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Athena SWAN Silver department award application
Name of university: The University of Nottingham
Department: School of Chemistry (Bronze Award Holder)
Date of application: November 2016
Date of university Athena SWAN awards: Bronze 2006, 2009; Silver 2013
Contact for application: Jonathan Hirst, Head of School
Email: [email protected]
Telephone: 0115 9513478
School website address: http://www.nottingham.ac.uk/chemistry/
The School’s new teaching lab (left), courtyard designed by the architect Basil Spence (centre), and researchers (right).
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Athena SWAN Silver department award application
Abbreviations Used
AMF Anne McLaren FellowshipAPM Administrative, Professional and Managerial [job family]CNL Carbon Neutral LaboratoryDOA Director of Operations and AdministrationE&D Equality and diversityECR Early career researcherEDC Equality and Diversity CommitteeFTE Full time equivalentHoD Head of DepartmentHoS Head of SchoolHR Human ResourcesIoP Institute of PhysicsKIT Keeping In Touch DaysLCF Learning Community ForumNRF Nottingham Research FellowPDPR Personal Development and Performance ReviewPGCHE Postgraduate Certificate in Higher EducationRAE Research Assessment ExerciseREF Research Excellence FrameworkR&T Research and Teaching [job family]SAT Self-Assessment TeamSEB School Executive BoardSoC School of ChemistryTEF Teaching Excellence FrameworkTS Technical Services [job family]URF University Research FellowWIN Women in Nottingham
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1. Letter of endorsement from the head of department (max 500 words)
Professor Jonathan HirstHead of the School of ChemistrySchool of Chemistry,University Park, Nottingham NG7 2RD, UKTel: 0115 951 3478Email: [email protected]______________________________________________________________________
Dr Ruth GilliganAthena SWAN ManagerEquality Challenge Unit7th floor, Queens House55/56 Lincoln’s Inn FieldsLondon, WC2A 3LJ
Dear Dr Gilligan,
In our School, we strive for a working environment and culture which is inclusive, diverse and providesopportunity for all to realise their full potential. This reflects our core values and recognises that oursuccess relies on empowering everyone to contribute to our collective effort. I wholeheartedly endorseour submission for Silver, which builds on tangible impact from our 2013 Athena Swan Bronze awardand action plan:
44-45% female undergraduates in the past two years, above the HESA average (43%)
46% female postgraduate researchers starting in 2015-16 (HESA average: 38%)
support for colleagues on and returning from maternity leave and increased uptake ofpaternity leave
four new female permanent academic appointments
promotion of female colleagues (one to Associate Professor and one to Professor)
more female colleagues in School leadership positions.
The application has enthusiastic support from the University, the School Executive Board and our staff,underscored by a ring-fenced budget of £10k and a significant time commitment. I chair our Self-Assessment Team (SAT), comprising our students and colleagues from across technical, administrativeand academic job families. The application has contributions from the SAT, the School’s Equality andDiversity Committee (EDC) and many other colleagues. I report to the School Executive Board onequality and diversity (a standing agenda item) and ensure that recommendations from the SAT andEDC are carefully considered and, where appropriate, developed into School policy and fed into theFaculty Action Plan developed by the Faculty Board chaired by our Pro Vice-Chancellor.
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Our application represents an accurate and honest reflection of the School, and we recognise the workstill to be done. We are reflecting on working practices with respect to gender balance, careersatisfaction and outcomes. We are pro-active in adopting best practice; responding to the feedback onour 2013 Award, we now embed analysis of the impact of interventions, reflection, and further actionsinto our processes. Implementing our 2013 Action Plan, we have instigated new mechanisms ofcommunication, raising awareness and visibility of activities relating to inclusion and diversity.
Termly School-wide meetings now bring the whole School together on a regular basis.
New annual social events take place (funded by the School).
We share information about events (e.g., Black History month, Chinese New Year), visitors andsuccesses in the School through:
o video screens installed in prominent accessible areaso a twitter account and a weekly email update (both of which I personally lead on).
We have strengthened processes associated with engagement and recruitment with respect toequality and diversity, and specifically gender balance. We are collecting data and feedback willcontinue to be critical as we address future goals, e.g., to increase the number of female professors(currently two). Our 2016 Action Plan will serve as the roadmap for the School and which we willdeliver, through the necessary resourcing, engagement of the whole School and the direction set bythe School’s leadership. I look forward to guiding the School forward on this essential agenda whichextends across all aspects of inclusion and diversity.
Yours sincerely,
Jonathan HirstProfessor of Computational ChemistryHead of School
[Section 1: 500 words]
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2. Description of the department (max 500 words)The School comprises three Departments: “Inorganic & Materials Chemistry”, “Organic & BiologicalChemistry” and “Physical & Theoretical Chemistry”. All academic staff are members of one of these.Each Department has a Head (HoD) and a Deputy Head. The Head of School (HoS) has overallresponsibility for the leadership, direction and operation of the School and all staff and studentstherein. The School Executive Board (SEB) supports much of this role. SEB consists of the HoS, thethree HoDs, the Director of Operations and Administration (a.k.a. DOA or School Manager), theDirector of Research, the Director of Teaching & Learning, the Manager of the Business PartnershipUnit, and the Director of the Carbon Neutral Laboratory. The main staff groups are: Administrative,
Professional and Managerial (APM); Research and Teaching (R&T), and Technical Services (TS). Thereare 36 colleagues in the TS job family and 21 APM colleagues (in both cases some with fractionalcontracts). Additionally, there are 124 R&T permanent appointments, comprising academic andacademic-related colleagues, of whom 48 are postdoctoral researchers on research contracts.Student numbers in Full Time Equivalents (FTEs) comprise 623 undergraduate, 7 postgraduate-taughtand 155 postgraduate-research.
Figure 2.1: Our (APM, Technical Services and Research and Teaching) staff at the School’s Graduation Event 2016.
Job Family Female Male Total number
Research and Teaching (R&T) 27% 73% 124
Administrative, Professionaland Managerial (APM)
86% 14% 21
Technical Services (TS) 33% 77% 36
Figure 2.2: Percentage male and female and total numbers of staff in each job family.
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The DOA line manages most of the APM and TS staff. The HoDs have line management responsibilityfor R&T colleagues in their Departments and implement agreed policies. SEB liaises with and receivesreports from the School Committees: Teaching and Learning, Research, Safety, Equality and Diversityand the Learning Community Forum. Several of these include student representatives. In addition,there are some sub-committees and ad hoc committees that are formed for specific matters, such aspreparation for the Research Excellence Framework. SEB provides updates to and receives feedbackfrom the staff at termly School-wide Staff Meetings and through Departmental meetings usually heldmonthly. The DOA meets fortnightly with a Senior Team of APM and TS colleagues.
Academic input and management of undergraduate teaching is led by Rossana Wright, our Director ofTeaching and Learning; she line-manages several colleagues involved in administrative and teachingsupport, including the Undergraduate Teaching Laboratory Manager, Anna Bertram. Our AdmissionsTutor, Jon McMaster, manages undergraduate recruitment. Our Senior Tutor, Robert Mokaya, mentorsnew staff regarding the role of personal tutors. He takes a School-wide perspective on supportteaching, assists where a student feels unable to approach their designated personal tutor, liaisesclosely with other colleagues on specific aspects of support for students’ learning and development,and is involved in reviewing student extenuating circumstances. The Director of Postgraduate Studies,Rob Jones, oversees recruitment of postgraduate students and the postgraduate programme ofstudies. Departmental postgraduate student advisors (Chris Hayes, Sandy Blake & Tim Wright) dealconfidentially with concerns research students may have about their research programme orsupervision. In 2016, one of our undergraduates (Sandeep Kaur) gave a short presentation to theAcademic Staff Away Day outlining key issues that had been identified by our surveys and providingher personal comment on what we do well and how we might improve (see Section 5.3 (iv)).
[Section 2: 494 words]
Figure 2.3: Schematic of the structure of our School detailing lines of communication and responsibility.
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3. The self-assessment process (max 1000 words)
The composition of the Self-Assessment Team (SAT) (Figure 3.1) was developed by the Chair (Head ofSchool) in consultation with the Chair of the School’s EDC and with a colleague, June McCombie, whohas been closely involved with diversity and inclusion programs with the Institute of Physics and theRoyal Society of Chemistry. Membership of the SAT is recognised in the University workload allocationas implemented within the School. The diversity of the SAT in terms of roles (all job families) withinthe School, range of grades (levels 2 to 7) and gender balance (6 female; 4 male) was carefullyconsidered from the outset.
Name Full-time/part-time,position & role on SAT
Gender Work-life balance Job Family
RoseannaBramwell
Full-time, PA to HoS,member of SAT sincejoining the Universityin Mar 2015
Female I joined the University in March2015; I do not have childcareresponsibilities but feel that theSchool supports flexibility in workingwhich allows a good work-lifebalance.
APM
DavidChambers-
Asman
Full-time, Director ofOperations andAdministration,member of SAT
Male I joined the University in 2007 asTechnical Manager; appointed tocurrent role in 2010. The School hassupported flexibility in my working.
APM
CarlyDellar
Part-time, HRAdministrator and PAto the SchoolManager, APMmember of SAT
Female I work 24 hours/week and have an11-month contract, allowing me totake August off which helps withchildcare arrangements for my 10year-old son.
APM
MartinDellar
Full-time, TechnicalManager, Technicalmember of SAT
Male I was appointed as a TraineeTechnician at Nottingham Chemistryin 1983 and was appointed to mycurrent role in 2012. My wife alsoworks in the School and we shareparental responsibility of ourextremely active 10 year-old son.
TS
LauraFinney
Full-time, PhD student,member of the PhDforum, the SAT and theEDC
Female Despite numerous commitmentsalongside my PhD, I have a goodwork-life balance important and Ienjoy attending dance classes in myspare time.
PGR
JoshuaGibson
Full-time, 4th year PhDstudent writing up,PhD member of SAT,providing overlap withthe newer PhD Forum.
Male During my 2nd year I was a memberof the PhD Forum committee, whichallows PhD students the opportunityto influence decisions made withinthe School.
PGR andnow R & T
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JonathanHirst
Full-time, Professor,Head of School (since2013), Chair of SAT
Male I have a good work-life balance,enjoying a full part in family life(married since 1993, with children,now 17 and 19-years old).
R & T
SteveHowdle
Full-time, Professor,Chair of EDC, memberof SAT, WIN and theFaculty EDC and of theRoyal Society’sEquality and DiversityNetwork (EDAN)
Male I was appointed as a ResearchFellow in 1989 and contribute to allaspects of the school’s activities inteaching, research, admin andcommercialisation. I have sharedparenting throughout my careerwith my wife who is a secondaryschool science teacher. We have twoboys aged 18 and 22.
R & T
AndreaLaybourn
Full-time, postdoctoralresearcher in theSchool of Chemistryand the Faculty ofEngineering, postdocmember of SAT
Female I am an active member of the Schoolof Chemistry Postdoctoral Forum,having been co-chair of the forum in2013. I am also a postdoctoralrepresentative on the EDC.
R & T
JuneMcCombie
Full-time, SeniorResearch Officer,member of SAT
Female I have had the experience of severalyears of caring commitments forelderly relatives, facilitated by agood and flexible workingenvironment.
R & T
KatherineTallant
Full-time, Director ofOperations in theSchool of Pharmacy,External member ofSAT
Female Dual-career household, both full-time, with a school-aged child. Wework flexibly to accommodateschool-runs and have a good work-life balance.
R & T
Figure 3.1: The SAT team: their position, role on the SAT, gender and their work-life balance.
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The self-assessment process
The SAT (Figure 3.2) was formed originally in June 2012 and was instrumental in leading andconstructing the School’s 2013 Athena SWAN submission. It worked alongside the School’s Equalityand Diversity Committee (EDC), which has been in place since 2010. After the submission of the 2013Athena SWAN submission, the EDC was the key committee in the School working on all aspects ofimproving our working environment and upholding and promoting equality, and reporting to theSchool Executive Board (SEB). The SAT was re-constituted in January 2015, chaired by the Head ofSchool, with membership reconfigured to represent all job families across the School. In addition to amember of the SAT from outside the School, we have also made use of the industrial perspective. Asenior industry member of our School’s Strategic Advisory Board was impressed by our level ofengagement and more broadly with the sector-wide activity stimulated by the Athena SWANprogramme.
The SAT met bi-monthly through 2015, with six meetings, focused on the Action Plan, identifying andmonitoring data associated with the Plan, challenging processes within the School to ensure thatprinciples of inclusion and diversity are embedded as fully and as robustly as possible. This activity hasbeen progressed in partnership with the EDC, with both the SAT and the EDC reporting to SEB. Minuteshave been shared across the School (via Workspace, an electronic repository).
Figure 3.2: Our Chemistry SAT in November 2016 Back Row – L-R; Steve Howdle, June McCombie, Laura Finney,Martin Dellar, Katherine Tallant, Josh Gibson, Front Row Andrea Laybourn, Roseanna Bramwell, David Chambers-Asman, Carly Dellar, Jonathan Hirst.
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In 2016, SAT meetings have occurred monthly.
Jan Consideration of practice/submissions from two other Schools (Pharmacy, Nursing)Feb Initial drafting of submission document; review of Action PlanMarch Meeting with University Challenge & Support groupApril Ongoing development of submission document; review of Action PlanMay Update from EDC, Pharmacy’s submission; development of submission documentJune Ongoing development of submission documentJuly Data ReviewAugust Sub-group meetings for document submissionSeptember Development of submission documentOctober Development of submission document; response to Challenge & Support groupNovember Final review and sign-off of submission
A consultation event on the Action Plan was run as part of the School’s activity associated withInternational Women’s Day and it has been presented for comment by all staff at the School-wideStaff Meetings in July and October (Figure 3.3).
Future of the self-assessment team
After November 2016, the SAT will meet bi-monthly. The interaction between the SAT and EDC willbe reviewed, to optimise their combined effectiveness. Membership of the SAT will be refreshed,retaining representation across the School, also ensuring that there is overlap and experience thatwill enable us to deliver on the 2016 Action Plan. The PhD and postdoc members rotate every twoyears, and in the case of the PhD Forum members we have provided continuity, by overlapping theterms. A new external SAT member, Dr Kirsty Clode, alumna and formerly of BP Ltd will join to bringexternal expertise and experience.
Our ongoing programme of surveys of staff, postdocs, postgraduate and undergraduate students willcontinue to run and to be refined as appropriate. The data generated will be analysed at the EDC andoutcomes from the analysis will be considered by the SAT, actions will be recommended to SEB, andtheir implementation and outcome will be reviewed by the SAT. Updates of the activity of the SATwill continue to be disseminated through School-wide meetings, the distribution of minutes ofmeetings and through an annual consultation event.
[Section 3 (incl. including work-life balance column of Figure 3.1): 975 words]
Figure 3.3: The School has focussed events (left) on the development of the Athena Swan document and broadconsultation (right) on its contents.
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4. Picture of the Department (max 2000 words)
The School is one of seven within the Science Faculty. Our annual undergraduate intake has risen toover 200 FTE students. Our Natural Sciences programme recruits well above the average proportion offemale undergraduates (60%). We enjoy a thriving research environment with 160 postgraduates and60 post-doctoral fellows from across the globe. The School has an enviable track-record in outreachand public engagement. Our YouTube channel PeriodicVideos is one of the most popular chemistrywebsites on the internet with over 862,000 subscribers and 144M views. It features many of our staff,including our award-winning Outreach Officer, Samantha Tang (https://www.youtube.com/watch?v=IeGu-
ZCJVDQ).
In July 2016, the new GlaxoSmithKline Carbon Neutral Laboratory opened: a 4,500 m2 facility, withworld-leading environmental credentials. In 2015, we installed a state-of-the-art teaching laboratorywith the capacity for 150 students. A contemporaneous refurbishment has provided a new analyticalsciences suite, new research laboratories and has transformed the external appearance of our existingChemistry building. These major developments have been delivered through the dedication and hardwork of our support and technical colleagues working alongside academics.
Figure 4.1: Our successful PeriodicVideos website (left); the 2016 ChemSoc committee (right).
Figure 4.2: Our refurbished Chemistry building with new fascia and windows (left); new teaching lab (centre); the newGSK Carbon Neutral Laboratory (right).
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Equality and Diversity Committee
The 17 committee members are drawn from all the School communities (M:F = 7:10). The group meetsmonthly and is proactive in promoting equality and diversity on grounds of gender, ethnicity, disability,sexuality, religion, age and promotes a healthy work-life balance for all members of the School.
Our activities promote a supportive and inclusive working environment through development of thePhD Forum, PDRA Forum and close working with the undergraduate community through ChemSoc.We conduct surveys and focus groups and regularly monitor and assess these to ensure that ourpractices comply with the University’s ‘Equality and Diversity’ and ‘Dignity at Nottingham’ policies.
We report to the School ExecutiveBoard, Athena SWAN Self-AssessmentTeam, and to the Faculty Equality andDiversity committee (chaired by our PVCfor Science) on issues such as:
Flexible working arrangements,career support and mentoring for staffin the School
Ratios of applicants and successes,where appropriate, under equalitycriteria for undergraduate, graduate,postdoctoral and staff opportunities
Membership and representationacross our School’s activities
Figure 4.3: Schematic of the Equality and Diversity Boards andCommittees at the University.
Figure 4.4: The Equality and Diversity Committee of September 2016. Left to right top row, Robert Stockman(R&T), Katie Reynolds (PhD Forum), Deborah Kays (R&T), Adrienne Davis (APM) , Postdoc Forum’s ConniePfeiffer, Katharine Reid (R&T), Carly Dellar (APM), Rob Jones (R&T), Max Astle (PhD Forum and ChemSoc), SianMasson (Business Partnership Unit), Roseanna Bramwell (APM), Steve Howdle (EDC Chair, R&T), Rosalie Cresswell(PhD Forum) and Andy Teale (R&T). Missing from the photo, Joanne Green (Technical Services), David Chambers-Asman (DOA).
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4.1 Student Data
The graphs in the application have been checked for suitability for colour-blind readers.
(i) Numbers of men and women on access or foundation courses
The School does not run access/foundation courses, but the University has recently startedworking with an external provider, Kaplan, to expand its provision of Foundation courses. We arein active dialogue with Kaplan to make sure we broaden our recruitment and we will monitor therecruitment statistics closely.
(ii) Number of undergraduates students by gender
The data below include core UCAS-labelled F1XX courses. We also include Natural Sciences and
Medicinal & Biological Chemistry students; these cohorts often carry a F1XX UCAS label in other
institutions. We have no part-time undergraduates, but 2% (2014) and now 6% (2016) of
undergraduates report that they have caring responsibilities. The proportion of women has
increased from 33% (2011) to 47% (2014). In 2015, it was 44%, just above the HESA average of
43%. An Action Point of our 2013 bid was to track the number and quality of female applicants
and to compare against the national picture. Figures 4.5 and 4.7 show that we are attracting an
increasing proportion of high-quality female applicants, and we have a growing acceptance rate.
There is encouraging improvement of Nottingham’s relative position (Figure 4.6).
ACTION POINT– 1.1 - Continue to assess annually the UG intake; comparing to the nationalpicture and aim towards matching M:F proportion attaining A–level Chemistry by 2020
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Figure 4.5: Female and total first-year undergraduate entry for the past 3 years (UoN data) compared to theHESA first year average for female intake (43%) for 2014/15. All of the School’s course codes are included:F1XX, C700, C720, C721, F1CR, FC17, CF71, FFH1 and FF31.
2013-14 2014-15 2015-16 HESA 2014-15
Female % 41% 45% 44% 43%
Male % 59% 55% 56%
Female 92 103 112
Total 222 231 257
41%45% 44%
43%
59%55% 56%
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Figure 4.6: The national picture against Russell Group and other similarly sized Chemistry Schools for percentage of first-yearfemale undergraduates studying Chemistry. The University of Nottingham’s position (dark blue bar) has improved (green arrow).
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National position of Nottingham Chemistry2012-13 26th; 2013-14 22nd 2014-15 19th.
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Another Action Point from our 2013 submission was to check the proportion of first-class degreesawarded to M:F. Compared to Physics and Life Sciences at Nottingham, in Chemistry a greaterproportion of women achieve a first-class degree, although the gap between female and male isnarrowing (Figure 4.10). Data on our annual prizes (Figure 4.11) show an increase in the proportionof female winners over 2012-15, with a slight drop in 2015-16.
Figure 4.7: Undergraduate female applications, offers and accepts from the last 3 years. *Acceptance rate is 100 x number
of accepts / number of applications
2013-14 2014-15 2015-16
Female Applications 44% 43% 47%
Female Offers 45% 48% 48%
Female Accepts 39% 47% 44%
Female Acceptance Rate 11% 13% 16%
Male Acceptance Rate 13% 11% 17%
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Progress Gender 2013-14 2014-15 2015-16
Applications Female 849 743 760
Male 1060 975 868
Offers Female 734 654 712
Male 885 798 780
Accepts Female 93 100 123
Male 143 114 155
Figure 4.8: Number of female and male total applications, offers and accepts.
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Figure 4.10: First class degrees in Chemistry. Data show actual number and percentage of Female and Male UGs who receivea first class degree in comparison to other Schools in Nottingham. For example, in 2012-2013, 28 Females received a 1st classdegree in chemistry – representing 42% of the female cohort. (2015-16 data not yet available).
42%
32%
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37%
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17% 16%
22%
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Female Male Female Male Female Male
2012-13 2013-14 2014-15
Chemistry % Life Sciences % Physics %
Figure 4.9: Degrees classifications obtained by our undergraduates for 2012-15. (2015-16 data not yet available).
1st 2:1 2:2 3rd Pass 1st 2:1 2:2 3rd Pass 1st 2:1 2:2 3rd Pass
2012-13 2013-14 2014-15
Female % 45% 39% 33% 33% 0% 43% 41% 29% 18% 50% 48% 44% 34% 80% 100%
Male % 55% 61% 67% 67% 100% 57% 59% 71% 82% 50% 52% 56% 66% 20% 0%
Female number 28 34 10 3 0 40 40 12 2 1 56 44 16 4 2
Male number 34 54 20 6 2 53 57 10 9 1 60 55 31 1 0
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To assess the student view of life in the School, we have run surveys of the different third-yearcohorts (2013, 2014, 2015 and 2016, each with >75% response rate). Acting upon the data, we haveachieved:
increased awareness of our Athena SWAN bronze award, upyear on year from 3% in 2014 to 21% in 2016
~80% of respondents across the last four years felt that weare “an open and friendly School”
an improved awareness of our policies on Equality andDiversity (18% in 2015; 30% in 2016).
ACTION POINTS 2.1, 5.1, 5.2– Continue to survey the UG cohort to provide consistent feedbackon changes that we introduce
ACTION POINT 1.2 – focus on UG attainment. To relate degrees obtained to A level entrygrades – comparing performance of F and M UG students and prize winners
Figure 4.11: Number of chemistry Undergraduate Prize winners and proportion of female winners.
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Anonymous Undergraduate2016
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(iii) Number of men and women completing postgraduate taught coursesTo recruit students onto our taught MSc in Green and Sustainable Chemistry, we areadvertising through various websites, and on the Chinese social networking platformsWeibo and WeChat. Adverts include the wording “We value diversity and are committedto equal opportunity”. The cohort is too small to draw meaningful diversity statistics.However, as the numbers grow, we are achieving a good gender balance (Figure 4.13); wewill continue to assess this.
Figure 4.12: The King Memorial Prize, presented by the daughters and grandson of Prof Trevor King to ourundergraduates. Pictured here at the School’s 2016 graduation. Left to right: Caroline Bradford, Deborah Godbold andthe prize winners; Chiara Petrillo, Sophie Goodwin, Robert McNair, Mindaugas Siauciulis and Jonathan King.
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2013-14 2014-15 2015-16 HESA 2014-15
Female % 100% 17% 75% 40%
Male % 0% 83% 25%
Female 1 1 3
Male 0 5 1
Total 1 6 4
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Entry of Postgraduate Taught Students 2013-16
2013-14 2014-15 2015-16 HESA 2014-15
Female % 100% 17% 75% 40%
Male % 0% 83% 25%
Female 1 1 3
Male 0 5 1
Total 1 6 4
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Figure 4.13: Entry of postgraduate taught students to Chemistry and the latest national HESA average. Entry numbermay differ from the “accept number” in Fig 4.15 when students do not take up offered place.
Figure 4.14: Postgraduate taught applications, offers and accepts from 2013-16. *Acceptance rate is 100 x number of accepts /number of applications
2013-14 2014-15 2015-16
Female Applications 63% 40% 54%
Female Offered 33% 40% 56%
Female Accepted 100% 33% 81%
Female Acceptance Rate 8% 24% 45%
Male Acceptance Rate 0% 32% 11%
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(iv) Number of men and women on postgraduate research degrees
We have many more applications from men than women (Figure 4.17/4.18), which is a key contributorto our leaky pipeline. However, the %F is now above the HESA average and moving towards that of ourundergraduate cohort (Figure 4.16). This smaller pool of women applicants are very successful atsecuring PGR places with us. Few postgraduates drop out (1 to 4 p.a. over the last 5 years for whichdata are available) and completion rates are consistently above 85%, with no obvious variation withgender.
Year Progress Female Numbers Male Numbers
2013-14
Applications 12 7
Offer 1 2
Accepts 1 0
2014-15
Applications 17 25
Offer 12 18
Accepts 4 8
2015-16
Applications 20 17
Offer 14 11
Accepts 9 2
Figure 4.15: PGT applications, offers and accepts from 2013-2016; note not all candidates who formally accepted theirplace have begun this course.
ACTION POINT 1.3 – check evolution of diversity on PGT intake year on year. Check alsocompletion data as we have them and they become more meaningful
21
Figure 4.16: Entry of postgraduate researchers from 2013-16.
2013-14 2014-15 2015-16 HESA 2014-15
Female % 35% 33% 46% 38%
Male % 65% 66% 54%
Female Number 24 20 31
Male Number 43 40 36
Total 67 60 67
35% 33%
46%
38%
65% 66%
54%67
60
67
0%
10%
20%
30%
40%
50%
60%
70%
HESA NationalAverage
Per
cen
tage
of
stu
den
ts
Figure 4.17: Female postgraduate research applications, offers and accepts. *Acceptance rate is 100 x number of accepts / number of
applications
2013-14 2014-15 2015-16
Females Applied 35% 34% 35%
Females Offered 40% 45% 40%
Females Accepted 38% 40% 42%
Female Acceptance Rate 31% 34% 25%
Male Acceptance Rate 27% 27% 19%
0%
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Acc
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22
In 2015-16, we had fewer PhD places and consequently acceptance rates were lowered for bothwomen and men. However, our female applicants (25% acceptance) were still more successful thanmales (19%), demonstrating that we are attracting and appointing high-quality female applicants (seesection 4.1(v), 5.3 (iv)).
(v) Progression pipeline between undergraduate and postgraduate student levelsOurproportion of female PGRs is above the HESA average (Figure 4.16), but lower than thecorresponding undergraduate ratio: we still have work to do in postgraduate recruitment!Our surveys report an increasing proportion, i.e., 25% (2014), 26% (2015), 36% (2016), ofstudents strongly agree/agree that our interventions (careers events, gender-balancedimagery and use of female role models) show that the School supports students making thetransition both to PhD and to non-academic careers. Our pipeline graph (Figure 4.19)indicates the work needed across all staff levels. However, we have now taken the first stepsin the right direction.
Year Progress Female Numbers Male Numbers
2013-14
Applications94 176
Offers41 62
Accepts29 47
2014-15
Applications85 164
Offers46 56
Accepts29 44
2015-16
Applications102 186
Offers34 52
Accepts26 36
Figure 4.18: Number of PGR female and male applications, offers and accepts.
ACTION POINT 1.3 – to increase the overall numbers of female applicants and to maintainquality.
23
Key to improving PGR recruitment has been the introduction five years ago of the annual SchoolResearch Afternoon, an ‘open door’ event on our research activity, addressing questions like - Everwondered what your lecturers get up to when they are not teaching you? Or what postgraduates workon?
The event informs all undergraduates about final-year research projects, and provides a window onthe research environment within Chemistry, not just at Nottingham. For those who have reservations,or are uncertain about whether this is the environment for them, particularly potential femaleresearchers, this is a chance to talk to current PhD students and post-docs (M&F). There is an emphasison support mechanisms that are in place, and they experience the enthusiasm for the subject. Noformal feedback is requested, but our annual UG survey shows increased awareness of careerprogression opportunities: 34% (2014), 71% (2015), 84% (2016) of responders agreed/strongly agreed.
The event is organised within core working hours.
One-minute flash presentations from all staff describing their research
Research lab tours and demonstrations in small groups with Q & As with postgraduatesand PDRAs.
Free refreshments and social event.
ACTION POINTS – 1.3, 2.1, 3.5, 5.1, 5.5 All based around changes we make to recruitment ofPGR and assessing impact of new measures taken (advertising, imagery, impact of researchafternoon with now more female academics presenting)
4.19: Pipeline graph of undergraduates to postgraduate and then research and teaching at level 4, 5, 6 and 7. Many undergraduatesgo immediately as a career progression to postgraduate research and not via postgraduate taught.
123
3 31 215 2 2
155
1
3649
8 9 23
0
100
200
Undergraduate PostgraduateTaught
PostgraduateResearch
R&T 4 (ResearchFellow)
R&T 5 (SeniorResearchFellow/
AssistantProfessor)
R&T 6(AssociateProfessor)
R&T 7(Professor)
Nu
mb
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of
stu
de
nts
/sta
ff
2015-16 Female number 2015-16 Male number
24
4.2 Academic and Research staff data
(i) Academic and Research staff by grade, contract function and gender: research only,teaching and research or teaching-only
The R&T family comprises level 4 (PDRA, research officer, teaching assistants), Level 5 (AssistantProfessor, senior research officer, senior research fellow), level 6 (Reader/Associate Professor) andLevel 7 (Professor).
Our leaky pipeline impacts the transition from PhD to PDRA (level 4). The vast majority of theappointees are postdoctoral researchers on research-only fixed-term contracts supported byresearch council, EU or industry grants. Also at level 4 are Business Science Fellows and Marie Curieand Erasmus Mundus PhD researchers on formal employment contracts. We appointed fewercandidates to this level in 2015-16, but the proportion of women remained constant (30%F). Bothsets of data show an upward trend (Figures 4.20, 5.1/5.2) and our level 4 appointments now equalthe latest HESA national level (30% female 2014-15 for research-only posts). Nevertheless, the gap toour PGR numbers (2015-16 PGR 46% female) requires continued careful assessment and regularreview of the advertising, recruitment and interview process. We are gathering data on our PhDleavers. Initial indications show that the majority of our female PhDs go into the Chemical industry,so we are not losing them from science, but we need to encourage more applications to academia.
ACTION POINT 1.4, 2.2, 2.3a. Continue to monitor PDRA recruitment and assess impact ofmeasures taken (advertising, imagery, number of Female applicants and interview process.
Figure 4.20: Level 4 staff members (postdoctoral and other level 4 research and teaching staff) 2013-16.
2013-14 2014-15 2015-16
Female % 28% 26% 30%
Male % 72% 74% 70%
Female 21 21 21
Male 55 59 49
28% 26%30%
72% 74%70%
0%
20%
40%
60%
80%
Female % Male %
25
Job Family 2013-14 2014-15 2015-16
Research 19 (f) 53 (m) 19 (f) 55 (m) 19 (f) 48 (m)
Research & Teaching
Support
2 (f) 2 (f) 2 (f)
Teaching 2 (m) 4 (m) 1 (m)
Figure 4.21: Breakdown, by job family, year and gender, of numbers of contract types for level 4.
Figure 4.22: Level 5 research and teaching staff members across the period 2013-16.
2013-14 2014-15 2015-16
Female % 50% 31% 38%
Male % 50% 69% 62%
Female 6 4 5
Male 6 9 8
0%
20%
40%
60%
80%
Female % Male %
Job Family 2013-14 2014-15 2015-16
Research 3 (f) 4 (m) 2 (f) 5 (m) 1 (f) 4 (m)
Research & Teaching 3 (f) 2 (m) 1 (f) 3 (m) 3 (f) 3 (m)
Teaching 0 1 (f) 1 (m) 1 (f) 1 (m)
Figure 4.23: Breakdown, by job family, year and gender, of the different contract types for level 5 over the period 2013-16.
26
The transition to level 5 is a vital step on the academic ladder. Excellent progress with new femaleappointments in 2014 preceded an apparent decrease in 2015 (Figures 4.22/4.23). But this arisesfrom positive reasons: two female colleagues were promoted to level 6 and one was recruited from afellowship at Nottingham to a lectureship elsewhere. In 2016, we appointed three new femaleAssistant Professors (Level 5); one was a Dorothy Hodgkin Fellow in the School, reflecting the School’scommitment to retaining excellent female scientists and developing a career pipeline into academia.
Our academic staff distribution shows good progress since our last submission. In 2012, we had nowomen at level 6 and only one female professor (Level 7) (Figures 4.24, 4.25). In 2016, we now havetwo women at level 6 and two at level 7, with five women at level 5 that we anticipate will providefuture female appointments at higher levels.
The national position is given by HESA data for “teaching and research” and equates to ouraggregated levels 5,6,7. Our current (2015-16) total of 10 women out of 49 staff (20%) at levels 5,6,7is higher than 2013-14 (15%) and 2014-15 (13%), and we are progressing towards the 2015 HESAlevels for chemistry (26%).
Figure 4.24: Level 6 research and teaching staff members from 2013-16.
2013-14 2014-15 2015-16
Female % 0% 20% 19%
Male % 100% 80% 81%
Female 0 2 2
Male 8 8 9
0%
20%
40%
60%
80%
100%
Per
cen
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of
Fem
ales
and
Mal
es
Female % Male %
27
(ii) Academic and research staff by grade on fixed-term, open-ended/permanent andzero-hour contracts by gender
The School has no staff on zero-hours contracts, but many level 4 researchers on fixed-termcontracts. We also employ undergraduates on short fixed-terms to provide internships and researchexperience.
Figures 4.26/4.27 show the gender distribution of academic staff on full-time and part-timecontracts. Fixed-term contracts are predominantly PDRAs. Some have been employed in (necessarilyfixed-term) teaching positions to cover sabbatical leave and maternity leave. As part of itscommitment to security of employment, the University operates a redeployment pool and roles arenormally advertised here before being released externally. Individuals can register on the pool fourmonths in advance of their contract end date. We make provision for part-time working whereindividuals may benefit from this arrangement and this is taken up by some colleagues. A route toreturn to full-time employment, if required, is highlighted to all staff.
Figure 4.25: Level 7 research and teaching staff members 2013-16.
2013-14 2014-15 2015-16
Female % 4% 4% 8%
Male % 96% 96% 92%
Female 1 1 2
Male 24 24 23
0%
20%
40%
60%
80%
100%
Per
cen
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of
Fem
ales
and
Mal
es
Female % Male %
ACTION POINT 4.3/4.4. Continue to proactively publicise opportunities for flexible working.
28
The number of part-time contracts is very low, with no obvious trend apparent.
Academic Staff on Full Time Fixed-term Contracts
Gender 2013-14 2014-15 2015-16
Research Female 17 20 21
Male 43 47 43
Research and Teaching Female 0 0 0
Male 1 1 1
Teaching Female 0 0 0
Male 0 2 0
Academic Staff on Full Time Permanent Contracts
Gender 2013-14 2014-15 2015-16
Research Female 5 4 1
Male 16 14 11
Research and Teaching Female 4 4 7
Male 32 31 30
Teaching Female 0 1 1
Male 2 3 2
Figure 4.26: Academic staff on full-time fixed-term (mainly level 4) and permanent contracts.
Academic Staff on Part-time Fixed-term Contracts
Gender 2013-14 2014-15 2015-16
Research Female 2 0 0
Male 0 1 0
Research and Teaching Female 0 0 0
Male 0 2 3
Academic Staff on Part-time Permanent Contracts
Gender 2013-14 2014-15 2015-16
Research Female 0 1 1
Male 0 0 0
Research and Teaching Female 0 0 0
Male 0 1 2
Figure 4.27: Academic staff on part-time fixed-term and permanent contracts.
29
(iii) Academic leavers by grade and gender and full/part-time status
The numbers of leavers at level 4 is high, reflecting the predominantly short-term contracts onresearch grants supporting this cohort. The proportion of women leavers for level 4 was lower in2015 than in 2013 and 2014 (Figure 4.20). We have careers-based events around our “From Benchto Bank” series of business-oriented lectures and use these to showcase career opportunities. Wealso use informal mentoring to help PDRAs transition to academic careers both at Nottingham andelsewhere (highlighted in the quote from Dr Syres (Section 7), and in section 5.5 and one of our casestudies).
The leavers’ data for R&T staff is consistent with the corresponding staffing profile (Figure 4.29). ForAPM the numbers of leavers are smaller but, there has been some turnover, caused by an institutionalreorganisation in that job family. The new structure provides greater opportunities for careerdevelopment.
Figure 4.28: Total leavers for research and teaching levels 4-7 and the percentage of those who are female.
2013-14 2014-15 2015-16
Female % 29% 32% 21%
Total 24 28 47
24
28
47
0%
5%
10%
15%
20%
25%
30%
35%
Per
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Fem
ale
R&
TLe
aver
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30
[Section 4: 1985 + 15 (word bubble) = 2000 words]
YearGender APM Research &
TeachingTechnical
2013-14Female 3 7 0
Male 0 17 0
2014-15Female 0 9 0
Male 0 19 1
2015-16Female 3 10 0
Male 0 37 3
Figure 4.29: All leavers (APM, R&T and Technical) through the period 2013-16. R&T is the largest number of leaversreflecting the turnover of PDRAs on research council contracts. Numbers of APM/TS leavers are much fewer (seeFigure 5.7 /5.10 for totals).
ACTION POINT 3.1, 3.5 Continue to assess and gather data on PDRA careers, next destinationsand also to push opportunities for careers guidance, mentoring and information.
Action Point 1.5, 2.3c – Assess and gather data on the retention and gender balance of ourvalued APM and TS staff
31
5. Supporting and advancing women’s careers: (max 6500 words)
5.1 Key career transition points: Academic Staff
Good progress has been made on our staff distribution since 2013. Key focus areas will now bearound:-
(i) Recruitment
We are challenged by the numbers of female applicants for each post. This is an area where ourprocesses and our outward-facing web presence and marketing materials (action points for our 2016plan) must have an impact to address the imbalance. However, women are more successful in beingshort-listed and securing positions in our School.
For recruitment at levels 5 to 7, a search committee is formed, usually chaired by a HoD or the HoS.Committee members consult with colleagues and help identify possible candidates. We haveencouraged applications from promising potential candidates, aiming for the best possible startingpoint with respect to gender balance from as early a stage as possible. The School complies with allHR policies and seeks where possible to have a female panel member for interviews. We emphasiseon each advert our commitment to advancing women's careers in science.
Job interviews are held in core hours. Child care for interviewees can be covered and, if necessary,interviews are held via Skype. Evening dinners are optional and not part of the interview process. Forpostdoctoral appointments, the panel comprises two members of academic staff, one of whom willhave undergone University panel training, and both will have had on-line University training in“unconscious bias” and “Equality and Diversity”.
Our initiative in Sustainable Chemistry included five new academic appointments. We also appointedfive other permanent academic posts in the last two years, including three in chemical biology.Through a search committee for the three new Professorial (level 7) positions in SustainableChemistry, 11 women were approached and encouraged to apply for these positions, but noapplications from those women were forthcoming. The advertised Assistant Professorship (level 5) inorganic chemistry (2014) unfortunately also attracted no female applicants. However, learning fromthis, we were more proactive in 2015, where in three different posts we have appointed threewomen to Assistant Professorships (Level 5) in bio-organic chemistry, geochemistry and materialschemistry.
Figures 5.1 and 5.2 show fewer female applicants at level 4 than male, but the acceptance rates ofwomen to a position matches or exceeds the acceptance rate for men. These data reinforce the needto increase the numbers of female applicants.
32
Figure 5.1: Gender balance in level 4 (postdoctoral research fellows and other level 4 staff members) applications, offers andaccepts from 2013-16. *Acceptance rate is 100 x number of accepts/ number of applications
2013-14 2014-15 2015-16
Female Applications 21% 19% 25%
Females Shortlisted 29% 34% 29%
Female Offers 30% 28% 26%
Female Acceptance Rate 4% 8% 5%
Male Acceptance Rate 2% 5% 5%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
20%
30%
40%
50%
Acc
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Pe
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fFe
mal
es
FemaleApplications
FemaleShortlisted
FemaleOffers
MaleApplications
MaleShortlisted
Male Offers
2013 78 10 3 289 24 7
2014 144 35 12 595 69 31
2015 208 25 11 639 61 31
Figure 5.2: Numbers of level 4 applications, shortlisted and offers.
ACTION POINT: 1.4, 2.2, 2.3a, 2.5. To build upon our success so far and to provide careersguidance and an optimised recruitment process to improve recruitment at level 4.
33
In 2013-14 and 2015-16, only a single level 5 post was available. The former was a fixed-term postrequiring specific expertise, associated with the incoming HoS. The 2015-16 post was filled throughthe aforementioned redeployment process. In both cases, the applicant pools were limited. In 2014-15, five level 5 posts were filled, with F:M ratio of 60%. One of these was a (male) NottinghamResearch Fellow. A second (female) applicant was successful in winning an Anne McLaren Fellowship,but subsequently declined the offer, to take a position elsewhere (see section 5.3 (iii)).
Figure 5.3: Gender balance in level 5 applications, shortlisted and offers made from 2013-16 *Acceptance rate is 100 x number of
accepts/ number of applications
2013-14 2014-15 2015-16
Female Applications 6% 15% 0%
Females Shortlisted 0% 20% 0%
Female Offers 0% 60% 0%
Female Acceptance Rate 0% 15% 0%
Male Acceptance Rate 6% 2% 14%
0%
2%
4%
6%
8%
10%
12%
14%
16%
0%
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Acc
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mal
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FemaleApplications
FemaleShortlisted
Female Offers MaleApplications
MaleShortlisted
Male Offers
2013-14 1 0 0 15 2 1
2014-15 20 4 2 110 16 3
2015-16 0 0 0 7 1 1
Figure 5.4: Number of level 5 applications, shortlisted candidates and offers made from 2013-16
34
The School is pro-active in the recruitment of early career fellows; a key career transition from PDRA(level 4) to permanent academic staff (level 5). Potential applicants are encouraged to contact theSchool with a CV and outline research proposal. Senior colleagues carry out a confidential internalpeer-review process, to establish the proposal’s quality and originality, the track record of theapplicant and strategic fit with our priorities. Feedback is provided quickly. The most promisingcandidates visit informally; give a presentation of their research; meet colleagues; and see thefacilities. All candidates, including those already based within the School, go through the sameprocess. Those candidates that ultimately go forward receive a clear commitment of resources(studentship funding, access to equipment, consumables and laboratory/office space). Mentoring isprovided to prepare the competitive research applications.
Level 6 and 7 Recruitment 2013-16. A level 6 appointmentwas made in 2016; a woman was appointed from a total ofsix applications (M:F 5:1), short-listed to three candidates(M:F 2:1). The recruitment to the level 7 posts in 2013-14was in a specific area dictated by external funding, anddespite two rounds of advertising and positive action toencourage applications, no female candidates wereforthcoming.
(ii) Induction
The School has a single induction (section 5.2 (i)) process for ALL staff. This was devised by the DOAand implemented for APM and technical staff and is adopted across the School. University WelcomeEvents occur six times a year, informing new staff of University policy and processes, e.g., the annualpersonal development and performance review (PDPR) and professional development opportunities.The Graduate School has a half-day induction event for research staff where the Equal OpportunitiesPolicy is highlighted. On the University workspace there is strong emphasis on professionaldevelopment opportunities, guidelines to flexible working, and links to various support networks.Line managers ensure that new colleagues are welcomed into a group or section and have access touniversity IT resources.
Mentors, as well as line managers, are assigned to all new starters, providing additional professionaland pastoral support and advice.
(iii) Promotion
The promotion process runs annually, with colleagues advised by Human Resources (HR) and theSchool on the process, guidelines and deadlines. All staff are encouraged to discuss their cases withline managers at the PDPR meetings, and can also apply independently of the School if they wish.Draft cases of potential candidates are reviewed by the School Promotions Panel (HoS and HoDs). Allcandidates receive feedback and those that are to be supported are mentored by senior colleaguesprior to submission. A statement from the School regarding the number of candidates considered is
R&T 7 2013-14
Male Female
Applications 8 0
Shortlisted 3 0
Offered 2 0
Figure 5.5: Research and Teaching level 7applications, shortlisted and offers.
ACTION POINT: 1.4, 2.3b, 3.2. Building on progress so far to encourage our pipeline of newfemale talent to continue to grow from Level 5.
35
submitted to HR, and all candidates receive a copy of the School's letter of support. There is emphasison the quality rather than quantity of research activity (publications and grant income), in part tonegate the impact of a career break or part-time working. One of the promotions in 2013-14 was fora colleague working part-time. Promotion does not have a 100% success rate (Figure 5.6). This doesnot reflect on the (substantial) mentoring and support, but rather illustrates a supportive approachfrom the School to put forward all cases where the view is that there is a significant case. Areaswhere we plan to be more pro-active include workshops on developing promotion cases, includingsupport for individuals who have been at the same level for a long time and for promotion from level4 to level 5, which traditionally has relatively few cases and none from women in the last three years.
(iv) Research Excellence Framework (REF)
For the RAE in 2008, 35 (34M; 1F) staff were submitted. Three (2M; 1F) early career fellows and one(M) senior inactive colleague were not submitted. For the REF in 2014, all eligible staff weresubmitted, which totalled 42 (37M; 5F), including five (3M; 2F) research fellows on fixed-termcontracts (level 5). The number of women submitted grew from 3% in 2008 to 12% in 2014, anoutcome of a pro-active policy to attract research-active women to Nottingham and to support themto the point where they are producing high quality outputs and grant income. This is positive growthtowards a closer gender balance, although there is still work to do. In our preparations for REF2020and the Teaching Excellence Framework (TEF) we will carefully scrutinise gender diversity.
[Section 5.1: 1208 words]
Level 5 Level 6 Level 7
Female Male Female Male Female Male
2013-14 Applied 0 2 2 0 0 2
Successful 0 2 2 0 0 0
2014-15 Applied 0 1 0 1 1 0
Successful 0 1 0 1 1 0
2015-16 Applied 0 1 0 1 0 3
Successful 0 1 0 1 0 2
Figure 5.6: Promotions to levels 5, 6 and 7 in the recent period.
36
5.2 Key career transitions points: Professional and support staff
Our APM and Technical Services staff are key to all activities of our School, supporting studentrecruitment through to HR, building maintenance, teaching and research apparatus, research grantapplication and post-award management.
(i) Induction
The School has a single induction process for ALL staff. Upon appointment new staff are sent anelectronic induction, welcoming them and providing links to support to enable their arrival to be assmooth as possible. On their first day, the line manager will run over the document with the newmember of staff and answer any queries they may have.
The induction is followed by a meet-and-greet with staff key to the new appointee’s role (e.g.,Academic Colleagues, Student Services, School Administrators, Technical staff, etc.). Our surveysconsistently show that these induction events and information are valued by new colleagues. Wecontinue to monitor this feedback and review the induction process annually. 68% of staff respondingin 2016 stated that they value our induction process. These surveys will continue to run throughAction point 3.2.
APM Staff: Our APM staff (Figure 5.7) are predominantly female (20 of 25, 80%F), consistent withHESA benchmark data (85%F). Encouragingly, in 2015, we have started to see more male applicantsfor these roles (Figure 5.9). At the highest level APM 6, there are two men and one woman.Although these numbers are small, we would expect more female candidates to succeed through theregrading process and we will watch this closely and encourage positive action (Figure 5.8/5.9).
Total Numbers of APM Staff in post by level
Level Female Male
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
APM1 0 1 1 0 0 0
APM2 7 6 5 0 0 0
APM3 4 7 5 0 0 0
APM4 4 5 5 1 1 1
APM5 1 1 1 0 0 0
APM6 1 1 1 2 2 2
Figure 5.7: APM staff numbers in the School 2013-16.
37
There were no APM positions at levels 2 to 4 advertised in 2013-14 and none at levels 1, 5, 6 at all inthe census period.
APM Applications, Shortlisted and Offers 2013-16
2013-14 2014-15 2015-16
Female Male Female Male Female Male
ApplicantTotals
0 0 31 1 15 18
Shortlisted 0 0 11 1 4 4
Offered 0 0 3 0 1 1
Figure 5.9: Numbers of female and male APM applications, shortlisted and offers 2013-16
Figure 5.8: Gender balance of APM (Administrative, Professional and Managerial) applications, shortlisted and offers from 2013-16*Acceptance rate is 100 x number of accepts/ number of applications
2013-14 2014-15 2015-16
Female Shortlisted 0% 92% 50%
Female Offered 0% 100% 50%
Female Acceptance Rate 0% 10% 7%
Male Acceptance 0% 0% 6%
0%
1%
2%
3%
4%
5%
6%
7%
0%
20%
40%
60%
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100%
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ate
Per
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ales
38
Technical Services: Our technical services staff are predominantly male (13F of 36; 36%F) (Figure5.10). We have recruited more women in the last two years into TS1 positions and the genderbalance is improving (27%F in 2014, 31%F in 2015), approaching the national levels from HESA (33%Fin 2014-15). We are securing a good number of female applicants (Figures 5.11 and 5.12), indicatingthat our new advertising methodologies are perceived as gender neutral. There have been no postsopen at TS4 and above in the census period. Men dominate the higher grades, but we have nowinitiated a change in our pipeline of future technical leaders.
Total Numbers of Technical Services staff in post by level
Level Female Male
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
TS1 5 7 7 1 2 1
TS2 1 1 1 2 2 2
TS3 2 2 3 2 1 0
TS4 1 1 1 18 14 13
TS5 0 0 0 1 5 5
TSTR 0 0 0 0 1 1
Figure 5.10: Numbers of Technical services staff broken down by level 2013-16.
Figure 5.11: Gender balance in Technical Services applications, shortlisted and offers in 2013-16. *Acceptance rate is 100 x number ofaccepts/ number of applications
2013-14 2014-15 2015-16
Female Applicant totals 0% 51% 42%
Female Shortlisted 0% 40% 50%
Female Offered 0% 33% 100%
Female Acceptance Rate 0% 4% 10%
Male Acceptance Rate 0% 8% 0%
0%
2%
4%
6%
8%
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12%
0%
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100%
Acc
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e
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ales
39
(ii) Promotion / Regrading
Support staff go through a regrading process rather than promotion. A product of PDPR review, staffare fully supported through the regrading process if their role has changed in scope and/orcomplexity/increased responsibility. The School follows the University guidelines on regrading andstaff are encouraged to report when their role has changed sufficiently to warrant regrading. Theline manager will discuss the criteria that define the role’s level and work with colleagues to identifychanges in the role and to match the changes to the benchmark criteria for the new level. If the rolehas developed into a higher role, the line manager supports the regrading application, presenting itat a University panel hearing. Regrading panels sit three times a year.
[Section 5.2: 514 words]
2013-14 2014-15 2015-16
Female Males Female Males Female Males
Applicanttotals
0 0 26 25 10 14
Shortlisted 0 0 4 6 1 1
Offered 0 0 1 2 1 0
Accepted 0 0 1 2 1 0
Figure 5.12: Number of female and male Technical Services (levels 1 to 4) applications, shortlisted and offers for femalesand males in 2013-16.
40
5.3 Career Development: Academic Staff
(i) Training
Many training events and on-line resources are provided. However, delivery has been disjointed andsometimes has relied upon individuals accessing institutionally-provided courses. For a morecoherent approach, we have appointed Professor Katharine Reid as Academic Staff DevelopmentOfficer, with a remit to:
Coordinate induction of new academics and postdocs
Coordinate mentoring of academics and postdocs
Coordinate peer observation of teaching
Arrange relevant School-based training courses and briefings on professional development
Act as a point of contact for academic career development advice; ensure links to PDPRactivities
Act as a point of contact for academic queries relating to teaching innovation or accreditationof teaching practice
Disseminate relevant professional development opportunities
Maintain our Academic Staff Development intranet pages
Maintain a list of current academics and postdocs and their mentors
Update the staff handbook
A meeting with the postdoctoral forum has raised awareness of support from Vitae (includingagreements on supporting PDRAs) and the University’s Professional Development Service. A newSchool Professional Development Record form has been created for staff to fill out with their mentor.Professor Reid has run briefings for academic staff on obtaining recognition of teaching practice fromthe Higher Education Academy and has set up a workshop on “Miscommunication and Conflict” formembers of SEB which will be run in January 2017 by the company Linguistic Profiling forProfessionals. Further events will shortly be organized. New Academic Staff Development intranetpages link to University policy and guidance on:
sabbatical leave,
training opportunities,
PDPR
promotion
career breaks (including parental leave)
flexible working
equality and diversity
dignity
peer observation of teaching
(ii) Appraisal/Development review
Personal development and performance review (PDPR) is a university process running formally on anannual basis, with interim meetings. Contextual benchmark data are shared in advance alongside a
ACTION POINT 4.1 – Ensure uptake of training event across our School and obtain and assessfeedback.
41
presentation or training from HR to inform discussion and goal-setting. The process is an assessment‘in-the-round’ of performance and identifies support, development and goals for the upcoming year.Colleagues are encouraged to make the most of opportunities to support each other throughmentoring – be it in proposal preparation, defining ambitious research agendas, peer review ofteaching, sharing of best practice and innovation in teaching.
(iii) Support given to academic staff for career progression
The School is committed to the development of outstanding research leaders at all career stages.Early Career Researchers (ECRs) maintain the vitality of the research and teaching environment andwe actively target and encourage excellent female candidates to apply. We have introduced acomprehensive set of web-pages, providing information and guidelines. The School has a strong trackrecord of nurturing and supporting colleagues. We highlight two examples: Katharine Reid, EPSRCAdvanced Fellow (1992, full Professor (2007) and Head of Physical Chemistry (2013); and ElenaBesley (née Bichoutskaia), EPSRC Career Acceleration Fellow (2008-2013) who has rapidly risen to fullProfessor in 2015, winning a European Research Council (ERC) Consolidator Grant. Both are excellentrole models for women in Chemistry.
Fellowship schemes: Annually, the School mentors several outstanding candidates throughfellowship processes (RCUK, Royal Society, Charities). Our own Nottingham Research Fellowship(NRF) attracts considerable interest; the Anne McLaren Fellowships (AMF) are important and areaimed at female scholars in STEM subjects at an early stage of their career. In 2016, we will have twomen on NRFs and one on a Royal Society URF. Despite significant support for several femaleapplicants, recent rounds have not yielded a successful candidate and we do not currently have anywomen on fellowships. However, we will target change here, aided by a recent Universitycommitment to fund 100 of these new posts over the next five years.
Mentoring occurs on many different levels. For undergraduates, the personal tutors are the primarymentors providing guidance towards career opportunities. Our career service is present in our Schooltwice a week for lunchtime “drop-in” careers surgeries. For PGT, our numbers are growing, and wehave strong mentoring through the course convenors and the research project supervisors who thestudents meet in the latter part of their degree.
For PGR, we have support through individual supervisors (second supervisors and independentassessors) and from the Graduate School. Our surveys suggested that our postgraduates did not feelthat careers guidance was effective. We have worked alongside the PhD Forum, to ensure thatmentoring and careers guidance is more readily available and targeted towards our PhD community;through our business partnership unit, postgraduates can attend the “Bench to Bank” events toaccess industry contacts directly.
The PDPR process includes all PDRAs. An annual appraisal shares feedback and gives guidance ondevelopment. We encourage our PDRAs to take up wider training opportunities. Awareness anduptake of such training has increased (44% in 2015; 69% of survey respondents in 2016) and PDRAsreport that their supervisors are encouraging them to take up the allowed five days of training (48%(2014), 54% (2015), 62% in 2016). Moreover, we encourage PDRAs who are interested in academiccareers to look carefully at ECR opportunities (see section 5.3 (iii)).
42
For academics, PDPR with HoDs occurs annually, with a mid-term meeting to monitor progress. PDPRfocuses upon teaching and research and each individual’s performance, with interventions andguidance where appropriate to career progression and work-life balance. Training is recommendedfor all colleagues; in the case of unconscious bias and E&D we have used the PDPR process to ensure100% take up. Other training is flagged up where appropriate. For example, the Faculty runs “mockPanels”, where ECRs participate directly and experience the process of how their grants will beassessed at research councils. We support and encourage colleagues to attend “Leadership Training”courses. Finally, we utilise a Faculty initiative to invite observers to every Faculty committee meetingand we are encouraging female colleagues to gain experience and an understanding of managementprocedures.
(iv) Support given to students for academic career progression
The key working relationship and day-to-day contact foracademic and support issues for undergraduates isthrough the personal tutor; this role stronglyinfluences student performance and is a route tocareers advice. Tutors are assigned on the firstday of University entry to cover the entire three-or four-year University experience. The Schoolactively ensures a good gender mix in eachtutorial group, through first-year personal tuteeallocation. This has worked well and the relationship isviewed increasingly positively (87% of survey respondents (2016),82% (2015), 59% (2014)). However, there is a fraction, who report that their experience is lesspositive; we will track and redress this.
We now advertise widely that it is possible to change personal tutors at any stage. We ensure thatstudents are aware that if they need to talk to someone other than their tutor, our Student SupportOffice or the Senior Tutor can be reached. In 2016, we have introduced Academic Year Heads, so thatstudents have clear sight of a single individual that they can approach, with confidentiality assured.
ACTION POINT – 3.1, 3.5 continue to emphasise careers and mentoring and to rigorouslyfollow up on their effectiveness, impact and the perception by staff.
“Personal weekly contact with your tutors allowsyou to keep on top of your degree and solve anyissues early on, which is vital with a course like
Chemistry.”
Undergraduate Sandeep Kaur – June 2016
43
Role models help our students see science as a viable career. For the undergraduates, ourpostgraduate laboratory demonstrators are very visible role models. We have strived over the lastfew years to ensure a good gender balance and have encouraged our female postgraduates to takeon these roles. This approach has yielded a F:M ratio (42:58) that is similar to our PGR numbers(Figure 5.13), and better than the HESA national average.
The School raises awareness of undergraduate careers advice, Nottingham Advantage Award andSummer Projects; consistently (2013-16) >85% of our surveyed undergraduates are aware of theplacement opportunities. Following enhanced communication through personal tutors and strongerinteractions with our careers service, >97% of survey respondents recognise our efforts to promotecareers opportunities.
(v) Support offered to those applying for research grant application
The School has developed an internal mentoring scheme, providing support to all colleagues. ECRsparticularly benefit from peer-review of research proposals, which provides critical, constructivefeedback to enhance applications. This has been beneficial where commentary received is specific toa focused funding call, or where colleagues have sat on similar panels and have pertinent intelligence.In this procedure, a draft proposal is circulated to two or more nominated reviewers with relevantexpertise; prompt responses are expected, to allow feedback to be accommodated. Sign-off is
ACTION POINTS 2.4, 3.1, 3.2, 3.5 – Continue to promote placement / internship options withChemSoC and through careers service to ensure UGs and PGR receive key careers advice
Figure 5.13: Distribution of Female and Male postgraduate laboratory demonstrators.
2013-14 2014-15 2015-16
Female % 38% 34% 42%
Male % 62% 66% 58%
Male 75 73 66
Female 46 37 48
7573
66
4637
48
0%
10%
20%
30%
40%
50%
60%
70%
Pe
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De
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rato
rs
44
required from line-managers to confirm that internal peer review has taken place before submission.Although this scheme met with some resistance initially, it is now widely embraced as beneficial inimproving the quality of research proposals.
We described (section 5.1) the analogous procedure for potential Fellowship applicants. Informalfeedback from recent Anne McLaren applicants suggests that this review process has been beneficialin clarifying and articulating their ideas, and was of great value in subsequent proposal writing.Finally, candidates that have been short-listed for EPSRC, Royal Society and ERC Awards have alsobenefited from an informal ‘mock panel’ to prepare for funding interviews. Thus, the School hasdeveloped a highly supportive peer mentoring system, which has been positively received.
[Section 5.3: 1488 + 34 (word bubble) = 1522 words]
5.4 Career Development: Professional and Support staff
(i) Training
Staff career development is supported through several modes (external long and short-course,internal short-course and in-house training). The School encourages and supports staff to takecourses relevant to their role and identifies staff with specific skills as ‘super-users’ who contribute tothe training of others. Our data show no gender bias on uptake of training and there are excellentexamples of APM staff who have undergone specific training to help in their interactions withstudents. Our apprentices have gained key skills through training leading to their permanentappointment. Training opportunities are flagged up by line managers, through our web-basedworkspace system and staff group targeted emails both from colleagues centrally and from withinour School. Feedback has been positive as reflected through annual staff surveys.
Also, the School offers training opportunities that combine interpersonal people skills, social skills,communication skills, character traits and attitudes. Currently this has included.
STEPS for Training, Emotional intelligence run for all staff
Unconscious bias for all academic staff, now being extended to all front-facing staff in2017
(ii) Appraisal/Development review
Support Staff. Staff performance is considered annually through PDPR. This is a review ofperformance and a support mechanism to develop individuals in their role. The annual PDPRreview and interim reviews offer an opportunity for staff to review their contribution to theSchool, identify development needs and highlight areas of change in their role (though thiscan be discussed at any point with the line manager). Training needs, roledevelopment/support and job level benchmarks (see regrading) are identified through thePDPR mechanism, as well as personal development and work-life balance.
45
(iii) Support given to professional and support staff for career progression
Careers support for professional and support staff through regrading is important and is ledby the DOA and Head of Technical Services. Equal support is offered to everyone through thePDPR process (described elsewhere). Figure 5.14 shows that the actual numbers are small butdo not show any gender bias across APM and TS job families. Staff are invited to join interviewpanels to gain invaluable understanding of the process, and indeed all staff have nowparticipated either as panel members, or in the “meet and greet” or departmental tours thatwe organise for each position.
[Section 5.4: 382 words]
ACTION POINT 4.1 – Ensure uptake of training events across our School to provide support forpromotion / regrading. Assess and act upon feedback.
Year Applied/Successful Female Male
2013-14Applied 2 1
Successful 2 1
2014-15Applied 2 4
Successful 1 3
2015-16Applied 0 1
Successful 0 1
Figure 5.14: Regrading outcomes in the recent period.
46
5.5 Flexible working and managing career breaks
(i) Cover and support for maternity and adoption leave
The School follows an established process for all staff who will become a parent and intend to takematernity, adoption or shared parental leave. The DOA is the point of contact for all staff as soon asthey are comfortable in disclosing the pregnancy/adoption to discuss health and safety andUniversity and School policies. We have no recent experience of adoption, but plans are in place.
During pregnancy, safety of the mother and baby is of prime concern and a “risk assessment form fornew and expectant mothers” is completed in consultation with the DOA. In our School, risks canrange from avoiding handling chemicals or exposure to radiation/magnetic fields through to manualhandling and display screen awareness. Taking rest and access to rest spaces is also emphasised tothe individuals. Once staff are happy for their news to be shared more widely, appropriate cover isarranged, with funding and resource from within our School:-
For APM and TS maternities: cover will be provided from within the existing staff team withadjustments made to individual workloads where appropriate
For academics: cover is provided for teaching and administrative roles and PhD studentsupervision. A PDRA is now routinely appointed to ensure continuity of research groupsupervision throughout the maternity
For a PDRA (level 4 fixed term): cover will be provided where it is necessary for the researchproject to continue (and to deliver on milestones) and where the mother-to-be can no longersafely work in the research laboratory.
After the maternity, return to work is phased in through “Keep In Touch” (KIT) days, and the DOA andline managers ensure that the return to work is carefully managed to ensure a smooth transition backto the workplace. Cover resource is left in place until all parties are satisfied.
(ii) Maternity return rate
Year Maternity Leavers Returners
2013-14 4 (1 APM, 1 Research, 1Teaching and 1 Technical)
3
2014-15 1 (Research) 1(Research)
2015-16 2 (1 Research and 1Technical)
1*
Figure 5.15: Maternity leave and returning members of staff 2013-16. Note that *1 is a colleague out onmaternity leave in 2016 who is to return shortly.
47
All of our staff taking maternity leave over the last four years have remained in post at 6, 12 and 18months after their return. The only non-returner was early career fellow, Dr Libby Gibson, who tookup a position at another university after her maternity; a positive example of career developmentand the mentoring support provided by the School.
(iii) Paternity, shared parental, adoption and parental leave uptake
No shared parental or adoption leave was taken at the School, but uptake of paternity leaveincreased in the last year. Our surveys show that staff are increasingly aware of suchopportunities and how to access them.
(iv) Flexible working
The School adopts a variety of flexible working patterns to reflect the diversity in job familiesand roles, conforming to the framework of the wider University. The School has developed arange of patterns that propagate a feeling of well-being, meeting needs of staff andpromoting a work-life balance that is beneficial to both the individual and the School. Thesework patterns are workable and fair to all staff. For example, remote access to Universitysoftware packages has allowed staff who have personal restrictions on working (parental andfamily caring commitments) to fulfil their responsibilities at home and enable them tocontribute to their work activities, ensuring that they do not feel that their role within theUniversity is in any way diminished.
Figure 5.16: Maternity and Paternity leave 2013-2016.
0
1
2
3
4
5
6
2013-14 2014-15 2015-16
Maternity Paternity
Year Paternity Leave Returners
2013-14 1 (Research) 1
2014-15 1 (Research) 1
2015-16 3 (1 Research and 2 Technical) 3
Figure 5.17: Paternity leave and returning members of staff in 2013-16
“In addition to kick-starting my independentresearch career, the School management werevery supportive and enabled me to make asmooth transition to my new post. I’menormously grateful for all the advice, supportand opportunities I was given during myFellowship.” Dr Libby Gibson
60
7. Further Information: (max 500 words)
BME: We are undertaking the first steps to address the intersection with ethnicity and gender in our
School. An in-house pilot study is running to assess progression and attainment of BME
undergraduates in our School. We have gathered data about our BME staff; our numbers are slightly
lower than the Faculty of Science averages for R&T and TS job families. Indeed, we have no BME staff
in our APM job family (Faculty figures are 4%). Now that we can access these data we will follow
closely these numbers and ensure our recruitment and advertising dovetails with the university’s
approach to the Race Charter, which will be developing in the next period (Action Point 5.7).
Surveys are an important aspect of gathering data on our activities and to gauge the responses of
various cohorts to our initiatives. Annually in March/April (2013-16) we run an Undergraduate survey
(with ChemSoc) to assess the response of our third-year cohort each year. We survey our PGR
second-year cohort and all PDRA (level 4). A separate annual Staff survey is carried out on-line in
April. The outcomes and analyses of the data of all the
surveys are collated and discussed at EDC;
recommendations are made to SAT based on
these results, which help to inform our future
actions. All of the survey results and some
interpretations and responses are circulated to
all Staff and students via email in October;
anonymity is preserved to any individual
responses.
Academic leavers and supporting career development in the
sector: Supporting career development is broader than retaining and promoting colleagues,
because, important though those mechanisms are, resources within an individual School are finite.
Underneath the statistics on leavers, there are many positive examples of the supportive
environment our School provides. One example is exemplified below from Dr Karen Syres:
“I was employed in the School of Chemistry, University of Nottingham as a Level 4 (PDRA) on a 3-year
research project from 2011-2014. During this time I received support and guidance from my supervisor
and from other members of staff. My supervisor allowed me to spend time on activities and training
events outside of my research project which significantly enhanced my CV, as well as providing
valuable career guidance. As my postdoctoral position came to an end, I was offered a further 2
months of research funding and then 3 months as a teaching fellow. I was grateful that the academic
staff cared so much about supporting me in my career and this period of extra funding allowed me to
apply for and secure a Lectureship in Physics at the University of Central Lancashire. The experience
from this Teaching Fellow position and the additional mentoring I had gained at Nottingham greatly
enhanced my application”.
[Section 7: 499 words]
2015 – “I would like to register mydiscontentment at the timing of this importantflagship lecture. Does the department have a
policy or ambitions on this issue?”
2016 “I notice with enthusiasm the new timingfor this year’s Jesse Boot Lecture!”
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ilst
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nd
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ost
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on
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mit
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ith
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ual
Rev
iew
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n.
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epo
rtto
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and
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of
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nit
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resp
on
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mes
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uer
ies,
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licat
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s,o
ffer
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po
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ents
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leas
tm
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tain
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ent
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siti
on
.
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der
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ork
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rage
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licat
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dto
me
nto
rap
plic
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toA
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eM
cLar
enan
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ott
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ese
arch
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ips.
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fem
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agu
esh
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ne
fitt
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om
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llow
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eco
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esp
ite
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ific
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lican
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nt
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ave
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and
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igio
us
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ent.
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Des
crip
tio
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tio
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ctio
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ken
and
ou
tco
me
atA
pri
l201
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ctio
np
lan
ne
dfr
om
May
20
13
Res
po
nsi
bili
tyTi
mes
cale
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ura
tio
nSt
art
dat
eSu
cce
ssM
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reO
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om
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of
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6
2B
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ve
sele
ction
and
inte
rvie
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cess
for
postd
octo
ralre
searc
her
appoin
tments
–to
inclu
de
am
inim
um
of
two
sta
ff.
2012
data
for
appoin
tment
of
postd
octo
ralre
searc
hers
has
identified
an
imbala
nce
betw
een
short
listing
and
appoin
tment.
Unconscio
us
bia
str
ain
ing
for
academ
icsta
ff.
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possib
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male
repre
senta
tion
at
inte
rvie
w.
SM
Gto
revie
wand
imple
ment
new
postd
octo
ral
appoin
tment
pro
cess
1/4
/2016
1/1
0/2
013
Rais
e%
Fpostd
oc
from
4-
year
avera
ge
of30%
toat
least
%F
levelfo
rPhD
stu
dents
-curr
ently
35%
.
All
staf
far
ere
qu
ire
dto
inte
rvie
ww
ith
atle
ast
on
eo
ther
per
son
.Un
con
scio
us
bia
str
ain
ing
isn
ow
off
ered
toal
laca
dem
icst
aff.
Ab
rief
pie
ceo
fu
nco
nsc
iou
sb
ias
trai
nin
gh
asb
een
de
liver
ed
ata
Sch
oo
l-w
ide
mee
tin
g.
Fem
ale
leve
l4co
lleag
ues
hav
ejo
ined
inte
rvie
wp
ane
ls.
2C
Exit
surv
ey
ofsta
ffand
PhD
stu
dents
inclu
din
guse
ofdata
from
the
Care
ers
and
Em
plo
yability
Serv
ice.
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exit
surv
ey
todete
rmin
ere
trospective
experience
and
constr
uctive
input
for
the
futu
re.
Directo
rof
Opera
tions
and
Adm
inis
tration
1/5
/2015
Annualre
vie
wofdata
and
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specific
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ofAction
Pla
nRevie
w.
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ere
xten
sive
dis
cuss
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hp
ost
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rum
and
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tio
nh
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ot
bee
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rogr
ess
ed
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eto
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siti
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es
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tho
segr
ou
ps.
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con
tin
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tora
ise
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issu
eo
nan
ann
ual
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sis
and
per
ma
nen
tst
aff
are
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ere
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itin
terv
iew
svi
aH
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ow
eve
r,w
ear
est
rugg
ling
tofi
nd
aro
ute
toga
ther
this
dat
ain
am
ann
er
that
isac
cep
tab
leto
po
std
ocs
/Ph
Ds.
Pla
ns
are
no
win
pla
cego
ing
forw
ard
toca
rry
ou
tan
inh
ou
see
xit
surv
eyw
ith
suit
able
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tect
ion
of
ano
nym
ity.
2D
Conduct
surv
ey
ofPhD
and
postd
oc
alu
mnito
seek
todete
rmin
ew
hat
facto
rsin
fluenced
their
choic
eof
care
er
direction.
An
idea
put
forw
ard
by
the
Chair
of
the
self-a
ssessm
ent
team
at
aRoyalSocie
tyof
Chem
istr
y(R
SC)
Ath
ena
SW
AN
meeting
inFebru
ary
2012.
Inadditio
nto
our
ow
nalu
mni,
aim
toencoura
ge
and
work
with
the
RSC
toconduct
national
surv
ey
of
post-
PhD
and
post-
postd
oc
RSC
mem
bers
who
have
left
academ
iain
the
past
5years
ED
Cand
inconju
nction
with
the
RSC
1/8
/2013
Pilot
ofour
ow
nalu
mni
1/1
/2014
UK-
wid
esurv
ey
Effo
rts
hav
eb
een
mad
eto
est
ablis
ha
com
pre
he
nsi
veal
um
nid
atab
ase
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de
rgra
du
ate
s,P
hD
and
po
std
ocs
.Ho
wev
er,t
he
nu
mb
ers
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tsu
ffic
ien
tto
pro
vid
ea
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dst
atis
tica
lan
alys
isan
dth
esu
rve
yh
asn
ot
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nco
nd
uct
ed
.
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ap
rote
ctio
nis
sues
wer
ee
nco
un
tere
dw
hen
atte
mp
tin
gto
invo
lve
the
un
iver
sity
care
ers
serv
ice
inth
isre
view
asit
was
felt
that
ide
nti
fica
tio
no
fin
div
idu
als
wo
uld
be
too
likel
y.
3A
New
Care
ers
and
Mento
ring
Schem
e.
Curr
ently
thro
ugh
(a)
annual
pers
onalcare
er
develo
pm
ent
revie
wplu
s(b
)perf
orm
ance
revie
wfo
rpostd
octo
ralsta
ff.
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PG
Rs
form
alre
cord
ed
meetings
with
superv
isor
(10
per
annum
)and
form
alannual
revie
ww
ith
superv
isor
and
assessor.
Mento
rsfo
rth
ose
who
wis
hto
opt
into
our
new
schem
e;
care
er
foru
ms
and
netw
ork
ing
for
those
who
would
pre
fer
am
ore
genera
lgro
up
appro
ach.
Postg
rad
mento
rs–
Directo
rof
Postg
raduate
Stu
die
sw
ith
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mPostd
ocs
–D
irecto
rof
Opera
tions
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inis
tration
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pio
n)
Ongoin
g1
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2013
Impro
vem
ent
inra
tings
for
Schoolperf
orm
ance
inth
isare
a(S
urv
eys
2014
and
2015).
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wee
n2
014
and
201
6th
ere
was
anin
cre
ase
inth
ep
erc
enta
geo
fm
ale
and
fem
ale
po
std
oct
ora
lstu
de
nts
agre
ein
gth
atth
ele
velo
fm
en
tori
ng
was
goo
d.
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ew
asn
osi
gnif
ican
td
iscr
ep
ancy
bet
wee
nth
em
ale
and
fem
ale
pe
rcen
tage
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eca
nse
efr
om
the
surv
eyre
sult
sth
atan
incr
ease
dp
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enta
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ost
do
csag
reed
that
the
leve
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ng
inth
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oli
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od
201
4–
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%2
015
-35
%2
01
6-5
0%(p
ost
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csw
ho
stro
ngl
yag
reed
).
3B
Impro
ve
aw
are
ness
of
Equality
and
Div
ers
ity
issues
inclu
din
gAth
ena
SW
AN
for
new
sta
ffand
PhD
stu
dents
.
Induction
at
indiv
idualle
velfo
rnew
sta
ff.
PhD
stu
dent
induction
(annually
inO
ct)
.
Annualre
fresher
at
PhD
and
postd
oc
foru
ms.
Directo
rof
Opera
tions
and
Adm
inis
tration
Directo
rof
postg
raduate
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die
s
Researc
hsuperv
isor
Directo
rof
Opera
tions
and
Adm
inis
tration
On
sta
ffarr
ival
2nd
Oct
2013
(PG
Rin
take)
For
oth
er
sta
rtdate
s
1M
ay
2013
1M
arc
h2014
Rais
epro
file
of
Equality
and
Div
ers
ity
and
impro
ve
aw
are
ness
as
reflecte
din
futu
resurv
ey
questions
(Surv
ey
June
2014,2015
&2016).
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po
stgr
ads
and
po
std
ocs
,th
e2
014
-16
surv
eyd
ata
sho
wa
mar
ked
incr
ease
inth
ele
velo
faw
are
nes
so
fth
eSc
ho
ol’s
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ort
sar
ou
nd
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D.
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est
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aske
dw
as:
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awar
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sch
eme
and
ou
rco
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itm
ent
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viro
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ent’
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eh
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om
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81
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d8
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reed
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eed
).P
ost
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cSu
rve
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he
Sch
oo
lis
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ctiv
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rais
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der
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alit
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s’72
%in
20
15
and
83%
in2
01
6(S
tro
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gre
ed/A
gree
d).
3C
Cours
es
inEquality
and
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ers
ity
for
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ent
and
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sta
ff.
STEPS
Equality
and
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ers
ity
Dra
ma
for
Tra
inin
g(s
taff
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ns
held
inth
eSchool
Septe
mber
2012.
Tra
inin
gon
unconscio
us
bia
s,
em
ail
etiquett
e,and
em
otional
inte
llig
ence
for
all
sta
ffand
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hstu
dents
who
willgain
PG
train
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cre
dits
as
part
of
their
PhD
Stu
die
spro
gra
mm
e.
Head
of
Opera
tions
and
Adm
inis
tration
Sta
ff:
1M
ay
2013
PhD
stu
dents
from
Nov
2013
June
2013
Regis
tration
ofpart
icip
ation
and
end
ofsessio
nfe
edback.
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oo
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ide
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etin
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dd
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artm
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ow
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ea
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ias
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etin
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uly
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ias
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gh
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iver
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staf
fgr
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ps
inea
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rfo
rum
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the
tim
ep
erio
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4-1
6.
PD
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pro
cess
man
dat
ed
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alls
taff
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der
take
eq
ual
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and
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ersi
tytr
ain
ing.
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em
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ers
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eac
cess
toth
ed
ata
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up
take
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cesses
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pra
ctice
inEquality
and
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ers
ity
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ach
firs
tsuggeste
dby
Str
ate
gic
Advis
ory
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mem
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inN
ovem
ber
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follow
ing
pre
senta
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on
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ena
SW
AN
.
Sm
all
gro
up
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rmalm
eetings
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pro
cess
toexam
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consis
tency
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and
enhancem
ent
toth
eSchool’s
Equality
and
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ers
ity
policie
s(w
ith
em
phasis
on
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issues).
Equality
and
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ers
ity
Com
mitte
em
em
bers
follow
ing
unconscio
us
bia
str
ain
ing
1O
ct
2013
Pro
cess
Revie
w–
recru
itm
ent
at
all
levels
,com
mitte
es,
teachin
gand
stu
dent
perf
orm
ance,
and
superv
isio
n.Report
toStr
ate
gic
Advis
ory
Board
Tod
ate
no
equ
alit
yim
pac
tas
sess
me
nts
hav
eb
een
carr
ied
ou
to
nth
eSc
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rece
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ject
s.H
ow
eve
r,e
arly
20
17
will
see
the
roll
ou
to
fu
niv
ers
ity
EIA
pro
cess
and
do
cum
enta
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nw
hic
hw
illen
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cho
ols
and
Dep
artm
ents
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nsi
der
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bro
ader
reac
hes
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Equ
alit
yA
ct.
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oo
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ten
ds
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seth
isto
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oin
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roac
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ture
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ject
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Action
Des
crip
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tio
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nta
ken
and
ou
tco
me
atA
pri
l201
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ctio
np
lan
ne
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om
May
20
13
Res
po
nsi
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mes
cale
/D
ura
tio
nSt
art
dat
eSu
cce
ssM
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reO
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om
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of
201
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3E
Sta
ffand
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ers
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Part
icip
ation
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ay
univ
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alShort
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es
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has
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ad-
hoc
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driven
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lyby
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tere
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em
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ke
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and
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ers
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at
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’or
equiv
ale
nt.
Chair
of
ED
Cto
take
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gEqualO
pport
unitie
sPolicie
s’.
Chair
TLC
tota
ke
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ers
ity
inTeachin
gand
Learn
ing’.
Roll-o
ut
for
all
sta
ffand
postg
raduate
sfo
llow
ing
leaders
hip
exam
ple
as
above.
HoS
and
SM
Gm
em
bers
Chair
ED
C
Chair
TLC
Within
12
month
s
Within
12
month
s
Within
12
month
s
Within
12
month
s
1M
ay
2013
1M
ay
2013
1M
ay
2013
1M
ay
2014
Regis
tration
and
com
ple
tion
ofcours
e.
Recognitio
nand
record
at
AnnualPerf
orm
ance
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wfo
rsta
ffand
AnnualRevie
wfo
rPostg
raduate
s
Ch
air
of
EDC
,SEB
and
TLC
hav
eal
lun
der
take
nth
etr
ain
ing
ou
tlin
ed
.In
add
itio
n,
ther
eis
no
wa
req
uir
em
en
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ral
ltea
chin
gst
aff
tou
nd
erta
keth
eD
ive
rsit
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teac
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dle
arn
ing
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nin
gan
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ral
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ffto
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agin
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ua
lo
pp
ort
un
itie
str
ain
ing.
Nu
mb
ers
up
take
on
this
trai
nin
gis
mo
nit
ore
db
yth
eH
ead
of
Sch
oo
lan
dis
anit
emo
nth
eP
DP
Rd
ocu
men
tati
on
.
3F
Care
ers
Info
rmation
and
Develo
pm
ent
Lim
ited
curr
ently
apart
from
two
PG
module
sand
thro
ugh
the
Univ
ers
ity
Care
ers
Em
plo
yability
Serv
ice.
UG
Care
ers
Evenin
g(O
ct
-annual)
and
Researc
hO
rienta
tion
pm
April2013.
Schoolpolicy
isnow
that
postd
ocs
are
now
encoura
ged
and
entitled
tota
ke
5days
per
annum
pers
onaland
care
er
develo
pm
ent
train
ing.
Majo
rannualcare
ers
event
org
anis
ed
by
PG
stu
dents
and
postd
ocs
for
July
2013
and
funded
by
School.
AnnualIn
vitation
toaddre
ss
foru
ms
by
Senio
rCare
ers
Advis
er,
Faculty
ofScie
nce.
ED
C,SM
G,
School
Care
ers
Advis
or,
with
chairs
ofPhD
and
Postd
oc
Foru
ms.
Annual
1M
ay
2013
Impro
vem
ent
inra
tings
for
Schoolperf
orm
ance
inth
isare
a(S
urv
ey
2014,
2015
and
2016).
Co
nsi
der
able
imp
rove
men
tin
pro
visi
on
has
occ
urr
ed.T
he
care
ers
advi
sor
for
the
Facu
lty
of
Scie
nce
no
wro
uti
ne
lyru
ns
dro
pin
sess
ion
sin
the
Sch
oo
lfo
yer
ove
rth
elu
nch
tim
ep
erio
d.A
sen
ior
care
ers
advi
sor
isan
acti
vep
arti
cip
ant
inan
nu
alca
reer
sev
ents
that
are
he
ldw
ith
inth
eSc
ho
ol.
The
inh
ou
seca
reer
sev
en
tsar
en
ow
acti
vely
adve
rtis
edto
UG
+P
hD
+P
ost
do
c(e
.g.A
lum
nic
aree
rsev
en
ing)
,rat
he
rth
anju
stU
G.
The
UG
surv
eyre
sult
sin
dic
ate
we
hav
ein
cre
ased
the
awar
enes
so
fth
eU
Gs
toth
eo
pp
ort
un
itie
so
fca
reer
pro
gres
sio
n(2
01
4–
34%
;201
5–
71
%;
20
16
-8
4%
)
4A
Fem
ale
repre
senta
tion
on
com
mitte
es
and
inth
edecis
ion-m
akin
gpro
cess.
Academ
icre
pre
senta
tion
islo
wer
than
desirable
on
decis
ion-m
akin
gcom
mitte
es.
Fro
m1
stAugust
2013
the
Physic
alChem
istr
ySection
will
be
headed
by
afe
male
Pro
fessor.
Invite
postd
octo
ralre
searc
hers
and
Researc
hFellow
sto
join
TLC
and
LCF
and
toshadow
SRC
mem
bers
HoS,SM
G
Revie
wby
ED
C
Guid
eline
term
3years
1O
ct
2013
Hig
her
fem
ale
repre
senta
tion
on
com
mitte
es
with
targ
et
of
50%
fem
ale
repre
senta
tion
Bet
wee
n2
013
-20
16
the
pe
rcen
tage
of
fem
ale
rep
rese
nta
tive
on
key
Sch
oo
lco
mm
itte
esh
asri
sen
to3
5%
.Wh
ilst
this
do
esn
ot
reac
hth
e5
0%
targ
etit
has
tob
en
ote
dth
atto
do
sow
ou
ldp
ut
anu
nre
aso
nab
lead
min
istr
ativ
eb
urd
eno
nfe
mal
eac
adem
icst
aff.
The
ph
ysic
alch
emis
try
sect
ion
has
bee
nh
ead
edb
ya
fem
ale
pro
fess
or
fro
m2
01
3-1
6an
dw
illco
nti
nu
eu
nti
l201
9.
4B
Work
load
Model
The
Schoolis
pro
ud
that
in2010
itdevelo
ped
and
intr
oduced
its
ow
ndeta
iled
work
load
modelw
hic
his
used
inannualperf
orm
ance
revie
w.
Itapplies
toall
researc
hand
teachin
gsta
ff.
The
univ
ers
ity
isto
intr
oduce
its
‘Tra
nspare
nt
Work
load
Model’
whic
hw
illin
clu
de
all
aspects
of
teachin
g,
researc
h,
adm
inis
tration
and
citiz
enship
,outr
each/
public
engagem
ent
activitie
s.
HoS,SM
G,
ED
CO
ngoin
gTim
ing
for
adoption
of
new
univ
ers
ity
schem
edepends
on
univ
ers
ity
schem
ero
ll-
out.
Successfu
lim
ple
menta
tion
and
pra
cticalvalu
eof
univ
ers
ity
work
load
model
monitore
dth
rough
School-
based
surv
eys
and
feedback.
See
als
oAC
TIO
N4D
.
The
Un
ive
rsit
yw
ork
load
mo
del
for
acad
emic
staf
fh
asb
een
imp
lem
ente
d.
The
dat
ap
rovi
ded
by
the
wo
rklo
adm
od
eli
sd
iscu
sse
din
PD
PR
.An
exam
ple
of
the
dat
ath
atar
em
on
ito
red
isth
ew
ork
load
com
mit
men
tto
(sp
ecif
ic)
pas
tora
lca
reo
fst
ud
en
ts,t
he
aver
age
for
am
ale
acad
emic
inth
eSc
ho
oli
s1
8h
ou
rsp
er
acad
emic
year
and
the
ave
rage
for
fem
ale
acad
emic
sis
19
ho
urs
pe
rac
adem
icye
ar.
4C
Equality
and
Div
ers
ity
Com
mitte
eM
et
twic
eper
year
for
3years
-in
troduced
policy
for
mate
rnity
leave
and
financia
lsupport
,PhD
and
postd
oc
foru
ms,
and
Schooldig
nity
advis
ors
.Laid
gro
undw
ork
for
Ath
ena
subm
issio
n.
Mem
bers
hip
was
bro
adened
mem
bers
hip
toin
clu
de
adm
inis
trative
and
technic
al
sta
ffin
Jan
2012.
Meeting
frequency
incre
ase
to4
per
year.
The
ED
Cw
illin
clu
de
the
SAT
Team
and
repre
senta
tion
on
the
univ
ers
ity
‘Win
SET’com
mitte
e.
Additio
nof
new
underg
raduate
stu
dent
mem
ber
(Pre
sid
ent
of
Chem
Soc).
HoS
Chair
ED
Cw
ho
isa
mem
ber
of
SM
G.
1O
ct
2013
Rais
epro
file
of
Equality
and
Div
ers
ity
and
impro
ve
aw
are
ness
as
reflecte
din
surv
ey
questions
(Surv
eys
June
2014
and
2015)
The
EDC
no
wm
eets
mo
nth
lya
wee
kb
efo
reth
eSA
Tin
ord
er
toe
nsu
rego
od
com
mu
nic
atio
n.T
he
Ch
air
of
EDC
no
wsi
tso
nSA
Tan
dis
the
Sch
oo
lre
pre
sen
tati
veo
nW
iN.T
he
pre
sid
ent
of
Ch
emSo
Cn
ow
sits
on
the
EDC
.Ph
Dan
dP
DR
AFo
rum
each
hav
em
emb
ers
on
EDC
.
AFa
cult
yED
Cn
ow
exis
ts(s
ince
ear
ly20
16
)ch
aire
db
ya
PV
C,d
emo
nst
rati
ng
sen
ior
man
agem
ent
bu
y-in
.
Ther
eis
also
aFa
cult
yp
lan
for
E&
D.
4D
Input
and
feedback
on
Equality
and
Div
ers
ity
and
rela
ted
topic
sth
rough
2014
and
2015
surv
eys
usin
gdata
from
those
conducte
dto
date
as
benchm
ark
s.
Benchm
ark
surv
ey
data
as
liste
din
sections
3(b
)‘S
elf-
Assessm
ent
pro
cess’and
5.
‘Any
oth
er
com
ments
’.
Surv
eys
ofsta
ffand
stu
dents
for
com
parison
with
pre
vio
us
data
.
Chair
and
mem
bers
hip
ED
Cin
conju
nction
with
PhD
and
postd
oc
foru
mcom
mitte
es
Carr
ied
out
annually
with
com
mon
questions
June
2014
Evid
ence
ofchange
inexperience,att
itude,
sense
ofcom
munity
as
measure
din
surv
eys.
Thes
esu
rvey
sh
ave
be
enca
rrie
do
ut
year
ly(2
01
4-2
01
6).P
rogr
ess
has
be
enm
ade
on
the
qu
est
ion
dat
abas
ein
ord
erto
pro
be
the
corr
ect
top
ics
and
pro
vid
ea
com
par
iso
nye
aro
nye
arth
atw
illen
ab
lego
od
trac
kin
go
fth
ee
xper
ien
ce,
atti
tud
ean
dth
ese
nse
of
com
mu
nit
yo
fal
lmem
ber
so
fth
eSc
ho
ol.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
atA
pri
l201
3A
ctio
np
lan
ne
dfr
om
May
20
13
Res
po
nsi
bili
tyTi
mes
cale
/D
ura
tio
nSt
art
dat
eSu
cce
ssM
easu
reO
utc
om
eas
of
201
6
4E
Pro
mote
vis
ibility
of
wom
en
inscie
nce
The
SAT
rais
ed
with
univ
ers
ity
mark
eting
the
lack
offe
male
images
ina
dra
ftofth
eSchool’s
AnnualReport
.As
are
sult
new
photo
sw
ere
inclu
ded
topro
vid
ea
str
onger
repre
senta
tion
ofw
om
en.
Poste
rs,publicity
mate
rials
,aw
ard
dis
pla
y.Slide
on
rollin
gTV
scre
en
info
yer.
Annual
Ath
ena-b
ased
new
sle
tter
and
section
inSchoolAnnualReport
.
SchoolM
ark
eting
Manager
Revie
wby
ED
C
Updating
during
3years
1M
ay
2013
Evid
ence
ofchange
inperc
eption
of
wom
en
inscie
nce
by
all
the
com
munitie
sin
,or
who
vis
it,
our
school.
The
Sch
oo
l’san
nu
alre
po
rtw
asp
rod
uce
din
20
13
and
20
14
and
was
mo
nit
ore
dto
ensu
rere
pre
sen
tati
on
of
fem
ale
staf
f/st
ud
en
ts.
The
ann
ual
rep
ort
isn
olo
nge
rp
rod
uce
dd
ue
toch
ange
sin
Un
ive
rsit
yp
olic
yw
ith
resp
ect
tow
ork
load
req
uir
em
ents
top
rod
uce
such
are
po
rt.W
eh
ave
inst
igat
eda
wee
kly
ne
wsl
ette
rw
hic
hh
igh
ligh
tsth
eac
hie
vem
ents
of
alls
taff
.
In2
01
6th
ein
itia
tive
was
un
de
rtak
ento
ded
icat
e(f
or
inte
rnat
ion
alw
om
en’s
day
)th
eco
nte
nt
of
the
rolli
ng
TVsc
reen
sin
the
foye
rto
wo
me
nin
the
Sch
oo
l.Th
ish
asn
ow
bec
om
eem
bed
ded
inth
eSc
ho
olc
alen
dar
and
in20
17
will
be
acco
mp
anie
db
ya
nu
mb
ero
fSc
ho
ole
ven
tsce
leb
rati
ng
the
succ
ess
eso
fw
om
enin
R&
T,A
PM
and
TSst
aff
cate
gori
es.
4F
Develo
pm
ate
rnity/p
ate
rnity
leave
policy
for
postg
raduate
stu
dents
and
record
data
syste
matically.
Bri
ng
policy
for
PG
Rstu
dents
into
line
with
that
for
sta
ff.
Chair
of
ED
Cand
Directo
rof
Postg
raduate
Stu
die
s
1M
ay
2015
Entr
ies
inPostg
raduate
Handbook.
Mat
ern
ity
and
pat
ern
ity
leav
ep
olic
yfo
rP
Gs
was
add
ed
toth
e2
01
6h
and
bo
ok.
The
dat
aar
esy
ste
mat
ical
lyre
cord
ed.
4G
Advert
ise
pare
nta
lle
ave,
retu
rnto
work
,flexib
lew
ork
ing
policie
s,
success
sto
ries
and
core
meeting
hours
wid
ely
on
the
School’s
public
website.
Record
data
routinely
Good
pra
ctice
imple
mente
dw
ith
asenio
rfe
male
School
manager
takin
ga
12-m
onth
care
er
bre
ak
and
are
searc
hacadem
icre
turn
ing
from
mate
rnity
leave
work
ing
0.9
FTE
(Case
Stu
dy
1.)
.School
fundin
gfo
rpostd
oc
during
the
academ
ic’s
mate
rnity
leave.
Exte
nd
pra
ctice
and
know
ledge
ofpolicy
more
wid
ely
on
web.
Develo
ppolicy
tom
irro
runiv
ers
ity
policy
inpla
ce
for
adm
inis
trative
and
technic
al
sta
ff.
Chair
ED
Cw
ith
ITsta
ffO
ngoin
gbut
substa
ntially
inpla
ce
by
end
2013
1M
ay
2013
Inclu
de
questions
in2014
and
2015
surv
eys
and
assess
fam
ilia
rity
ofsta
ffand
researc
hstu
dents
.
Up
dat
ed
Un
iver
sity
po
licie
sh
ave
bee
nad
de
dto
staf
fh
and
bo
ok
wh
ich
isci
rcu
late
dto
staf
fan
dad
ded
tow
ork
spac
e.Th
isin
clu
de
sin
form
atio
no
nco
rem
eet
ing
ho
urs
and
par
enta
llea
ve.
Ad
edic
ated
E&
Dn
oti
ceb
oar
dh
asb
een
esta
blis
he
d.
Dat
aw
.r.t
.pare
nta
lle
ave,
retu
rnto
work
and
flexib
lew
ork
ing
upta
ke
isro
uti
ne
lyre
cord
ed.
4H
Fle
xib
leand
part
-tim
ew
ork
ing
Burs
ary
schem
efo
rchild
care
support
duri
ng
e.g
.confe
rence
att
endance
Fle
xib
leand
part
-tim
ew
ork
ing
rare
lyta
ken
up
and
sta
ffaw
are
ness
at
modest
level.
Incre
ase
aw
are
ness
inconsultation
with
sta
ffw
ith
refe
rence
topra
ctice
for
Adm
inis
tration
and
Pro
fessio
nal
sta
ff.
HoS
and
SM
GD
raft
ed
by
ED
C
Application
toH
oS
for
burs
ary
Inpla
ce
by
end
June
2014
1Ja
n2014
Monitor
take-u
pofpart
-tim
ew
ork
ing
and
impact
on
culture
thro
ugh
annual
surv
eys.
Flex
ible
and
par
tti
me
wo
rkin
gsu
rvey
resu
lts
hav
eb
een
anal
ysed
(20
15-1
6).
Ab
urs
ary
sch
eme
for
child
care
sup
po
rtd
uri
ng
con
fere
nce
atte
nd
ance
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tb
een
imp
lem
en
ted
atSc
ho
oll
eve
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th
as
bee
nim
ple
me
nte
dat
aFa
cult
yle
vel.
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emb
ero
fSA
Th
asco
nsu
lted
wit
ha
nu
mb
ero
fp
rofe
ssio
nal
bo
die
sw
ho
run
sim
ilar
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emes
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Tst
aff
can
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lyfo
r.Li
nks
toth
ese
sch
emes
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pro
vid
edo
no
ur
we
bsi
te.
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Enhance
sense
of
com
munity
inth
eSchool
Intr
oduced
foru
ms,Researc
hShow
case
with
Schoolsocia
levent
(to
be
held
June
2013)
focussin
gon
work
ofyounger
researc
hers
.
Socia
lspace
now
share
dby
all
sta
ff.
Web-b
ased
new
son
Schoolw
ebsite.
Month
lySchool-
wid
ere
searc
hcolloquia
.
Intr
oduce
‘tocs’-
sty
letw
o-
weekly
em
ail
ale
rtof
new
sheadlines
acro
ss
School.
Ensure
academ
ic,cultura
l,sport
ing
etc
.successes
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cele
bra
ted.
Ensure
pla
nnin
gfo
rany
new
Schoolbuildin
gin
clu
des
socia
lspace.
P.A
.to
Directo
rof
Opera
tions
and
Adm
inis
tration
HoS
and
SM
G
1M
ay
2013
Horizon
of~
3years
Revie
wofw
ork
ing
and
popula
rity
by
ED
C.
Section
on
E&
Din
the
SchoolAnnualReport
from
2014.
Inclu
de
as
asta
ndard
item
inre
port
son
pla
nnin
g.
All
of
thes
eac
tio
ns
hav
eb
een
imp
lem
en
ted
ho
wev
erw
ith
resp
ect
toan
nu
alre
po
rts
ple
ase
see
4E.
Exam
ple
so
fac
tio
ns
imp
lem
en
ted
are:
Term
lySc
ho
ol-
wid
em
eeti
ngs
wh
ich
no
wb
rin
gth
ew
ho
leSc
ho
ol
toge
ther
on
are
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ith
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cces
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idu
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iver
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then
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ho
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ive
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ott
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bre
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ion
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oS
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ead
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oo
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OA
=D
irec
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erat
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dad
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AT
=Se
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arn
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nin
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om
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om
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iver
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=Eq
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ual
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ion
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nn
ed
fro
mN
ov
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ual
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ual
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oo
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ide
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eet
ings
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Cw
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nti
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ally
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ort
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air
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ort
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lab
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ross
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oo
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ths
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ur
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mit
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ts;a
dju
stas
ne
eded
inth
elig
ht
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dat
ao
bta
ined
.
1.
Dat
aC
olle
ctio
nan
dM
on
ito
rin
gTo
add
ress
dat
aco
llect
ion
acro
ssal
lsta
ffan
dst
ud
en
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tego
ries
toal
low
eas
eo
fco
mp
aris
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year
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arti
cula
rfo
cus
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en
suri
ng
goo
dd
ata
sets
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licat
ion
sre
ceiv
ed,a
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ce,d
egr
eecl
assi
fica
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n(f
or
stu
de
nts
)an
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plic
atio
ns,
sho
rt-l
ist,
inte
rvie
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ffe
rs,a
cce
pta
nce
and
pay
for
staf
f.A
lld
ata
tob
ean
alys
ed
by
gen
der
.
1.1
UG
stu
de
nt
inta
ked
ata
by
app
licat
ion
,off
er,
con
vers
ion
,gen
der
and
entr
y.
Thes
ed
ata
are
colle
cted
ann
ual
lyan
da
cycl
eo
fre
po
rtin
gto
TLC
has
bee
nem
bed
ded
.Mar
keti
ng
mat
eria
lan
dst
ruct
ure
of
op
end
ays/
UC
AS
eve
nts
hav
eb
een
mo
dif
ied
and
thei
rim
pac
tis
mo
nit
ore
d.W
eh
ave
seen
anin
crea
sein
ou
rp
erce
nta
gefe
mal
eU
Gn
um
ber
sfr
om
38%
to4
4%
(cf.
20
14-
15
HES
Aav
erag
e43
%),
bu
tth
eai
mo
f50
/50
has
no
tb
een
ach
ieve
d.
An
nu
alfo
rmal
rep
ort
toT
LC,E
DC
,SEB
,SA
Tan
dSt
aff
Mee
tin
gb
yd
egre
e,n
um
ber
and
gen
de
rin
clu
din
gco
mp
aris
on
wit
hn
atio
nal
dat
a.
New
on
line
op
en
day
and
UC
AS
regi
stra
tio
nsy
ste
mw
illal
low
us
toco
llect
and
anal
yse
dat
afo
ral
latt
end
ees
toga
ther
gen
der
/d
iver
sity
info
rmat
ion
toco
rrel
ate
and
info
rmo
nU
Ge
ntr
y.
Ad
mis
sio
ns
tuto
rs.
Ch
air
of
TLC
wit
has
sist
ance
fro
mSt
ud
ent
Sup
po
rtO
ffic
e.
30
/11
/20
16
-o
ngo
ing.
An
nu
alre
view
po
ints
are
fixe
dac
tio
ns
for
EDC
inO
cto
be
ran
dM
ay
Mea
sure
:In
crea
se%
fem
ale
inta
keto
war
ds
the
pro
po
rtio
nac
hie
vin
gA
-lev
elC
he
mis
try
by
20
19
-20
,wh
ich
will
req
uir
ean
incr
ease
(fro
m4
4%
in2
015
-16
)o
f1
-2%
p.a
.No
teH
ESA
ave
rage
is4
8%
.M
easu
re:I
mp
lem
ent
add
itio
nal
spec
ific
inte
rven
tio
ns
on
anan
nu
alb
asis
,if
targ
etgr
ow
thra
teis
no
tb
ein
gm
et.
1.2
UG
stu
de
nt
atta
inm
en
t–
dat
ao
nd
egre
ere
sult
sto
be
corr
ela
ted
wit
hst
ud
ent
entr
yq
ual
ific
atio
ns
totr
ack
gen
der
/d
iver
sity
tren
ds.
We
hav
ed
emo
nst
rate
dth
atfe
mal
est
ud
ents
thri
vein
the
No
ttin
gham
envi
ron
men
tw
ith
anin
crea
sin
g%
geo
fth
eco
ho
rto
bta
inin
gfi
rst
clas
sd
egre
es.
.
An
nu
alfo
rmal
rep
ort
toT
LCan
dED
C.
Ad
mis
sio
ns
tuto
rs.
Ch
air
of
TLC
wit
has
sist
ance
fro
mSt
ud
ent
Sup
po
rtO
ffic
e.
An
nu
ally
Mea
sure
:Co
rre
lati
on
of
per
cen
tage
fem
ale
stu
den
tsga
inin
gfi
rst
clas
san
d2
:1d
egr
ees
wit
hin
take
and
en
try
qu
alif
icat
ion
s.M
easu
re:A
nal
ysis
toin
form
the
dev
elo
pm
en
to
fsp
eci
fic
hyp
oth
ese
sto
test
inC
hem
istr
yE
du
cati
on
MSc
ipro
ject
s(a
tle
ast
on
ep
.a.)
run
inth
eSc
ho
ol.
Mea
sure
:Ou
tco
me
of
Ch
emis
try
Edu
cati
on
pro
ject
sto
be
shar
ed
wit
hSc
ho
ol(
and
Facu
lty
com
mit
tee
s).
Mea
sure
:Po
siti
vem
essa
ges
fro
mC
hem
istr
yEd
uca
tio
np
roje
cts
tob
eid
enti
fied
and
uti
lise
din
UG
recr
uit
men
tm
ater
ials
(we
b/b
roch
ure
/pre
sen
tati
on
s)[i
mp
act
tob
eas
sess
edin
1.1
].
1.3
PG
R/
PG
Tin
take
dat
ab
yap
plic
atio
n,o
ffe
r,co
nve
rsio
n,g
end
eran
den
try.
Thes
ed
ata
are
colle
cted
ann
ual
lyan
da
cycl
eo
fre
po
rtin
gto
SEB
has
bee
nem
be
dd
ed.
An
nu
alfo
rmal
rep
ort
toE
DC
,SEB
,SA
Tst
atin
gn
um
ber
of
app
lican
ts,s
ho
rtlis
tso
ffer
san
da
ccep
tan
ces
split
by
gen
der
incl
ud
ing
com
par
iso
nw
ith
nat
ion
ald
ata.
Rel
ate
ou
tco
mes
toac
tio
np
oin
t2
.1
Po
stgr
adu
ate
Ad
mis
sio
ns
Tu
tor
and
Ad
min
istr
ato
r
30
/11
/20
16
-o
ngo
ing.
An
nu
alre
view
po
ints
are
fixe
dac
tio
ns
for
EDC
inO
cto
be
ran
dM
ay
Mea
sure
:Mai
nta
inp
erce
nta
gefe
mal
ein
take
for
PG
Tat
or
abo
veth
eH
ESA
aver
age
of
40
%as
the
(sm
all)
coh
ort
gro
ws.
Mea
sure
:In
crea
sep
erce
nta
geo
ffe
mal
eap
plic
atio
ns
for
PG
R(f
rom
35%
in2
01
5-1
6)b
y2
%p
.a.,
thro
ugh
spec
ific
inte
rve
nti
on
sar
isin
gfr
om
ann
ual
con
sid
erat
ion
of
inta
ked
ata.
Mea
sure
:In
crea
sep
erce
nta
geo
ffe
mal
eac
cep
tsfo
rP
GR
(fro
m46
%in
20
15
-16)
by
atle
ast
1%
p.a
.wit
han
asp
irat
ion
tore
ach
50
%b
y2
019
-20
.
1.4
Toim
pro
vere
cru
itm
en
tat
allS
taff
leve
ls(1
–7
).En
cou
ragi
ng
app
licat
ion
sfr
om
asd
iver
sea
ran
geo
fca
nd
idat
es
asp
oss
ible
,w
ith
the
aim
of
ensu
rin
gth
atth
eb
alan
ceo
fap
plic
ants
atal
lsta
ges
of
the
pro
cess
refl
ects
the
bro
ader
po
pu
lati
on
.
Key
issu
esar
en
um
ber
so
ffe
mal
eap
plic
ants
atal
llev
els.
This
has
bee
nes
tab
lish
ed
fro
mo
ur
late
std
ata
ob
tain
edfr
om
the
Uo
NTa
ble
ausy
stem
.
We
hav
ein
tro
du
ced
Ath
en
aSW
AN
stat
eme
nt
toal
lad
vert
san
du
sed
ou
rH
Rsy
stem
toe
nsu
reap
pro
pri
ate
sho
rtlis
tin
gan
din
terv
iew
.
An
nu
alfo
rmal
rep
ort
toSE
B,S
AT
and
allS
taff
.Ou
rai
mis
toch
ange
the
cult
ure
of
recr
uit
men
tto
allp
ost
s(s
eeA
ctio
n2
.3).
Inst
igat
ea
chec
ko
nsh
ort
listi
ng
pro
cess
(see
Act
ion
2.3
)In
form
alp
rom
oti
on
sw
ork
sho
ps
will
be
intr
od
uce
dto
rais
eap
plic
atio
ns
atle
vels
5,6
and
7.
Ho
S,SE
Ban
dED
C3
0/1
1/2
016
-o
ngo
ing.
An
nu
alre
view
po
ints
are
fixe
dac
tio
ns
for
EDC
inN
ove
mb
er
Mea
sure
:In
crea
sep
erce
nta
geo
ffe
mal
eap
plic
atio
ns
atle
vel4
(fro
m25
%in
20
15
-16)
by
5%
p.a
.,th
rou
ghre
fin
emen
to
fre
cru
itm
en
tm
ater
ials
,in
form
ed
by
bes
tp
ract
ice
and
late
stre
sear
ch.
Mea
sure
:All
sho
rtlis
tsw
illb
em
on
ito
red
inth
esc
ho
ol.
Th
ose
wit
ha
sign
ific
ant
gen
de
rim
bal
an
cew
illb
em
on
ito
red
,wit
hsp
ecif
icin
terv
en
tio
ns,
afte
rd
ue
refl
ecti
on
,to
red
uce
the
nu
mb
er
of
such
sho
rtlis
tsea
chye
ar.
Mea
sure
:Sp
ecif
icp
osi
tive
acti
on
s[2
.2]
toen
cou
rage
app
licat
ion
s(a
tal
llev
els
1to
7)
fro
mw
om
enw
illb
eid
en
tifi
ed
and
imp
lem
ente
d;t
hei
rim
pac
to
nre
cru
itm
ent
dat
aw
illb
em
on
ito
red
and
asse
sse
d.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
aso
f20
16A
ctio
np
lan
ne
dfr
om
No
v2
01
6R
esp
on
sib
ility
Star
tD
ate
and
Tim
ing
Succ
ess
Me
asu
re
1.5
Toas
sess
and
imp
rove
the
gen
der
bal
ance
acro
sso
ur
AP
Man
dT
Sp
osi
tio
ns.
AP
M–
at8
0%
fem
ale
so
ur
gen
de
rb
alan
ceis
mar
gin
ally
bet
ter
than
the
HES
AN
atio
nal
Ave
rage
(85
%Fe
mal
es)
.TS
–at
36
%fe
mal
es,
the
gen
der
bal
ance
issi
gnif
ican
tly
bet
ter
than
the
late
stH
ESA
Nat
ion
alo
f3
1%
fem
ale
s.In
bo
thca
ses
the
bal
an
ceo
fw
om
enat
the
hig
he
rgr
ades
isn
ot
op
tim
alb
ut
we
be
lieve
we
ha
vea
pip
elin
eo
ffe
mal
est
aff
wh
ow
illch
ange
this
.
Clo
sem
on
ito
rin
go
fth
ere
cru
itm
ent
and
regr
adin
gp
roce
sse
sfo
rA
PM
and
TSac
ross
alll
evel
s.
Forg
est
ron
glin
ksw
ith
the
Uo
Nap
pre
nti
cesh
ipsc
hem
e(
see
sect
ion
5.4
).
DO
A,H
oS
On
goin
gw
ith
An
nu
alR
evie
w
Mea
sure
:Ext
ent
of
reb
alan
cin
go
fge
nd
erac
ross
the
AP
Man
dTS
role
san
dac
ross
the
dif
fere
nt
leve
ls.
2.
Ge
nd
er
Rep
rese
nta
tio
nTh
eke
yis
sue
iden
tifi
edin
dat
ais
that
we
mu
stra
ise
the
nu
mb
er
of
app
licat
ion
sfr
om
fem
ales
too
ur
sch
oo
lfo
rb
oth
ou
rst
ud
en
tco
ho
rtan
do
ur
staf
fp
osi
tio
ns
2.1
Imp
rove
the
visi
bili
tyo
ffe
mal
ero
lem
od
els
top
rosp
ecti
veU
Gst
ud
en
tsan
dto
curr
en
tU
Gst
ud
en
tsto
recr
uit
mo
reP
Gst
ud
ents
.
We
hav
efo
cuss
ed
up
on
the
imag
ery
inan
dar
ou
nd
the
Sch
oo
l,o
ur
web
site
san
do
ur
adve
rtis
ing
mat
eria
lsan
do
pen
day
staf
fin
gto
focu
su
po
nre
cru
itm
en
tto
ou
rU
Gco
ho
rt.I
nad
dit
ion
we
hav
elo
oke
dca
refu
llyat
role
mo
del
sam
on
gst
ou
rst
aff
and
lab
dem
on
stra
tors
toe
nsu
reth
ato
ur
curr
ent
UG
fem
ale
sca
nse
ea
valu
edca
reer
pat
h.O
ur
surv
ey
dat
ash
ow
that
fem
ale
UG
stu
de
nts
do
pe
rcei
veth
eim
bal
ance
inac
adem
icst
aff.
EDC
will
con
tin
ue
tore
view
ann
ual
lyan
dre
po
rto
np
rogr
ess
toSE
B.
Ou
ran
nu
alsu
rvey
san
dre
cru
itm
ent
dat
aw
illb
eu
sed
toas
sess
the
imp
act
of
ou
rap
pro
ach
.
Ad
mis
sio
ns
tuto
rs.
Ch
air
of
TLC
wit
has
sist
ance
fro
mSt
ud
ent
Sup
po
rtO
ffic
e.
Po
stgr
adu
ate
Ad
mis
sio
ns
Tu
tor
and
Ad
min
istr
ato
r
An
nu
ally
Mea
sure
:PG
dem
on
stra
tors
,Op
enD
ayta
lks,
care
ers
eve
nin
g,im
ages
/new
s-st
ori
es
on
web
/po
ster
s,co
lloq
uiu
msp
eake
rs,
UG
rese
arch
pro
ject
po
ster
s,so
cial
med
ia–
thes
ew
illal
lbe
mo
nit
ore
dw
ith
anas
pir
atio
nto
ach
ieve
anev
en(5
0:5
0)
bal
ance
,wit
ho
rgan
iser
sem
bed
din
gge
nd
erb
alan
ceco
nsi
der
atio
ns
fro
mth
eo
uts
et.I
mb
alan
ces
will
be
add
ress
ed
wit
hin
asi
ngl
e(a
nn
ual
)cy
cle.
Car
eto
be
take
nto
ensu
rese
nsi
ble
ind
ivid
ual
wo
rklo
ads.
An
nu
alef
fect
up
on
Act
ion
s1
.1,1
.2,1
.3,1
.4to
be
asse
ssed
.
2.2
Imp
rove
adve
rtis
ing,
sele
ctio
nan
din
terv
iew
pro
cess
for
po
std
oct
ora
lre
sear
cher
po
siti
on
s(l
eve
l4
).
All
adve
rts
do
con
tain
Ath
en
aSW
AN
stat
emen
ts.
Un
con
scio
us
bia
str
ain
ing
has
be
end
eliv
ere
dfo
ral
lac
adem
icst
aff.
Inte
rvie
wp
roce
ssn
ow
man
dat
esat
leas
ttw
ost
aff
pre
sen
tat
form
alin
terv
iew
for
each
po
st.
Car
efu
llyas
sess
adve
rtw
ord
ing
toe
nsu
rea
mo
refe
mal
efr
ien
dly
app
roac
h(e
xcel
len
te
xam
ple
sfr
om
Un
iver
sity
of
Suss
ex
hav
eb
een
acti
on
ed
).W
her
ep
oss
ible
ensu
refe
mal
ere
pre
sen
tati
on
atin
terv
iew
–b
yin
viti
ng
exi
stin
gP
DR
As
wh
ere
app
rop
riat
eto
bro
aden
the
po
ol
of
inte
rvie
wer
s–
also
pro
vid
ing
anin
sigh
tto
them
of
the
care
take
nin
the
pro
cess
.
SEB
and
DO
Ato
imp
lem
ent
adve
rtis
ing,
and
app
oin
tmen
tp
roce
ss
30
/11
/20
16
Rev
iew
An
nu
ally
Mea
sure
:Rai
se%
Fp
ost
do
cto
war
ds
the
leve
lof
PG
R.
Mea
sure
:All
colle
agu
es
invo
lved
inre
cru
itm
ent
tou
nd
erta
kep
anel
trai
nin
gan
dsp
ecif
ictr
ain
ing
inu
nco
nsc
iou
sb
ias
and
rela
ted
asp
ects
.Nu
mb
ers
tob
em
on
ito
red
and
tori
seto
100
%b
y20
19
.
2.3
a
Mo
nit
ori
ng
bal
ance
inap
plic
atio
np
oo
lsan
dsh
ort
lists
–Le
vel4
.
Afo
rmal
mec
han
ism
isin
pla
cefo
ral
lap
plic
atio
ns,
lon
glis
tin
gan
dsh
ort
listi
ng.
Ho
wev
er,p
osi
tio
ns
hav
eb
een
fille
din
ou
rSc
ho
olw
ith
ou
tat
trac
tin
ggo
od
qu
alit
yfe
mal
eap
plic
ants
.In
real
ity
we
sho
uld
do
bet
ter
and
we
hav
eto
wo
rkh
ard
er.
Toe
nsu
reth
atal
lsh
ort
lists
ino
ur
sch
oo
lhav
e2
0%
fem
ale
can
did
ate
so
ra
nu
mb
ero
ffe
mal
esth
atm
atch
esth
ep
rop
ort
ion
of
fem
ale
app
lican
ts,w
hic
he
ver
isla
rger
.
Ind
ivid
ual
PIs
;H
oS,
SEB
and
DO
A3
0/1
1/2
01
6R
evie
wA
nn
ual
ly
Mea
sure
:An
nu
alim
pro
vem
en
tto
ach
ieve
nat
ion
alle
vels
of
gen
der
bal
ance
ina
pp
licat
ion
po
ols
for
leve
l4p
ost
s(i
.e.,
po
std
oct
ora
lan
dsi
mila
r)
2.3
b
Po
siti
veac
tio
nto
enco
ura
geap
plic
atio
ns
fro
mw
om
ento
po
sts
atle
vels
5,6
and
7.
We
hav
em
ade
asi
gnif
ican
tim
pac
tw
ith
recr
uit
me
nt
atle
vel5
and
pro
mo
tio
nto
leve
ls6
and
7.I
tsh
ou
ldb
en
ote
dth
atth
ere
are
rela
tive
lyfe
wp
ost
sat
thes
ele
vels
.On
the
on
eh
and
ther
esh
ou
ldb
eca
uti
on
on
the
stat
isti
cso
fsm
all
nu
mb
ers
,on
the
oth
erh
and
ther
eis
op
po
rtu
nit
yto
be
pro
-ac
tive
inen
cou
ragi
ng
app
licat
ion
s.
Toe
nsu
reth
atad
vert
wo
rdin
gis
care
fully
asse
ssed
and
that
all
PIs
/re
cru
ite
rsar
een
cou
rage
dto
ensu
reth
atap
plic
atio
ns
are
solic
ited
fro
ma
wid
ep
oo
lan
da
bro
adsh
ort
list
ach
ieve
d.
Inth
ee
ven
to
fa
sin
gle
gen
der
sho
rtlis
tP
Is/r
ecru
iter
sw
illb
ere
qu
ired
tod
emo
nst
rate
toth
eH
oS/
DO
Ath
atth
eac
tio
ns
cite
dab
ove
hav
eb
een
carr
ied
ou
t.
Ho
S,SE
Ban
dD
OA
30
/11/
20
16R
evie
wA
nn
ual
ly
Mea
sure
:Asu
b-s
eto
fac
tivi
tie
sin
2.1
sho
uld
fee
din
toth
isM
easu
re:A
nn
ual
imp
rove
me
nt
tore
ach
nat
ion
alle
vels
of
bal
ance
ina
pp
lican
tp
oo
lsw
ith
in3
year
s.M
on
ito
rin
gan
dsp
ecif
icin
terv
en
tio
ns
sho
uld
ind
ivid
ual
po
sts
no
tge
ner
ate
suff
icie
ntl
yd
ive
rse
app
lican
tp
oo
ls.
2.3
c
Po
siti
veA
ctio
nto
recr
uit
and
ensu
rea
bal
ance
acro
ssal
lro
les
and
all
leve
lso
fA
PM
and
TS
–an
dal
soto
incr
ease
the
visi
bili
tyo
fth
ese
staf
fto
the
UG
and
PG
Rst
ud
ents
.
AP
Man
dTS
pla
ya
piv
ota
lro
lein
the
succ
ess
of
ou
rsc
ho
ol
and
also
ind
eliv
erin
gro
lem
od
els
of
wo
men
insc
ien
ceto
ou
rU
Gs
thro
ugh
teac
hin
gan
dst
ud
en
tse
rvic
ein
tera
ctio
ns,
thu
sge
nd
erb
alan
ceis
cru
cial
lyim
po
rtan
tin
thes
ero
les.
Ensu
rere
cru
itm
ent
and
regr
adin
gp
roce
sse
sar
ed
esig
ne
dto
ach
ieve
anac
cep
tab
lege
nd
er
bal
ance
acro
ssal
lro
les.
Inst
igat
ea
trai
nin
gan
din
form
atio
nd
ayo
nth
ep
roce
ssfo
ral
lAP
Man
dTS
staf
f.En
sure
also
reco
gnit
ion
of
AP
Man
dTS
role
sam
on
gst
ou
rU
Gan
dP
GR
com
mu
nit
y.P
arti
cula
rly
thro
ugh
ou
rSc
ho
ol’s
Fre
dW
het
sto
ne
awar
d(p
rese
nte
dat
Gra
du
atio
n)
and
also
the
no
min
atio
ns
of
ou
rsu
pp
ort
staf
fto
Un
iver
sity
Wid
eSt
aff
Osc
ars
(aB
lack
Tie
awar
ds
even
tso
rgan
ised
by
the
Stu
den
tsU
nio
n).
Ho
S,D
OA
,Hea
do
fTe
chn
ical
Serv
ice
sO
ngo
ing
and
wit
hA
nn
ual
Rev
iew
Mea
sure
:In
crea
sein
nu
mb
er
of
succ
essf
ulr
egra
din
gap
plic
atio
ns.
Mea
sure
:In
crea
sein
nu
mb
er
of
succ
essf
uln
om
inat
ion
sfo
rth
est
ud
en
tU
nio
nle
d“S
taff
Osc
ars”
.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
aso
f20
16A
ctio
np
lan
ne
dfr
om
No
v2
01
6R
esp
on
sib
ility
Star
tD
ate
and
Tim
ing
Succ
ess
Me
asu
re
2.4
Ad
dre
ssth
etw
ocr
itic
alke
ytr
ansi
tio
np
oin
ts
po
std
oc
tore
sear
chfe
llow
/ac
ade
mic
,
Ph
Dto
po
std
oc.
The
Sch
oo
lRes
earc
hC
om
mit
tee
hav
eu
nd
erta
ken
wo
rkto
enco
ura
geap
plic
atio
ns
and
tom
ento
rap
plic
ants
toA
nn
eM
cLar
enan
dN
ott
ingh
amR
esea
rch
fello
wsh
ips.
Incr
ease
app
ealo
fth
eSc
ho
olt
ota
len
ted
you
ng
rese
arch
ers
thro
ugh
sem
inar
invi
tati
on
san
dp
roje
ctio
no
fth
eim
pro
vin
gcu
ltu
reo
nw
eb
site
.All
PIs
tob
em
ade
awar
eo
fre
cru
itm
en
tas
ap
rio
rity
toth
eSc
ho
ol.
Ch
air
of
EDC
,SR
CP
rogr
ess
mo
nit
ore
db
yan
nu
alre
view
Mea
sure
:M
on
ito
rin
go
fre
spo
nse
tim
es
toq
uer
ies,
app
licat
ion
s,o
ffer
san
dap
po
intm
ents
toen
sure
tim
ely
resp
on
ses.
For
PD
RA
s(l
eve
l4)
-ra
ise
the
pro
po
rtio
no
fp
ost
do
cto
war
ds
the
leve
lof
PG
R.F
or
EC
Rs/
leve
l5-
atle
ast
mai
nta
incu
rren
tp
osi
tio
n.
Mea
sure
:En
sure
goo
dre
pre
sen
tati
on
of
fem
ale
ECR
san
dea
rly
care
erac
adem
ics
on
collo
qu
ium
pro
gram
me
(rel
ate
sto
2.1
)
2.5
Exit
surv
eyo
fst
aff
and
Ph
Dst
ud
ents
Aft
ere
xten
sive
dis
cuss
ion
wit
hp
ost
do
cfo
rum
and
Ph
Dfo
rum
,th
isac
tio
nh
asn
ot
bee
np
rogr
esse
dd
ue
toth
ese
nsi
tivi
ties
felt
by
tho
segr
ou
ps.
We
con
tin
ue
tora
ise
the
issu
eo
nan
ann
ual
bas
isa
nd
per
man
ent
staf
far
eo
ffer
edex
itin
terv
iew
svi
aH
Rh
ow
eve
r,w
est
rugg
led
tofi
nd
aro
ute
toga
the
rth
isd
ata
ina
man
ner
that
isac
cep
tab
leto
po
std
ocs
/Ph
Ds.
Ou
ran
nu
alsu
rvey
sar
en
ow
acce
pte
das
use
fula
nd
ano
nym
ou
sfe
ed
bac
kto
the
sch
oo
lby
alls
taff
and
stu
de
nts
.Th
issa
me
app
roac
hw
illn
ow
be
uti
lised
toco
nd
uct
ano
nym
ou
sw
eb
bas
ed
exit
surv
eys
tod
ete
rmin
ere
tro
spec
tive
exp
erie
nce
and
pro
vid
eco
nst
ruct
ive
inp
ut
for
the
futu
re;
par
ticu
larl
yto
gro
up
sth
atar
eat
a“p
ress
ure
po
int”
inth
eir
care
ers.
An
on
ymis
ed
com
men
tsto
aw
ell-
con
stru
cted
surv
eyat
PG
Ran
dP
DR
A(l
evel
4)
coh
ort
will
enab
leu
sto
colle
ctth
eir
refl
ecti
on
so
nti
me
atN
ott
ingh
am.
Ad
min
istr
atio
nb
yP
GD
irec
tor
and
team
and
by
DO
A.
An
nu
alre
view
of
dat
aan
dco
mm
ents
(an
nu
alto
allo
wsu
ffic
ien
tn
um
be
rsto
pre
serv
ean
on
ymit
y)
Mea
sure
:M
eth
od
olo
gyto
be
pu
tin
pla
ceto
colle
ctin
form
atio
no
nge
nd
er-
spec
ific
issu
esan
dp
arti
cula
rly
com
men
tsar
ou
nd
Sch
oo
lcu
ltu
re,s
up
ervi
sio
nan
dm
en
tori
ng.
Thes
ed
ata
tob
efe
db
ack
toth
eSc
ho
olv
iaED
C.
Aim
toga
ther
dat
ao
n1
00
%o
fle
ave
rsb
y2
01
9.
3.
Car
eer
Dev
elo
pm
ent
and
Pro
gre
ssio
nTo
add
ress
the
leak
sin
ou
rp
ipel
ine.
Toen
cou
rage
mo
reo
fo
ur
fem
ale
stu
den
tsin
toca
reer
sin
aU
niv
ersi
tye
nvi
ron
men
tan
dto
reta
in,d
eve
lop
and
pro
mo
tem
ore
of
ou
re
xist
ing
fem
ale
staf
f
3.1
New
Car
eer
san
dM
ento
rin
gSc
hem
eB
etw
een
20
14an
d20
16
ou
rsu
rve
ysd
emo
nst
rate
dth
ere
was
anin
crea
sein
the
per
cen
tage
of
mal
ean
dfe
mal
ep
ost
do
csag
ree
ing
that
the
leve
lof
men
tori
ng
was
goo
d.
Ther
ew
asn
osi
gnif
ican
td
iscr
ep
ancy
bet
wee
nth
em
ale
and
fem
ale.
20
14
–3
7%
201
5-
35
%2
01
6-5
0%
(Of
po
std
ocs
wh
ost
ron
gly
agre
ed/A
gree
d).
Ou
rsu
rvey
sfo
rP
GR
sho
we
dth
ato
ur
care
ers
advi
cew
asn
ot
wel
lrec
eive
dp
rio
rto
20
14
bu
tth
ere
spo
nse
isim
pro
vin
g.
An
ewsc
hem
ew
illid
enti
fya
po
olo
fm
ento
rsw
ith
app
rop
riat
esk
illse
tsan
db
ackg
rou
nd
sth
atw
illal
low
care
ers
advi
ceto
be
ob
tain
edfr
om
colle
agu
esw
ho
are
no
td
irec
tlin
em
anag
ers.
For
PG
Rth
isis
also
rein
forc
edb
yth
efa
ctth
atea
chP
hD
has
an
om
inat
edse
con
dsu
pe
rvis
or
and
ind
epe
nd
en
tas
sess
or
fro
mD
ay1
.We
will
no
wai
mto
ensu
reth
atth
en
om
inat
ed
seco
nd
sup
ervi
sor
and
asse
sso
rsar
ein
div
idu
als
that
can
be
seen
asm
en
tors
and
alte
rnat
ive
sou
rces
of
feed
bac
kan
din
form
atio
nar
ou
nd
pro
ced
ure
sin
ou
rsc
ho
ola
nd
any
issu
esas
soci
ate
dw
ith
E&D
.
Itw
illal
sob
em
ade
clea
rth
atad
dit
ion
alm
en
tors
fro
mo
uts
ide
the
sch
oo
l(o
the
rd
epar
tme
nts
,in
du
stry
and
ou
rSc
ho
ol
Stra
tegi
cA
dvi
sory
Tea
m)
can
also
be
req
ue
sted
.
Car
eer
foru
ms
and
ne
two
rkin
gw
illal
sob
ep
rom
ote
dfo
rth
ose
wh
ow
ou
ldp
refe
ra
mo
rege
ne
ralg
rou
pap
pro
ach
.
Po
stgr
adm
ento
rs–
Dir
ecto
ro
fP
ost
grad
uat
eSt
ud
ies
and
Ph
DFo
rum
Po
std
ocs
–D
irec
tor
of
Op
era
tio
ns
and
Ad
min
istr
atio
nan
dP
DR
AFo
rum
On
goin
gM
easu
re:
Info
rmal
me
nto
rin
gsc
he
me
tob
eco
me
mo
refo
rmal
ised
and
tose
eth
isin
imp
rove
men
tin
rati
ngs
by
surv
ey
resp
on
ses
toth
eSc
ho
ol’s
per
form
ance
inth
isar
ea.
Idea
llyto
sho
wa
5%ye
aro
nye
arin
crea
sefr
om
ou
rsu
rvey
so
f20
14
,20
15
,20
16
.
3.2
Imp
rove
awar
ene
sso
fEq
ual
ity
and
Div
ersi
tyis
sues
incl
ud
ing
Ath
en
aSW
AN
for
alln
ew
staf
f,P
hD
stu
den
tsan
dU
Gco
ho
rts
For
po
stgr
ads
and
po
std
ocs
,th
e2
014
-16
surv
eyd
ata
sho
ws
am
arke
din
crea
sein
the
leve
lof
awar
en
ess
of
the
Sch
oo
l’sef
fort
sar
ou
nd
E&
D.
The
qu
est
ion
aske
dw
as:
‘Iam
awar
eo
fth
eA
then
aSW
AN
sch
eme
and
ou
rco
mm
itm
ent
toim
pro
vin
go
ur
wo
rkin
gen
viro
nm
en
t’Th
ere
has
be
enan
incr
ease
inaw
aren
ess
fro
mst
aff
20
15
in81
%an
d8
7%
in2
01
6(S
tro
ngl
yag
reed
/Agr
eed
).P
ost
do
cSu
rve
y‘T
he
Sch
oo
lis
effe
ctiv
ein
rais
ing
awar
en
ess
of
gen
der
and
eq
ual
ity
issu
es’7
2%
in2
015
and
83
%in
20
16
(Str
on
gly
Agr
eed
/Agr
eed
).Fo
rU
Gs
ou
rsu
rvey
ssh
ow
and
incr
easi
ng
reco
gnit
ion
of
Div
ersi
tyin
the
sch
oo
lbu
tu
pti
lln
ow
ou
rh
igh
ligh
tin
gh
asb
een
are
lati
vely
ligh
tto
uch
app
roac
hin
wee
k1
and
thro
ugh
Ch
emSo
c.
Ind
uct
ion
atin
div
idu
alle
velf
or
new
staf
f.
Ph
Dst
ud
ent
ind
uct
ion
(an
nu
ally
inO
cto
ber
)
An
nu
alre
fres
her
atP
hD
and
po
std
oc
foru
ms
Fou
rac
adem
ics
hav
eb
een
app
oin
ted
asU
GY
ear
Hea
ds.
The
sein
div
idu
als
will
be
task
ed
toe
nsu
reth
atth
eir
coh
ort
sar
eaw
are
of
equ
alit
yan
dd
ive
rsit
yis
sue
sin
the
sch
oo
lan
dth
ere
sou
rces
avai
lab
le
Dir
ecto
ro
fO
per
atio
ns
and
Ad
min
istr
atio
n
Dir
ecto
ro
fp
ost
grad
uat
est
ud
ies
Aca
dem
icYe
arH
ead
s
On
staf
far
riva
l
UG
and
PG
Rto
coin
cid
ew
ith
nex
tco
ho
rtst
art
dat
es
Mea
sure
:Rai
sep
rofi
leo
fEq
ual
ity
and
Div
ersi
tyan
dim
pro
veaw
are
nes
sas
refl
ecte
din
futu
resu
rve
yq
ue
stio
ns.
We
will
aim
for
a5
%in
crea
seye
aro
nye
arco
mp
are
dto
20
16
dat
a.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
aso
f20
16A
ctio
np
lan
ne
dfr
om
No
v2
01
6R
esp
on
sib
ility
Star
tD
ate
and
Tim
ing
Succ
ess
Me
asu
re
3.3
Co
urs
esin
Equ
alit
yan
dD
iver
sity
for
curr
ent
and
new
staf
fan
dP
GR
stu
de
nts
Sch
oo
l-w
ide
me
etin
gsan
dse
ctio
nm
eeti
ngs
no
wh
ave
ast
and
ing
E&
Dit
emo
nth
eag
end
aan
du
nco
nsc
iou
sb
ias
trai
nin
gh
asb
een
de
liver
edin
aSc
ho
ol-
wid
em
eeti
ng
(Ju
ly2
01
6).
UB
trai
nin
gh
asal
sob
een
de
liver
ed
tost
aff
gro
up
sin
earl
ier
foru
ms
inth
eti
me
per
iod
20
14-
16.
Ch
air
of
EDC
,SEB
and
TLC
hav
eal
lun
der
take
nth
etr
ain
ing
ou
tlin
ed
.In
add
itio
n,t
her
eis
no
wa
req
uir
emen
tfo
ral
lte
ach
ing
staf
fto
un
der
take
the
Div
ersi
tyin
teac
hin
gan
dle
arn
ing
trai
nin
gan
dfo
ral
lsta
ffto
take
the
man
agin
geq
ual
op
po
rtu
nit
ies
trai
nin
g.N
um
ber
su
pta
keo
nth
istr
ain
ing
ism
on
ito
red
by
the
Hea
do
fSc
ho
ola
nd
isan
item
on
the
PD
PR
do
cum
enta
tio
n.
Trai
nin
go
nu
nco
nsc
iou
sb
ias,
emai
leti
qu
ett
e,an
dem
oti
on
alin
telli
gen
cefo
ral
lsta
ff.
Res
earc
hst
ud
en
tsm
ust
un
de
rtak
eth
ese
cou
rse
sif
they
are
invo
lved
inte
ach
ing
eg
lab
ora
tory
dem
on
stra
tin
g.Th
ey
will
PG
trai
nin
gcr
edit
sas
par
to
fth
eir
Ph
DSt
ud
ies
pro
gram
me.
AP
Man
dTS
are
invi
ted
toal
lSch
oo
l-w
ide
mee
tin
gsan
dp
lay
ap
ivo
talr
ole
inth
esu
cces
so
fo
ur
sch
oo
l.A
llst
aff
hav
eu
nd
erg
on
eu
nco
nsc
iou
sb
ias
trai
nin
gan
dth
ose
inth
ete
ach
ing
fro
nt-
line
sho
uld
alln
ow
un
der
goth
eE&
Dtr
ain
ing
rela
ted
tote
ach
ing
Dir
ecto
ro
fO
per
atio
ns
and
Ad
min
istr
atio
n
Dir
ecto
ro
fp
ost
grad
uat
est
ud
ies
Res
earc
hsu
per
viso
rs
Aca
dem
icSt
aff
Dev
elo
pm
ent
Off
ice
r
On
goin
gfo
rex
isti
ng
staf
f
An
nu
ally
inSe
pte
mb
erfo
ral
lnew
staf
fan
dP
GR
dem
on
stra
tors
.
Mea
sure
:Th
rou
ghu
pta
keo
fo
nlin
etr
ain
ing
mo
du
les
and
ann
ual
PG
trai
nin
g/
smal
lgro
up
trai
nin
ge
xerc
ises
inSe
pte
mb
erea
chye
ar.
Aim
for
10
0%
of
alls
taff
and
all
dem
on
stra
tors
eac
hye
ar
Mea
sure
:A
dd
itio
nal
lyth
rou
ghth
eP
DP
Rp
roce
ssfo
ral
lsta
ffa
stan
din
git
emea
chye
aris
toh
ave
com
ple
ted
allr
elev
an
tE&
Dtr
ain
ing.
Aim
for
10
0%
com
plia
nce
acro
ssal
lsta
ffb
y2
01
9.
3.4
Pro
cess
esan
dp
ract
ice
inEq
ual
ity
and
Div
ersi
tyEa
rly
20
17
will
see
the
roll
ou
to
fu
niv
ersi
tyEq
ual
ity
Imp
act
Ass
ess
me
nt
(EIA
)p
roce
ssan
dd
ocu
men
tati
on
wh
ich
will
enab
leal
lSch
oo
lsan
dD
ep
artm
ents
toco
nsi
der
the
bro
ader
reac
hes
of
the
Equ
alit
yA
ct.
The
Sch
oo
lin
ten
ds
tou
seth
isto
olt
oin
form
its
app
roac
hes
tofu
ture
pro
ject
s.
Smal
lgro
up
mee
tin
gsb
yp
roce
ssto
exam
ine
con
sist
en
cyw
ith
,an
den
han
cem
en
tto
the
Sch
oo
l’sEq
ual
ity
and
Div
ersi
typ
olic
ies
(wit
hem
ph
asis
on
gen
der
issu
es)
aro
un
dan
yn
ew
Sch
oo
lp
roje
ct.
SEB
and
EDC
Ap
ril2
017
and
on
goin
g.M
on
ito
red
on
a6
mo
nth
lyb
asis
Co
nsi
ste
nt
app
licat
ion
of
the
EIA
pro
cess
ton
ewSc
ho
ol
pro
ject
s.A
reco
rdo
f6
mo
nth
lym
on
ito
rin
g.
3.5
Car
eers
Info
rmat
ion
and
Dev
elo
pm
ent
For
UG
s,co
nsi
der
able
imp
rove
me
nt
inp
rovi
sio
nh
aso
ccu
rred
.Th
eca
ree
rsad
viso
rfo
rth
efa
cult
yo
fSc
ien
cen
ow
rou
tin
ely
run
s“d
rop
in”
sess
ion
sin
the
Sch
oo
lfo
yer
ove
rth
elu
nch
tim
ep
erio
d.A
sen
ior
care
ers
advi
sor
isan
acti
vep
arti
cip
ant
inal
lan
nu
alca
reer
sev
ents
and
wel
com
eta
lks
that
are
hel
dw
ith
inth
eSc
ho
ol.
The
inh
ou
seca
reer
sev
en
tsar
en
ow
acti
vely
adve
rtis
edto
UG
,Ph
D+
Po
std
oc
(e.g
.Alu
mn
icar
eers
even
ing)
,rat
he
rth
anju
stU
G.
Surv
eyd
ata
hav
eco
nsi
sten
tly
sho
wn
anin
crea
sein
awar
en
ess
and
reco
gnit
ion
of
the
seev
en
ts.
Co
nti
nu
eto
adve
rtis
ean
dh
old
the
ann
ua
lcar
eers
even
ts–
ensu
rin
gac
cess
for
Ph
Ds
and
PD
RA
san
dta
kin
gad
van
tage
of
ou
rA
lum
nia
cro
ssa
bro
adra
nge
of
emp
loym
ent
fiel
ds.
Enh
ance
du
seo
fC
aree
rsM
oo
dle
pag
esfo
rU
Gs.
Ensu
reth
eFo
yer
dro
pin
sess
ion
sar
ead
vert
ised
toP
GR
and
PD
RA
Foru
ms.
Ensu
rew
ider
take
-up
of
advi
cefr
om
“in
-ho
use
”R
oya
lSo
ciet
yo
fC
hem
istr
yEd
uca
tio
nsp
eci
alis
tan
dal
sofr
om
the
po
olo
fin
form
alm
ento
rs(s
ee
sect
ion
3.1
).
An
nu
alIn
vita
tio
ns
by
the
PG
Ran
dP
DR
AFo
rum
sto
Sen
ior
Car
eers
Ad
vise
r,Fa
cult
yo
fSc
ien
cean
dA
lum
nia
nd
staf
f.A
lso
par
tici
pat
ion
and
invi
tati
on
to“B
ench
toth
eB
ank”
lect
ure
seri
es
toin
crea
seaw
aren
ess
of
care
ers
advi
cean
do
pp
ort
un
itie
s.
EDC
,
Sch
oo
lCar
eers
Ad
viso
r
Ch
airs
of
Ph
Dan
dP
ost
do
cFo
rum
s.
An
nu
alan
do
ngo
ing
Mea
sure
:Fo
rU
Gs
–co
nti
nu
eto
mo
nit
or
via
surv
eys
and
tom
ain
tain
exi
stin
gh
igh
leve
lso
fca
reer
saw
are
nes
s
Mea
sure
:Fo
rP
GR
/P
DR
Ain
crea
seu
pta
keo
fca
reer
so
pp
ort
un
itie
sfr
om
curr
en
tle
vels
wo
rkin
go
na
year
on
year
incr
ease
of
5%
of
resp
on
den
tsw
ho
reco
gnis
eth
atth
ese
reso
urc
esar
eav
aila
ble
and
use
ful.
3.6
Fem
ale
rep
rese
nta
tio
no
nco
mm
itte
esan
din
the
dec
isio
n-m
akin
gp
roce
ss.
Bet
wee
n2
013
and
201
6th
ep
erce
nta
geo
ffe
mal
ere
pre
sen
tati
ves
on
key
Sch
oo
lco
mm
itte
esh
asri
sen
to3
5%
.Wh
ilst
this
do
esn
ot
reac
hth
e5
0%
targ
et,i
th
asto
be
no
ted
that
tod
oso
wo
uld
pu
tan
un
reas
on
able
adm
inis
trat
ive
bu
rden
on
fem
ale
acad
emic
staf
f.T
he
ph
ysic
alch
emis
try
sect
ion
has
be
enh
ead
edb
ya
fem
ale
pro
fess
or
fro
m20
13
-16
itis
anti
cip
ated
that
this
will
con
tin
ue
tob
eth
eca
seu
nti
l20
19
.
Wit
hin
the
Sch
oo
lof
Ch
em
istr
yw
eh
ave
invi
ted
PG
R,P
DR
Aan
dR
esea
rch
Fello
ws
tojo
inTL
Can
dLC
F,ED
Can
dSA
T.
As
aw
ider
rem
itw
ew
illin
vite
the
mto
ob
serv
eo
ther
com
mit
tees
incl
ud
ing
SRC
and
SEB
and
also
enco
ura
geal
lsta
ffto
take
up
the
op
po
rtu
nit
yto
ob
serv
eFa
cult
yco
mm
itte
esas
des
crib
edin
ou
rsu
bm
issi
on
.Th
us
hig
hlig
hti
ng
the
imp
ort
ance
of
such
role
san
dp
rovi
din
gva
luab
leex
pe
rie
nce
.
Ho
S,SE
B
Rev
iew
by
EDC
Gu
idel
ine
term
3ye
ars
Mea
sure
:Hig
her
fem
ale
rep
rese
nta
tio
no
nal
lco
mm
itte
esw
ith
targ
eto
f%
fem
ale
rep
rese
nta
tio
nth
atre
pre
sen
tso
ur
staf
fge
nd
erp
rofi
le(a
targ
etb
eyo
nd
wo
uld
pu
tan
abn
orm
ally
hig
had
min
istr
ativ
ew
ork
load
on
fem
ale
staf
f).
Car
eta
ken
toe
nsu
reth
atth
isre
pre
sen
tati
on
isac
ross
the
full
com
mit
tee
stru
ctu
rean
dn
ot
focu
ssed
on
pu
rely
pas
tora
lar
eas.
Mea
sure
:In
crea
sed
sati
sfac
tio
n(5
%ye
aro
nye
ar)
of
org
anis
atio
n,s
tru
ctu
rean
din
form
atio
nd
isse
min
atio
nin
the
sch
oo
las
refl
ecte
din
ou
rsu
rvey
s
3.7
Wo
rklo
adM
od
el
The
Un
iver
sity
wo
rklo
adm
od
elfo
rac
adem
icst
aff
has
be
enim
ple
men
ted
.Th
ed
ata
pro
vid
edb
yth
ew
ork
load
mo
del
isd
iscu
ssed
inP
DP
R.A
ne
xam
ple
of
the
dat
ath
atis
mo
nit
ore
dis
the
wo
rklo
adco
mm
itm
ent
to(s
pec
ific
)p
asto
ralc
are
of
stu
de
nts
,th
eav
era
gefo
ra
mal
eac
ade
mic
inth
eSc
ho
oli
s1
8h
ou
rsp
erac
adem
icye
aran
dth
eav
era
gefo
rfe
mal
eac
adem
ics
is1
9h
ou
rsp
erac
adem
icye
ar.
This
ne
eds
tob
ere
view
ed
ann
ual
lyan
dan
on
ymis
edd
ata
will
be
pro
vid
edso
that
ind
ivid
ual
sca
nco
mp
are
thei
rlo
adac
ross
ou
rSc
ho
ol.
Nu
mb
ers
tob
eju
stif
ied
inth
eco
nte
xto
ffa
cult
yan
din
stit
uti
on
.
Ho
S,SE
B,D
OA
,ED
CO
ngo
ing
wit
han
nu
alre
view
No
tfo
rmal
lym
easu
red
-b
ut
the
PD
PR
pro
cess
sho
uld
be
use
dto
allo
wis
sues
tob
era
ised
wit
hlin
em
anag
ers
on
atw
ice
year
lyb
asis
(PD
PR
and
inte
rim
PD
PR
mee
tin
g).
Mea
sure
:C
hec
kre
spo
nse
sto
qu
esti
on
on
“Is
PD
PR
pro
cess
valu
able
?”Th
esa
tisf
acti
on
leve
lsar
ecu
rre
ntl
ylo
wan
dw
eai
mto
mo
veto
>75
%o
fo
ur
staf
fre
spo
nd
ing
po
siti
vely
toth
esu
rvey
qu
esti
on
by
20
19
.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
aso
f20
16A
ctio
np
lan
ne
dfr
om
No
v2
01
6R
esp
on
sib
ility
Star
tD
ate
and
Tim
ing
Succ
ess
Me
asu
re
4.
Go
od
Pra
ctic
e,Fl
exib
leW
ork
ing,
Par
enta
lLe
ave
and
Sup
po
rtfo
rC
are
rsTo
dem
onstr
ate
and
hig
hlight
good
pra
ctice
inatt
itudes
and
work
/life
bala
nce.
To
ensure
all
form
sofflexib
lew
ork
ing
are
encoura
ged,
made
pra
cticable
and
are
pro
mote
das
cultura
lly
accepta
ble
acro
ss
the
com
munity
of
our
School.
4.1
InSc
ho
ola
nd
inst
itu
tio
nal
trai
nin
gev
en
tsA
llst
aff
no
wu
nd
ergo
on
line
trai
nin
gas
par
to
fo
ur
PD
PR
pro
cess
.
Ap
po
intm
ent
of
Aca
dem
icSt
aff
Dev
elo
pm
ent
Off
ice
r.
Exte
nd
on
-lin
etr
ain
ing
inu
nco
nsc
iou
sb
ias
and
“Eq
ual
ity
and
Div
ersi
tyin
Teac
hin
g”to
ou
rp
ost
grad
uat
ed
emo
nst
rato
rs.
Dir
ecto
ro
fP
ost
grad
uat
eSt
ud
ies,
Aca
dem
icSt
aff
Dev
elo
pm
ent
Off
ice
r
On
goin
gw
ith
ann
ual
revi
ewM
easu
re:
10
0%ac
adem
icst
aff
up
take
Mea
sure
:Est
ablis
hm
en
to
fo
nlin
ean
dfo
rmal
lyd
eliv
ered
E&D
trai
nin
gas
aco
mp
uls
ory
par
to
fth
eye
arst
art
po
stgr
adu
ate
ind
uct
ion
pro
gram
.
Mea
sure
:1
00%
up
take
for
AP
Man
dTS
staf
fin
volv
ed
infr
on
t-lin
ete
ach
ing
and
recr
uit
men
t
4.2
Enh
anci
ng
mat
ern
ity/
pat
ern
ity
leav
ep
olic
yfo
rp
ost
grad
uat
est
ud
ents
and
reco
rdd
ata
syst
emat
ical
ly.
Mat
ern
ity
and
pat
ern
ity
leav
ep
olic
yfo
rP
Gs
was
add
ed
toth
e2
01
6h
an
db
oo
k.B
rin
gp
olic
yfo
rP
GR
stu
den
tsin
tolin
ew
ith
that
for
staf
f.C
hai
ro
fED
Can
dD
irec
tor
of
Po
stgr
adu
ate
Stu
die
s
On
goin
gw
ith
ann
ual
revi
ewM
easu
re:
An
alys
eu
pta
kean
daw
aren
ess
thro
ugh
ou
rsu
rve
yre
spo
nse
s.U
seth
ese
toga
uge
the
effe
ctiv
en
ess
of
dis
sem
inat
ion
rou
tes
cF.2
015
/20
16
surv
eys
4.3
Ad
vert
ise
par
enta
llea
ve,
retu
rnto
wo
rk,f
lexi
ble
wo
rkin
gp
olic
ies,
succ
ess
sto
ries
and
core
mee
tin
gh
ou
rsw
ide
lyo
nth
eSc
ho
ol’s
pu
blic
web
site
.
Rec
ord
dat
aro
uti
nel
y
Up
dat
ed
Un
iver
sity
po
licie
sh
ave
bee
nad
de
dto
staf
fh
and
bo
ok
wh
ich
isci
rcu
late
dto
staf
fan
dad
ded
tow
ork
spac
e.Th
isin
clu
de
sin
form
atio
no
nco
rem
eet
ing
ho
urs
and
par
en
tall
eave
.Ad
edic
ate
dE
&D
no
tice
bo
ard
isin
pla
cean
dad
dit
ion
alin
form
atio
np
ages
hav
eb
een
add
ed
toth
ew
ebp
ages
and
on
ou
rin
tran
etw
ork
spac
ere
sou
rces
.
Exte
nd
pra
ctic
ean
dkn
ow
led
geo
fp
olic
ym
ore
wid
ely
on
web
.D
evel
op
po
licy
tom
irro
rU
niv
ersi
typ
olic
yin
pla
cefo
rad
min
istr
ativ
ean
dte
chn
ical
staf
f.
Ch
air
EDC
,DO
A,
Dir
ecto
ro
fP
ost
grad
uat
eSt
ud
ies
and
ITst
aff
On
goin
gw
ith
ann
ual
revi
ewM
easu
re:
Ch
eck
resp
on
ses
toan
nu
alsu
rvey
sto
en
sure
hig
hp
rop
ort
ion
of
staf
far
eaw
are
of
op
po
rtu
nit
ies.
Rev
iew
of
take
-up
six
mo
nth
lyat
SEB
leve
l.
Ob
tain
dir
ect
fee
db
ack
fro
mth
ose
wh
oh
ave
ben
efit
ted
fro
mth
esc
he
me
–w
hat
cou
ldb
eim
pro
ved
?
4.4
Flex
ible
and
par
t-ti
me
wo
rkin
g
Co
nti
nu
eto
pro
vid
eb
urs
ary
sch
eme
for
child
care
sup
po
rtd
uri
ng
e.g.
con
fere
nce
atte
nd
ance
Flex
ible
and
par
tti
me
wo
rkin
gsu
rvey
resu
lts
nee
dto
be
anal
ysed
(20
15-
16)
.Ab
urs
ary
sch
eme
for
child
care
sup
po
rtd
uri
ng
con
fere
nce
atte
nd
ance
has
no
tb
een
imp
lem
ente
dh
ow
ever
;am
emb
er
of
SAT
has
con
sult
ed
wit
ha
nu
mb
ero
fp
rofe
ssio
nal
bo
die
sw
ho
do
run
sim
ilar
sch
emes
that
Res
earc
h&
Teac
hin
gst
aff
can
app
lyfo
r.Li
nks
toth
ese
sch
eme
sar
ep
rovi
ded
on
ou
rw
ebsi
te.
Incr
ease
awar
enes
sin
con
sult
atio
nw
ith
staf
fw
ith
refe
ren
ceto
pra
ctic
efo
rA
dm
inis
trat
ion
and
Pro
fess
ion
alst
aff.
Car
ers
Fun
d–
Facu
lty
wid
ean
no
un
cem
ent
in2
01
6h
asp
ut
inp
lace
acl
ear
and
tran
spar
en
tm
ech
anis
mto
ensu
reo
ur
staf
fca
nac
cess
sup
po
rtw
her
en
eed
ed
for
con
fere
nce
/m
eeti
ngs
and
scie
nti
fic
visi
ts.
Intr
od
uce
aw
ide
rsc
he
me
toen
sure
that
sch
oo
lvis
ito
rs,s
em
inar
spea
kers
and
inte
rvie
wee
sar
eab
leto
acce
sssu
pp
ort
for
care
rsu
pp
ort
toen
able
the
irin
tera
ctio
nw
ith
ou
rsc
ho
ol.
Ad
dap
pro
ved
text
toea
chse
min
arin
vita
tio
no
rjo
bin
terv
iew
lett
er.
Ho
San
dSE
B
Ap
plic
atio
nto
Facu
lty
of
scie
nce
sch
eme.
Sch
oo
lan
dED
Cw
illp
rom
ote
inte
rnal
lyto
ou
rst
aff
and
stu
den
ts.
Wo
rkw
ith
HR
and
WIN
tod
eve
lop
ap
ilot
web
pag
ean
dfi
nan
cial
sch
eme
top
ub
licis
eto
po
ten
tial
visi
tors
Inp
lace
Dev
elo
pfo
rSe
pt
20
17
Mea
sure
:Ev
alu
ate
take
-up
of
par
t-ti
me
wo
rkin
gan
dim
pac
to
ncu
ltu
reth
rou
ghan
nu
alsu
rve
ys.
Mea
sure
:Ev
alu
ate
take
-up
Car
ers
Fun
dth
rou
ghap
plic
atio
ns
and
awar
ds.
Mea
sure
:P
ut
ne
wsc
he
me
inp
lace
and
the
nev
alu
ate
ann
ual
lyth
eap
plic
atio
ns
and
awar
ds.
5.
The
Cu
ltu
reo
fo
ur
Sch
oo
lTo
ensu
reth
atw
est
rive
tod
eve
lop
anen
viro
nm
en
tan
dcu
ltu
reth
ate
nco
ura
ges
and
sup
po
rts
the
dev
elo
pm
ent
of
allo
fo
ur
staf
fan
dst
ud
ents
atal
ltim
es.
5.1
Enh
ance
sen
seo
fco
mm
un
ity
inth
eSc
ho
ol
All
of
the
acti
on
sb
elo
wh
ave
bee
nim
ple
men
ted
succ
essf
ully
and
are
dis
cuss
edfu
rth
erw
ith
inth
isse
ctio
n
Sch
oo
l-w
ide
me
etin
gs
Twit
ter
and
emai
lup
dat
es
Foye
rN
ews
and
Sch
oo
lim
ager
y
Sch
oo
lXm
asan
dSu
mm
er
eve
nts
UG
wel
com
e,re
sult
sd
ay,p
rize
givi
ng
eve
nts
and
grad
uat
ion
cele
bra
tio
ns
Ch
emSo
c/P
hD
/P
DR
Aan
dst
aff
surv
eys
The
Sch
oo
lSu
mm
eran
dC
hri
stm
asp
arti
es
are
no
wem
bed
de
din
the
Sch
oo
lcal
end
aran
dh
ave
pro
ved
tob
eve
ryp
op
ula
ra
ssh
ow
nb
ySc
ho
ols
urv
eyre
sult
s.
No
wth
atth
en
ew
Car
bo
nN
eu
tral
Lab
ora
tory
has
op
ened
we
mu
stta
ckle
the
du
al-s
ite
issu
ean
den
sure
inte
grat
ed
acti
viti
es,
con
nec
tivi
tyan
dco
mm
un
icat
ion
sar
ein
pla
ce.
As
par
to
fth
isw
ew
illse
ekto
ho
ldre
gula
rev
en
tsat
bo
thsi
tes
and
en
cou
rage
atte
nd
ance
acro
ssth
eSc
ho
ol.
Soci
alsp
ace
inth
eSc
ho
ol–
we
are
no
win
ap
osi
tio
nto
mo
veto
asi
ngl
ete
a/co
ffee
roo
min
ab
idto
bre
akd
ow
np
erce
ived
bar
rier
s.
Wo
rkin
gp
ract
ices
.Th
ele
ave
bo
oki
ng
syst
emw
illb
eu
nif
ied
acro
ssA
LLst
aff
wit
hth
ein
tro
du
ctio
no
fth
eU
oN
E-D
ays
syst
emw
hic
hw
illal
soal
low
colle
agu
esto
rep
ort
inth
esa
me
way
the
iro
ff-s
ite
acti
viti
esin
clu
din
gh
om
e-w
ork
ing,
con
fere
nce
atte
nd
ance
and
bu
sin
ess
me
etin
gs.
DO
Aan
dH
oS
On
goin
g
Wit
hin
1ye
ar
Fro
mJa
nu
ary
asU
oN
rolls
ou
tth
eso
ftw
are
Mea
sure
:Im
pro
ved
resp
on
ses
tost
aff
surv
eys
incl
ud
ing
mai
nta
inin
go
ur
very
hig
hst
aff
resp
on
se.
Mea
sure
:In
crea
sed
nu
mb
ers
atte
nd
ing
the
Sch
oo
l-w
ide
me
etin
g.B
egin
tom
on
ito
ran
dch
eck
on
staf
fp
arti
cip
atio
n.
Mea
sure
:U
pta
kean
du
sage
of
the
new
Uo
NE
Day
s–
add
spec
ific
qu
esti
on
(s)
toth
ere
leva
nt
Sch
oo
lsu
rvey
(s)
too
bta
infe
ed
bac
k.
Action
Des
crip
tio
no
fac
tio
nA
ctio
nta
ken
and
ou
tco
me
aso
f20
16A
ctio
np
lan
ne
dfr
om
No
v2
01
6R
esp
on
sib
ility
Star
tD
ate
and
Tim
ing
Succ
ess
Me
asu
re
5.2
Sch
oo
leve
nts
for
Un
der
grad
uat
esW
eal
soh
ave
bro
ade
ned
ou
rU
Gev
ents
toin
clu
de
wel
com
esto
each
retu
rnin
gye
argr
ou
p(b
yth
eYe
arH
ead
s)as
wel
las
the
Fres
he
r’s
inta
ke.W
eal
soh
old
are
sult
sd
ayev
ent
–w
hic
hh
asb
een
imp
rove
db
yta
kin
gfe
ed
bac
kfr
om
ou
rco
ho
rts
and
also
ou
rgr
adu
atio
nev
ent.
We
hav
eal
sota
ken
tim
eto
en
sure
sup
po
rtan
dst
aff
par
tici
pat
ion
atC
hem
Soc
even
ts(s
uch
asth
ean
nu
alq
uiz
).
Seek
tob
road
enth
eev
en
tslin
kin
gU
Gs,
Ph
Ds
and
acad
emic
sfu
rth
er
Ch
emSo
cev
ents
and
care
ers
feat
ure
dev
ents
.H
oS,
TLC
and
Ch
emSo
cA
nn
ual
Mea
sure
:Ob
tain
feed
bac
ko
nea
cho
fth
eev
ents
fro
mC
hem
Soc
focu
sgr
ou
ps
and
also
thro
ugh
the
ann
ual
surv
eys.
5.3
Sch
oo
lWeb
site
(Pu
blic
)an
dM
oo
dle
/Wo
rksp
ace
(In
tern
al)
This
has
no
tb
een
imp
lem
en
ted
and
was
pro
bab
lyan
ove
ram
bit
iou
sac
tio
ngi
ven
that
the
Un
iver
sity
E&D
pag
es
do
no
tp
rovi
de
this
faci
lity.
The
Uo
Nan
dth
esc
ien
cefa
cult
yh
ave
no
wb
rou
ght
inp
rofe
ssio
nw
ebd
esi
gner
sto
up
grad
eth
efa
cult
yw
ebp
ages
rela
ted
top
olic
ies
and
E&
D.
We
will
aim
toen
sure
that
the
sch
oo
lpag
es
po
int
dir
ectl
yto
the
sean
dth
ato
ur
inte
rnal
wo
rksp
ace
pag
es
are
linke
dap
pro
pri
atel
yto
del
ive
rke
yin
form
atio
n.
Ho
S,IT
tech
nic
alst
aff
Facu
lty
PV
C
Fro
mJa
nu
ary
20
17
Mea
sure
:A
dd
asp
ecif
icre
fere
nce
toE&
Dp
olic
ies
and
web
-b
ased
pro
visi
on
toal
lof
the
surv
eys
toal
low
us
too
bta
infe
ed
bac
kan
das
sess
resp
on
ses
year
on
year
.
5.4
Equ
alit
yan
dD
iver
sity
Co
mm
itte
eTh
eED
Cn
ow
mee
tsm
on
thly
aw
eek
bef
ore
the
SAT
ino
rder
toen
sure
goo
dco
mm
un
icat
ion
.Th
eC
hai
ro
fED
Cn
ow
sits
on
SAT
and
isth
eSc
ho
olr
epre
sen
tati
veo
nW
iN.
The
pre
sid
en
to
fC
hem
Soc
no
wsi
tso
nth
eE
DC
.Ph
Dan
dP
DR
AFo
rum
each
hav
em
emb
ers
on
EDC
.
EDC
isp
erfo
rmin
gw
ell,
bu
td
eliv
ery
of
this
Ath
ena
SWA
Nb
idis
just
the
star
to
fth
en
ext
cycl
e.Su
cces
sio
nan
dle
gacy
pla
nn
ing
iske
yto
ou
rd
eliv
ery
of
this
acti
on
pla
n.
The
curr
ent
chai
rw
illre
mai
nin
pla
cefo
rat
leas
to
ne
year
and
dep
uty
EDC
chai
rw
illb
en
om
inat
ed
wit
ha
view
tota
kin
go
ver
that
role
.
Ho
SC
hai
rED
C.
Jan
uar
y2
01
7M
easu
re:
Co
nti
nu
ity
tob
eas
sess
ed
by
pro
gres
sag
ain
stac
tio
np
oin
tsan
dal
sob
yas
sess
ing
staf
fsu
rvey
sto
chec
kth
atth
eac
tivi
ties
of
EDC
are
reco
gnis
ed.
5.5
Inp
ut
and
feed
bac
ko
nEq
ual
ity
and
Div
ersi
tyan
dre
late
dto
pic
sth
rou
gh2
01
4,2
015
and
20
16su
rve
ysu
sin
gd
ata
fro
mth
ose
con
du
cte
dto
dat
eas
ben
chm
arks
.
Thes
esu
rvey
sh
ave
be
enca
rrie
do
ut
year
ly(2
01
4-2
01
6).
Pro
gres
sh
asb
een
mad
eo
nth
eq
ues
tio
nd
atab
ase
ino
rder
top
rob
eth
eco
rrec
tto
pic
san
dp
rovi
de
aco
mp
aris
on
year
on
year
that
will
en
able
goo
dtr
acki
ng
of
the
exp
eri
en
ce,
atti
tud
ean
dth
ese
nse
of
com
mu
nit
yo
fal
lmem
ber
so
fth
eSc
ho
ol.
Surv
eys
of
staf
fan
dst
ud
en
tsfo
rco
mp
aris
on
wit
hp
revi
ou
sd
ata.
Ch
air
and
me
mb
ersh
ipE
DC
inco
nju
nct
ion
wit
hP
hD
and
PD
RA
foru
mco
mm
itte
esan
dC
he
mSo
c
Car
rie
do
ut
ann
ual
lyw
ith
com
mo
nq
ues
tio
ns
Mea
sure
:Evi
den
ceo
fp
osi
tive
chan
gein
exp
erie
nce
,at
titu
de,
sen
seo
fco
mm
un
ity
asm
easu
red
by
surv
eyfe
ed
bac
k.
5.6
Pro
mo
tevi
sib
ility
of
wo
men
insc
ien
ceW
eh
ave
inst
igat
ed
aw
eekl
yn
ewsl
ette
rw
hic
hh
igh
ligh
tsth
eac
hie
vem
ents
of
alls
taff
.In
20
16
the
init
iati
vew
asu
nd
ert
ake
nto
ded
icat
e(f
or
inte
rnat
ion
alw
om
en’s
day
)th
eco
nte
nt
of
the
rolli
ng
TVsc
reen
sin
the
foye
rto
wo
me
nin
the
Sch
oo
l.Th
ish
asn
ow
bec
om
eem
be
dd
ed
inth
eSc
ho
olc
alen
dar
and
in2
017
will
be
acco
mp
anie
db
ya
nu
mb
er
of
Sch
oo
leve
nts
cele
bra
tin
gth
esu
cces
ses
of
wo
men
inb
oth
R&
Tan
dA
PM
staf
fca
tego
ries
.
Oth
erce
leb
rati
on
sin
clu
din
gB
lack
His
tory
and
LGB
TIm
on
thar
eal
soce
leb
rate
d.
Co
nti
nu
ed
crit
ical
anal
ysis
of
ou
rP
ost
ers,
pu
blic
ity
mat
eria
ls,
dis
pla
ysan
dim
ages
on
ou
rro
llin
gT
Vsc
reen
info
yer.
Rev
iew
by
EDC
/H
oS
DO
AO
ngo
ing
Mea
sure
:In
crea
sed
per
cen
tage
of
wo
men
atal
lsch
oo
lle
vels
wit
hth
ea
imo
fat
leas
tm
atch
ing
HE
SAn
atio
nal
stat
isti
csat
UFG
,PG
R,P
DR
Aan
dst
aff.
Mea
sure
:Rei
nfo
rcem
ent
of
app
reci
atio
no
fco
ntr
ibu
tio
no
fw
om
enin
ou
rsc
ho
olt
oth
eST
EMag
end
aat
alll
eve
ls–
tob
eas
sess
edth
rou
ghsu
rve
yre
spo
nse
s.
Mea
sure
:Fo
rO
pen
Day
and
UC
AS
eve
nts
we
hav
en
ow
gath
ere
da
sign
ific
ant
nu
mb
er
(10
-1
5)
of
“sec
ret
sho
pp
er”
info
rmal
feed
bac
kre
po
rts
of
ou
rev
en
ts.T
hes
eh
ave
larg
ely
com
efr
om
atte
nd
ees
wh
oar
efe
llow
acad
em
ics
(at
oth
erin
stit
uti
on
s)o
rin
du
stri
alco
llab
ora
tors
.W
ew
illco
nti
nu
eto
seek
feed
bac
kfr
om
the
se“c
riti
calf
rie
nd
s”to
guid
eo
ur
dec
isio
nm
akin
go
nth
ese
even
ts.
5.7
Ass
ess
and
revi
ewin
ters
ecti
on
alit
ya
nd
rep
rese
nta
tio
no
fB
ME
gro
up
so
fst
aff
inal
lou
rjo
bfa
mili
esan
din
ou
rst
ud
ent
coh
ort
s
Dat
ah
ave
just
bec
om
eav
aila
ble
in2
016
for
staf
fjo
bfa
mili
esan
dd
ata
for
stu
de
nt
coh
ort
sU
Gan
dP
GR
are
no
tye
tav
aila
ble
thro
ugh
ou
rin
stit
uti
on
alsy
stem
s–
bu
tth
eim
ple
men
tati
on
of
this
faci
lity
isim
min
en
t.
We
will
care
fully
mo
nit
or
the
visi
bili
tyan
dp
rom
inen
ceo
fo
ur
BM
Eco
lleag
ues
on
ou
rad
vert
isin
gan
dp
ub
licit
ym
edia
.W
ew
illal
sota
kest
ep
sto
add
ress
ou
rre
cru
itm
en
tan
din
terv
iew
pro
cess
esin
line
wit
hth
eU
oN
’sin
stit
uti
on
alb
idfo
rR
ace
Equ
alit
yC
har
ter.
Ho
S,C
hai
rED
CFr
om
Ap
ril2
017
Mea
sure
:In
crea
ses
inth
ep
rop
ort
ion
of
BM
Est
aff
inal
ljo
bfa
mili
esan
das
sess
men
to
fo
ur
stu
de
nt
coh
ort
sag
ain
stn
atio
nal
stat
isti
cs.
Mea
sure
:Po
siti
vere
spo
nse
sto
new
qu
esti
on
sar
ou
nd
eth
nic
ity
wh
ich
will
be
add
edto
ou
ran
nu
alsu
rvey
s.
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