  Gender representation in the physical sciences remains inequitable and
continues to lag behind other fields. Even though there exists adequate
documentation regarding programmatic postures and innovations, difficulties
persist within the physics discipline. In this paper, we present innovative,
programmatic implementations over an eight-year period at an undergraduate,
liberal arts physics program. Some of these innovations accord with
nationally-published, `best practices' for undergraduate physics programs,
while others are novel to the program's context. Within this eight-year period,
alterations are separated into curricular, co-curricular, and experiential
elements. Innovations are introduced in some detail, and data are presented
before, during, and after their introduction. While it is currently impossible
to say which elements had the greatest impact, the synergistic combination did
have a positive effect on the program. Not only did the number of total majors
and graduates increase, there was a 200% increase of women degree recipients
compared to the previous ten years, which boosted average graduation rates
above the national average (30% > 20%). Women were retained within the
undergraduate physics major at a higher percentage during this time period when
compared to men in the program. Lastly, these women physics majors maintained
careers in science advancement fields at a rate of ~90% after $\leq5$ years
post-graduation. While this paper presents a singular case study, the purpose
is two-fold: a) to validate quantitatively the work of national physics
organizations within the context of a liberal arts institution, and b) to
suggest that a multi-level approach is most efficacious when considering
programmatic innovations.
