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Hiring Diverse Faculty: Promising Practices

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University leaders know that a diverse faculty body is essential to excellence in research, teaching, service, and patient care. A diverse faculty contributes to a climate of inclusion on campus and promotes research on a wide variety of topics applicable to individuals from all backgrounds. Having a diverse faculty also encourages the ascension of diverse leaders to senior administrative positions. Although universities have a vested interest in diversifying their faculty, many universities struggle to achieve diversity goals – despite their best efforts. This webinar will explore evidence-based practices for faculty hiring as well as promising practices that could benefit from further testing. The webinar hosts will also share information about an upcoming project to pilot these promising practices, with the goal of improving evidence for strategies that work.

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Hiring Diverse Faculty: Promising Practices

  1. 1. Diversity in the Biomedical Research Workforce Webinar Series Thursday, February 2, 1:00-2:00 p.m. ET
  2. 2.  If you cannot hear the audio, check the “Audio” pane on the control panel. You can use your speakers or dial-in using your telephone.  You may ask questions at any time using the chat box.  Handouts
  3. 3. Nancy Aebersold Founder & Executive Director Higher Education Recruitment Consortium (HERC)
  4. 4. What is HERC?
  5. 5. HERC is… Colleges, universities, hospitals, research entities Non- profit Member Governed 720 Members 18 Regional Chapters
  6. 6. We are… the only organization connecting exceptional professionals with institutions that are committed to diversity, equity and inclusion and assisting dual-career couples.
  7. 7. What do we have in common?
  8. 8. Goal we all share Meeting the academic mission to provide excellence in teaching, research, and service and advance knowledge in areas of importance to the nation and world.
  9. 9. To meet this goal we need the most talented & diverse workforce
  10. 10. A few common challenges • Homogeneous applicant pools = homogeneous workforce • Inability to identify job opportunities for dual-career spouses/partners • Search committees and employees with conscious or unconscious bias • Limited resources
  11. 11. HERC’s Four Strategic Areas Professional Development Diversity Recruiting & OFCCP Compliance Dual- Career Resources Cost Savings
  12. 12. Jennifer C. Danek, MD Senior Director, Urban Universities for HEALTH USU/APLU
  13. 13.  Webinar series on Diversity in the Biomedical Research Workforce  Share findings from the USU/APLU/AAMC report (July 2016)  Upcoming webinars: www.uuhealth.org/our- work/upcoming-events
  14. 14.  Collaborative effort of APLU/USU and AAMC, supported by NIH  70 experts from 28 universities/academic medical centers  Identify research actions for improving evidence  Examined four areas:  Diverse Faculty Hiring and Advancement  Leadership, Organizational Change, and Climate;  Diverse Student Success;  Recruitment and Admissions
  15. 15. Diverse Faculty Hiring and Advancement How do we spread effective practices for diverse faculty hiring and advancement? Problem: Evidence-based practices exist, but we don’t know the extent to which they are being used.
  16. 16.  National Study on Faculty Hiring Practices: determine extent of use of evidence-based practices for diverse faculty hiring  Pilot of Applicant Diversity Statements: Test at a broader set of universities to evaluate effectiveness and identify methods for replicating
  17. 17. Elebeoba May, PhD Director for Biomedical Engineering Research Program and Associate Professor, University of Houston
  18. 18.  Enriches the teaching and learning environment for ALL students (Piercy et al., 2005; Milem, 2003; Hurtado, Milem, Clayton-Pedersen, & Allen, 1998)  Higher quality research outcomes (Van Hartesveldt & Giordan, 2008; Milem, 2001)  Aids retention of minority faculty (O’Meara, Lounder, & Campbell, 2014; Price et al., 2005)
  19. 19.  In the health and biomedical science fields, reduces health disparities and bias in clinical trials (Ford et al, 2008; Noah, 2003; Whitla et al., 2003)  Higher journal impact factor and number of citations if co-authors are ethnically diverse (Campbell, Mehtani, Dozier, & Rinehart, 2013; Freeman & Huang, 2014)
  20. 20.  Expand recruitment networks (e.g. MSIs, diverse professional orgs) (Johnson, Hekman, & Chan, 2016)  Diversity & unconscious bias training for search committees (Sabin, 2008; Fine, 2014)  Include “diversity advocates” on committee to ensure search is consistent with best practices (Columbia University, 2017; Avery, 2015)
  21. 21.  Require diverse pool of candidates (Avery, 2015; Proxmire, 2008)  Use objective evaluation criteria, rubrics, structured interviews, and standardized interview questions (DiPonio, 2010; Patrick & Yick, 2005)  ADVANCE practices for gender diversity (Fine and Handelsman, 2012)
  22. 22.  Invite applicants to submit a diversity statement describing their past contributions to diversity (Columbia University, 2017;UC Irvine, 2016; UC San Diego, 2010;)  Faculty “cluster hiring” (Urban Universities for HEALTH, 2015; Sa, 2008; Van Hartesveldt & Giordan, 2008)  Include diversity language and other “signals” in the job description (Columbia, 2017)
  23. 23.  Candidate diversity statements – UCI, UCSD  Workshops for Faculty Search Committees - UW Madison WISELI  Diversity and Unconscious Bias Training - University of Washington  “Rooney Rule” requiring diverse pools - University of Texas, SUNY system
  24. 24. Douglas Haynes, Ph.D., Vice Provost for Academic Equity, Diversity & Inclusion and Director, UCI ADVANCE Program, University of California, Irvine
  25. 25. Hiring Diverse Faculty: Emerging Evidence Around Using Diversity Statements in Faculty Hiring Douglas M. Haynes, PhD Vice Provost for Academic Equity, Diversity & Inclusion Professor of History February 2nd, 2017
  26. 26. • Hiring expectations grounded in national availability by field/sub-field. • Equity advisors share best practices and monitor key milestones. • Diversity statement required for all applicants for all FTE programs. • Targeted outreach to professional associations and affinity organizations. • Inclusive Excellence Supplement FTE program. Based on exemplary diversity statements of two unranked finalists. Enabling the Search Process
  27. 27. Diversity Statement Purpose of the Diversity Statement: • Underscores campus role as a public land grant research university serving residents of the state. • Aligns with academic personnel policy to encourage and recognize faculty contributions to diversity. • Reinforces campus strategic goal of increasing faculty participation in diversity, equity, and inclusion activities. • Communicates inclusive excellence as a faculty expectation for all applicants. • Complements research and teaching interests of applicants and augments skills and competencies.
  28. 28. Diversity Statement • Implementation in Search Process: • Advertisement. “A separate statement that addresses past and/or potential contributions to diversity, equity and inclusion should also be included in the application materials.” • Application Process. The on-line application system includes a dedicated field for applicants to upload their diversity statements. • Evaluation of Statement. Search committees and departments will discuss the strength of the diversity statement as part of the rationale for the proposed list of short-listed candidates to be invited to the campus. • School and Campus Accountability. Each dean will consider the diversity statements of finalists and summarize the diversity activities of new hires as part of their annual report to the provost.
  29. 29. Diversity Statement Evaluation Grid • Purpose is to identify candidates who have job skills, experience, and/or willingness to engage in diversity-type activities that could enhance campus diversity efforts. • Underscores our public commitment to Equity, Diversity, and Inclusion. • Aims to change the culture in faculty commitment to Equity, Diversity, and Inclusion activities.
  30. 30. 7.9% 8.0% 7.9% 8.4% 8.1% 9.0% 8.1% 8.1% 9.3% 8.9% 4.8% 6.8% 15.1% 17.4% 31.3% 15.4% 3.6% 7.0% 18.6% 9.6% 17.0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 New hires Total faculty Note: Faculty includes Assistant Professors, Associate Professors, Professors. Excluded are Lecturer (SOE/PSOE) and "in Residence," or "Clinical_/X" series. Under-represented Racial and Ethnic Minority Faculty: Total Faculty and New Hires, 2006-2007 through 2016-2017
  31. 31. Formal inclusive excellence activities include participation in programs and initiatives sponsored or hosted by campus units that advance diversity, equity, and inclusion for undergraduates, graduate students, postdoctoral students, and faculty. The activities range from participation in recurring programs and initiatives, attendance at unit and campus events, and recognition (awards, prizes, and grants). The latter may include Senate Midcareer Service Awards, Inclusive Excellence Spirit Grants, ADVANCE Dependent Care Travel Awards, UC President's and UCI Chancellor's Postdoctoral Mentors, and UC-HBCU Grant PIs. For more information, visit http://inclusion.uci.edu/.
  32. 32. Hannah Valantine, M.D., Chief Officer for Scientific Workforce Diversity, National Institutes of Health
  33. 33.  Please submit questions through the chatbox
  34. 34.  Contact info: ◦ Julia Michaels, Project Manager ◦ jmichaels@aplu.org (202) 478-6071 ◦ http://www.uuhealth.org  Next webinar… Tracking Student Access to High-Impact Practices in STEM: Wednesday, March 8, 1:00- 2:00 p.m. Eastern Time

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