Joi M. Cunningham Director of University Diversity & Compliance and Leigh Settlemoir Dzwik

1. Joi M. Cunningham Director of University Diversity & Compliance and Leigh Settlemoir Dzwik AVP, Academic Human Resources Faculty Search Chair Training

2. Successful Searches • Successful searches begin with successful search committee members— trained, dedicated, and experienced individuals. • Search committees succeed when they build highly qualified, diverse applicant pools. • Highly qualified, diverse applicant pools lead to the potential for outstanding hires which, in turn are natural recruitment vehicles for the next searches.

3. Successful Search Committees: • Transform the search process • Commit to diversity through action • Cast a wide net • Build a diverse applicant pool • Avoid exclusionary thinking in recruitment, selection and hiring

4. Search Committee Composition The composition of the search committee is critical to its success. Involve diverse people with fresh ideas and diverse viewpoints. Note: Departmental faculty not on search committee still play critical role in search process.

5. Search Committee Myths

6. Fact or Fiction? The few faculty of color are being sought out by numerous institutions, and are not affordable.

7. Fiction! Reality ~ Some minority and women faculty weigh location and job environment more than salary —so market your assets! Recent research on fellowships indicates that only 11% of minority scholars were sought by more than one institution at a time—89% were not subject to competitive bidding wars.(Wolf & Busenberg, 1996, AACU)

8. Fact or Fiction? Faculty of color won’t select academe—they choose more lucrative positions in government or industry.

9. Fiction! Reality ~ Minority and women PhDs are no more or less likely to work in academe than other PhDs.

10. Fact or Fiction White males have no chance of getting positions due to the focus on minority applicants.

11. Fiction! Reality ~ Recent hiring statistics show otherwise. Note: In 1989 75% of tenured faculty were white males; in 1997 77% of tenured faculty were white males.(Chronicle of Higher Education, 2001) HSC – 15% minority faculty; 44% female faculty. Ten years ago about 10% of faculty were minority.

12. Fact or Fiction? Minority scholars are only available in nontraditional research areas (e.g., Ethnic Studies).

13. Fiction! Reality ~ Review of demographics of recent PhDs and Post Docs with their areas of interest shows otherwise. 18.6% of doctorates in 2000 were earned by persons of color.(Hoffer, et al. 2001. Doctoral recipients from United States universities: Summary report, 2000. Chicago: National Opinion Research) The number of doctorates awarded to minorities in several particular fields actually increased: professional-other 17.4%; engineering 8%; humanities 13%; life sciences 3%. (American Council on Education Minorities in Higher Education Annual Status Report 2002-2003)

14. Fact or Fiction? Progress made and recent AA/EEO laws have made outreach to women and minorities no longer necessary.

15. Fiction! Reality ~ Fewer minorities and women in higher level faculty positions, particularly chair and dean levels; glass ceiling still exists, and so does discrimination. ‘Despite increasing numbers of doctorates for women and people of color, both groups experience social isolation, a chilly environment, bias, and hostility. Both groups have limited opportunities to participate in decision making, excessive and “token” committee assignments, and few leadership opportunities.’ (Aguirre, 2000)

16. So, where do we begin? We need to know what role each affected area plays in the search process.

17. Key Faculty Search Areas • Search Committee • Department Chairperson • Dean/Director • UDC Director • Provost’s Office • Note: Communication flows from 1st area down, and then back up the chain for each faculty search form processed.

18. Key Faculty Search Areas Search Committee • Completes search forms (A through D) • Prepares selection criteria, evaluation sheets and advertisements • Compiles applicant data information • Corresponds with applicants • Screens candidates and recommends for interview. Conducts interviews and reference checks. • Recommends candidates to hire

19. Key Faculty Search Areas (cont’d) Department Chairperson (if applicable) • Appoints search committee • Approves recommendations of search committee • Interviews candidates Dean/Director • Approves recommendations of search committee • Interviews candidates • Prepares offers to candidates

20. Key Faculty Search Areas (cont’d) UDC Director/Provost’s Office • Approves recommendations of the search committee • Interacts with search committee regarding procedures • Summarizes candidate data and information relative to protected groups with regard to the position

21. Section A/B – The First Form in the Faculty Search Process • Section A asks for departmental and search committee EEO data. • Goals will be given by UDC after the form is completed. • Affirmative Action Plan goals are for areas in which we are underutilized. • Underutilization occurs when our percent of minorities and/or women does not match the percent found in the comparable census data.

22. Section B:Recruitment Planning 1. Recruitment plan 2. Job ad(s) and posting locations 3. Outreach activities 4. Evaluation criteria *These should be on the Section A/B or attached to the form when submitted for approval.

23. Recruitment Plan Thoughts • Consider the search process as first step in the retention process. • How well you match the person to the position will determine their success in the position.

24. TIP Cast a Wide Net It’s important to recruit from a wide range of sources and use a variety of methods to cast a wide net. If you need extra resources, contact UDC.

25. RULE Do not post job announcement until: 1) Search Committee has reviewed 2) Dean/Director has reviewed and approved 3) UDC has reviewed and approved

26. TIPS If you not consider applicants until all materials are received, indicate so in your job ad. Remember… Outstanding candidates often do not apply for advertised positions—you must ‘court’ these potential applicants. *Make certain to have at least one national print ad in the event that your chosen candidate is a foreign national. If they will be pursuing permanent resident status, this will be a requirement for their application.

27. SEARCH *Actively, continuously search for applicants *Actively recruit *Aggressive, creative, proactive Search Committee Methods • SORT • *Sort thru applications • *Passive job postings • *Unoriginal, same ad in • traditional posting • locations

28. An Example of ‘Exclusionary Thinking’ “They must have attended the ‘right’ school, training program, etc.” • Consider the situation of the National Football League. • If they only considered those from traditionally outstanding programs (e.g., Oklahoma and other Big 12 schools), would John Elway have had the opportunity to lead the Broncos to two Super Bowl victories?

29. Sample Diversity Plan Initiatives to Recruit and Retain Underrepresented Groups • Invite minority and women scholars to campus to present symposia, etc. • Provide mentoring and other resources for junior faculty, esp. important for women and minority faculty. • Build cultural competency into clinical and educational experiences. • Build diversity into curriculum.

30. Sample Diversity Initiatives (con’t) • Messages start with words and behavior of leaders (deans, department chairs, etc.). • Build networks and resources/ continuous recruiting. • Develop the case for diversity, and build that into the school/dept mission statement. • Identify one or more persons who receive EEO/AA training and serve on all search committees.

31. SampleDiversity Initiatives (con’t) • Review dept. climate, policies, practices, and physical environment to ensure retention/support for women, minorities and other underrepresented groups. • Grow the pipeline

32. Committee Member Responsibilities ALL search committee members share responsibility to attract diverse pool and ensure fair and equitable treatment of all applicants.

33. Outreach Activities • Telephone calls • Personalized letters to potential applicants • Personalized emails • Talk face-to-face with people who might nominate candidates

34. Outreach Activities (con’t) • Approach potential candidates at professional meetings • Consult with diverse faculty members on campus about outreach activities • Contact traditional professional organizations that have affiliated groups for women, minorities, and other underrepresented groups. • Other ideas?

35. Evaluation Considerations • Judge applicants on potential, notjust experience. • Internal applicants should meet the same level of qualifications as external applicants. • Internal applicants should not be given ‘courtesy’ interviews – it raises unrealistic expectations for internal applicants

36. RULES Committee must establish selection/evaluation criteria and scoring process before reviewing applicant materials. Internal applicants should not participate in the evaluation process of other applicants.

37. Once application information comes in… • Each individual needs to be logged in on the Applicant Data Information Form (whether or not they are minimally qualified). Their materials must be retained. • Each individual is required to be sent a letter of receipt, Federal and State Notifications, as well as the Affirmative Action Data Report. (Note: Please fill in the position number of your search on the Affirmative Action Data Report form so that UDC may track properly.)

38. Applicants • Treat all applicants consistently and fairly. • Acknowledge receipt of application. • Be courteous and prompt in correspondence. • Remember your own experiences as an applicant.

39. TIP The search committee does not need to wait until the materials submission deadline to review applicant materials. Review may begin at any time.

40. Everyone’s Materials Are In… Now What??

41. Interviewing-Section C • Search committees may do phone screening first without filling out Section C. • Section C is to approve candidates to come for campus interviews. Yes/No/Maybe are acceptable answers on whether candidates may be interviewed. • CVs for all candidates must be attached when submitting the Section C. • Race, sex, and handicapped information will be completed by UDC.

42. RULESCONFIDENTIALITY • All discussions among committee members are confidential. • Applicant names and materials should be kept in secure location. • Confidentiality breeches should be disclosed to committee chair.

43. Interview Format Formal selection interviews are conducted by the search committee and sometimes additional evaluators. • Must be consistent for all applicants. • Use questions that cover major job functions and desired skills/abilities only. • Must ask same questions of all applicants, but can ask varying follow up questions depending on applicants’ answers and/or experience/education. • Use interview questions to probe ‘potential’ using ‘what if’ type questions.

44. Interview Tips • Committee members who miss some or all of the interviews should not participate in discussions of rank ordering of applicants, but may provide comments on those that they attended. • If you or the applicant have questions, refer to Academic Human Resources or UDC.

45. Interview Tips (cont’d) Inappropriate interview venues: Sporting events Your home Dinner with spouses Skiing Party

46. RULE Do not ask about or discuss the following (even if applicants volunteer the information): - age - sexual orientation - marital status - religion - children (present or future) - ethnicity/culture - veteran status - disability status

47. Ensuring a Positive Campus Visit • Arrange for applicants to meet with other faculty of similar interests or backgrounds on campus. • Prepare ‘welcome packet’ for campus visits (e.g., employee handbooks, school/dept policies, benefits summary, web site info, annual reports, chamber of commerce materials, etc.).

48. Concerns of Minority/Women Faculty • Concern about struggles with promotion due to race/ethnicity (perception that they might not ‘fit the profile’) • Having gender/ethnicity given more attention than credentials (often report that their race is mentioned first, not their academic credentials) • Being expected to work harder than non-minority/male colleagues

49. More Concerns • Being treated as a token • Lacking support or validation for research on minority issues • Being expected to handle minority affairs (expected to be ‘experts’ on their racial or ethnic group) • Having too few minorities on campus (can lead to isolation) • Concern about whether they can maintain their cultural identity under pressure to ‘fit in’.

50. Ways to Address Concerns • Connecting faculty with campus resources and support • Mentoring programs • Clearly stated standards and procedures for advancement • Reaching a critical mass