Part II
Moving Beyond Traditional
Recruitment Strategies
Recruiting and Hiring
Faculty for Mission
Professional Development for Department Chairs and Search Committees Prepared By Abbie Robinson‐Armstrong, Ph. D., Vice President for Intercultural Affairs University Hall, Suite 4826 Loyola Marymount University Los Angeles, CA 90045 (310) 338‐7598 Robert V. Caro, S.J. Vice President for Mission & Ministry University Hall, Suite 4844 Loyola Marymount University Los Angeles, CA 90045 (310) 338‐2987 August 2008 ii
Faculty Search TO DO List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Responsibility
Review Loyola Marymount University Mission and Goals
Review Interculturalism: Definition, Vision and Goals
Review Loyola Marymount University Strategic Plan (Section 4
[Catholicity, Diversity, Faculty Recruitment]; Section 5 [Initiative One:
Promote Excellence in Teaching, Scholarship and Creativity]
Review Going Beyond Traditional Recruitment Strategies: Recruiting
and Hiring Faculty for Mission
Review Reviewing Applicants: Research and Bias Assumptions
Define Recruiting and Hiring for Mission
Discuss “What Attracts Minority and Women to Academic Positions?”
Review the definition of a Proactive Search Committee
Ask one member to assume responsibility for discussing and advocating
for issues relating to LMU’s mission and Catholic identity.
Ask one member to assume responsibility for discussing and advocating
for issues relating to minorities.
Ask one member to assume responsibility for discussing and advocating
for issues relating to women.
Select a Decision-Making Method
Conduct a Department Review
Create a Proactive Recruitment Plan
Complete the Authorization to Begin Recruiting Form
Develop a Mission and Culturally Sensitive Position Announcement
12.
13.
14.
15.
16.
17. Complete the Faculty Ad Approval Form
18. Create a shortlist of diverse candidates
19. Complete the Request for Full-Time Agreement Form
20. Use Standardized Letters to Keep Candidates Informed
21. Use Standardized Forms to Evaluate Candidates
22. Speak with One Voice
23. Document Each Search
24. Implement a Proactive Campus Visit
25. Comply with the Legal Principles for Recruiting Faculty: Validity,
Objectivity and Measurable Consistency, Rationality, and Confidentiality
26. Comply with Ethical Principles to Guide Faculty Searches:
Treat All Candidates Equitably, and Avoid Exclusive Thinking
27. Evaluate the Search Process
√ DONE
Table of Contents Page
I.
.
II.
Planning and Implementing Proactive Faculty Searches ………………………..
1
A.
LMU: An Equal Opportunity Employer …………………………………...
1
B.
Charge to the Proactive Search Committees ………………………………
2
C.
Recruiting and Hiring for Mission: A Definition ………………………....
3
D.
What Attracts Minorities and Women to Academic Positions? …………..
3
E.
Definition of a Proactive Search Committee ……………………………..
4
F.
Prerequisite Activities for the Proactive Search Committee …………….
5
Responsibilities of the Proactive Search Committee ……………………………
7
A.
Decision-Making Method …………………………………………………
7
B.
Department Review…………. …………………………………………. .
8
C.
Proactive Recruitment Plan ………………………………………………
9
D.
Authorization to Begin Recruiting Form …….……………………………
11
E.
Mission and Culturally-Sensitive Position Announcement ……………….
12
F.
Faculty Ad Approval Form………………………………………………..
12
G.
Business Reply Postcard ………………………………………………….
13
H.
Telephone Resources……………………………………………………..
13
I.
Create a Shortlist of Diverse Candidates………………………………….
13
J.
Standardized Letters to Keep Candidates Informed………………………
14
K.
Standardized Forms to Evaluate Candidates……………………………..
14
L.
Speak with One Voice……………………………………………………
15
M.
Document Each Search……………………………………………………
15
N.
Implement a Proactive Campus Visit
……………………………..
16
O.
Request for Full-Time Agreement Form…………………………………
17
iii
Table of Contents
Page
III.
Legal Principles for Recruiting Faculty ………………………………………
18
A.
Validity …………………………………………………………….. ….
18
B.
Objectivity………………………………………………………………
18
C.
Measurable Consistency
…………………………………………….
19
D.
Rationality………………………………………………………………
20
E.
Confidentiality ………………………………………………………….
20
Ethical Principles to Guide Faculty Searches ….. ……………………………
22
A.
Treat All Candidates Equitably………………………………………..
22
B.
Avoid Exclusive Thinking ……………………………………………..
22
V.
Evaluate the Search Process ………………………………………………….
26
VI.
References …………………………………………………………………….
28
IV.
iv
Table of Contents
Page
Appendices
A.
Loyola Marymount Mission and Goals ………….. …………………………….
30
B.1
Interculturalism: Definition, Vision and Goals (English) ………………………
41
B.2.
Interculturalism: Definition, Vision and Goals (Spanish) ………………………
44
C.
Loyola Marymount University Strategic Plan: Section 4
[Catholicity, Diversity, Faculty Recruitment];
Section 5 [Initiative One: Promote Excellence in
Teaching, Scholarship and Creativity].…………………………………………
48
D.
Reviewing Applicants: Research on Bias and Assumptions ….………………..
52
E.
Selecting Members of the Faculty Search Committee:
Criteria for Department Chairs ………………………………………..............
53
F.
Faculty Availability Statistics ………………………………………………….
58
G.
Progress Toward Inclusive Excellence: Profile of the Faculty 2007-2008………
59
H.
Targeted Recruitment …………………………………………………………..
60
I.
Authorization to Begin Recruitment Form………………………………………
83
J.
LMU Boilerplate ……………………………………………….……………….
84
K.
Guidelines for Developing Mission and Culturally-Sensitive
Position Announcements ………………………………………………………
86
L.
Faculty Ad Approval Form……………………………………………………..
94
M.
Business Reply Mail Postcard………………………………………………….
95
N.
Telephone Resources……………………………………………………………
96
O.
Standardized Letters……………………………………………………………..
97
•
Sample Letter to Major Universities Soliciting
Applications or Nominations ………………………………………….
98
•
Sample Letter to Organizations and Associations ……………….. ….
99
•
Sample Letter to Department Chairs
……………………………..
100
•
Sample Letter Acknowledging Letters of Reference ………………..
101
v
Table of Contents Page
Appendices
•
P.
Sample Letter to Applicants Who Have Been Eliminated
From Consideration ………………………………………………….
102
•
Sample Letter to Interviewees ……………………………………….
103
•
Sample Letter to Announce a Cancelled Search …………………….
104
Standardized Forms …………………………………………………………….
105
•
Initial Paper Screening Worksheet for Minimum Qualifications ……
106
•
Applicant Rating Sheet ……………………………………………….
107
•
Student Reactions to Candidate’s Instruction …………………………
108
•
Form to Evaluate Candidates During the Campus Visit ……………..
109
•
Guidelines for Checking References………………………………….
110
•
Questions for Checking References….. ………………………………
111
•
Checklist for Evaluating Written Recommendations ………………..
113
Q.
The Request for Full-Time Agreement………………………………………….
115
R.
Improving Faculty Selection: The Critical Indices Approach………………..
116
S.
Questions to Ask and Not to Ask ………………………………………………
122
T.
Evaluation of the Search Process………………………………………………..
129
vi
Section I
Planning and Implementing
Proactive Faculty Searches
Recruiting and hiring faculty is a one of the most important services that academicians provide for universities. According to Williams and Hill (2005), “in these days of limited budgets and position vulnerability, a carefully planned and executed selection process is vital.” Searches are costly because they require a considerable amount of faculty and staff time. Given the financial investment, time and commitment to recruiting and hiring faculty, it is imperative the search process produce quality and lasting results. Search Committees with trained, dedicated, and experienced members yield highly qualified, diverse applicant pools with potential for outstanding hires which are also natural recruitment vehicles for future searches (Williams and Hill, 2005). This manual was developed to provide professional development to help faculty at Loyola Marymount University implement high quality proactive search processes that are supportive of the mission and goals of the University. Loyola Marymount University: An Equal Opportunity Employer Loyola Marymount University (LMU) is an Equal Opportunity Employer (EOE). It is important for members of the Search Committee to discern the distinction between EOE and Affirmative Action. According to Drew Bridges, legal counsel for LMU, “equal opportunity refers to the concept that there is a level playing field for all irrespective of their individual protected classification. In the law, the term Affirmative Action has come to mean a required mandated remedy in response to a judicial or legislative finding of de jure discrimination. Thus Affirmative Action most often refers to a court ordered remedy for judicially determined de jure discrimination” (2003). EOE refers to federal, state and local laws that prohibit discrimination in employment. It is the original legal effort to ensure that people have access to jobs regardless of their ethnicity, gender, age, national origin or religion. Affirmative action is a proactive response to remedy past discrimination or to ensure compliance with EOE laws when certain employees have been isolated within an organization (American Association of Retired Persons, 1999, p. 1). 1
Charge to the Proactive Search Committee The Proactive Search Committee must be clear about its charge, including its responsibility to help LMU realize its mission and achieve its goal to diversify the faculty and enhance its Catholic/Jesuit/Marymount identity. While the final decision for hiring a candidate for a faculty position is the responsibility of the Dean of each college or school, the Search Committee acts as an extension of LMU in meeting institutional and departmental needs. The Search Committee must follow all pertinent university policies and procedures while striving to meet the particular needs of the academic department (San Diego State University, 1999). The following documents contain relevant information: •
Loyola Marymount University Mission and Goals (See Appendix A) (Booklets available from Mission & Ministry, 338‐2987) •
Interculturalism: Definition, Vision and Goals (See Appendix B) (Booklets available from Intercultural Affairs, 338‐7744) •
Loyola Marymount University Strategic Plan Section 4 [Catholicity, Diversity, Faculty Recruitment]; Section 5 [Initiative One: Promote Excellence in Teaching, Scholarship and Creativity]) (See Appendix C) •
•
Moving Beyond Traditional Recruitment Strategies: Recruiting and Hiring Faculty for Mission (Workbooks available from Intercultural Affairs, 338‐7744) •
Reviewing Applicants: Research on Bias and Assumptions (See Appendix D) (Additional pamphlets available from Intercultural Affairs, 338‐7744) The Committee Chair should begin the search process by leading a discussion on the following documents: (1) Appendix A: LMU Mission and Goals, (2) Appendix B: Interculturalism: Definition, Vision and Goals, and (3) Appendix C: Loyola Marymount University Strategic Plan Section 4 [Catholicity, Diversity, Faculty Recruitment]; Section 5 [Initiative One: Promote Excellence in Teaching, Scholarship and Creativity]. The Chair should also lead a discussion on Appendix D: Reviewing Applicants: Research on Bias and Assumptions (Women in Science & Engineering Leadership Institute at University of Wisconsin, 2006). 2
Recruiting and Hiring for Mission: A Definition At LMU the mandate to hire for mission is understood as a seamless process impelling us to be attentive on many fronts. Without in any way gainsaying the need to find and hire academically distinguished faculty, the practice of recruiting and hiring for mission requires search committees to seek out candidates who are supportive of and will contribute to LMU’s distinctive mission as a Catholic/Jesuit/Marymount university, who will enhance ethnic diversity, and who will improve gender balance. What Attracts Minorities and Women to Academic Positions? Minorities and women are attracted to academic positions for many of the same reasons that non‐minorities are. However, other salient factors also distinguish or enhance a job applicant’s interest and a position’s attractiveness for minority and women candidates. Among these factors are: • Demographics of an institution’s faculty, staff and student body •
Demographics of the external community •
Transparent guidelines for tenure and promotion • Research opportunities with specific groups or in specific situations e.g., migrant farmers, inner‐city communities, special library collections, state/federal prisons, Native American reservations, and industrial plants • Availability of minorities and women to serve as research subjects •
Campus climate across the university •
Academic Climate in the department or program •
Presence of other faculty of color and women in the department and university • Administrative support for minorities and women to assume leadership positions • Possibility of achieving tenure and being promoted in rank •
Presence of affordable child care • Faculty development opportunities and mentors • Success of other minorities and women in the program and/or on campus • Infusion of diversity issues into the curriculum • Social support network in the community • Community resources that include churches, stores, restaurants, hair stylists, and professionals of color to provide medical, dental, and legal services • Availability of a large metropolitan area within a short traveling distance when institutions are located in small communities 3
Definition of a Proactive Search Committee Williams and Hill (2005) identified two types of Search Committees: traditional and proactive. Table 1 contrasts the characteristics of both types of search committees. In actual practice, many search committees at LMU fall somewhere in between. Table 1: Proactive Search Committees Versus Traditional Search Committees Proactive Search Committees Committee views the search process as the first step in faculty retention Committee as well as all members of the Department actively and continuously search for applicants Committee members display active, not passive behavior • Position Announcements include proactive language targeted toward women, minorities and other groups • Position Announcements highlight mission/identity and include information such as mentoring opportunities, campus diversity commitment, support, training grants, and access to special populations Committee educates applicants about the position and the university Committee builds a diverse pool of highly qualified applicants Committee implements plans to keep the search confidential Traditional Search Committees Committee focuses only on recruiting faculty for a specific position Committee members sort through the applications received Committee members display passive, not active behavior • Ads are unoriginal • The same language is used in every ad • Ads are placed in the same place every year Committee does not educate applicants about the position and the university Committee pays little or no attention to mission/diversity issues increasing diversity in the applicant pool Committee does not discuss the role of confidentiality in academic searches 4
Definition of a Proactive Search Committee (Continued) Table 1: Proactive Search Committees Versus Traditional Search Committees Proactive Search Committees Committee discusses the influence of unconscious assumptions and biases on the academic search process Committee discusses possible resistance to efforts to hire for mission and enhance the diversity of the faculty Committee values the contributions students add to the faculty search process and solicits their input Committee evaluates the search process Traditional Search Committees Committee does not discuss the influence of unconscious assumptions and biases on the academic search process Committee does not discuss resistance to efforts to hire for mission and enhance the diversity of the faculty Committee does not value or solicit student input during the faculty search process Committee does not evaluate the search process Prerequisite Activities for the Proactive Search Committee Step I: Identify an Advocate for Mission, Minorities and Women Researchers established guidelines on how Proactive Search Committees can best secure faculty to fill open positions. Effective results depend heavily on what Kelly (1977) terms “pre‐search” activities. Pre‐search activities include: 1. Acquiring a genuine understanding of the institution and demonstrating an understanding of institutional mission, goals, policies, and procedures. At LMU one Search Committee member should be assigned special responsibility for discussing and advocating for issues relating to mission and Catholic identity. Ideally, such responsibility will be assigned to one who has participated in the President’s Institute. 2. According to Massachusetts Institute of Technology “the Department Head should ensure that at least one member of the Search Committee is assigned the specific responsibility to see that an active search for minorities and women candidates is carried out” (2002, p.5). The Chair should also ensure that one or more persons on the Search Committee assumes responsibility for discussing and advocating for issues related to minority and women. 5
Prerequisite Activities for the Proactive Search Committee (Continued) The individuals assigned responsibility for representing institutional mission, and minority/women issues on the Search Committee need not be a minority or female person. It is essential to meet with the individuals before convening the first Search Committee meeting to help them evaluate and develop strategies to assume the roles of advocates for institutional mission, minorities and women. Additionally, others on campus will be available to assist the individuals assigned this responsibility. The following administrators will assist individuals who assume responsibility for representing institutional mission and minorities/women: a. Robert Caro, S.J., Vice President for Mission and Ministry b. Abbie Robinson‐Armstrong, Vice President for Intercultural Affairs c. Rebecca Chandler, Vice President of Human Resources. 3. Creating diverse Search Committees that include individuals who represent the University community is “the most important decision that the Department Chair makes in the entire process” (Anker, 1995). A Proactive Search Committee will ideally include males and females who are members of at least two of the ethnic groups present within the LMU campus community. The following ethnic groups are represented in the LMU faculty, staff and student body: ƒ African Americans ƒ American Indians ƒ Asian/Pacific Islanders ƒ European Americans ƒ Hispanic/Latino 4. A proactive Search Committee will appreciate the special value of student contributions to the search process. Some Search Committees include a student member; others solicit input from students who interact with finalist candidates during their campus visit. Moss (1997) describes four dimensions of Search Committee selection. The article, Selecting Members of the Faculty Search Committee: Criteria for Department Chairs, is displayed in Appendix E. Suggestions offered there should be adapted for local circumstances. 6
Section II
Responsibilities of the
Proactive Search Committee
According to Perlman and McCann (1977), “recruiting faculty members is important work. It is the process by which academic institutions and the professoriate renew their intellectual capital, influence their future direction, and choose who will educate their students.” Because faculty recruiting is an on‐going process, one might think that it is a “well organized, routine activity resulting in a professional and reasonably satisfactory experience for both recruiters and candidates” (Perlman and McCann, 1977). Nevertheless, researchers report that numerous horror stories continue to flow throughout the academy, often centered on misunderstanding of the Search Committee’s role and responsibilities. (University of California, Irvine, 2000; Massachusetts Institute of Technology, 2002). The Committee Chair should lead an engaging and detailed discussion on selection criteria and position definition prior to beginning the search. During the discussion, the Committee should come to realize that its goal is to identify and implement proactive recruitment strategies that allow it to convincingly represent LMU as a Catholic University committed to recruiting and hiring a diverse faculty, who demonstrate a fit to the University’s mission and goals. This goal should be of particular concern to departments that have few or no minority and/or female faculty or few or no faculty particularly qualified to reflect the University’s religious heritage/Catholic intellectual traditions. Step II: Select a Decision‐Making Method The Committee must agree on a method of decision‐making for drawing up its short list and recommending candidates to the department (consensus, majority vote, use of absentee ballots, or defer to the Chair to make the decision). In addition, the Committee must determine what will happen if the search is unsuccessful. This possibility should be considered at the beginning of the process. Decisions should be made and options should be identified regarding what might be done before the Committee finds itself choosing between hiring a marginally acceptable candidate or seeking approval to reopen the search (Perlman & Mc Cann, 1997, Spring). 7
Step III: Conduct a Department Review After obtaining the Dean’s approval to initiate a search, the Department must conduct a Department Review to identify educational goals for recruiting new faculty as a result of retirements, resignations, programmatic shifts or enrollment surges. The Department’s educational goals must be the basis of the program’s decision making. During the Review, the Department should use LMU’s Mission Statement, the College or School Strategic Plan and Five‐Year Academic Plan, a current copy of Faculty Availability Statistics, (See Appendix F) and Progress Toward Inclusive Excellence: Profile of the Faculty 2007‐2008 (See Appendix G) when defining its educational goals. The Department and Search Committee should identify educational goals in relation to several criteria. For example, the Department may want to recruit new faculty to: •
Create a faculty that contributes to the Catholic intellectual/artistic tradition •
Create a diverse mission‐sensitive faculty •
Create a faculty profile that mirrors the profile of student majors and minors in the Department •
Broaden course offerings •
Transform the curriculum •
Add or expand an area of research To avoid inadvertently contributing to further ethnic and gender disparities within the Department, or hiring faculty who do not value LMU’s Catholic/Jesuit mission and identity, compare the ethnicity and gender of students in the department with the ethnicity and gender of the faculty. Also compare the ethnicity and gender of the student body with the ethnicity of the faculty in the department. Refer to LMU’s Progress Toward Inclusive Excellence: Profile of the Faculty (2007‐2008). If the ethnic and gender representation of faculty does not reflect the proportional representation of students in the department and LMU student body, use data in Faculty Availability Statistics, and other national pools for the field as a whole and for subfields in which the Department is hiring to determine the availability of candidates. Availability is an estimate of the number of qualified faculty in a specific discipline, including underrepresented groups, available for employment at colleges and universities in the United States. Compare the number of underrepresented faculty in the department or discipline with the number available for employment. The Departmental Review ends with the development of a Report and a Pro‐Active Recruitment Plan. Guidelines for Developing a Proactive Recruitment Plan are described below. The Department Review and the Proactive Recruitment Plan must be approved by the Dean before initiating a search. The Dean will evaluate the Department Review and Proactive Recruitment Plan based on the University Learning Goals and those of the College or School and Department. After approving the Department Review and Proactive Recruitment Plan, the Dean must submit a copy of each document, along with a signed Authorization to Begin Recruiting form to the Senior Vice President for Academic Affairs and CAO for approval. 8
Step IV: Create a Proactive Recruitment Plan Proactive recruitment has relevance for both diversity and religious identity. The following quotations are apposite. In the first quotation, from the Faculty Recruitment Manual for the University of California, Irvine, Bryan and Kehoe (2002) defined the term proactive recruitment: “In addition to broad advertising, Search Committees may engage in other types of proactive outreach to increase the numbers of applicants for faculty positions, including women and minorities. As Committee members write letters or make phone calls to their colleagues to ask about promising candidates, they specifically inquire about promising women and minority candidates.” Note: If a member of a committee asks someone to recommend a candidate for a position (whether by phone or at a meeting, etc.) in most instances, the candidate(s) recommended will be male. If the committee member then asks if the person knows of any women or people of color, then those names may be offered. What tends to happen is that when asked for a candidate, persons (including women) typically think of men. Women and people of color are not at the bottom of the list but not on the list at all. Asking specifically for women and people of color, especially after the general request for candidates, will often generate additional candidates. “When Committee members attend conferences or other academic meetings for the purpose of recruiting or networking with potential candidates, they should also make a specific effort to attend conferences or meetings attended primarily by women and minorities in the field. Search Committees should ensure that female and minority members of the campus faculty are not excluded from consultations regarding their knowledge of potential candidates, and should actively encourage all faculty to refer potential candidates. “All academic disciplines have professional organizations and most of these have subcommittees for women and/or specific minority groups. Search committees may broaden the pool by utilizing the resources of these specialized academic and professional organizations and also by making efforts to identify individuals who have achieved excellence outside academe” (Bryan and Kehoe, 2002, p. 53). 9
Step IV: Create a Proactive Recruitment Plan (Continued) Targeted Recruitment (See Appendix H) contains a list of organizational addresses which the Committee can use to broadcast Position Announcements. Select an appropriate list, and mail a copy of the Position Announcement to each organization with a cover letter requesting that the Announcement be distributed to the membership. Effective Proactive Recruitment Plans will reveal steps the Committee will take to: • Establish a working relationship with similar departments or institutions with substantial numbers of women and minorities. • Request names of potential candidates from women and minorities at LMU and at institutions with strong graduate programs for women and minorities in a specific discipline. • Ask women and minority caucuses within relevant professional and academic association for the names of potential candidates. • Contact women and minorities who have received significant professional recognition and ask for the names of promising women and minorities. • Use a personal approach in recruiting candidates. Often outstanding potential candidates do not apply for an advertised position. If an individual declines a nomination or does not respond to your letter or inquiry, you may wish to telephone the person to determine if his or her reason for declining can be addressed and resolved (Texas Women’s University Handbook, 2004). • Inform the National Urban League and the national offices of Black Sororities and Fraternities of available positions. • Inform alumni publications of available positions at universities where women and minorities are well represented. • Contact the EOE office at other universities. Some of them maintain lists of women and minorities who are looking for employment elsewhere. The second quotation touches on pro‐active recruitment with a view to religious identity. It is from Dean Mark Roche’s Guide for Chairpersons in the College of Arts and Letters at the University of Notre Dame (2004): 10
Step IV: Create a Proactive Recruitment Plan (Continued) “We do not always draw sufficiently on our Catholicism as an advantage in hiring. A chairperson once conveyed the sentiment . . . that when we consider the Catholic question in hiring, it is usually reduced to the reflection, ‘This person is okay. He or she has nothing against Catholicism.’ We are shooting too low here. . . . “We should instead suggest to prospective colleagues—with great confidence and excitement—that our Catholicism means that {LMU} is an institution with a strong sense of community; that many of our disciplines study social justice issues and that our students are unusually committed to community service and the welfare of others; that the University places great emphasis on philosophy, theology, and the humanities and that our students take a great interest in the spiritual implications of their studies; that we view scholarship as having an existential component and a higher purpose; that we see learning not as an idle exercise of wits but as related to the development of character; that we value the unity of knowledge across disciplines and seek to give our students an integrative experience; that we value teaching and research equally; and that we offer our students opportunities for both a liberal arts and a practical education. Such a description should attract and energize Catholics and non‐Catholics alike” (p. 15‐16). In seeking candidates with a good mission fit and desire to integrate faith and learning, inquire about the availability of Lilly‐Network postdoctoral students and recent Ph.D. alumni of the Collegium Summer Colloquy. At LMU, their names are supplied to relevant department chairs each year. (Inquiries may be addressed to Fr. Caro (rcaro@lmu.edu). Proactive Recruitment Plans must be approved by the Dean of the College or School in which a vacancy is available. The Plans include placing announcements in major discipline journals and other media appropriate to the discipline, as well as proactive efforts to build a diverse and mission‐
sensitive pool of candidates. Step V: Complete the Authorization to Begin Recruitment Form The Authorization to Begin Recruitment form (See Appendix I) must be completed for the following positions: (1) Tenure or Tenure‐Track Faculty, (2) Visiting Faculty, (3) Clinical Professor, (4) Professor in Residence. The form should be completed as soon as the Dean approves the (1) Departmental Review Report and the (2) Proactive Recruitment Plan. The following supporting documents must accompany the Authorization to Begin Recruiting Form: (1) Departmental Review Report and the (2) Proactive Recruitment Plan. The Authorization to Begin Recruitment form requires the following approvals: (1) Department Chair, (2) Dean, and (3) the Senior Vice President for Academic Affairs and CAO. Send the form and documentation to the Vice President for Intercultural Affairs, University Hall, Suite, 4820. The Vice President for Intercultural Affairs will review the Authorization to Begin Recruiting 11
Step V: Complete the Authorization to Begin Recruitment Form (Continued) form to determine whether the Departmental Review and Proactive Recruitment Plan are attached. If these documents are not attached, the form will be returned to the Dean. A copy of the approved Authorization to Begin Recruitment form, which includes a slot number, will be sent to the Dean. Recruitment to fill a position may begin at this point. Questions regarding completion of the Authorization to Begin Recruitment form may be directed to the Vice President for Intercultural Affairs, (310) 338‐7598. Step VI: Develop a Mission and Culturally‐Sensitive Position Announcement Every Position Announcement must include the standard boilerplate (see Appendix J) that highlights LMU’s religious identity, key points of the mission, and the University’s commitment to building an inclusive community. Besides the boilerplate, however, there are ways of enhancing the language of the Position Announcement to make it intentionally inclusive, signaling a department’s strong desire to recruit minorities and women. Similarly, language in the Position Announcement can be geared to attract candidates who are prepared to make specific contributions to the Catholic intellectual/artistic tradition. In any given search, the recruiting strategies – and thus the emphasis in the Position Announcement – will be dictated by the departmental review conducted before the search begins. For further discussion on mission and culturally‐sensitive Position Announcements, including examples, see Appendix K: Guidelines for Developing Mission and Culturally‐Sensitive Position Announcements. Step VII: Complete the Faculty Ad Approval Form and the Mission and Culturally‐Sensitive Position Announcement The Faculty Ad Approval form (See Appendix L in Part II Moving Away From Traditional Recruitment Strategies: Recruiting and Hiring Faculty for Mission) is used to obtain permission to advertise all tenure or tenure‐track faculty positions. This form is not required for (1) Visiting Faculty and (2) Clinical Faculty positions. The Senior Vice President for Academic Affairs and CAO must receive all ads no later than seven (7) working days prior to the deadline date for publication. Only items approved on this form will be processed for payment. The following supporting document must accompany the Faculty Ad Approval form: (1) Mission and Culturally‐Sensitive Position Announcement which contains language to attract a diverse pool of candidates and the LMU Boilerplate. Send the form and Position Announcement to the Vice President for Intercultural Affairs, University Hall, and Suite 4820. The Vice President for Intercultural Affairs will review the Position Announcement to determine whether it contains the LMU Boilerplate (Appendix J) and mission and culturally‐sensitive language, as described in Appendix K: Guidelines for Developing Mission and Culturally‐Sensitive Position Announcements. If the form needs to be revised, it will be returned to the Dean. The form requires the following approvals (1) Dean, (2) Vice President for Intercultural Affairs, and (3) Senior Vice President for Academic Affairs and CAO. Questions regarding completion of the Faculty Ad Approval may be directed to the Vice President for Intercultural Affairs, (310) 33‐7598. 12
Step VIII: Mail the Business Reply Postcard to Each Applicant The Business Reply Postcard (Appendix M) provides an opportunity for Search Committees to obtain an accurate record of the pool of applicants by ethnicity and gender. The Committee Chair must contact Chris Kincinas at (310) 338‐7744 to arrange to have the Postcard addressed and printed. There is no cost to the Department for addressing and printing. After receiving the printed Business Reply Postcard, the Chair should mail one to every one who applies for the position. Applicants will mail the Postcard to the Department. Step IX: Mail the Telephone Resources to Each Applicant The list of Telephone Resources (Appendix N) provides opportunities for applicants to obtain additional and/or detailed information from members of the campus community. For example, faculty with children may want to speak with Human Resources to obtain information on benefits, such as insurance and childcare. The Committee Chair should mail the Telephone Resources to each applicant when responding to their application. Step X: Create a Short List of Diverse Candidates When reviewing applicants, the Committee should keep in mind the types of evaluation biases that psychological research identified in both women’s and men’s judgments of candidates (University of Michigan, 2007). These biases are described in Reviewing Applicants: Research on Bias and Assumption (Women in Science & Engineering Leadership Institute at University of Wisconsin, 2006) (See Appendix D). The most important points about the process of creating a short list of diversity faculty is to build in several checkpoints at which Committee members makes a considered decision about whether they are satisfied with the pool of candidates they have generated (University of Michigan, 2007, p10). The following steps have proved to be helpful in at University of Michigan and other institutions of higher education. • Gain consensus on the multiple criteria that will be used to choose candidates for interviews. Different criteria will produce different top candidates. Consider all criteria that are pertinent to the Department’s Educational Goals (e.g. working with diverse students, for example.) It is also important to discuss the relative weighing of the different criteria, and the likelihood that no or few candidates will rate high on all of them (p. 10). • Develop a medium list from which to generate a short list. Check the list to determine whether it contains women and minority candidates. If not, consider intensifying the search before moving on to a short list (p.10). 13
Step X: Create a Short List of Diverse Candidates (Continued) •
Create separate short lists wherein candidates are placed based on different criteria such as a good fit for LMU’s Jesuit/Marymount/ Catholic traditions, teaching and research potential, collaborative potential and mentoring capacity. Develop the final short list by taking candidates from across different criteria. Evaluate this step before finalizing the shortlist. Determine whether evaluation bias may still be affecting the choices made by the Committee. •
Interview more than one woman and/or minority candidate. Research indicates that interviewers evaluate women and minorities more fairly when there is more than one woman in the interview pool. Where there is only one woman or minority, she or he is far less likely to succeed than women or minorities who are compared to a diverse pool of candidates, probably because of the heightened salience of his or her gender or ethnicity (p.10). Step XI: Use Standardized Letters to Keep Candidates Informed The Search Committee or Department Administrative Assistant is also responsible for writing letters (e.g., acknowledgement of receipt of credentials and letters of recommendation, request for additional information, and informing candidates at each stage if they are not being considered (Perlman & McCann, 1997, Spring). The following Standardized Letters are displayed in Appendix O: (1) Letter to Major Universities Soliciting Applications or Nominations (2) Letter to Organizations and Associations (3) Letter to Department Chairs (4) Letter Acknowledging Letters of Reference (5) Letter to Applicants Who Have Been Eliminated from Consideration (6) Letter to Interviewees (7) Letter to Announce a Cancelled Search Step XII: Use Standardized Forms to Evaluate Candidates The next step involves creating Standardized Evaluation Forms to evaluate candidates against the Position Announcement. The evaluation process should be designed to determine each candidate’s understanding of and commitment to LMU’s distinctive mission and identity as a Catholic/Jesuit/ Marymount University, demonstrated or potential teaching effectiveness, scholarly and creative activity, and their commitment to diversity as a means of achieving academic excellence. Standardized Forms displayed in Appendix P are listed below. (1) Initial Paper Screening Worksheet for Minimum Qualifications (2) Form to Evaluate Candidates During their Campus Visit (3) Applicant Rating Sheet (4) Rating Sheet for Student Reactions to the Applicant’s Teaching Session 14
Step XII: Use Standardized Forms to Evaluate Candidates (Continued) (5) Reference Questions (6) Checklist for Recommendations from Referees Step XIII: Speak With One Voice The Search Committee must speak with one voice. The Committee Chair should be the contact with all candidates and for all official inquiries related to the position. It is important for members to understand that the Committee does not have the authority to discuss salary, benefits, and other forms of remuneration with candidates. When candidates pose questions related to these topics, the Search Committee Chair must defer to the Dean of the College or School. The Dean may discuss the particulars of a candidate’s remuneration package with the Search Committee Chair if he/she deems it necessary. Step XIV: Document Each Search Search records should be kept for two (2) years. Search documentation includes the following tasks: 1. Maintain a file of applicants including all materials submitted. 2. Create a file for each candidate. Include all forms, letters, materials submitted, and documentation that pertains to the candidate, including results of all reference checks. 3. Insure that documentation provides rationale for Committee decisions and recommendations. 4. Keep official minutes of Committee meetings, copies of recruitment ads, letters, announcements, and information on gender and ethnicity of candidates, if available (University of Colorado of Colorado Springs, 2000, p. 18). 5. Forward a report to the Dean on final candidates, classifying them as highly qualified, qualified, or not qualified. Potential contributions to mission/diversity should be factored into these rankings. 15
Step XV: Plan and Implement a Proactive Campus Visit During the process of planning the campus visit for candidates, the Search Committee must consider how the department will represent the university as a whole and as a place in which women and minority faculty can thrive. Prior to the visit, each candidate should receive, among other materials, the University Bulletin, the Mission and Goals Statement, the booklet entitled Interculturalism: Definition, Vision, and Goals, and a benefits summary. Once candidates are on campus, it is important to schedule interviews and events with consistency. Allow equal time for each candidate to interview and meet with the same personnel. Treat internal candidates with the same consistency. The Committee should create a visiting schedule that provides an opportunity for each candidate to interact with the department’s faculty in multiple venues. Formal talks may not reveal every candidate’s strengths. Consider question and answer sessions, chalk talks, and other less formal interactions (University of Michigan, 2003, p. 21). If opportunities for alternative interactions are offered to one candidate, they must be offered to all candidates. Besides the schedule of visits within the department and college/school that will be the same for all candidates, it is also important to offer each candidate an opportunity to meet with other faculty or administrators of their own choice, including the Vice President for Intercultural Affairs, Chair of the Committee on the Status of Women, and Director of the Child Care Center, etc. These individuals can provide relevant information to candidates who are women and members of underrepresented groups. Candidates who would like additional information about LMU’s Catholic identity or Jesuit/Marymount heritage are welcome to meet with the Vice President for Mission and Ministry. The campus visit provides an opportunity for the Search Committee to deliver two important messages to the candidates: 1.
Make it clear that the Committee is interested in the candidate’s scholarship, skills, and mission fit rather than his or her demographic characteristics. It is not helpful to make a point with a candidate that the department is eager to hire women and minorities. 2.
Make it clear that LMU is a good place to work. If these messages are communicated in a positive way, women and minority candidates will be more likely to believe that they will be able to thrive at LMU. Table 2 displays criteria that describe Proactive and Traditional Search Committees’ approaches to providing a positive campus visit for applicants. 16
Step XV: Plan and Implement a Proactive Campus Visit (Continued) Table 2: Proactive Versus Traditional Campus Visits In actual practice, many LMU Search Committees fall somewhere in between. Proactive Approach to Campus Visits Traditional Approach to Campus Visits Committee sends the candidates the schedule of the campus visit before they arrive Committee arranges for candidates to meet with faculty with similar interests or backgrounds Committee presents the schedule to the candidates when they arrive on campus Committee does not provide opportunities for candidates to meet with individuals outside of the department Committee provides a Welcome Packet for candidates which includes the LMU’s Mission and Goals Statement, Intercultural Framework, benefit information, website information, the Strategic Plan, Chamber of Commerce materials, etc. Committee does not provide a Welcome Packet that helps candidates make serious employment related decisions Committee makes sure there is always a committee member or another appropriate individual who can show the candidate from one appointment to the next and answer any questions the candidate may have Committee follows up with candidates as soon as possible after they have arrived home to thank them for their visit and answer any questions that may have arisen Committee assigns a student to the position of helping the candidate navigate the campus Committee contacts the candidate(s) they are interested in hiring some days or weeks after the campus visit Step XVI: Complete the Request for Full‐Time Agreement Form The Request for Full‐Time Agreement form (See Appendix Q) must be completed for the following positions: (1) Full‐Time Tenure or Tenure‐track Faculty, (2) New Visiting Faculty, (3) Returning Visiting Faculty, (4) Clinical Professor, and (5) Professor in Residence. After selecting a final candidate for a full‐time faculty position, the Dean must complete the Request for Full‐Time Agreement. The following supporting documents must accompany the Request for Full‐Time Agreement: (1) Candidate’s Curriculum Vitae, (2) LMU Faculty Application, (3) EOE Self Identification Form, (4) Official Transcripts for the Terminal Degree. Send the form and the four required documents to the Office for Faculty Support, University Hall, and Suite 4820. The Office of Faculty Support will review the form to determine whether the supporting documents are attached. If the documents are not attached, the form will be returned to the Dean. Questions regarding completion of the Request for Full‐Time Agreement form may be directed to the Office of Faculty Support (310) 258‐5459. 17
Section III
Legal Principles for Recruiting Faculty
The legal principles for recruiting include Validity, Objectivity, Measurable consistency, Rationality and Confidentiality. Validity Validity is a legal term meaning “based on sound principles.” If the hiring decision is challenged, the courts will want proof that the questions and the selection criteria were valid (Gregg, 2004). Much of the requirement for validity has come from court cases on discrimination. In case after case, it was found that those who got hired were those the members of the Search Committee “liked,” and this translated into those who were the same ethnicity, sex, or national origin as the majority of the Search Committee. The Committee’s ratings of the candidates were not based on job‐relatedness. The standards used for hiring were so vague and “subjective” that no one, including the courts, could figure out how the Committee reached the decision (Gregg, 2004, pp. 27‐32). Therefore, the courts require validity with clear standards. The elements of validity are: 1. Job‐Related 2. Performance Predictive 3. Objective Criteria 4. Same Criteria and Same Scale for all Candidates 5. Standardized Interview Appraisal Form 6. Standardized and Controlled Process Objectivity Objectivity is established through a clear description of the job and duties to be performed. When the Job Description is made public, it becomes a public offering of the University and cannot be changed unless it is rescinded (California State University, Chico, 2004). For example, if the Search Committee and Department decide to add or subtract criteria to or from the Job Description, a new Description must be created and re‐advertised. The Position Announcement is the basis for establishing objective criteria that enable the Search Committee to assess whether an applicant values the University’s mission and goals and has the necessary education, knowledge, research background, and teaching expertise to carry out the described duties (San Diego State University, 1999). 18
Objectivity (Continued) Objective criteria mean that the criteria used for hiring can be defined, and that a neutral party, like the courts, can look at the criteria, understand them, and see how the Committee reached a decision (Gregg, R., 2004; San Diego State University, 1999). Vague criteria for selecting candidates generate confusion and antagonism. The process of formally defining desirable candidate traits and experiences improves the reliability and validity of selection and minimizes criticism and the potential for lawsuits (Perlman & Mc Cann, 1996). Measurable Consistency Measurable consistency focuses attention on the use of Patterned Interviews and Uniform Reference Checks. • Patterned Interviews: Search documentation must provide evidence that the each candidate was evaluated against the same set of objective criteria (Gregg, R., 2004; San Diego State University, 1999). Save these documents for two years. Search Committee decisions can be subjected to legal reversal if they can be shown to be arbitrary or capricious. The integrity of the process is protected by its consistency and rationality. The article in Appendix R, Improving Faculty Selection: The Critical Indices Approach was written to help the Search Committee develop questions which emerge through job analysis and which focus upon specific knowledge, skills and abilities. Appendix S contains a list of Legal Questions and Sample Questions that the Committee may utilize during the process of developing the Patterned Interview. Use the Position Announcement to develop the Patterned Interview to use during interviews as well as questions for references. The Patterned Interview means that each candidate who is interviewed for the same job gets essentially the same interview. Be consistent with questions during the interview (Gregg, R., 2004). Do not allow the interview to wander away from the questions that the Committee developed. For example, if candidate A is asked what are the critical issues in the field today, answers it brilliantly and then the information is used to show what a good candidate A is, it is unfair to all other candidates who were never asked that question and therefore cannot be compared to candidate A on this dimension. Additional questions can also be asked when appropriate, even though essentially everyone gets the same interview. •
Uniform Reference Checks: The Committee must take steps to complete a uniform reference check on candidates under serious consideration. Reference checks are made by telephone and/or by evaluating letters of recommendation. The process of interviewing and evaluation is enhanced when a committee or the whole department is involved in developing a uniform set of questions to check an applicant’s references. It demonstrates the department’s commitment to fairness, and the process will help the committee sharpen the link between criteria and implementing questions to ask an applicant’s references, 19
Measurable Consistency (Continued) which in turn will help the subsequent evaluation of each candidate. It may be helpful if the Dean approves or at least monitors the list of questions to be asked. It may also be useful to divide the task of checking candidates’ references among members of the Committee. Ask each referee the same questions, and use the same reference checking forms to collect the verbal data in a uniform fashion. Appendix P contains Questions for Checking References. Rationality This term means that every decision the Search Committee makes must be rational in that it can be explained to a reasonable third person. The decision to reject an applicant and the justification for candidates selected for interviews must be explained in terms of written objective criteria and a record made of those reasons. Confidentiality Candidates need to know to what extent information about their application, even the fact that they have applied for a position, will remain confidential. According to the University of Wisconsin‐
Madison Office of Quality Improvement, “one of the biggest challenges of maintaining confidentiality within the search is the off‐the‐cuff informal comments Search Committee members may make to colleagues” (2005, p. 1‐13). Many searches have been derailed because of offhand comments made by members of the Search Committee. These statements have a tendency to spread quickly through the grapevine (Whatley, in Searching for Excellence in Diversity, 2005, p. 1‐13). The following principles will help Search Committees maintain confidentiality: • Keep all application materials and correspondence secure and available only to those who have a need to know. A search is a personnel deliberation, and the information being utilized is personal to the applicant, and the committee does not have the right to broadcast it. Leaks can create tremendous, and irreversible, damage ranging from hurt feelings and poor morale to grievances and complaints. • Members of the Search Committee should sign a pledge or agreement to maintain confidentiality. The agreement should specifically mention those who should not be informed and those who have a “need to know.” Additionally, all support staff handling materials related to the Search Committee process should sign a similar agreement and/or be informed of the need for confidentiality. 20
Confidentiality (Continued) •
Keep all discussions within the Committee; do not share information outside of the Committee or discuss who said what about the candidates, the process, or the decision. Respect the wishes of employed candidates who do not want employers or colleagues to know they are seeking a new position, and use special care in checking references. If the Committee decides that others besides the designated contact are going to have information, agree on what information will be provided (i.e., responding only to questions regarding the status/progress or the process). •
•
21
Section IV
Ethical Principles to Guide Faculty Searches
Perlman and McCann (1977) assert that ethical recruiting involves “responsibilities, judgments of values and obligations, and proper conduct.” The researchers further state “ethical principles do not carry weight or sanctions beyond being the right thing to do, but they do reflect what should be common understanding and practice of desirable behavior.” The following principles are based on the notion that Search Committees exercise a “great deal of power over applicants and this power must not be misused” (p. 4‐6). The ethical principles for recruiting begin with strategies for treating all candidates equitably and focus on exclusionary thinking. Treat All Candidates Equitably •
Do not refer to some applicants informally by first name and others more formally by last name. •
Do not take one applicant to an upscale restaurant for dinner, and another to an establishment of lesser quality. Understand that social situations (e.g., lunch or dinner with the Search Committee) are part of the candidate evaluation process. •
•
If two members of the Search Committee accompany one applicant to lunch or dinner, two members of the Committee must accompany all other applicants. Avoid Exclusionary Thinking •
Cast a Wide Net. Proactive Search Committees take steps to keep from excluding candidates by recruiting from a wide range of sources and using a variety of methods. The Search Committee can enrich the candidate pool by contacting traditional professional organizations to identify their affiliated groups for women, minorities, and other underrepresented groups. •
Determine Who is Qualified. Respecting the welfare of others is an essential element of a fair and ethical search. Before the search begins, the Committee should engage in a discussion for the purpose of answering an important question: Who Is Qualified? The questions below will help engage the faculty in discussing the “Who is Qualified Issue. 1. When did the question of qualifications surface in our society? 22
Avoid Exclusionary Thinking (Continued) 2. How have people obtained jobs in the past? 3. Who gets left out of the informal recruitment process? 4. How qualified are the people who come into the system through the informal network? 5. What other purposes can questions about qualifications serve than genuine concern about the skills and abilities? 6. What are some ways to reduce the probability that people will be concerned about the qualifications “of women and people of color” in a diverse work environment? The work, ideas, and findings of women or minorities may be undervalued, or unfairly attributed to a research director or collaborators despite contrary evidence in publications or letters of reference. In a study that asked evaluators to assess the contribution of skill and luck to successful performance of a task, evaluators more frequently attributed success to skill for males and to luck for females, even though males and females succeeded equally (Deaux & Emswiller, The University of Wisconsin Madison). In another study, evaluators who were busy, distracted by other tasks, and under time pressure gave women lower ratings than men for the same written evaluation of job performance. Sex bias decreased when they gave all their time and attention to their judgments, which rarely occurs in actual work settings. This study indicates that evaluators are more likely to rely upon underlying assumptions and biases when they cannot or do not give sufficient time and attention to their evaluations (Martell, The University of Madison). At Loyola Marymount University, qualified denotes mission fit and professional credentials. Mission fit is an inclusive term that compels us to hire for diversity, gender, and potential contribution to LMU’s distinctive character as a Catholic/Jesuit/ Marymount university. •
Judge What is on Paper. Do not allow personal knowledge to enter into the preparation of the applicant evaluation. The Committee must judge what is on paper, not what or whom they know. • Be Aware of Unconscious Bias. Evaluate candidates in broad and comprehensive terms, carefully examining all of an individual’s accomplishments, potential growth, diversity of perspective, and the unique contributions that the candidate will make to the department (California State University, Chico, 2004, p.4). While well‐meaning Search Committees may 23
Avoid Exclusionary Thinking (Continued) believe the successful candidate has to be a “Good Fit,” it is important to remember that “Good Fit” does not mean “just like me“(Williams and Hill, 2005). At LMU, we are looking for “good mission fit.” There is now a body of research which indicates that women (and people of color) are often devalued, even if their behavior is identical to that of white males. Both men and women do this. One study by Rhea Steinpreiss involved sending out the same resume of a psychology faculty member to psychology departments all over the country, asking a series of questions such as is this person qualified to be hired in their department, etc. Half the time, the resume had the name “Brian Miller” and half the time, the name, “Karen Miller”. Although the resumes were identical, Brian Miller was far more likely to be “hired” by both men and women faculty. Karen was also more likely to be criticized (“Did she get this grant by herself—would want to check this out”). Devaluation is a major reason why women and people of color are not likely to be hired—they are evaluated differently than white males. It is often very subtle. Many women speak more hesitantly and deferentially. They make more tentative rather than definitive statements and may make statements in the form of a question (i.e., “Is it cold in here?” rather than “It is cold in here”). Because the valued speech of academe is more bold and declarative, women who speak in this softer manner may be perceived as less capable, less intelligent, etc. •
Be Aware of Chilly Climate Issues. Although most persons want to treat other people fairly, many men and women inadvertently and unknowingly often treat men and women differently in ways that are so subtle that the persons behaving in this manner do not know that they are doing it, and the persons it happens to, may often not even notice the behavior. Nevertheless, such behaviors can not only affect the self‐confidence of the persons treated this way, but the behaviors themselves can contaminate the interview and evaluation process. Although most of the chilly climate literature has dealt with the chilly climate for women, it is very clear that minorities and anyone who is on the “margins” or “outside” of a group, or who is perceived as different, is often treated in the same manner as women often are treated. For example, men are more likely to be asked open‐ended or critical thinking questions, such as “How did you get to be a micro‐biologist?” or “What directions do you expect to take in your research for the next ten years?” Women are more likely to be asked “What text do you use in your advanced course?” “What courses do you teach?” Women get less eye contact, are less likely to be called by name, get less attention when they are speaking, are interrupted more often, etc. If search committee members are not aware of these behaviors, they may well engage in them inadvertently. 24
Avoid Exclusionary Thinking (Continued) •
Acknowledge the Halo Effect: Another Form of Personal Bias. Interviewers who use personal or stereotypic information about an applicant to bias their evaluation of that person’s other characteristics are using the “Halo Effect” (California State University, Chico, 2004). “Halo Effect” examples include the following: a. An applicant who has a pleasant smile and firm handshake may be considered a leading candidate b. An applicant who attended a member of the Search Committee’s alma mater may be perceived as “More Qualified” than others c. An applicant who agrees with the interviewer’s theoretical position is given an unconscious advantage and may be considered a leading candidate e. An applicant whose physical attributes remind you of a close friend may be perceived as a better “Mission or Departmental Fit” f.
An applicant who is a member of the same ethnic group or gender as other members of the Search Committee may be considered a leading candidate g.
An applicant who graduated from an Ivy League University may by that fact alone be perceived as “More Qualified” then one who graduated from a State University or religiously affiliated institution • Respect Each Candidate’s Dignity and Self Worth. The practice of labeling candidates as protected or minority has the potential to reduce dignity or self worth. Applicant attributes, talents and relative weaknesses are simply these and nothing more. • Treat Candidates With Respect During the Interview. Do not exploit candidates during the interview by asking hard questions within a spirit of respect. Badgering a candidate is simply not professional, nor ethical. One should not enhance one’s reputation as a curmudgeon at the expense of candidates; such behavior is exploitive. • Treat Candidates’ Files Fairly and Equally. Treatment of applicants’ files, interviews, and inquiries must be consistent. If the Committee decides to examine one candidate’s teaching evaluations, the Committee must examine the same documents for other candidates. 25
Section V
Evaluation of the Search Process
Step XVII: Evaluate the Search “I want to say a word about diversity because frequently in the popular culture it’s thought that diversity is the enemy of excellence, and nothing could be further from the truth. If you look at the most educative moments throughout human history, they are when people encounter people different from themselves. Diversity is really at the heart of education, and doing diversity right—it’s hard work, you have to be committed to it, we want to be great at it, means not only getting the right numbers here but doing all the things we do in the academic area and in student affairs to help people to get to know and understand people very different from themselves. I want to be very clear that this is an area for true excellence, and this is an area where we can be a national model to others” (Robert Lawton, S. J., President’s Convocation Address, 2007). We appreciate your willingness to serve on a search committee for faculty. During the search, we hope that you identified and recommended outstanding candidates who have the potential to help LMU realize its mission as a Catholic/ Jesuit/Marymount university and achieve its goal of diversifying the faculty. Our efforts to hire for mission/diversity are intended to bring to the faculty outstanding teacher‐scholars who understand and appreciate the distinctive character of a Catholic university like LMU and who are prepared to help us achieve inclusive excellence. Going beyond academic excellence, which focuses only on the quality of teaching, scholarship, and service, inclusive excellence re‐envisions both quality and diversity. It reflects a striving for excellence in higher education that has been made more inclusive by decades of work to infuse diversity into teaching, scholarship, service, faculty and staff recruiting and hiring, admissions, the curriculum and co‐curriculum; and into administrative structures, policies and practices (American Association of Colleges and Universities, 1998; American Council on Education, 2000). Consistent with this definition, Father Lawton described inclusive excellence this way in his 2007 Convocation Address to the campus community. “Every great university is marked by the fierce, passionate, focused, firm pursuit of excellence. They are shrines of excellence. Excellence is not only respected, it’s revered, it’s studied, it’s imitated, it’s encouraged, it’s performed. 26
Evaluation of the Search Process (Continued) Excellence is expected, and excellence is expected everywhere. It’s expected in the academic area in terms of scholarship, teaching, and learning, but it’s expected elsewhere as well. It’s expected in the athletic teams. It’s expected in student life programs. It’s expected in how facilities are cared for, how the grounds are cared for. It’s expected in finance, in fund‐raising, in federal relations. Excellence is simply expected everywhere, and the reason for that is I’m a firm believer that excellence is contagious so that excellence in any one area inspires excellence in other areas. If we want the university to be truly excellent, we want it excellent everywhere.” If you focused on quality, mission sensitivity, and diversity during the search, not only will your outstanding candidates help LMU realize its mission and achieve its goal to diversity the faculty, they also will bring impeccable research and scholarship credentials as well as teaching and service competencies to your department. All Committees must evaluate the process after completing a search for Full‐Time Tenure or Tenure‐Track Faculty. The attached survey instrument in Appendix T was designed to evaluate the search process and not the committee. Like other institutions of higher education, LMU strives to create and maintain a culture of evidence. The University will use the empirical evidence generated by Evaluation of the Search Process to make critical decisions about faculty searches in the future. The Search Committee’s final meeting provides an opportunity for all members to participate in the evaluation of the process. All members of the Committee received a paper copy of the survey instrument before the Search began. However, the online instrument is the most appropriate and convenient for group participation in the evaluative process. Therefore, it will be helpful to hold the Committee’s final meeting in a room where a computer is available. Please use the following internet address to display Evaluation of the Search Process on the computer monitor: www.lmu.edu/searchevaluation. The Chair of the Search Committee should guide the discussion on each item in the survey. It will take approximately 15 minutes to complete the survey. After responding to Evaluation of the Search Process, the Chair of the Search Committee must send a printed copy of the completed on‐line survey to: College or School Dean Abbie Robinson‐Armstrong, Ph. D., Vice President for Intercultural Affairs Rev. Robert V. Caro, S.J., Vice President for Mission and Ministry Each Member of the Search Committee Questions regarding Evaluation of the Search Process may be directed to Abbie Robinson‐
Armstrong arobinso@lmu.edu or (310) 338‐7598 and/or Rev. Robert V. Caro, S. J. rcaro@lmu.edu or (310) 338‐2987. 27
Section VI
References
Bromert, J. D., The Role and Effectiveness of Search Committees. Washington, D. C.: American Association for Higher Education; ERIC Clearinghouse on Higher Education, 1984. ED 243 355. Bryant, S.V., Kehoe, P., (2002), Faculty Recruitment Manual, University of California, Irvine; Academic Advancement Office of the President. Essential Elements of a Fair Search 1. Moss, S., (1999) Procedures for Faculty Recruitment and Filing, San Diego State University, Office of Diversity & Equity. Faculty Recruitment Handbook, NSF ADVANCE, University of Michigan, 2002‐2003, How Active Recruitment Efforts can Backfire, p. 7. Kelly, S. P., “The Administrative Hiring Process.” Liberal Education 64 (October 1977): 443‐
452. Massachusetts Institute of Technology (2002) Faculty Search Committee Handbook. O’Rouke, S., Recruitment and Retention Academic Advancement of Faculty, University of California. Perlman, B., & McCann, L. I. (1997, Spring). Ethical Guidelines for Faculty Recruiting. The Department Chair, 74(4), 4‐6. Perlman, B. & McCann (1997) Recruiting Good College Faculty: Practical Advice for a Successful Search, Anker: Boston. Roche, Mark (2004) Guide for Chairpersons in the College of Arts and Letters, University of Notre Dome. 28
Search and Selection Procedures for Faculty and Professional Exempt Positions, Office of University of Colorado (2002), Selecting Members of the Faculty Search Committee: Criteria for Department Chairs. The Department Chair, 5, Spring 1995 Strategies for Successfully Recruiting and Hiring Minority Faculty Members (2002), Virginia Commonwealth University, Office of Equal Employment Opportunity Services. 29
Appendix A
Mission and Goals
of
Loyola Marymount University
Mission and Identity Loyola Marymount University University Hall, Suite 4844 Los Angeles, CA 90045 (310) 338‐2987 30 Mission and Goals
Loyola Marymount University
Introduction: Understanding Our Identity
With a strong insistence on both academic freedom and a vibrant religious presence,
Loyola Marymount's Mission and Goals Statement places the university in the
mainstream of American Catholic higher education.
Approved by the Board of Trustees in 1990, the document has guided the university
through a decade and a half of unprecedented growth and into the challenges of the 21st
century. The 2001 Strategic Plan, with its own trajectory for the near future, is rooted in
the Mission Statement. So too is the Educational Effectiveness Review prepared for
LMU’s most recent accreditation by the Western Association of Schools and Colleges.
Indeed, this latter document borrows its structure from the threefold purpose of the
university as expressed in the preamble to the Mission Statement: the encouragement of
learning, the education of the whole person, and the service of faith and the promotion of
justice.
These often quoted phrases are at the heart of our communal self-understanding. Trustees
and administrators meditate on them, orientation programs for faculty and staff invoke
them, first-year students write about them. Although deceptively simple in their
expression, when unpacked they tell us much about LMU’s identity as a Catholic,
Jesuit/Marymount University.
The Encouragement of Learning
The encouragement of learning and pursuit of academic excellence took a quantum leap
in 1986 when a substantial portion of the income from an historic $40 million bequest
was dedicated to faculty development and student scholarships. Since that time—thanks
to the continuing growth of the university’s endowment—teaching loads have decreased,
faculty scholarship and creativity have flourished, and qualifications of entering students
have shown a steady rise. Academic excellence continues as the overarching theme of the
Strategic Plan in its vision of LMU’s growth into one of the nation’s distinguished
Catholic universities.
As a Catholic university, LMU shares a rich intellectual and cultural heritage that is
marked by characteristics such as these:
•
It views the world as sacramental and seeks to find God in all things
•
It esteems both imagination and intellect
31 •
It takes philosophical and theological thinking seriously
•
It engages in ethical discourse and pursues the common good
•
It eschews the supposition that there can be value-free facts
•
It seeks an integration of knowledge in which “faith and reason bear harmonious
witness to the unity of all truth” (John Paul II, Ex Corde Ecclesiae, 1990, par. 17).
As foundational for inquiry and learning, Loyola Marymount intentionally strives to
build an intercultural community, actively recruiting students, faculty, and staff from
ethnically diverse backgrounds. In a similar way, the university places a premium on
ecumenical and inter-religious dialogue. All religions are taken seriously, and a genuine
welcome is extended to faculty, staff, and students of diverse faith traditions. This
means that at LMU the encouragement of learning is a radical commitment to free and
honest inquiry in teaching and research—but always with reverence before the mystery
of the universe and openness to the Transcendent.
The Education of the Whole Person
With roots in the spiritual humanism of the renaissance, the university’s Jesuit and
Marymount traditions have as one of their hallmarks an abiding concern for the education
of the whole person. Growth in knowledge and mastery of a discipline are only part of
the total educational experience. As one alumnus has remarked, “I consider my time at
LMU a rite of passage to adulthood when I grew intellectually, emotionally, and
spiritually.” This kind of integrated personal growth reflects what is traditionally
understood by the education of the whole person. It takes place not only in the
classrooms, laboratories, and library, but also in the chapels, residence halls, and
recreation centers, on the athletic fields, in off-campus service projects, in campusministry retreats, and, indeed, wherever students gather. Faculty and staff all contribute to
it when they establish a personal relationship with students, listen to them, respect their
individuality, and help them to develop their unique talents for lives of freedom and
responsibility, leadership and service.
At its best, the education of the whole person comes to fruition not simply in personal
integration but in a sense of one’s place in the global village and concern for those in
need. From LMU’s perspective, today’s whole persons are men and women with and for
others—visionary men and women able to see beyond the bounds of culture and class
and eager to work for the common good wherever it is thwarted by economic, political,
or social injustice. This understanding of the education of the whole person provides an
easy segue to the third key phrase in the Mission Statement.
32 The Service of Faith and the Promotion of Justice
In linking active concern for the poor to the service of faith, Loyola Marymount follows
the lead of its sponsoring religious communities and the post-Vatican II Church in
acknowledging that work for social justice is a requirement--not simply an option--of
biblical faith. Even while making common cause with men and women whose work for
social justice is motivated by noble secular values, LMU finds its deepest inspiration for
the promotion of justice in the concern of the Hebrew scriptures for “the widow, the
orphan, and the stranger in the land” and the preference of the gospels for the “least” of
Jesus’ brothers and sisters.
LMU’s decades-old impetus to provide educational opportunities for under-represented
groups, its long-standing community-service opportunities for students, and its more
recently established faculty grants for faith-and-justice research and curriculum
development are all part of the university’s commitment “to work for justice as the gospel
requires” (to borrow a phrase from Sister Mary Milligan, speaking as provincial superior
of the Marymount Sisters to the university's Board of Trustees).
There are many opportunities for members of our community to reach out to those in
need, but doing good for the poor without a change of heart falls short of the university’s
faith-and-justice mission. The student who returned from a spring-break immersion to
report that “I went there thinking I would serve the people of Appalachia but had no idea
how they would change my perception of materialism” speaks to this distinction—and
verifies an important pedagogical insight expressed by Fr. Peter-Hans Kolvenbach,
superior-general of the Jesuits: “When the heart is touched by experience, the mind may
be challenged to change.” The service of faith and the promotion of justice thus looks
toward attitudinal change as a prompt for students—and all associated with LMU—to
understand the causes of injustice and to work for humanizing changes in society.
May these introductory reflections serve the purpose for which they are offered: to
provide a contemporary commentary on the Catholic and Jesuit/Marymount identity of
the university as it is embedded in the three key phrases of the Mission and Goals
Statement.
Robert V. Caro, SJ
Vice President for Mission and Identity
33 Mission Statement
Founded In 1911 and located In Los Angeles, Loyola Marymount is the only
Jesuit/Marymount University in the southwestern United States. It is institutionally
committed to Roman Catholicism and takes its fundamental inspiration from the
traditions of its sponsoring religious orders. Loyola Marymount has always been, above
all, a student-centered university.
Loyola Marymount understands and declares its purpose to be:
•
The encouragement of learning
•
The education of the whole person
•
The service of faith and the promotion of justice
Therefore the university pursues quality in:
Curricula of All Academic Programs
Instruction in all disciplines and courses is to be challenging, intellectually stimulating,
and current. It is to be conducted in an atmosphere of academic freedom and is to include
discussion of the important moral and other value questions of contemporary society.
Students are to acquire skills, knowledge, and the ability to use their skills and knowledge
creatively now and in the future.
The undergraduate core curriculum is to be structured, integrated, and centered on the
humanities, especially philosophy and Catholic theology. Students are to acquire the arts
of precise and elegant expression, a sound and critical grasp of ideas, a familiarity with
the modern world’s ways of knowing itself, a personal understanding of this nation’s
history and multicultural heritage, and an appreciation of other cultures and societies
around the globe.
Concentrations in the liberal arts and sciences as well as in carefully selected preprofessional programs are to give students not only technical knowledge and expertise,
but also awareness of the larger human context that calls them to use their competencies
for personal growth and service to others. Similarly, the university’s commitment to
graduate and professional education is aimed at the formation of men and women of
competence and compassion.
34 Co-Curricular Programs and Support Services
Other campus activities—resident life, clubs and organizations, recreational and sports
programs, social events, and health services—are to complement academic pursuits.
Students are to have opportunities, experiences, and responsibilities that will assist and
guide their struggle to become fully human. University life as a whole is to be open to the
subtle presence and activity of God, God’s Word, and Spirit. Students are to find a
campus environment, reinforced by specific programs, that nourishes faith and
contemplation, seeks the integration of reason and faith, the religious and the secular, and
also recognizes the implications of faith for right conduct and service.
All offices of the university—academic, student life, business, university relations,
facilities management, and campus ministry—are to be supportive of the university’s
efforts to graduate intelligent, faith-filled men and women for others.
Faculty, Administration, and Staff
The university is to recruit faculty who are supportive of its mission and goals, well
educated, well trained in their fields, diverse, and committed to excellence in the
classroom, significant scholarship, and contributions to their disciplines. The university is
to assist individual faculty members with the challenge of combining in one life
dedicated teaching, close relationships with students, collegiality, and scholarly activity
and achievement.
The university is to recruit and develop administrators and staff, of diverse backgrounds,
who are supportive of its mission and goals, skilled, dedicated to their work, and
collegial.
Students are to find in all who labor on behalf of the university examples of generosity,
service, and personal integrity.
Students
The university is to recruit and attract literate, capable students, as academically prepared
as possible, who are comfortable with its mission and goals, eager to study and to
participate in campus life, searching to discover and follow a worthwhile direction for
their own lives. The mix of the student body—interests, special talents, geographic
origin, socioeconomic class, and, particularly, ethnicity—is to be as varied as reasonable
and possible, manifesting always the biblical option for the poor.
From admission to commencement, inside and outside the classroom, the university is to
encourage and challenge students as individuals to liberate their own minds and hearts
and to develop their God-given abilities for service to others and God’s greater glory.
35 The university is always to measure and judge its success with students by their lives as
alumni—the quality of their personal lives, of their careers, of their influence and
leadership, and of their accomplishments.
Campus Life, Hospitality, and Service
All on campus—faculty, administration and staff, students—are to collaborate and share
responsibility for the formation of an academic community based on mutual respect,
friendship, and a shared commitment to the university’s mission and goals. All are to
expect from one another good work, disciplined behavior, and courtesy.
The university community is to be open and welcoming to others from off campus who
visit for intellectual stimulation and reflection, artistic events and programs, worship, or
relaxation and recreation. Those invited are to include, especially, alumni, parents and
families, benefactors and friends, professional colleagues, neighbors, and church
members, but also others whom the University can appropriately serve with its facilities,
buildings, and grounds.
The university is to be known not only as an intellectual and cultural center that others
can visit but also one that sends its members—faculty, administration and staff,
students—into the community to learn, to teach, to minister, to labor, to participate in and
lead efforts to create a more rational, faith-filled, just society.
Guided by this mission, Loyola Marymount has become a comprehensive university with
excellent undergraduate instruction, selected graduate programs, and a distinguished law
school.
36 Goals
Loyola Marymount University…
Promotes academic excellence by:
•
Enrolling an academically ambitious, multicultural, and socio-economically
diverse student body
•
Recruiting, retaining, and supporting a diverse and multicultural faculty
committed to excellence in teaching and active scholarship or artistic
productivity
•
Sustaining an excellent staff and administration as partners with the faculty in
promoting academic excellence
•
Engaging students in academic programs that explore the multicultural
experience of American ethnic groups
•
Maintaining an academic community in which freedom of inquiry and
expression enjoy the highest priority
•
Emphasizing the skills and knowledge necessary for a lifetime of intellectual
growth and providing strong pre-professional and professional preparation in
the undergraduate curriculum
•
Offering excellent graduate and legal education in a context which promotes
the highest standards of personal integrity and professional responsibility
•
Developing and maintaining the physical facilities, equipment, and support
systems that enable the university to carry out its academic mission
•
Providing library facilities and services for excellence in the university’s
undergraduate, graduate, and professional programs
37 Lives an institutional commitment to Catholicism and the Judeo-Christian
tradition by:
•
Ensuring that Catholic faith and tradition continue to inform and inspire the
Loyola Marymount educational experience
•
Encouraging collaboration between members of the founding religious
communities and other members of the University to give a distinctive tone to
campus life
Welcoming students, faculty, and staff from all faith traditions
•
•
Emphasizing the examination of the moral and ethical implications of all
human actions
•
Fostering a just society through a commitment to social justice and service
•
Offering opportunities for religious practice and faith development for the
entire Loyola Marymount community
Provides a liberal education by:
•
Offering a core curriculum that provides each undergraduate with a broad
education in the liberal arts and sciences as the heart of the undergraduate
experience
•
Emphasizing the study of philosophy and theology in the undergraduate
curriculum
•
Challenging all students to think critically and reflect on basic values and
issues, and free themselves from prejudice
•
Supporting a faculty committed to excellent teaching and scholarship in a
university based on the liberal arts tradition
•
Encouraging students to understand their fields of studies in a broad
intellectual, ethical, and social context
•
Preparing students, undergraduate and graduate, to play active roles in
addressing the problems and challenges of the larger society and world in
which they live
38 Fosters a student-centered university by:
•
Maintaining the residential character and medium size of the Westchester
campus to assure that each student receives personal attention
•
Encouraging staff, administration, and faculty to embrace the ideal of personal
care and dedication to the well-being and development of each student
•
Offering co-curricular programs that complement the academic programs and
produce a coherent educational experience
•
Supporting the full involvement of students in campus life by offering a wide
variety of activities
•
Providing opportunities for students to develop their leadership skills by
actively involving them in decision making
•
Challenging and encouraging students to lead and serve others
Creates a sense of community on campus by:
•
Introducing new members of the community to the shared values and history
of the university and reinforcing a sense of belonging for all members
•
Assuring that the daily life of the campus reflects a vision of human dignity and
fosters mutual understanding and caring
•
Celebrating the richness and diversity of a multicultural campus
•
Encouraging faculty, staff, administrators, and students to serve others,
participate in the life of the University, and act as responsible and generous
members of the academic community
•
Providing opportunities to participate in making significant decisions through
well-defined and fair procedures
Participates actively in the life of the larger community by:
•
Using the resources of Los Angeles and Southern California to expand and
deepen the student’s educational experience
•
Developing academic programs that address the dynamics and opportunities
of the nations and cultures of Latin America and the Pacific Rim
39 Participates actively in the life of the larger community by: (Continued)
•
Inspiring faculty, staff, students, and alumni to serve their communities and
society by applying their skills and knowledge to critical problems
•
Contributing to the intellectual and cultural life of society through scholarship
and the arts
•
Providing leadership in the examination and discussion of the ethical
dimensions of social issues
•
Recognizing a particular responsibility to serve the global Church, and
especially the people of the Archdiocese of Los Angeles and the local
dioceses.
Approved by Board of Trustees
December 3, 1990
40 Appendix B.1
INTERCULTURALISM
Definition, Vision and Goals
Intercultural Affairs
Loyola Marymount University
University Hall, Suite 4820
Los Angeles, CA 90045
(310) 338-7598
41 INTERCULTURALISM
Interculturalism is sharing and learning across cultures with the aim of promoting
understanding, equity, harmony, and justice in a diverse society. Our actions must be
grounded in, and guided by, the following:
•
LMU is composed of individuals and groups who continue to grow in knowledge
of the historical contexts from which we emerged.
•
Knowledge of self and others, inspired by a commitment to human dignity and
justice, is the hallmark of interculturalism.
• Promotion of the common good requires the recognition of similarities within a
common humanity, the appreciation of differences, and the willingness to share
cross-cultural experiences.
•
Interculturalism is a dynamic and critical endeavor that involves the acquisition of
knowledge, ongoing examination of the way we view the world and purposeful
action to promote a just and harmonious society at LMU and beyond.
VISION
Grounded in the Catholic intellectual tradition, Loyola Marymount University affirms
human dignity and promotes justice. Different cultures are unique expressions of these
common aspirations. All cultures can contribute to the search for knowledge and the
building of communities based on the common humanity of all people. At LMU,
interculturalism is an essential source of academic excellence and a defining
characteristic of our campus community. We draw upon interculturalism to create a
university of excellence, to serve as a model Catholic institution, and to be a catalyst for
the creation of a more just society built on respect and a sense of shared destiny.
We embody interculturalism in our policies, practices, and curricula. We promote
personal and professional interaction, encouraging intercultural engagement to engender
trust, respect, and compassion. Intercultural engagement enables us to share power and
responsibility as we grow in self-knowledge, learn to value the unique qualities of diverse
cultural groups, and understand the common elements of our shared humanity.
42 GOALS
As part of a broad effort to fulfill our mission to promote educational excellence, the
education of the whole person, service of faith and the promotion of justice, we will:
•
Promote a diverse LMU community at all levels: boards, administrators, faculty,
staff, and students.
•
Support academic success for all students, acknowledging the importance of
retaining and graduating students from underrepresented groups and first
generation college students.
•
Support Faculty and Staff retention and promotion, acknowledging the
importance of underrepresented groups.
•
Enhance curriculum, pedagogy, scholarship and creative work, to involve students
and faculty in the learning process and to prepare them to engage issues of
diversity as concerned citizens of the world.
•
Provide ongoing education and development about interculturalism for the
university community.
•
Provide resources to create and sustain a culture of evidence that emphasizes
assessment, critical analysis, and the identification of solutions that promote
educational equity and excellence.
43 Appendix B.2
Interculturalismo
Definición, visión y objetivos
Intercultural Affairs
(División de Asuntos Interculturales)
Loyola Marymount University
University Hall, Suite 4820
(310) 338-7598
arobinso@lmu.edu
44 Interculturalismo
Definición, visión y objetivos
Misión de la universidad Loyola Marymount
Fundada en 1911 y ubicada en la ciudad de Los Angeles, Loyola Marymount es la única
universidad Jesuita Marymount en el Sudoeste de los Estados Unidos. Está institucionalmente
comprometida con el catolicismo y toma su inspiración fundamental en las tradiciones de las
órdenes religiosas que la patrocinan. Loyola Marymount ha sido siempre, por sobre todas las
cosas, una universidad centrada en los estudiantes.
Loyola Marymount entiende y declara que sus fines son:
•
fomentar el aprendizaje
•
la educación íntegra de la persona
•
el servicio de la fe y la promoción de la justicia
Interculturalismo
El interculturalismo es el compartir y aprender a través de las culturas con el fin de promover el
entendimiento, la igualdad, la armonía y la justicia en una sociedad diversificada. Nuestras
acciones deben estar basadas y guiadas por lo siguiente:
1. Loyola Marymount está compuesta por individuos y grupos que incrementan
continuamente su conocimiento de los contextos históricos de los cuales
emergemos.
2. El autoconocimiento y el conocimiento de los demás, inspirados en un
compromiso hacia la dignidad humana y la justicia, son el sello distintivo del
interculturalismo.
3. La promoción del bien común requiere el reconocer las similitudes en la
condición humana compartida, apreciar las diferencias y tener la voluntad de
compartir experiencias interculturales.
45 4. El interculturalismo es un esfuerzo dinámico y crítico que requiere la adquisición
de conocimiento, un examen contínuo de nuestro modo de ver el mundo y la
acción decisiva para promover una sociedad justa y armónica tanto dentro como
fuera de LMU.
Visión
Basada en la tradición intelectual católica, la universidad Loyola Marymount afirma la dignidad
humana y promueve la justicia. Las diferentes culturas son expresiones únicas de estas
aspiraciones comunes. Todas las culturas pueden contribuir a la búsqueda del conocimiento y a
la construcción de comunidades basadas en los rasgos comunes de nuestra condición humana. En
la universidad Loyola Marymount el interculturalismo es una fuente esencial de la excelencia
académica y una característica definitoria de nuestra comunidad universitaria. Partimos del
interculturalismo para crear una universidad excelente, que sirva como modelo de institución
católica y que sea un agente para la creación de una sociedad mas justa construída sobre el
respeto y la noción de un destino compartido.
Nosotros personificamos el interculturalismo en nuestras políticas, prácticas y currículo.
Promovemos la interacción personal y profesional, fomentando relaciones interculturales que
generen confianza, respeto y compasión. Esta relación intercultural nos permite compartir poder
y responsabilidad mientras crecemos en nuestro autoconocimiento, aprendemos a valorar las
cualidades únicas de los diversos grupos culturales y entendemos los elementos comunes de
nuestra humanidad compartida.
Objetivos
Como parte de un amplio esfuerzo para alcanzar nuestra misión de promover la excelencia
educativa, la educación íntegra de la persona, el servicio de la fe y la promoción de la justicia:
1. Promoveremos una comunidad universitaria diversificada a todos los niveles:
juntas directivas, administradores, profesores, empleados y estudiantes.
2. Apoyaremos el éxito académico para todos los estudiantes, reconociendo la
importancia de retener y graduar a estudiantes de grupos subrrepresentados y
estudiantes de primera generación universitaria.
3. Apoyaremos la retención y promoción de profesores y empleados, reconociendo
la importancia de grupos subrrepresentados.
46
4. Perfeccionaremos el currículum, la pedagogía, la tarea académica y el trabajo
creativo, involucraremos a estudiantes y profesores en el proceso de aprendizaje y
los preparemos para que asuman los temas de la diversidad como ciudadanos
preocupados por el mundo.
•
Proveeremos a la comunidad universitaria una educación y un desarrollo continuos sobre
el interculturalismo.
•
Proveeremos recursos para crear y sostener una cultura de evidencias que enfatice la
evaluación, el análisis crítico y la identificación de soluciones que promuevan la igualdad
y excelencia educativas.
47
Appendix C THE STRATEGIC PLAN
FOR
LOYOLA MARYMOUNT UNIVERSITY
Office of the President
January 2006
Section 4 [Catholicity, Diversity, Faculty Recruitment]; Section 5 [Initiative
One: Promote Excellence in Teaching, Scholarship and Creativity].
Analysis of Opportunities and Challenges
Environmental Opportunities
1. Catholicity
Greater Los Angeles is a diverse urban center with only one major Catholic university. The
region is home to a rapidly growing Catholic population estimated at 5 million, and its
Archdiocese is the largest in the nation. When combined with LMU’s strong undergraduate and
graduate programs in education and theology, these factors elevate LMU to a position of
significant influence among the region’s Catholics.
The School of Education has become the major developer of Catholic educators in Los Angeles
through its PLACE (Partners in Los Angeles Catholic Education), CAST (Catholic Archdiocesan
School Teachers) and Catholic School Principal Development programs. The new doctorate in
educational leadership and social justice attracts individuals who are pursuing leadership
opportunities in the Catholic and public school systems.
The Department of Theological Studies has a strong faculty and has grown in interest with
undergraduate and graduate students. The program in pastoral studies is becoming a major
source for lay leaders in the Catholic Church throughout Southern California. The development
48
of a degree minor in Catholic Studies is currently underway. The potential for growth in the
graduate program, including a possible doctoral degree, is significant.
The Center for Service and Action has strong ties to local and national Catholic organizations
including Catholic Campaign for Human Development, Catholic Relief Services, the
Archdiocese of Los Angeles’ Office of Justice and Peace and the U.S. Conference of Catholic
Bishops. Students interested in post-graduate service are referred to various programs such as
Jesuit Volunteer Corps and Mercy Volunteer Corps.
In addition, the University’s emphasis on the role of ethics and social justice in business,
biotechnology, film, television, communications, media and law will assist in making LMU a
major center for ethical dialogue across many religious and philosophical traditions.
2. Diversity
Understanding that diversity is critical to academic excellence and the promotion of a civil
society, Loyola Marymount University actively promotes diversity across the campus. LMU
hopes to serve as a model with its intercultural emphasis for universities nationwide. The
University is committed to recruiting and retaining a diverse student body, staff and faculty, and
to provide a supportive educational environment. In addition, the University engages in training
and development activities to ensure that its community respects and embraces each other’s
differences. As an increasingly diverse youth population in California, the nation and throughout
the world reaches college age, LMU is dedicating new resources to their education and
strengthening offerings in intercultural programs to support its commitment to diversity.
Environmental Challenges
2. Faculty Recruitment
The foundation of a great university is a talented and diverse faculty. Recruiting such faculty is
one of the most important functions of a university. Given the expensive housing market and the
high cost of living in Los Angeles, LMU faces a highly competitive hiring market for the best
and brightest with considerations for gender and ethnic diversity, and the pipeline issues for
certain disciplines, recruiting the best faculty possible is an ongoing challenge.
Initiatives and Objectives
Initiative One: Promote excellence in teaching, scholarship and creativity.
LMU makes a strong financial commitment to develop and strengthen its faculty and academic
programs. This includes a significant expansion of hiring budgets for recruitment of full-time
tenure-track and diverse faculty committed to LMU’s mission to meet increased graduate
enrollment; for reduction of the University’s reliance on part-time instructors; for commitment of
additional resources to faculty enrichment outside the classroom, including research, creative
work and professional development; for increasing staff and support services, including access to
child care and faculty housing assistance; and for raising faculty and staff salaries to attract new
49
talent while retaining LMU’s top scholars and administrators. To promote excellence in teaching,
scholarship and creativity, Loyola Marymount University will advance:
a. Teaching Expectations
o Design and implement a more comprehensive teaching evaluation
model that combines student evaluations, peer reviews and selfassessment. The evaluation will look at both teaching and the quality
of advising for students.
o Encourage and reward innovative approaches to teaching which
include effective uses of technology and effective approaches to
communicating with students in and out of the classroom.
b. Tiered Faculty Assignments
o Assess the options for providing differentiated assignments based
upon scholarly and creative productivity. Faculty who are
exceptionally productive should have the opportunity to spend
additional time during the academic year to pursue their scholarly
work or artistry through a differential workload.
c. Distinguished Faculty Recruitment and Retention
o The identification of distinguished faculty is a different process than
used in a typical search. It entails analysis of reputation, networking
and other forms of assessment. Key to the process is the fit of the
individual with the mission and identity of LMU and their
commitment to leadership and mentoring of junior faculty and
students. The process of recruiting distinguished faculty will be
promoted by the deans and the academic vice president. The
University will make a commitment to resources beyond salary to
attract and retain distinguished faculty.
d. Signature Areas
o Consistent with the mission of the University, the deans and academic
vice president will identify and promote signature areas within the
colleges and schools. Signature areas are anchored by distinguished
faculty, programs, research, or creative works noted for exceptional
quality with far reaching outcomes. These areas will be differentiated
with increased resources and internal support necessary for the
desired outcomes.
50
e. Undergraduate Curriculum
o The University must develop a process whereby tenure-track faculty
teach a regular rotation of courses in the core. All core courses will
have identified learning outcomes and an assessment process to
determine if the objectives were met.
51
Appendix D
Reviewing Applicants
Research on Bias and Assumptions
52
Appendix E
Selecting Members of the Faculty Search Committee:
Criteria for Department Chairs
The Department Chair, 5, Spring, 1995, Anker Publishing, Boston, MA
One of the most important choices departments make is the new faculty hire. In these days of
limited budgets and position vulnerability, a carefully planned and executed selection process is
vital. Typically, a committee selected by a department chair searches, screens, evaluates and
recommends. Given the pivotal role the committee plays, it may be the member selection is the
most important decision the department chair makes in the entire process. Below, four
dimensions of search committee selection are presented along with observations for improving
the process of assembling an effective selection committee.
The Committee Chair
Chairing a search committee is an enormous task. Assuming that such activities as permission to
hire and administrative and faculty agreement on general position definition have already been
accomplished, the new search chair will still need to continue working with affirmative action
officers and other administrators, help develop criteria/credentials, advertise, screen, check
references, make initial applicant contacts, as well as analyze job duties, develop questions,
prepare itinerary, structure interviews, organize simulations, develop, administer, and analyze
various evaluation measures, and the list goes on. Of course, the search chair will also manage
schedules and egos, stress and long hours, and in the end, probably receive little credit or praise,
even if the job is exceptionally well done.
Given this array of duties, a chair may be reluctant to call upon a colleague and instead, may
assume the additional duties of search chair. Or, the department chair may simply select the
committee and let the committee decide. Both choices are mistakes. Selecting one’s self adds an
unnecessary administrative burden, and letting a committee decide is unfair to the eventual
choice who signed on as a member only to get twice the work anticipated. Moreover, given the
additional responsibilities associated with the search chair position, it seems prudent for the
department chair to name the search chair early and in so doing, provide advanced
accommodation (e.g., release from some other obligations). In turn, the profile for a search chair
should include such characteristics as:
•
•
•
professional respect among departmental/institutional colleagues
representative of departmental/institutional values and cultures
familiarity with the academic content area associated with the open position
53
•
•
knowledge/experience with the entire search committee process
leadership abilities, especially an appreciation for small group dynamics
While more characteristics might be added (e.g., the patience of Job), the department chair
should choose carefully as the search chair will likely set the style and tone for the committee’s
efforts and ultimately, its results.
Constituency Inclusiveness
Unfortunately, search committee members may often be selected more on the basis of political
sensitivities rather than needed knowledge, skill, and ability related to candidate assessment. As
an alternative, department chairs might consider the following criteria for selection (noting that a
given member might embody more than one criterion):
Subject Matter Experts (SMEs)
SMEs (Field and Greenwood, 1989) are the most critical constituency in the search process as
they represent the department’s academic expertise in the position area sought. If the committee
is going to engage in meaningful assessment, SMEs are necessary for job analysis, question
development, and answer benchmarking. SMEs then are vital for developing a job-relevant
interview and as such, must be an initial and integral part of the selection process.
Personal Fit Experts (PFEs)
Initial screening of materials matches job profile with applicant credentials and is arguably, a
somewhat perfunctory task. Candidate selection gets difficult when the list shortens, and when
comparisons of relative professional quality need to be made as well as assessment of personal
fit. SMEs remain useful here but the committee now also needs people (PFEs) who are regarded
by others as credible and savvy in personality assessment, especially when matching candidate
personality with department culture. PFEs also need to be assertive and independently minded
enough to make a case (legally defensible, of course) for or against a given candidate to the
committee. Without PFEs the committee may still hire the brightest but not necessarily the best.
Socratic Colleagues
Of course, non-SME department members should be represented, and if the position involves
significant transaction with other campus units, representatives from those areas may need to be
involved. Such non-academic area experts might be expected to focus their energies on other,
related aspects of the position, e.g., teaching style, service accomplishments. However, such
colleagues can also be especially valuable as lead question-askers during the screening and onsite interviews. In effect, rather than having the SMEs ask most initial and perhaps follow-up
questions on academic content areas, the strategy might be to have some of the academic content
questions asked by non SMEs in order to see if the candidate can answer clearly and sufficiently
when responding to a line of questions from an intelligent, non-expert. In the meantime, the
SMEs might momentarily disengage from the questioning in favor of critical observation of the
ensuing dialogue.
54
Other Committee Contours
A given SME and/or PFE may also be designated as a potential mentor for the selected
candidate. Such inclusion affords the mentor a first hand opportunity to assess needs regarding
the professional and personal assimilation of the eventual hire, and may ultimately speak to more
effective retention through earlier and more personalized attention to faculty socialization.
Selection of one or two advanced students majoring in the position area is imperative. These
students should participate actively, and the search chair can make that happen through
appropriate delegation. Other factors include consideration of gender and minority
representation, especially to help avoid “group think,” in this case, the tendency to hire someone
who, in many ways, is “just like us.”
Committee Size
While ideally every relevant constituency should be represented, research reported by Ernest and
Nancy Bormann (1992) supports the view that decision-making groups should be about five to
seven members, with five as ideal. Theodore J. Machese and Jane F. Lawrence (1987) suggest
nine as an upper limit for searches. Five is the preferred number because a smaller group may
lack the critical mass necessary for the task and a larger group tends to form cliques, with some
members becoming less active and perhaps alienated from the group’s deliberations. Whether
five, seven, or nine, the odd number may also be useful since the committee may decide some
matters by majority vote.
Task and Social Dimensions
While the department chair cannot mandate that the selection committee function effectively on
those tasks and social dimensions that define it as a group, the chair can and should consider
appointing people most likely to contribute to meeting the “work” and “people” needs of the
committee as a developing group. Given that most search committee members will be drawn
from a population where several of the people already know each other, it is important to
consider (if known) the significance of prior relationships. On the other hand, when the group is
formed, the members, as a new group, have a zero history, which affords the department chair a
modest opportunity to influence both productivity and satisfaction through maximizing the
potential for group cohesiveness.
Dynamics
In selecting committee members then, the goal is to assess each in terms of likely task and social
contributions to the group. The department chair will be unable to control the group’s emerging
dynamics, yet should make informed guesses regarding likely task and social role performance.
For example, while the search chair may be a person capable of several such role behaviors, the
department chair might ask, who also might be good at organizing? Who might serve well as a
critic—one willing to test assumptions and ideas? Who is good at getting others to compromise
and harmonize? Who is effective in keeping folks on task? Who can manage details? Who is
adept at relaxing folks and breaking tension? Who has a knack for drawing others out? Who is
good at gathering and distilling information, suggesting direction, empowering others? In brief,
55
the department chair needs to move beyond selection based only on expertise and constituency
inclusiveness to consideration of the knowledge, skill, and ability needed within the committee
as a decision-making group, and then attempt to select colleagues accordingly.
Caveats
First, department chairs need to recognize the role behaviors they think one person may perform
may not actually be performed by that individual. As a group needs a certain function performed,
e.g., someone to suggest an agenda, people offer contributions, which are accepted or rejected in
part, or whole. If the group accepts a given member’s suggestion, it obviously reinforces such
behavior and encourages that member to offer up other agenda-based suggestions. Conversely,
the member who offers an allegedly humorous remark, which fails to address the group’s
momentary need to reduce tension, might be less inclined to try again later. One or more other
members may then provide more acceptable tension relieving behaviors as required during the
group’s evolving dynamics.
A second caveat is that individuals are infinitely more complex than the behavioral roles
suggested within the task and social dimensions of a small group. In turn, a chair cannot
manipulate future behavior via selection of people based upon prior perceptions of a given
individual’s propensities towards certain role behaviors. And yet, it seems sensible and
appropriate to maximize the possibilities that quality responses to both the task and social needs
of the group will occur. For example, a search committee lacking a person likely to test
assumptions and challenge suggestions might still accomplish its goal of recommending a hire,
but one can only speculate with what loss of quality both in terms of process and final selection.
Conclusion
The selection of search committee members may be the most important part of the department
chair’s contribution to the hiring of a new colleague. The department chair needs to make
decisions regarding the search chair, other constituencies, size, and task and social dimensions of
the committee as an emergent group. To the extent the department chair attends to such aspects,
the committee’s charge and the department’s interests are more likely to be served.
56
REFERENCES
Bormann, E.G., & Bormann, N.C. (1992). Effective Small Group Communication. Edina, MN:
Burgess Publishing.
Field, H.S., & Gatewood, R.D. (1989). “Development of a selection interview: A job content
strategy.” Eds. R.W. Eder and G.R. Ferris, The Employment Interview: Theory, Research, and
Practice. Newbury Park, CA: Sage.
Marchese, Theodore J. & Lawrence, J.F. (1987). The Search Committee handbook: A Guide to
Recruiting Administrators. Washington, D.C.: American Association for Higher Education.
57
Appendix F
Faculty Availability Statistics
2008
Intercultural Affairs
Loyola Marymount University
University Hall, Suite 4820
Los Angeles, CA 90045
(310) 338-7598
58 TABLE A-1.
Number of doctorate recipients,
by sex and subfield of study,
2006
Appendix G
Progress Toward Inclusive Excellence
Profile of the Faculty
2007 - 2008
59
Appendix H
TARGETED RECRUITMENT
FAITH AND LEARNING MAILING LIST
Collegium
College of the Holy Cross
One College Street
Worcester, MA 01610-2395
Phone 508-793-3738
Fax 508-793-3859
E-mail: collegium@holycross.edu
http://www.accunet.org/collegium
Directory of Ford Fellows
www7.nationalacademies.org/fordfellowships
Lilly Fellows Postdoctoral Fellowships
Linwood House, Valparaiso University
Valparaiso, IN 46383-6493
UC Presidential Post Doctoral Fellowship Program
www.ucop.edu/acadadv/ppfp/
LEADERSHIP PROGRAMS MAILING LIST
American Association of State Colleges and Universities
Millennium Leadership Initiative
Washington, DC 20001
Phone: (202) 857-1829
Contact Danita Young: youngd@aascu.org
Contact Rosemary Lauth: lauthr@aascu.org
American Council on Education
ACE Fellows Program
An Investment in Leadership
One Dupont Circle NW
Washington, DC 20036-1193
Phone: (202) 939-9420
Fax: (202) 785-8056
E-mail: Fellows@ace.nche.edu
www.acenet.edu
AFRICAN AMERICAN MAILING LIST
Association of Black Engineers
and Applied Scientists
Room 1212
5050 Anthony Wayne Drive
Detroit, MI 48202
Association of Black Women in Higher Education
c/o Jacqueline A. Kane
30 Limerick Drive
Albany, NY 12204
Association of Black Sociologists
http://www.blacksociologists.org/
Black Women
Academician-National
861 Gold Wire St. SW
Birmingham, AL 35211
60
Black Women’s Educational Policy and Center for
Research on Women
Research Network
Wellesley College
Wellesley, MA 02181
Brothers of the Academy
www.brothersoftheacademy.org
California Black Faculty and Staff Association
Newsletter
Robert Fikes, Editor
Fullerton, CA 92634
CIC: Directory of Minority Ph.D. Candidates &
Recipients
wwww.cic.uiuc.edu/
Future Black Faculty Database (FBF)
bgess.berkeley.edu/cgi-bin/dbomai?op=udepts&db=f
DIVERSE: Issues in Higher Education (formerly “Black
Issues in Higher Education”)
Illinois Committee on Black Concerns in Higher
Education
c/o Jonetta Haley
Southern Illinois University
411 E. Broadway
E. St. Louis, IL 62201
National Organization for the Professional Advancement
of Black Chemists and Chemical Engineers
Executive Board
8 Longmeadow Road
Westborough, MA 01581
The National Society of Black Engineers
http://www.nsbe.org/
Sisters of the Academy
www.sistersoftheacademy.org
National Black MBA Association, Inc.
http://www.nbmbaa.org/
www.blackissues.com
Directory of Minority Doctoral Recipients and
Candidates in New York State
www.nys/nysed.gov/scandoclinks.ocm.244779142.htm
Historically Black Colleges and Universities
http://www.hbcunetwork.com/
National Minority Faculty Identification Program
(NMFI)
www.southwester.edu/natfacid
National Association of Black Journalists
www.nabj.org/
Virginia Association of Black Faculty and
Administrators
201 Burruss Hall; VPI
Blacksburg, VA 24061
ASIAN MAILING LIST
Asian American Architects and Engineers
c/o ASIAN, INC.
1670 Pine Street
San Francisco, CA 94109
Asian-American Studies Center
http://www.aasc.ucla.edu/default.asp
Asian American Journalist Association
http://www.aaja.org/
Asian Pacific American women’s Leadership Institute
http://www.apawli.org/
National Association of Asian American Professionals
http://www.naaap.org/
Association for Asian Studies
The University of Michigan
One Lane Hall
Ann Arbor, MI 48109
Asian-American Community Links
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
Asian, Pacific and South Asian American Video: Media
Resources
http://www.lib.berkeley.edu/MRC/AsianAmvid.html
Korean Scientists and Engineers Association
1952 Gallows Rd. Suite 300
Vienna, Virginia 22182
University of Arizona
Asian American Faculty and Staff Association
Department of Aerospace Engineering
Tucson, AZ 85721
61
HISPANIC MAILING LIST
American Association for Higher Education Hispanic
Caucus
1 Dupont Circle N.W. #600
Washington, DC 20036
American Education Research Association
Hispanic Special Interest Group
1230 17th Street, NW
Washington, DC 20036
California State University/Student Affairs
Hispanic Administration and Faculty Association
5151 University Drive
Los Angeles, CA 90032
Connecticut Association of Latin Americans in Higher
Education
C/o Minority Affairs Office
South Central CC/ 60 Sargent Dr.
New Haven, CT 06511
Coalition for Latinos in Engineering and Science
518 North 16th Street
San Jose, CA 95192
HispanicBusiness.Com
www.hispanicbusiness.com
Hispanic Women in Leadership
www.hwil.org
National Association of Chicano Artists and Entertainers
9125 W. Houston Ave.
Chicago, IL 60617
National Association of Hispanic Journalists
www.nahj.org
National Chicano Council on Higher Education
School of Biological Sciences, T40
NCCHE Science Fellowships
University of California
Irvine, CA 92717
National Society of Hispanic MBAs
www.nshmba.org
Hispanic Outlook
www.hispanicoutlook.com
National Association for Chicano Studies
Department of Modern Languages
University of New Mexico
Albuquerque, NM 87131
National Association of Cuban American Education
c/o Eduardo Zayas Bazan
FFL Dept.; E. Tennessee State U
Johnson City, TN 37614
National Association of Mexican American Educators
E. LA Community College
1301 Brooklyn Ave.
Monterey Park, CA 91754
National Community College Hispanic Council
www.hispanicbusiness.com
Society for Advancement of Chicanos and Native
Americans in Science (SACNAS)
P.O. Box 8526
Santa Cruz, CA 95061
www.sacnas.org
Society of Mexican American Engineers and Scientists
President
P.O. Box 58923
Houston, TX 77258
www.maes-natl.org
Society of Hispanic Professional Engineers
Executive Director
5400 East Olympic Boulevard
Suite 306
Los Angeles, CA 90022
www.shpe.org
Dade Co. American Hispanic Educators Association
611 Velarde Avenue
Coral Gables, FL 33134
62
NATIVE AMERICAN MAILING LIST
American Indian Culture and Research Journal
American Indian Studies Center
3220 Campbell Hall; UCLA
405 Hilgard Ave.
Los Angeles, CA 90024-1548
American Indian Science and Engineering Society
www.aises.org
American Indian Higher Education Consortium
www.aihec.org
Association of American Indian and Alaska Native
Professors
www.uwm.edu/~michael/nativeprofs.default.htm
Native American Studies Center
Director
University of New Mexico
1812 Las Lomas NE
Albuquerque, NM 87131
WOMEN MAILING LIST
(Includes women of all ethnicities)
Women in Anthropology
American Anthropological Association (AAA)
Web site: http://www.aaanet.org/
Committee: AAA - Committee on the Status of Women in
Anthropology (COSWA)
Website:
http://www.aaanet.org/committees/coswa/index.htm
Contact: Cheryl Rodriguez, Africana Studies
Address: University of South Florida
Tampa, FL. 33620-8100
E-mail: crodrigu@chuma1.cas.usf.edu
Association for Feminist Anthropology (AFA)
Web site: http://www.indiana.edu/~wanthro/asli1.htm
http://sscl.berkeley.edu/~afaweb/
Contact: A. Lynne Bolles, Chair
Address: Women’s Studies
2101 Woods Hall
University of Maryland, College Park
College Park, MD 20742
E-mail: A_Lynn_Bolles@umail.umd.edu
Contact: Kathleen Sterling, web designer
E-mail: sterling@QAL.berkeley.edu
Listserv: fem-anth-l@uclink.berkeley.edu
Instructions: Dept may send job notice to Sterling for
possible distribution and to the AFA listserv; no charge for
posting.
Women in Archaeology
Women in Art
Society for American Archaeology (SAA)
Web site: http://www.saa.org
Posting: SAA. web and SAA Archaeological Record (fee for
service)
Committee: SAA - Committee on the Status of Women in
Archaeology (COSWA)
Contact: Sarah M. Nelson, Chair
Address: University of Denver
Dept of Anthropology
2130 South Race Street
Denver, CO 80208-0001
Phone: (303) 871-2682
Fax: (303) 871-2437
E-mail: snelson@du.edu
College Art Association (CAA)
Web site: http://www.collegeart.org/
Publication: Careers
Committee: CAA - Committee on Women in the Arts
Contact: Karen Bearor
Florida State University, Chair
E-mail: kbearor@mailer.fsu.edu
63
Women in Astronomy
American Astronomical Society (AAS)
Web site: http://www.aas.org/
Notes: Advertising available on Web site; use Web form.
Committee: AAS - Committee on the Status
of Women in Astronomy
Contact: Patricia Knezek, Chair 2003-2004
Address: WIYN Consortium, Inc.
950 N. Cherry Ave.
Tucson, AZ 85726-6732
Phone: (520) 318-8442
Fax: (520) 318-8360
E-mail: knezek@noao.edu
Notes: Dept may send ad to committee chair.
Women in Biology
American Society for Cell Biology (ASCB)
Web site: http://www.ascb.org/
Publications: Molecular Biology of the Cell and ASCB
Newsletter, fee for advertising.
Newsletter circulation = approx.10,000/per month
Committee: ASCB - Women in Cell Biology
Web site:
http://www.ascb.org/committees/wicb/wicblist.htm
Contact: Ursula W. Goodenough, Chair
E-mail: Ursula@biosgi.wustl.edu
Women in Cell Biology
9650 Rockville Pike
Bethesda, MD 20814-3992
Women in Business
American Business Women’s Association
National Education Center for Women in Business www.e‐magnify.com
www.abwa.org
Women in Chemistry
American Chemical Society (ACS)
Web site:
http://www.chemistry.org/portal/a/c/s/1/home.html
Journal: Chemical & Engineering News (C&EN)
Committee: ACS Women Chemists Committee
Web site: http://membership.acs.org/W/WCC/
Contact: Ms. Cheryl H. Brown, staff liaison
E-mail: c_brown@acs.org
Instructions: Send job announcement to staff liaison Brown
to post on WCC Web site and to distribute to any listserv,
e.g., list of WCC contacts. Also, dept may send notices to
the two WCC groups below:
a) list of WCC members http://membership.acs.
org/w/wcc/2004roster.pdf and b) list of contacts for local
WCCC groups
http://membership.acs.org/W/WCC/ (PDF)
Committee on the Advancement of Women Chemists
(COACH)
Web site: http://coach.uoregon.edu/
Contact: Priscilla Lewis, COACH secretary
E-mail: coach(darkwing.uoregon.edu
Instructions: Dept may send job notice via e-mail to be
posted on COACH web site.
64
Ellen Wang Althaus Director of Women in Chemistry Programs Department of Chemistry University of Illinois‐UC 107 Noyes Laboratory, MC‐712 505 South Mathews Avenue Urbana, IL 61801 Phone: (217) 244‐1259 Fax: (217) 244‐5943 Email: ealthaus@uiuc.edu Women in Computers
Association for Computing Machinery (ACM)
Website: http://info.acm.org/
Journal: Communications of the Association for Computing
Machinery
Committee: Coalition to Diversify Computing
(jointly sponsored by ACM, CRA, IEEE-CS)
Web site: http//www.npaci.edu/Outreach/CDC/
Contact: John Hurley, Chair
E-mail john.s.hurley@boeing.com
Committee: ACM - Committee on Women in Computing
Web site: http://women.acm.org/
Contact: Ursula Martin, Chair
E-mail: ursula.martin@acm.org
Association for Women in Computing
Web site: http://www.awc-hq.org
Contact: Suford Lewis, President
E-mail: president@awc-hq.org
E-mail: awc@awc-hq.org
Notes: Can post jobs only at chapter level.
For list of chapters, see:
http://www.awc-hq.org/contacts.html
Association for Women in Computing
41 Sutter Street Suite 1006
San Francisco, CA 941043
Women in Economics
International Association for Feminist Economics
(IAFFE)
Web site: http://www.facstaff.bucknell.edu/jshackel/iaffe/
Notes: IAFFE offers a small newsletter and a listserv
(IAFFE-L)
Email: Newsletter editors: iaffenews@server.ips.uiuc.edu
Instructions: dept may send job notice to newsletter
editors and ask for distribution via listserv.
65
Women in Education
Association of Black Women in Higher Education 30 Limerick Drive Albany, NY 12204
National Association for Women in Catholic Higher Education http://infoeagle.bc.edu/bc_org/avp/cas/soc/nawche/ Women in Higher Education
Lexington, MA 02171
http://www.wihe.com Iowa Network for Women in Higher Education
http://www.iowawhe.org/
National Association for Women in Education 1325 – 18th Street NW, #210 Washington, DC 90036‐6511 http://www.drix.net/DWD/nawe.org/index2.html Women in Engineering
Society of Women Engineers (SWE)
Web site: http://www.swe.org/stellent/idcplg?ldcService
=SS_GET_ PAGE&nodeld=5
Journal: SWE Magazine (circulation @18,000)
Women in Engineering Organization
www.engineerin.tufts.edu/wieo/index.html
Society of Women Engineers
www.swe.org
Women in Engineering Programs and Advocates Network
(WEPAN)
www.wepan.org
Women in Leadership
Asian Pacific American Women’s Leadership Institute
http.//www.apawli.org/
Women in Mathematics
American Mathematical Society (AMS)
Internet: http://www.ams.org/
Committee: Committee on Women in the
Mathematical Sciences
Contact: Susan J. Friedlander
E-mail: susan@math.neu.edu
Association for Women in Mathematics
c/o Lesley Lee Francis
4114 Computer and Space Sciences Building
University of Maryland
College Park, MD 20742-2461
Association for Women in Mathematics (AWM)
Web site: http://www.awm-math.org/ (home)
Web site: http://www.awm-math.org/ads.html (posted jobs)
Notes: AWM will place job announcements in their
Newsletter and on-line. Fee for service.
Women and Mathematics Education
Executive Director
302 Shattuck Hall
Mt. Holyoke College
South Hadley, MA 01075
66
Women in Music
American Musicological Society (AMS)
Web site: http://www.sas.upenn.edu/music/ams/
Committee: AMS - Committee on Status of Women
Contact: Judy Tsou, Chair
E-mail: jtsou@library.berkeley.edu
Listservs: Musicology-announce (fee for posting jobs via
Yahoo?)
AMS-L electronic discussion group
Journal: Journal of the AMS, fee for advertising
Web site: http://www.journals.uchicago.edu/JAMS/adv.html
Center for Women in Music
Web site: http://www.nyu.edu/education/WomenMusic/
Contact: Linda Kernohan, Coordinator,
Address: New York University
School of Education
35 West 4th Street #777
New York, NY 10012
Phone: (212) 998-5776
Women in Philosophy
Women in Physics
American Philosophical Association (APA)
Web site: http://www.apa.ude.edu/apa/index.html
(Association)
Web site:
http://www.apa.udel.edu/apa/qovernance/committees/
appointmentso4.html#indians
(roster of committees, members, contact info)
Committee: APA-Committee on the Status of Women
Contact: Rosemary Tong, Chair (2006)
E-mail: rotong@email.uncc.edu
American Physical Society (APS)
Web site: http://www.aps.org
Committee: APS - Committee on the Status
of Women in Physics
Contact: Sue Otwell
Address: One Physics Ellipse
College Park, MD 20740-3844
Phone: (301) 209-3231
E-mail: otwell@aps.org or women@aps.org
Listserv: wiphys@aps.org
Notes: Dept may send job posting to listserv which is
monitored by Sue Otwell.WIPHYS Listerv=450 members.
Biophysical Society (BS) Web site: http://www.biophysics.org Committee: BS ‐ Professional Opportunities for Women (CPOW) Contact: Ishita Mukerji, Chair E‐mail: imukerji@wesleyan.edu Women in Psychology
American Psychological Association (APA)
Web site: http://www.apa.org
Committee: APA - Committee on Women in Psychology
Web site: http://www.apa.org/governance/
bdcmte/women.html
Contact: Robin A. Buhrke, PhD, Chair (2004)
E-mail: robin.buhrke@duke.edu
Association for Women in Psychology (AWP)
Web site: http://www.awpsych.org
Listserv: POWR-L (cosponsored by AWP & Div 35
of APA)
Contact: Lynne H. Collins, APA Division 35
liaison to AWP
E-mail: collins@lasalle.edu
Instructions: Dept may send job notices to Lynne Collins
who will post it on the POWR-L listserv; no charge
Association for Women in Psychology
c/o Angela R. Gillem
Haverford College
370 Lancaster Ave.
Haverford, PA 19041-1392
67
Women in Policy Studies Center for Women in Policy Studies
Executive Director
1211 Connecticut Ave.
Suite 312
Washington, DC 20036 Black Women’s Educational Policy and Center For Research on Women Research Network Wellesley College Wellesley, MA 02181
Women in Religion American Academy of Religion (AAR) Web site: http://www.aarweb.org/ Notes: Post job notices online in Openings; fee for service. Committee: AAR ‐ Committee on the Status of Women in the Profession Contact: Rebecca T. Alpert, Chair Address: Women’s Studies Program 811 Anderson Hall Temple University Philadelphia, PA 19122 Phone: (215) 204‐6953 Web site: http://nimbus.temple.edu/~ralpert/ E‐mail: ralpert@nimbus.temple.edu Women for Political Science Women’s Caucus for Political Science
Web site: http://www.uwm.edu/Org/WCPS/
Publication: WCPS Quarterly (newsletter)
Contact: Eloise Buker, President
E-mail: bukerea@slu.edu Women in Science Association for Women in Science (AWIS)
Executive Director
1200 New York Avenue
Suite 650
Washington, DC 20005
www.awis.org
History of Science Society (HSS)
Web site: http://www.hssonllne.org/main_pg.html
Notes: Online job posting service. Use Web page to submit
ad.
http://www.hssonline.org/profession/support/jobs.html
Committee: Women’s Caucus
Contacts: Pamela M. Henson, Co-Chair, (2003-2005)
Smithsonian Institution Archives
E-mail: hensonp@si.edu
Judith Johns Schloegel, Co-Chair (2002-2004)
E-mail: jjschloe@comcast.net
Association for Women in Science (AWIS)
Web site: http://www.awis.org/
Journal: AWIS magazine
Notes: Dept may post ads in journal or on AWIS web site;
fee for posting.
68
Women in Science and Engineering (WISE) Ka Yee Christina Lee Associate Professor Chem, Inst. Biophysical Dynamics University of Chicago James Franck Institute CIS E 1398 Chicago, IL 60637 Phone: (773) 702‐7068 Fax: (773) 834‐0805 Email: kayeelee@uchicago.edu Mary Ellen Sheridan Associate Vice President University Research Administration University of Chicago 5801 South Ellis Avenue Chicago, IL 60637 Phone: (773) 702‐8669 Fax: (773) 702‐2142 Email:MaryEllenS@ura.uchicago.edu Claudia Morrissey WISE Director Ctr. for Research/Women & Gender University of Illinois at Chicago 1640 W. Roosevelt Rd. MC‐980 Chicago, IL 60608 Phone: (312) 413‐1034 Fax: (312) 413‐7423 Email: morrisse@uic.edu Sara Shirk GEM‐SET Project Coordinator UIC Center for Research on Women and Gender University of Illinois at Chicago 1640 W. Roosevelt Rd, MC 980, Room 536 Chicago, IL 60608 Phone: (312) 413‐1636 Email: sshirk@uic.edu Nancy B. Schwartz Professor Department of Pediatrics University of Chicago Kennedy Center 5841 S. Maryland Avenue, MC 5058 Chicago, IL 60637 Phone: (773) 702‐6426 Fax: (773) 702‐9234 Email: n‐schwartz@uchicago.edu Veronica I. Arreola WISE Program Director University of Illinois at Chicago Room 205D Science and Learning Center 845 W. Taylor Street MC 180 Chicago, IL 60607 Phone: (312) 355‐1813 Email: via@uic.edu Meena C. Rao Vice Provost Faculty Affairs University of Illinois at Chicago 2715 University Hall (MC 103) 601 South Morgan Street Chicago, IL 60607‐7122 Phone: (312) 413‐3470 Fax: (312) 996‐1700 Email: meenarao@uic.edu Susan M. Larson Asst. Dean and Director Women in Engineering University of Illinois‐UC 1308 W. Green Street 206 Engineering Hall Urbana, IL 61801 Phone: (217) 244‐3817 Email: smlarson@express.cities.uiuc.edu 69
Carol McCord Assistant Dean Office for Women’s Affairs Indiana University Memorial Hall East 120 1021 East Third Street Bloomington, IN 47405‐2201 Phone: (812) 855‐3849 Fax: (812) 855‐4869 Email: camccord@indiana.edu Chris Peterson Brus Director WISE Program University of Iowa 412 Gilmore Hall Iowa City, IA 52242‐1320 Phone: (319) 335‐3511 Fax: (319) 353‐2458 Email: christine‐brus©uiowa.edu Cinda‐Sue Davis Director Women in Science/Engineering Program University of Michigan 1065 Frieze 105 S. State Ann Arbor, MI 48109‐1285 Phone: (734) 615‐4455 Fax: (734) 615‐4450 Email: csdavis@umich.edu Jamie Saville Assistant Director Women in Science and Engineering Program University of Michigan 1712 Chemistry Bldg 930 N. University Ann Arbor, MI 48109‐1055 Phone: (734) 615‐4455 Email: jsaville@umich.edu Terry M. Dworkin Dean for Women’s Affairs Office of Women’s Affairs Indiana University Bloomington, IN 47405 Phone: (812) 855‐9308 Email: dworkint@indiana.edu Andrea D. Beloy Program Associate Women in Science and Engineering University of Iowa 413 GILH Iowa City, IA Phone: (319) 335‐3509 Email: andrea‐beloy@uiowa.edu Chris Bass University of Michigan Email: cbass@umich.edu Janet Malley Institute for Research on Women and Gender University of Michigan 1136 Lane Hall 204 S. State Ann Arbor, MI 48109 Phone: (734) 764‐9537 Fax: (734) 764‐9533 Email: jmalley@umich.edu 70 Debbie A. Taylor Director Women in Engineering Office University of Michigan Engineering Admin 1240 LEC Ann Arbor, MI 48109 Phone: (734) 647‐7014 Email: dpoet@umich.edu Patricia M. Lowrie Director Women’s Resource Center Michigan State University 332 Union Bldg. East Lansing, MI 48824‐1029 Phone: (517) 353‐1635 Fax: (517) 432‐3846 Email: lowriep@msu.edu Elizabeth Simmons Michigan State University Email: esimmons@msu.edu Abby J. Stewart Institute for Research on Women and Gender University of Michigan 204 S. State St Lane Hall Ann Arbor, MI 48109‐1290 Phone: (734) 764‐8034 Phone: (734) 764‐9537 Email: abbystew@umich.edu Laura Dillon Michigan State University Email: ldillon@cse.msu.edu Estelle A. McGroarty Michigan State University 122 Natural Science Bldg. East Lansing, MI 48824 Phone: (517) 355‐4473 Fax: (517) 432‐1054 Email: mcgroar1@msu.edu Roberta Humphreys Associate Dean University of Minnesota 105 Walter Library 117 Pleasant Street SE Minneapolis, MN 55455 Phone: (612) 624‐9371 Email: rmn@it.umn.edu Susan Stubblefield Asst. Director Housing and Residential Life University of Minnesota Comstock Hall 210 Delaware Street SE Minneapolis, MN 55455 Phone: (612) 626‐5897 Email: stubb003@umn.edu Ellen A. Worsdall Assistant Dean McCormick School of Engineering Northwestern University 2145 Sheridan Road, L291 Evanston, IL 60208 Phone: (847) 491‐5173 Fax: (847) 491‐5341 Email: e‐worsdall@northwestern.edu Claire L. Walter‐Marchetti Director Office for University Women University of Minnesota 432 Morrill Hall 10 Church Street SE Minneapolis, MN 55455 Phone: (612) 625‐6039 Email: cwalter@umn.edu 71
Molly Mocks Ohio State University Email: meeks.55@osu.edu Glenda La Rue, Director Women in Engineering Ohio State University 122 Hitchcock Hall 2070 Neil Avenue Columbus, OH 43210 Phone: (614) 688‐4137 Fax: (614) 292‐9379 Email: la‐rue.10@osu.edu Renee Diehl Pennsylvania State University Email: rdd2@psu.edu Katie Rung, Acting Director WISE Institute Pennsylvania State University 319 Boucke Building University Park, PA 16802 Phone: (814) 865‐3342 Fax: (814) 863‐0085 Email: cxg1@psu.edu Beth M. Holloway, Director Women in Engineering Program Purdue University 1284 Civil Engineering Building West Lafayette, IN 47907‐1284 Phone: (765) 494‐3889 Fax: (765) 496‐1349 Email: Holloway@purdue.edu Eden Inoway‐Ronnie Executive Assistant to the Provost Office of the Provost University of Wisconsin‐Madison 157 Bascom Hall 500 Lincoln Drive Madison, WI 53706‐1314 Phone: (608) 265‐5975 Phone: (608) 262‐1304 Fax: (608) 265‐3324 Email: etinoway@wisc.edu Lindsey Stoddard Cameron Coordinator of New Faculty Services Office of the Secretary of the Faculty University of Wisconsin‐Madison 132 Bascom Hall 500 Lincoln Dr. Madison, WI 53706 Phone: (608) 262‐3931 Fax: (608) 265‐5728 Email: jlsc@mail.bascom.wisc.edu Barbara S. Clark, Director Science Diversity Office, College of Science Purdue University 150 North University Street West Lafayette, IN 47907‐2067 Phone: (765) 494‐1765 Fax: (765) 494‐1736 Email: barbclark©purdue.edu Janine Reklaitis Associate Director Women in Engineering Programs Purdue University 1284 Civil Engineering, Room G167 West Lafayette, IN 47907‐1286 Phone: (765) 494‐3889 Fax: (765) 496‐1349 Email: jrek@purdue.edu Jennifer Sheridan Assistant Scientist College of Engineering University of Wisconsin‐Madison 2640 Engineering Hall 1415 Engineering Drive Madison, WI 53706 Phone: (608) 263‐1445 Email: sheridan@engr.wisc.edu 72
CIC: Directory of Women in Science and Engineering
(WISE)
www.wise.berkeley.edu Zina Ben Miled Electrical Engineering Indiana U./Purdue U. at Indianapolis 723 W. Michigan, FL 160 Indianapolis, IN 46202 Phone: (317) 278‐3317 Fax: (317) 274‐4493 Email: miled@engr.iupui.edu Women in Science and Engineering c/o Dr. Miriam Schweber 22 Turning Hill Road Lexington, A 02171 Women in Sociology Sociologists for Women in Society
c/o Muriel Cantor
Department of Sociology
American University
Washington, DC 20016
Women in Statistics American Statistical Association (ASA) Internet: http://www.amstat.org/ Committee: ASA ‐ Committee on Women in Statistics Contact: Amita K. Manatunga E‐mail: amanatu@sph.emory.edu Women in Technology
Sociologists for Women in Society (SES)
Web site: www.socwomen.org
Contact: Nancy B. Miller, Executive Officer
University of Akron
E-mail: nmiller@uakron.edu
Editor: Ann Geotting, Newsletter Editor
Western Kentucky University
E-mail: Ann.Geotting@wku.edu
Women’s Studies Organization National Women’s Studies Organization
www.nwsa.org
Women in Technology International Network
13351-D Riverside Drive #441
Sherman Oaks, CA 91423
Tel: 818.788.9484
Fax: 818.788.9410
www.witi.org
73
General Recruitment Sources For Women and Minority Faculty American Association of University Women (AAUW) www.aauw.org/ The Black EOE Journal The Employment Magazine 22845 Savi Ranch Parkway Suite H Yorba Linda, CA 92887 Black Women Academician‐National 861 Gold Wire Street, SW Birmingham, AL 35211 Black Planet Jobs for African‐American Women www.blackplanet.com California Black Faculty and Staff Association Newsletter Robert Fikes, Editor Fullerton, CA 92634 Minority Women Doctoral Directory 5908 Featherlight Place Santa Rosa, CA 95409 (707) 539‐7944 Fax (707) 539‐7916 www.mwdd.com Compact for Faculty Diversity www.wiche.edu/DocScholars/compact.htm EDUCATION MAILING LIST
Association for Equality and Excellence in Education
P.O. Box 1773
New York, NY 10027
Faculty for the Future
http://www.engr.psu.edu/fff/
National Directory of Doctoral Students
www.nebhe.org/doctoral.html
Higher Education Recruitment Consortium (HERC)
www.socalherc.org
www.norcalherc.org
SCIENCE MAILING LIST
National Institute of Science
c/o Dr. Arthur C. Washington
Grad Office
Prairie View A&M University
Prairie View, TX 77446
Society for Advancement of Chicanos and Native
Americans in Science (SACNAS)
1156 High Street/U of Cal
Santa Cruz, CA 95064
74 SOCIOLOGY MAILING LIST
American Sociological Association Section on Racial
and Ethnic Minorities
Southern Connecticut State University
Department of Sociology and Anthropology
Seabury Hall 501 Crescent Drive
New Haven, CT 06515
American Sociological Association
Section Latino/a Sociology
Indiana University Latino Studies
044 Sycamore
Bloomington, IN 47405
American Sociological Association
Section Race, Gender, and Class
Spelman College
Women’s Research and Resource Center
350 Spelman Lane, SW-Box 215
Atlanta, GA 30316
American Sociological Association
Section on Sex and Gender
State University of New York- Stony Brook
Department of Sociology
487 13th Street
Brooklyn, NY 11215
Association of Black Sociologists
Department of Sociology
SUNY-Albany
Albany, NY 12222
ACADEMIC ORGANIZATIONS AND ASSOCIATIONS
Academic Employment Network
266 Gray Rd.
Windham, ME. 04062
Tel: 1-888-254-0987
Fax: (888)-254-0987
http://www.academploy.com/
Academic Position Network (APN)
1655 124th Lane NE
Blaine, MN 55449
Voice: (763)767-5949
Fax: (763)767-5852
e-mail: info@apnjobs.com
www.apnjobs.com
Academy of Advertising
College of Mass Communications
Texas Tech University
Box 43082
Lubbock, TX 79409-3082
http://advertising.utexas.edu/AAA/
Affirmative Action Register
8356 Olive Blvd., St. Louis, Missouri 63132
(314) 991-1335, (800) 537-0655
FAX (314) 997-1788
aareeo@concentric.net
www.aar-eeo.com/
Affirmative Action and Diversity
Carl Gutierrez-Jones,
Department of English, UCSB
Santa Barbara, CA 93106
E-mail: carlgj@english.ucsb.edu
http://aad.english.ucsb.edu/
Affirmative Action Resources
http://www.hr-guide.com/data/074.htm
American Anthropological Association
2200 Wilson Blvd, Suite 600
Arlington, VA 22201
Phone 703/528-1902
Fax 703/528-3546
www.aaanet.org
American College Personnel Association
One Dupont Circle, NW, Suite 300
Washington, DC 20036-1188
Tel: 202.835.2272
Fax: 202.296.3286
Email: info@acpa.nche.edu
http://www.myacpa.org/
75 American Indian Science and Engineering Society
P.O. Box 9828
Albuquerque, NM 87119-9828
Tel: (505) 765-1052
Fax: (505) 765-5608
info@aises.org
http://aises.org/
American Institute of Chemical Engineers
3 Park Ave, New York
N.Y., 10016-5991, U.S.A.
Tel: 800-242-4363
Fax 301-843-0159
xpress@aiche.org
http://www.aiche.org/
American Institute of Physics
One Physics Ellipse
College Park, Maryland 20740-3843
301-209-3100
http://www.aip.org
American Library Association
50 East Huron Street
Chicago, Illinois 60611
800-545-2433
TDD: 888 814-7692
www.ala.org
American Mathematical Society
201 Charles Street
Providence, RI 02904-2294, U.S.A.
Tel: 401-455-4000 worldwide
Fax: 401-331-3842
www.ams.org
American Psychological Association of Graduate
Students
750 First Street NE
Washington, DC 20002-4242
Telephone: (800) 374-2721 or (202) 336-5500
www.apa.org
American Marketing Association
311 South Wacker Drive Suite 5800
Chicago, IL 60606
(800) AMA-1150 (312) 542-9000
(312) 542-9001 Fax
www.marketingpower.com
American Physical Society
One Physics Ellipse
College Park, MD 20740-3844
(301) 209-3200
(301) 209-0865 Fax
www.aps.org
American Society of Mechanical Engineers
Three Park Avenue
New York, NY 10016-5990
800-843-2763 (U.S/Canada)
Email: infocentral@asme.org
www.asme.org
American Society of Women Accountants
8405 Greensboro Drive, Suite 800
McLean, VA 22102
800/326-2163 or 703/506-3265
Fax: 703/506-3266
Email: aswa@aswa.org
www.aswa.org
American Sociological Association
1307 New York Avenue, NW
Suite 700
Washington, DC 20005
Tel: (202) 383-9005
Fax: (202) 638-0882
www.asanet.org
Argonne National Laboratory, Mathematics &
Computer Science Division
9700 South Cass Avenue
Argonne, IL 60439-4844
Tel: 630-252-7162
Fax: 630-252-5986
http://wwwfp.mcs.anl.gov/division/welcome/default.asp
Asian American Architects and Engineers
8230 Lincoln Boulevard # 08
Los Angeles, CA 90045
Tel: 213.896.9270
Fax: 213.896.9271
www.aaaesc.com
Association for Asian Studies
1021 East Huron St.
Ann Arbor, MI 48104
Tel: (734) 665-2490
Fax: (734) 665-3801
www.aasianst.org
76
Association for Education in Journalism and Mass
Communication
234 Outlet Pointe Blvd.
Columbia, SC 29210-5667
Tel: (803) 798-0271
Fax: (803) 772-3509
www.aejmc.org
Association for Institutional Research
222 Stone Building FSU
Tallahassee, FL 32306-4462
Tel: (850) 644-4470
Fax: (850) 644-8824
www.airweb.org
Association for the Higher Education (ASHE)
Michigan State University
424 Erickson Hall
East Lansing, MI 48824
Phone: (517) 432-8805
Fax: (517) 432-8806
http://www.ashe.missouri.edu
Association for Women in Mathematics
11240 Waples Mill Road
Suite 200
Fairfax, Virginia 22030
Phone: 703-934-0163
Fax: 703-359-7562
awm@awm-math.org
http://www.awm-math.org/
Black Graduate Engineering and Science Students of
Berkeley
University of California
282 Cory Hall #1770
Berkeley, CA 94720-1770
Telephone: 510-643-2026
http://www.bgess.berkeley.edu/text.html
Association for Women in Computing
41 Sutter Street, Suite 1006
San Francisco, California 94104 USA
Tel: 415-905-4663
Fax: 415-358-4667
info@awc-hq.org
www.awc-hq.org
Association for Women in Science
1200 New York Ave., Suite 650
Washington, DC 20005
Tel: 202.326.8940
Fax: 202.326.8960
awis@awis.org
www.awis.org
Committee for Institutional Cooperation
1819 South Neil Street
Suite D
Champaign, IL 61820-7271
Phone: 217-333-8475
Fax: 217-244-7127
cic@uiuc.edu
www.cic.uiuc.edu/second_level/cic_activitives.html
Council of Higher Education management Association
(CHEMA)
Contact: Bernadette Blake
NACUBO
2501 M Street, NW Suite 400
Washington, D.C. 20037
Phone: (202) 861-2558
Fax: (202) 861-2583
E-mail: bernadette.blake@nacubo.org
www.chemanet.org
Illinois Committee on Black Concerns in Higher
Education
aseledon@depaul.edu
http://www.uic.edu
Compact for Diversity
c/o SREB-State Doctoral Scholars Program
592 Tenth Street, NW
Atlanta, GA 30318-5790
E-mail: instituteinfo@sreb.org
Tel: 404-845-9211
Fax: 404-872-1477
http://www.instituteonteachingandmentoring.
org/Compact/index.html
Hispanic Theological Initiative
12 Library Place
Princeton, NJ 08540
Tel: 609-252-1721
Toll Free: 1-800-575-5522
Fax: 609-252-1738
Email: hti@ptsem.edu
http://www.htiprogram.org/
77
IMDiversity.com
140 Carondelet St
New Orleans, LA 70130
Telephone – 504-523-0154
Fax - 504-598-3894
www.imdiversity.com
Illinois Consortium for Equal Opportunity Program
Southern Illinois University Carbondale
900 S. Normal
Woody Hall C-224, MC 4723
Carbondale, IL 62901
(618) 453-4558
fellows@siu.edu
http://www.imgip.siu.edu/
Joan Korenman at the University of Maryland at
Baltimore
Department of English, UMBC
1000 Hilltop Circle
Baltimore, Maryland 21250 USA
(410) 455-2040
http://research.umbc.edu/~korenman//
King-Chavez Parks Future Faculty
http://www.gradord.emich.edu/_pages_grad/
gradstudents/gradstudents_subdir/financialaid/
financialaid_subdir/g_kcp.html
Eastern Michigan University
Starkweather Hall, 2nd Floor
Ypsilanti, MI 48197
Phone: 734.487.3090
Fax: 734.481.0650
Lilly Fellow Program in Humanities and the Arts
Linwood House
1401 Linwood Avenue
Valparaiso University
Valparaiso, IN 46383
Tele 219-464-5317
Fax 219-464-5496
http://www.lillyfellows.org/
Mexican American Engineering Society
711 W. Bay Area Blvd., Suite #206
Webster, TX 77598-4051
execdir@maes-natl.org
Tel: (281) 557-3677
Fax: (281) 557-3757
www.maes-natl.org
Minority Scholar-in-Residence Program
Jean Cousins, CSMP Administrative Assistant
cousins@grinnell.edu
641-269-3000
http://core.ecu.edu/psyc/nowaczykr/faclgp/
minority.html
National Association for Women in Catholic Higher
Education
Women's Studies Program
Sociology Department
519A McGuinn Hall
Boston College
Chestnut Hill, MA 02467
Email: nawche@bc.edu
Tel: 617.552.4198
Fax: 617.552.4283
http://www.bc.edu/bc_org/avp/cas/soc/nawche/
National Association for Women in Education
Suite 210, 1325 18th St., NW
Washington, DC 20036-6511
Phone: 202-659-9330
E-mail: jdowling@drix.net
www.drix.net
National Association of Student Personnel
Administration
1875 Connecticut Ave., NW, Ste. 418
Washington DC, 20009
Tel: (202) 265-7500
Fax: (202) 797-1157
www.naspa.org
National Campus Compact
PO Box 1975
Brown University
Providence, RI 02912
Phone: 401.867.3950
Fax: 401.867.3925
www.compact.org
National Diversity Journalism Job Bank
P.O. Box 936
Augusta, GA 30903
Phone: (800) 622-6358 * ext. 3310
www.newsjobs.com
78
National Education Center for Women in Business
Seton Hill University
Seton Hill Drive
Greensburg, PA 15601
Phone: 724-830-4625
Fax: 724-834-7131
info@setonhill.edu
www.e-magnify.com
National Society of Professional Engineering
1420 King Street
Alexandria, VA 22314
703-684-2800
www.nspe.org
National Women’s Studies Association
University of Maryland
7100 Baltimore Ave., Ste. 502
College Park, MD 20740
Tel: 301-403-0524
Fax: 301-403-4137
www.nwsa.org
New England Board of Higher Education
45 Temple Place
Boston, MA 02111
Tel: 617-357-9620
Fax: 617-338-1577
http://www.nebhe.org/
Society for Industrial and Applied Mathematics (SIAM)
3600 University City Science Center
Philadelphia, PA 19104 USA
Phone: +1-215-382-9800
FAX: +1-215-386-7999
www.siam.org
Society of Mexican American Engineers and Scientists
711 W. Bay Area Blvd., Suite #206
Webster, TX 77598-4051
execdir@maes-natl.org
(281) 557-3677
(281) 557-3757 fax
www.maes-natl.org
National Organization for the Professional
Advancement of Black Chemists and Chemical
Engineers
NOBCChE National Office
P.O. Box 77040
Washington, DC 20013
1-800-776-1419
Fax 202-667-1705
http://www.nobcche.org/
National Urban League
120 Wall Street, 8th Floor
New York, NY 10005
(212) 558-5300
www.nul.org
Native American Communications Group/Office
Ray Buckley
United Methodist Communications
P.O. Box 320
Nashville, Tennessee 37202
(615) 742-5414
naco@umcom.org
www.naco.umcom.org
Society for Advancement of Chicanos and Native
Americans in Science
P.O. Box 8526
Santa Cruz, CA 95061-8526
Phone: 831-459-0170
Toll Free: 877-SACNAS-1 (722-6271)
Fax: 831-459-0194
Email: info@sacnas.org
www.sacnas.org
Society of Hispanic Professional Engineers
5400 E. Olympic Blvd. Suite 210
Los Angeles, CA 90022
Tel: 323-725-3970
Fax: 323-725-0316
www.shpe.org
Southern Regional Education Board
592 10th St. N.W.
Atlanta, GA 30318-5776
(404) 875-9211
http://www.sreb.org/
79 Western Interstate Commission for Higher Education
3035 Center Green Drive
Boulder, CO 80301
Tel: 303.541.0200
Fax: 303.541.0291
http://www.wiche.edu/home.htm
Tribal College Journal of American Indian Higher
Education
PO Box 720
Mancos, CO 81328
Tel: 970-533-9170
Fax: 970-533-9145
http://www.tribalcollegejournal.org/
info@tribalcollegejournal.org
AFFIRMATIVE ACTION ORGANIZATIONS
American Association for Affirmative Action #304
3905 Vincennes Road
Indianapolis, IN 46268-3026
Abilities!
201 I.U. Willets Road
Albertson, NY 11507
Telephone: (516) 465-1400, (516) 747-5400
http://www.ncds.org
American Association of University Professors
Committee on the Status of Women in the Academic
Profession
One DuPont Drive Suite 500
Washington, D.C. 20036
American Association of University Women
1111 Sixteenth St. N.W.
Washington, DC 20036
Tel: 800/326-AAUW
Fax: 202-872-1425
Email: info@aauw.org
http://www.aauw.org
American Disability Association
2201 Sixth Avenue South
Birmingham, Alabama 35233
www.adanet.org
American Council on Education
One DuPont Circle
Washington, D.C. 20036
American Indian Science and Engineering Society
P. O. Box 9828
Albuquerque, NM 87119-9828
Tel: 505-765-1052
Fax: 505-765-5608
Email: info@aises.org
http://www.aises.org/
Association for Asian Studies
The University of Michigan
One Lane Hall
Ann Arbor, MI 48109
Asian Pacific American Chamber of Commerce
1118 22nd St., N.W., Suite 204
Washington D.C.
(202) 483-4206
Association of Black Women in Higher Education
c/o Delores V. Smalls
234 Hudson Ave.
Albany, NY 12210
Association of Disabled Professionals
BCM ADP, London WC1N 3XX
Tel: 01204 431638
Fax: 01204 431638
www.adp.org.uk/
adp.admin@ntlworld.com
Association of Black Administrators
Massachusetts Institute of Technology
77 Massachusetts Avenue, Room 10-211
Cambridge, MA 02139
80
Association of Higher Education and Disability
AHEAD
P. O. Box 540666
Waltham, MA 02454
Tel: 781-788-0003
Fax: 781-788-0033
Email: ahead@ahead.org
http://www.ahead.org
Association of Negro Business and Professional
Women’s Clubs
Washington, DC
(202) 483-4206
Brothers of the Academy Institute
University of Wisconsin at Whitewater
Roseman 2013
800 West Main Street
Whitewater, WI 53190
Phone: (262) 472-5217/5218
Fax: (262) 472-5210
webmaster@brothersoftheacademy.org
http://www.brothersoftheacademy.org/
Committee on Institutional Cooperation
1819 South Neil Street Suite D
Champaign, IL 61820-7271
Phone: 217-333-8475
Fax: 217-244-7127
cic@uiuc.edu
http://www.cic.uiuc.edu/
Employment of Hispanic College Graduates
www.saludos.com
Hispanic Association of Colleges and Universities
4204 Garden Dale
San Antonio, TX 78229
(210) 692-3805
Japanese Association of Northeast Ohio
http://www.janosakura.org
Job Accommodation Network
PO Box 6080
Morgantown, WV 26506-6080 800-526-7234 (V/TTY)
in the United States
http://www.jan.wvu.edu/
Minority Executive Search for Women & Minorities
PO Box 18063
Cleveland, Ohio 44118
Phone (216) 932-2022
Fax (216) 932-7988
info@minorityexecsearch.com
http://minorityexecsearch.com/contactus.asp
N.A.A.C.P. National Branch
4805 Mt. Hope Drive
Baltimore, Maryland 21215
National Association for Equal Opportunity in Higher
Education
2243 Wisconsin Avenue, N.W.
Washington, D.C. 20007
National Association of Asian American Professionals
P.O. Box 52030
Boston, MA 02205
info@naaap.org
http://www.naaap.org/NAT/contact.asp
National Congress of American Indians (NCAI)
1301 Connecticut Avenue, NW Ste 200
Washington, DC 20036
Tel: 202-466-7767
Fax: 202-466-7797
http://www.ncai.org/
Minority and Women Doctoral Directory
5908 Featherlight Place
Santa Rosa, CA 95409
(707) 539-7944 Voice
(707) 539-7916 Fax
www.mwdd.com
http://www.mwdd.com/contact.asp
N.A.A.C.P. Lansing Branch
1801 West Main
Lansing, MI 48917
National Alliance of Black School Educators
2816 Georgia Avenue, N.W.
Washington, D.C. 20001
National Association for Women in Education
1325 18th St. N.W.
Suite 210
Washington D.C. 20036-6511
National Association of Professional Asian American
Women
304 Oak Knoll Terrace
Rockville, MD 20850
Tel: 301-785-8585
Email: info@napaw.org
http://www.napaw.org/
81 National Easter Seals Society
230 West Monroe Street, Suite 1800
Chicago, IL 60606
312-726-1494 (fax)
800-221-6827 (toll-free)
http://www.easterseals.com/site/PageServer
National Organization for Women (NOW)
1100 H St NW, 3rd floor
Washington, D.C. 20005
(202) 628-8NOW (8669)
Fax : (202) 785-8576
now@now.org
http://www.now.org
National University Continuing Education Association
Committee on the Concerns of Women
One DuPont Circle
Washington, D.C. 20036
National Organization on Disability
910 Sixteenth Street, N.W., Suite 600
Washington, DC 20006
Phone: (202) 293-5960
Fax: (202) 293-7999
ability@nod.org
http://www.nod.org/
National Urban League
500 East 62nd Street
New York, NY 10021
Sisters of the Academy Institute
4036 Haley Center
Auburn University, AL 36849-5221
334.844.3087 voice
334.844.3072 fax
email: sotains@auburn.edu
web: http://www.sistersoftheacademy.org
United Indians of all Tribes Foundations (UIATF)
Discovery Park
P. O. Box 99100
Seattle, WA 98199
Tel: 206-285-4425
http://www.unitedindians.com/fondprograms.html
info@unitedindians.com
Saludos Hispanos
Telephone: 800.748.6426 or 323.726.2188
www.saludos.com
United Cerebral Palsy (UCP National)
1660 L Street, NW, Suite 700
Washington, DC 20036
Phone: 800-872-5827/202-776-0406
Fax: 202-776-0414
webmaster@ucp.org
http://www.ucp.org/
Women Employed
111 N. Wabash Suite 1300
Chicago, Illinois 60602
Ph. 312 782 3902
Fax. 312 782 5249
http://www.womenemployed.org/
Women in Engineering Program Advocates Network
1284 CIVL Building, Room G293
West Lafayette, IN 47907-1284
Tel: (317) 494-5387
Fax: (317) 496-1349
82 Appendix I
The Authorization to Begin
Recruitment Form
83
Guidelines for Completing the
Authorization to Begin Recruitment Form
The Authorization to Begin Recruitment form (See Appendix I in Part II Moving Away From Traditional Recruitment Strategies: Recruiting and Hiring Faculty for Mission) must be completed for the following positions: (1) Tenure or Tenure‐Track Faculty, (2) Visiting Faculty, (3) Clinical Faculty, and (4) Faculty in Residence. The form should be completed as soon as the Dean approves the (1) Departmental Review Report and the (2) Proactive Recruitment Plan. The following supporting documents must accompany the Authorization to Begin Recruitment Form: (1) Departmental Review Report (2) Proactive Recruitment Plan The Authorization to Begin Recruitment form requires the following approvals: (1) Department Chair, (2) Dean, and (3) the Senior Vice President for Academic Affairs and CAO. Send the form and documentation to the Vice President for Intercultural Affairs, University Hall, Suite, 4820. The Vice President for Intercultural Affairs will review the Authorization to Begin Recruiting form to determine whether the Departmental Review and Proactive Recruitment Plan are attached. If these documents are not attached, the form will be returned to the Dean. A copy of the approved Authorization to Begin Recruitment form, which includes a slot number, will be sent to the Dean. Recruitment to fill a position may begin at this point. Questions regarding completion of the Authorization to Begin Recruitment form may be directed to the Vice President for Intercultural Affairs, (310) 338‐7598. LOYOLA MARYMOUNT UNIVERSITY
AUTHORIZATION TO BEGIN RECRUITMENT
VACANCY #_______________________
INSTRUCTIONS: This form is used to initiate the faculty recruitment process. It must be completed for the
following positions: (1) Tenure or Tenure-Track Faculty, (2) Visiting Faculty, (3) Clinical Professor, (4)
Professor in Residence. The form should be completed as soon as the Dean approves the (1) Departmental
Review Report and the (2) Proactive Recruitment Plan. The Department Chair should complete, sign and
forward for the Dean's approval. Send it to the Vice President for Intercultural Affairs, and it will be
directed to the Senior Vice President and CAO for final approval. Upon the CAO’s approval, a slot
number will be assigned and copies will be sent to the Dean and Department Chair. Upon receipt of
the approved document, recruitment may begin.
MARK AS APPROPRIATE:
New Position (Year Approved _________ )
Tenure-track Replacement for:
Visiting Replacement for:
I.
FACULTY POSITION DESCRIPTION:
DEPARTMENT:____________________________________________________
APPOINTMENT TITLE*: ____________________________________________
BUDGET NUMBER:__________________________
BEGINNING TERM:__________________________
Specific areas of competency within the discipline: ________________________
_________________________________________________________________
_________________________________________________________________
Degree required: _____________________________________
Prior teaching experience required *:
years
Other qualifications: ________________________________________________
_________________________________________________________________
_________________________________________________________________
BUDGETED SALARY*: __________________
APPROVAL SIGNATURES TO BEGIN RECRUITMENT:
Department Chairperson:
Dean of College:
Vice President for Intercultural Affairs: ______________________
Senior Vice President and CAO:
Slot authorized: YES
NO_____
DATE: __________
DATE:___________
DATE: ___________
DATE:___________
Upon receipt of the approved document, recruitment may begin. (Academic Affairs 08/08)
Appendix J
LMU Boilerplate
84
LOYOLA MARYMOUNT UNIVERSITY “BOILERPLATE” 1.
Longer
Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of
American Catholic higher education. Located on the west side of Los Angeles overlooking
the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five
Marymount institutions. It serves 5400 undergraduates and over 2500 graduate students in
the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration,
Communication and Fine Arts, Film and Television, Education, and Law.
Loyola Marymount seeks professionally outstanding applicants who value its mission and
share its commitment to academic excellence, the education of the whole person, and the
building of a just society. LMU is an equal opportunity institution actively working to
promote an intercultural learning community. Women and minorities are encouraged to
apply. (Visit www.lmu.edu for more
information.)
2.
Shorter
Loyola Marymount, a comprehensive university in the mainstream of American Catholic
higher education, seeks professionally outstanding applicants who value its mission and
share its commitment to academic excellence, the education of the whole person, and the
building of a just society. LMU is an equal opportunity institution actively working to
promote an intercultural learning community. Women and minorities are encouraged to
apply. (Visit www.lmu.edu for more information.)
85
Appendix K
Guidelines for Developing
Mission and Culturally-Sensitive
Position Announcements
86
GUIDELINES FOR DEVELOPING MISSION AND CULTURALLYSENSITIVE POSITION ANNOUNCEMENTS
INCLUDE THIS INFORMATION IN THE POSITION ANNOUNCEMENT
Mission and culturally-sensitive position announcements can be crafted by paying careful
attention to any or all of the following:
1.
2.
3.
4.
5.
6.
7.
Overview of the department
Primary job responsibilities
Qualifications for the position
Departmental needs
Importance of issues of diversity
Value placed upon those who can share and teach differing points of view
Description of an atmosphere where minorities and women faculty can thrive
Mission – Sensitive Language
The boilerplate description of the University included in every position announcement
highlights LMU’s Catholic identity and Jesuit-Marymount heritage. It underscores our desire to
attract professionally outstanding faculty who will share our mission, including our commitment to
building an intercultural community.
As this standard language implies, all searches are expected to yield new hires who have a
good “fit” as regards their understanding of Loyola Marymount University’s religious identity and
their support for its mission. But sometimes departments realize it is not enough to be content
simply with a good mission fit. Beyond that, it can be important to attract candidates capable of
making specific contributions to the Catholic intellectual/artistic tradition at LMU. In this regard,
the following comments by Peter Steinfels are apposite:
Probably the most obvious of the questions that any Catholic college or university might ask
itself in the process of concretely examining identity and mission [is]: what is being taught?
Are the catalogue of courses; the core curriculum; the research interests that faculty share
with both graduates and undergraduates, with their peers and the public; the programs of
professional education . . .—are any of these in any significant way distinct, distinct in any
significant Catholic way, from what might be offered in a corresponding state or secular
institution?
Andrew Greeley has argued that both at the research level and in undergraduate courses,
there should be an emphasis, though not an exclusive emphasis, on Catholic aspects, themes,
and topics—in history, social theory, literature, art, spirituality, ethnic studies, political
science, and philosophy—and areas of interest not likely to be available elsewhere and by no
means limited to the discipline of theology. . .
87
If the answer to “What is being taught?” turns out to be “Nothing significantly different than
in corresponding secular schools,” there is clearly a problem of Catholic identity. Catholic
identity must be centered in the Catholic university’s intellectual life, and not assigned
exclusively to campus ministry . . . . Catholic identity should somehow, even if indirectly,
pervade the curriculum of the university as a whole. (A People Adrift: The Crisis of the
Roman Catholic Church in America [New York, 2003], pp.149-50)
Echoing these sentiments, John T. McGreevy, Chair of the History Department at the
University of Notre Dame, has written that “surely one responsibility of the faculty at a Catholic
university is to cultivate possible areas of expertise that resonate with the long, rich heritage of
Catholic Christianity.” (Commonweal, September 28, 2007, p.8).
Examples of Mission-Sensitive Language
It is important for every department to consider whether, how and to what extent its
discipline invites academic focus on what McGreevy has called “the long, rich history of
Catholic Christianity.” When the departmental self-study that takes place prior to a search
reveals an opportunity to introduce or enhance such a focus, appropriate signals should be
included in the position announcement. The examples that follow are offered by way of
suggestion:
•
Candidates who desire to contribute to the broad Catholic intellectual and artistic
tradition are especially encouraged to apply.
•
Strong candidates for this position [e.g., in history, literature, or the social sciences] will
bring sensitivity to the independent cultural role of religion.
•
The ideal candidate for this position will be knowledgeable in the area of Catholic social
teaching.
•
Our department is strongly committed to the mission of the University and has a special
concern for issues of social justice and the dialogue between faith and culture.
•
Besides teaching in their area of specialization, _______________ Department faculty
have opportunities to list courses in interdisciplinary-minor programs such as Catholic
Studies and Jewish Studies.
In addition to the mission-sensitive language above, each position announcement must
include either the short or long version of the Loyola Marymount University Boilerplate (see
Appendix J).
Culturally- Sensitive Language
Describe the Department
It is important to inform potential applicants about the diversity of the faculty and majors.
Examples are listed below.
88
•
The Department of Music has a diverse group of 100 majors including 50% European
American, 15% African American, 16% Asian/Pacific Islander, 15% Latino, and 4%
Native American. Fifty-six percent of our majors are female; 44% are male. The diverse
faculty represents the ethnic groups present in the student body and the United States.
•
The Department of Physician Assistant Education at Saint Louis University is one of the
first 2 in the country and enjoys a solid reputation as a leader in the field of PA
Education. The program mission and philosophy reflect the faculty's commitment to
excellence in teaching, research and service. Our diverse faculty offer a dynamic
curriculum designed to prepare graduates for cutting edge practice in the global
environment in which they will work. The program is a Masters Degree curriculum and
accepts 34 students each year.
Describe Primary Job Responsibilities
A Department should identify job responsibilities in association with its mission and
educational goals. The aim is to inform potential applicants of the Department’s genuine
interest in them and the expertise they bring to the workplace in helping to achieve a
culturally-diverse academic environment.
Responsibilities of a position should be clearly stated. In an instance of broad-based
curricula needs, an advertisement might identify the need for a person with the skills
necessary to develop courses that incorporate issues of diversity. Another job responsibility
might be to work with and advise students representing various ethnic and cultural
backgrounds. Or, a Department may simply want to have diverse viewpoints represented
among its membership to promote academic excellence. These responsibilities may be used
in combination when developing an advertisement as noted below in the examples.
Examples are listed below.
•
Develop a program in Asian-American Psychology.
•
Develop training models and curricula designed to reduce physical and mental health
risk in ethically-diverse populations.
•
Serve as role models for African-American, Latino, or Native American Students.
Describe the Desired Qualifications
Two main requirements in developing job qualifications are: (a) clarity and (b) flexibility.
Poorly specified or unclear job qualifications increase the risk that excellent minority or
women candidates will be eliminated for undefined reasons, such as that they were “not
qualified” as faculty for the Department.
A tendency toward the comfort of homogeneity also results in committees not hiring
candidates that do not fit their own model. Moving away from being satisfied with
89
candidates who are most similar to existing faculty to considering candidates that are
different involves more expanded and innovative ways of thinking about faculty positions.
This flexibility in thinking about job qualifications is part of understanding and valuing
diversity and creates the opportunity for attracting ethnic minority applicants who can make
significant contributions, initiate new ways of thinking, and introduce more diverse
ideologies.
Career paths for minorities and women may vary in comparison to mainstream or European
American candidates. Therefore, when developing job qualifications, search committees
need to identify characteristics that allow for more varied backgrounds and experiences.
This helps to prevent minorities and women who may have less traditional career paths from
being eliminated from the pool of viable candidates for a position. Consider the following:
•
If a candidate has not had extensive experience, a situation that may be the result of past
discriminatory practice, should that rule out his/her ability to perform the job
successfully if given the opportunity?
•
Can a similar, but not parallel, work history provide enough experience for an applicant
to assume a position, even though on paper it may not be immediately apparent?
•
Does the candidate have potential that, with support and mentoring, could develop the
ingredients of a successful faculty member?
Search committees must be sensitive to differences and guided by this wariness when
outlining the important and unique qualifications desired in a job applicant. Although this
way of thinking may not be new, its use in developing job qualifications that are later used
in the selection and screening process can contribute to broadening the committee’s
perspective, thus promoting and supporting diversification in the pool of candidates to be
considered for a given position.
Qualifications described in the position announcement should focus upon opening the pool
to a wide range of applicants, in particular to ethnic minority candidates. Use a broader
definition of scholarship that encompasses specialties in minority or women issues. Abilities
to teach in a number of areas should be the aim in developing the list .A search committee
would find it useful to keep in mind that the experiences of ethnic minority.
Some candidates may not mirror the characteristics of majority candidates, but that does not
mean that ethnic minorities are less able or less qualified .For example:
•
When reviewing research manuscripts and/or research studies, reviewers may consider
that traditional experimental matched control research designs might not be possible in
research studies involving certain minority neighborhoods or communities.
•
A candidate may have discontinued education for awhile to earn money to support
finishing graduate school; hence, such time off is not reflective of poor motivation, but
rather heightened motivation.
90
•
Search committees must keep focused on the goals of the identified qualifications, which
are to determine a person’s ability to perform the job responsibilities and assess the
contributions he/she can make to the program. In the case of minority and women
candidates, the search committee must also assess potential contributions based on the
candidate’s ethnicity and/or cultural background.
Describe Departmental Needs
The search committee must focus upon identified needs of LMU and the program, and take
care not to develop requirements that either exclude minority candidates during the search
and screening process or discourage candidates from applying when they read a position
announcement. See the examples below.
•
Research program that focuses on issues relevant to minority populations.
•
Ability to work effectively with diverse populations.
•
Preference will be given to candidates who are able to teach courses that Integrate
diverse content and issues.
•
Teaching and/or research area is open, but an emphasis in Inclusive Counseling,
Community Counseling, or Counseling At-Risk Groups is preferred.
•
Proficiency in one of the following areas is desirable: child clinical, community
psychology with emphasis on minority or rural populations.
•
Interest, training, and demonstrated expertise in counseling and programming to meet
the personal, career, and academic concerns of Latino students.
Highlight the Importance of Diversity at LMU
Given LMU’s commitment to diversity and interculturalism and consistent with its Catholic/
Jesuit/Marymount traditions, position announcements should indicate that a candidate must
be committed and able to work effectively within our diverse campus community. See the
examples below.
•
LMU is committed to diversity in its faculty as well as its student population.
•
The LMU community is composed of faculty, staff and students from a wide range of
culturally-diverse backgrounds. Applicants should be experienced with and committed
to work in and with this diverse population.
•
We invite application for this position from qualified persons who value our mission and
share our commitment to diversity and educational equity.
•
LMU is committed to enhancing diversity and creating an inclusive learning and
working environment.
91
•
The successful candidate will be committed to supporting and enhancing a culturally
rich and diverse learning environment.
•
Diversity enriches the educational experience of all students. Therefore, we consider
diversity at LMU a priority. Providing our students a more diverse learning environment
will better prepare them to succeed in an increasingly global society.
Discuss the Value Placed Upon Those Who Can Share and Teach Differing Points of
View
Another pivotal factor that enhances the attractiveness of a position to minority and women
candidates is the use of statements that convey an interest in the contributions that these
candidates can make and the impact their work can have on the overall training and goals of
the academic program. Normally, the commonly used phrase “women and minorities are
encouraged to apply” is limited in its ability to convey the broader messages associated with
more direct statements about the contributions that an ethnic minority member can bring to a
position. Moreover, more specific statements help dispel concerns often associated with
affirmative action hires. Take a moment to read the following example of a position
announcement. Notice the different ways that the factors discussed have been incorporated
to aid in the development of an ethnically-sensitive position announcement.
•
The School of Education invites applications for two openings for the position of:
assistant/associate professor of School Psychology to begin fall 2001. The University
seeks to attract an active, culturally and academically diverse faculty of the highest
caliber, skilled in the scholarship of teaching, discovery, application, and integration of
knowledge. The University is a doctoral granting public institution that enrolls about
32,000 students, including nearly 14,500 minorities. Twenty-five doctoral programs are
offered. The School has been recognized nationally for its leadership in the preparation
of educational professionals and as a principal contributor to professional literature. In
addition to the Baccalaureate, Master’s, and Ed.D. degrees, a Ph.D. degree is available
in five major program areas. The School of Education is fully committed to a culturally
diverse faculty and student body. The faculty have identified six mission priorities for
the School, which are:
(a)
(b)
(c)
(d)
(e)
(f)
work in “at-risk” settings;
development of multicultural educational environments that affirm
the value of cultural diversity;
establishment of formal collaborative partnerships designed to
achieve professional impact;
development of the School as a learning community;
engagement in systematic inquiry; and,
development of improved methods of evaluation and research.
Successful candidates will evidence commitment to those priorities and also contribute to
the attainment of extramural funding in support of collaborative projects and increased
utilization of technologies to improve professional education.
92
The idea, as demonstrated by this example, is to develop position announcements that
convey the value of ethnic diversity and the importance of attracting candidates who bring
that added dimension and can facilitate further growth in creating a more culturally and
ethnically diverse setting within a department.
Describe LMU as an Atmosphere Where Minority and Women Faculty Can Thrive
Academic Departments should hire more than one or two minority and women faculty to
establish an intra-departmental base of support for minority faculty and women members.
Candidates do not want to be considered the token minority or woman in a Department and,
in some instances, may not want to be the only minority or woman faculty member in the
program.
A clear message about the campus climate and the value placed on minority representation
in the faculty helps potential applicants anticipate the presence of other minority faculty,
who can provide support for dealing with the negative forces of tokenism or be available for
discussing shared concerns. Keep in mind, however, that minorities and women can be
attracted to a position and a campus even in the absence of a large minority community,
student body, and faculty if they perceive the Department to be a supportive environment
committed to their interests and wellbeing as prospective faculty members. Examples are
listed below.
•
LMU aspires to become a leader among its peer institutions in making meaningful and
lasting progress in responding to the needs and concerns of minorities and women.
•
LMU places a high priority on the creation of an environment supportive of the
promotion of minorities, women, and persons with disabilities.
•
LMU seeks to create a work environment and organizational culture that reflect the
society and community in which it is located and a climate for the success of every
employee by appreciating the uniqueness that each one brings to the workplace.
93
Appendix L
The Faculty Ad Approval Form
94
Guidelines for
Completing the Faculty Ad Approval Form
The Faculty Ad Approval form (See Appendix L in Part II Moving Away From Traditional Recruitment Strategies: Recruiting and Hiring Faculty for Mission) is used to obtain permission to advertise all tenure or tenure‐track faculty positions. This form is not required for (1) Visiting Faculty and (2) Clinical Faculty positions. The Senior Vice President for Academic Affairs and CAO must receive all ads no later than ten (10) working days prior to the deadline date for publication. Only items approved on this form will be processed for payment. The following supporting document must accompany the Faculty Ad Approval form: (1) Mission and Culturally‐Sensitive Position Announcement which contains language to attract a diverse pool of candidates and the LMU Boilerplate Send the form and Position Announcement to the Vice President for Intercultural Affairs, University Hall, and Suite 4820. The Vice President for Intercultural Affairs will review the Position Announcement to determine whether it contains the LMU Boilerplate (Appendix J) and mission and culturally‐sensitive language, as described in Guidelines for Developing Mission and Culturally‐Sensitive Position Announcements. (See Next Page). If the form needs to be revised, it will be returned to the Dean. The form requires the following approvals (1) Dean, (2) Vice President for Intercultural Affairs, and (3) Senior Vice President for Academic Affairs and CAO. Questions regarding completion of the Faculty Ad Approval may be directed to the Vice President for Intercultural Affairs, (310) 33‐7598. LOYOLA MARYMOUNT UNIVERSITY
FACULTY AD APPROVAL FORM
The Ad Approval Form is used to obtain approvals for all tenure track ads for faculty. This form requires the
following approvals: (1) Dean, (2) Vice President for Intercultural Affairs, and the (3) Senior Vice President
and CAO. Any request for revisions will be directed to the Dean. The Senior Vice President and CAO must
receive all ads no later than ten working days prior to the deadline date. Only items approve on this
form will be processed for payment.
Date:
Department:
Name of Dept. Chair or
Contact:
FT Tenure Track Position:
Name of magazine/journal/on-line service
where ad will appear:
Number of issues in which you
would like the ad to appear:
Deadline date:
Cost:
If additional space is required, please attach a separate sheet.
Approval Signatures:
Dean: _____________________________________________________________________ Date: _____________
Vice President for Intercultural Affairs: __________________________________ Date: _____________
Senior Vice President and CAO: __________________________________________ Date: _____________
(Academic Affairs 08/08)
Appendix M
Business Reply Mail
Postcard
95 NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES
BUSINESS REPLY MAIL
FIRST CLASS MAIL PERMIT NO. 41784 LOS ANGELES CA 90045
POSTAGE WILL BE PAID BY ADDRESSEE
DEPARTMENT OF MATHEMATICS
LOYOLA MARYMOUNT UNIVERSITY
I LMU DR STE 2700
LOS ANGELES CA 90099-2933
This acknowledges receipt of your letter of application. Due to the large number of applications
received, we cannot individually respond to each applicant or interview all applicants. The policy of
Loyola Marymount University is to assure equal employment opportunity to all applicants. Please
join us in our effort to develop applicant pools representative of our diverse community by
providing the information requested on this postcard. This data is anonymous and will be used for
statistical analysis only
Please detach this postcard and provide the information requested below. Please do not write your name on this card.
I. GENDER
II. ETHNICITY
Female
Asian/Pacific Islander
Hispanic
Male
Black/African American
Native American
Caucasian
Other
___________________
(Please specify)
Thank you for providing this information. Please mail this postcard promptly.
Department of Mathematics
University Ha11
1 LMU Drive, Suite 2700
Los Angeles, CA 90045-2659
Return Service Requested
Appendix N
Telephone Resources
96 TELEPHONE RESOURCES FOR FACULTY & STAFF CANDIDATES Dear Candidate,
We are pleased to learn about your interest in joining the Loyola Marymount University
campus community. For your information, we provide telephone numbers of offices,
committees, and programs that you may contact to obtain additional information about our
community.
Faculty/Staff Telephone Resources
Office of the Vice President for Mission & Ministry
(310) 338-2987
Campus Ministry
(310) 338-4571
Center for Ignatian Spirituality
(310) 258-8695
Office of the Vice President for Intercultural Affairs
(310) 338-7598
Ethnic Minority and Faculty/Staff Network, including the
1. African American Faculty/Staff Association
2. Asian American Faculty/Staff Association
3. Latino/a Faculty Association
4. Latino/a Staff Association
5. Gay/Straight Network
Committee on the Status of Women
(310) 338-6076
Child Care Center
(310) 338-8900
Human Resources
(310) 338-2723
Appendix O
Standardized Letters
•
•
•
•
•
Letter to Major Universities Soliciting Applications or Nominations
Letter to Organizations and Associations
Letter to Department Chairs
Letter Acknowledging Letters of Reference
Letter to Applicants Who Have Been Eliminated from
Consideration
Letter to Interviewees
Letter to Announce a Cancelled Search
•
•
97
Sample Letter To Major Universities
Soliciting Applications or Nominations
Dear Colleague:
Loyola Marymount University is currently undertaking a national search for a tenure-track position in the
Department of __________________________ and is soliciting applications and nominations.
The attached Position Announcement describes the nature of the appointment and the
qualifications of a successful candidate. I hope you will find it descriptive enough to be of value in
determining whether you might wish to nominate one or more candidates.
I am requesting your assistance in sharing this announcement with associates, graduate students,
professional organizations and other resources available to you. In addition, would you please encourage any
women or ethnic minorities to apply for this position. Our goal is to attract greater numbers of such
applicants and thereby increase our opportunities to improve the gender and ethnic diversity of our faculty.
Any assistance you might provide us, including the circulation of the enclosed Position
Announcement, will be much appreciated. Please note that there is a specific deadline for the receipt of
applications. Nominations received prior to that date will be given full consideration.
Sincerely,
Search Committee Chair
Enclosure
98
Sample Letter to Organizations and Associations
Dear Colleague:
The mission of Loyola Marymount University includes a commitment to diversity. In our efforts to
further diversify our workforce, we continually seek to recruit faculty and staff from underrepresented
individuals who share a commitment to our mission. Therefore, we would appreciate your bringing the
enclosed Position Announcement to the attention of qualified candidates. (Departments can add their own
embellishments here if they choose to do so.). Alternatively, if you simply want to forward the names of
candidates who you think might be qualified or interested, we would be happy to contact them directly.
Thank you very much for sharing this information with your colleagues and for bringing to our
attention outstanding candidates for this position on our campus. We look forward to hearing from you.
Sincerely,
Search Committee Chair
Enclosure
99
Sample Letter to Department Chairs
Dear Colleague:
The
Department at the Loyola Marymount University
invites applications for a tenure-track/visiting position in ________,
anticipated to begin in the
of
.
I would appreciate it very much if you would bring the enclosed Position
Announcement to the attention of graduate students or others who you believe are
qualified and might be interested in applying for this position.
I can be reached at (310) XXX-XXXX, should you or others have any questions
concerning the position. Thank-you very much for any assistance you might provide.
Sincerely,
Search Committee Chair
Enclosure
100 Sample Letter Acknowledging Letters of Reference
Dear ____________________:
Thank you for your letter of reference on behalf of
_____________, who has applied for the position of
________________ in Loyola Marymount University’s
Department of ___________________.
Your thoughtful letter will be of great assistance to the Search Committee as we begin
evaluation of candidates for this position. We appreciate your taking the time to submit this
reference.
Thank you.
Sincerely,
Search Committee Chair
101
Sample Letter to Applicants Who Have Been Eliminated
From Consideration
Dear_______________:
Thank you again for applying for the position of _________________in Loyola Marymount
University’s Department of____________. We had approximately ________applications
for the position, including many unusually well-qualified individuals. It was difficult to
reduce the pool to one that included those individuals we felt most nearly met or exceeded
the qualifications and responsibilities of the position. Only a small number of candidates
were retained on the list of finalists for the position.
While your application was not selected for the final round of consideration, my colleagues
and I greatly appreciate the interest you showed in Loyola Marymount University and its
programs by virtue of your candidacy. I want to congratulate you for your past
accomplishments and to thank you sincerely for allowing us the opportunity to evaluate your
credentials.
I wish you the best for a continued successful career.
Sincerely,
Search Committee Chair
102
Sample Letter to Interviewees
Dear
:
It was a great pleasure to see you during your recent visit to Loyola Marymount University
and your interview for the position of _________________in the Department
of_______________.
After an intensive and difficult review of a number of highly qualified semifinalists such as
you, the Department has extended an offer to and gained acceptance of Dr.
______________of__________________. We had a number of highly qualified applicants
and I would like to congratulate you once again for being one of the finalists. The Search
Committee and program faculty were greatly impressed by your credentials.
My colleagues and I sincerely appreciate your interest in Loyola Marymount University and
its programs, which you have demonstrated through your candidacy for this position. We
extend our best wishes for a successful and rewarding career.
Sincerely,
Search Committee Chair
103
Sample Letter to Announce a Cancelled Search
Dear
:
The Department of
at the Loyola Marymount University has ended its
search for a faculty member to fill the position of Assistant Professor for which you applied.
We were not successful in identifying a candidate who met all of our requirements.
We very much appreciate your wish to join our faculty, as well as the time, effort and
consideration spent in preparing your application. We wish you well in all your future
academic endeavors and thank you again for your interest in Loyola Marymount University.
Sincerely,
Search Committee Chair
104
Appendix P
Standardized Forms
• Initial Paper Screening Worksheet for Minimum
Qualifications
• Applicant Rating Sheet
• Student Reactions to Candidate’s Instruction
• Form to Evaluate Candidates during the Campus Visit
• Guidelines for Checking References
• Questions for Checking References
• Checklist for Evaluating Written Recommendations
105
INITIAL PAPER SCREENING WORKSHEET
FOR MINIMUM QUALIFICATIONS
Applicant Name: ____________________________________
Position: ______________________________________________
Initials of Rater: ______________
Date of Screening: ____________
Preliminary Screens
A. Ph.D. or Equivalent in appropriate
discipline(s) in hand
YES
NO
(IF NO, STOP RATING)
B. Specialization(s) within the
discipline
YES
NO
(IF NO, STOP RATING)
C.
YES
NO
(IF NO, STOP RATING)
Two Years Teach Experience
at the College level
NA*
Academic and Professional Preparation
1.
Evidence of teaching ability
2.
Teaching experience with
multi-cultural, international,
female students
3.
Research, articles, etc.
4.
Participation in professional activities
5.
Other activities (including special assignments,
awards and fellowships)
POOR
GOOD
EXCELLENT
Other Comments: (e.g., evidence of good “Mission fit”)___________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
*NA = Not Applicable/Not Available
(California State University at Chico, Packet 2)
106
APPLICANT RATING SHEET
_______ 1.
Ph.D. in _____________________
_______ 2.
Teaching –
_______ 3a.
Research Experience – Articles
_______ 3b.
______ 10 or more
4 pts
______ 9 – 5
3 pts
______ 4 – 2
2 pts
______ 1 or less
1 pt
Research – Papers Presented
______ 10 or more
4 pts
______ 9 – 5
3 pts
______ 4 – 2
2 pts
______ 1 or less
1 pt
_______ 4.
Contribute to Department (Please Comment. Include comments on potential
contributions to LMU’s distinctive Mission as Catholic/Jesuit/Marymount).
(University of Colorado at Colorado Springs, 2000, p. 49)
107
STUDENT REACTIONS TO CANDIDATE’S
INSTRUCTION
Your thoughtful answers to these questions will provide helpful information to your visiting instructor.
Describe the frequency of the instructor’s teaching procedures, using the following code:
1—Hardly Ever 2 – Occasionally
3 – Sometimes
4 – Frequently
5 – Almost Always
The Instructor:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Promoted teacher-student discussion (as opposed to mere responses to questions).
Found ways to help students answer their own questions.
Encouraged students to express themselves freely and openly.
Seemed enthusiastic about the subject matter.
Changed approaches to meet new situations.
Spoke with expressiveness and variety in tone of voice.
Demonstrated the importance and significance of the subject matter.
Made presentations which were dry and dull.
Encouraged student comments even when they turned out to be incorrect or irrelevant.
Summarized material in a manner which aided retention.
Related material to real life situations.
Introduced stimulating ideas about the subject.
For the following questions, A-G indicates how descriptive each statement is by blackening the proper space.
1– Definitely False
2—More False than True
3—In Between
4—More True than False
5—Definitely True
13. 15. Overall, I rate this INSTRUCTOR an excellent teacher.
Overall, I LEARNED A GREAT DEAL in this lecture.
California State University at Chico, 2001)
108
FORM TO EVALUATE CANDIDATES
DURING THE CAMPUS VISIT
Evaluator __________________________________________________________________________________
NAME: _____________________________________________________ FIELD: _______________
PRESENT INSTITUTION OR BUSINESS:
__________________________________________________________________________________
PRESENT POSITION: ______________________________________________________________
TEACHING
Experience
Teaching Quality
Comments
RESEARCH
Experience
Publications
Comments
Potential Contributions to LMU’s Distinctive Mission as Catholic/Jesuit/Marymount
OTHER COMMENTS (Grades, awards, schools, etc.)
INITIAL EVALUATION
______ High
(should be a
semi-finalist)
______ Medium
(may be a semifinalist)
_______Low
(should not
be a semifinalist)
______Does
(not meet
requirements)
(University of Colorado at Colorado Springs, 2000, p. 47)
109
GUIDELINES FOR CHECKING REFERENCES
General Considerations
1.
The purpose of reference checks is to gather additional information about the candidates as a
basis for narrowing the list to a small group that the committee will invite to off-campus or
telephone interviews.
2.
Reference checks should be limited to the top 8-10 candidates. Of course, the committee
could decide to add to the list at a later time.
3.
Regardless of previous authorization, the candidate’s permission should be obtained by the
Chair (or an assigned member of the committee) just before the calls are to be initiated to the
references. This will provide an opportunity to explain to the candidate the status of the
search, and for the candidate to raise questions he/she may have about the university or the
search process.
4.
Calls should be made only to those references provided by the candidate unless the
candidate voluntarily authorizes going beyond the list.
5.
Each candidate should be assigned to one member of the committee. Some members may
be assigned more than one candidate if there are more candidates than committee members.
Committee members should call a minimum of three references for each candidate assigned.
6.
Review the candidate’s file carefully before making these calls, since it is important that you
be able to convey to the reference overall familiarity with the candidate’s on-paper
credentials in the course of the conversation.
7.
The search committee should develop a list of 5-10 questions that are matched to the search
criteria, providing the opportunity to evaluate the candidate against the standards established
for this search.
8.
Notes should be made on the substance of the calls for the purpose of accurately sharing
results with the committee. It is important, though, that reports be made orally at the
next meeting, for nuances are often difficult to capture on paper. Unless the committee
specifically decides before the reference checking begins that these notes be shared,
they should be regarded as reminders to the reference checker and not as part of the
committee’s file on the candidate.
University of Colorado At Colorado Springs, p.20)
110
QUESTIONS FOR CHECKING REFERENCES
Candidate Name _________________________________ Date ______________________
Reference called _______________________________ Phone Number ________________
This is __________________________. I am a member of the (name of position) Search
Committee at Loyola Marymount University. _____________________is on the list of candidates
from whom we will be making our final selection. ______________________
has given us permission to contact references. Would you be willing to comment on his/her
suitability for such a position? We would prefer that you keep _________________________
candidacy confidential.
1. What has been your relationship to the candidate and how long have you known him/her?
2. How would you view the candidate’s qualifications in terms of the role a (name of position)
should assume?
3.
How well does he/she work with faculty and people from outside their immediate
organization?
4. How well does he/she interact with students?
5. Is he/she a self-starter? Please describe 1 or 2 projects where he/she was a member of a
team effort? How did he/she interact with the others on the “team”?
6. How would you describe his/her personality and his/her temperament? (Is he/she a loner?
Does he/she lose his/her temper easily? How does he/she get along with others in the office,
etc.)?
7. What do you consider to be his/her greatest strengths? What areas do you have reservations
about?
8. What is it about this candidate that you hope I don’t ask?
9. LMU is an academically demanding student-centered university with a strong commitment
to social justice. It takes pride in its Jesuit/Marymount heritage. In the mainstream of
Catholic higher education in the U.S., it takes pride in its Jesuit-Marymount heritage. Would
this candidate be a good “mission fit”?
111
QUESTIONS FOR CHECKING REFERENCES
(Continued)
10. On a scale of 1 to 10 (1-loser & 10-outstanding), how would you evaluate this person’s
professional performance ( ) and their character ( )?
11.
How would you judge the candidate’s administrative abilities?
12.
How would you judge the candidate’s academic qualities?
13.
How would you judge the candidate as a leader?
14.
What substantive accomplishments are generally attributed to the candidate?
15.
How does the candidate’s constituency view him/her?
16.
Do you know of any qualities, incidents or experiences that might make the candidate
unsuitable for this position?
17.
If the reference is a current or previous supervisor: Would you hire this person again?
Why or why not?
(University of Colorado at Colorado Springs, 2000, p. 62)
112
CHECKLIST FOR EVALUATING
WRITTEN RECOMMENDATIONS
1.
Does the referee state relationship to the
candidate?
_____
_____
2.
Is specific knowledge of the candidate’s
subject matter background mentioned?
_____
_____
Is the matter of quality of research and
publications mentioned?
_____
_____
Are the candidate’s duties in current
position noted?
_____
_____
Does referee state how well candidate
performs his/her duties?
_____
_____
Are interpersonal relationship abilities
noted?
_____
_____
7.
Are administrative skills mentioned?
_____
_____
8.
Is there a reference to entry level of the
candidate?
_____
_____
Is the question of the candidate’s
initiative mentioned?
_____
_____
Are specific instances of excellent
performance documented?
_____
_____
Does any part of the letter raise
additional questions about the candidate’s
skills, abilities, knowledge or judgment?
_____
_____
Are there negative comments that are
echoed in other letters of reference?
_____
_____
3.
4.
5.
6.
9.
10.
11.
12.
113
CHECKLIST FOR EVALUATING
WRITTEN RECOMMENDATIONS
(Continued)
13.
Are there positive remarks similar to those
written by other referees for this candidate?
_____
_____
Do there seem to be any hidden
messages (covert warnings)?
_____
_____
15.
Are any personality traits described?
_____
_____
16.
Are student-professor or superiorsubordinate relations mentioned?
_____
_____
14.
114
Appendix Q
The Request for
Full-Time Agreement
115
Guidelines for Completing the
request for Full-Time Agreement Form
The Request for Full‐Time Agreement form (See Appendix Q) must be completed for the following positions: (1) Full‐Time Tenure or Tenure‐track Faculty, (2) New Visiting Faculty, (3) Returning Visiting Faculty, (4) Clinical Faculty, and (5) Faculty in Residence. After selecting a final candidate for a full‐time faculty position, the Dean must complete the Request for Full‐Time Agreement. The following supporting documents must accompany the Request for Full‐Time Agreement: ‰ Renewal – Documentation on File ‰ Copy of Curriculum Vitae/Resume ‰ Completed LMU Faculty Application (Original) ‰ Completed EOE Self‐Identification Form ‰ Official Transcripts (Terminal Degree Only) ‰ Degree (Check One): ‰ A.B.D. (All But Dissertation) Estimated Completion Date: ______ ‰ Ph.D. ‰ Ed.D. ‰ M.F.A. ‰ M.B.A. ‰ Other ‰Additional Information: Send the form and the required documents to the Director of Academic Budgets and Planning, University Hall, and Suite 4820. The Director of Academic Budgets and Planning will review the form and attached documents. If the supporting documents are not attached, the form will be returned to the Dean. Questions regarding completion of the Director of Academic Budgets and Planning (310) 338‐5172. LOYOLA MARYMOUNT UNIVERSITY
REQUEST FOR FULL-TIME AGREEMENT (“RFTA”)
I recommend that an Agreement for the
Academic Year be issued as follows:
DEPARTMENT:
SLOT #:
FULL NAME:
(Legal name as reflected on social security card)
MAILING ADDRESS:
Number and Street Name
Home Phone:
Mobile:
Unit #
State
Zip
Business Phone:
Email Address:
‰ Academic Year ‰ Fall Term ‰ Spring Term
BUDGETED SALARY: $
TITLE: ‰ Asst. Professor ‰ Assoc. Professor ‰ Professor ‰ Presidential Professor
‰ Visiting Asst. Professor ‰ Clinical Professor ‰ Professor in Residence
RANK: ‰ Tenure-Track ‰ Tenured ‰ Non-appointment
If tenure-track position, is Rank and Tenure credit recommended? ‰ Yes ‰ No
If yes, number of years:
Reason:
‰ FAMILY
MOVING ALLOWANCE; If yes, please select:
College/School: $
‰ SINGLE
Academic Affairs: $
ENCLOSED DOCUMENTS: All supporting documentation must accompany the “RFTA” prior to production of
the full-time faculty services agreement:
‰
Renewal – Documentation on File
‰
Copy of Curriculum Vitae/Resume
‰
Completed LMU Faculty Application (Original)
‰
Completed EOE Self-Identification Form
‰
Official Transcripts (Terminal Degree Only)
Degree (Check One):
‰ A.B.D. (All But Dissertation) Estimated Completion Date:
‰ Ph.D. ‰ Ed.D. ‰ M.F.A. ‰ M.B.A. ‰ Other
‰
Additional Information:
APPROVALS:
Date:
Dean
_________________________________________________
Director of Academic Budgets and Planning
Date:
Date:
Senior Vice President and CAO
(Academic Affairs 08/08)
______________________
Appendix R
IMPROVING FACULTY SELECTION: THE
CRITICAL INDICES APPROACH
Published--The Department Chair, 6, Summer, 1995
(Anker Publishing, Bolton, MA)
Hiring a new faculty member may be among the most important decisions a department ever
makes. The new hire represents the department’s future and along with other new hires will help
shape image, culture, and students for years to come. The hiring decision is also an expensive one,
possibly accounting for around a million dollars or more of the university’s money over the course
of a career. Even more will be spent if poor choices are made and new searches are required. In
such cases, the department chair is at least somewhat accountable if for no other reason than at most
colleges and universities, it is the department chair who is primarily responsible for creating and
overseeing the selection process.
That responsibility begins with effective selection of both a search committee chair and
committee membership (e.g., Ilkka, 1995). It continues with the department chair facilitating the
committee’s efforts in any number of unobtrusive ways ranging from making sure permission to
hire has been accomplished to providing secretarial and budget support. But perhaps the most
important facilitation may involve helping the search committee develop and ask job-relevant
questions as well as engage in meaningful answer assessment. Encouraging the search committee to
attend to effective question development is crucial for a couple of reasons. First of all, the low
validity and reliability of the employment interview as an assessment measure across various
professions is fairly well established in the interviewing literature (e.g., Dipboye, 1992). The
reasons for such problems of validity and reliability are related to such concerns as lack of position
clarity, problems with interview structure, and of particular interest here, skill in developing and
asking position relevant questions. Secondly, university faculty search committees are generally not
composed of individuals with extensive prior training in personnel assessment and thus, they are
neither any more or less skilled as employment interviewers than those who conduct interviews in
other professions. In turn, while it may be presumed that faculty avoid judgments based on race,
sex, age, disabilities, or attractiveness, it is not unreasonable to assume that some future faculty
search committees at otherwise fine institutions will still (1) ask far too many job irrelevant
questions (versus job relevant ones); (2) not ask these questions in a consistent manner, e.g.,
different questions and different sequencing of questions; and (3) not meaningfully compare
candidate answers against previously established and agreed upon benchmark responses. Given
these assertions, the remainder of this article offers an approach to question development, which is
easily implemented, and decidedly more job relevant.
116
Question Development
Critical Indices questions are questions which emerge from a thorough job analysis and
which focus upon specific knowledge, skills and abilities (KSAs) the candidate may need to exhibit
in order to meet certain job tasks. While the committee may develop a large number of useful
questions, the department chair should encourage the committee to develop at least five or six
Critical Indices questions which speak to the KSAs needed to accomplish various job requirements.
The committee might actually wish to develop two sets of such questions, one set for a screening
interview (e.g., teleconference) which focuses upon establishing comparative professional quality,
and another set for the on-site interview which further examines professional quality but also
addresses personal fit.
As developed here, the Critical Indices approach draws from and combines ideas developed
by Feild and Gatewood (1989), Janz (1989), and Janz, Hellervik, and Gilmore (1986). While others
(e.g., Coady, 1990; Watts, 1993) have emphasized the value of descriptive interviewing, this
approach incorporates both descriptive and situational interviewing, agreeing that one of the best
indicators of future behavior is past behavior (descriptive focus--"what did you do when..."), but
unwilling to discard the value of well developed, hypothetically construed contexts (situational
focus--"what would you do if....") for assessing some aspects of a candidate's potential (Janz, 1989).
The Critical Indices approach also recognizes the value of what is termed interrogative questions,
follow up questions for both descriptive and situationally based interview questions. Below, each of
the three question types is further discussed and illustrated.
Descriptive Behavior Questions -- Janz (1989) notes that there are four types of interview
information: credentials, experience descriptions (e.g., surface discussion on duties,
responsibilities), opinions (includes self perceptions and commentary on other contexts, plans,
goals, etc.), and behavior description (detailed accounts of actual events from the applicant's work
and life situations). Janz believes the latter category is most useful in that it reveals specific choices
made as well as indications of the circumstances encompassing such choices. Descriptive
behavioral patterned interviewing involves questions which seek to contextualize and specify the
more general and often philosophical questions asked in interviews. Instead of a question which
asks, "what kind of relationship between teacher and student best fosters learning?" the descriptive
approach asks, "tell me about a teaching situation from your past which best illustrates the kind of
relationship that should exist between teachers and students?" In any event, the descriptive question
forces the candidate away from abstract and perhaps even "canned" answers to instances which
reveal choices made and values actualized. In a sense, the shift is simply from conjecture to specific
instance, but in another and more important sense, it is a shift from detached reflection to more
personal revelation (see Appendix A).
Situational Questions -- To ask candidates to answer all questions based on specific, past
experiences could easily become counter-productive if for no other reason than candidates may not
have the requisite experience from which to draw. Thus, the use of hypothetically construed or
situational questions are appropriate, especially for candidates with limited job experience. For
example, suppose the job analysis underscored the importance of development and delivery on an
effective introductory course in the discipline. The experienced teacher might simply be
117
Situational Questions (Continued)
asked to discuss her most recent rendition of the introductory course. The novice, however, might
be asked to construct a hypothetical course syllabus with such attendant questions as, how would
you structure the course? Explain what materials you would select and within that corpus, what
might you emphasize? What key readings? Assignment? Evaluation system? --and of course, the
lingering "why" is also available. Admittedly, the hypothetical situation reduces expectations for a
richer, more personal and contextualized answer, however it may still provide committee members
with the opportunity to assess the candidate's ability along a variety of relevant dimensions, for
example, problem solving, organizational skills, subject matter competency, and resource awareness
(see Appendix A).
Interrogative Questions -- These are the "why" and "how come" probes of the candidate's initial
answers, and can serve one or more functions, (a) promoting understanding, (b) providing modest
confrontation in order to test commitment to views, (c) illustrating the candidate’s ability to reexamine a response based upon new information and/or perspective offered by a committee
member. Moreover, such answers might provide some initial guidance for the kind and amount of
mentoring likely to be needed should the candidate subsequently be selected.
While Critical Indices questions may constitute only a small portion of the total questions
asked by a committee, it is important that all the Critical Indices questions asked of one candidate
be asked of all candidates, and to the extent possible in the same order and with the same amount of
time available for an answer. Without scripting the interview too tightly, the selection committee
chair might actually organize and in order, cue members assigned to ask predetermined, critical
incident questions. While it is impossible to control every intervening variable in every interview, it
is important to provide each candidate with as even an opportunity to respond to Critical Indices
questions as is possible. And, while other information and answers to non-Critical Indices questions
may significantly impact on candidate assessment, evaluation of candidate answers will be
significantly enhanced if at least some answers to identical questions can be meaningfully compared
across all candidates.
Benchmarking
Once the primary candidates have been screened and after the top few have made an onsite visit and been interviewed by the search committee, it is imperative for both legal and ethical
concerns that the decision to offer the position to a given candidate be based upon objective,
interview-based information. For example, while decisions based on age or sex are illegal, the
search committee could also not invite and then later reject a candidate based on a "disqualifier"
previously evident in the written materials (e.g., lack of a terminal degree). Instead, it is to
everyone’s advantage to be able to make a clear and thorough comparison of each candidate
based upon answers given to undeniably job relevant questions which were asked of every
candidate in approximately the same way and sequence. And, while such answers as noted on
paper (or with permission, as recorded on tape), might be compared among candidates, the
committee should also have developed its versions of high quality answers, acceptable answers,
and unacceptable answers for each Critical Indices question. Following each interview,
118
Benchmarking (Continued)
individual members would evaluate answers to each of the Critical Indices questions. Such
evaluations could then be collated and discussed with reference to the committee-developed
benchmarks. Obviously, unanticipated and yet excellent variations on the benchmark answers
might emerge, and as a consequence, the committee may have to re-consider its benchmark
and/or reconsider the viability of the question itself.
Conclusion
While there are many ways in which the department chair can facilitate a more effective
search process, the chair should make every effort to assure that the search committee will ask
questions which allow for a useful, comparative assessment of the candidates who have made it
to the short list. Questions which address specific behaviors, which are asked in the same way
and the same sequence for every candidate, and which are evaluated against established
benchmarks, should improve the value of the screening and selection interviews in particular as
well as the overall search process. To the extent that the department chair is able to foster the use
of a question development approach as outlined above, the interests of the department, the
institution, the students, and the eventual hire, are more likely to be served.
119
References
Coady, S. (1990). “Hiring faculty: A system for making good decisions.” CUPA Journal, 41, 5-8.
Dipboye, R.L. (1992). Selection interviews: Process perspectives. Cincinnati, OH: SouthWestern Publishing Co.
Feild, H.S., & Gatewood, R.D. (1989). “Development of a selection interview: A job content
strategy.” Eds. R.W. Eder & G.R. Ferris, The employment interview: Theory, research,
and practice. Newbury Park, CA: Sage.
Ilkka, R.J. (1995). “Selecting Members of The Faculty Search Committee.” The Department
Chair, 5, 11-13.
Janz, J.T. (1989). “The patterned behavior description interview: The best prophet of the future is
the past.” Eds. R.W. Eder & G.R. Ferris, The employment interview: Theory, research,
and practice. Newbury Park, CA: Sage.
Janz, J.T., Hellervik, L., & Gilmore, D.C. (1986). Behavior description interviewing: New,
accurate, cost effective. Newton, MA: Allyn & Bacon.
Watts, G.E. (1993). “How to hire good faculty.” AACC Journal, Jun/Jul, 29-33.
Critical Indices Approach -- Selection Interviewing (R.J. Ilkka, University of Wisconsin-Stevens
Point)
120
Appendix A
--Sample Questions Sheet-TRADITIONAL QUESTIONS
1. How do you define good teaching?
2. How have the works of leading scholars in our field influenced you?
3. How would you describe your classroom relationship with students?
4. What are your greatest strengths & weaknesses as a teacher (scholar)?
5. What is your philosophy regarding the evaluation of students?
6. In terms of your professional goals, where would you like to be in the next five years?
BEHAVIORAL QUESTIONS
1. Tell me about a time where you excelled as a teacher?
2. Given who you consider to be among the most influential scholars in our field, how have
they impacted on your teaching (or your scholarship)?
3. If a student challenged your views in class in a fairly convincing manner, how would you
respond to the student and class?
4. What would you say were the strongest and weakest aspects of your teaching the last
time you taught the introductory course? (or in the last article you published?)
5. What evaluation system did you use in the last graduate seminar you taught?
6. What two or three accomplishments from the past five years might best indicate where
your professional career will take you in the next five years?
121
(2) Sample Questions About Mission and Identity
1. How do you see the difference between Loyola Marymount University as a Catholic
university and secular institutions you are familiar with?
2. How do you see yourself contributing to LMU’s Jesuit and Marymount heritage, e.g. to
the dialogue between faith and culture, to our commitments to the education of the whole
person and the service of faith and promotion of justice?
3. At Loyola Marymount we are concerned about hiring people who will be a good fit for
the University. On the other hand, why do you think LMU might be a good fit for you?
As a religiously-affiliated university, LMU is not prohibited from discriminating on the basis of religion and it is
expected that certain positions, e.g.., President, Director of Campus Ministry, will be filled by a Roman Catholic. In
faculty hiring, however, it is not the practice to inquire about a person’s religion (although candidates sometimes
volunteer that information). Hiring for Mission does not mean hiring only Catholics but hiring faculty who
appreciate the religious identity of the university and will contribute to its mission. Of course it is all to the good,
when opportunity presents itself, to hire faculty whose scholarship/creative work is informed by living experience of
the Catholic intellectual/artistic tradition.
(3) Sample Responses to Questions About Mission
and Identity
The following are some responses regarding LMU’s Catholic/Jesuit identity from candidates
interviewed at New Orleans MLA Convention (December 27-28, 2001) for an assistant professor
position in the English Department. The question put to the candidates asked them to say what
they thought would be different about LMU as Catholic/Jesuit, compared with secular
universities. In some instances the candidates also indicated what they might personally hope to
contribute to LMU’s Catholic/Jesuit identity.
1. A tradition of Jesuit intellectual rigor is part of the environment at LMU. It helps to keep
in perspective things like athletics or Greek life, which are more dominant on some other
campuses.
2. Social justice involvements are a prominent aspect of a Jesuit campus. N.B.- In his
dissertation candidate brings a theological perspective (among others) to bear on Don
LeLillo; looks for hints of hope, belief, salvation.
3. On a Jesuit campus there is a concern for faith and justice. Among Catholic educators,
Jesuits are noted for openness rather than providing pat answers. They welcome
ecumenical and inter-religious dialogue. N.B.- In his own approach to literature
candidate wants to move beyond post-modern responses to raise questions of belief.
Candidate “would like to participate in academic advising and social advocacy programs,
helping students to develop into well informed, socially conscious, and principled adults
while continuing my own growth as a Catholic scholar and educator.”
124
4. LMU claims to be concerned with “the education of the whole person.” Do you take this
part of your mission seriously? Are you concerned about students’ emotions as well as
their reason, their heart as well as their head? Do you nurture love, trust, and honesty
along with your commitment to justice?
5. A Catholic university is different from its secular counterparts in its openness to a
spiritual dimension. It wants students to be reflective about their place in society. Jesuit
education highlights social responsibility and outreach to the community. N.B.Candidate thinks it would be interesting to research how Catholic motives for social
responsibility might differ from Emerson’s Protestant motives (wrote his dissertation on
Emerson and DuBois).
6. A university like LMU is open to questions about spirituality. Without imposing a
spirituality, a teacher can raise questions, focus issues.
7. As experienced at Detroit Mercy, Jesuit education is concerned with service learning,
outreach to the community.
8. LMU preserves the Jesuit respect for the humanities/liberal arts as over against the
“corporatizing” of much of higher education.
9. Catholic education is open to the mystery of God lying behind everyday occurrences. “A
rainbow is no less a miracle for the fact that science can explain it.”
(4) Sample Questions About Inclusive Teaching
and Learning
1. What is your basic teaching philosophy?
2. What do you see as the basic function of undergraduate education?
3. What would you do to get to know your students -- the backgrounds and experiences they
bring to class that influence how they learn from you?
4. Describe the repertoire of teaching methods you would use in order to help you work
effectively with diverse groups of students?
5. What strategies for successful learning do you share with students?
6. Is the content of your course such that it acknowledges and incorporates diverse
experiences and perspectives? Could it be?
7. How do you want to be perceived by your students?
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8. What courses in graduate school did you enjoy most and find helpful in preparing to
teach? Why?
9. What are your teaching strengths / weaknesses?
10. What does the term Equitable Class Participation mean to you?
11. How do you develop good student / professor relationships?
12. What courses could you teach from those listed in the Bulletin for our department?
13. What new courses could you introduce? What other ways do you see yourself
contributing to our department?
14. How do you propose to balance teaching, research, and service in your career?
(5) Sample Questions on the Understanding of
Gender Issues
1. Sometimes women students don’t participate as much as men. What have you done to
encourage women to participate in your classes? Has it worked?
2. Approximately how many men have you nominated for fellowships, awards, and prizes?
How many women?
3. Have you had teaching or research assistants in the recent past? How many were
women?
4. (For science faculty) Research shows that women in science often have lower aspirations
than their male colleagues. Have you encountered this trend in your classes? What do
you do about it?
5. (For science faculty) What differences have you perceived in men and women in the
laboratory? Do you tend to have single-sex lab teams? Why?
6. How have you encouraged women students to enter traditionally male fields?
7. What has been your experience with faculty or student hostility to women and women’s
issues? What was your response?
8. Have any students ever complained to you about sexual harassment or discrimination in
any work with professors or staff? If so, how did you respond?
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(6) Sample Questions about Writing Across the
Curriculum for Those Teaching Core Courses
1. Why do you use writing in your courses, and how do you think writing promotes learning
in your discipline?
2. What issues do students seem to struggle with in their writing for your courses?
3. What frustrates you about student writing?
4. How do you assess student writing? What are you looking for in student writing and how
do you communicate this to students?
(7) Sample Questions About Research
1. Why did you decide to pursue a doctorate in your field?
2. How did you choose your dissertation topic?
3. Do you plan to revise your dissertation for publication?
4. Describe your research. Who are some of the leading scholars in your field? How would
you situate your work in relation to theirs?
5. Where do you see your research going? What do you plan to look at next?
6. What types of equipment will you need to continue your research?
7. How can you involve undergraduates in your research? What types of research projects
would you have them work on?
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(8) Sample Questions About Extra Curricular
Activities and University Service
1. At LMU, as at other institutions, there are opportunities for service at the department,
colleges, and university levels. Have you thought about types of service you might
eventually like to be involved in?
2. Studies show that retention rates improve when faculty interact with students outside the
academic setting. Do you see a role for yourself in this student’s extra-curricular
activities?
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Appendix T
Evaluation of the Search Process
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