Recruiting a Diverse Faculty
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Leading Higher Education Towards Inclusive Excellence
Evidence Based Strategies
Webinar Logistics
Moderator: Dr. Juan Sanchez Munoz
Vice President for Institutional Diversity and Community Engagement
Associate Vice Provost, Faculty and Undergraduate Academic Affairs
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Welcome
Series Information
Format
PowerPoint
Q&A
Technical Difficulties
Speakers
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Dr. Abbie Robinson-Armstrong
Vice President for Intercultural Affairs
Loyola Marymount University/LA
arobinso@lmu.edu
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Dr. Glen Jones
Executive Assistant to the Chancellor for Diversity
Senior Associate Vice Chancellor
Academic Affairs and Research
Arkansas State University
gjones@astate.edu
Goals
Identifying recent demographic trends
 Understanding how to define faculty objectives
 Identifying key elements for diversifying the faculty
 Understanding the role of the Chief Diversity Officer in
diversifying the faculty
 Understanding how to institutionalize strategies to diversify
the faculty
 Developing instruments to measure the efficacy of
recruitment strategies
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Demographic Trends
Total Faculty by Ethnicity 1998-2007
90%
80%
70%
60%
African American
50%
Asian American
40%
European American
Latino
30%
20%
10%
0%
1998
2003
2005
2007
Source:
US Department of Education, National Center for Education Statistics, 1993, 1999, 2004, National Study of
Postsecondary Faculty
Chronicle of Higher Education, Almanac of Higher Education, 2009
US Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Winter 2005-2006/2007-2008
Total Faculty by Gender 1998-2007
80%
70%
60%
50%
Female
40%
Male
30%
20%
10%
0%
1998
2003
2005
2007
Source:
US Department of Education, National Center for Education Statistics, 1993, 1999, 2004, National Study of Postsecondary
Faculty
Chronicle of Higher Education, Almanac of Higher Education, 2009
US Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), Winter 2005-2006/2007-2008
Total Faculty by Discipline
90%
80%
70%
60%
Humanities
50%
Natural Sciences
40%
Social Sciences
30%
All Other Fields
20%
10%
0%
African American
Asian American
European
American
Latino
Source: US Department of Education, National Center for Education
Statistics, 2004 National Study of Postsecondary Faculty
Total Faculty by
Gender and Discipline
80%
70%
60%
50%
Female
40%
Males
30%
20%
10%
0%
Humanities
Natural Sciences
Social Sciences
All Other Fields
Comments & Questions
Academic Case:
Diversifying the Faculty
Academic Case:
Diversifying the Faculty
 Impact
 Helps
on Institutional Capacity
colleges and universities fulfill
the mission of higher education
 Enhances an institution’s academic reputation
 Adds multiple perspectives, theories and approaches to
scholarship and the curriculum
 Helps institutions achieve excellence in research, teaching
and service
 Helps institutions recruit a diverse student population
Academic Case:
Diversifying the Faculty
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Impact on Student Learning and Citizenship Outcomes
 Increases student retention and persistence
 Helps institutions prepare students for a global reality
Comments & Questions
Key Elements For
Diversifying the Faculty
Key Elements for Diversifying the Faculty
 Commitment
from Senior Level
Administrators
 Transparent and consistent hiring policies
and procedures
 Diverse Search Committee
Key Elements for Diversifying the Faculty
Training for faculty on legal and ethical
principles for conducting a search
 Internal accountability initiatives that link
diversity to academic excellence
 Availability data
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Key Elements for Diversifying the Faculty
 Mission-and
culturally-sensitive position
announcement
 Diverse applicant pool
 Inclusive campus visit
Comments & Questions
Role of the
Chief Diversity Officer
Role of the Chief Diversity Officer
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Understand the culture of the university, the
faculty, and each academic unit
Ensure your President/Chancellor supports
diversity recruitment and retention in its entirety
Know exactly what you are trying to achieve.
Know your possibilities
Role of the Chief Diversity Officer
Treat
Everyone fair and equitable
Prepare new faculty for success
Articulate the differences between
affirmative action and diversity
Role of the Chief Diversity Officer
Know
the hiring process intimately,
monitor it frequently
Build Trust and credibility throughout the
campus community
Know when to step into a situation and
when to step out
Comments & Questions
Applying
Research to Practice
Loyola Marymount University/LA
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Comprehensive, Private University
Founded in 1911 in Los Angeles, CA
Largest Catholic university on the West Coast
Equal Opportunity Employer
Mission: The encouragement of learning, the
education of the whole person, the service of faith
and the promotion of justice
Loyola Marymount University/LA
Degree Seeking Students, Fall 2008
Undergraduate Students
Graduate Students
Law School Students
TOTAL
5,509
1,962
1,374
8,845
Loyola Marymount University/LA
Degree Seeking Students by Ethnicity
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African American
American Indian/Alaskan Native
Asian/Pacific Islander
Hispanic/Latino
European American
International
Unknown
8.2%
.6%
12.3%
20.2%
56.3%
2.3 %
.1%
Loyola Marymount University
Full-Time Tenured and Tenure
Track-Faculty by Ethnicity, Fall 2008
African American
8%
 Asian/Pacific American
10%
 European American
71%
 Latino
11%
 Minority Faculty
29%
 European American Faculty
71%
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Search Committee Training
Part I
Best Practices for Recruiting Faculty for Mission
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Participants: Faculty who
have not participated in a
Search Committee
Length: Two-hours
Invitee: President
Presenters: Diversity
Officer & Vice President
for Mission and Identity
Part II
Moving Beyond Traditional Search Strategies
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Participants: Search
Committee Chairs
Length: Two-hours
Invitee: President
Presenters: Diversity
Officer, Vice President for
Mission and Identity and
Faculty
Search Committee Training
Part I
Part II
Best Practices for Recruiting Faculty for Mission
Moving Beyond Traditional Search Strategies
Goals
Goals
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Enroll in institutional mission
Shape faculty perceptions
about diversity
Understand recruiting
faculty for mission
Understand Best Practices
for Search Committees
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Understand legal and ethical
principles for executing a
search
Understand how unconscious
bias and exclusionary
thinking impacts search
results
Identify a transparent
process for conducing
searches
Part II
Moving Beyond Traditional Search Strategies
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Requisite Responsibilities for Pro-active
Search Committees
Composition of the Search Committee
Pro-Active Versus Traditional Search
Committees
Advocates for institutional mission,
minorities and women (Handout Number 1)
Part II
Moving Beyond Traditional Search Strategies
C
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t
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Legal Principles
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Validity
Objectivity
Measurable Consistency
Patterned Interview & Uniform
Reference Check
Third Party Explanation
Confidentiality
Documentation
Part II
Moving Beyond Traditional Search Strategies
C
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Ethical Principles
Myths about Minority Faculty Availability
 Exclusionary Thinking
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Halo Effect
Determine Who is Qualified: Judge What’s on
Paper
Chilly Climate Issues
 Respect of Candidate’s Dignity and Self Worth
 Reviewing Applicants: Research on Bias and
Assumptions (Women in Science & Engineering
Leadership Institute, University of Wisconsin)
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Part II
Moving Beyond Traditional Search Strategies
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Report on Assessment of the Department
 Review:
 LMU
Strategic Plan
 College and Department Strategic Plans
 LMU Profile of the Faculty
 College Equity Scorecard
 Survey of Earned Doctorates (Tables
2&3)
 Align
Department and Institutional
Commitments (Handout Number 1)
Part II
Moving Beyond Traditional Search Strategies
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Proactive Recruitment Plan
 Expand Recruitment Sources
Mission and Culturally Sensitive Position
Announcement (Handout Number 2)
 Language that Attracts Minority and
Women Candidates
 Links Diversity to Academic Excellence
Part II
Moving Beyond Traditional Search Strategies
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The Short List
 Gender
can influence perceptions of the
quality of a curriculum vitae (University of
Toronto; University of Wisconsin)
 There are numerous ways to describe
valuable contributions to a discipline
 Cultural differences reflected in a
curriculum vitae or letter of references can
influence evaluators (University of Toronto)
Part II
Moving Beyond Traditional Search Strategies
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The Short List
 Scholars
with non-standard career
paths can make excellent contributions
that are similar to individuals whose
career paths have been less complex,
e.g. a scholar with a complex medical,
law or business history or family
responsibilities, or a tie to a specific
geographic and historic community
(University of Toronto)
Part II
Moving Beyond Traditional Search Strategies
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The Short List
 Make
multiple short-lists based on
different criteria established helps
to ensure diversity. If three of the
criteria are teaching, research
and service, create short-lists that
rank applicants within these
categories (University of Toronto)
Part II
Moving Beyond Traditional Search Strategies
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Inclusive Campus Visit
 Contact
candidates in advance to answer
questions, allay concerns and express
excitement about impending visit
 Provide opportunities for candidates to
meet with faculty who have similar
scholarly and professional interests
Monitoring the Search Process
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Search Committee Chair meets with
Deans throughout the process
Search Committee hold one meeting
with the Vice President for Intercultural
Affairs and the Vice President for
Mission and Ministry
Evaluation of the Search Process
On-line survey completed by the Search
Committee as a Team (Handout Number
Three)
 Measures efficacy of the search process
 Helps to explain Search Committee’s
perceptions about faculty diversity
 Generates empirical evidence that helps
faculty determine how to improve the faculty
search process
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Retention Initiatives and Programs
Handout #4
Loyola Marymount University/LA
Faculty Profile
LMU Ethnicity Index
Latino
European American
Series1
Asian American
African American
0%
50%
100%
150%
Comments & Questions
Applying Research to Practice
Arkansas State University
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Founded in 1909 in Jonesboro, Arkansas
 70 miles NW of Memphis, TN
Comprehensive public, regional university
Transitioning to research intensive status
Only 4-year institution in the Arkansas-Mississippi Delta
Comprehensive Affirmative Action/Equal Opportunity
Employer
Mission: Arkansas State University educates leaders,
enhances intellectual growth, and enriches lives. (ASU = e3)
Applying Research to Practice
Arkansas State University
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Below Southern Regional faculty salary averages at all
levels
Subject to Arkansas’s “line item maximum” rule
Comprehensive Affirmative Action/Equal Opportunity
Employer
Mission: Arkansas State University educates leaders,
enhances intellectual growth, and enriches lives. (ASU = e3)
Diversity’s Impact: Managing Change
COMPONENTS OF CHANGE
INDIVIDUAL ATTITUDES
& BELIEFS
CHANGE
ORGANIZATIONAL
VALUES & POLICIES
EXECUTIVE COUNCIL
MANAGEMENT SKILLS
& PRACTICES
Training and Development
Arkansas State University:
Student Information
Undergraduate Students
Graduate Students
Total Students
9,764
1,726
11,490
Arkansas State University:
Ethnicity of the Student Population
African American
International*
Hispanic/Latino
White/Caucasian
18.2%
3.5%
1.0%
77.3%
Arkansas State University:
Ethnicity of the Faculty
African American
International
Hispanic/Latino
White/Caucasian
9.0%
4.3%
1.0%
85.7%
Historical Faculty One-Year
Retention Rates
Historical ASU Faculty One-Year Retention Rates
100%
80%
60%
40%
20%
0%
1998 - 1999
1999 - 2000
2000 - 2001
2001 - 2002
2002 - 2003
All Faculty
2003 - 2004
2004 - 2005
Minority Faculty
2005 - 2006
2006 - 2007
2007 - 2008
Arkansas State University:
Background Information
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Facilitative Approach to Diversity
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Initially No Dedicated Budget
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This was by design
Administrative Assistant
Campus Engagement?
Significant time building personal
relationships
 Clearly articulate where we want to go and
why?
 Vice Chancellors, Deans, Chairs
 Faculty
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Arkansas State University:
Background Information
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Facilitative Approach to Diversity
 Total
Dependence on Others
 Taskforce;
 Identify
Standing Committee
Champions (10%), Understand
Outliers (10%), Influence Fence-Sitters
(80%)
 Create a vision. Chart a course. Maintain
your focus. Accept your limitations. Know
your campus.
Employment
in
Words
and
Pictures
Retooling
Opportunity
Identification
Recruitment
Employment  Retention
Celebrate Successes:
Large and Small Successes
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Fall 2008
 Record
number and percentage of faculty of color (67,
14.3%) up 76% over Fall 2002 (38, 8.8%)
 Record
number of staff of color (137, 14.2%*); up
48% over Fall 2002 (92, 10.8%)
 Total
employees of color is up 57% to 204 employees
representing 14.2% of the full-time employee base
compared to 130 employees (9.9%) in Fall 2002.
Celebrating Successes
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Spring 2009
 Tenure
and Promotion Extended to Two African
American Females (First African Americans to Earn
Tenure since 2002)
 African American Female Promoted to Full Professor
 Seven female department chairs
Managing Transition
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New Chancellor (2006), New Provost (2008)
 CDO
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Chairs both searches
Dean  Provost (2008)
Dean  Retirement (2 -2008)
Chair  Dean
Dean  Dean
Faculty Member  Chair (Research Institution)
2002-2005 – Key Retirements
The Search Process
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Justification for Initiating a Search
Must be approved by Vice Chancellor
Once approved, must complete the “Search
Process Document”
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Diverse representation on committees
Drafting the position announcement
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Requirements vs. Preferences
Placement of the announcement
Recruitment efforts to be undertaken to identify
diverse candidates
Criteria to be utilized in screening and
evaluating candidates
The Search Process: Timing Is Everything
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Position announcement can’t be posted
until CDO approves
CDO meets with search committee
 Proactive
Nature of the Search
 Chair or Dean Authorize to Make Offer
 Resources Available
 Legal Matters
 “Dos and Don’ts”
 Role CDO will play in recruitment process
The Search Process
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Pre-Interview Statement
 Completed
prior to the beginning of
interviews.
 Qualified diverse candidates in the pool,
but will not be interviewed.
 Reasons for not granting interviews must
be articulated to CDO.
 Search process stops if document not
completed.
The Search Process
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Post-Interview Statement
 Completed
after the interview process,
but before any offer can be made.
 Qualified diverse candidates interviewed,
but will not be extended an offer.
 Reasons for not extending an offer must
be articulated to CDO (Typically, comes
from the Dean).
 Search process stops if document not
completed.
The Search Process
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Recruitment Summary Form Completed
CDO approves the offer (after Dean
has) and contract is requested.
Supporting The Search Process
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Recruitment Funds
Ad Placement
 Travel to Recruit
 Support to bring in “additional” candidates
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Interview Support
Participation in Interview Process
 Hosting candidate receptions
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Introduce to members of the campus and
community
 Allows candidate an opportunity to ask “real”
questions.
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Affirm the committees work in real time.
Supporting The Search Process
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Negotiation Support
Advice offered during negotiations to
prospective faculty (start-ups, reassigned
time, start dates, etc.)
 Advise Chair or Dean regarding offers and
counteroffers
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Hiring Support
Salary Support
 Trailing Spouse Support (Retention)
 Moving Support
 Salary Compression/Equity Issues
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References: New Professionals
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Perfect candidates do not exist.
 Must be willing to extend opportunities to non-perfect
individuals.
References are important, but the committee must make its own
assessment about the person’s abilities.
All Ph.D. students do not receive the same level of mentoring or
equal opportunities to participate in research projects with
faculty.
Remember, many of us were once new faculty members.
 Think about it.
Everyone wants to hire the “Stars,” but few are willing to invest
in such individuals early in their careers.
Monitoring the Search Process
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How do you know who is in your applicant pool?
What is your process for managing and monitoring searches?
ASU – All searches are conducted online and all processes
discussed above are completely web- based.
 https://jobs.astate.edu/
 PeopleAdmin
 Multi-user system that tracks searches from beginning to
end
 Generates hiring data which supports trend analysis
Recruiting a Diverse Faculty:
Accountability
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Each Vice Chancellor is Expected to contribute to the efforts of
diversity.
Contribution to Diversity a Component of Evaluation of Each
Dean
Arkansas requires the filing of annual updates to each
institution’s “Minority Retention Plan.”
The Board of Trustees wants a campus that is reflective of the
student body and the state of Arkansas.
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Product of the state’s Legislative Black Caucus
Retention Efforts
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Quality Teaching and Learning Circle
 Promotes
excellence in teaching, research
and service among faculty members by
creating positive and safe environments to
exchange ideas, receive enriching
criticism, express concerns and access a
university-wide support system.
 Led by for Chair of University’s Promotion,
Retention, and Tenure Committee
Retention Efforts
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Connect individuals to the community
Church/Religious Institution
 Community Service Organizations, etc.
 Fellowships
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Large-group Fellowships
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Personal dinner invitations
Engagement with Dean and Chair
Professional Development Opportunities
 Progress on Promotion and Tenure
 Special Needs
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The Path Ahead:
Institutionalizing Diversity
Hiring
University Core
Values
Culture
Student and
Community
Engagement
International
Recognition as Diversity
Leader
Comments & Questions
Contact Information

Dr. Abbie Robinson-Armstrong
arobinso@lmu.edu
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Dr. Glen Jones
gjones@astate.edu