Executive Summary
Affirmative Action Plan
2014-2015
Office of Equal Opportunity
& Diversity
University of Massachusetts Amherst
TABLE OF CONTENTS
Chancellor’s Statement on Affirmative Action and Nondiscrimination ..................................................... 1
Statement from the Executive Director ....................................................................................................... 2
Workforce Profile ....................................................................................................................................... 3
Table 1: Workforce Profile ............................................................................................................ 4
Table 2: Workforce Change .......................................................................................................... 6
Affirmative Initiatives ................................................................................................................................. 7
Areas of Special Concern........................................................................................................................... 21
Utilization Analysis ................................................................................................................................... 23
Table 3: Faculty Utilization Analysis ........................................................................................... 25
Table 4: Non-Faculty Utilization Analysis .................................................................................... 30
i
CHANCELLOR’S STATEMENT ON AFFIRMATIVE ACTION
AND NONDISCRIMINATION
Our goal is to achieve a campus where men and women of diverse groups come to
understand and appreciate the variety of perspectives which diversity makes possible. In pursuit of
this goal we seek to redress the imbalances described in this document. In achieving this objective
we will also be in compliance with state and federal policies in this area.
Our commitment to equal opportunity means diligent efforts to protect students and
employees from discrimination based upon race, color, religion, creed, sex, age, marital status,
national origin, mental or physical disability, political belief or affiliation, veteran status, sexual
orientation, gender identity and expression or genetic information.
Our commitment to affirmative action means providing an opportunity to increase
employment of qualified persons from protected ethnic and racial groups, women, persons with
disabilities, disabled veterans, recently separated veterans, active duty wartime or campaign badge
veterans, and Armed Forces service medal veterans. This effort should be visible in our recruitment,
hiring, promotion, transfer, training, career development, compensation, benefits, and termination
decisions.
I ask every member of the University of Massachusetts community on the Amherst campus
to join me in developing and implementing our 2014-2015 Affirmative Action Plan.
_____________________________
Date
______________________________
Kumble R. Subbaswamy
Chancellor
STATEMENT FROM THE EXECUTIVE DIRECTOR
During the period between 2012 and 2014, the workforce of the University of Massachusetts
Amherst saw modest growth. The percentage of minorities represented in our campus workforce
inched up from 17.4 to 17.5, with a minority headcount increase from 920 to 947. Growth on both a
headcount and a percentage basis for minorities occurred in 5 out of 7 workforce categories: the
Executive/Administrative/Managerial (EAM) category (the numbers here increased from 11 to 13),
the Faculty (the numbers of which rose from 279 to 295), Secretarial/Clerical (the number increased
by one to 83), Technical/Paraprofessional (the numbers of which rose from 39 to 45), and in the
Service/Maintenance category (the numbers of which increased from 232 to 251). Over this period
there was a decline in the number of minorities in the Skilled Crafts area (the number decreased by
one to 12). In the Professional/Non-Faculty category, the number of minority employees decreased
from 264 in 2012 to 248 in 2014, and the percentage decreased to 14.9 in 2014.
1
For women, increases occurred on both a headcount and percentage bases in the Faculty (the
numbers of which increased from 590 to 649, with a percentage increase to 43.2), and in the
Technical/Paraprofessional area (the numbers of which rose from 161 to 174). In the EAM, the
number of women increased from 47 in 2012 to 51 in 2014; the percentage representation remained
at 40.2. The number of women in Professional/Non-faculty increased by 18, and stood at 893 in
2014; the percentage representation inched down to 53.6. In Skilled Crafts, the number of women
decreased by two, from 11 in 2012 to 9 in 2014. The number of women in the Secretarial/Clerical
category decreased from 710 in 2012 to 677 in 2014, and the percentage representation declined to
85.9. In Service/Maintenance, the number of female employees increased by one to 265 in 2014,
while the percentage representation dipped to 35.5.
Although one may find a complete listing of the total numbers of employees within each job
category elsewhere in the text of this 2014 report of the Amherst Campus workforce, and although
that complete listing will reveal that we have not yet achieved the ideal, I believe that the fact that the
size of our workforce showed a modest increase (from 5,283 to 5,427 employees) in this period, and
that the number of minority faculty increased to 19.6 % (from 279 to 295), as well as the number of
women faculty increased by 59 (from 590 to 649) to 43.2 percent, represent solid forward steps in
the direction of building a workforce that is prepared to guide our students in their preparation to live
and work successfully in a multicultural world. Clearly this progress suggests that we have done
more than merely count and record the numbers for the various federal agencies. Indeed, I count this
record as a solid commitment to diversity and inclusion as core values. The campus is currently
engaged in examining, and strengthening where necessary and possible, all relevant existing
programs, policies, and strategies governing the recruitment, admission, and retention of students as
well as faculty and staff to ensure that diversity considerations appear early enough in all the
processes that they become a natural part of each such system.
Date
Débora D. Ferreira, Executive Director
for Equal Opportunity & Diversity
2
WORKFORCE PROFILE
The Amherst campus workforce was analyzed for its representation of women and
racial/ethnic minority group members within each vice chancellor executive unit, major budgetary unit
such as school/college or division, and department or program budgetary unit. Workforce analysis
reports, listing personnel in each department in high to low wage order with job title enumerated as
required by Title 41 Code of Federal Regulations (CFR) 60-2.11(a), are available for review in the
Equal Opportunity & Diversity Office (EO&D). Definitions of protected group categories used in
the workforce analysis are provided in Appendix B of the Affirmative Action Plan. Campus-wide
representation of veterans and persons with disabilities including disabled veterans is monitored by
the EO&D Office and included in the Affirmative Action Plan. Statistics on racial/ethnic origin,
disability and veteran status are based upon voluntary, self-disclosed information.
The workforce was analyzed using the EEO-6 classification system, which addresses the
federal requirements set forth in Title 41 Code of Federal Regulations 60-2.11 (b). This system
contains seven categories of personnel as follows: Executive/Administrative/Managerial (EAM),
Faculty, Professional/Non-Faculty, Secretarial/Clerical, Technical/Paraprofessional, Skilled Crafts,
and Service/Maintenance. All job titles used at the University of Massachusetts Amherst are grouped
into EEO-6 categories and, within these, into job groups based on similarity in job content, wage
rates, and opportunities for advancement. A listing of EEO-6 Categories, University job groups, and
job titles is located in Appendix C of the Affirmative Action Plan.
A statistical summary of the campus workforce by gender, racial/ethnic category and EEO-6
category follows in Table 1, Workforce Profile. This table displays the total number of employees,
the number and percentage female, the number and percentage minority, and a further breakdown of
employees by racial/ethnic category. As of 3/31/14, the University of Massachusetts Amherst
workforce included 5,427 employees (excludes all student employees, hourly employees, and those
who work less than half-time). Women represented 50.1% of the total workforce and minority group
members comprised 17.5%. The racial/ethnic breakdown of the 947 minority employees was as
follows: 28 (0.5%) American Indian/Alaskan Natives, 476 (8.8%) Asians, 205 (3.8%) Black/African
Americans, 208 (3.8%) Hispanic/Latinos, 29 (0.5%) with Two or More Races, and one (0.02%)
Native Hawaiian/Other Pacific Islander.
Representation of women in the various EEO-6 workforce categories continued to follow
several predicted patterns including the greatest representation of women in the Secretarial/Clerical
workforce (85.9%) and the least representation of women in the Skilled Crafts area (3.9%). Women
are well represented among the Professional/Non-Faculty staff where they constituted a majority
(53.6%). Female representation stood at 40.2% among Executive, Administrative and Managerial
positions. Women comprised 43.2% of the Faculty ranks in 2014. In the Technical/Paraprofessional
area, females made up 47.9% of the workforce. Among Service/Maintenance employees, women
represented 35.5% of the workforce.
Representation of minorities across the various EEO-6 workforce categories continued to vary
by employment category. Minorities are employed in the greatest numbers as Faculty (n=295, 19.6%),
followed by Service/Maintenance (n=251, 33.6%) and Professional/Non-Faculty (n=248, 14.9%).
Minorities are least well represented in the Skilled Crafts area (n=12, 5.2%). Minorities comprised
10.2% of the Executive, Administrative and Managerial category. In 2014, Minority representation
stood at 10.5% of the Secretarial/Clerical workforce and 12.4% of the Technical/Paraprofessional area.
With respect to minority representation within racial/ethnic category, Asians constituted the
largest employee minority group on campus (n=476, 8.8%). Hispanic/Latino employees were the
second largest minority group (n=208, 3.8%), followed closely by Black/African Americans (n=205,
3.8%). There were 28 (0.5%) American Indians/Alaskan Natives in 2014 and one (0.02%) Native
Hawaiian/Other Pacific Islander. Twenty-nine employees (0.5%) self-identified with Two or More
Races.
3
Table 1
Workforce Profile
The University of Massachusetts Amherst
3/31/14
Total
Female
Minority
Black/
African
Amer.
Asian
Amer.
Ind./
Alaskan
Native
Hispanic/
Latino
Native
Hawaiian/
Other
Pacific Isl.
Two or
More
Races
EEO-6 Category
Executive/Admin./Managerial
Faculty
Professional/Non-Faculty
Secretarial/Clerical
Technical/Paraprofessional
Skilled Crafts
Service/Maintenance
#
127
1,503
1,666
788
363
233
747
#
51
649
893
677
174
9
265
%
40.2
43.2
53.6
85.9
47.9
3.9
35.5
#
13
295
248
83
45
12
251
%
10.2
19.6
14.9
10.5
12.4
5.2
33.6
#
5
65
66
26
13
2
28
%
3.9
4.3
4.0
3.3
3.6
0.9
3.8
#
4
157
131
18
11
0
155
%
3.2
10.5
7.9
2.3
3.0
0.0
20.8
#
0
9
9
5
0
3
2
%
0.0
0.6
0.5
0.6
0.0
1.3
0.3
#
3
51
36
29
17
7
65
%
2.4
3.4
2.2
3.7
4.7
3.0
8.7
#
0
0
0
1
0
0
0
%
0.0
0.0
0.0
0.1
0.0
0.0
0.0
#
1
13
6
4
4
0
1
%
0.8
0.9
0.4
0.5
1.1
0.0
0.1
TOTAL
5,427
2,718
50.1
947
17.5
205
3.8
476
8.8
28
0.5
208
3.8
1
.02
29
0.5
4
WORKFORCE CHANGE
The workforce was analyzed for changes in its composition by reviewing three years of data
extracted from the PeopleSoft Human Resources System and analyzed using the Peoplefluent
Comprehensive Affirmative Action Software (CAAMS) System. Table 2, Workforce Change,
presents annual workforce statistics for years 2012 through 2014, and includes the total number of
employees, the number and percentage female, and the number and percentage minority, for each
EEO-6 Category.
During this time period, the Amherst campus workforce saw modest growth. Between 2012
and 2014, the total number of employees increased by 144, from 5,283 in 2012 to 5,427 in 2014; an
increase of 2.7 percent. The total number of women in the workforce increased from 2,658 in 2012
to 2,718 in 2014; the percentage of females decreased slightly to 50.1 in 2014. The total number of
minorities increased by 27, from 920 in 2012 to 947 in 2014, and the overall percentage of minority
employees inched up to 17.5 in 2014.
With respect to a one-year change, the size of the overall workforce increased by 95 between
2013 and 2014, from 5,332 to 5,427 employees. The one year increase in the total number of women
in the workforce was 12; their percentage representation declined to 50.1. The one year increase in
the total number of minority employees was 33, and the percentage representation of minorities
increased from 17.1 in 2013 to 17.5 in 2014.
For minorities, growth on both a headcount and percentage basis between 2012 and 2014
occurred in 5 out of 7 EEO-6 workforce categories as follows: Executive/Administrative/Managerial
(EAM), Faculty, Secretarial/Clerical, Technical/Paraprofessional, and Service/Maintenance. The
largest increase for minorities was in the Service/Maintenance category, where the number of
minorities increased by 19, from 232 (32.7%) in 2012 to 251 (33.6%) in 2014. This was followed by
the Faculty, where the number of minority employees increased by 16, from 279 (19.4%) in 2012 to
295 (19.6%) in 2014. In the Technical/Paraprofessional category, there was an increase of 6
minorities, and the percentage representation in 2014 increased to 12.4. In the EAM category, the
number of minorities increased by two to 13, and the percentage representation increased from 9.4 in
2012 to 10.2 in 2014. In Secretarial/Clerical, the number of minority employees increased by one and
the headcount stood at 83 (10.5%) in 2014. In the Professional/Non-Faculty category, the number of
minority employees decreased from 264 in 2012 to 248 in 2014; the percentage stood at 14.9 in 2014.
In Skilled Crafts, the number of minority employees decreased by one from 2012 to 2014, and the
number stands at 12 (5.2%).
For women, increases on both a headcount and percentage basis between 2012 and 2014
occurred in the Faculty and Technical/Paraprofessional categories. Growth for women occurred in
the Faculty, where the number of women increased by 59, from 590 in 2012 to 649 in 2014; the
percentage representation of women faculty increased from 41.1 in 2012 to 43.2 in 2014. The number
of female workers in Technical/Paraprofessional increased by 13 to 174, and the percentage
representation of women in these occupations increased from 46.7 in 2012 to 47.9 in 2014. In the
EAM, the number of women increased from 47 in 2012 to 51 in 2014; the percentage representation
remained at 40.2. Women increased their headcount by 18 in the Professional/Non-Faculty category,
and numbered 893 (53.6%) in 2014. The Secretarial/Clerical category saw a loss of 33 female
workers between 2012 and 2014, from 710 to 677. This area is still a stronghold of female
employment, as women made up 85.9% of Secretarial/Clerical employees in 2014. In Skilled Crafts,
the number of female workers decreased by 2, and stood at 9 (3.9%) in 2014. In Service/Maintenance,
the number of female workers increased by one, and their numbers stood at 265 (35.5%) in 2014.
5
Table 2
Workforce Change
The University of Massachusetts Amherst
2012-2014
EEO-6 Category
Executive/Admin./Managerial
Year
2014
2013
2012
Total
#
127
122
117
Faculty
2014
2013
2012
1,503
1,482
1,436
649
635
590
43.2
42.9
41.1
295
280
279
19.6
18.9
19.4
Professional/Non-Faculty
2014
2013
2012
1,666
1,642
1,622
893
886
875
53.6
54.0
53.9
248
251
264
14.9
15.3
16.3
Secretarial/Clerical
2014
2013
2012
788
803
822
677
695
710
85.9
86.6
86.4
83
86
82
10.5
10.7
10.0
Technical/Paraprofessional
2014
2013
2012
363
358
345
174
173
161
47.9
48.3
46.7
45
43
39
12.4
12.0
11.3
Skilled Crafts
2014
2013
2012
233
227
232
9
11
11
3.9
4.9
4.7
12
12
13
5.2
5.3
5.6
Service/Maintenance
2014
2013
2012
747
698
709
265
257
264
35.5
36.8
37.2
251
229
232
33.6
32.8
32.7
GRAND TOTAL
2014
2013
2012
5,427
5,332
5,283
2,718
2,706
2,658
50.1
50.8
50.3
947
914
920
17.5
17.1
17.4
Source: The Affirmative Action Plan
6
Female
#
%
51
40.2
49
40.2
47
40.2
Minority
#
%
13
10.2
13
10.7
11
9.4
AFFIRMATIVE INITIATIVES
Employment
The University of Massachusetts Amherst is committed to providing an opportunity to
increase the employment of qualified persons from protected racial and ethnic groups, women,
persons with disabilities, and protected veterans. The following programs and procedures help to
illustrate the campus' commitment in this area.
The Search Process
One of the ways that the campus seeks to provide opportunity is through its active monitoring
of the search process. The Equal Opportunity and Diversity Office (EO&D) reviews recruitment
plans and advises search committees and hiring authorities on matters related to affirmative action
and equal opportunity. Guidelines on how to incorporate affirmative action principles into the search
process are included in the campus’ Search Procedures: Faculty and Professional Staff; this
document is distributed to all hiring authorities, and is also available on the EO&D Web site
(http://www.umass.edu/eod). These procedures outline recruitment activity for selecting qualified
individuals for administrative, faculty and professional/non-faculty (exempt) positions at the
University. One of the goals of these procedures is to train hiring officials to identify the EO&D
Office staff as technical assistants and not as regulators in recruiting activity. The recruitment
strategy stresses interaction between the EO&D Office, the hiring official, and the search committee
at the beginning of the recruitment process in order to better insure creative and effective
announcement of the position vacancy, as a means to generate a more diverse pool of qualified
applicants.
As outlined in the document Search Procedures: Faculty & Professional Staff, notice to
the EO&D Office is required if the pool of qualified, bona fide applicants does not approximate
availability and the hiring unit or campus is underrepresented with respect to protected group
members. After considering what steps may be taken to address the underrepresentation identified in
the pool of qualified applicants, the hiring official or designee may accept the pool, identify
additional activities to improve the pool, or may close the search. It is anticipated that such
monitoring by the hiring official (or designee) of the diversity of the applicant pool will encourage
more attention to the importance of widespread, creative recruitment.
In 2012, the President’s Office signed a contract with InsideHigherEd.com, an electronic
publication that provides news, opinion, and job postings for a higher education audience. The
contract provides the Amherst campus with unlimited job posting capabilities, enables the campus to
link each of its postings to a Featured Employer Profile and a Diversity Profile, and gives the campus
access to the site’s credentials bank. It is anticipated that the features that are included in the contract
will assist the Amherst campus with its efforts to attract diverse candidates and to recruit dual-career
couples.
In 2013, the university updated its applicant tracking system. At the conclusion of a
competitive RFP process from companies who were interested in providing the University of
Massachusetts with a system-wide electronic recruiting solution, the University of Massachusetts
System Office entered into a system-wide contract with Interview Exchange
(http://www.interviewexchange.com/), a Software as a Service (SaaS), cloud based on-line applicant
tracking system (ATS). The Amherst campus began its multi-phase implementation process of the
Interview Exchange applicant tracking system in September, 2013, by requiring hiring departments
to post all vacant faculty and staff positions on the UMass Interview Exchange website and by asking
all candidates to apply for positions through the website. During the initial phase of the
7
implementation process, Interview Exchange’s functionality to manage searches online was used
only for faculty searches.
The next phase of the implementation process began in the Spring of 2014, when use of
this functionality was expanded to allow searches for professional/exempt positions to be
managed online. At that time, staff in each of the campus’s executive areas were designated to
serve as Interview Exchange ATS administrators. These staff were provided with training on the
role of the Interview Exchange ATS administrator and given responsibility for posting and
editing jobs on Interview Exchange, adding and managing user accounts for search record
keepers (IE-Hiring Managers) and search committee members (IE-Reviewers) and reassigning
job postings to search record keepers after the jobs have been posted on Interview Exchange.
The Employment Office continues to be responsible for managing the job posting and applicant
process for all classified/non-exempt positions.
The Interview Exchange ATS provides a feature rich platform for posting positions and
linking postings to many prominent online recruitment sources; for communicating with applicants
and managing applicant flow and information; and for maintaining compliance with federal, state,
and UMass System regulations, including EEOC and OFCCP reporting requirements. As part of
the Interview Exchange application process, all applicants are given an opportunity to voluntarily
answer questions identifying their sex, ethnicity, race, protected veteran status, and disability status.
Candidate responses can only be accessed by users who have been assigned a Super Administrator or
AA/EEO user account. The percentage of applicants who volunteer some protected status
information has increased since the implementation of Interview Exchange.
Faculty Recruitment and Retention
The goal of increasing the diversity of the faculty and supporting the long-term success of
faculty from underrepresented groups requires a coordinated strategy of several components.
Within the Chancellor’s Office, the Faculty Advisor for Diversity and Excellence works with the
Chancellor to implement programs that promote inclusive excellence. In the schools and colleges, a
number of faculty advisors on diversity have been appointed to advance issues of faculty, staff and
student diversity. In early 2015, a 15 member Diversity Strategic Plan Steering Committee, chaired
by the Deputy Chancellor, released a draft strategic plan outlining steps to address diversity and
related issues. The draft plan highlights key issues, sets broad directions and launches immediate
specific actions and further inquiries. An increased focus on recruiting, retaining and promoting a
diverse faculty and staff is included. The Plan is posted online and is available for campus review
and comment.
During Academic Year 2013-14, 60 new tenure system faculty members were hired. Of
these, 29 (48.3%) were women, and 17 (28.3%) were members of a racial/ethnic minority group; this
included 7 African American/Blacks, 3 Hispanic/Latinos, and 7 of Asian heritage. Over the last
decade, out of a total of 593 tenure system faculty hires, 277 (46.7%) were women, and 190 (32.0%)
were members of a racial/ethnic minority group.
The Center for Teaching and Faculty Development (CTFD) supports faculty in their roles as
scholars, teachers, and members of the University and wider community. The Center supports the
professional development of faculty across all career stages and disciplines with a wide range of
programs and resources focused on teaching, mentoring, scholarly writing, tenure preparation,
leadership and work life balance. CTFD encourages pre-tenure faculty to develop robust
professional networks that include a variety of mentoring partners, and to use an approach referred to
as “Mutual Mentoring.”
8
Improving Campus Diversity
Since 2010, the Chancellor’s Diversity Advisory Committee has served as an advisory board
on matters of diversity. This committee brings together offices, programs and individuals who do
important work to advance the campus’s commitment to diversity and equity, and is comprised of
faculty, staff, students and community members. Chaired by Debora Ferreira, Executive Director of
Equal Opportunity & Diversity, the Committee was charged to: review campus policies and
procedures related to diversity; help to develop new, coordinated initiatives to advance diversity and
equity on campus; and contribute to the development of a comprehensive diversity and equity plan.
The Diversity Plan can be found on the campus diversity website, Diversity Matters
(www.umass.edu/diversity). A key purpose of this website is to foster communication on diversity
related topics, by providing a communication hub for all of the diversity work and activity taking
place on campus and in the neighboring communities. Diversity Matters provides a place for the
campus community to communicate and become informed on how to collaborate on issues of
diversity, inclusion and equity.
In 2012, the Chancellor and Provost launched a collaborative campus-wide strategic planning
process. The phase one report was issued in 2013, and encouraged greater emphasis on faculty
retention, among other issues. During the 2013-14 academic year, additional phase 2 efforts
continued. Diversity Liaisons have been appointed in key areas across campus to collaborate and
share information on diversity efforts. During 2014-15, a Diversity Strategic Plan Steering
Committee, chaired by the Deputy Chancellor, took steps to develop a Diversity Strategic Plan. In
early 2015, the Committee released a draft strategic plan outlining steps to address diversity and
related issues. The draft plan highlights key issues, sets broad directions and launches immediate
specific actions areas and further inquiries. The Plan is posted online and the campus community
has been invited to provide feedback.
Mentoring
The Center for Teaching & Faculty Development (CTFD) (www.umass.edu/ctfd) encourages
pre-tenure faculty to develop robust professional networks that include a variety of mentoring
partners within and outside the UMass Amherst campus, and at a wide variety of career stages. This
approach, which the CTFD refers to as “Mutual Mentoring,” is based on the premise that the
traditional mentoring model (i.e., top-down, one-on-one) does not necessarily fit all, and faculty
should have access to funding and resources in order to proactively create the mentoring networks
that best address their unique contexts and professional needs. The CTFD supports mentoring
through the following:



Mentoring Grants: Funded by The Andrew W. Mellon Foundation, these grants are awarded
to teams and individuals to support mentoring projects that demonstrate a wide range of
mentoring forms – one-on-one; small and large group; peer and near-peer; cross-disciplinary;
and intra- and inter-institutional.
Mentoring Exemplars: Through its programming, the CTFD has identified numerous
exemplary mentoring efforts.
Mentoring Resources: The CTFD has written and compiled a number of resources to help
faculty develop successful Mutual Mentoring networks. As part of the Supporting Faculty of
Color through Tenure and Beyond Mellon Mutual Mentoring Team Grant, a Resource Guide
for Faculty of Color at the Five Colleges was produced in 2012.
9
Springfield Initiatives
Officials from the University of Massachusetts Amherst and the City of Springfield
formalized a Greater Springfield-University of Massachusetts Amherst Partnership in 2008 designed
to promote collaborations that will lead to the revitalization of Springfield’s economy. The
partnership aims to position the city in the long term as a center for environmentally beneficial green
industries, to boost the city’s arts and creative economy, and to expand relevant university teaching
and outreach initiatives. Key goals include revitalizing Springfield’s economy and establishing an
effective university-city framework for cooperative activities that benefit the citizens of Springfield
and its surrounding communities.
In 2010, the UMass Center for Public Policy and Administration was awarded $40,000 by the
UMass President’s creative Economy Initiative to help create a center dedicated to alleviating
poverty and inequality in Springfield and other western Massachusetts cities. The Springfield
Initiative provides a bridge between university research and resources and city residents working to
make their lives and communities better. Its focus is on strategies to improve the lives of
marginalized communities as an integral part of improving the prosperity of cities and regions. This
program will bring together faculty and students on campus interested in working on areas of
educational inequity in the Springfield Public Schools.
In 2012, the campus was awarded a five year, nearly $1.25 million grant from the U.S.
Department of Education to reestablish an Upward Bound program in partnership with two high
schools in Springfield. A new director was hired, and under this grant, UMass Amherst will work
with up to 60 students at the High School of Commerce and Springfield High School.
In spring 2014, the University of Massachusetts opened a welcome center at its new
downtown satellite center in Tower Square. The UMass Center at Springfield is the first satellite
center for the five-campus University of Massachusetts system. UMass Amherst, located about 25
miles from Springfield, is the lead campus for the satellite center, with other UMass campuses also
providing academic programs. The UMass Center at Springfield will complement UMass Amherst’s
active involvement in the Springfield area, where faculty and staff are engaged in more than 120
programs in health, fine arts and the creative economy, natural sciences, engineering, green
industries, management, sports and education.
Sexual Harassment Prevention
Our Sexual Harassment Policy and Procedures manual was originally adopted in 1982. In
2001, the Sexual Harassment Procedures were modified to facilitate a more efficient process for
handling complaints. Although the policy has remained the same, the following are a few notable
changes in our procedures:
1. Complaint Handlers are trained to receive sexual harassment complaints, advise regarding
options, fact find, resolve informal complaints, report complaints to the Office of Equal
Opportunity and Diversity (EO&D) and do appropriate follow-up to ensure non-retaliation.
Department Heads and Chairs, Managers, Directors, Deans, Vice Chancellors and all
administrators with line authority are designated Complaint Handlers.
2. The Office of Equal Opportunity and Diversity maintains a current list of the Support and
Referral contacts, who offer advice concerning options for confronting sexual harassment,
make referrals, do follow-up and provide support during the complaint resolution process.
The names of the Support and Referral contacts are included in the EO&D Sexual
Harassment brochure which is on its website: www.umass.edu/eod.
3. EO&D recruits members of the University community to serve as Sexual Harassment
Board members per the University’s Sexual Harassment Policy and Procedures. These
Board members comprise the Hearing Panels that adjudicate formal complaints arising
10
under the Sexual Harassment Policy and Procedures. EO&D provides these Board
members with training to educate them about sexual harassment as well as the procedures
for conducting a sexual harassment hearing.
The Office of Equal Opportunity and Diversity offers sexual harassment prevention
workshops to departments upon request. This past year, EO&D continued with trainings on sexual
harassment for area managers, assistant managers, supervisors, and employees. The training focused
on what is sexual harassment (including sexual assault), what is the law concerning sexual
harassment, what to do if someone is being sexually harassed or accused of sexual harassment and
how to address a problem dealing with sexual harassment. On an on-going basis, the EO&D office
provides sexual harassment/discrimination training for new employees, employees that have not
taken the training in a while, and other employees who want to get updated on the laws relating to
sexual harassment. Workshops can be tailored for specific audience needs or workplace area;
separate trainings can be provided for supervisors. The series of workshops includes: Prevention of
Sexual Harassment, Responding to Complaints, and Diversity, Inclusion and Equity. Since 2012,
Sexual Harassment Prevention Training has been a mandatory workshop for new faculty and staff.
The Sexual Harassment Policy and Procedures is available on the Equal Opportunity and
Diversity website (www.umass.edu/eod). The Office of Equal Opportunity & Diversity has
developed a sexual harassment brochure that has been distributed campus wide, and is also available
on the EO&D website. Sexual harassment brochures are periodically distributed to deans, directors,
department heads and chairpersons.
The Title IX Coordination Team meets weekly to discuss concerns dealing with Title IX,
including ensuring that Title IX training is provided to students, staff and faculty. Currently the
representatives on the Title IX Coordination Team include the Office of Equal Opportunity and
Diversity, the Center for Women and Community, the Dean of Students Office, the Center for
Student Development, Department of Athletics, the Center for Counseling and Psychological Health,
International Programs, Residential Life and the UMass Amherst Police Department (UMPD).
Training Programs
In response to campus need for more training opportunities, the Office of Equal Opportunity
& Diversity expanded the number and variety of educational workshops and trainings it provides to
the campus community to assist in combating sexual harassment (including sexual assault),
discrimination and retaliation. The following types of workshops/trainings are provided: diversity
training, new employee training, complaint handler training, individualized training, search
procedures training, sexual harassment prevention training, and harassment/discrimination
prevention training. Workshops can be tailored for specific audience needs or workplace area;
separate trainings can be provided for supervisors. The series of workshops includes: Preventing
Sexual Harassment; Responding to Complaints; and Diversity, Inclusion and Equity. Since 2012,
Harassment Prevention Training has been a mandatory workshop for new faculty and staff.
Workplace Learning and Development (WLD) staff offerings include programs featuring
diversity, inclusion and respectful workplace issues. During FY14, over 58 contact hours of
customized training in the areas of diversity and inclusion were delivered to 275 participants; other
campus offerings include training programs featuring respectful workplace, inclusion and diversity
matters. WLD hosts the Harassment workshops conducted by the Office of Equal Opportunity and
Diversity for all new employees. 112 staff from across campus participating in trainings, such as
Respectful Workplace, Diversity in the Workplace, and Multicultural Customer Service.
WLD and the Labor Management Workplace Education Program (LMWEP) played an
integral role in the highly collaborative campus effort address issues of workplace bullying. Staff
from WLD and LMWEP served on the campus Committee on Workplace Climate and Bullying and
11
on the Committee’s subcommittee on Education which makes educational recommendations to the
full committee and worked collaboratively to develop anti bullying trainings for the campus.
LMWEP’s campus training included six, semester-long Workplace English courses in FY 14
and integrated those classes with tutors from the University’s Community and Civic Engagement
Program. Auxiliary Enterprises provides ESOL training for employees and educates 16 employees
per semester in English as a second language.
LMWEP in FY2014 conducted the Early Childhood Educators Project which addressed the
educational needs of this low-paid, largely female, largely African-American and Latino workforce
in the Springfield/Holyoke metropolitan area. Participants learned skills necessary for career ladder
advancement and for success in area community colleges. LMWEP also continued its Community
Works Partnership; there are 30 partners, including the mayors of Springfield and Holyoke, MGM, a
community college, a vocational school, many employers, many unions, and virtually every joint
apprenticeship program in western Massachusetts. The Community Works Partnership continued to
address career advancement needs for under-represented populations in the trades and construction
industry. Community Works is a pre-apprenticeship training plan designed to lead directly into
apprenticeship programs and paid employment services to targeted low-income Holyoke and
Springfield residents, especially veterans, women and people of color.
More than 1,000 staff, faculty and administrators are taking an online training program early
in 2015 to help them understand their responsibilities under two federal laws: Title IX and the Clery
Act. Title IX requires federally funded educational institutions to prohibit discrimination on the basis
of sex, including sexual harassment and sexual violence, while the Clery Act mandates that the
university disclose security information, including crime statistics for reportable crimes, to the
campus community and the U.S. Department of Education. Every university official who has
significant responsibility for student and campus activities is identified as a Campus Security
Authority (CSA) who is required by federal law to undergo the annual online course. For the current
training, 1,047 university employees have been identified as CSAs.
Diversity Programs: Academic Affairs
The curriculum at UMass Amherst supports multiculturalism and diversity, as well as a
number of the schools and colleges within Academic Affairs have developed recruitment and
retention programs aimed specifically at increasing the number of underrepresented faculty and
students at UMass Amherst. An overview of some of these programs is provided.
Commonwealth Honors College:
Diversity is referenced in the founding document of Commonwealth Honors College (CHC):
“To develop effective recruitment and retention strategies to attract and retain students of high
academic ability from diverse socio-economic, ethnic, and racial groups.” Achieving greater
diversity in CHC is especially important now. The construction of the CHC Residential Community
arguably makes CHC the most visible, or public of the UMass Amherst colleges. It is natural for
members of the campus community to wonder who has access to this superb facility and whether the
population of CHC is as diverse as the rest of our campus.
Last year the Emerging Scholars Program (ESP) was doubled in size from 17 to 34 students.
The program was successful with an expanded number of students and continues to operate with
more than 30 students. The Emerging Scholars Program is a community of talented first year
students from under-represented groups. The students take classes together and receive mentoring
from faculty and previous ESP students. These first year students often transfer into CHC after their
first semester.
12
CHC implemented a new “Veterans Emerging Scholars Program” in Fall, 2014. Incoming
students who are US Veterans were invited to participate. This program was created in collaboration
with the Student Veteran Resource Center (which is a part of the Dean of Students Office). It is open
to veteran students whether they are in Commonwealth Honors College or not. At the end of the
academic year, those with a 3.4 GPA or higher will be encouraged to apply to Commonwealth
Honors College.
Last year, CHC launched a new initiative by recruiting first generation college students on
campus to joint CHC. We repeated the recruitment this year. The influx of first generation college
students, many of which are underrepresented minority (URM) students, has helped CHC increase its
overall URM representation in the college in 2014 compared to 2013 - even though the percentage of
URM students at UMass as a whole decreased in 2014 compared to 2013.
College of Humanities and Fine Arts:
In 2013-14, the College completed thirteen successful tenure-track searches. The Partner
Employment Program played an unusually large role in the College’s hiring in 2013-14, as we made
four tenure-track appointments through the program and one non-tenure-track appointment. Of the
seventeen new tenure-system faculty hires, nine were female and seven identified as minorities (four
Asian, two African-American, and one Hispanic). We also hired four non-tenure-track faculty, one
of whom through the PEP program. All were Caucasian females. The College hired four new
professional staff, all Caucasian, two of whom were females.
The record suggests that although we are having considerable success recruiting minority
faculty, it is much harder to recruit minority professional staff. I would attribute this difference
largely to the fact that we recruit faculty on a national level and go to considerably lengths to
diversify the candidate pool, while staff recruitment tends to be local and regional. I plan to work
with the HFA Diversity Advisor to consider ways in which we could extend our success in recruiting
minority faculty into professional staff hiring.
The creation of a new position of Diversity Advisor was an important development for the
college. The Diversity Advisor came on board with many great ideas for both recruitment and
retention. This past year, she focused her efforts largely on recruitment, working with search
committees and department chairs to ensure both compliance with hiring protocols and a deeper
understanding of our goals in diversifying the faculty. We’ve begun discussing ways in which these
efforts can be enhanced next year, as well as broader initiatives for improving retention and
improving campus climate.
As noted in past reports, there have been numerous departmental initiatives aimed at
fostering a diverse, multicultural learning community throughout the college. Among the most
visible were the Black Women in the Arts evening with Toni Morrison (March 10, 2014), organized
by the Department of Afro-American Studies and co-sponsored by the Chancellor’s Office and
numerous other campus entities; the department also organized another memorable Tribute to Nelson
Mandela on April 4. These were only two of many lectures, symposia, and performing arts events
that highlighted the work of women and artists and scholars of color.
An important initiative as we move forward will be the re-launching of the Multicultural
Theater Certificate. Originally conceived in conjunction with the New World Theater series in the
Fine Arts Center, the certificate program has lain dormant since the cancellation of New World
Theater. The reconceived program draws on the Theater Department’s considerable strengths in this
area and will include internships and other opportunities. We see this program as playing an
important role in the recruitment of students from underrepresented groups.
13
College of Natural Sciences:
Increasing the diversity of the College of Natural Sciences (CNS) has been a top priority
since the College was formed in 2009. In 2014-15, there were two key hiring initiatives: the Director
of Student Success and Diversity (DSSD) and the Director of Faculty Equity and Inclusion. The
DSSD is available to students as an intensive academic advisor and to faculty as a resource for
providing support to diverse student in CNS, and has led CNS's efforts in increasing the recruitment
and enrollment of diverse students. The Director of Faculty Equity and Inclusion is responsible for
developing evidence-based programs to increase recruitment, retention, and success of a more
diverse CNS faculty, while strengthening equity across the college. CNS faculty are major
contributors to the Northeast Alliance for Graduate Education and the Professoriate (NEAGEP),
whose major goal is to increase the numbers of traditionally underrepresented students in the STEM
graduate programs. Two CNS faculty are Principal Investigators on a NIH grant (nearly $2.5
million), Initiative for Maximizing Student Development, which funds training for underrepresented
minority graduate students in the biomedical and behavioral sciences. The CNS Women in Science
Initiative was begun in the spring of 2012 and focuses on increasing the success of women scientists
at all stages of their academic careers. CNS undergraduate students have formed a Residential
Student Organization. The group is affiliated with the Association of Women in Science, and has
organized several professional development events focusing on STEM.
College of Social and Behavioral Sciences:
The College of Social and Behavioral Sciences (CSBS) plays a widely recognized role on
this campus in educating students and various external publics about the nature and significance of
human diversity by race, gender, language, nationality, culture and class. We are committed to global
diversity education through our Global Education curriculum and house programs and initiatives that
focus on diverse populations; African-American, Latino/Latina, Native American, Islamic and Asian
studies. There is a growing group of research centers including the new Institute for Social Science
Research, Center for Research on Families; Science, Technology and Society; Center for Latin
American, Caribbean and Latino Studies and Center for Heritage and Society. Each benefits in
exciting synergistic ways from an effort to bridge the gap between diversity studies and centers of
research excellence. A stronger connection among them will help prepare students for life in an
increasingly diverse world and further position SBS to lead the way in policy relevant to diversity
research.
The CSBS Advising Center has played a critical role in the recruitment and retention of
students, with a focus on the retention of at-risk students. The College has an active peer-advising
program. As part of this program, new peer advisors take a course that helps them to be effective in
guiding their peers to become successful university students, and develop an appreciation of, and
respect for, the diverse UMass community.
The College houses the UMass Alliance for Community Transformation (UACT). This is a
unique partnership of UMass students, faculty and members of grassroots community organizations.
Students and community members work together to design programs that build community, promote
social and economic justice, advance cross-cultural understanding and serve the educational and civic
objectives of our Land Grant University. Along with UACT, the College places a strong emphasis on
Community Service Learning and civic engagement as part of our student experience.
Our commitment to recruiting and retaining a diverse faculty has led us to develop a strong
faculty mentoring and research grant program. These programs are designed to create an
environment of equality and equal opportunity for all faculty. Relatedly, the Director of Diversity
Advancement also revised the search committee guidelines in order to strengthen the diversity
language of faculty position announcements as well as the search process.
14
An Economics faculty member and graduate student received a Women For UMass (WFUM)
grant to study ways to increase female enrollment in the major. Another Economics faculty member
is now one of the leading scholars of the economics of affirmative action and held a prestigious
Wertheim Fellowship at Harvard Law School.
The Center for Latin American and Caribbean Studies (CLACLS) will be sponsoring a yearlong lecture-workshop series focused on the challenges of teaching more effectively about
Latinas/os, Latin America(ns), North-South inequalities, difference and discrimination, race and
racism in the Latin American and Latino Studies classroom. In close consultation with CLACLS
core, affiliated and participating faculty, especially those who specialize in transnational Latina/o
Studies, CLACLS will organize four workshops, led by prominent pedagogues in our field and
focused on the dynamics of the Latino/a and Latin American Studies classroom and the shared
challenges we face as teachers. The CLACLS annual Research Colloquium Series helps introduce
new faculty to the Latin American, Caribbean and Latino Studies UMass/Five College community.
The Communication Department committee/administrative structure includes a Community,
Diversity, and Social Justice committee, whose members helped organize a session on graduate-level
teaching and learning in a diverse environment this past year. The department also organized a
number of public talks and screenings in which our women faculty and faculty of color had a central
role.
College of Engineering:
Because diversity is a priority, the College of Engineering has a professionally-staffed office
to support the recruitment, retention and graduation of minority and female students. The Diversity
Programs Office (DPO) mentors students in three very active student organizations: the Society of
Women Engineers, the National Society of Black Engineers and the Society of Hispanic Professional
Engineers. The DPO is funded primarily with College funds, with additional support raised from
corporate and private gifts. The DPO is very active in leading K-12 outreach programs to recruit the
next generation of diverse engineers and several of their outreach initiatives are mentioned next.
At the high school level, the DPO organizes an annual Women in Engineering Career Day,
held each fall, which brings over 200 high school women and teachers from across that state to
UMass Amherst to participate in hands-on engineering activities, meet engineering students and
faculty, hear from leaders in industry about careers in engineering, see demonstrations of state-ofthe-art technology, and visit engineering research labs. The aim of this program is to excite, inspire,
and encourage young women to pursue engineering as an academic track and career path, particularly
here at UMass Amherst. The Diversity Programs Office, through grants, provides fellowship and
transportation to encourage students from Springfield and Holyoke, with large populations of
minority students, to attend. With respect to community activities and the promotion of a diverse and
multicultural environment, the DPO is also bringing engineering to elementary and middle school
students through several programs.
One of the College of Engineering’s newest initiatives is the formation of the student chapter
of SAME – the Society of Military Engineers - formed in fall 2013 and officially chartered in
January 2014 as a student chapter for the SAME Boston Post. The SAME student chapter is open to
all university students, but the professional development, networking, and chapter activities are of
greatest interest to College of Engineering veterans, ROTC cadets, and students interested in working
for defense contractors or serving as civilian employees of U.S. Department of Defense agencies.
The level of student interest has been high, with least 40 students attending the initial meeting in fall
2013 and strong attendance at monthly meetings since.
15
Isenberg School of Management:
The Isenberg School continues to make diversity an important goal in our faculty
acquisitions. Over time, these relationships have also improved our ability to attract faculty from
underrepresented populations. In addition, because we share the common plight of all business
schools in the underrepresentation of women on our faculty, we have worked hard to attract and
retain this demographic segment. We have also focused on diversity in our staff composition,
particularly at the higher administrative levels.
The Ernst and Young Partners in Education Program is an exciting initiative at the Isenberg
School to help promote diversity in business professions. The initiative includes a first year
residential academic program at the University of Massachusetts Amherst for students from
underrepresented populations who are interested in pursuing a Bachelor of Business Administration
degree in business. The program provides services to student participants in their first year of college
as they work to gain entry to the Isenberg School.
At the MBA level we continue to recruit underrepresented students for our MBA program at
such conferences as the National Association of Black MBAs, National Association of Hispanic
MBAs, the National Association of Women MBAs and Reaching Out. These efforts have resulted in
an MBA program that comprises 40% female students. We continue to be active in the PhD Project,
a national program for minorities who are considering doctoral study. We send a delegation to the
national conference in Chicago each year and as a result have actively endeavored to recruit a diverse
doctoral student body. We have been particularly successful in recruiting a doctoral student body
with a high representation of female students.
The Careers in Accounting and Management Professions (CAMP) program is a week-long
summer program where high school minority student are afforded the opportunity to explore careers
in accounting and other business related professions. We are looking into establishing a more
concrete recruitment effort for students who attended CAMP as high school students.
College of Education:
The College of Education has a long legacy of commitment to diversity, equity and
excellence in education. Each of the College’s three academic departments, Educational Policy,
Research and Administration, Student Development, and Teacher Education and Curriculum Studies,
has implemented and/or been involved with a wide range of teaching, scholarship, and outreach
partnerships, projects and initiatives that involve and/or address the issues of educators and learners
from diverse backgrounds. The College of Education’s quarterly journal, Equity and Excellence in
Education, celebrates its fiftieth year of publication this year. The journal publishes articles based on
scholarly research utilizing qualitative or quantitative methods, essays that describe and assess
practical efforts to achieve educational equity, and continues to look at topics related to equity,
equality and social justice in K-12 or postsecondary schooling.
Multicultural and social justice education are hallmarks of the College of Education and all
programs infuse diversity across the curriculum through courses that address the content directly and
courses that create a space for further development and practice. The Social Justice Education
concentration is an interdisciplinary program of study (masters, education specialist, doctoral) that
provides graduate courses and opportunities for reflective practice for students concerned with issues
of equity, social justice, and the development of a liberated consciousness.
The College created a new senior faculty position, director of urban education. The director,
who also has an office at the Springfield Satellite Center, is developing an Urban Teaching Academy
designed to “home-grow” teachers who are culturally connected and skilled pedagogues to ultimately
create a well-prepared, diverse teaching force that can improve the educational experiences of urban
youth. The Academy also aims to inform the professional development of all teachers, motivating
16
improvements in teacher education at UMass Amherst and offering professional development for all
educators in Springfield and Holyoke.
College of Nursing:
The College of Nursing (CON) received an $892,559 grant from the U.S. Department of
Health and Human Services Bureau of Health Professions to implement a program called Achieving
Diversity: A Comprehensive Approach to Nursing Workforce Diversity Enhancement that continues
to be implemented. The overarching goal of this grant is to increase the number and percentage of
ethnic minority and disadvantaged nurses employed in the national nursing workforce. This funding
opportunity has extended opportunities to students and faculty to be involved with diverse local high
school populations in introducing them to the nursing profession and exchanges with faculty and
students. CON received another three-year, $1 million federal grant to implement Heroes into
Health Care: Veterans Entering the Nursing Workforce, a program designed to increase the number
and percentage of ethnic minority and disadvantaged veterans who successfully complete a
university-based nursing education and become employed as nurses. Funding for the new program
comes from the U.S. Department of Health and Human Services Health Resources and Services
Administration. As part of both awards, sensitivity training to faculty and staff has been and will be
continued to be provided.
This year the College of Nursing has begun to recruit for a funded position of the Seedworks
scholar to continue to promote the mission of Diversity and Social Justice Scholarship and awareness
within our college and community. Under the support of a CON alum, forums among faculty on
both diversity and social justice within the CON continue to develop. A symposium on social justice
is planned for the Spring 2015; it will include a diverse panel of nurse scholars to engage in discourse
and thought. This symposium will be open to the University community as well as faculty and
students from the CON.
School of Public Health & Health Sciences:
This year, the School of Public health & Health Sciences (SPHHS) hired a Diversity Liaison
to serve as the SPHHS contact for diversity-related issues. Responsibilities include outreach,
mentoring, and diversity building activities for students. The SPHHS ALANA Student Association
(SALSA) was formed to support the preparation and matriculation of under-represented students and
offer networking opportunities, service learning activities, pre-college outreach opportunities,
socializing, and workshops (e.g., leadership, advocacy, study skills, career development).
SPHHS faculty have made diversity and cultural competency a priority in their teaching and
many new courses have been developed, including those addressing global health, health disparities,
multiculturalism, and social justice. SPHHS has actively pursued new learning opportunities to
address diversity and health disparities. The Department of Nutrition continues to recruit
underrepresented students to join the nutrition major as Health and Nutrition Diversity Scholars
(HANDS). Several of the public health faculty participated in the LSAMP program (Louis
Stokes Alliance for Minority Participation), encouraging minority undergraduate students to gain
experience in STEM research disciplines.
SPHHS has operated and staffed the Office for Public Health Practice and Outreach
(OPHPO) since 1996. The OPHPO Coordinator acts as a liaison between faculty, students and
communities; faculty and staff across SPHHS departments participate in a wide variety of
community activities that promote diversity and multiculturalism in public health and health
sciences. The Coordinator of the SPHHS OPHPO organizes the Springfield/Holyoke Health Alliance
for Research and Engagement, and organized the first-ever Western Massachusetts Health Equity
Summit which took place in 2014. The event brought together over 300 community health
17
practitioners, students from UMass Amherst, Holyoke Community College and American
International College, and faculty to delve into policy and data issues related to health equity.
The Graduate School:
The Graduate School has responsibility for receiving and processing applications for
graduate admission, maintaining records of graduate students, and awarding graduate degrees.
The Graduate School also administers several programs that provide financial support to
graduate students (fellowships, dissertation grants, travel funds). Through its Office of
Professional Development, the Graduate School supports the professional preparation of
graduate students for careers in higher education, industry, and elsewhere, and through its Office
of Graduate Student Life, it offers a life-coaching program and other activities to support
graduate student success and wellness.
The Graduate School’s activities in support of diversity are concentrated in these four
areas:
Fellowships
 The Graduate School annually transfers $600,000 in fellowship funds and $20,000 in
additional support to the STEM Diversity Institute, where it is used to provide
funding for underrepresented minority graduate students in STEM disciplines.
 The Graduate School annually awards an additional $180,000 in fellowship funding
to underrepresented minority graduate students in other disciplines.
 The Graduate School is experimenting with new models for supporting recruitment of
students from underrepresented groups.
Professional Development
 The Graduate School provides funding, programming, sponsorship, and logistical
support to two student-initiated organizations that are focused on professional
development and career preparation for graduate students who are underrepresented
in their disciplines.
o Graduate Women in STEM (GWIS) — https://blogs.umass.edu/gwis/.
Graduate School liaison: Shana Passonno, Director of Professional
Development.
o Graduate Students of Color Association (GSCA) —
https://umassamherst.collegiatelink.net/organization/GSCA/about. Graduate
School liaison: Professor Mari Castañeda, Chancellor’s Leadership Fellow in
the Graduate School.
Recruitment
 The Graduate School provides application fee waivers for McNair Scholars and
applicants certified by their financial aid office as qualifying for GRE fee waivers. It
also waives the application fee for underrepresented minority applicants identified by
the STEM Diversity Institute and certain other campus partners.
 The Graduate School receives delegations of McNair Scholars from other
northeastern institutions, introducing them to our programs and connecting them with
faculty.
18



The Graduate School provides each department with a list of its discipline’s national
McNair Scholar juniors and seniors, urging them to contact these highly qualified
potential applicants.
The Graduate School distributes reports on ALANA applicants to departments during
the admissions season and monitors acceptance and yield rates.
The Dean of the Graduate School has convened a group of graduate students and
faculty, representing all of the schools and colleges at the University, to discuss and
look for solutions to the challenges of recruiting and retaining a more diverse
graduate student population.
Diversity Programs: Student Affairs and Campus Life
In support of the University's goal to be a multicultural campus, the Student Affairs and
Campus Life (SACL) division provides a number of services and programs that affirm its
commitment to affirmative action and diversity for both employees and students. The offices
reporting to the Vice Chancellor for Student Affairs and Campus Life are committed to developing
responsible adults who will become leaders in a global, multicultural world. The staff is dedicated to
the goals and policies that support and sustain an inclusive and affirming campus community.
Following the SACL division’s organizational structure review, the Advocacy, Inclusion and
Support cluster was developed and the position of Assistant Vice Chancellor for Diversity and
Inclusion created. The cluster’s programs and departments focus on enhancing services for
underrepresented students and creating intersectional partnerships among our support programs.
Cluster members include:
 Center for Multicultural Advancement and Student Success: A learning resource center
focused on partnerships, resources and advocacy for underrepresented minority students.
Four freestanding cultural centers offer a range of activities highlighting the similarities and
celebrating the differences of various cultural groups.
 Center for Women and Community provides sexual assault crisis services, counseling,
training, support groups, workshops and events. The center is also home to the Women of
Color Leadership Network, providing advocacy, mentoring and programs for university and
community women of color in the Five College area.
 Men and Masculinities Center (MMC): supports the development of healthy masculinities
from male positive, multicultural and pro-feminist perspectives. The MMC collaborates with
campus programs, offices and academic departments.
 Stonewall Center: For almost three decades, the Stonewall Center has provided LGBTQrelated programs, training, information, referrals, advocacy and outreach for UMass Amherst
and surrounding communities. The campus has been recognized as one of the top 25
campuses in the country for LGBTQ people; UMass has also been rated among the nation’s
top 10 friendly colleges and universities for transgender people.
 Veteran Services: The department continues to provide programming and support for
transitioning and active veterans and their families. An expanded and newly located Student
Veteran Resource Center offers activities, peer support and a welcoming environment for
study and socialization.
 Office of Religious and Spiritual Life: The office’s educational programs, individual and
institutional advocacy, interfaith dialogue, and other bridge-building activities are designed to
foster an informed, caring and supportive campus community for students of all backgrounds
and beliefs.
19

UMass Amherst Upward Bound: In partnership with the High School of Commerce in
Springfield, Mass., the UMass Amherst Upward Bound program helps high school students
prepare for and succeed in higher education. It provides individual tutoring, career advising,
SAT and MCAS prep, college workshops, cultural enrichment and more programs to help
develop academic skills and motivation for students.
 Student Bridges: With a mission of increasing college access and success for
underrepresented students, (including low-income students, first-generation students, and
students of color), Student Bridges advocacy and retention efforts include: collaborating with
Success Centers and RSOs to provide support and networks; advocacy; and providing interns
in local schools and community-based organizations.
SACL’s scope also includes a number of departments and programs whose offerings reflect the
university’s shared commitment to inclusivity and diversity. Among them are:
 UMatter at UMass: The multifaceted program’s core concepts are care, community,
compassion, connection and inclusion.
 Career Services: The department educates UMass students in all phases of their career
development, provides networking opportunities and supports and empowers students to
make satisfying career choices for future success.
 Residential Life offers seven defined residential communities for students seeking to live
with others who share their interests, backgrounds or world views.
 The Office of Family Resources maintains a welcoming environment and programming for
the diverse mix of families who live, work and study at UMass Amherst.
20
AREAS OF SPECIAL CONCERN
Effects of Fiscal Constraints
The size of the Amherst campus saw modest growth between 2012 and 2014. The total
number of employees increased by 144, from 5,283 in 2012 to 5,427 in 2014, an increase of 2.7
percent. The total number of women in the workforce increased by 60 to 2,718 in 2014, while the
percentage representation dipped slightly to 50.1. The total number of minorities increased by 27 to
947 in 2014, and the percentage of minorities inched up to 17.5 in 2014. Progress towards achieving
affirmative action goals is promoted by robust placement opportunities, which become more limited
in times of fiscal constraint.
Faculty Resources
The campus has been successful in recruiting outstanding new faculty, and the number of
full-time faculty is rebuilding. In 2005, the campus began implementation of the Amherst 250 Plan,
a blueprint for hiring 250 additional faculty members over five years, which targeted teaching
deficits in academic departments as well as key research needs across the campus. A key goal of the
Amherst 250 Plan was to rebuild and rebalance the faculty after years of random attrition that left the
campus with significant gaps between instructional demand and teaching resources. Although fiscal
realities necessitated a reconsideration of all aspects of the Plan, campus leaders continue to seek
ways to support its priority for faculty resources and recruitment.
In 2012, Chancellor Subbaswamy and Provost Staros launched a collaborative campus-wide
strategic planning process. The phase one report was issued in 2013, and encouraged greater
emphasis on faculty retention, among other issues. During the 2013-14 academic year, additional
phase 2 efforts continued. Diversity Liaisons have been appointed in key areas across campus to
collaborate and share information on diversity efforts. During 2014-15, a Diversity Strategic Plan
Steering Committee, chaired by the Deputy Chancellor, took steps to develop a Diversity Strategic
Plan. In early 2015, the Committee released a draft strategic plan outlining steps to address diversity
and related issues. The draft plan highlights key issues, sets broad directions and launches immediate
specific actions areas and further inquiries. An increased focus on recruiting, retaining and
promoting a diverse faculty and staff is included.
Skilled Crafts Workforce
Few women and minorities work in the Skilled Crafts area. In 2014, there were a total of 9
women (3.9%) and 12 minorities (5.2%) in the Skilled Crafts workforce. Minorities were
underutilized in three Skilled Crafts job groups in 2014 (Construction Trades, Non-Supervisory;
Skilled Crafts, Supervisory; and Plant & System Operation). Women were underutilized in all four
job groups within Skilled Crafts (Mechanics and Repairers, Non-Supervisory; Skilled Crafts,
Supervisory; Construction Trades, Non-Supervisory; and Plant & System Operation). Between 2012
and 2014, the number of women within Skilled Crafts decreased by two, from 11 in 2012 to 9 in
2014, and the number of minorities decreased by one, from 13 in 2012 to 12 in 2014.
To help address issues of access, the Apprenticeship Program in the Physical Plant was
reinstituted in FY2000. The Apprenticeship Program provides opportunities for advancement in the
trades to traditionally under-represented populations as well as current employees seeking to improve
their skills and promotional potential. There is currently a DigSafe apprentice who is in the process
of finishing the second year of the DigSafe apprenticeship.
21
Training Needs
Employee training is an essential component of developing a workforce that is culturally
competent. While campus leadership has reinforced the expectation that promoting employee
development is an essential supervisory responsibility, it is still the case that employees, particularly
classified employees, have difficulty obtaining release time to take job related classes or attend
training. This ongoing issue has been identified by many constituents including the Faculty Senate
Council on the Status of Women, the Labor/Management Workplace Education Advisory Council
and in the context of departmental focus group sessions and a campus wide needs assessment survey.
Often, diversity related problems involve supervisory relationships. The Administration and
Finance executive area has made it an expectation of performance that all of its supervisory staff
attend some level of supervisory training offered through the Supervisory Leadership Development
Program. This six series program focuses on four competency areas: Managing Self, Managing
Others, Managing the Work, and Managing the System. Included in these competencies are the
knowledge and skills required to be an effective manager in a multicultural workplace. One of the
stated goals of this program is to increase supervisory expertise in diversity and multiculturalism.
In response to campus need for more training opportunities, the Office of Equal Opportunity
& Diversity expanded the number and variety of educational workshops and trainings it provides to
the campus community to assist in combating sexual harassment (including sexual assault),
discrimination and retaliation. The following types of workshops/trainings are provided: diversity
training, new employee training, complaint handler training, individualized training, search
procedures training, sexual harassment prevention training, and harassment/discrimination
prevention training. Workshops can be tailored for specific audience needs or workplace area;
separate trainings can be provided for supervisors. The series of workshops includes: Preventing
Sexual Harassment; Responding to Complaints; and Diversity, Inclusion and Equity. Since 2012,
Harassment Prevention Training has been a mandatory workshop for new faculty and staff.
22
UTILIZATION ANALYSIS
As set forth in federal regulations, a utilization analysis is a comparison of the availability of
women and minorities with the current representation of women and minorities in each workforce
job group. Underutilization is defined as having fewer minorities or women in a particular job group
than would reasonably be expected by their availability. There are three tests of underutilization
considered valid by the Office of Federal Contract Compliance Programs: the 80% rule, a shortfall in
persons, and the two-standard deviations test. For this analysis, underutilization was determined based
on a combination of the 80% rule and the one-person shortfall test. This works as follows. First, the
workforce is checked to see if representation equals or exceeds 80% of the availability estimate.
Second, in cases where the 80% rule is not met, the shortfall in persons is calculated. If the shortfall
is equal to or greater than one person, then underutilization is said to exist.
Based on information provided by the Office of Federal Contract Compliance Programs
(OFCCP), the national percentage of veterans (current year) in the civilian labor force is 7.2% (based
on census population survey data). Based on the new OFCCP Regulations implementing Section 503
of the Rehabilitation Act, the national utilization goal for qualified individuals with disabilities is 7%.
As is the case with data on gender and ethnicity, data on disability and veteran status is collected by
the University through the voluntary, self-disclosure of the employee. Summary statistics on the
number of employees who are disabled or who are veterans are included in the Affirmative Action
Plan.
Faculty Availability Estimates and Utilization Analysis
Availability data for faculty were drawn primarily from a 10 year composite of the Survey of
Earned Doctorates (SED) 1998-2008, which includes the gender and racial/ethnic heritage of degree
recipients. Only degrees granted to U.S. Citizens and permanent residents are included in the totals.
The doctorates reported include research and applied-research doctorates in all fields; professional
degrees are not included in this source. There were four departments for which an alternate data
source was used in whole or in part: Art, Architecture & Art History; Journalism; Nursing; and
Women, Gender, Sexuality Studies. For Art, Architecture & Art History, availability data were
drawn from a combination of the 1998 – 2008 SED data and master’s degrees granted data for the
corresponding period. For Journalism, availability data (master’s level) was drawn from the Digest
of Education Statistics (1998-2008). The estimate for Nursing was based on The National Sample of
Registered Nurses (2008). For Women, Gender, Sexuality Studies, availability data were drawn
from a combination of the 1998 – 2008 SED data and corresponding data from the Digest of
Education Statistics.
Using the Survey of Earned Doctorates' list of specialties, the disciplinary composition of the
faculty in each academic department was identified by a survey conducted by the EO&D Office.
Availability estimates for faculty in each academic department were determined as follows: the total
number of degrees earned in the respective discipline(s) were summed for the time period and the
total percentage of degrees earned by women and minorities, respectively, were calculated. In cases
where the department identified a single discipline, these percentages equaled the availability
estimate for women and minorities, respectively. For departments which identified more than one
discipline, degrees in the relevant subdisciplines were also included. If a weighted formula for the
disciplinary composition of the department was provided to the EO&D Office, this formula was used
to produce the departmental availability estimate. It should be noted that, for any department, weight
23
factors can be developed to reflect either the proportion of current faculty trained in each discipline
or subdiscipline or the department's anticipated future directions in hiring.
The EEO-6 category Faculty is divided into two primary job groups: Tenure System Faculty
(tenured/tenure-track), and Other Faculty (non-tenure track). The Tenure System Faculty job group
includes a separate subgroup for each department or program budgetary unit where a tenured/tenuretrack faculty member is employed. Similarly, the Other Faculty job group includes departmental
subgroups. It should be noted that some of the faculty subgroups are very small in size. For example
there are some academic departments with as few as three or four tenure system faculty members.
Achievement of diversity within these subgroups, therefore, may be restricted by their small size.
Due to the smaller number of non-tenure system faculty, data for the job group Other Faculty have
been summarized by school and college.
Statistics on the utilization of women and minorities among the faculty are presented in
Table 3, Faculty Utilization Report. This table displays the current composition of the faculty with
respect to the total number, the number and percentage female, and the number and percentage of
minority group members; the availability estimate for female and minority faculty (percentage basis),
the shortfall between current utilization and the availability estimate (percentage basis), and the
determination of whether or not underutilization exists.
As of 3/31/14, there were 1,031 tenure system faculty members at the University of
Massachusetts Amherst; 399 (38.7%) were women and 233 (22.6%) were minority group members.
Using the definition of utilization as described in “Availability Estimates & Utilization Analysis,”
out of the 54 academic departments of Regular Faculty of sufficient size for analysis, 20 (37.0%)
were underutilized for women and 13 (24.1%) were underutilized for minorities. There was one
department without any minority faculty members (Judaic & Near Eastern Studies). All 54 of these
academic departments had at least one female tenure system faculty member on staff.
The following 25 departments were found to meet utilization standards for both women and
minority faculty: Afro-American Studies; Anthropology; Biochemistry & Molecular Biology;
Classics; Communication Disorders; Economics; English; Environmental Conservation; Finance;
Geosciences; History; Journalism; Kinesiology; Landscape Architecture & Regional Planning;
Nursing; Nutrition; Operations & Information Management; Philosophy; Political Science; Public
Health; Resource Economics; Sociology; Teacher Education & Curriculum Studies; Theater; and
Women, Gender, Sexuality Studies.
The utilization analysis for non-tenure system faculty is displayed at the school/college level
in Table 3, Faculty Utilization Report; see “Other Faculty”. Please note that only non-tenure system
faculty who work half-time or greater are included in these numbers. A weighted availability
estimate was calculated for each school and college, by using the departmental availability estimate
weighted by the number of non-tenure track faculty in each of their departments.
There were 472 non-tenure track faculty as of 3/31/14; 250 (53.0%) were women, and 62
(13.1%) were minority group members. The representation of women among the non-tenure system
faculty was found to meet utilization standards at the school/college level in all deaneries
(Humanities & Fine Arts, Natural Sciences, Social & Behavioral Sciences, Education, Engineering,
Management, Nursing, Public Health & Health Sciences and Other). The representation of
minorities among the non-tenure system faculty was found to meet utilization standards in two
deaneries: Humanities & Fine Arts and Social & Behavioral Sciences. Minorities were
underrepresented among the non-tenure system faculty in seven areas: Education (shortfall=15.5%);
Engineering (shortfall=14.1%), Management (shortfall=12.9%), Natural Sciences (shortfall=11.0%),
Nursing (shortfall=17.8%), Public Health & Health Sciences (shortfall=20.2%), and Other
(shortfall=11.0%).
24
Table 3
Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Total
#
Tenure System Faculty
Provost
Continuing & Prof. Education
Fine Arts Center
College of Humanities & Fine Arts
Afro-American Studies
Art, Architecture & Art History
Classics
English
History
Judaic & Near Eastern Studies
Languages, Literatures & Cultures
Linguistics
Music & Dance
Philosophy
Theater
Women, Gender, Sexuality Studies
Current Workforce
Female
#
%
Minority
#
%
1031
399
38.7
233
22.6
2
1
1
246
7
31
11
44
31
6
45
15
26
14
10
6
118
4
20
4
24
17
3
20
7
4
4
5
6
48.0
57.1
64.5
36.4
54.5
54.8
50.0
44.4
46.7
15.4
28.6
50.0
100.0
53
4
4
2
11
9
0
10
3
2
1
3
4
21.5
57.1
12.9
18.2
25.0
29.0
0.0
22.2
20.0
7.7
7.1
30.0
66.7
Availability
Fem Min
%
%
50.5
61.3
42.8
59.1
39.9
46.7
61.4
62.5
45.7
26.3
59.3
83.0
26.6
17.9
10.6
14.2
18.3
18.2
27.4
22.8
17.1
12.2
15.2
51.0
Shortfall
Fem Min
%
%
5.0
6.4
4.6
18.2
17.0 5.2
15.8 2.8
30.3 9.4
5.1
9.3
Underutilized
Fem
Min
No
No
No
No
No
No
Yes
Yes
Yes
No
No
No
No
Yes
No
No
No
Yes
No
No
Yes
No
No
No
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
in the respective job group. Data not reported for units with fewer than three employees.
25
Table 3 (Continued)
Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Total
Tenure System Faculty
College of Natural Sciences
Astronomy
Biochemistry & Molecular Bio.
Biology
Chemistry
Computer Science, School of
Environmental Conservation
Food Science
Geosciences
Mathematics & Statistics
Microbiology
Physics
Polymer Science & Engineering
Psychology
Stockbridge School of Agriculture
Veterinary & Animal Sciences
College of Social & Behavioral Sci.
Anthropology
Communication
Economics
Journalism
Landscape Arch. & Reg. Planning
Political Economy Research Inst.
Political Science
Resource Economics
Sociology
Current Workforce
Female
Minority
#
%
#
%
Availability
Fem
Min
%
%
Shortfall
Fem Min
%
%
25.2
42.7
48.1
34.3
20.0
34.1
54.4
31.1
30.0
46.3
14.4
23.7
63.6
35.9
49.3
15.9
27.1
23.0
22.0
27.8
12.4
32.0
12.9
20.2
21.4
17.7
22.6
21.1
17.2
21.8
9.8
5.2
8.1
13.5
5.7
2.3
23.6
56.1
60.7
32.1
67.2
49.5
23.0
21.1
24.6
23.6
26.8
39.9
32.4
58.8
20.8
24.5
24.6
Underutilized
Fem
Min
#
345
13
16
30
24
35
22
13
20
39
11
30
18
39
20
15
146
15
20
23
5
13
1
30
14
25
94
2
6
12
5
5
7
4
9
5
2
5
1
21
2
8
74
11
8
9
3
6
27.2
15.4
37.5
40.0
20.8
14.3
31.8
30.8
45.0
12.8
18.2
16.7
5.6
53.8
10.0
53.3
50.7
73.3
40.0
39.1
60.0
46.2
64
3
5
5
5
9
2
4
2
9
2
4
4
2
6
2
44
7
6
8
2
3
18.6
23.1
31.3
16.7
20.8
25.7
9.1
30.8
10.0
23.1
18.2
13.3
22.2
5.1
30.0
13.3
30.1
46.7
30.0
34.8
40.0
23.1
16
7
14
53.3
50.0
56.0
7
3
8
23.3
21.4
32.0
6.3
1.2
2.1
3.3
1.2
2.9
17.2
28.1
3.2
4.4
18.1 0.4
9.8 16.0
25.9
8.5
20.7
7.2
3.3
3.7
3.1
2.8
Yes
No
No
Yes
Yes
No
Yes
No
Yes
Yes
No
Yes
No
Yes
No
No
No
Yes
No
No
No
No
No
No
No
Yes
No
Yes
No
Yes
No
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
orgreatershortfallespective
in the respective job group. Data not reported for units with fewer than three employees.
26
Table 3 (Continued)
Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Total
#
Current Workforce
Female
Minority
#
%
#
%
Availability
Fem
Min
%
%
Shortfall
Fem Min
%
%
Underutilized
Fem
Min
45.6
29.0
50.7
53.6
44.3
32.7
60.7
23.3
27.2
24.9
23.9
24.9
26.5
27.4
31.3 9.0
6.8
10.7
30.5 0.8
11.0 13.8
10.5 4.3
27.4
Yes
No
Yes
Yes
No
No
Yes
No
No
No
No
Yes
No
No
25.0
28.7
14.0
17.8
26.5
25.6
38.3
28.6
10.7 12.2
8.7
8.0 17.1
5.8 8.6
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
75.2
43.1
80.6
64.3
92.9
18.7
11.9
25.6
31.7
17.8
0.2
13.9
7.6
No
No
No
No
No
No
No
No
No
No
68.3
68.3
68.3
23.2
23.2
23.2
No
No
No
Yes
Yes
No
Tenure System Faculty
Isenberg School of Management
Accounting
Finance
Hospitality & Tourism Mgmt.
Management
Marketing
Operations & Info. Mgmt.
Sport Management
College of Engineering
Chemical Engineering
Civil & Environmental Engin.
Electrical & Computer Engin.
Mechanical & Industrial Engin.
School of Public Health & Health Sci.
Communication Disorders
Kinesiology
Nutrition
Public Health
College of Nursing
College of Education
Educ. Policy, Resrch., & Admin.
Student Dev. & Pupil Pers. Services
Teacher Ed. & Curriculum Studies
66
7
9
10
13
9
9
9
97
14
25
33
25
64
11
14
9
30
11
54
18
13
23
18 27.3
1 14.3
2 22.2
4 40.0
3 23.1
3 33.3
2 22.2
3 33.3
12 12.4
2 14.3
5 20.0
2
6.0
3 12.0
38 59.4
9 81.8
6 42.9
6 66.7
17 56.7
11 100.0
34 63.0
10 55.6
8 61.5
16 69.6
18
1
4
4
3
1
2
3
22
2
8
7
5
16
3
2
3
8
2
13
3
1
9
27.3
14.3
44.4
40.0
23.1
11.1
22.2
33.3
22.7
14.3
32.0
21.2
20.0
25.0
27.3
14.3
33.3
26.7
18.2
24.1
16.7
7.7
39.1
5.0
12.7 6.5
6.8 15.5
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
in the respective job group. Data not reported for units with fewer than three employees.
27
Table 3 (Continued)
Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Total
#
Current Workforce
Female
Minority
#
%
#
%
Availability
Fem
Min
%
%
Shortfall
Fem Min
%
%
Underutilized
Fem
Min
Other Faculty
College of Humanities & Fine Arts
College of Natural Sciences
College of Social & Behavioral Sciences
College of Education
College of Engineering
Isenberg School of Management
College of Nursing
School of Public Health & Health Sci.
Other
78
116
54
13
13
34
19
18
127
45
41
25
10
2
19
18
13
77
57.7
35.3
46.3
76.9
15.4
55.9
94.7
72.2
60.6
18
11
10
1
2
4
0
1
15
23.1
9.5
18.5
7.7
15.4
11.8
0.0
5.6
11.8
Totals
472
250
53.0
62
13.1
53.2
37.4
51.6
68.3
21.7
46.3
92.9
65.8
50.0
20.2
20.5
22.9
23.2
29.5
24.7
17.8
25.8
22.8
2.1 11.0
5.3 4.4
15.5
6.3 14.1
12.9
17.8
20.2
11.0
No
No
No
No
No
No
No
No
No
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
in the respective job group. Data not reported for units with fewer than three employees.
28
Availability Estimates and Utilization Analysis
for Non-Faculty Job Groups
For non-faculty job groups, data from the 2010 Census data was used as the source for raw
statistics on the availability of women and minorities in the population and labor market. Depending on
the usual recruitment area for the specific job group, statistics for local (Franklin, Hampden, and
Hampshire Counties), state/regional (New England states), or national levels were used. Availability
estimates obtained though the utilization analysis process are also influenced by the composition of the
University’s workforce, as the presence of promotable and transferable women and minorities within the
organization is factored into the overall determination of availability.
Statistics on the utilization of minorities and women among non-faculty employees is reported in
Table 4, Non-Faculty Utilization Report. This table displays the current composition of the workforce
with respect to the total number of employees, the number and percentage female, and the number and
percentage of minority group members; the availability estimate for female and minority workers
(percentage basis), the shortfall between current utilization and the availability estimate (percentage
basis), and the determination of whether or not underutilization exists.
Overall, the workforce was found to meet utilization standards for minorities in 17 out of 38
(44.7%) non-faculty job groups. Minorities were underutilized in three out of four Executive,
Administrative & Managerial (EAM) job groups as follows: EAM A, which includes the Provost and
vice chancellors (shortfall=8.5%); EAM B, which includes deans and major division heads
(shortfall=12.9%); and EAM C, which includes associate and assistant deans and other executive level
administrators (shortfall=7.9%). Minorities were underutilized in six Professional/Non-Faculty job
groups as follows: Education/Training (shortfall=4.9%); Institutional Relations (shortfall=8.1%);
Library Sciences (shortfall=2.8%); Medical Care (shortfall=9.3%); Technical (shortfall=2.4%); and
Allied Health (shortfall=6.9. Minorities were underutilized in three Secretarial/Clerical job groups:
Administrative Support (shortfall=2.8%); Secretaries/Clerks/Typists (shortfall=4.7%); and Sales
(shortfall=13.2%).
Minorities were underutilized in three job groups within the
Technical/Paraprofessional category: Science & Other Technicians (shortfall=4.8%). Computer,
Engineering & Related Technicians (shortfall=6.4%) and Fire & Safety Officers (shortfall=12.8%).
Minorities were underutilized in three of four job groups within Skilled Crafts as follows: Construction
Trades, Non-Supervisory (shortfall=6.9%); Plant & System Operation (shortfall=4.7%); and Skilled
Crafts, Supervisory (shortfall=4.5%). Minorities were underutilized in three out of eight job groups in
the Service/Maintenance area:
Motor Vehicle Operators (shortfall=13.2%); Food Preparation &
Services, Supervisory (shortfall=9.1%); and Cleaning/Building Services, Supervisory job group
(minority shortfall=5.0%).
Overall, the workforce was found to meet utilization standards for women in 25 out of 38
(65.8%) non-faculty job groups. Women were underutilized in three EAM job groups as follows: EAM
A, which includes the Provost and vice chancellors (shortfall=23.9%); EAM B, which includes deans
and major division heads (shortfall=24.2%); and EAM C, which includes associate and assistant deans
and other executive level administrators (shortfall=12.5%). Women were utilized in the entire
Professional/Non-Faculty area, with the exception of Professional, Other (shortfall=33.1%). Women
were utilized in the entire Secretarial/Clerical area, with the exception of Sales (shortfall of 14.4%). In
the Technical/Paraprofessional area, women were underutilized in one job group: Science & Other
Technicians (shortfall=13.6%). Women were underutilized in all four Skilled Crafts job groups as
follows: Mechanics & Repairers, Non-Supervisory (shortfall=12.3%); Skilled Crafts, Supervisory
(shortfall=4.8%); Construction Trades, Non-Supervisory (shortfall=3.2%) and Plant & System
Operation (shortfall=18.4%). Women were underutilized in three Service/Maintenance job groups:
Motor Vehicle Operators (shortfall=24.3%); Farming & Forestry (shortfall=12.4%); and Departmental
Assistant (shortfall=37.2%).
29
Table 4
Non-Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Current Workforce
Total
Female
Minority
#
#
%
#
%
EEO-6 Category 1: Executive/Administrative/Managerial (EAM)
Availability
Fem Min
%
%
Shortfall
Fem Min
%
%
Underutilized
Fem
Min
EAM A*
EAM B
EAM C
EAM D
3
6
25
17
25.0
27.3
47.2
43.6
1
1
5
5
8.3
4.5
9.4
12.8
48.9
51.5
59.7
48.6
16.8
17.4
17.3
15.2
23.9 8.5
24.2 12.9
12.5 7.9
5.0 2.4
Yes
Yes
Yes
No
Yes
Yes
Yes
No
471
318
130
48
249
38
373
6
33
327
209
80
32
89
29
102
2
23
69.4
65.7
61.5
66.7
35.7
76.3
27.3
33.3
69.7
48
48
5
4
100
3
36
0
4
10.2
15.1
3.8
8.3
40.2
7.9
9.7
0.0
12.1
66.7
64.5
62.1
73.0
35.8
77.1
27.6
66.4
65.9
12.7
20.0
11.9
11.1
27.7
17.2
12.1
13.4
19.0
2.5
4.9
8.1
2.8
No
No
No
No
No
No
No
Yes
No
No
Yes
Yes
Yes
No
Yes
Yes
No
Yes
422
246
10
18
14
51
27
386 91.5
223 90.7
8 80.0
18 100.0
7 50.0
31 60.8
4 14.8
40
29
4
1
1
4
4
9.5
11.8
40.0
5.6
7.1
7.8
14.8
85.2
78.6
89.8
94.1
50.0
68.0
29.2
12.3
16.5
27.9
9.4
7.1
7.6
28.0
2.8
4.7
No
No
No
No
No
No
Yes
Yes
Yes
No
No
No
No
Yes
12
22
53
39
EEO-6 Category 3: Professional/Non-Faculty
Administrative
Education/Training
Institutional Relations
Library Sciences
Research/Post Doctorates
Medical Care
Technical
Professional Non-Faculty, Other
Allied Health
0.6
6.3
0.1
0.8 9.3
0.3 2.4
33.1 13.4
6.9
EEO-6 Category 4: Secretarial/Clerical
Administrative Support
Secretaries/Clerks/Typists
Data Entry Operator
Financial Records
Duplicating/Mail
Library
Sales
9.8
3.8
7.2
14.4 13.2
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
in the respective job group. Data not reported for units with fewer than three employees.
* The position of Chancellor is not included in the utilization analysis as the hiring decision for this position is made external to the campus.
30
Table 4 (continued)
Non-Faculty Utilization Report
The University of Massachusetts Amherst
3/31/14
Total
#
EEO-6 Category 5: Technical/Paraprofessional
Science & Other Technicians
Comp., Eng., & Related Tech.
Fire & Safety Officers
Business & Related
Health Services
Protective Services
Current Workforce
Female
#
%
Minority
#
%
Availability
Fem
Min
%
%
Shortfall
Fem
Min
%
%
166
22
11
68
40
56
65
5
2
59
35
8
39.2
22.7
18.2
86.8
87.5
14.3
14
2
0
9
13
7
8.4
9.1
0.0
13.2
32.5
12.5
52.8
27.5
22.6
87.7
75.1
13.5
13.2
15.5
12.8
10.4
23.6
12.7
13.6 4.8
4.8 6.4
4.4 12.8
0.9
12
102
95
24
1
1
7
0
8.3
1.0
7.4
0.0
3
3
4
2
25.0
3.0
4.2
8.3
20.6
5.8
10.6
18.4
22.2
7.5
11.1
13.0
12.3
4.8
3.2
18.4
140
437
24
11
10
56
64
5
82
132
0
1
0
28
20
2
58.6 69
30.2 150
0.0
2
9.1
1
0.0
2
50.0 14
31.3 11
40.0
2
49.3
34.3
8.3
9.1
20.0
25.0
17.2
40.0
55.0
33.6
24.3
21.5
0.0
50.7
32.2
77.2
41.2
35.3
21.5
13.9
20.0
34.1
22.2
19.5
Underutilized
Fem
Min
0.2
Yes
No
No
No
No
No
Yes
Yes
Yes
No
No
No
4.5
6.9
4.7
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
No
No
Yes
Yes
No
No
No
Yes
No
No
Yes
No
No
Yes
Yes
No
EEO-6 Category 6: Skilled Crafts
Mech. & Repairers, Non-Suprv.
Skilled Crafts, Suprv.
Construction Trades, Non-Suprv.
Plant
& System Operation
SSSuprv.NonSuprv.SuSuSuprv.
EEO-6 Category 7: Service/Maintenance
Food Prep. & Serv., Non-Suprv.
Cleaning/Bldg. Serv., Non-Suprv.
Motor Vehicle Operators
Farming & Forestry
Parking Enforcement
Food Prep. & Serv., Suprv.
Cleaning/Bldg. Serv., Suprv.
Departmental Assistant
3.4 1.0
24.3 13.2
12.4 4.8
0.7
0.9
37.2
9.1
5.0
Note: Underutilization occurs when the workforce composition is less than 80% of the availability estimate and there is a one-person or greater shortfall
in the respective job group. Data not reported for units with fewer than three employees.
31