Title ABC/123 Version X 1 Introduction to Behavioral Science BEH/225 Version 6 1 University of Phoenix Material Development of Psychology as a Science Worksheet Part 1 Write your answers in the space adjacent to each description. Each question is worth 2 points. Description Answer 1. His book, Principles of Psychology, helped to establish psychology as a separate field of study. 2. The contemporary view that human behavior is the result of chemical and biological processes 3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses 4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices 5. He was considered the father of psychology. 6. He developed his ideas about learning from working with rats and pigeons. 7. He was the founder of humanistic psychology. 8. He believed introspection was unscientific. 9. The study of human strengths, virtues, and optimal behavior 10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern. 11. The idea that behavior must be understood within the context of one’s culture 12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior 13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself 14. A prediction that prompts people to act in ways that make the prediction come true 15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded. 16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population 17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate 18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades. 19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo. 20. True or False: When a strong positive correlation is observed between two var ...

1. Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description.
Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish
psychology as a separate field of study.
2. The contemporary view that human behavior is the result of
chemical and biological processes
3. The theorist who was interested in unconscious processes,
especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is
ruled by unconscious forces, and instead emphasized the ability
to make voluntary choices
5. He was considered the father of psychology.

2. 6. He developed his ideas about learning from working with rats
and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing
separate parts of an experience, but instead must observe the
whole pattern.
11. The idea that behavior must be understood within the
context of one’s culture
12. A formal trial conducted to confirm or disconfirm a
hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a
treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make
the prediction come true
15. A psychologist wants to identify factors that contribute to
bullying on elementary school playgrounds. She sets up a
camera that records the activities of children at an elementary
school, and then later categorizes the types of behavior that

3. were recorded.
16. A small group of people who participate in a study and are
assumed to accurately reflect the views or behavior of the larger
population
17. The tendency for survey participants to give polite or
socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep
track of the amount of time they spend studying each week. He
collects this data along with the students’ grades on weekly
assignments. He finds that there is a relationship between these
variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug
to treat depression. Half of the subjects are given the drug and
the other half receives a placebo. The subjects are not told
whether they are receiving the actual drug or the placebo. After
six weeks, all subjects complete a questionnaire reporting their
depression symptoms. The researcher who evaluates the answers
on the questionnaire is not told which ones were completed by
subjects who took the actual drug and which ones took the
placebo.
20. True or False: When a strong positive correlation is
observed between two variables, we can safely conclude that
one variable causes the other.
Part 2
Respond to the following in 90- to -175-words. Each question
is worth 10 points. Cite the textbook to credit the source of your
information as appropriate for each answer.
1. Barry the Psychologist wants to know if a new therapy
technique that he devised is effective in treating anxiety. He

4. tries out the technique on five of his own patients, all of whom
are single, Caucasian women between the ages of 19 and 24. All
five women report a decrease in their anxiety symptoms after
receiving the treatment. Barry concludes that his technique is
the best treatment for anxiety. Using your understanding of the
reading this week, identify the problems with Barry’s research.
2.A viral Internet video claims that people who sleep with a
motivational audio program playing throughout the night can
easily overcome mental obstacles that hold back their personal,
financial, and career success. Testimonials from users provide
compelling examples of how the audio improved their love
lives, gotten them promoted at work, and cured a nagging case
of acne. A link is provided so viewers of the video can purchase
this life-changing program. Discuss how you could use the
critical thinking principles on page 20 of the textbook to
evaluate these claims.
Responses are scored on a scale of 1 to 10 according to the
following breakdown:
1–5 = Response expresses no to very limited comprehension of
the reading
6 = Minimal comprehension; inaccurate or incomplete
information
7 = Partial comprehension; terms are used, but ideas are not
fully expressed and well supported
8–9 = Good comprehension; terms are used correctly and
concepts are accurately applied
10 = Excellent comprehension; terms are used correctly,
concepts are accurately applied,

5. rationale is fully and clearly explained using relevant
details from the text
Grading:
Points Possible
Points Earned
Part 1 score
40
Part 2
Question 1
10
Question 2
10
Mechanics (spelling, grammar, sentence structure)
5
Citations and references in APA format
5
Late Penalty (Facilitator discretion)
Total Score:

6. 70
References
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2016 by University of Phoenix. All rights reserved.
MEMORANDUM
TO:
FROM: Group Four,
DATE: October 18, 2016
SUBJECT: Strategy Alignment Assignment
Leah Valverde is the manager of the Learning and Talent
Development and the Central Learning Academy at Central
Washington University. The department is responsible for
professional development and consultation to increase career
opportunities.
Business Strategy
The learning and Talent Development Department strives to
equip individuals with tools and trainings to assist them in
growing in their current work positions as well as opening doors
for future employment.
Mission Statement, Values, Goals
The mission statement for this department is: “Central Learning
Academy empowers staff and faculty by providing professional
development and consultation to fulfill compliance standards,
broaden skills and knowledge, enhance job effectiveness,

7. increase opportunities for career advancement, and contribute to
the mission and strategic goals of the university.”
The values of Central Learning Academy (CLA) is preparing
people for current and future work, by making them better at
their current jobs and preparing them for any future
opportunities that may come. CLA ties into the overall value
and mission of the university with the some of the training it
offers such as classes on treating people with dignity and
respect, relating to diversity and inclusivity.
Leah spoke of goals for her department to provide professional
development and consultation to fulfill compliance standards,
broaden skills and knowledge, enhance job effectiveness,
increase opportunities for career advancement, and contribute to
the mission and strategic goals of the university. With the solid
foundation the goal that is set is one that is challenging but
achievable. Leah Valverde and her department are in charge of
providing expectations without policing, while tracking
compliance. The main goal is to prepare people for current and
future work, and equip individuals with avenues of different
career opportunities. The goal is one that has an overarching
theme of continuous help and growth for both the department
and those that seek help from it.
Strengths
Leah Valverde conveyed that the biggest strength of CWU for
training is the people in her department that provide and create
it. The department is compiled of people who really care Group
Four, via Mohammed Aldubais
Module Three Assignment: Strategy Alignment Assignment
Page 2
about bettering others and providing people with opportunities
so they can continue to learn.

8. Being part of a higher Ed education helps too, because there is
already an expectation that continuing learning is important.
Being part of higher Ed also equips the department with
resources to reach out to improve the broadness of our
programs. Central Learning Academy also has some senior level
support for investing in professional development.
The use of technology to track the completions and progress,
and give permissions to people who have completed appropriate
trainings (FERPA for student info) is also another strength of
the department.
Weaknesses
The weakness stem from the complexity of the audiences,
reaching all the different types of people. They have temp
hourlies, student employees, custodial, faculty, facilities, dining
services, supervisors. Not only different audiences, but the
different types of work within those audiences. Sometimes the
topics are addressed with too broad of a brush.
The department has not spent enough time yet on customizing
and categorizing what is already available to meet the needs of
different areas. The goal is to organize the trainings and make
them easier to navigate. They would like to save lots of time
that is wasted trying to find the appropriate trainings.
Understanding expectations is the biggest challenge, having
people really understand and take ownership of their
responsibilities once they have taken on a job. Being
accountable to their expectations. For example, everyone knows
the department is looking for a diverse pool, but no one is doing
anything about it. They say they can only hire from the pool
they are given. But there are ways to make that pool more
diverse

9. Strategic Training and Development Initiatives
While Central Learning Academy has a robust program in place,
it could make improvements to their current program to help
achieve CWU’s business strategies. Some possible strategic
training and development initiates are listed in the chart below:
Initiative
Related to
Improve customer service
Make it easier for the diverse applicant’s applying to CWU
Expand who is trained
Train all staff that may be on a search committee, not just hiring
authorities
Align training and development with the company’s direction
CWU wants to increase diversity in applicant pools and staff
Group Four, via Mohammed Aldubais
Module Three Assignment: Strategy Alignment Assignment
Page 3
Training and Development Activities/Topics
One need that we saw in the Central Learning Academy’s
current offerings of training was search committee training. The
university strives for increasing our staff diversity closer to the
level of our student diversity. The current training consists of
individual conversations when applicant pools don’t meet the
new guidelines. This is time consuming and slows down the
process of hiring, as the committee is prevented from moving to
the interview stage. In person training offered to all potential
search committee members that provides them with the
information and tools to get their most diverse pool before an
issue arises would be beneficial. Search committees act fairly
independently and having the Talent Acquisition Team, the
Central Learning Academy and other knowledgeable employees
pull together their talents to create the comprehensive training
and also create a tool kit for the employees to access, would

10. allow the committees to continue to move forward on their own
without being delayed. To accommodate offsite staff and
ongoing updates on training, an online version of search
committee training for increasing diversity could be created.
Recorded sessions, power points and even PowToons could be
used. Another activity would be to increase communications of
the reason for wanting to increase diversity, communicate
responses to common myths or arguments against increasing
diversity in the hiring pools and have the executive level staff
communicate the mission and values of CWU that are met and
exhibited by the ability to increase our staff diversity. The
activities suggested are creating in person trainings, using
subject matter experts to create tools to assist, creating online
trainings and assist with a communication plan to support the
reason why the training is important to CWU.
Metrics
Activity
Metric One
Metric Two
Provide in person training to all potential search committee
members.
Number of staff receiving training
Number of diverse applicants per position
Provide consistent communication from Executive staff
regarding CWU’s goal of diverse pools for hiring.
Number of announcements from President and/or cabinet
members for each quarter
Either employee feedback or Google analytics on how many
people read the Central Today announcements.
Create list of options for posting of positions on more diverse
job sites
Feedback from diverse applicants on their experience
Number of applicants from each site
Create online resources to supplement in person training, such
as PowToons.

11. Number of staff that access the materials and frequency.
Staff feedback on usefulness of the materials and/or tools
posted
Some of the metrics can be collected on the same feedback
forms. The CWU systems collect some data automatically for
us, it is just a matter of running reports and compiling the data.
ADMG373 Needs Assessment Assignment
Please take this questionnaire to your organizational interview.
Make sure to fill it out completely! Ask follow up questions if
all of your questions are not addressed.
1. Company, name, title and contact information for person
interviewed
CWU, Leah Valverde, Manager of Learning and Talent
Development, [email protected] ext 2207 Bouillion 140
2. What is your organizations/departments mission?
Help employees succeed, hire manage, training develop, exit.
Provide professional development and consultation to fulfill
compliance standards, broaden skills and knowledge, enhance
job effectiveness, increase opportunities for career
advancement, and contribute to the mission and strategic goals
of the university.
3. What are the values of your organization/department?
Preparing people for current and future work. Making people
better at their current jobs and preparing them for any future
work that comes. Prepare people for new paths.
Diversity, inclusivity, treating people with dignity and respect

12. 4. What goals do you have for your department/organization?
We want to get better at providing expectations without
policing, but tracking compliance is one of our goals. Our goal
is preparing people for current and future work, give people
opportunities.
5. What are the strengths of your organization?
Our biggest strength is our people, we have people who really
care about bettering others and providing people with
opportunities so they can continue to learn. Being part of a
higher ed education helps too, because there is already an
expectation that continuing learning is important. Being part of
higher ed also gives us resources to reach out to, to improve the
broadness of our programs. We have some senior level support
for investing in professional development. We are also good at
forcing compliance for trainings. I.e. mandating sexual
harassment training, diversity training, etc. We are inclusive.
Using technology to track the completions and progress, and
give permissions to people who have completed appropriate
trainings (FERPA for student info)
6. What are the weaknesses of your organization?
Stems from the complexity of our audiences, reaching all the
different types of people. We have temp hourlies, student
employees, custodial, faculty, facilities, dining services,
supervisors. Not only different audiences, but the different
types of work within those audiences. Sometimes we paint with
too broad of a brush.
We haven’t been able to spend a lot of time organizing our
training resources and making them easier to navigate. Lots of
time is wasted trying to find the appropriate trainings.
7. What types of training do you offer now? Is it effective?

13. What makes it effective or ineffective?
We offer generic compliance type training (title 9), in person
and online. We offer development, we have a really big online
library (CLA online), videos courses, and full textbooks
(~20,000). This involves business topics, technical topics,
leadership topics.
3 types: instructor led, online, blended
8. Are there any ongoing general performance issues with your
employees?
Leah only has 3 employees
Understanding expectations is our biggest challenge, having
people really understand and take ownership of their
responsibilities once they have taken on a job. Being
accountable to your expectations. For example, everyone knows
we are looking for a diverse pool, but no one is doing anything
about it. They say they can only hire from the pool they are
given. But there are ways to make that pool more diverse.
9. What types of training do you think would be valuable for
your employees?
We have almost all we need, it’s the matter of making it
accessible to people. Compliance with outside agencies. We
need to update student employee video that goes over
mandatory (equal opportunity and emergency preparedness, title
9)
Affirmative action for higher level executive staff
Search committee training (for increasing diversity in our
pools)
10. What are the pressure points of the organization (you might
want to review page 115)
Getting more diverse pools is a compliance issue

14. Our student diversity increased from 10% to 30% in the last 10
years. This created an expectation for there to be a more diverse
pool.
You run into problems getting a diverse pool, because some
certain groups will be more inclined to different areas. For
example: there are historically more women in HR.
TO:
FROM:
DATE: October 18, 2016
SUBJECT: Module Three Assignment: Needs Assessment
Interview
Our group conducted a needs assessment interview with the
manager of Learning and Talent Development for Central
Washington University. The university has an ongoing program
for providing and improving training and development offered
to a variety of employees. There are several areas currently in
initial stages of deployment. Responding to employee and
outside agency feedback of concerns regarding the skills and
training of supervisors, resulted in switching from an outside
company providing training to CWU staff providing training.
Responding to customer feedback, the new customer service
training program, the Wildcat Way, is being deployed this
academic year. The chosen organization provided some real
examples of our topics from Chapter Three.
Company and Contact for Needs Assessment Interview
Central Washington University – Central Learning Academy
Leah Valverde, Manager of Learning and Talent Development
400 E University Way
Bouillon 140

15. Ellensburg, WA 98926
[email protected]
509-963-2207
Mission of Central Learning Academy
“Central Learning Academy empowers staff and faculty by
providing professional development and consultation to fulfill
compliance standards, broaden skills and knowledge, enhance
job effectiveness, increase opportunities for career
advancement, and contribute to the mission and strategic goals
of the university.”
Leah mentioned that the Central Learning Academy helps
employees succeed, hire, manage, train, develop, and exit. This
is part of the employee life cycle.
Mission of Central Washington University
“The mission of Central Washington University is to prepare
students for enlightened, responsible, and productive lives; to
produce research, scholarship, and creative expression in the
public interest; and to serve as a resource to the region and the
state through effective stewardship of university resources.
Qualified faculty and staff create a community that encourages
and supports the emotional, personal, and professional growth
of students from a variety of backgrounds. The university works
with community colleges to establish centers throughout the
state and employs technology to extend the reach of its
educational programs.
The university community values teaching as the vehicle to
inspire intellectual depth and breadth, to encourage lifelong
learning, and to enhance the opportunities of its students. The
faculty develop and strengthen bachelor's and master's degree
programs in the arts, sciences, and humanities; in teacher
education; in business; in the social services; and in
technological specializations. A strong liberal arts foundation;
applied emphases; opportunities for

16. Group Four, via Ginger McIntosh
Module Three Assignment: Needs Assessment Interview
Page 2
Mission of Central Washington University – (Continued)
undergraduate research, creative expression, and international
study; and close working relationships between students and
faculty are hallmarks of the undergraduate experience. Graduate
programs develop partnerships between faculty and students to
extend scholarship to important areas of research and practice.”
Values of Central Learning Academy
Central Learning Academy (CLA) is preparing people for
current and future work, by making them better at their current
jobs and preparing them for any future opportunities that may
come. CLA ties into the overall value and mission of the
university with the some of the training it offers such as classes
on treating people with dignity and respect, relating to diversity
and inclusivity.
Values of Central Washington University
“Central Washington University exists to advance society
through the essential activities of teaching, discovery, and
service. While no one of these core elements is meaningful in
isolation from the others, CWU finds it necessary to prioritize
its efforts in relation to its mission, vision, values, goals, and
resources. In order to maximize the value of each of the
elements of its mission, CWU emphasizes the integration of
scholarship, teaching, and public service.
As a public comprehensive university, CWU strives to create an
engaging learning environment and therefore places its highest
priority on teaching, learning, and student success. The faculty
is comprised of scholar-teachers working in the interests of
their students, their disciplines, and the region. CWU

17. encourages individualized programs of student success and
promotes undergraduate and graduate student-faculty
partnerships that are actively engaged in discovery, creative
expression, and engaged learning.
As a community dedicated to the principles of academic
freedom, CWU must be an environment that promotes reasoned,
civil, and enlightened discourse and creative expression without
fear of reprisal, ridicule, or exclusion. CWU’s educational
environment must empower each person with the freedom to
explore, to evaluate, and to learn.
CWU must also strive to serve its region by addressing pressing
economic and social issues. As a comprehensive university,
CWU must use its intellectual capacity not only to contribute to
disciplinary literatures, but also to assist area business, social,
and government leaders in strengthening and diversifying the
area’s economic base, to help create a sustainable natural
environment, and to address critical social issues.
CWU is also a place where people gather to live and to work. It
must therefore be a place that enables people to grow and to
prosper. In keeping with the academic values of shared
governance and reasoned dialog, the university must be open,
transparent, and empowering.
It follows, then, that CWU is committed to the following shared
values:
Group Four, via Ginger McIntosh
Module Three Assignment: Needs Assessment Interview
Page 3
Values of Central Washington University – (Continued)

18. Student success: CWU believes that student success is best
achieved by providing supportive learning and living
environments that encourage intellectual inquiry, exploration,
and application. CWU believes that learning is best achieved in
small classroom or group settings with ample opportunities for
individualized instruction, mentoring, advising, and
programming.
Access: CWU believes in providing educational opportunities to
as many qualified students as possible. CWU believes that
restrictions of place, time, and finances can be overcome
through the effective use of partnership with community
colleges and by effective and efficient use of learning,
communication, and social technologies.
Engagement: CWU believes that learning, research, and creative
expression are enhanced by engagement with external partners.
CWU believes that as a publicly-funded institution, it has a
responsibility to help address the social and economic
challenges faced by our communities.
Inclusiveness: CWU believes that diversity of peoples, cultures,
and ideas is essential to learning, discovery, and creative
expression. CWU believes that all faculty, staff, and students
must be and must feel physically, professionally, and
emotionally safe in order to fully engage in and benefit from the
university experience.
Shared governance: CWU believes that shared governance is
most effective when information systems and decision-making
processes are both robust and transparent. CWU believes that
communication channels should be open and two-way and that
faculty, staff, and students should be empowered to participate
in the governance systems.
Facilities: CWU believes that state-of-the-art, safe, and

19. attractive facilities enhance the working and learning
environments of faculty, staff, and students. CWU also believes
that state-of-the-art technologies provide leverage for the
efforts of faculty, staff, and students.
Safety: CWU believes it has a responsibility to providing a
working and learning environment that is both physically and
emotionally safe. CWU believes this responsibility extends to
the off-campus environment of its full-time, residential
students.”
Goals for Central Learning Academy
Central Learning Academy’s goal is preparing employees for
current and future work and providing them with opportunities.
Central Learning Academy strives to improve communications
providing expectations of required training without policing.
Compliance training completion is a currently collected metric.
The goal is to have the completion rate for mandatory training
increase without negative consequences or supervisor reminders
to the employees, but instead be self-directed by the employee.
Group Four, via Ginger McIntosh
Module Three Assignment: Needs Assessment Interview
Page 4
Strengths and Weaknesses of Central Learning Academy and
Central Washington University
Strengths
Weaknesses
People in the organization that care about providing learning
opportunities to employees to help better themselves
(supervisors send employees)

20. Complexity of the audiences
Senior level support for professional development (university
funds training)
Complexity of training topics
Higher Ed institutions are inherently value learning (culture of
valuing continuing learning)
CLA Online can be overwhelming
Access to resources (Talented and skilled staff to provide
training, teaching tools are part of the university, such as
classrooms)
Not enough time spend customizing and categorizing what is
already available to meet the needs of different areas
Using technology to track compliance and training records
On demand/self-driven professional development available to
most staff through CLA Online
Training currently offered by Central Learning Academy and its
effectiveness
Generic training is offered for compliance type training such as
Treating People with Dignity and Respect and Emergency
Preparedness. It is available in person and online. This is most
effective for reaching the diverse employee pool with their
varied needs and schedules. Adding the online component years
ago, increased compliance.
Professional development is now offered on demand with the
CLA Online software. It contains videos, courses, full
textbooks, mentor and training paths for some certifications.
CLA Online has topics that range from technical, business and
leadership topics. It is available to most staff and CWU has a
high user rate compared to benchmarks of what is the norm
within our peers and other businesses. The CLA Online is in its
third year and metrics show it as being increasingly effective.

21. CLA has many types of trainings. There are instructor led
courses, webinars, online, blended, outside provided, and CLA
provided options.
Central Washington University also allows department and
employee selected trainings onsite through the Tuition Waiver
program for employees and offsite at funding authorities’
discretion. These are harder to rate for effectiveness, but many
CWU employees have obtained their degrees using the online
waiver program.
Group Four, via Ginger McIntosh
Module Three Assignment: Needs Assessment Interview
Page 5
Ongoing performance issues with employees
Employees understanding expectations is our biggest challenge,
having people really understand and take ownership of their
responsibilities for their job.
Accountability for expectations is not as strong as desired. For
instance, everyone on a search committee is informed that CWU
wants a diverse pool of applicants. Our student population
increased from 10% diverse to 30% diverse in the past ten
years. Our staff diversity and hiring has not changed.
Recently addressed performance issues responded to with
training were supervisor training improvements and a customer

22. service excellence program.
Types of training that are valuable for the employee
Central Washington University has almost all of the training
types that it needs, it is now a matter of making them accessible
to the people.
Some employees have jobs associated with accreditations and
outside organizations and meeting the requirements for those
agencies is valuable in keeping those jobs and any attached
funding.
The tuition waiver program is a higher cost per employee, but
being self-driven may be seen as more valuable by the
employee.
The CLA Online program is robust and cost effective for
majority of employees, also available without travel expenses or
as much time away from the job.
Pressure points of Central Washington University (CWU)
A recent pressure point of CWU was an accreditation agency
that required renewed training and tracking of employee
compliance with training for FERPA guidelines for completion
by 12/31/2016. The CLA Online was put out first to support the
required class with three in person, instructor led courses
scheduled initially. After metrics are collected, they will assess
if more in person classes are needed to meet the deadline.
Executive leadership and accreditation requests to increase the
diversity of our staff. The search committees are now required
to obtain diversity metrics on their applicant pool before
moving to the interview stage. Ellensburg is not a very diverse
population in general. There are current efforts to post on more
diverse websites and get Central’s name out to more diverse
organizations and recruitment events. The search committees

23. are needing more purposeful training on how to increase the
diversity of their pools in a search. Increasing that diversity
allows them to move forward with filling the position faster
while also fulfilling the goals of the university for striving for
diversity in our staff.