WOX Grant Application Form for 2016
01/01/16
This template is required for submission of your grant. Insert your cursor into the text box provided under each section
and begin typing. The box will expand and there is no character limit.
The completed WOX Grant Application must be emailed to ernsta@XAVIER.EDU and a paper copy with appropriate
signatures mailed to Anne Ernst, Alumni Building ML 5430 by 5 p.m. March 1, 2016.
NOTE: Proposal review and assistance is available through the Office of Grant Services. Please contact Shari Howell at
513-745-1904 or email at howells3@xavier.edu.
PROPOSAL FOR WOX GRANT
Include the following info in the following order:
Title of Proposed Project:
Creating a Xavier pilot program to support career specialization and persistence of female students in
disciplines with prevalent underrepresentation of women (science, technology, engineering, mathematics,
philosophy – STEMP)
Name of Each Applicant and Their Associated Position:
Dena Morton - Professor in Mathematics
Heidrun Schmitzer - Professor in Physics
Supaporn Kradtap-Hartwell Assoc. Professor in Chemistry
Liz Johnson - Assoc. Professor, Dept. Chair of Computer Science
Eleni Tsalla - Assoc. Professor in Philosophy
Michelle Brady - Assoc. Professor in Philosophy
Laura Wessels - Asst. Professor in Physics
Aimee Schwab - Asst. Professor in Mathematics
ALL appropriate signatures as outlined in the Guidelines for the WOX Grant Awards document.
For each approval needed, please type the person’s name, title, email address, and then have them physically
sign it.
Liz Johnson, Dept. Chair of Computer Science
Marco Fatuzzo, Dept. Chair of Physics
Barbara Hopkins, Dept. Chair of Chemistry
Daniel Otero, Dept. Chair of Mathematics
Richard Polt, Dept. Chair of Philosophy
Janice Walker, Dean of the College of Arts and Sciences
walker@xavier.edu
ABSTRACT
Summarize your proposal request as indicated below:
HINT: The abstract may be the only part of the proposal the voter reads, so it is imperative that you sell your
project in this section. As this is a summary of your project, please limit this section to no more than ½ page.
Title of the Proposed Project:
A Xavier pilot program to support career specialization and persistence of female students in disciplines with
prevalent underrepresentation of women (science, technology, engineering, mathematics, philosophy –
STEMP)
Amount Requested:
$ 8,167
Brief abstract that clearly and concisely states the aim of the project, anticipated value for XU students and/or
faculty and the indicators of success:
Funds are requested to support the development of a pilot program at Xavier to educate female STEMP
(science, technology, engineering, mathematics, and philosophy) students and faculty about the dynamics of
implicit gender bias and about strategies to combat micro-inequalities. Despite systemic and structural
adjustments over the last decades that have curtailed overt sexism and gender inequality in professional
environments, lack of gender parity persists in the fields of science, technology, engineering, mathematics,
and philosophy (STEMP). Studies document subtle and undetected gender biases as a factor that,
independently of women’s lifestyle choices, contributes to women’s underrepresentation in the above
disciplines. Biased evaluation of women’s competence and qualifications leads to negative feedback in terms
of encouragement, advising, mentoring, and financial rewards that affects women’s self-efficacy, ambition,
and career choice.
The project involves three interconnected initiatives:
(1) Collaboration between STEMP female faculty and students to collect and disseminate information about
the problem of female underrepresentation in STEMP disciplines. The creation of a website to collect and
share resources is a central objective of this part of the project.
(2) Engagement of Xavier STEMP female students in the national effort to address the problem. Invited
speakers at Xavier and Xavier students attending conferences and programs on promoting gender diversity
in STEMP fields are the means to promote this aspect of the project.
(3) Skill-building Opportunities. Organization of career building workshops at Xavier is an important
complement to the education of STEMP female students.
Creating at Xavier a program that proactively promotes gender parity in the disciplines that currently lack it,
is meeting Xavier’s commitment to justice. The program would also be promoting best science practices
since greater women representation would increase the pool of talent available for each discipline. An
immediate measure of success is improvement of retention of female students in Xavier’s STEM disciplines.
The ultimate indication of success is the maturation of the program into a Xavier-wide initiative which would
include the invigoration of the Committee on the Status of Women and collaborations with the Diversity and
Inclusion Office and the Career Development Office. A successful program would enhance the reputation of
Xavier’s STEMP disciplines but also of Xavier as a distinctly women friendly environment.
BUDGET
What is the amount of funding requested? $8,167
Provide a detailed budget with justification/need for each itemized expense.
Conferences/Workshops: The main expense in the budget is to provide Xavier women an opportunity to
attend Conferences and/or Workshops where recruitment, retention and career development of women in
fields with female underrepresentation is emphasized. Attendees will bring back and report on best practices
on empowering women and disseminate them amongst their peers in a meeting.
1. NE Conference for Undergraduate Women in Mathematics. (1 faculty, 3 students)
Student registrations ($40 each)
Faculty registrations ($50 each)
$120
$50
Faculty lodging (approximately $140 per night for two nights each)
Travel from Cincinnati to Lincoln, NE (typically $500-600 per flight for 4 flights)
Overnight parking at the airport (3 days at $16/day)
$280
$2400
$48
Total: $2898
2. The Summer Program for Women in Philosophy at UC San Deigo is merit based and provides travel and
lodging to accepted attendees.
We request a $200 stipend for meals and local transportation to cultural places of interest while in San
Diego.
3. Conference for Undergraduate Women in Physics, Wayne State University (1 faculty, 3 students)
Student registrations ($25 each)
$75
Faculty Lodging (approximately $140 per night for two nights each)
$280
Travel from Cincinnati to Detroit, Mi (typically $500-600 per flight for 4 flights)
$2400
Overnight parking at the airport (3 days at $16/day)
$48
Total: $2803
Student Programmer: A major objective of this project is to create a website which would act a single
repository for all collected information and resources for Xavier women. We expect the necessary skill level
of the student to demand a higher wage than the state minimum. Hiring an undergraduate student to design
and produce a website over the summer working at $9 per hour, 10 hours a week for 12 weeks will cost
$1080. We will work with student employment services following university procedures.
Guest Speakers: Primarily speakers will be local, but occasionally it may be beneficial to bring in a speaker
from farther away. So we have calculated the rate for a local, in-state and out-of-state guest speaker.
Honorarium $35/speaker *3=$105
Estimating in-state travel of 150 miles at $0.54/mile = $81
Hotel for out-of-state speaker: $150 Plane travel for out-of-state speaker $ 600
For invited guest speakers, a reception with food will be offered after the talks, for which an additional $100
is budgeted.
Total: $1036
Some tentative guest speakers:
Rebecca Clifford, electrical engineer, Siemens, Norwood
Dr. Kate Kirby, American Physical Society, Status of women in physics
Sarah Mueller, B.S. physics, Ohio State, Imposter syndrome and implicit gender bias
Snacks/drinks for student meetings $25 * 6 = $150
We plan to extend this pilot program beyond one year. Additional funding will be sought by department
budgets and outside sources to assist with conferences and attract speakers.
Total Budget: $8167
NARRATIVE
Please answer the following questions in the associated boxes. Please limit your answers in total to no more
than two single-spaced, typed pages.
1. How does this proposed project enhance the mission and purpose of Women of Excellence?
The proposal aims at empowering Xavier female students to seek and achieve excellence as undergraduates
and professionals in disciplines that impede women’s full participation because of persisting and unconscious
gender biases. Persistence and success of Xavier’s female students in STEMP fields will add to Xavier’s new
generations of extraordinary women graduates, extending and advancing the legacy of Xavier’s Women of
Excellence.
The dearth of women in STEMP disciplines is documented by academic departments and professional
societies.1 Xavier’s statistics mirror national averages.2 Discussion about the causes of the disparity is
ongoing with some voices attributing the phenomenon to women’s preferences and their disproportionate
involvement in child- and family-care. However, a recent study provides evidence that gender bias in favor of
male students forms even science faculty’s attitudes.3 A broad, nationwide sample of science professors (n =
127) consistently rated identical, undergraduate application materials for a laboratory manager position
lower when the materials were assigned the name of a female. The lower evaluation of the identical
application materials corresponded to a lower salary offer. Professors also offered a lower amount of
advising and mentoring to students when the student artifacts were assigned the name of a female. This
study and others like it make the case that stereotypes about women’s performance in STEMP result in
unintentional negative feedback on women’s competence in the given areas even as early as the critical
stage of undergraduate studies – when students’ perception of their worth and chance to succeed rests to a
greater degree on faculty judgments. STEMP professional environments, which are still adjusting and
reacting to the presence of women, tend to be even more challenging for women.4 Therefore, it is necessary
to proactively support the persistence of female STEMP students into departments and their chosen careers
in STEMP fields.
2. How will this project further the mission of Xavier University to “engage and form students intellectually,
morally and spiritually, with rigor and compassion, toward lives of solidarity, service and success?”
At its heart the project is a mentoring mission dedicated to the care of the whole person (cura personalis).
Female STEMP students (but also male students, if they participate in the meetings) will come to reflect on
the talents and skills required to succeed and excel in one’s field. Students will realize that intellectual
capital is important, but that equally important is perseverance, determination, and that the ultimate goals is
to act as an agent of change for individual and collective success.
3. Why is this project important? Does it address a gap within existing University programs?
The project is important because it addresses a gap within existing University programs. Xavier University
does not have mechanisms dedicated to preparing female STEMP students for studying and working in
environments with prevalent female underrepresentation. This is a significant gap since subtle gender biases
currently affecting STEMP departments and work environments are unintentional and unconscious; our
commitment to diversity and equal opportunity can make it harder to detect our biases persisting in spite of
our best intentions. This is detrimental not just for women, but for society as a whole. Many studies have
shown that innovation and creativity thrive better in diverse groups than in homogenous groups.5
4. What is the expected outcome of your project? How many people (faculty, staff, students) will be engaged
in your project?
The project is planned to reach immediately about 50 female students and to engage eight STEMP faculty.
(1) A website to share resources is a fundamental first step in the effort to acknowledge the problem and to
respond to it. The site would include resources for scholarships and internships for female students in each
discipline as well as resources for career development and mental support. Professional and other societies
have created their own websites. A Xavier equivalent will guarantee a personal experience customized to
the aspirations of Xavier students to become women of learning and reflection, integrity and achievement, in
solidarity for and with others. Also, our website is conceived to bring together all disciplines with female
underrepresentation (e.g., sciences and philosophy) providing a unified approach towards gender equity.
(2) Enabling Xavier female STEMP students to experience and learn about organized efforts against female
underrepresentation that exceed the confines of our community is imperative in promoting persistence and
cultivating career ambition. (a) Guest speakers can become role models for our students and valuable
networking sources. (b) Participation in conferences for undergraduate women in STEMP disciplines will
address issues that specifically exist for women in STEMP fields (e.g. Conference for Undergraduate Women
in Physical Sciences, Nebraska Conference for Undergraduate Women in Mathematics, etc).
(3) Monthly meetings with female STEMP students will complement departmental advising and mentoring.
(a) Some of the guests we plan to invite offer career skills workshops (e.g., Sarah Mueller, B.S. physics, Ohio
State, Imposter syndrome). (b) The students who attend women’s undergraduate STEMP conferences will
report on their experience and lead discussions on applications for Xavier. (c) Faculty members of the
proposal will lead meetings, where gender equity issues will be addressed. E.g.:
1. Implicit Gender bias: How do you recognize it and what can you do about it?
2. The imposter syndrome: How can you overcome the feeling that you do not belong into this
discipline?
3. Networking: Why is it so important for you? And how do you do it?
4. Role model: What does a good role model do for you?
5. Mock interviews, mock conversations: Ask your boss for a raise!
6. Tell your colleague to address you in a different way!
7. Evaluation of your work: How you can make sure that it is evaluated in a gender neutral way?
8. Show-case your resume.
9. Work-life balance in STEMP.
10. Session for student requests and concerns.
We consider this the beginning of a university wide effort which aims at creating a women-friendly campus
in STEMP disciplines. Beyond the first year, our goal is to involve the Committee on the Status of Women and
to team up with the Diversity and Inclusion Office and the Career Development Office. Even though we are
requesting support for one year, we expect to build upon this seed money by seeking funding sources in the
future geared towards growing women in STEMP majors and careers.
5. How will you measure the success of your project, if funded? What are the qualitative and quantitative
measures that you will use to assess impact and effectiveness?
Our project's success will be measured by providing our students and alumni with a questionnaire that
assesses both the impact and the effectiveness of our efforts. It is always important to track our alumni's
success in order to help provide resources for our current students and Xavier has resources dedicated to
this already. We plan to make use of these resources to ask our students what they are doing and why
they've chosen to stay or leave a given field. Since our success will be measured by our future alumni's
success, we will likely have to wait a few years before real gains are seen.
6. If your project is funded, how will the WOX Giving Circle be recognized as having played a role in the
success / completion of your project? Give specific examples.
The WOX Giving Circle will be recognized as having played a role in the success of our project by crediting
them on the website that will be created with this grant, on the participating departments’ websites and on
the posters or talks that our students present at the conferences mentioned above. WOX will also be
acknowledged on all advertising materials for talks, workshops, and meetings organized by the program.
ADDITIONAL INFORMATION
Use this section to add additional information or supporting arguments not covered in the sections above.
Notes
1. R. J. Burke and M. C. Mattis (eds.), Women and Minorities in Science, Technology, Engineering and
Mathematics: Upping the Numbers, Edward Elgar, 2007. K. Hutchinson and Fiona Jenkins (eds.), Women in
Philosophy: What Needs to Change? Oxford University Press, 2013. Matson, John. May 1, 2013. Women Are
Earning Greater Share of STEM Degrees, but Doctorates Remain Gender-Skewed Women are more likely than
men to withdraw from science, Scientific American. retrieved from
http://www.scientificamerican.com/article/women-earning-greater-share-stem-degrees-doctorates-remaingender-skewed/ on Jan. 21, 2016. Rice, Curt. Why women leave academia and why universities should be
worried. The Guardian. retrieved from http://www.theguardian.com/higher-educationnetwork/blog/2012/may/24/why-women-leave-academia on Jan. 21, 2016.
2. In physics we can see how women graduate at lower percentages than men. In Xavier's physics department of
56 majors, only 9 are women. This percentage mirrors the APS' (American Physical Society) membership
statistics. In the Chemistry department, 50 out of 102 students are female (about 49%), but the majority of
them (29 or 58%) intend to become physicians, pharmacists, and dentists. This means that only about 42% of
female students plan to pursue careers in Chemistry. This proportion directly reflects the recent national trend
in which 49% of BS chemistry degrees were awarded to females, but only 39% of those females continued their
education through the Ph.D. level. In addition, only 37% of females earning a Ph.D. in chemistry plan to pursue
the demanding and challenging careers in chemistry that involve research. In the mathematics and actuarial
science programs, 23 of 64 students are women, with only 6 of 25 actuarial science students being female. Both
Philosophy and Computer Science are underrepresented with only 17% of their majors being female. IPEDS
Completion Survey & NSF-NIH Survey of Graduate Students & Postdoctorates in Science and Engineering.
retrieved from http://www.aps.org/programs/education/statistics/womenphysics.cfm on Jan. 21, 2016.
3. Corinne A. Moss-Racusin et. al. “Science Faculty’s Subtle Gender Biases Favor Male Students,” PNAS, October
9, 2012, vol. 109, no. 41, 16474-79.
4. Lipman, Joanne. Dec. 12, 2014. Women at Work a Guide for Men. WSJ. retrieved from
http://www.wsj.com/articles/women-at-work-a-guide-for-men-1418418595 on Jan. 18, 2016.
5. Phillips, Katherine. Oct. 1, 2014. Diversity in the Workplace Makes Us Smarter. Scientific American. retrieved
from http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/ on Feb. 9, 2016.