Faculty Development in the US: Selection & Retention and the Faculty Life Cycle

1. US-China Computer Science Leadership Summit Faculty Development in the US:Selection & Retention and the Faculty Life Cycle Debra Richardson University of California, Irvine Valerie Taylor Texas A&M University

2. Faculty Recruitment • The top US universities are competing for the best and brightest new PhDs and also the distinguished scholars in the discipline • Faculty selected based on the expectation that they will succeed in being promoted through the ranks • Faculty Statistics in research universities (PhD-granting) (according to CRA Taulbee Survey) • Total faculty sizes continue to grow at a rate of 3% during 2004-05 • 85% of faculty hires for 2004-05 were new PhDs

3. Faculty Losses • Of 5,962 faculty at research universities , 213 faculty left in 2004-05, a loss of only 3.7% • Faculty Losses: Died 8 Retired 56 Took Nonacademic Position 39 Took Academic Position Elsewhere 61 Changed to Part-Time 16 Other 25 Unknown 8 • Less than .04% transfer among universities

4. Faculty Diversity and Equity • Most universities in the U.S. focus on increasing diversity of the faculty ranks • Current blend of faculty in research universities (also according to CRA Taulbee Survey) • 13% women • 20% Asian • 6% non-resident alien • 0.03% URM = African-American, Native American, Hispanic • Equitable hiring and advancement of gender and ethnic minorities • Requires institutional transformation and a change in culture

5. Challenges in Transforming Culture • Eliminating sub rosa hiring (behind the scenes)and promoting practices of the old guard • (in the U.S. we call this the old boys network) • Overcoming [perceived] issue of availability (lack thereof) in [narrow] disciplines • Training Deans and Chairs to utilize best practices to achieve diversity and equity • Encourage departments to search more broadly • Compensate for gender differences in negotiation styles and self-promotion Maintaining an institutional force that notices points of weakness and takes action

6. How to transform: what matters? • Climate Change requires leadership • Chair and Dean must encourage effective practices in recruitment, advancement and retention • For women and minorities, critical mass is important and difficult initially • Workshop series for chairs and emerging leaders • Equity advisors as faculty assistants to dean to seek out and ensure best practices are followed • participate in recruitment process, approve search committees, advertising plan & final recruitment • implement faculty development programs • investigate inequities that leadership might miss • tailored to Computer Science is important

7. Recruitment Best Practices • Devote significant investment in the hiring of new faculty who will succeed! • Best way to hire the best faculty is to conduct a broadly targeted/defined search • Career partner program • Partners of women faculty (in US) are more likely to be faculty members • Requests for new faculty provisions must address & show commitment to diversity and equity

8. Faculty Retention • Critical to the success of a department • It’s much more expensive to bring in a new faculty member than retain a good one • Activities important for faculty retention • Faculty mentoring - especially junior faculty but everyone • Providing a top research environment, and rewarding research activities • Providing an environment in which good teaching and service can be accomplished without negatively impacting research • Promoting faculty via awards, professorships, chairs

9. Faculty Mentoring • From assistant professor through full professor • Programs especially for junior faculty • New faculty orientation • One-on-one mentoring for all junior faculty • Acclimate new faculty to department and university culture • Provide feedback on papers and proposals • Help them get involved with professional service • Sometimes useful to have one person in the department as well as a faculty member outside the department • “Strategic planning” review panels by senior faculty • New faculty research symposium to introduce new faculty to established faculty

10. Environment • Good research and teaching requires recruitment of excellent students • Both graduate and undergraduate students • Equipment & space needs are critical for both, especially research • Encourage and facilitate multi-disciplinary discussions • Collaborations lead to some of the best research • Provide seed funding for initiating new collaborations

11. Promote Faculty • Value and appreciate faculty • Announce awards to colleagues and students • Nominate faculty for internal and external (international) awards and recognitions • National Academies, ACM Fellow, IEEE Fellow, AAAI Fellow, SIG awards, … • Engage in development activities for endowments for professorships & chairs

12. Chaired Professor Distinguished Professor President/Chancellor Provost/EVC Dean Associate Dean Department Head/Chair The Academic “Ladder” Professor Associate Professor Assistant Professor [Postdoctoral Researcher] Doctor of Philosophy tenure

13. Reward Structure Strategies for Success:Components of the Job for which faculty are rewarded • Research =Scholarship= Teaching • Service

14. Tenure “a status granted after a trial period to a teacher protecting him [her] from summary dismissal” - Webster’s Dictionary • Tenure is a long term commitment by the institution and is not taken lightly • A ”club” with lifetime membership • ~70% of CS/CS “regular ranks” faculty at PhD granting institutions are tenured • ~60% of women, ~72% of men are tenured

15. Tenure Time Line Usually a six-seven year “clock” • 7 year probationary period • Yearly oral evaluations by Dept. Head/Chair • Intermediate “mid-career” review during year 3 • Tenure review usually during year 6 • Based upon work from first 5 years • Tenure effective in year 7 • Typical evaluation (for tenure and beyond) • Regular written evaluations by Dept. Merit & Promotion (M&P) Committee, Dept. Head/Chair, Dean and Campus/School M&P Committee • Promotion and tenure review with letters from external evaluators

16. Primary Criteria: what matters? • Evidence of scholarly distinction, accomplishment and impact in your field • coherent body of important work • significant theme showing growth as a scholar • sufficient productivity to show promise for sustained productivity • respect by acknowledged experts • good teaching portfolio: good evaluations in a blend of courses(size, undergrad/grad) • high quality, reliable service so that colleagues respect your contributions to the department, university, research community • Different fields and different universities have different cultures - such as, • how publication patterns affect expectations • how collaboration is assessed • how impact is measured

17. Basic factors excellence in research excellence in teaching excellence in service Research How many and what kind of papers are expected? How much grant support is expected? How is support from industry viewed? How is [interdisciplinary] collaboration viewed? Is your research area viewed favorably? Teaching What do faculty expect of students? What do students expect from faculty? What do colleagues expect from your course? Service How much service is really required? How much can be gained from service by getting to know others on campus? } relative importance depends on institution No substitute for Quality

18. Research • Evidence of research impact is most important • Research independence is critical • especially independence from PhD advisor • clear individual contributions in collaborative work • Publications • Quality before quantity in publications • Journal publications • Not all journals are equal: journal reputations are best measure • Conference and workshop publications are valued just as highly • Bring visibility and more rapid recognition of your work • All conferences/workshops are not created equal: leading conferences, reputation and acceptance rates are measures of quality • Research Funding and Graduate Advising • Appropriate level of research funding from top agencies • Excellent graduate students are important to advancing

19. Tenure Dossier • Impact must be documented in the tenure dossier • Detailed CV • Statement of contributions in research, teaching, and service • External letters • Leaders in the field evaluating the work, stating • established in your field • significant contributions with impact • Publications • Internal letters

20. Advancement to Full Professor • Based on international recognition as an established researcher and leader in the field • Generally about 4-6 years beyond the Associate Professor level • Recognized in your particular research area via: • Editorial boards, program chairs, committees, etc. • About 1% of the faculty achieve the status of Distinguished Professor or Chaired Professor • Based upon extremely distinguished research contributions • Chaired professors carry with them an endowment generally from a philanthropist