Title: DIVERSIFYING THE FACULTY APPLICANT POOL IN THE HR PROCESS Tuesday, December 2, 2003 3:00 4:30 pm Gol
1DIVERSIFYING THE FACULTY APPLICANT POOLIN THE
HR PROCESSTuesday, December 2, 2003300 -
430 pmGolisano Gateway (Middle Level)
Recipe for Recruitment
Dean Arlette Miller Smith, Office of
Multicultural Affairs/Diversity
2BENEFITS VALUE
3- Provide support for all students, particularly
students of color. - Identify as symbols of success---I made I
through and so can you. - Provide multiple-perspectives/lived
experiences/cultural knowledge. - Contribute to better educational outcomes for all
students.
4- Develop students awareness of, participation in
discussion about and commitment to the promotion
of racial understanding eradication of gender
bias or homophobic behavior. - Promote SOC recruitment and/or persistence
- Encourage social responsibility and community
service participation
5- Advocate inter/intragroup dialogue and
cross-cultural awareness, understanding, and
interaction. - Encourage SOC participation in campus-related and
community-sponsored activities. - Advocate and participate in curricula
diversification.
6Attempts to diversify the faculty continue to be
one of the least successful elements of campus
efforts to deal with diversity.Daryl Smith,
Achieving Faculty Diversity (1)
7MYTHS,TRENDS NATIONAL DATA
8- Myth 1. Because there are so few faculty of color
in the pipeline, they are being sought out by
numerous institutions that must compete against
one another in the hiring process.
9- Myth 1. Because there are so few faculty of color
in the pipeline, they are being sought out by
numerous institutions that must compete against
one another in the hiring process. - Reality. Bidding wars not a reality for most.
10- Myth 2. The scarcity of faculty of color in the
sciences means that few are available and those
that are available are in high demand.
11- Myth 2. The scarcity of faculty of color in the
sciences means that few are available and those
that are available are in high demand. - Reality. Not been sought out or pursued. Many in
post doc programs.
12- Myth 3. The scholars represented in this study,
both because of their competitive positioning in
the market and their elite education, are only
interested in being considered by the most
prestigious institutions, making it virtually
impossible for other institutions to recruit them.
13- Myth 3. The scholars represented in this study,
both because of their competitive positioning in
the market and their elite education, are only
interested in being considered by the most
prestigious institutions, making it virtually
impossible for other institutions to recruit
them. - Reality. Wide range of desired positions, regions
of the country, institutional types, and kinds of
teaching preferred. based on limited mobility,
environment sought, desire to teach a diverse
student body, or the interest in an institution
with like professional goals.
14- Myth 4. Individuals are being continually
recruited by wealthy and prestigious institutions
with resources with which ordinary institutions
cannot compete.
15- Myth 4. Individuals are being continually
recruited by wealthy and prestigious institutions
with resources with which ordinary institutions
cannot compete. - Reality. Not common occurrence. Factors that
influence unresolved issues with the
institution, dual career choices. Basically
factors within the institution.
16- Myth 5. Faculty of color are leaving academe
altogether for more lucrative positions in
government and industry.
17- Myth 5. Faculty of color are leaving academe
altogether for more lucrative positions in
government and industry. - Reality. Choices focus on experiences within
academic life. Inhumane search processes that
left them feeling unappreciated. Others noted the
difficult job market.
18- Myth 6. Campuses are so focused on diversifying
the faculty that heterosexual white males have no
chance on the academic labor market.
19- Myth 6. Campuses are so focused on diversifying
the faculty that heterosexual white males have no
chance on the academic labor market. - Reality. Two phenomena in the hiring experience
related to these scholars. First, those who were
in fields where there was little diversity, such
as philosophy, described the continuing
difficulty they observed for the relatively few
white women and faculty of color. The second
pattern observed is that white men who introduced
expertise related to diversity into their
traditional discipline had a significant
advantage on the job market.
20 21- OTHER CONCLUSIONS
- Because of the limited job market in many fields,
campuses have sufficient choice among applicants
to be able to raise the level of requirements for
"qualified candidates."
22- OTHER CONCLUSIONS
- Because of the limited job market in many fields,
campuses have sufficient choice among applicants
to be able to raise the level of requirements for
"qualified candidates." - The search and hiring process continues largely
unchanged. Some faculty remain generally
resistant to rethinking how they might recruit
and evaluate candidates.
23Degree Completion Stats
24Despite impressive increases during the past two
decades, the recent trend is one of little growth
for professional degrees and a decline for
doctoral degrees among minorities.20th Annual
Status Report on Minorities in Higher Education
252001 2002 Degree Completion Stats (Masters)
Source Black Issues in Higher Education (July 3,
2003)
262001 2002 Degree Completion Stats (Doctorate)
Source Black Issues in Higher Education (July 3,
2003)
272001 2002 Degree Completion Stats (Professional)
Source Black Issues in Higher Education (July 3,
2003)
28Top Ph.D. ProducersAll DisciplinesAfrican
American
29Top Ph.D. ProducersAll DisciplinesAmerican
Indian
30Top Ph.D. ProducersAll DisciplinesAsian
31Top Ph.D. ProducersAll DisciplinesHispanic
32Diversity in front of the classroom enhances the
education of all.BIHE
33Faculty Stats
Source Minorities in Higher Education Annual
Status Report (2002 - 2003)
34Faculty Stats
Source Minorities in Higher Education Annual
Status Report (2002 - 2003)
35FISHER FAMILY
36SJFC MISSIONInsert
37FISHER CREEDInsert
38- Learning Communities with targeted
diversity-related themes - CONNECT mentoring program for racialized
ethnicities - Nursing/Language Dept Partnership Urban Health
- Campus-wide celebrations of culture (DOC)
- African American, Womens Studies minors
- Community links Diversity council, Bi-Racial
Partners
39FISHER STATS
- FULL-TIME FACULTY REPRESENTATION
- 123 Full-time members
- 112 or 91 are Majority
- 5 or 4 are African American
- 0 or 0 are Native Indians
- 5 or 4 are Asian/Islander
- 1 or .8 are Latino
- includes Other population
- PART-TIME FACULTY REPRESENTATION
- 209 Part-time members
- 190 or 90 are Majority
- 11 or 5 are African American
- 0 or 0 are Native Indians
- 4 or 1.9 are Asian/Islander
- 4 or 1.9 are Latino
- includes Other population
40FISHER STATS
- UNDERGRADUATE STUDENT REPRESENTATION
- 2,190 Full-time students
- 2009 or 91.7 are Majority
- 104 or 4.7 are African American
- 10 or .4 are Native Indians
- 8 or .3 are Asian/Islander
- 69 or 3.1 are Latino
- includes Other population
41Why is Diversity important? What does Diversity
bring to Fisher?
- Enrollment speakers notes Use the quote from
last years graduate Like it or not, we are all
walking ads Our students are our best
recruiters. Successful students and those
students who have had a successful experience
will recruit the next successful group - Experience speakers notes Help professors
learn from the diversity of students and help
students learn from the diverse faculty. - Beyond Fisherspeakers notes A meaningful
place in society prepared to contribute and to
give back to others.
42JOB POSTINGS
43- Creighton U N I V E R S I T Y Medical Education
- Assistant/Associate/Full Professor
- Director, Center for Medical Education
- Creighton University School of Medicine invites
applications for a tenure-track position
available immediately. The individual recruited
will have the following qualifications Ph.D.,
M.D., or Ed.D. degree postdoctoral training,
evidence of research accomplishment and promise
to become a leader in medical education. The
successful candidate will have the opportunity to
join a School committed to national prominence in
medical education. The School of Medicine
recently adopted a new curriculum with more
emphasis on student-initiated learning. Among the
resources, for our educational program are a
computer-based-testing facility, a clinical
assessment center for standardized patient
experiences and extensive facilities for computer
assisted instruction. A new medical education
facility with small group classrooms, interactive
teaching areas, etc. was completed in Fall 2003.
Opportunities exist to have a significant role in
taking our education program to "the next level"
through curriculum development, faculty
development and research in medical education. In
addition to full salary support, start-up funding
including support staff, etc. will be available
to the successful applicant. Applicants should
send a curriculum vitae, a brief outline of their
medical education interests and plans, and three
letters of reference to Search Committee
Chairc/o Lurae McCloskey Creighton University
School of Medicine Office of Academic Affairs2500
California Plaza Omaha, NE 68178
Source Chronicle of Higher Education (November
21, 2003)
44- THE UNIVERSITY OF ALABAMA FACULTY POSITION
- Telecommunication and Film
- The Telecommunication and Film Dept., Univ. of
Alabama, seeks a full time, tenure-track faculty
member to teach graduate and undergraduate
courses and conduct programmatic research in
broadcasting/cable in three or more of the
following areas management, programming,
audience analysis, sales, economics, law/ policy
beginning August 15, 2004. Candidates should have
an earned doctorate or be in the final stages of
dissertation completion and demonstrate potential
for teaching and for developing a program of
scholarship suitable for later tenure
consideration. Salary is nationally competitive.
Information about the Department and the College
of Communication and Information Sciences is
available at www.tcf.ua.edu. Telephone inquiries
are welcome (205-348-6350). Send application
letter, vita/resume and names, addresses and
phone numbers of three references to Prof. Loy
A_ Singleton, Telecomm. and Film Dept., Univ. of
Alabama, Box 870152, Tuscaloosa, AL. 35487-0152.
Application screening begins November 17, but
applications will be accepted until search is
completed. - UA is an Affirmative Action, Equal Opportunity
employer. Women and minorities are especially
encouraged to apply.
Source Chronicle of Higher Education (November
21, 2003)
45- XAVIER UNIVERSITY
- DEPARTMENT OF COMMUNICATION ARTS
- ASSISTANT/ASSOCIATE PROFESSORS
- Xavier University, a Catholic university in the
Jesuit tradition, invites applications for two
tenure-track positions at the Assistant or
Associate level beginning August 2004 in the
Department of Communication Arts. Position One
Demonstrated competence to teach the department's
courses on research techniques in advertising and
public relations. Other teaching responsibilities
will include courses in advertising and/or public
relations. Position Two Advertising and/or
public relations generalist to teach advertising
and/or public relations courses. Specific courses
will be identified according to the applicant's
strengths. A Ph.D. is required, but ABD will be
considered. Teaching and professional experience
are highly desired. Tenure-track faculty are
expected to establish and maintain a record of
scholarship. Expectations also include student
advising and other departmental, university, and
community service. For more information about our
department, please view our Web site at
http//www.xu.edu/ communication arts. - Xavier University has a strong commitment to
diversity and, building upon the success in
recent years, seeks a broad spectrum of
candidates, including women and minorities.
Deadline for application is Friday, January 16,
2004. Interested/qualified applicants must
submit a letter of application with reference to
the position/s desired, as well as CV, academic
transcripts, three letters of recommendation, and
supporting materials to Ms. Connie Perme, Xavier
University, Human Resources, 3800 Victory
Parkway, Cincinnati, OH 45207-4641.
Source Chronicle of Higher Education (November
21, 2003)
46- Kenyon College Dissertation/Teaching Fellowship
- for Minority Scholars
- One of the most significant challenges
confronting small liberal arts colleges in the
United States today is how to increase the
relatively small number of minority faculty
teaching at such institutions. Creating a diverse
and representative group of teachers benefits
students, faculty, and administrators alike, by
enriching the nature of the education experience
for all. We recognize, though, that young
scholars who are members of underrepresented
groups frequently choose to pursue their careers
as teachers and scholars at research universities
rather than at small liberal arts colleges. In
order to encourage such scholars to consider
college rather than university teaching, Kenyon
College offers the Kenyon College
Dissertation/Teaching Fellowship for Minority
Scholars. The program aims at minority scholars
in the final stages of their doctoral work who
need only to finish the dissertation to complete
requirements for the Ph.D. We hope the experience
of living and working for a year at Kenyon will
encourage these fellows to consider a liberal
arts college as a place to begin their careers as
teachers and scholars. In the past, fellowships
have been awarded in African and African
American Studies, American Studies, Anthropology,
Art History, Biology, English, History, Math,
Modem Languages and Literatures (Spanish), Music,
Religious Studies and Sociology. - Kenyon will provide a stipend of 32,500, plus
health benefits, housing, and a small moving
allowance. The College will also provide an
allowance to cover travel to conferences or for
consultation with the dissertation director.
Kenyon will assist the Fellow in finding college
housing. The Fellow will be provided an office, a
networked computer, and secretarial support
services. Faculty colleagues at Kenyon recognize
and embrace the opportunity to welcome and mentor
new faculty members.
Source Black Issues in Higher Education
(November 20, 2003)
47- Kenyon College Dissertation/Teaching Fellowship
- for Minority Scholars (Contd)
- The Kenyon Fellow is expected to write the
dissertation and to teach one course each
semester, usually in the Fellow's general
research area. Fellows are also expected to offer
a College lecture or Departmental seminar on the
dissertation topic at some point during the
academic year in residence. Kenyon College
assumes that the Fellow will participate in the
intellectual life of his/her home department, as
well as in the broader cultural life of the
College. Our primary expectation, however, and
the main focus of this fellowship, is the
completion of the dissertation. Eligibility to
apply for the Kenyon College Dissertation/Teaching
Fellowship for Minority Scholars is limited to - Citizens or nationals of the United States at
the time of application. - Members of the following minority groups
- Alaskan Natives (Eskimo or Aleut)
- Native American Indians
- Black/African Americans
- Mexican Americans/Chicano
- Native Pacific Islanders (Polynesian or
Micronesian) - Puerto Ricans
- Individuals who are enrolled in a research-based
PhD program in one of the following fields
African and African American, American Studies,
Anthropology, Art History, Asian Studies,
Biology, Classics, Dance, Drama, Economics,
English, Environmental Studies, History,
Humanities, International Studies, Math, Modem
Languages and Literature, Music, Philosophy,
Political Science, Psychology, Religious Studies,
Sociology, and Women's and Gender Studies.
Individuals who aspire to a teaching and research
career. Persons who have not yet earned a
doctoral degree at any time and in any field.
Please send a letter of application, vita, and
three letters of reference (including one from
the dissertation advisor) to the Office of the
Associate Provost, Kenyon College, Gambier, OH
43022. The Search Committee will begin
consideration of the dossiers on January 5, 2004. - An EOE, welcomes diversity and encourages the
applications of women and minority candidates.
Source Black Issues in Higher Education
(November 20, 2003)
48- Diversity Fellowship
- 2004-2005
- In an effort to recruit new practitioners to the
profession of U.S. history who reflect the
diversity of the U.S. population as a whole, the
Organization of American Historians, in
conjunction with Indiana University's College of
Arts and Sciences and its Department of History,
awards a diversity fellowship biennially to a
student enrolling in the Ph.D. program in U.S.
History at Indiana University. At the core of the
multiyear fellowship will be tuition and fees for
six years of study. In addition, the recipient
will be awarded a stipend in year 1 an associate
instructorship in the Department of History in
years 2 and 5 an assistantship in the OAH
executive office in years 3 and 4 and a
dissertation-year stipend in year 6. The stipend
or compensation offered each year will begin at
18,000 per year. Students from traditionally
underrepresented racial and ethnic minority
groups (including African American, Latino/a,
Asian American, or Native American) who have not
yet begun graduate work at Indiana University are
eligible. - Deadline is January 2, 2004 For information
contact John Bodnar, Chair, Dept. of History,
Indiana University, 1020 E. Kirkwood,
Bloomington, IN 47405-7103. Also, visitlt
www.oah.org/ activities/diversitygt
Source Black Issues in Higher Education
(November 20, 2003)
49- THE UNIVERSITY OF MEMPHIS
- For Academic Year 2004-05
- BLACK ISSUES IN HIGHER EDUCATION
Source Black Issues in Higher Education
(November 20, 2003)
50- SUNY Geneseo
- Faculty/Administrative Positions for Fall 2004
- SUNY Geneseo is a highly selective public liberal
arts college with approximately 5000 students.
The campus is located in the historic village of
Geneseo in the Finger Lakes region of Western New
York just south of Rochester. The college
consistently is ranked by several rating services
as being among the best public undergraduate
institutions in the country. Geneseo is a member
of the Council of Public Liberal Arts Colleges.
SUNY Geneseo is an affirmative action/equal
opportunity employer committed to recruiting,
supporting. and fostering a diverse community of
outstanding faculty, staff, and students. To
learn more about the College visit
http//www.geneseo.edu. To apply, please send
letter, vita, and 3 recent letters of
recommendation to the Search Committee in
relevant department at 1 College Circle, Geneseo,
NY 14454. For fullest consideration. apply by
indicated date. - Associate Dean-Office of the Dean. Erwin 106.
Sept. I start date. Chemistry-Biochemistry,
Assistant Professor. tenure-track. Chemistry
Department. Green 30 IA. Apply by Dec- 1.
2003.Communicative Disorders-Audiology. Assistant
or Associate Professor, tenure track. Department
of Communicative Disorders and Sciences. Sturges
218. Apply by Feb. I , 2004.Education-Reading/Lite
racy, Assistant Professor. tenure track. School
of Education, South 217. Apply by Jan. 15,
2004.Geology-Assistant Professor, two positions,
tenure track. Department of Geological Sciences.
Greene 106. Apply by Dec. 10, 2003.Library-Referen
ce Instruction/Business. tenure track. Milne
Library 214. June 1 start date.
Psychology-Assistant Professor. two positions,
tenure track, Clinical Psychology. Applied
Psychology. Department of Psychology, Sturges
(20. Apply by Jan. 16, 2004.
Source Black Issues in Higher Education
(November 20, 2003)
51- Nazareth College
- Faculty Positions
- Nazareth College is a comprehensive institution
offering a wide range of baccalaureate and
master's degree programs. The college is a
thriving, independent, co-educational institution
with 2000 undergraduate and 1200 graduate
students. The college is located minutes from
downtown Rochester, New York, the third largest
city in the state. Rochester is noted for its
internationally recognized industries and
museums, and for its cultural diversity. In
keeping with its mission and ideals, Nazareth
College seeks individuals with a demonstrated
commitment to the promotion of diversity.
Nazareth College anticipates the following
tenure-track positions for Fall 2004 - Anthropology To teach undergraduate courses
which might include introductory cultural
anthropology, introductory physical anthropology
and archaeology, and courses in specialty area as
well as graduate courses in Liberal Arts MA
program. Sociocultural anthropologist with field
experience outside of Africa preferred. Screening
begins January 15.- - Art Therapy -To teach master's level art therapy
and psychology courses. Board certified
registered art therapist teaching experience.- - Biology Developmental biologist to teach
developmental biology, other major and non-major
biology courses with laboratory, and direct
student research. Screening begins January 5.- - Education - Inclusive (3 positions) To teach
undergraduate and/or graduate education courses.
Experience at elementary/middle school levels, in
professional site buildings, with diverse
learners, in field supervision. Teaching
certification and experience at elementary/middle
school levels required. - English To teach rhetoric, technical writing,
first-year writing, and literature courses. Ph.D.
in Rhetoric and Composition with significant
study in an area of literature other than
American Literature. Screening begins November
13.- - History To teach World/Environmental History.
Must have some training in geography and be able
to teach lower division geography surveys as well
as upper and lower division courses in history.
Specialization is open. Screening begins November
1. - Information Technology To teach courses in a
visual programming environment such as C and
java and courses in systems analysis and design,
management information systems, and database.
Some industrial experience and prior teaching
experience desirable. Doctorate preferred.
Source Black Issues in Higher Education
(November 20, 2003)
52- WHITE (85.6)
- men 307,000
- women 181,000
- MINORITY (14.4)
- men 49,700
- women 32,600
- (African American 5 Hispanic 2.9
- Asian 6American Indian .04) BIHE
53RESOURCES
54STRATEGIES/OPPORTUNITIES
55 Strategies/Opportunities
56 Strategies/Opportunities
57Contact InfoDiversifying the
FacultyDiversity/Multicultural AffairsArlette
Miller Smithasmith_at_sjfc.edu (585)
385-8212Human ResourcesKaren
Gagiekgagie_at_sjfc.edu(585) 385-8427)
5810 Ways Stop Hate Poem or Fire