Discussion of the problem: Accountability for gender equity is not always integral to regular administrative structures at our universities. We have relied in large part on volunteer groups, task forces, offices of human resources, and equal opportunity/ affirmative action officers to advocate for the cause of women and to monitor policies and programs affecting women on their respective campuses. As particularly significant issues have surfaced, we have responded by creating new positions, programs, or committees. Women's Studies programs, women's health programs, rape crisis programs, women's centers, and commissions and councils on women, all came into being to solve problems of gender inequity.

These offices and programs have played, and will continue to play, important roles in making our institutions more nearly equitable places for women to be educated and employed. They are also generally understaffed and underfunded in relation to their mandates, and located on the periphery of the organizational structure of authority. They are therefore able to provide encouragement, information, and technical assistance to others, but are not positioned to exercise sole responsibility for institutional change.

It is time to realign responsibility and authority for gender equity so it is more than an add-on. Members of the faculty, department chairs, and deans need to be accountable for equity in curriculum, pedagogy, and academic advising. Supervisors need to be accountable for equity in hiring, workplace behavior, and career development opportunities. Student aid offices need to be accountable for equity in student need assessment, aid packages, and work-study assignments. In short, the institutional procedures already in place for establishing expectations, creating and implementing work plans, and reporting on results must be invoked to achieve the goals for gender equity.

Vision for the Year 2000:

1. Student evaluations of courses and instructors include measures of gender equity in course content and classroom environment. Heads of departments, schools, and colleges use these evaluations both to identify and reward superior achievement, and to identify and intervene in undesirable practices.

2. Self-evaluation, peer review, and supervisory review of faculty teaching includes assessment of gender balance in course content and gender-inclusive pedagogical practices.

3. Job descriptions and performance evaluations for all officers, managers, and supervisors include responsibilities for monitoring and fostering gender equity efforts.

4. Annual reports issued by organizational units assess initiatives toward gender equity and establish equity-related goals for the coming year.

5. Offices and committees responsible for initiating, promulgating, and implementing institutional policies periodically review and revise such policies to assure their optimal contribution to gender equity.

6. The president of the university reports annually to the governing board and to the state legislature on the status of women at the university.