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DIVERSIFYING THE FACULTY APPLICANT POOL IN THE HR PROCESS Tuesday, December 2, 2003 3:00 4:30 pm Gol

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Title: DIVERSIFYING THE FACULTY APPLICANT POOL IN THE HR PROCESS Tuesday, December 2, 2003 3:00 4:30 pm Gol


1
DIVERSIFYING 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
2
BENEFITS 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.

6
Attempts 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)
7
MYTHS,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
  • OTHER CONCLUSIONS

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.

23
Degree Completion Stats
24
Despite 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
25
2001 2002 Degree Completion Stats (Masters)
Source Black Issues in Higher Education (July 3,
2003)
26
2001 2002 Degree Completion Stats (Doctorate)
Source Black Issues in Higher Education (July 3,
2003)
27
2001 2002 Degree Completion Stats (Professional)
Source Black Issues in Higher Education (July 3,
2003)
28
Top Ph.D. ProducersAll DisciplinesAfrican
American
29
Top Ph.D. ProducersAll DisciplinesAmerican
Indian
30
Top Ph.D. ProducersAll DisciplinesAsian
31
Top Ph.D. ProducersAll DisciplinesHispanic
32
Diversity in front of the classroom enhances the
education of all.BIHE
33
Faculty Stats
Source Minorities in Higher Education Annual
Status Report (2002 - 2003)
34
Faculty Stats
Source Minorities in Higher Education Annual
Status Report (2002 - 2003)
35
FISHER FAMILY
36
SJFC MISSIONInsert
37
FISHER 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

39
FISHER 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

40
FISHER 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

41
Why 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.

42
JOB 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

53
RESOURCES
54
STRATEGIES/OPPORTUNITIES
55
Strategies/Opportunities
56
Strategies/Opportunities
57
Contact InfoDiversifying the
FacultyDiversity/Multicultural AffairsArlette
Miller Smithasmith_at_sjfc.edu (585)
385-8212Human ResourcesKaren
Gagiekgagie_at_sjfc.edu(585) 385-8427)
58
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