Western Illinois University
Equal Opportunity and Access
Affirmative Action Program
Annual Update
Submitted by: Andrea Henderson, Director
FY 2010
Equal Opportunity and Access
Affirmative Action Program
Annual Update
September 2010
Western Illinois University (WIU) is committed to a comprehensive Affirmative Action program
that ensures access and equity in educational programs, activities, and employment. Further,
WIU is committed to providing equal opportunity and access through an educational and work
environment that is free from discrimination based on sex, race, color, sexual orientation, gender
identity and gender expression, religion, age, marital status, national origin, disability, and
veteran status. To that end, the University’s Affirmative Action/Equal Opportunity and Access
program includes diversity initiatives designed to help recruit, hire, train, and retain a diverse
workforce. These initiatives include, outreach programming and training, non-discrimination
compliance oversight and support, Americans with Disabilities Act and Title IX compliance.
Support for these efforts is affirmed in the University’s Strategic Plan, Higher Values in Higher
Education. These efforts also support two goals outlined in the Plan: to attract, recruit, retain and
develop an excellent faculty representative of the diverse and global society, and to develop
strategies to increase the recruitment and retention of staff and administration from traditionally
underrepresented groups.
WIU’s workforce diversity initiatives continue to place significant emphasis on recruitment
efforts for faculty and staff vacancies. The Office of Equal Opportunity and Access in
partnership with the hiring administrators continues to use niche publications, websites,
Affirmative Action blasts and listservs to attract diverse well qualified applicant pools.
In FY10, the Office of Equal Opportunity and Access provided support and coordination for 175
faculty and administrative vacancies, compared to 157 vacancies for FY09. Success in increasing
faculty and staff diversity starts with the development of diverse applicant pools. A review of
applicant pools for FY10 shows that 3,785 individuals applied for faculty and administrative
positions during the past year. Comparatively, there were 2,626 applicants in FY09 and 3,475 in
FY08. During FY10, females comprised 52 percent of the applicants for administrative
vacancies, and 29 percent for faculty and other instructional positions. Of the applicants who
self-identified, individuals from underrepresented groups comprised 24 percent of administrative
applicant pools, and 41 percent of faculty and other instructional applicant pools. A significant
portion of the diversity of the faculty and other instructional applicant pools can be attributed to
several math searches for which a large number of diverse applicants applied.
During FY10, a total of 37 tenure track faculty positions were filled, resulting in the hiring of 13
females and 16 individuals from underrepresented groups. This includes the addition of 3
African American/Black, 1 Hispanic, 9 Asian, and 3 other tenure track faculty members. The
table below shows a four-year comparison for tenure track faculty positions filled.
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Tenure Track
Positions Filled
FY07
#
%
FY08
#
%
Females
Individuals from
Underrepresented
Groups
22
42
18
38
21
62
13
35
16
30
15
31
11
32
16
43
53
Total
FY09
#
%
48
FY10
#
%
34
37
In addition to the tenure track searches, 72 other instructional positions were filled. This
category includes temporary faculty, associate faculty, faculty assistants, and coaches. Of the
new employees in this category, 37 (56%) are female and 4 (.6%) are individuals from
underrepresented groups. The table below shows a four-year comparison for other instructional
positions filled.
Other Instructional
Positions Filled
FY07
#
%
FY08
#
%
Females
Individuals from
Underrepresented
Groups
13
65
26
55
16
39
37
51
5
25
6
13
8
20
4
.6
Total
79*
FY09
#
%
47
FY10
41
72
*Initial FYE instructional hires (33)
During the past year, 37 individuals were hired to fill administrative vacancies, including 16
females (43%) and 8 individuals from underrepresented groups (14%).
Administrative
Positions Filled
Females
Individuals from
Underrepresented
Groups
Total
FY07
#
%
39
64
FY08
#
%
33 49
FY09
FY10
#
%
#
%
22
55 16
43
9
13
10
15
61
67
19
25
40
5
14
37
Data show that hiring activity for civil service positions on campus during FY10 involved a total
of 18 positions. Due to the challenging cash flow issues the university faced during FY10 many
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civil service vacancies went unfilled. Individuals hired included 11 females and 3 individuals
from underrepresented groups. The table below shows a four-year comparison.
Civil Service
Positions Filled
Females
Individuals from
Underrepresented
Groups
Total
FY07
#
%
47 72
9
FY08
#
%
42 54
14
5
65
6
78
FY09
#
%
19
38
FY10
#
%
11
61
4
3
8
50
16
18
During FY10, the State Universities Civil Service System combined the civil service trainee
program and the program formerly known as the learner program into one program now called
the Trainee Program. Trainee programs allow individuals an opportunity to receive “on-the-job”
training. This procedural provision allows the University to hire individuals who possess career
potential, but lack one or more of the minimum qualifications required to test for a particular
classification. Trainee programs can be utilized when the Civil Service exam has not provided a
diverse pool of candidates for a particular job classification.
In addition to merging the programs, the 10% rule which previously only applied to learner
programs, now applies to the Trainee Program. The 10% rule states that if a class contains 10 or
more positions, not more than 10% of the total positions in the class may be filled by trainee
appointments on any day of operation. This rule change has presented a challenge in that at times
it has prevented the placement of trainees in particular classifications; however, the University
continues to successfully utilize the Trainee Program to enhance workforce diversity within civil
service job groups.
Interest in Trainee programs continues to remain high. The list of interested applicants is the
highest it has ever been with over 550 active applicants in FY10. During the past year there
were 16 active Trainee placements. Of these 16 individuals, 6 are African-American and 10 of
these individuals are women. The tables below display Trainee and Learner placements by job
classification for FY07, FY08, FY09 and FY10. Also it is notable that of these classifications,
several are professional level positions and one placement is of a female in a classification
historically held by males. It is important to note that individuals may be in a Trainee or Learner
status for more than one year.
Trainee Placements
Administrative Assistant
Budget Analyst II
Business Manager I
Clerical Assistant
Construction Project Coordinator
Electrical Engineer
FY07
FY08
0
0
0
0
0
1
FY10
FY09
1
0
0
0
0
1
1
1
0
0
1
0
1
1
1
1
1
0
4
Financial Aid Advisor IV
Image Processing Technician II
Intercollegiate Athletics Equip.
Spec.
Library Assistant
Maintenance Worker
Medical Records Tech
Office Support Assistant
Office Support Associate
Press Technician I
Stationary Fireman Helper
Web Specialist I
Total
Learner Placements
Building Service Worker
Mailing Equipment Ex/OP
Police Officer
Route Driver
Stationary Fireman Helper
Total
0
2
0
0
1
0
1
0
1
0
0
0
1
6
1
0
0
1
0
0
1
1
5
3
0
0
1
1
0
1
3
2
1
0
1
1
1
1
0
3
2
0
2
0
12
15
15
16
FY07
FY08
0
0
4
2
1
7
FY09
6
0
0
4
2
12
0
0
0
0
1
1
FY10
Included
in trainee
totals
above
The University’s compliance with Affirmative Action and Equal Opportunity includes providing
a means for responding to and resolving complaints of harassment or discrimination. During the
past year, 24 discrimination and/or harassment complaints were filed and resolved under the
University’s Discrimination Complaint Procedures. This compares to 15 complaints in FY09.
Individuals found in violation of University policy were disciplined in accordance with
employment regulations and relevant collective bargaining agreements.
During FY10, 3,857 individuals completed the university’s mandatory sexual harassment
prevention training. This number includes 788 faculty, 1,347 civil service and administrative
employees, and 1,722 graduate and undergraduate student employees. Participation in this
training is an important step in ensuring all employees understand their rights and responsibilities
as defined in the University’s Anti-Harassment Policy.
The Intercollegiate Athletics Gender Equity Committee (GEC) including the Director of
Intercollegiate Athletics, Senior Woman Administrator, Vice President for Student Services,
Assistant Equal Opportunity Officer and the campus Title IX Coordinator continues to provide
oversight for Title IX compliance through a quarterly review of the University’s compliance with
NCAA Commitment to Equity and Minority Opportunities plans as a part of the Intercollegiate
Athletics Certification Program. During FY10, the committee began to investigate the factors
outlined in the new 2010 guidance for Title IX compliance. In addition to continuing its focus on
compliance issues regarding equity in athlete exposure, the GEC will begin to assess all 13
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program areas using the nine factors outlined in the guidance. A Gender Equity in Athletics
report is also submitted to IBHE annually.
The Office of Equal Opportunity and Access provides coordination for the University’s
compliance with the Americans with Disabilities Act (ADA). ADA compliance includes
administering procedures that allow individuals with disabilities to request and receive
reasonable job accommodations. All employees are surveyed annually to collect information
about medical conditions that may require an accommodation in the workplace. During FY10,
workplace accommodations were provided to 82 individuals. Accommodations provided include
the purchase of ergonomic or modified office furniture, modified work schedules, the purchase
of specialized equipment, voice amplifying systems, workstation evaluations and modifications,
temperature monitoring and stabilizing units, and the coordination of designated accessible
parking.
The University Web Accessibility Committee continues to evaluate protocols and practices in
web development to enhance accessibility and to provide general awareness training during
Disability Awareness week. The committee is currently working on completing specific
trainings to help users understand and learn how to create accessible documents in Word and
portable document formats.
The university’s annual evaluation of the sufficiency of the Affirmative Action and Equal
Opportunity program includes several factors and action steps. In order to test for adverse
impact in our hiring practices, we reviewed the 80% Impact Ration Analysis of the hires and
offers versus applicants as well as the Standard Deviation Tests. For the majority of positions,
there was no indication of significant disparities in selection rates. The Office of Equal
Opportunity and Access will continue to review areas where a disparity was noted in effort to
determine the cause. We also completed a Utilization Analysis of Western Illinois University
Instructional and Non-Instructional Employees for Fiscal Year 10. (Reports attached). The data
show underutilization of females, Hispanics, Blacks/African Americans, and American Indians
in many areas as well as some underutilization of Asians and Whites in some areas. We will use
the information collected from both analysis to monitor recruitment and selection during the
upcoming year and to assist the department with establishing goals.
It is important to note that while the Office of Equal Opportunity and Access provides leadership
and support in efforts to diversify faculty and staff, and to create a campus climate that is
respectful and welcoming for all individuals, regardless of background, success depends on a
strong commitment from all members of the campus community. The University Diversity
Council, with membership representing faculty, administration, civil service employees, and the
student body, continues to work on identifying and resolving issues which affect campus climate
and programs, recruitment and retention, diversity, and public relations and resources. It is
believed that this collaborative effort will best help address any barriers and ensure access and
equity in educational programs, activities, and employment.
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