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Getting Beyond _They're Just Not Out There

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Sherri Sanders

This document provides suggestions and best practices for developing an inclusive faculty recruitment and retention plan. It discusses common myths used to justify the lack of faculty diversity. It also outlines steps to obtain buy-in for diversity initiatives from faculty. Toolkits and templates are presented to help institutionalize inclusive recruitment strategies throughout the hiring process. Key areas to focus on for enhancing faculty retention include developing an inclusive departmental climate, leadership opportunities, tailored professional development, and establishing supportive policies and procedures.

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She rri L. Sande rs, Ph.D. Associate Vice Pre side nt for Inclusion and E quity The Univers i ty of Texas at Austin NCWIT SUM MI T 2016 GETTING BEYOND THEYRE JUST NOT OUT THERE: PLANFUL DESIGN FOR A DIVERSE FACULTY
A NEW ERA OF STUDENT PROTESTS
DEMANDS FROM STUDENTS PROTESTING RACISM AT 51 COLLEGES
We are focused on quality as our criterion for hiring. Adding diversity means compromising quality. Relatively few qualified women or minority candidates are available, and these are highly soughtafter, so we are unlikely to recruit them. The problem will solve itself as more women and minorities move through the pipeline and the old guard retires. (Corollary: we really dont have to do anything new or different now). Office for Faculty Equity and Welfare, University of California, Berkeley MYTHS OBSTACLES
A MUST HAVE: BUY-IN WHAT MAKES YOU BUY-IN TO AN IDEA?
Develop a common understanding of the meaning of diversity and inclusion in both an institutional and departmental context through open dialogue and in-depth discussion Frame the initiative as a shared faculty process, rather than one expected by the dean or chair Engage a mix of faculty by rank and levels of support in the development and implementation of a plan Participate in national disciplinary forums to develop greater awareness of diversity and inclusion from lens of your specific discipline SUGGESTIONS FROM DEPARTMENT CHAIRS ON HOW TO OBTAIN BUY-IN
OFFICE FOR INCLUSION AND EQUITY TOOLKITS
FACULTY RECRUITMENT AND RETENTION PLAN TEMPLATE
Situate toolkit within our partnership: College of Natural Sciences combines a support mechanism with accountability system to increase the diversity of the faculty Office for Inclusion and Equity provides department chairs and search committee chairs with the tools to achieve the goals and institutionalize the best practices Foundation within the colleges strategic plan TOOLKIT IN ACTION COLLEGE OF NATURAL SCIENCES
Active and intentional commitment from the dean and associate dean as key facilitators to influence college-wide change: Additional faculty lines available to maximize hiring of faculty committed to diversity and inclusion Literal incorporation of the Recruitment Toolkit into online department chairs handbook Clear expectation that inclusive strategies used throughout search and recruitment process EMBEDDING TOOLKIT WITHIN COLLEGE OF NATURAL SCIENCES
Before Recruitment Begins Planning the Search and Recruitment Process During Recruitment Evaluating the Recruitment Process OVERARCHING COMPONENTS FOR INCLUSIVE SEARCH AND RECRUITMENT
Ongoing and active recruiting strategies to generate interest: Generate potential candidate pools at professional meetings Purchase exhibit space at discipline-specific conferences for diverse and underrepresented students and faculty Invite guest speakers to campus or create a visiting scholars program BEFORE RECRUITMENT BEGINS 365 DAYS A YEAR RECRUITMENT
ITS ALL ABOUT THE PERSONAL CONNECTIONS!
Demonstrate leaderships commitment to diversity via words, actions, and rewards Utilize website to convey importance of diversity and inclusion Develop and implement a plan for increasing diversity of faculty BEFORE RECRUITMENT BEGINS CONVEY IMPORTANCE
SAMPLE PLANS TO INCREASE DIVERSITY OF FACULTY City University of New York: A Strategy for Enhancing CUNYs Leadership in the Areas of Faculty Diversity and Inclusion Truckee Meadows Community College: The Plan to Recruit, Hire, Mentor, and Retain a Diverse Full-Time Faculty University of Wisconsin, Madison: Affecting R.E.E.L. Change for Diversity and Inclusion University of Utah Faculty Hiring Initiative
USE WEBSITE TO CONVEY IMPORTANCE OF DIVERSITY AND INCLUSION
Creating the search committee Training search and recruiting committees Writing the position or program announcement PLANNING THE SEARCH AND RECRUITMENT PROCESS
FAILURE TO PLAN CAN RESULT IN
Include a diverse group of individuals with different perspectives, backgrounds, and expertise, as well as a commitment to diversity and excellence on the committee Be mindful of overburdening committee members with heavy service loads CREATING THE COMMITTEE
Have the dean and/or department chair situate the importance of diversity and inclusion within the department Develop and prioritize well-defined screening and selection criteria Create evaluation tools that are clearly aligned with the criteria and only the criteria TRAINING THE COMMITTEE
UNIVERSITY OF MICHIGAN EVALUATION TOOL
Discuss best practices regarding how to mitigate the impact of implicit bias on the evaluation and interview process TRAINING THE COMMITTEE
University of Washington ADVANCE Resource UNIVERSITY OF WASHINGTON ADVANCE RESOURCE
The department seeks candidates whose research, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in higher education. The school/department is interested in candidates who have engaged in service towards increasing the participation of individuals from groups historically underrepresented in higher education. The school/department is interested in candidates who have an understanding of the barriers facing women and people of color in higher education. Source: Office for Faculty Equity and Welfare, University of California, Berkeley INTERWEAVE IMPORTANCE OF DIVERSITY AND INCLUSION IN JOB POSTING
Cal State Los Angeles Tenure Track Position : Candidates should demonstrate an ability or interest in teaching in a multicultural, multiethnic environment. As a University dedicated to engagement, service and the public good, the successful candidate will be expected to join faculty, staff, students and administrators in a commitment to these purposes. Austin Community College Full Time Faculty Position: Understand the comprehensive mission and philosophy of community colleges. Knowledge of sensitive issues relating to a diverse student body. Skills to interact with students of diverse backgrounds. Williams College Visiting Faculty Position: We welcome applications from members of groups traditionally underrepresented in the field, and applicants are encouraged to state in their cover letter how they will enhance the diversity of offerings and educational experiences if hired. University of Michigan Ann Arbor Assistant Professor A strong commitment to teaching, interdisciplinary research, and cultural diversity. OPEN FACULTY POSITIONS IN COMPUTER SCIENCE AND IN INFORMATION
Describe past experience, activities and future plans to advance diversity, equity and inclusion, in alignment with UC San Diegos mission to reflect the diversity of California and to meet the educational needs and interests of its diverse population Purpose of statement is to identify candidates who have professional skills, experience, and/or willingness to engage in activities that would enhance campus diversity and equity efforts UC System Presentation on Evaluating Diversity Statements CONTRIBUTIONS TO DIVERSITY STATEMENT UC SAN DIEGO
Marketing the position and broadening the pool Evaluating the pool Setting up interviews and campus visits DURING RECRUITMENT
Seek nominations for strong candidates from faculty, postdoctoral fellows, and graduate students in your own department Contact colleagues at other institutions Expand the professional networks, websites, and publications that will be utilized for marketing the position MARKETING THE POSITION AND BROADENING THE POOL
REMEMBER THE CONTACTS YOU MADE!
WHAT TECHNIQUES HAVE YOU USED TO BROADEN THE POOL?
Include all committee members in the evaluation process and utilize screening and selection criteria established earlier in the process Review how the applicants experience and commitment to diversity and inclusion would contribute to the department, school/college, and universitys missions Refresh committees memory regarding ways to mitigate implicit bias EVALUATING THE POOL
TIME TO PUT A PENCIL TO IT AND
QUOTE FROM RECRUITMENT TOOLKIT USER
ONE SEARCH AND RECRUITMENT TAKEAWAY
Strategies for fostering an inclusive departmental climate and culture where all identities are respected Leadership development experiences to increase the number of women and underrepresented faculty in important decision-making roles within department Professional development opportunities that are tailored to various stages that faculty move through within department Mentoring culture that provides career and psychosocial support KEY AREAS TO CONSIDER TO ENHANCE FACULTY RETENTION
Ensure departmental seminars and conferences include diverse people, perspectives, and ideas Proactively address inequities in salaries, start-up packages, merit raises, teaching assignments, levels of research and travel support, number of committee assignments, leadership opportunities, awards, allocation of offices and resources, and endowment appointments across the department Conduct a climate assessment within the department to better understand the current climate and culture, as well as to inform future efforts that will promote inclusivity and diversity The University of Texas at Austin College of Fine Arts Diversity Plan Climate Assessment INCLUSIVE CLIMATE AND CULTURE
Establish policies, procedures, and practices that support faculty success including but not limited to: Clearly communicated, transparent, and accessible policies and procedures for evaluation, promotion, and tenure Specific feedback, as well as faculty development and mentoring opportunities, in annual performance review conversations Rotating committee membership and leadership, as well as a reasonable number of committee assignments and time limits for service on time-consuming committees INCLUSIVE CLIMATE AND CULTURE
Encourage faculty members to seek out multiple informal mentors within the department, across the university, and beyond the institution Consult the NCWIT Mentoring in a Box for strategies and resources Encourage a mentoring culture within the department by providing both informal and formal opportunities: On-going departmental support for all mentors and mentees Luncheons that build community and promote collegiality MENTORING
QUOTE FROM ANOTHER TOOLKIT USER
EVEN THOUGH IT CAN OFTEN FEEL LIKE THIS
Office for Inclusion and Equity Academic Personnel Office Office for Faculty Diversity Human Resources Department Office of Legal Affairs Institutional Reporting, Research, and Information Systems Faculty with Specific Areas of Expertise YOU ARENT ALONE - RELY ON YOUR CAMPUS PARTNERS
TIME FOR
Office for Inclusion and Equity, The University of Texas at Austin Office for Faculty Equity and Welfare, University of California, Berkeley Women in Science and Engineering Leadership Institute (WISELI), University of Wisconsin, Madison ADVANCE Center for Institutional Change, University of Washington ADVANCE STRIDE Committee, University of Michigan RESOURCES CAMPUS OFFICES AND PROGRAMS
Harvard Universitys Project Implicit WISELIs Reviewing Applicants: Research on Bias and Assumptions Brochure University of Washingtons Interrupting Bias in the Faculty Search Process Film and Facilitation Guide RESOURCES INTERRUPTING IMPLICIT BIAS
University of California, Berkeley, Office for Faculty Equity and Welfare, Advertisement University of California, Berkeley, Office for Faculty Equity and Welfare, Contributions to Diversity University of California: The Role of Contributions to Diversity in Faculty Hiring and Academic Review, Evaluating Contribution to Diversity Statements NCWIT Checklist for Reducing Unconscious Bias in Job Descriptions and Advertisements RESOURCES INCLUSIVE JOB POSTINGS
Moody, J. (2012). Faculty diversity: Removing the barriers. New York: Routledge. Chun, E., and Evans, A. (2015). The department chair as transformative diversity leader: Building inclusive learning environments in higher education. Sterling, VA: Stylus. The University of Texas at Austin, Office for Inclusion and Equity Inclusive Search and Recruitment Toolkit The University of Texas at Austin, Office for Inclusion and Equity Inclusive Retention Toolkit RESOURCES BOOKS AND TOOLKITS
The City University of New York, Building on a Strong Foundation, A Strategy for Enhancing CUNYs Leadership in the Areas of Faculty Diversity and Inclusion Truckee Meadows Community College: The Plan to Recruit, Hire, Mentor, and Retain a Diverse Full-Time Faculty University of Wisconsin, Madison: Affecting R.E.E.L Change for Diversity and Inclusion University of Utah: Faculty Hiring Initiative RESOURCES - PLANS
NCWIT Mentoring-in-a Box: Women Faculty in Computing University of Southern Californias Mellon Mentoring Awards University of California, Berkeley: Faculty Mentoring Award University of New Mexico Mentoring Institute University of Wisconsin Madison: Women Faculty Mentoring Program RESOURCES - MENTORING
University of Michigan ADVANCE Candidate Evaluation Tool The University of Texas College of Fine Arts Diversity Plan and Climate Assessment RESOURCES EVALUATION AND ASSESSMENT
Dr. Sherri L. Sanders, Ph.D. Associate Vice President for Inclusion and Equity 101 East 27th Street, 4.302 NOA The University of Texas at Austin Austin, TX 78712 512.232.2864 sherri.sanders@austin.utexas.edu www.utexas.edu/equity CONTACT INFORMATION

More Related Content

Getting Beyond _They're Just Not Out There

  • 1. She rri L. Sande rs, Ph.D. Associate Vice Pre side nt for Inclusion and E quity The Univers i ty of Texas at Austin NCWIT SUM MI T 2016 GETTING BEYOND THEYRE JUST NOT OUT THERE: PLANFUL DESIGN FOR A DIVERSE FACULTY
  • 2. A NEW ERA OF STUDENT PROTESTS
  • 3. DEMANDS FROM STUDENTS PROTESTING RACISM AT 51 COLLEGES
  • 4. We are focused on quality as our criterion for hiring. Adding diversity means compromising quality. Relatively few qualified women or minority candidates are available, and these are highly soughtafter, so we are unlikely to recruit them. The problem will solve itself as more women and minorities move through the pipeline and the old guard retires. (Corollary: we really dont have to do anything new or different now). Office for Faculty Equity and Welfare, University of California, Berkeley MYTHS OBSTACLES
  • 5. A MUST HAVE: BUY-IN WHAT MAKES YOU BUY-IN TO AN IDEA?
  • 6. Develop a common understanding of the meaning of diversity and inclusion in both an institutional and departmental context through open dialogue and in-depth discussion Frame the initiative as a shared faculty process, rather than one expected by the dean or chair Engage a mix of faculty by rank and levels of support in the development and implementation of a plan Participate in national disciplinary forums to develop greater awareness of diversity and inclusion from lens of your specific discipline SUGGESTIONS FROM DEPARTMENT CHAIRS ON HOW TO OBTAIN BUY-IN
  • 7. OFFICE FOR INCLUSION AND EQUITY TOOLKITS
  • 8. FACULTY RECRUITMENT AND RETENTION PLAN TEMPLATE
  • 9. Situate toolkit within our partnership: College of Natural Sciences combines a support mechanism with accountability system to increase the diversity of the faculty Office for Inclusion and Equity provides department chairs and search committee chairs with the tools to achieve the goals and institutionalize the best practices Foundation within the colleges strategic plan TOOLKIT IN ACTION COLLEGE OF NATURAL SCIENCES
  • 10. Active and intentional commitment from the dean and associate dean as key facilitators to influence college-wide change: Additional faculty lines available to maximize hiring of faculty committed to diversity and inclusion Literal incorporation of the Recruitment Toolkit into online department chairs handbook Clear expectation that inclusive strategies used throughout search and recruitment process EMBEDDING TOOLKIT WITHIN COLLEGE OF NATURAL SCIENCES
  • 11. Before Recruitment Begins Planning the Search and Recruitment Process During Recruitment Evaluating the Recruitment Process OVERARCHING COMPONENTS FOR INCLUSIVE SEARCH AND RECRUITMENT
  • 12. Ongoing and active recruiting strategies to generate interest: Generate potential candidate pools at professional meetings Purchase exhibit space at discipline-specific conferences for diverse and underrepresented students and faculty Invite guest speakers to campus or create a visiting scholars program BEFORE RECRUITMENT BEGINS 365 DAYS A YEAR RECRUITMENT
  • 13. ITS ALL ABOUT THE PERSONAL CONNECTIONS!
  • 14. Demonstrate leaderships commitment to diversity via words, actions, and rewards Utilize website to convey importance of diversity and inclusion Develop and implement a plan for increasing diversity of faculty BEFORE RECRUITMENT BEGINS CONVEY IMPORTANCE
  • 15. SAMPLE PLANS TO INCREASE DIVERSITY OF FACULTY City University of New York: A Strategy for Enhancing CUNYs Leadership in the Areas of Faculty Diversity and Inclusion Truckee Meadows Community College: The Plan to Recruit, Hire, Mentor, and Retain a Diverse Full-Time Faculty University of Wisconsin, Madison: Affecting R.E.E.L. Change for Diversity and Inclusion University of Utah Faculty Hiring Initiative
  • 16. USE WEBSITE TO CONVEY IMPORTANCE OF DIVERSITY AND INCLUSION
  • 17. Creating the search committee Training search and recruiting committees Writing the position or program announcement PLANNING THE SEARCH AND RECRUITMENT PROCESS
  • 18. FAILURE TO PLAN CAN RESULT IN
  • 19. Include a diverse group of individuals with different perspectives, backgrounds, and expertise, as well as a commitment to diversity and excellence on the committee Be mindful of overburdening committee members with heavy service loads CREATING THE COMMITTEE
  • 20. Have the dean and/or department chair situate the importance of diversity and inclusion within the department Develop and prioritize well-defined screening and selection criteria Create evaluation tools that are clearly aligned with the criteria and only the criteria TRAINING THE COMMITTEE
  • 22. Discuss best practices regarding how to mitigate the impact of implicit bias on the evaluation and interview process TRAINING THE COMMITTEE
  • 23. University of Washington ADVANCE Resource UNIVERSITY OF WASHINGTON ADVANCE RESOURCE
  • 24. The department seeks candidates whose research, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in higher education. The school/department is interested in candidates who have engaged in service towards increasing the participation of individuals from groups historically underrepresented in higher education. The school/department is interested in candidates who have an understanding of the barriers facing women and people of color in higher education. Source: Office for Faculty Equity and Welfare, University of California, Berkeley INTERWEAVE IMPORTANCE OF DIVERSITY AND INCLUSION IN JOB POSTING
  • 25. Cal State Los Angeles Tenure Track Position : Candidates should demonstrate an ability or interest in teaching in a multicultural, multiethnic environment. As a University dedicated to engagement, service and the public good, the successful candidate will be expected to join faculty, staff, students and administrators in a commitment to these purposes. Austin Community College Full Time Faculty Position: Understand the comprehensive mission and philosophy of community colleges. Knowledge of sensitive issues relating to a diverse student body. Skills to interact with students of diverse backgrounds. Williams College Visiting Faculty Position: We welcome applications from members of groups traditionally underrepresented in the field, and applicants are encouraged to state in their cover letter how they will enhance the diversity of offerings and educational experiences if hired. University of Michigan Ann Arbor Assistant Professor A strong commitment to teaching, interdisciplinary research, and cultural diversity. OPEN FACULTY POSITIONS IN COMPUTER SCIENCE AND IN INFORMATION
  • 26. Describe past experience, activities and future plans to advance diversity, equity and inclusion, in alignment with UC San Diegos mission to reflect the diversity of California and to meet the educational needs and interests of its diverse population Purpose of statement is to identify candidates who have professional skills, experience, and/or willingness to engage in activities that would enhance campus diversity and equity efforts UC System Presentation on Evaluating Diversity Statements CONTRIBUTIONS TO DIVERSITY STATEMENT UC SAN DIEGO
  • 27. Marketing the position and broadening the pool Evaluating the pool Setting up interviews and campus visits DURING RECRUITMENT
  • 28. Seek nominations for strong candidates from faculty, postdoctoral fellows, and graduate students in your own department Contact colleagues at other institutions Expand the professional networks, websites, and publications that will be utilized for marketing the position MARKETING THE POSITION AND BROADENING THE POOL
  • 30. WHAT TECHNIQUES HAVE YOU USED TO BROADEN THE POOL?
  • 31. Include all committee members in the evaluation process and utilize screening and selection criteria established earlier in the process Review how the applicants experience and commitment to diversity and inclusion would contribute to the department, school/college, and universitys missions Refresh committees memory regarding ways to mitigate implicit bias EVALUATING THE POOL
  • 32. TIME TO PUT A PENCIL TO IT AND
  • 34. ONE SEARCH AND RECRUITMENT TAKEAWAY
  • 35. Strategies for fostering an inclusive departmental climate and culture where all identities are respected Leadership development experiences to increase the number of women and underrepresented faculty in important decision-making roles within department Professional development opportunities that are tailored to various stages that faculty move through within department Mentoring culture that provides career and psychosocial support KEY AREAS TO CONSIDER TO ENHANCE FACULTY RETENTION
  • 36. Ensure departmental seminars and conferences include diverse people, perspectives, and ideas Proactively address inequities in salaries, start-up packages, merit raises, teaching assignments, levels of research and travel support, number of committee assignments, leadership opportunities, awards, allocation of offices and resources, and endowment appointments across the department Conduct a climate assessment within the department to better understand the current climate and culture, as well as to inform future efforts that will promote inclusivity and diversity The University of Texas at Austin College of Fine Arts Diversity Plan Climate Assessment INCLUSIVE CLIMATE AND CULTURE
  • 37. Establish policies, procedures, and practices that support faculty success including but not limited to: Clearly communicated, transparent, and accessible policies and procedures for evaluation, promotion, and tenure Specific feedback, as well as faculty development and mentoring opportunities, in annual performance review conversations Rotating committee membership and leadership, as well as a reasonable number of committee assignments and time limits for service on time-consuming committees INCLUSIVE CLIMATE AND CULTURE
  • 38. Encourage faculty members to seek out multiple informal mentors within the department, across the university, and beyond the institution Consult the NCWIT Mentoring in a Box for strategies and resources Encourage a mentoring culture within the department by providing both informal and formal opportunities: On-going departmental support for all mentors and mentees Luncheons that build community and promote collegiality MENTORING
  • 40. EVEN THOUGH IT CAN OFTEN FEEL LIKE THIS
  • 41. Office for Inclusion and Equity Academic Personnel Office Office for Faculty Diversity Human Resources Department Office of Legal Affairs Institutional Reporting, Research, and Information Systems Faculty with Specific Areas of Expertise YOU ARENT ALONE - RELY ON YOUR CAMPUS PARTNERS
  • 43. Office for Inclusion and Equity, The University of Texas at Austin Office for Faculty Equity and Welfare, University of California, Berkeley Women in Science and Engineering Leadership Institute (WISELI), University of Wisconsin, Madison ADVANCE Center for Institutional Change, University of Washington ADVANCE STRIDE Committee, University of Michigan RESOURCES CAMPUS OFFICES AND PROGRAMS
  • 44. Harvard Universitys Project Implicit WISELIs Reviewing Applicants: Research on Bias and Assumptions Brochure University of Washingtons Interrupting Bias in the Faculty Search Process Film and Facilitation Guide RESOURCES INTERRUPTING IMPLICIT BIAS
  • 45. University of California, Berkeley, Office for Faculty Equity and Welfare, Advertisement University of California, Berkeley, Office for Faculty Equity and Welfare, Contributions to Diversity University of California: The Role of Contributions to Diversity in Faculty Hiring and Academic Review, Evaluating Contribution to Diversity Statements NCWIT Checklist for Reducing Unconscious Bias in Job Descriptions and Advertisements RESOURCES INCLUSIVE JOB POSTINGS
  • 46. Moody, J. (2012). Faculty diversity: Removing the barriers. New York: Routledge. Chun, E., and Evans, A. (2015). The department chair as transformative diversity leader: Building inclusive learning environments in higher education. Sterling, VA: Stylus. The University of Texas at Austin, Office for Inclusion and Equity Inclusive Search and Recruitment Toolkit The University of Texas at Austin, Office for Inclusion and Equity Inclusive Retention Toolkit RESOURCES BOOKS AND TOOLKITS
  • 47. The City University of New York, Building on a Strong Foundation, A Strategy for Enhancing CUNYs Leadership in the Areas of Faculty Diversity and Inclusion Truckee Meadows Community College: The Plan to Recruit, Hire, Mentor, and Retain a Diverse Full-Time Faculty University of Wisconsin, Madison: Affecting R.E.E.L Change for Diversity and Inclusion University of Utah: Faculty Hiring Initiative RESOURCES - PLANS
  • 48. NCWIT Mentoring-in-a Box: Women Faculty in Computing University of Southern Californias Mellon Mentoring Awards University of California, Berkeley: Faculty Mentoring Award University of New Mexico Mentoring Institute University of Wisconsin Madison: Women Faculty Mentoring Program RESOURCES - MENTORING
  • 49. University of Michigan ADVANCE Candidate Evaluation Tool The University of Texas College of Fine Arts Diversity Plan and Climate Assessment RESOURCES EVALUATION AND ASSESSMENT
  • 50. Dr. Sherri L. Sanders, Ph.D. Associate Vice President for Inclusion and Equity 101 East 27th Street, 4.302 NOA The University of Texas at Austin Austin, TX 78712 512.232.2864 sherri.sanders@austin.utexas.edu www.utexas.edu/equity CONTACT INFORMATION

Editor's Notes

  1. Increase in student activism in the last 12 18 months Students are demanding change on their campuses as well as standing in solidarity with students across the country. Demands focus on much needed systemic and structural changes that inhibit our campuses from being authentically inclusive.
  2. What is the most often reported demand? Listed as a demand 75% of the time We dont need to conduct another study or gather more data. We know the issues. Time to develop and implement a plan to recruit and retain a more diverse faculty and to institutionalize these strategies into the fabric of our operations Today discuss strategies to include in a recruitment and retention plan
  3. No one is asking that we compromise our academic programs. Simply expanding the criteria that we use in the search process and opening our minds to new ways of evaluating applicants. Availability of women and people of color varies across academic disciplines, there are many areas we are currently hiring well below that availability. Many are not actively recruited by academic institutions.Every reason to believe that you can be successful in recruiting more diverse faculty. Old guard is not retiring. Replicated themselves. Business as usual is not solving the problem BUY IN IS A MUST!
  4. Develop a critical mass of faculty from dominant and non-dominant groups to lead and support diversity and inclusion initiatives Build TRUST! Who wants to be told what to do? Faculty members are more likely to own both the process and the outcome when asked for their input early in the process rather than being told how they should do. Trust, communication, transparency, and a common goal are essential
  5. Situate remarks primarily in terms of toolkits Based on toolkits from NSF ADVANCE grants at peer institutions gives us a quick reference of best practices Highlight some of the strategies use the toolkits as a reference Include url for website so can access online
  6. Diversity and inclusion a primary focus Implementation benchmarks, metrics, and explicit connections to Office for Inclusion and Equity incorporated
  7. For the sake of time will share highlights from first three components
  8. Even when the department is not hiring
  9. Dean Hicke approach of diversity and inclusion mentioned in letters, speeches, on agenda for department chair meetings, reward those who actively demonstrate commitment additional faculty line for example
  10. If goggle, will find a number of plans List these in resource section Retain, Equip, Engage, Lead
  11. Examples of info to include on website more than numbers, letter from chair/dean articulating importance of diversity and inclusion (Iowa State language), work-life balance policies, disability accommodations, community engagement, affinity groups on campus, what are some other ideas What are some other ideas?
  12. 2nd section of our toolkit focuses on planning the search and recruitment process
  13. Does this look familiar? Active and intentional planning is critical. Thinking about the steps and identifying ways to move the plan forward Dont end up like this group of faculty members
  14. If diversity is lacking in your department, include someone from a similar discipline or invite an equity liaison from your Office for Inclusion and Equity Important to have individuals who are committed to diversity and inclusion at the table
  15. CNS department chairs and search committee chairs participate in working meetings to discuss how to implement an inclusive search Expectation from the dean that you attend if search is to move forward Calibrate your committee by discussing how individual committee members define each evaluation criterion What constitutes excellence in research and/or teaching? Criteria discussions provide greater clarity regarding preferred qualifications and highlight subjective nature of definitions of excellence
  16. CNS uses this tool when screening applicant materials and then again for campus interviews Framework can be easily modified to your search
  17. Associate Dean engages in conversations regarding how to minimize implicit bias with the search committees Using University of Wisconsin Madisons Reviewing Applicants: Research on Bias and Assumptions brochure as a framework
  18. Film is a computer science faculty search committee meeting No need to reinvent the wheel Use these resources
  19. Always consult with your Office of Academic Personnel, Human Resources, or Office for Inclusion and Equity if you have questions about language
  20. Since 2010, UC San Diego has required that faculty candidates submit a statement on their past contributions to diversity or equity and future plans for continuing this effort as part of their application for an academic appointment. outreach, tutoring, or other programs designed to remove barriers Teaching, advising, and/or mentoring of students who are under-represented or under-served in higher education. Development or use of pedagogies that address different learning styles and/or learning disabilities
  21. Focus on marketing the position and evaluating the pool
  22. Expand the professional networks, websites, and publications that will be utilized for marketing the position
  23. Keep track of the nominees and follow up
  24. Actively seek and interview a diverse pool of candidates
  25. For sake of time, focus on climate and culture, leadership development, and mentoring