridan administered the Life Cycle Research Grant program as a pilot project. At the suggestion of the Provost, she wrote a proposal to the Trustees of the Vilas Estate to continue the program indefinitely, for all faculty. The Trustees voted to fund the program, and the Vilas Life
Cycle Professorships are currently funded at $310,000 annually. The program continues to be administered by Dr. Sheridan.
4. Dr. Sheridan has been working with Dr. Lisa Frehill and other colleagues (New Mexico State
University and UC-Irvine) to produce two “toolkits” advising other ADVANCE sites on the ideal collection and reporting of quantitative and qualitative data related to gender equity and measurement of institutional transformation.
5. Dr. Sheridan serves on related campus and CIC initiatives related to the work of WISELI, including the Human Resources Working Group, the Campus Climate Networking Group, and the Committee on Institutional Cooperation Women in Science (CIC-WISE) initiative.
COLLABORATORS AND OTHER AFFILIATIONS
Collaborators: Deveny Benting (UW-Madison), Patricia Flatley Brennan (UW-Madison), Nancy
Cantor (Syracuse), Molly Carnes (UW-Madison), Denice Denton (UC-Santa Cruz), Eve Fine (UW-
Madison), Lisa Frehill (UC-Irvine), Stacie Geller (U. of Illinois-Chicago), Barbara Grosz (Harvard), Jo
Handelsman (UW-Madison), Virginia Hinshaw (UC-Davis), Cora Marrett (UW System), Christine Maidl
Pribbenow (UW-Madison), Sue Rosser (Georgia Tech), Donna Shalala (University of Miami). Ph.D.
Advisor: Dr. Robert Hauser (UW-Madison). Postdoctoral Advisor: Dr. Molly Carnes (UW-Madison).

M ARY L. (M OLLY ) C ARNES
University of Wisconsin; Departments of Medicine, Psychiatry, and Industrial & Systems Engineering;
700 Regent St, Suite 301; Madison, WI 53715;
Phone: (608) 263-9770 FAX: (608) 265-6423; mlcarnes@wisc.edu
E DUCATION
University
State
Wisconsin,
University of
University
Appointments
1997 – present Professor, Departments of Medicine and Psychiatry, University of Wisconsin-Madison (UW)
2003 – present Adjunct Professor, Howard University, Medical School
2002 – present Affiliate Professor, Department of Industrial & Systems Engineering, UW
2002 - present Co-Director, Women in Science and Engineering Leadership Institute (WISELI), UW
1999 – present Director, Center for Women’s Health Research, UW-Madison
S YNERGISTIC A CTIVITIES :
1) Carnes is Co-PI of the NSF ADVANCE Institutional Transformation Award and co-Director of WISELI which is housed in the College of Engineering but involves 6 schools and colleges at UW-Madison. WISELI has several initiatives to increase diversity of the scientific workforce related to gender and race/ethnicity including training workshops for all search committee chairs and climate workshops for department chairs. WISELI is the platform for the PAID grant.
2) Carnes has built the following programs all of which focus on academic development of a diverse group of women faculty and fellows in biological sciences: Women’s Health Fellowship (Dept of Veterans Affairs; supports 2 MD fellows per year and incorporates a graduate degree and research training), Women’s Health and Aging: Research and Leadership Training Grant (T32 AG00265; supports 2 MD and 2 PhD postdoctoral fellows per year), Women’s Health and Aging: Clinical Scientist Development Program (K12 AG19247; supports 3 scientists per year), Training and Education to Advance Multidisciplinary Clinical Research (TEAM)
Program (Roadmap K12); and UW Center for Women’s Health Research (involving faculty from 6 schools and 10 departments; designated a National Center of Excellence by DHHS in 1998).
3) Acknowledging that the mandate for a linear academic career pathway disadvantages more women and minority scholars, Carnes began the Alternative Tracks to Leadership in Academic Science (ATLAS) program which recruits and provides salary support to leaders, either in the community or on non-faculty tracks, to reenter a career pathway toward leadership in academic science either at the graduate or postdoctoral level.
4) Carnes was lead author of a successful, competitive, cross campus proposal for three new faculty positions at
UW-Madison for a “Cluster Hire” in the area of “The Biology of Sex and Gender Differences.” She chaired search committee which brought 3 new women scientists in three different departments in two different schools onto the faculty (two basic biologists and one historian).
5) Carnes was lead author and is co-PI (Provost =PI; Douglass Henderson, Professor, Engineering Physics – co-PI) of the Wisconsin Alliance for Minority Participation funded by NSF in 2004.
T EACHING R ESPONSIBILITIES
Program Director or PI of four postdoctoral training grants. Co-director of N590 Clinical Research Evidence (with
K. Kirchhoff), 5-week, 2 credit, summer course, 20 students per semester.
F IVE P UBLICATIONS C LOSELY R ELATED TO P ROJECT
Carnes M. Balancing career and family: Advice from the trenches. Ann Intern Med 125:618-620, 1996.
Foster SW, McMurray JE, Linzer M, Leavitt JW, Rosenberg M, Carnes M. Results of a gender climate survey from a midwest academic health center. Acad Med 75: 653-60, 2000.
Carnes M, Geller S, Fine E, Sheridan J, Handelsman J. NIH Director’s Pioneer Awards: Could the selection process be biased against women? J Women’s Health 14:682-688, 2005.

Handelsman J, Cantor N, Carnes M, Denton D, Fine E, Grosz B, Hinshaw V, Marrett C, Rosser S,
Shalala D, Sheridan J. More women in science. Science 309:1190-1191, 2005.
Carnes M, Schuler L, Sarto GE, Lent SJ, Bakken L. Increasing gender and ethnic/racial diversity of researchers in aging: Some promising strategies at the postdoctoral level. J Am Geriatr Soc (In Press).
F IVE O THER S IGNIFICANT P UBLICATIONS ( OUT OF 89)
Carnes M, Goodman BM. Frequency domain analysis of high frequency ultradian plasma ACTH and glucocorticoid fluctuations. In: Veldhuis JD, Johnson ML (eds), Quantitative Neuroendocrinology, a volume of
Methods in Neurosciences. Orlando, FL: Academic Press, Inc., 28:156-188, 1995.
Gudmundsson A, Goodman B, Lent SJ, Barczi S, Grace A, Boyle L, Ershler WB, Carnes M. Effects of estrogen replacement therapy on the circadian rhythms of serum cortisol and body temperature in postmenopausal women. Exp Gerontol 34:809-818, 1999.
Carnes M. One view from just this side of the glass ceiling. J Women’s Health. 5:283-286, 1996.
Carnes, M. Humor. In: Encyclopedia of Women and Gender, Sex Similarities, and Differences and the Impact of Society on Gender. Worell J (ed), Academic Press, San Diego, 2001; 601-609.
Bakken L, Sheridan J, Carnes M. Gender differences among physician-scientists in self-assessed abilities to perform clinical research. Academic Medicine 78:328-34, 2003 .
C OLLABORATORS : Within the past 5 years: represented as authors on the papers above.
G RADUATE AND P OSTDOCTORAL A DVISORS : Ned H. Kalin, Professor (Chair), Dept of Psychiatry, UW-Madison,
1982-85; Mark Brownfield, Prof, Dept of Comparative Biosciences, School Veterinary Medicine, UW-Madison,
1984-87; Donn D’Alessio, Assoc Prof (Chair), Dept of Preventive Medicine, UW-Madison, 1997-01; Robert
Hauser, Prof Sociology, UW-Madison, 2000-01.
Postgraduates : Total number of research (non-clinical) fellows supervised or mentored: Geriatrics, 1983-97: 7;
Women’s Health, 1995-present: 6; total number on Women’s Health and Aging Training Grant, 1999-present: 18.
Last 5 years : Linda Chaudron, Univ Rochester, Julie Mitchell, Medical College of WI, Patricia Harris, George
Washington Univ; Cynthia Carlsson, UW-Madison; Elizabeth Cox, UW-Madison; Earlise Ward, UW-Madison;
Michelle McQuirter, UW-Madison; Jacqueline Wiltshire, UW-Madison.

JO HANDELSMAN
Department of Plant Pathology
University of Wisconsin-Madison
1630 Linden Drive; Madison, WI 53706
(608) 263-8783
PROFESSIONAL PREPARATION
New 1975-1976
University of Wisconsin-Madison Molecular Biology Ph.D.
University of Wisconsin-Madison Plant Pathology Postdoc
APPOINTMENTS
1995- Professor, Department of Plant Pathology, University of Wisconsin.
1979-1984
1984-1985
2002- Howard Hughes Medical Institute Professor
2003- Co-Director of the National Academies of Sciences Summer Institute on Undergraduate
Education in Biology
2000- Co-Director, Women in Science and Engineering Leadership Institute (WISELI)
1997-1999 Director, Institute for Pest and Pathogen Management, University of Wisconsin.
1991-1995 Associate Professor, Department of Plant Pathology, University of Wisconsin.
1985-1991 Assistant Professor, Department of Plant Pathology, University of Wisconsin.
PUBLICATIONS MOST CLOSELY RELATED TO THE PROPOSED PROJECT
Pfund, C., Handelsman, J., Miller Lauffer, S. 2006. The merits of training mentors. Science (in press).
Sheridan, J., Flatley Brennan, P., Carnes, M., Handelsman, J. Discovering directions for change in higher education through the experiences of senior women faculty. Journal of Technology
Transfer (in press).
Carnes, M., Geller, S., Fine, E., Sheridan, J., and Handelsman, J. 2005. NIH Director’s Pioneer
Awards: Could the selection process be biased against women? Journal of Women’s Health.
14(8):684-689.
Carnes, M., Handelsman, J., and Sheridan, J. 2005. Diversity in academic medicine: The stages of change model. Journal of Women’s Health. 14(6):471-475.
Handelsman, J., Cantor, N., Carnes, M., Denton, D., Fine, E., Grosz, B., Hinshaw, V., Marrett, C.,
Rosser, S., Shalala, D., and Sheridan, J. 2005. More women in science. Science. 309:1190-
1191.
FIVE OTHER SIGNIFICANT PUBLICATIONS
Wood, W.B., and J. Handelsman. 2004. Meeting Report: The 2004 National Academies Summer
Institute on Undergraduate Education in Biology. Cell Biol. Ed. 3:215-217.
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J.,
Lauffer, S.M., Stewart, J., Tilghman, S.M., and Wood, W.B. 2004. Scientific teaching.
Science. 304:521-522.
Handelsman, J., Houser, B.J., and Kriegel, H. 1997. Biology Brought to Life: A guide to teaching students how to think like scientists . Wm. C. Brown Publishers, Inc., Dubuque, Iowa.
256 pp.
Williamson, L.L., Borlee, B.R., Schloss, P.D., Guan, C., Allen, H.K., and Handelsman, J. 2005.
Intracellular screen to identify metagenomic clones that induce or inhibit a quorum-sensing biosensor. Appl. Environ. Microbiol. 71:6335-6344.
1

Broderick, N.A., Raffa, K., Goodman, R.M., and Handelsman, J. 2004. Census of the bacterial community of the gypsy moth larval midgut using culturing and culture-independent methods.
Appl. Environ. Microbiol .
70:293-300.
SYNERGISTIC ACTIVITIES: Handelsman has been one of the pioneers in the field of metagenomics and has extensive experience with community microbiology. She is a leader at the
University of Wisconsin and nationally in women in science issues. As co-Director of the NSFfunded Women in Science & Engineering Leadership Institute (WISELI), Dr. Handelsman has led the effort to transform the UW-Madison to be a more gender equitable campus. She has taken the lessons learned from this project to many major universities, lecturing about the impacts of unconscious biases and assumptions on evaluation processes, and meeting with senior administrators on these campuses about how to support women in science at their institutions. Dr. Handelsman was the lead author on an important Science Policy Forum in 2005, entitled “More Women in Science.”
Handelsman has a career-long commitment to women in science at all levels. She chaired the UW-
Madison's Committee on Women in the University and co-chaired the Chancellor's Task Force on
Campus Climate. Her work on behalf of women was recognized with the UW-Madison Alumni
Association's Cabinet 99 Recognition Award. Dr. Handelsman is a member of The National
Academies Committee on Women in Academic Science and Engineering.
Collaborators: Paul August, Aventis; Jill Banfield, UC-Berkeley; R. Beichner; Alan Bettermann,
UW-Madison; Fred Blattner, UW-Madison; Sean Brady, Cornell U.; P. Bruns; Molly Carnes, UW-
Madison; Jenny Castro; A. Chang; C.J. Chao; N.P. Ciancotto; Jon Clardy, Cornell U.; R. DeHaan;
Jeremy Dodsworth; D. Ebert-May; Marcin Filutowicz, UW-Madison; J. Gentile; Michael Gilman,
Biogen, Inc.; Robert M. Goodman, Rutgers; Craig Grau, UW-Madison; Jessica Gross, Cornell U.;
Trudy Grossman, NEN Life Science Products, Inc.; Bobbi Guenthner; Dan Janzen, Univ. of
Pennsylvania; David Johnson, Cal/West Seeds; Brian Kay, Argonne National Laboratory, IL;
Elizabeth Kazmar; Daniel Kleinman, UW-Madison; Kara Loiacono, Aventis; Berkley Lynch, UCB
Research Inc.; Ian MacNeil, Aventis; Patricia McManus, UW-Madison; Charles Minor, Aventis; Eric
Nordheim, UW-Madison; Marcia Osburne, Aventis; Ken Raffa, UW-Madison; Sandra Raffel; Holly
Simon, Portland, OR; Kevin Smith, U. of MN; J. Stewart; M.G. Thomas; S.M. Tilghman; Choi Lai
Tiong, Aventis; D. Undersander, UW-Madison; D. van der Weide, UW-Madison; L.D. Wackett; J.
Widom, Cornell U.; W.B. Wood, UC-Boulder; C. Pfund, S. Miller Lauffer; UW-Madison; J.
Sheridan, P. Flatley Brennan, E. Fine, UW-Madison; C. Marrett, UW System; N. Cantor, Syracuse
U.; D. Denton, UC-Santa Cruz; B. Grosz, Harvard U.; V. Hinshaw, UC-Davis; S. Rosser, GaTech;
D. Shalala, U. Miami.
Graduate and Postdoctoral Advisors: Ph.D.: Winston J. Brill, Brill Associates, Postdoctoral: Luis
Sequeira, Prof. Emeritus, UW-Madison.
Graduate Students: Amy Klimowicz, UW-Madison; Elizabeth Emmert, Salisbury State University;
Mark Bittinger, UW-Madison; Zhengrong Cui, University of Kentucky; Anne Dunn, University of
Georgia; Lynn Williamson, UW-Madison. Current: Christian Riesenfeld, Brad Borlee, Nichole
Broderick, Zakee Sabree, Brook Peterson, Courtney Robinson, Heather Allen, Katherine Butler.
Total: 24
Postdoctoral Fellows: Michelle Rondon, UW-Madison; Chin Sun; David Mann; Doreen Gillespie;
Mark Liles. Current: Patrick Schloss, Changhui Guan, Thomas Isenbarger, Karen Cloud-Hansen.
Total: 15
2

BIOGRAPHICAL SKETCH
_________________________________________________________________________________
Amy Eileen Wendt
Professor
Department of Electrical and Computer Engineering
University of Wisconsin-Madison
1415 Engineering Drive, Madison, WI 53706
(608) 262-8407 (Office) wendt@engr.wisc.edu
Education
Caltech Eng. And Applied Science
UC Berkeley EECS
UC Berkeley EECS
UW-Madison Center for Plasma-Aided Manufacturing
Recent Professional Experience
BS 1982
MS 1985
PhD 1988 postdoc, 1988-90
7/05 to present Co-Chair, University of Wisconsin-Madison,
Department of Electrical and Computer Engineering
7/01 to present Professor, University of Wisconsin-Madison,
Department of Electrical and Computer Engineering
6/96 to 6/01 Associate Professor, University of Wisconsin-Madison,
Department of Electrical and Computer Engineering
8/90 to 6/96 Assistant Professor, University of Wisconsin-Madison,
Department of Electrical and Computer Engineering
Honors
UW Vilas Associate, 2005-2007
Five Selected Publications
1.
Sarah A. Fraser , Yuk-Hong Ting, Amy E. Wendt, Christopher J. Murphy, Paul F. Nealey,
“Sub-micron and nanoscale feature depth modulates contact guidance of stromal fibroblasts and corneal epithelial cells in serum rich and serum free media,” Journal of Cell Science , submitted Sept. 2005 .
2.
R. Silapunt, A. E. Wendt, K. H. R. Kirmse and L. P. Losey, Ion bombardment energy control for selective fluorocarbon plasma etching of organosilicate glass, J. Vac. Sci. Technol. A 22 , 1
(2004).
3.
C. G. Wilson, Y. B. Gianchandani, and A. E. Wendt, “High-voltage constraints for vacuum packaged microstructures,” J. Microelectromechanical Systems 12 , pp. 835-839 (2003).
4.
C. G. Wilson, Y. B. Gianchandani, R. R. Arslanbekov, V. Kolobov and A. E. Wendt, “Profiling and Modeling of DC Nitrogen Microplasmas, J. Appl. Phys . 94 , pp. 2845-2851, (2003).
5.
Kim S. R., Teixeira A.I., Nealey P. F. , Wendt A. E., Abbott N. L., “Fabrication of polymeric substrates with well-defined nanometer-scale topography and tailored surface chemistry”,
Advanced Materials 14 (20): p. 1468 (2002).

Other Selected Publications
6.
A. E. Wendt , “Passive external rf filter for Langmuir probes,” Rev. Sci. Instrum ., 72 , pp.
2926-2930, 2001.
7.
Y. Andrew, I. Abraham, J.H. Booske, Z.C. Lu, A.E. Wendt, “Absolute densities of long lived species in an ionized physical vapor deposition copper-argon plasma,” J. App. Phys.
88 , pp.
3208-3219, 2000.
8.
S.-B. Wang and A. E. Wendt, “Ion bombardment and SiO2/Si plasma etch selectivity,” J. Vac.
Sci. Technol. A., 19 , pp. 2425-2432, 2001.
9.
Y. Andrew, T. G. Snodgrass, A. E. Wendt, “Interactions between plasmas in IPVD
Discharges,” J. Vac. Sci. Technol.. A 18 , pp. 2137-2142, 2000.
10.
Y. Andrew, J. H. Booske, Z. Lu, T. G. Snodgrass and A. E. Wendt, “Reduction of Effects of
Rarefaction in Ionized Physical Vapor Deposition Discharges,” Plasma Sources Sci. and
Technol. 9 , pp. 562-567, 2000.
Synergistic Activities
American Vacuum Society Plasma Science and Technology Division Executive Committee member, 1995-2003, Chair 2001-2002
UW College of Engineering, Design of the CoE for 2010 and Beyond, task force member,
2005-
UW Graduate Engineering Research Scholars, Executive Committee member (2000-2003) and graduate student research advisor
UW NSF Women in Science and Engineering Leadership Institute, Leadership Team member
UW Summer Undergraduate Research Experience (SURE) and NSF REU programs, faculty advisor
Research Collaborators (last 48 months)
K. Kirmse (Texas Instruments), Ion Abraham (Sandia National Laboratory), Gottlieb
Oehrlein (Univ. of Maryland), Y. Gianchandani (Univ. of Michigan), Karen Seaward
(Agilent)
Graduate and Post-graduate Advisees
Robert Bassett (Hewlett Packard), D.F. Beale (Lam Research), K.J. Blobaum, Andrew
Christlieb (UC Berkeley), Mark Converse (University of Wisconsin-Madison),
K. Kirmse (Texas Instruments), Steve Lu (TSMC Taiwan), Marlann Patterson (University of
Wisconsin-Platteville), Manuj Rathor (Cypress Semiconductor), Rardchawadee Silapunt
(Novellus), S.-B. Wang (Taiwan Semiconductor Corporation), Ruhang Ding (UW), Yukhong Ting (UW), Shuntel Williams (Texas Instruments), Hsuan-yih chu (UW)
Post docs: John Foster (NASA Lewis), Yasmin Andrew ( JET)
Total number of grad students advised: 16
Total number of post docs: 2
Ph.D. Advisor: M.A. Lieberman, University of California, Berkeley
Post Graduate Advisors:
Noah Hershkowitz, University of Wisconsin-Madison
J.L. Shohet, University of Wisconsin-Madison

SUMMARY
PROPOSAL BUDGET
ORGANIZATION
University of Wisconsin-Madison
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jennifer Sheridan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
1.
2.
3.
4.
5.
Jennifer Sheridan - none
Mary Carnes - none
Jo E Handelsman - none
Amy E Wendt - none
YEAR 1
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
AWARD NO.
Proposed Granted
NSF Funded
Person-months
CAL ACAD SUMR
0.00
0.00
0.00
$
1.20
0.00
0.00
0.60
0.00
0.00
0.00
1.00
0.00
Funds
Requested By proposer
0
15,558
5,895
13,810
Funds granted by NSF
(if different)
$
0.00
0.00
0.00
1.80
1.00
0.00
0
35,263
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
0.00
0.00
0.00
12.25
0.00
0.00
0
49,304
0
0
0
0
84,567
28,753
113,320
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
0
1,000
0
F. PARTICIPANT SUPPORT COSTS
1. STIPENDS $
2. TRAVEL
3. SUBSISTENCE
4. OTHER
0
0
0
0
0
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
0
114,320
0
0
0
0
0
0
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
Overhead (Rate: 47.0000, Base: 114320)
TOTAL INDIRECT COSTS (F&A)
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
M. COST SHARING PROPOSED LEVEL $ 0
$
53,730
168,050
0
168,050
AGREED LEVEL IF DIFFERENT $
FOR NSF USE ONLY PI/PD NAME
Jennifer Sheridan
ORG. REP. NAME*
Kristi herritz
$
INDIRECT COST RATE VERIFICATION
Date Checked Date Of Rate Sheet Initials - ORG
1 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

SUMMARY
PROPOSAL BUDGET
ORGANIZATION
University of Wisconsin-Madison
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jennifer Sheridan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
1.
2.
3.
Jennifer Sheridan - none
Mary Carnes - none
Amy E Wendt - none
4.
5.
YEAR 2
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
AWARD NO.
Proposed Granted
NSF Funded
Person-months
CAL ACAD SUMR
0.00
0.00
0.00
$
1.20
0.00
0.00
0.00
1.00
0.00
Funds
Requested By proposer
0
16,180
14,363
Funds granted by NSF
(if different)
$
0.00
0.00
0.00
1.20
1.00
0.00
0
30,543
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
0.00
0.00
0.00
12.25
0.00
0.00
0
51,276
0
0
0
0
81,819
27,818
109,637
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
0
1,050
0
F. PARTICIPANT SUPPORT COSTS
1. STIPENDS $
2. TRAVEL
3. SUBSISTENCE
4. OTHER
0
0
0
0
0
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
0
110,687
0
0
0
0
0
0
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
Overhead (Rate: 47.0000, Base: 110687)
TOTAL INDIRECT COSTS (F&A)
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
M. COST SHARING PROPOSED LEVEL $ 0
$
52,023
162,710
0
162,710
AGREED LEVEL IF DIFFERENT $
FOR NSF USE ONLY PI/PD NAME
Jennifer Sheridan
ORG. REP. NAME*
Kristi herritz
$
INDIRECT COST RATE VERIFICATION
Date Checked Date Of Rate Sheet Initials - ORG
2 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

SUMMARY
PROPOSAL BUDGET
ORGANIZATION
University of Wisconsin-Madison
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jennifer Sheridan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
1.
2.
3.
Jennifer Sheridan - none
Mary Carnes - none
Amy E Wendt - none
4.
5.
YEAR 3
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
AWARD NO.
Proposed Granted
NSF Funded
Person-months
CAL ACAD SUMR
0.00
0.00
0.00
$
1.20
0.00
0.00
0.00
1.00
0.00
Funds
Requested By proposer
0
16,827
14,938
Funds granted by NSF
(if different)
$
0.00
0.00
0.00
1.20
1.00
0.00
0
31,765
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
0.00
0.00
0.00
12.25
0.00
0.00
0
53,327
0
0
0
0
85,092
28,931
114,023
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
0
1,100
0
F. PARTICIPANT SUPPORT COSTS
1. STIPENDS $
2. TRAVEL
3. SUBSISTENCE
4. OTHER
0
0
0
0
0
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
0
115,123
0
0
0
0
0
0
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
Overhead (Rate: 47.0000, Base: 115123)
TOTAL INDIRECT COSTS (F&A)
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
M. COST SHARING PROPOSED LEVEL $ 0
$
54,108
169,231
0
169,231
AGREED LEVEL IF DIFFERENT $
FOR NSF USE ONLY PI/PD NAME
Jennifer Sheridan
ORG. REP. NAME*
Kristi herritz
$
INDIRECT COST RATE VERIFICATION
Date Checked Date Of Rate Sheet Initials - ORG
3 *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

SUMMARY
PROPOSAL BUDGET
ORGANIZATION
University of Wisconsin-Madison
PRINCIPAL INVESTIGATOR / PROJECT DIRECTOR
Jennifer Sheridan
A. SENIOR PERSONNEL: PI/PD, Co-PI’s, Faculty and Other Senior Associates
(List each separately with title, A.7. show number in brackets)
1.
2.
3.
4.
5.
Jennifer Sheridan - none
Mary Carnes - none
Jo E Handelsman - none
Amy E Wendt - none
Cumulative
FOR NSF USE ONLY
PROPOSAL NO.
DURATION (months)
AWARD NO.
Proposed Granted
NSF Funded
Person-months
CAL ACAD SUMR
0.00
0.00
0.00
$
3.60
0.00
0.00
0.60
0.00
0.00
0.00
3.00
0.00
Funds
Requested By proposer
0
48,565
5,895
43,111
Funds granted by NSF
(if different)
$
6. ( ) OTHERS (LIST INDIVIDUALLY ON BUDGET JUSTIFICATION PAGE) 0.00
0.00
0.00
4.20
3.00
0.00
0
97,571
B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS)
TOTAL SALARIES AND WAGES (A + B)
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)
TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A + B + C)
0.00
0.00
0.00
36.75
0.00
0.00
0
153,907
0
0
0
0
251,478
85,502
336,980
D. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.)
TOTAL EQUIPMENT
E. TRAVEL 1. DOMESTIC (INCL. CANADA, MEXICO AND U.S. POSSESSIONS)
2. FOREIGN
0
3,150
0
F. PARTICIPANT SUPPORT COSTS
1. STIPENDS $
2. TRAVEL
3. SUBSISTENCE
4. OTHER
0
0
0
0
0
G. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES
2. PUBLICATION COSTS/DOCUMENTATION/DISSEMINATION
3. CONSULTANT SERVICES
4. COMPUTER SERVICES
5. SUBAWARDS
6. OTHER
TOTAL OTHER DIRECT COSTS
H. TOTAL DIRECT COSTS (A THROUGH G)
0
340,130
0
0
0
0
0
0
I. INDIRECT COSTS (F&A)(SPECIFY RATE AND BASE)
TOTAL INDIRECT COSTS (F&A)
J. TOTAL DIRECT AND INDIRECT COSTS (H + I)
K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPG II.C.6.j.)
L. AMOUNT OF THIS REQUEST (J) OR (J MINUS K)
M. COST SHARING PROPOSED LEVEL $ 0
$
159,861
499,991
0
499,991
AGREED LEVEL IF DIFFERENT $
FOR NSF USE ONLY PI/PD NAME
Jennifer Sheridan
ORG. REP. NAME*
Kristi herritz
$
INDIRECT COST RATE VERIFICATION
Date Checked Date Of Rate Sheet Initials - ORG
C *ELECTRONIC SIGNATURES REQUIRED FOR REVISED BUDGET

BUDGET JUSTIFICATION
Senior Personnel. Jennifer Sheridan will direct the work of this PAID proposal with funding from the University of Wisconsin-Madison, as evidence of the campus’s commitment to this program; therefore, no funds are requested for her salary. She is committing 50% of her effort towards this work. Faculty involvement has been key to the local success of the NSF ADVANCE efforts. Therefore, we request funds for faculty salary in this PAID proposal. Dr. Molly Carnes requests one month salary per year, and her time will be spent facilitating hiring workshops on campus, continuing as WISELI co-Director, and other tasks related to gender equity on campus. Dr. Amy Wendt requests one month salary per year, and her time will be spent facilitating the Climate
Workshops for Department Chairs, serving on the committees evaluating the Vilas Life
Cycle Professorships and the Celebrating Women in Science & Engineering Grants, and other tasks related to gender equity on campus. WISELI co-Director Jo Handelsman will continue her work as WISELI co-Director and will train Dr. Wendt to run the Climate
Workshops. She is requesting 5% salary for herself in the first year and none after 2007, as her input into the work included in this PAID proposal will decrease over time.
Other Professionals.
Salary is requested to support 1.02 FTE of staff. Eve Fine (0.75
FTE) is the primary author of all WISELI workshop materials, including the “Reviewing
Applicants: Research on Bias and Assumption” brochure. She will continue to provide the necessary background research for the workshops and the proposed brochures.
Deveny Benting (0.27 FTE) will provide web support for distributing WISELI’s materials, and provides expertise with web survey implementation, thus providing support for the Climate Workshops for Department Chairs, and all evaluation work that uses a web survey tool.
Travel & Supplies.
A travel budget allowing at least one trip to a conference each year allows us to disseminate our brochures/booklets. The travel and supplies budgets will be supplemented by contributions from the Office of the Provost and the seven units (CoE,
L&S, CALS, Pharm, Med, VetMed, and IES) served by WISELI. Drs. Carnes,
Handelsman and Wendt will continue their practice of adding on meetings and discussions with faculty and administrators regarding WISELI’s efforts when they are invited to give lectures or provide consultation at other academic institutions where the costs are covered by the requesting site.

Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Jennifer Sheridan
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
ADVANCE Institutional Transformation Award
*Transfer of Support
Source of Support: National Science Foundation
Total Award Amount: $
Location of Project:
3,750,000 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 12.00
01/01/02 - 12/31/06
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
ADVANCE Partnerships for Adaptation, Implementation, and
Dissemination
Source of Support: NSF
Total Award Amount: $
Location of Project:
499,991 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 6.00
01/01/07 - 12/31/09
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad:
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
Sumr:
*Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad:
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
Sumr:
*Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad: Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G1 USE ADDITIONAL SHEETS AS NECESSARY

Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Mary Carnes
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
ADVANCE Institutional Transformation Award
*Transfer of Support
Source of Support: NSF
Total Award Amount: $
Location of Project:
3,750,000 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 4.80
01/01/02 - 12/31/06
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
University of Wisconsin National Center of Excellence in
Women’s Health
Source of Support: US PHS, Office on Women’s Health
Total Award Amount: $
Location of Project:
912,425 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.96
10/01/98 - 09/30/06
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Women’s Health and Aging: Reserach and Leadership Training
Grant
Source of Support: NIA
Total Award Amount: $
Location of Project:
2,537,042 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.60
07/01/99 - 06/30/09
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Women’s Health and Aging: Clinical Scientist Development
Program
Source of Support:
Total Award Amount: $
NIA
1,832,220 Total Award Period Covered:
Location of Project: University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.60
09/01/02 - 08/31/07
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
Wisconsin Alliance for Minority Participation
*Transfer of Support
Source of Support: NSF
Total Award Amount: $ 2,500,000 Total Award Period Covered:
Location of Project: University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 1.20
11/01/04 - 10/31/09
Acad: 0.00
Summ: 0.00
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G2 USE ADDITIONAL SHEETS AS NECESSARY

Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Mary Carnes
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
The Training and Education to Advance
Multidisciplinary-Clinical-Research (TEAM) Program
Source of Support: NIH, NICHD
Total Award Amount: $
Location of Project:
14,158,742 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 2.40
10/01/04 - 07/30/09
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
ADVANCE Partnerships for Adaptation, Implementation, and
Dissemination
Source of Support: NSF
Total Award Amount: $
Location of Project:
499,991 Total Award Period Covered:
University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 1.20
01/01/07 - 12/31/09
Acad: 0.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad:
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
Sumr:
*Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad:
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future
Sumr:
*Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad: Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G3 USE ADDITIONAL SHEETS AS NECESSARY

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has
Investigator: Jo Handelsman been/will be submitted.
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: ADVANCE Institutional Transformation Award
(Co-PI Mary Carnes)
Source of Support: NSF
Total Award Amount: $ 3,748,973 Total Award Period Covered: 1/1/02-12/31/06
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 3.6
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: The Indigenous Microbial Community and Disease in the Lepidopteran Gut
(Predoctoral fellowship for Katherine Butler)
Source of Support: NIH
Total Award Amount: $74,928 Total Award Period Covered: 9/1/04-8/31/06
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.03
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Identification of estrogen biodegradation pathways and their microbial origin using soil
Metagenomics and phylogenetics anchors
(postdoctoral fellowship for Pat Schloss)
Source of Support: USDA NRICGP
Total Award Amount: $90,000 Total Award Period Covered: 8/15/03-8/14/06
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.03
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Howard Hughes Medical Institute Summer Institute for Undergraduate Biology Education
Source of Support: Howard Hughes Medical Institute
Total Award Amount: $400,000 Total Award Period Covered: 5/1/04-4/28/06
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.6
Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
1

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Investigator: Jo Handelsman
Other agencies (including NSF) to which this proposal has been/will be submitted.
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Howard Hughes Medical Institute 2002 HHMI Professors award
Source of Support: Howard Hughes Medical Institute
Total Award Amount: $ 1,000,000
Location of Project: UW-Madison
Total Award Period Covered: 9/15/02-9/14/06
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 2.4
Acad: Sumr: 3
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Functional metagenomics of beta-lactamases and lactonases from topsoil on
Wisconsin dairy farms
(Postdoctoral Fellowship for L. Moe)
Source of Support: USDA NRI
Total Award Amount: $125,000
Location of Project: UW-Madison
Total Award Period Covered: 9/1/06-8/31/08
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.03
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Small molecule synergists of Bacillus thuringiensis for control of insect pests
Co-PIs M. H. Blackwell, K. Raffa
Source of Support: Hatch-Multiple Investigator Interdisciplinary
Total Award Amount: $ 44,430 Total Award Period Covered: 10/1/05-9/30/07
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.24 Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: The role of sigma factors in heterologous gene expression
(Predoctoral fellowship for Zakee Sabree)
Source of Support: NIH Ruth L. Kirschstein NRSA)
Total Award Amount: $57,366 Total Award Period Covered: 9/1/03-8/31/08
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.03
Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
2

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Investigator: Jo Handelsman
Other agencies (including NSF) to which this proposal has been/will be submitted.
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Enterotoxin-deficient mutants of Bacillus
(Co-PI: K. Raffa)
Source of Support: Valent Biosciences
Total Award Amount: $60,994 Total Award Period Covered: 4/1/05-5/20/06
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.24
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Microbial resources in Alaskan soils: new fields for biotechnology
Source of Support: Biotechnology and Research Development Corporation
Total Award Amount: $ 428,586
Location of Project: UW-Madison
Total Award Period Covered: 5/1/03-4/30/06
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.06
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Undergraduate Cohort Program: Attracting and Retaining Minority Students to Agricultural
Research
Source of Support: USDA CSREES Higher Education Challenge Grants Program
Total Award Amount: $ 140,743
Location of Project: UW-Madison
Total Award Period Covered: 8/1/05-7/31/08
Person-Months Per Year Committed to the Project.
Support: Current Pending
Project/Proposal Title: Community microbial communication: Marked for death
(Postdoctoral Fellowship for K. Cloud)
Source of Support: NIH Ruth L. Kirschstein NRSA
Cal: 0.24 Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Total Award Amount: $ 142,200
Location of Project: UW-Madison
Total Award Period Covered: 12/1/05-11/30/08
Person-Months Per Year Committed to the Project.
Cal: 0.03
Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
3

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Investigator: Jo Handelsman
Other agencies (including NSF) to which this proposal has been/will be submitted.
Support: Current Pending Submission Planned in Near Future
Project/Proposal Title: The genetic basis of the signaling network in a model gut microbial community
*Transfer of Support
(Postdoctoral fellowship for T. Isenbarger)
Source of Support: NIH Ruth L. Kirschstein NRSA
Total Award Amount: $ 151,968 Total Award Period Covered: 1/1/05-12/31/07
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.03
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title Profile of Signal Molecules in a Soil Microbial Community
Source of Support: NSF SGER
Total Award Amount: $147,214
Location of Project: UW-Madison
Total Award Period Covered: 11/1/04-10/31/06
Person-Months Per Year Committed to the Project.
Support: Current Pending
Project/Proposal Title: A New Wave of Scientific Teaching
Cal: 0.12
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Source of Support: NSF
Total Award Amount: $1,469,093 Total Award Period Covered: 9/1/06-8/31/11
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 1.2 Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Intracellular screens for discovery of natural products in metagenomic libraries
(co-PI: M. Thomas)
Source of Support: NIH
Total Award Amount: $ 866,564
Location of Project: UW-Madison
Total Award Period Covered: 9/23/05-7/31/08
Person-Months Per Year Committed to the Project.
Cal: 0.24
Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
4

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Investigator: Jo Handelsman
Other agencies (including NSF) to which this proposal has been/will be submitted.
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: MO: A Microbial Observatory to Study the Impact of Antibiotic Use in Apple Production
Antibiotic Resistance in Soil
(Co-PI: P. McManus)
Source of Support: NSF MO
Total Award Amount: $ 1,798,479 Total Award Period Covered: 8/1/06-7/31/10
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.5
Acad: Sumr:
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: MIP: Role of signal molecules in robustness of the microbial community in the lepidopteran gut
(Co-PIs: K. Raffa, M. Filutowicz)
Source of Support: NSF MIP
Total Award Amount: $499,195
Location of Project: UW-Madison
Total Award Period Covered: 8/1/06-7/31/10
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.5
Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Exploiting bacterial quorum sensing: A Metagenomic approach to antibiotic discovery
Source of Support: Office of Naval Research
Total Award Amount: Approx. $2,860,840 Total Award Period Covered: 5/1/06-4/30/09
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.96 Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Enemies from within: Harnessing the indigenous microflora for gypsy moth control
(Postdoctoral Fellowship for K. Cloud-Hansen)
Source of Support: USDA NRI
Total Award Amount: $ 125,000
Location of Project: UW-Madison
Total Award Period Covered: 6/1/06-5/31/08
Person-Months Per Year Committed to the Project.
Cal: 0.03
Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
5

Current and Pending Support
(See GPG Section II.D.8 for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Investigator: Jo Handelsman
Other agencies (including NSF) to which this proposal has been/will be submitted.
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: ADVANCE Partnerships for Adaptation, Implementation, and Dissemination
(PI: J. Sheridan; co-PIs: M. Carnes, J. Handelsman, A. Wendt)
Source of Support: NSF
Total Award Amount: $499,991 Total Award Period Covered: 1/1/07-12/31/09
Location of Project: UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.24 Acad: Sumr:
Support: Current Pending Submission Planned in Near Future *Transfer of Support
Project/Proposal Title: Commensal Bacteria in Wild Mammals as Reservoirs for Antibiotic Resistance
Source of Support: Alliance for the Prudent Use of Antibiotics (APUA)– Reservoirs of Antibiotic Resistance (ROAR)
Total Award Amount: $59,997
Location of Project: UW-Madison
Total Award Period Covered: 6/1/06-5/31/07
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: 0.6 Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: Approx. $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Support: Current Pending
Cal: Acad: Sumr:
Submission Planned in Near Future *Transfer of Support
Project/Proposal Title:
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad: Sumr:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
NSF Form 1239 (10/99) USE ADDITIONAL SHEETS AS
NECESSARY
6

Current and Pending Support
(See GPG Section II.C.2.h for guidance on information to include on this form.)
The following information should be provided for each investigator and other senior personnel. Failure to provide this information may delay consideration of this proposal.
Other agencies (including NSF) to which this proposal has been/will be submitted.
Investigator: Amy Wendt
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Noninvasive spectroscopic diagnostics for low-temperature plasmas
Source of Support: NSF
Total Award Amount: $
Location of Project:
605,604 Total Award Period Covered:
UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.00
07/01/06 - 06/30/09
Acad: 0.00
Sumr: 0.50
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Materials Research Science and Engineering Center (MRSEC) for Nanostructured Materials and Interfaces
Source of Support: NSF
Total Award Amount: $
Location of Project:
15,000,000 Total Award Period Covered:
UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.00
10/01/05 - 09/30/11
Acad: 0.00
Sumr: 0.50
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Astronomy in the laboratory: plasma-surface interactions on interstellar dust
Source of Support: UW Vilas Trust
Total Award Amount: $
Location of Project:
80,000 Total Award Period Covered:
UW-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.00
07/01/05 - 06/30/07
Acad: 0.00
Sumr: 2.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
ADVANCE Partnerships for Adaptation, Implementation, and
Dissemination
Source of Support:
Total Award Amount: $
NSF
499,991 Total Award Period Covered:
Location of Project: University of Wisconsin-Madison
Person-Months Per Year Committed to the Project.
Cal: 0.00
01/01/07 - 12/31/09
Acad: 1.00
Sumr: 0.00
Support: Current
Project/Proposal Title:
Pending Submission Planned in Near Future *Transfer of Support
Source of Support:
Total Award Amount: $
Location of Project:
Total Award Period Covered:
Person-Months Per Year Committed to the Project.
Cal: Acad: Summ:
*If this project has previously been funded by another agency, please list and furnish information for immediately preceding funding period.
Page G4 USE ADDITIONAL SHEETS AS NECESSARY

FACILITIES, EQUIPMENT & OTHER RESOURCES
FACILITIES: Identify the facilities to be used at each performance site listed and, as appropriate, indicate their capacities, pertinent capabilities, relative proximity, and extent of availability to the project. Use "Other" to describe the facilities at any other performance sites listed and at sites for field studies. USE additional pages as necessary.
Laboratory:
Clinical:
Animal:
Computer:
Office:
Other:
The facilities needed for this project are office space for WISELI, to be provided by the College of Engineering.
MAJOR EQUIPMENT: List the most important items available for this project and, as appropriate identifying the location and pertinent capabilities of each.
OTHER RESOURCES: Provide any information describing the other resources available for the project. Identify support services such as consultant, secretarial, machine shop, and electronics shop, and the extent to which they will be available for the project.
Include an explanation of any consortium/contractual arrangements with other organizations.

Women in Science & Engineering Leadership Institute. 2004. “Reviewing Applicants:
Research on Bias and Assumptions.” http://wiseli.engr.wisc.edu/initiatives/hiring/Bias.pdf

• Women and minority candidates may be subject to different expectations in areas such as numbers of publications, name recognition, or personal acquaintance with a committee member. ( Recall the example of the Swedish Medical Research Council.)
• Candidates from institutions other than the major research universities that have trained most of our faculty may be undervalued. (Qualified candidates from institutions such as historically black universities, four-year colleges, government, or industry, might offer innovative, diverse, and valuable perspectives on research and teaching.)
• The work, ideas, and findings of women or minorities may be undervalued, or unfairly attributed to a research director or collaborators despite contrary evidence in publications or letters of reference. ( Recall the biases seen in evaluations of written descriptions of job performance, and the attribution of success to luck rather than skill.)
• The ability of females or minorities to run a research group, raise funds, and supervise students and staff may be underestimated.
( Recall assumptions about leadership abilities.)
• Assumptions about possible family responsibilities and their effect on the candidate’s career path may negatively influence evaluation of a candidate’s merit, despite evidence of productivity. (Recall studies of the influence of generalizations on evaluation.)
• Negative assumptions about whether female or minority candidates will “fit in” to the existing environment can influence evaluation. ( Recall students’ choice of counselor.)
Tips for Reviewing Applicants
• Learn about research on biases and assumptions.
• Discuss research on biases and assumptions and consciously strive to minimize their influence on your evaluation of candidates.
• Develop criteria for evaluating candidates and apply them consistently to all applicants.
• Spend sufficient time (15–20 minutes) evaluating each applicant.
• Evaluate each candidate’s entire application; don’t depend too heavily on only one element such as the letters of recommendation, or the prestige of the degree-granting institution or postdoctoral program.
• Be able to defend every decision for rejecting or retaining a candidate.
• Periodically evaluate your decisions and consider whether qualified women and underrepresented minorities are included. If not, consider whether evaluation biases and assumptions are influencing your decisions.
REFERENCES
Bielby, W.T. & J.N. Baron. “Sex segregation and statistical discrimination.” American Journal of Sociology 91 (1986):
759–799.
Biernat, M., M. Manis & T. Nelson. “Stereotypes and standards of judgment.” Journal of Personality and Social
Psychology 66 (1991): 5–20.
Deaux, K. & T. Emswiller. “Explanations of successful performance on sex-linked tasks: What is skill for the male is luck for the female.” Journal of Personality and Social
Psychology 29 (1974): 80–85.
Dovidio, J.F. & S.L. Gaertner. “Aversive racism and selection decisions: 1989 and 1999.” Psychological Science 11
(2000): 315–319.
Eagly, A.H. & S.J. Karau. “Role congruity theory of prejudice toward female leaders.” Psychological Review, 109, no. 3
(July 2002): 573–597.
Heilman, M.E. “The impact of situational factors on personnel decisions concerning women: varying the sex composition of the applicant pool.” Organizational Behavior and
Human Performance 26 (1980): 386–395.
Heilman, M.E., et al. "Penalties for success: Reactions to women who succeed at male gender-typed tasks." Journal of Applied Psychology 89 (2004): 416-427.
Martell, R.F. “Sex bias at work: The effects of attentional and memory demands on performance ratings for men and women.” Journal of Applied Social Psychology 21 (1991):
1939–60.
Ridgeway, C.L. “Gender, status, and leadership.” Journal of
Social Issues 57 (2001): 637–655.
Steinpreis, R., K.A. Anders, & D. Ritzke. “The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: A national empirical study.”
Sex Roles 41 (1999): 509–528.
Trix, F. & C. Psenka. “Exploring the color of glass: Letters of recommendation for female and male medical faculty.”
Discourse & Society 14 (2003): 191–220.
Turner, C.S.V. Diversifying the Faculty: A Guidebook for Search
Committees (Washington, DC: AACU, 2002), 16.
Valian, V. Why So Slow?: The Advancement of Women
(Cambridge, MA: MIT Press, 1999), 305–306.
Wenneras, C. & A. Wold. “Nepotism and sexism in peerreview.” Nature 387(1997): 341–43.
W I S E L I
Women in Science & Engineering Leadership Institute
University of Wisconsin-Madison http://wiseli.engr.wisc.edu
Preparation of this brochure was made possible by a grant from the National Science Foundation (NSF #0123666). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

W e all like to think that we are objective scholars who judge people based entirely on their experience and achievements, but copious research shows that every one of us brings a lifetime of experience and cultural history that shapes the review process.
The results from controlled studies in which people were asked to make judgments about subjects demonstrate the potentially prejudicial nature of the many implicit or unconscious assumptions we can make.
Examples range from physical and social expectations or assumptions to those that have a clear connection to hiring, even for faculty positions.
It is important to note that in most of these studies, the gender of the evaluator was not significant, indicating that both men and women share and apply the same assumptions about gender.
Recognizing biases and other influences not related to the quality of candidates can help reduce their impact on your search and review of candidates. Spending sufficient time on evaluation (15–20 minutes per application) can also reduce the influence of assumptions.
• When shown photographs of people of the same height, evaluators overestimated the heights of male subjects and underestimated the heights of female subjects, even though a reference point, such as a doorway, was provided (Biernat et al.).
• When shown photographs of men with similar athletic abilities, evaluators rated the athletic ability of African American men higher than that of white men (Biernat et al.).
• Students asked to choose counselors from among a group of applicants of marginal qualifications more often chose white candidates than African American candidates with identical qualifications (Dovidio and
Gaertner).
These studies show how generalizations that may or may not be valid can be applied to the evaluation of individuals (Bielby and Baron). In the study on height, evaluators applied the statistically accurate generalization that men are usually taller than women to their estimates of the height of individuals who did not necessarily conform to the generalization. If we can inaccurately apply generalizations to characteristics as objective and easily measured as height, what happens when the qualities we are evaluating are not as objective or as easily measured?
What happens when the generalization is not accurate?
• When rating the quality of verbal skills as indicated by vocabulary definitions, evaluators rated the skills lower if they were told an African American provided the definitions than if they were told that a white person provided them (Biernat et al.).
• When asked to assess the contribution of skill and luck to successful performance of a task, evaluators more frequently attributed success to skill for males and to luck for females, even though males and females succeeded equally (Deaux and Emswiller).
Virginia Valian
• Evaluators who were busy, distracted by other tasks, and under time pressure gave women lower ratings than men for the same written evaluation of job performance. Sex bias decreased when they gave all their time and attention to their judgments, which rarely occurs in actual work settings. This study indicates that evaluators are more likely to rely upon underlying assumptions and biases when they cannot or do not give sufficient time and attention to their evaluations
(Martell).
• Evidence shows that perceived incongruities between the female gender role and leadership roles lead to attitudes that are less positive toward female than male leaders (Eagly and Karau; Heilman, et al.; Ridgeway).
• A study of over 300 recommendation letters for medical faculty hired at a large American medical school in the 1990s found that letters for female applicants differed systematically from those for males. Letters written for women were shorter, provided “minimal assurance” rather than solid recommendation, raised more doubts, and portrayed women as students and teachers while portraying men as researchers and professionals
(Trix and Psenka).
• In a national study, 238 academic psychologists (118 male, 120 female) evaluated a résumé randomly assigned a male or a female name. Both male and female participants gave the male applicant better evaluations for teaching, research, and service and were more likely to hire the male than the female applicant (Steinpreis et al.). Another study showed that preference for males was greater when women represented a small proportion of the pool of candidates, as is typical in many academic fields (Heilman).
• A study of postdoctoral fellowships awarded by the Medical Research Council in
Sweden, found that women candidates needed substantially more publications to achieve the same rating as men, unless they personally knew someone on the panel
(Wenneras and Wold).
Caroline S.V. Turner

WISELI Management and Infrastructure

Co-Director : Molly Carnes
Co-Director : Jo Handelsman
Research & Executive Director : Jennifer Sheridan
Researcher: Eve Fine
Research Specialist & Webmaster : Deveny Benting
University Grants & Contracts Specialist: Carol Sobek
To Be Determined
Chancellor John Wiley
Interim Provost Virginia
Sapiro
Dean Martin Cadwallader,
Graduate School
Dean Daryl Buss, Veterinary
Medicine
Sr. Vice President Cora
Marrett, UW System
Dean Phil Farrell, Medical
School
Assoc Dean Terry Millar,
Graduate School
Dean Katharyn May, School of Nursing
Dean Jeanette Roberts,
Pharmacy
Dean Molly Jahn, College of Agricultural & Life
Sciences
Director Frances Westley,
Gaylord Nelson Institute for Environmental Studies
Assoc. Dean Mariamne
Whatley, School of
Education
Assoc Dean Donna Paulnock,
Graduate School
Dean Robin Douthitt, School of
Human Ecology
Director Luis Pinero, Equity &
Diversity Resource Center
Women in Science and Engineering and other supporters, through
WISELI Listserv
To Be Determined

Letters of Support

January 25, 2006
Dr. Jennifer Sheridan
Executive & Research Director
Women in Science & Engineering Leadership Institute
2640 Engineering Hall
1415 Engineering Drive
Madison, WI 53706
Dear Drs. Sheridan, Carnes, Handelsman, and Wendt:
Let me congratulate you on the superb work that the Women in Science & Engineering
Leadership Institute (WISELI) has done in recent years, and express my strong view that
WISELI is one of the cornerstones of our efforts to make the University of Wisconsin-Madison an institution in which women’s work as students, staff, and faculty can flourish as it ought to do.
This campus has come to rely on you for research-based, innovative workshops to train chairs of hiring committees on running effective and efficient search committees, and for working with department chairs to improve climate in their departments. We also are proud to partner with you to offer to faculty and permanent PIs the “Vilas Life Cycle Professorships.” This program is truly transforming for those who receive it, and we have received nothing but positive feedback each time we offer the solicitation. WISELI has become an integral part of this campus’s strategic plan to “Nurture Human Resources,” and your work is specifically mentioned in campus progress reports of the Plan.
The Office of the Provost not only wholeheartedly endorses your proposal for this Partnership for Adaptation, Implementation, and Dissemination (PAID) grant, but is setting aside new monies for future support of WISELI as follows:
•
Each spring, we will forward a minimum budget of $310,000 to the Vilas Trustees for the
Vilas Life Cycle Professorships;
•
Dr. Sheridan’s position as Executive and Research Director of WISELI will be supported entirely by the campus beginning in 2007. This fulfills a commitment made in 2001 to support WISELI beyond the original ADVANCE grant;
•
Additional new monies to accomplish the work proposed in the amount of $55,000 per year from 2007-2009 are committed from campus;
•
The Provost’s Office will assist the UW Foundation in fundraising an endowment for
WISELI through the Women’s Initiative;
•
Support for WISELI's continuing collection of "NSF Indicator Data" with assistance from the Office of Academic Planning and Analysis, in order to continue tracking gender equity trends at UW-Madison; and
•
The Provost’s Office will advocate for continued support of WISELI from the Schools and Colleges supported by WISELI’s efforts.
Office of the Provost and Vice Chancellor for Academic Affairs
150 Bascom Hall University of Wisconsin-Madison 500 Lincoln Drive Madison, Wisconsin 53706-1314
608/262-1304 FAX: 608/265-3324

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We are grateful to the National Science Foundation for providing the opportunity through PAID to continue the remarkable work that WISELI has begun on campus. We are hopeful that the interview and survey results you undertake in 2006 will verify with data what we all feel to be true—that educating faculty about unconscious bias is having a beneficial effect on the hiring of and climate for women, ultimately increasing the numbers of women in STEM at UW-Madison.
Sincerely,
Virginia Sapiro
Interim Provost and Vice Chancellor for Academic Affairs

Senior Vice President for Academic Affairs
1620 Van Hise Hall
1220 Linden Drive
Madison, Wisconsin 53706-1559
(608) 262-3826
(608) 263-2046 FAX e-mail: vpacad@uwsa.edu website: www.uwsa.edu/vpacad/
Dr. Jennifer Sheridan
Executive & Research Director
Women in Science & Engineering Leadership Institute
2640 Engineering Hall
1415 Engineering Drive
Madison, WI 53706
Dear Drs. Sheridan, Carnes, Handelsman and Wendt:
I would like to offer you my full support for your PAID proposal. I have been watching the work of WISELI with interest over the past several years, and have observed first-hand the dissemination of your work across the state of Wisconsin. In
June 2005, I participated in the all-day workshop “Searching for Excellence & Diversity:
Implementing Training for Search Committees,” which WISELI offered to teams of 3-5 faculty and administrators from twelve 4-year campuses in the University of Wisconsin
System, and also staff from the UW System itself. I was delighted to see the “Wisconsin
Idea” at work as WISELI helped other Universities create a plan to educate their own faculties about the effects of unconscious biases on the hiring process. I am happy to report that I know several campuses have taken this work very seriously and have trained all search committees on their campuses using the WISELI materials during the 2005/06 academic year.
I have also been watching with interest the work that WISELI is doing with
Department Chairs. We at the UW System consider the department chair to be an essential conduit of information between the high-level administration of UW campuses, and the individual faculty, staff and students who work in that department. Working to better train chairs to perform their jobs has been a high priority, and WISELI’s use of techniques of active learning, and engaging scientists with the data they so love, is innovative and exciting. While the results of WISELI’s “Climate Workshops for
Department Chairs” will not be known until later in 2006, we are hopeful that they show an improved departmental climate for those departments who went through the WISELI process. If so, we eagerly await WISELI’s plan to disseminate this workshop series throughout Wisconsin (and further, the United States) with support from the National
Science Foundation and the PAID grant.
Universities: Madison, Milwaukee, Eau Claire, Green Bay, La Crosse, Oshkosh, Parkside, Platteville, River Falls, Stevens Point, Stout, Superior, Whitewater.
Colleges: Baraboo/Sauk County, Barron County, Fond du Lac, Fox Valley, Manitowoc, Marathon County, Marinette, Marshfield/Wood County, Richland,
Rock County, Sheboygan, Washington County, Waukesha. Extension: Statewide.

I would like to thank the WISELI co-Directors for their excellent work throughout the ADVANCE grant period, and express my deepest wishes that they receive funding through PAID to continue this work. The work proposed in the PAID grant will enable
WISELI to continue its efforts to increase the diversity of the academic science and engineering workforce and more broadly disseminate these efforts.
Sincerely,
Cora B. Marrett

January 20, 2006
Dr. Jennifer Sheridan
Executive & Research Director
Women in Science & Engineering Leadership Institute
2640 Engineering Hall
1415 Engineering Drive
Madison, WI 53706
Dear Dr.~dan:r
I am delighted to express my support for your PAID grant, in which you propose to produce brochures highlighting different topics, to follow up the success of your "Reviewing Applicants" brochure. As we discussed via email, I agree that our proposed Summer Institute would be an ideal place for you to disseminate these to faculty and administrators who are intensively trained to promote gender equity issues on their campuses, and we are happy to include your materials in our workshops, if we are in fact funded to offer them!
In our Summer Institute, we plan to highlight three areas in particular: recruiting, mentoring, and tenure evaluation. We have already seen your "Reviewing Applicants" brochure and are happy that you plan to update it with new studies and remove the UW-Madison logo-this will make it much more flexible for use at other institutions. The additional hiring resources you plan to produce sound as if they will be very helpful as well. Two of these: "Ensuring Success of Women and Minority Faculty Members" and "Nominations for Major Awards and Honors," might be especially applicable to our section on mentoring, and I look forward to seeing these. Finally, I see that you are producing a tool that will clearly be appropriate for teaching faculty how unconscious biases and assumptions might enter into tenure evaluations, and this will be of obvious value when we cover this topic in our Institute. Perhaps we can feed back the reactions of our Summer
Institute trainees so that these tools can be updated and refined to be of further use to a wide variety of institutions and faculty.
I have enjoyed working with you and the WISELI program through our ADVANCE connections. I look forward to continued collaboration as we both take a leadership role in the Committee on
Institutional Cooperation (Cle), disseminating all we have learned to our colleagues in the Big-lO-
Plus universities.
Sincerely,
Abwm
Director, University of Michigan ADVANCE
Sandra Schwartz Tangri Distinguished University Professor of
Psychology and Women's Studies
NSF ADVANCE Project, 2158 Lane Hall, 204 South State Street, Ann Arbor. MI 48109-1290
Phone: (734) 647-9359 FAX: (734) 764-9533 Web Address: http://www.umich.edu/-advproj
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Office of Organizational Infrastructure
356 Loew Hall, Box 352180
Seattle, Washington 98195-2180
206/543-8590 FAX: 206/685-0666 www.engr.washington.edu/org
January 25, 2006
Dear Dr. Sheridan,
Thank you for alerting us to your planned activities for the PAID grant. We are excited to hear that you plan to produce more brochures such as the Reviewing Applicants brochure. We have used this succinct and accessible summary of the research on bias and assumptions in our own workshops at the University of
Washington, including our National Workshops for Department Chairs, and have found it to be a very useful tool for introducing faculty to the social science research about unconscious bias and assumptions and the possible consequences for the search and screen process. We have a link to it one our web site and we have distributed it at several of our workshops. We especially appreciate the concrete tips and techniques offered in the brochure to help faculty avoid possible bias. We are delighted to hear that you will be updating this particular brochure, and removing the UW-Madison logos.
In our National Workshops for Department Chairs, we spend 2 days with department chairs, other administrators, and emerging leaders to help them become effective leaders, and effect cultural change to benefit all faculty, men and women. Your proposed brochures on hiring dual career couples, tips for chairs on improving their departmental climate, and how to support women faculty will fit in perfectly with our planned agenda for these workshops. We especially look forward to the opportunity to provide feedback on the brochures before they are produced in bulk, as we have learned a great deal working with department chairs in the past four years and would be happy to share our insights to the products produced by WISELI.
I look forward to our continued collaboration on these issues of gender equity in science and engineering leadership.
Sincerely,
Eve Riskin
Director, ADVANCE Center for Institutional Change
Associate Dean for Organizational Infrastructure, College of Engineering
Professor, Electrical Engineering
University of Washington