The document discusses several offices at the University of Utah that are responsible for diversity and equal opportunity efforts. These include the Office of the Associate Vice President for Equity and Diversity, the Office of Equal Opportunity and Affirmative Action, and the Office of the Associate Vice President for Faculty. The University recognizes the benefits of a diverse campus community and is committed to removing barriers faced by underrepresented groups and supporting their success. The presence of a diverse student, faculty, and staff population enhances the educational experience for all.
1) The document discusses best practices for appointing diverse and unbiased search committees, including appointing committees with a variety of gender, race, and ethnicity and being aware of implicit biases.
2) It recommends writing unbiased job advertisements and considering a broad range of candidates.
3) The document also provides tips for recruiting materials and tactics, such as including information about relocation assistance and dual career hiring programs and sending these materials to all candidates to enhance discussions of dual career issues.
The Academic Dean is an administrative position that assists the heads of the Rhetoric and Logic Schools. The Dean ensures optimal conditions for student learning and serves the needs of students. Key responsibilities include maintaining positive school cultures, assisting with student discipline and guidance, managing the demerit system, overseeing grading and student achievement, and coordinating curricula and examinations. The Dean also teaches in their academic fields.
HRTMS performance 360 reviews and job management webinar dHRTMS
The document discusses new tools and techniques for 360 reviews and job description management from HRTMS, Inc. It provides an overview of the company and its talent management software, which includes performance management and compensation management modules. The document then focuses on 360/multi-rater reviews, explaining what they are, how they work, and the benefits of using empirical data from multiple reviewers to provide feedback and identify development opportunities for employees. It also discusses best practices for implementing 360 reviews. Finally, the document shows how the talent management software seamlessly integrates 360 reviews with performance reviews and allows managers to monitor the 360 review process.
Job analysis is the process of collecting information about jobs within an organization. This information is used to create job descriptions and job specifications. The document discusses job analysis and provides examples of job descriptions and specifications. It explains that job descriptions outline the duties and responsibilities of a role, while job specifications list the qualifications and skills required for a role. The examples given are for roles such as Head of Reference and Information Section and Assistant Librarian.
1) Traditional faculty hiring processes tend to be passive, time-limited, non-inclusive, and bias-prone, hindering diversity efforts.
2) Pre-recruitment strategies like developing a network of potential candidates, emphasizing diversity in job descriptions, and grow-your-own programs can help increase faculty diversity.
3) Successful recruitment involves direct outreach to diverse applicant pools, diverse search committees, covering costs for additional campus visits, and asking applicants about their experience with diversity issues.
This document provides information to help students apply to study in the United States. It outlines the 5 main steps to the process: 1) research options, 2) finance studies, 3) complete the application, 4) apply for a student visa, and 5) prepare for departure. The document then discusses in more detail what to study, where to apply, how to finance education, what admissions committees look for, and resources for researching schools and applying. The overall process of researching schools, developing a strong application, and finding funding sources is emphasized.
The Grand River Post Secondary Education Office (GRSPEO) provides educational assistance to First Nations students from Six Nations. The summary provides information on eligibility requirements, levels and types of funding available, application deadlines and processes, and expectations for student success and accountability.
College Admissions by Asian Advantage College ConsultingJames Chen
The document discusses the challenges that Asian students face in the college admissions process. It notes that elite colleges have quotas that limit Asian enrollment, despite their strong academic qualifications. Admissions officers are accused of discriminating against Asian applicants and viewing them as indistinguishable. The document advocates for a strategy called "Asian Advantage" to help Asian students distinguish themselves and counter biases in the admissions system.
1) The document discusses best practices for appointing diverse and unbiased search committees, including appointing committees with a variety of gender, race, and ethnicity and being aware of implicit biases.
2) It recommends writing unbiased job advertisements and considering a broad range of candidates.
3) The document also provides tips for recruiting materials and tactics, such as including information about relocation assistance and dual career hiring programs and sending these materials to all candidates to enhance discussions of dual career issues.
The Academic Dean is an administrative position that assists the heads of the Rhetoric and Logic Schools. The Dean ensures optimal conditions for student learning and serves the needs of students. Key responsibilities include maintaining positive school cultures, assisting with student discipline and guidance, managing the demerit system, overseeing grading and student achievement, and coordinating curricula and examinations. The Dean also teaches in their academic fields.
HRTMS performance 360 reviews and job management webinar dHRTMS
The document discusses new tools and techniques for 360 reviews and job description management from HRTMS, Inc. It provides an overview of the company and its talent management software, which includes performance management and compensation management modules. The document then focuses on 360/multi-rater reviews, explaining what they are, how they work, and the benefits of using empirical data from multiple reviewers to provide feedback and identify development opportunities for employees. It also discusses best practices for implementing 360 reviews. Finally, the document shows how the talent management software seamlessly integrates 360 reviews with performance reviews and allows managers to monitor the 360 review process.
Job analysis is the process of collecting information about jobs within an organization. This information is used to create job descriptions and job specifications. The document discusses job analysis and provides examples of job descriptions and specifications. It explains that job descriptions outline the duties and responsibilities of a role, while job specifications list the qualifications and skills required for a role. The examples given are for roles such as Head of Reference and Information Section and Assistant Librarian.
1) Traditional faculty hiring processes tend to be passive, time-limited, non-inclusive, and bias-prone, hindering diversity efforts.
2) Pre-recruitment strategies like developing a network of potential candidates, emphasizing diversity in job descriptions, and grow-your-own programs can help increase faculty diversity.
3) Successful recruitment involves direct outreach to diverse applicant pools, diverse search committees, covering costs for additional campus visits, and asking applicants about their experience with diversity issues.
This document provides information to help students apply to study in the United States. It outlines the 5 main steps to the process: 1) research options, 2) finance studies, 3) complete the application, 4) apply for a student visa, and 5) prepare for departure. The document then discusses in more detail what to study, where to apply, how to finance education, what admissions committees look for, and resources for researching schools and applying. The overall process of researching schools, developing a strong application, and finding funding sources is emphasized.
The Grand River Post Secondary Education Office (GRSPEO) provides educational assistance to First Nations students from Six Nations. The summary provides information on eligibility requirements, levels and types of funding available, application deadlines and processes, and expectations for student success and accountability.
College Admissions by Asian Advantage College ConsultingJames Chen
The document discusses the challenges that Asian students face in the college admissions process. It notes that elite colleges have quotas that limit Asian enrollment, despite their strong academic qualifications. Admissions officers are accused of discriminating against Asian applicants and viewing them as indistinguishable. The document advocates for a strategy called "Asian Advantage" to help Asian students distinguish themselves and counter biases in the admissions system.
This document provides senior students at Carroll Senior High School with guidance on various topics related to graduation and the college admission process. It discusses graduation credits and transcripts, grades, the college application process including requesting letters of recommendation and financial aid, as well as state university updates and automatic admission programs like UT's Coordinated Admission Program. Students are advised to meet deadlines and requirements and seek help from their counselors with any part of the process.
This document provides Carroll Senior High School seniors with guidance on graduation requirements, the college admission process, transcripts, grades, financial aid, and more. It discusses credits needed for graduation, grade calculation, requesting transcripts, SAT/ACT testing, the application process, letters of recommendation, NCAA eligibility, military opportunities, and important deadlines. Seniors are encouraged to meet with their counselor to discuss any questions.
This document provides senior students at Carroll Senior High School with guidance on various topics related to graduation and the college admission process. It discusses graduation credits and transcripts, grades, the college application process including requesting letters of recommendation and financial aid, as well as state university updates and automatic admission requirements for the University of Texas. Students are advised to meet deadlines and follow procedures to ensure a smooth graduation and transition to college.
This document provides Carroll Senior High School seniors with guidance on graduation requirements, the college admission process, transcripts, grades, financial aid, and more. It discusses credits needed for graduation, grade calculation, requesting transcripts, SAT/ACT testing, the application process, letters of recommendation, NCAA eligibility, military opportunities, and important deadlines. Seniors are encouraged to meet with their counselor to discuss any questions.
This document summarizes information presented at a senior parent meeting at Marietta High School. It provides contact information for student counselors based on last name. It also includes details about cap and gown ordering, senior portrait deadlines, college athletic registration, graduation requirements, post-secondary options, factors to consider when choosing a college, the college application process, letters of recommendation, scholarships including HOPE, and important senior year events and testing dates. The presentation aims to help parents and students navigate the final steps of high school and the transition to post-secondary education or careers.
This document provides information about counselors, graduation requirements, college options, the college application process, standardized testing, and important deadlines for West Springfield High School seniors. It outlines the standard and advanced diploma requirements, describes the college application components and timeline, and lists important testing dates and transcript submission deadlines for college applications.
The document provides information about the Grand River Post Secondary Education Office (GRPSEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, levels of funding available for tuition, books, living expenses, and priorities for funding approval. Deadlines for applications and continuing obligations are also summarized.
This document provides information about high school graduation requirements and college admission requirements. It outlines the required high school courses and credits needed to graduate, including social science, English, math, science, foreign language, art, PE, and electives. It also discusses GPA calculation, UC/CSU admission, the Common Application process, and letters of recommendation. Overall, the document serves to inform students about what they need to do to graduate high school and be eligible for college admission.
The summary describes a hypothetical university's new admissions policy for its highly selective nursing and pre-med programs. The policy aims to provide preferential treatment for African American and Latino applicants to promote diversity and address underrepresentation in the health professions.
The policy justifies this preferential treatment by citing Supreme Court cases like Grutter v. Bollinger that found narrowly tailored race-conscious admissions can be permissible. It explains how race will be a "plus factor" without quotas. All applicants will receive an initial academic evaluation, and then non-academic factors like race may provide a boost. The policy also notes the educational benefits of diversity cited in Grutter. The overall process aims to comply with legal precedents while increasing representation of minority
This document provides information for seniors at New Braunfels High School regarding graduation plans, college admission requirements, the application process, financial aid, and post-secondary options. It outlines the recommended and distinguished graduation plans, lists course requirements, and details how to qualify for automatic admission to Texas public universities. It also gives dates for standardized tests, instructions for requesting transcripts and letters of recommendation, and resources for researching scholarships, grants, and loans.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, types and amounts of available funding, priority levels for funding allocation, deadlines, and expectations for student responsibilities and success.
This document summarizes a study on fostering integration and success for transfer students at California Polytechnic State University. The study was framed around Snyder's hope theory and examined data from NSSE surveys and a survey of EOP transfer students. Key findings included a need for improved transfer preparation, advising, and support services for underrepresented groups. Recommendations included developing transfer student pathways through joint programs, orientation, advising and support services to improve integration and help students achieve their goals.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Indigenous students with pursuing higher education. It outlines the eligibility requirements for funding, types of funding available, application deadlines and processes, policies, and tips for academic success.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, levels of assistance available, funding priorities, important deadlines, and tips for a successful application and academic career.
Augusta University - Our Journey to Holistic AdmissionJulia Michaels
Dr. Pamela Cook of the Augusta University College of Nursing shares details of the College's holistic review process and challenges overcome in their journey to holistic admission.
This document provides senior students with information about their upcoming presentation on key senior year tasks. It outlines topics like transcript reviews, career/college planning, NCAA requirements, ACT/SAT testing, college visitation schedules, applications, and local scholarships. It emphasizes the importance of finishing strong academically, getting help when needed, and meeting graduation requirements. A checklist is also provided with deadlines and requirements for the college application process.
The document provides an admissions checklist for applicants to the ATCP program at HCC. It lists the required documents for a complete application: [1] a completed 4-page program application signed on page 4, [2] official transcripts from all previously attended institutions showing conferred degrees, and [3] completed applications and documents must be submitted by July 9th for fall 2018 admission.
This document provides senior students at Carroll Senior High School with guidance on various topics related to graduation and the college admission process. It discusses graduation credits and transcripts, grades, the college application process including requesting letters of recommendation and financial aid, as well as state university updates and automatic admission programs like UT's Coordinated Admission Program. Students are advised to meet deadlines and requirements and seek help from their counselors with any part of the process.
This document provides Carroll Senior High School seniors with guidance on graduation requirements, the college admission process, transcripts, grades, financial aid, and more. It discusses credits needed for graduation, grade calculation, requesting transcripts, SAT/ACT testing, the application process, letters of recommendation, NCAA eligibility, military opportunities, and important deadlines. Seniors are encouraged to meet with their counselor to discuss any questions.
This document provides senior students at Carroll Senior High School with guidance on various topics related to graduation and the college admission process. It discusses graduation credits and transcripts, grades, the college application process including requesting letters of recommendation and financial aid, as well as state university updates and automatic admission requirements for the University of Texas. Students are advised to meet deadlines and follow procedures to ensure a smooth graduation and transition to college.
This document provides Carroll Senior High School seniors with guidance on graduation requirements, the college admission process, transcripts, grades, financial aid, and more. It discusses credits needed for graduation, grade calculation, requesting transcripts, SAT/ACT testing, the application process, letters of recommendation, NCAA eligibility, military opportunities, and important deadlines. Seniors are encouraged to meet with their counselor to discuss any questions.
This document summarizes information presented at a senior parent meeting at Marietta High School. It provides contact information for student counselors based on last name. It also includes details about cap and gown ordering, senior portrait deadlines, college athletic registration, graduation requirements, post-secondary options, factors to consider when choosing a college, the college application process, letters of recommendation, scholarships including HOPE, and important senior year events and testing dates. The presentation aims to help parents and students navigate the final steps of high school and the transition to post-secondary education or careers.
This document provides information about counselors, graduation requirements, college options, the college application process, standardized testing, and important deadlines for West Springfield High School seniors. It outlines the standard and advanced diploma requirements, describes the college application components and timeline, and lists important testing dates and transcript submission deadlines for college applications.
The document provides information about the Grand River Post Secondary Education Office (GRPSEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, levels of funding available for tuition, books, living expenses, and priorities for funding approval. Deadlines for applications and continuing obligations are also summarized.
This document provides information about high school graduation requirements and college admission requirements. It outlines the required high school courses and credits needed to graduate, including social science, English, math, science, foreign language, art, PE, and electives. It also discusses GPA calculation, UC/CSU admission, the Common Application process, and letters of recommendation. Overall, the document serves to inform students about what they need to do to graduate high school and be eligible for college admission.
The summary describes a hypothetical university's new admissions policy for its highly selective nursing and pre-med programs. The policy aims to provide preferential treatment for African American and Latino applicants to promote diversity and address underrepresentation in the health professions.
The policy justifies this preferential treatment by citing Supreme Court cases like Grutter v. Bollinger that found narrowly tailored race-conscious admissions can be permissible. It explains how race will be a "plus factor" without quotas. All applicants will receive an initial academic evaluation, and then non-academic factors like race may provide a boost. The policy also notes the educational benefits of diversity cited in Grutter. The overall process aims to comply with legal precedents while increasing representation of minority
This document provides information for seniors at New Braunfels High School regarding graduation plans, college admission requirements, the application process, financial aid, and post-secondary options. It outlines the recommended and distinguished graduation plans, lists course requirements, and details how to qualify for automatic admission to Texas public universities. It also gives dates for standardized tests, instructions for requesting transcripts and letters of recommendation, and resources for researching scholarships, grants, and loans.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, types and amounts of available funding, priority levels for funding allocation, deadlines, and expectations for student responsibilities and success.
This document summarizes a study on fostering integration and success for transfer students at California Polytechnic State University. The study was framed around Snyder's hope theory and examined data from NSSE surveys and a survey of EOP transfer students. Key findings included a need for improved transfer preparation, advising, and support services for underrepresented groups. Recommendations included developing transfer student pathways through joint programs, orientation, advising and support services to improve integration and help students achieve their goals.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Indigenous students with pursuing higher education. It outlines the eligibility requirements for funding, types of funding available, application deadlines and processes, policies, and tips for academic success.
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, levels of assistance available, funding priorities, important deadlines, and tips for a successful application and academic career.
Augusta University - Our Journey to Holistic AdmissionJulia Michaels
Dr. Pamela Cook of the Augusta University College of Nursing shares details of the College's holistic review process and challenges overcome in their journey to holistic admission.
This document provides senior students with information about their upcoming presentation on key senior year tasks. It outlines topics like transcript reviews, career/college planning, NCAA requirements, ACT/SAT testing, college visitation schedules, applications, and local scholarships. It emphasizes the importance of finishing strong academically, getting help when needed, and meeting graduation requirements. A checklist is also provided with deadlines and requirements for the college application process.
The document provides an admissions checklist for applicants to the ATCP program at HCC. It lists the required documents for a complete application: [1] a completed 4-page program application signed on page 4, [2] official transcripts from all previously attended institutions showing conferred degrees, and [3] completed applications and documents must be submitted by July 9th for fall 2018 admission.
1. Office of the Associate Vice President for Equity and Diversity
Office of Equal Opportunity and Affirmative Action
Office of the Associate Vice President for Faculty
2.
3. Like most higher education institutions in the United
States, the University of Utah recognizes that diverse
faculty, student and staff populations benefit and enrich
the educational experiences of the entire campus and
greater community. To this end, the Office of the
Associate Vice President for Diversity is committed to
removing barriers that have been traditionally
encountered by individuals from underrepresented
groups; strives to recruit students, faculty and staff who
will further enrich our campus diversity; and makes
every attempt to support their academic, professional
and personal success while they are here. The presence
and success of these students, faculty and staff enhances
the educational experience of everyone.
4.
Approval to Recruit
Approval to Offer
Approval to Hire
5. Approval to Recruit Stages
1. Approval to Recruit Submission Process
FARRP
OEO & Values Diversity Statements
Diversity Advertising
2. OEO Meeting with Search Committees
3. OEO Web Postcards
6. 2) College to
AVP for
1) Department Equity &
to College Diversity
3) AVP for
Equity &
Diversity to
College
7. Chair / Director sends to College Dean …
Faculty Appointment Request & Recruitment Plan (FARRP)
Rank
Activities
Dean Signature
Letter to Dean identifying
Need for Recruitment
How Hire Supports Strategic Plan of Department/College/University
Funding Information
Job Advertisement
Include OEO Statement and diversity values statement
Job Description
More thorough description of duties
Requisition Forms
Signed & Ready for Purchasing Office
8.
9. Chronicle of Higher Education – http://chronicle.com/jobs/ &
http://careers.chronicle.com/
Diverse Issues in Higher Education –
www.diverseeducation.com
DiversityInc Careers – www.diversityinc.com
Hispanic Outlook in Higher Education –
www.hispanicoutlook.com
Jobs4Education – www.jobkite.com
Additional listings provided at Faculty Search Training
Area Specific Organizations and Subgroups
10. The University of Utah values candidates who have
experience working in settings with students from diverse
backgrounds, and possess a [strong or demonstrated]
commitment to improving access to higher education for
historically underrepresented students.
Be sure to select either “strong” or “demonstrated.”
11. The University of Utah is fully committed to affirmative
action and to its policies of nondiscrimination and equal
opportunity in all programs, activities, and employment.
Employment decisions are made without regard to race,
color, national origin, sex, age, status as a person with a
disability, religion, sexual orientation, gender identity or
expression, and status as a protected veteran. The
University seeks to provide equal access for people with
disabilities. Reasonable prior notice is needed to arrange
accommodations. Evidence of practices not consistent with
these policies should be reported to: Director, Office of Equal
Opportunity and Affirmative Action, (801) 581-8365
(V/TDD).
Please refer to our website at http://www.hr.utah.edu/oeo/access/
for more complete information.
12. In an effort to ensure the University of Utah’s compliance
with federal guidelines, all tenure / tenure-track faculty
search committees must meet with OEO at the start of the
search process.
Meetings can be scheduled as part of normal search
committee or faculty meetings
Generally takes 20-30 minutes
Multiple searches may schedule a single meeting for all
committees
OEO representatives present important information on
compliance with federal requirements and laws
Contact the Office of Equal Opportunity and Affirmative
Action , 581-8365
13. Human Resources Applications Portal
Authorized Login Required
Please enter your UNID and password for access
UNID
Password
submit
Forgot your password? Try resetting it yourself with the
online application through the Campus Information System.
If you have difficulty, call the Campus Help Desk at
801.581.4000 [option "1"].
Access this page at Faculty Hiring Webpage, or
www.hr.utah.edu/sip/admin
14. Manage My Jobs
Manage My Users
Send Email to Applicants
15.
16. Self Identification
* Gender Male
Female
I choose not to identify my gender
* Ethnicity
Are you Hispanic or Latino/a - A person of Cuban, Mexican, Puerto Rican, South or Central American, or other
Spanish culture or origin, regardless of race.
Yes
No
I choose not to identify
* Race Choose all that apply
White: (Not Hispanic or Latino/a) - A person having origins in any of the original peoples of Europe, the Middle East , or
North Africa.
Black or African American: (Not Hispanic or Latino/a) - A person having origins in any of the Black racial groups of
Africa.
Native Hawaiian or Other Pacific Islander: (Not Hispanic or Latino/a) - A person having origins in any of the original
peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Asian: (Not Hispanic or Latino/a) - A person having origins in any of the original peoples of the Far East, Southeast Asia,
or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam.
American Indian or Alaska Native: (Not Hispanic or Latino/a) - A person having origins in any of the original peoples
of North and South America (including Central America), and who maintains tribal affiliations or community attachment.
17. Approval to Offer Stages
1. Approval to Offer Submission Process
FARRP
Faculty Recruitment Flow Record
Faculty Recruitment Compliance Form
2. OEO Postcards
18. Faculty Appointment Request & Recruitment Plan
Faculty Recruitment Compliance Form
Include ALL on-campus interviewees, their gender & ethnicity
Faculty Application Flow Record
Include Log number, Department/College and Position Title and
reasons for non-selection
Selected Candidate’s File
Offer Letter
Vita
Three Letters of Recommendation
Any Other Information Requested of Applicants on Advertisement
Letter to Dean
Selection Process Description (including faculty vote)
Basis for Selection
Statement Indicating Salary Level
19.
20. No offers may be forwarded to selected candidate without
formal approval.
Should list appear too homogenous, a meeting will be requested
between Department Chair, Dean, cognizant Associate Vice President &
Senior Vice President.
If determined that search has been biased or the candidate pool is not
sufficiently diverse then permission to make an offer may be denied.
Associate Vice President for Equity and Diversity may make
recommendations on faculty interviews and offers, and departmental
progress towards those goals.
21.
22.
23. 1. Selected for position
2. Qualified – not selected
3. Offer made - declined
4. Still under consideration
5. Withdrew
24. In accordance with University of Utah policy,
this offer of appointment is contingent upon
final approval of the President and Board of
Trustees of the University of Utah. Utah state
law requires the university to perform a
background check on new employees. This offer
of employment is conditioned upon your
successfully passing a pre-employment criminal
background check and a verification of your
education.
25. Approval to Hire Stages
1. ePAF creation and submission
2. Uploaded documents
26. 2) College to AVP for Equity
1) Department to and Diversity
College
ePAF approved by AVP for Equity
ePAF submitted and Diversity
3) AVP for Equity
and Diversity to
AVP for Faculty
27.
28. Instructor
(for tenure track faculty prior to degree completion)
Assistant Professor
Associate Professor
Professor
29. Categories
Adjunct
(Clinical) *use for paid position
Clinical *use when position is unpaid
(Lecturer)
Research
Visiting
30. ACADEMIC STAFF
Associate Instructor
Associate Instructor (AOCE)
Research Associate
EDUCATIONAL TRAINEES:
Teaching Fellow
Research Fellow
Graduate Teaching Assistant
Graduate Research Assistant
Graduate Assistant
POSTDOCTORAL SCHOLARS
Post Doctoral Fellow
Academic Post Doctoral Fellow-PdDirect
Post Doctoral Research Assoc
32. The rules for Unpaid Faculty have changed
Unpaid Faculty are only Auxiliary
Job Code (6001) and Job Title (Faculty-Unpaid) can be found under
category Non-Employee
Documents required for Unpaid Faculty include:
Curriculum Vitae
Chairperson’s/Dean recommendation (Dean can sign Chair’s letter)
Offer, Acceptance letters (offer letter to applicant, signed letter of
acceptance)
If Unpaid ePAF changes to Paid, 2 external letters of recommendation
are required, offer & acceptance letter, & if .75 FTE or higher then
Criminal Background check results are required
Effective date is the date that this appointment will begin
Enter Annualized Base Amount (ABA) and Compensation Rate as the
number “0”
Enter hours as 1 and then the FTE will automatically populate as 0.03
Distribution needs an appropriate chartfield string
33. CV (Curriculum Vitae)
Letters of Rec (Three external letters of recommendation)
Chair and Dean Rec (Chairperson’s/Dean’s recommendation - Dean
can sign Chair’s letter)
FARRP, FAFR, FRCF
FARRP (Faculty Appointment Request and Recruitment Plan)
FAFR (Faculty Application Flow Record)
FRCF (Faculty Recruitment Compliance Form)
Offer, Acceptance ltrs (offer letter to applicant, Signed letter of
acceptance)
Famous Form (School of Medicine Form)
Funding letter for tenure (School of Medicine Form)
Criminal Background (notification that Criminal Background
Check has been completed by HR & is clear to hire)
I-9 paperwork (any paperwork that HR needs)
Include date faculty voted and vote in comment box
(Approval/Disapproval/Abstention/Absence)
34. CV (Curriculum Vitae)
Letters of Recommendation (Two external letters of) recommendation
Chair and Dean Recommendation (Chairperson’s/Dean’s
recommendation-Dean can sign Chair’s letter)
Offer, Acceptance Letters (offer letter to applicant, Signed letter of
acceptance)
Famous Form (School of Medicine)
Funding letter for tenure (School of Medicine)
If .75 FTE then Criminal Background (notification that Criminal
Background Check has been completed from HR & is clear to hire)
I-9 paperwork (any paperwork that HR needs)
Include date faculty voted and vote in comment box.
(Approval/Disapproval/Abstention/Absence)
If you change an Unpaid ePAF to a paid ePAF, 2 external letters
of recommendation must be attached.
35.
36. Use the following when naming attachments and the order of the
attachments:
1. CV (Curriculum Vitae)
2. Letters of Recommendation (Three external letters of recommendation)
3. Chair and Dean Recommendation (Chairperson’s/Dean’s recommendation -
Dean can sign Chair’s letter)
4. FARRP, FAFR, FRCF
FARRP (Faculty Appointment Request and Recruitment Plan)
FAFR (Faculty Application Flow Record)
FRCF (Faculty Recruitment Compliance Form)
5. Offer, Acceptance Letters (offer letter to applicant, Signed letter of acceptance)
6. Famous Form (School of Medicine Form)
7. Funding letter for tenure (School of Medicine Form)
8. Criminal Background (notification that Criminal Background Check has been
completed by HR & is clear to hire)
9. I-9 paperwork (any paperwork that HR needs)
*** Include date faculty voted and vote in comment box (Approval/Disapproval/
Abstention/Absence
37. Hire an Employee
Edit Existing Job
Change Employment Status
Update Employee Personal Data
Submit a Manual Request
Manage Personal Workflow
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49. If you have an employee that is teaching and does not have an
appointment in your Department you must use title Associate
Instructor (9124).
-Even if the employee has an appointment on campus
If there is an individual who is not showing up in your DJobs
and their appointment has previously been approved, please
submit an ePAF and state in the comment box “appt
previously approved”
If you are submitting an ePAF for a regular faculty member
and do not have the I-9, you will still use the regular faculty
title, not unpaid faculty.
50. If a faculty member’s pay is ending but the appointment will
continue, you will need to submit an ePAF to change them to
unpaid faculty. This will ensure that your record number stays
with your department. You can then use that same record
number when you need to pay them again.
If there is something that you would like us to know or think
would be helpful, please add it to the comment box.
It is critical to list all education not just terminal degree! First
click on the magnifying glass, click on the description box and
choose “contains” in the drop down box, then type the
institution name or one word in the description box. Make sure
it is in ALL CAPS. Call us if you still can not locate the school
code.
51. When the employee ID is assigned the next day all IT functions
like provisioning an Email account, UCard, Building Badge,
and Library Labs access will be available.
The current Bus Pass/Trax Pass business policy only allows bus
passes to be given once the individual is paid. The bus pass, or
transportation fee, is an employer paid benefit and until the
individual is paid is not available for use by the individual. Ron
Wells in the Ucard Office is the contact on bus pass issues.
W-4 forms should be send directly to tax services for processing
(411 Park Building) or completed on line in CIS by the
employee. They can complete on line once their ePAF has had
final approval and job data is in PeopleSoft.
52. Direct Deposit forms can be mailed directly to payroll or
completed on line in CIS by the employee. They can complete
on line once their ePAF has had final approval and job data is in
PeopleSoft.
53. The faculty title on the ePAF must be the same title in the
chair’s letter of recommendation
List all education (not just terminal degree) and school codes
to go along with each degree
All appropriate documentation needs to be labeled and
attached separately
Please include date the faculty met and the faculty vote in the
comment box
ePAF filled out correctly and completely (titles matching, pay,
etc)
54. Recruitment - Main Campus
Jennifer Aoyagi Bangerter, Office of the Associate Vice President for Diversity
j.aoyagi.bangerter@utah.edu 581-7569 204 Park Building
www.diversity.utah.edu
Appointments / ePAF - Main Campus
Tami Garff, Office of the Associate Vice President for Faculty
Heather Call, Office of the Associate Vice President for Faculty
heather.call@utah.edu 585-5355 205 Park Building
tami.garff@utah.edu 581-8763 120 Park Building
www.admin.utah.edu/facdev
Office of Equal Opportunity/Affirmative Action
Susie Johnson
susie.johnson@utah.edu 581-8365 135 Park Building
http://www.hr.utah.edu/oeo/
Human Resources/ePAF and Benefits Matrix
http://www.hr.utah.edu/ePAF/
http://www.regulations.utah.edu/humanResources/5-308.Matrix.pdf
Editor's Notes
You might wonder why the office of the AVP for equity and diversity handles all Tenure / tenure track faculty recruitment? As a Research Intensive institution receiving federal grants, aid, and other forms of assistance, the University of Utah is legally accountable to follow federal guidelines in its faculty hiring process. And one very important guideline is addressing issues of underrepresentation in the recruitment, offer and hiring pools of the institution.
The FARRP and supporting materials are submitted to the College for Approval and Dean’s Signature. The college in turn sends the recruitment package to the office of the AVP for Diversity, where it is assigned a log number and sent on to the AVP for Budget (Paul Brinkman) for Approval. The packet is then returned to the AVP for Diversity for approval of both the FARRP and requisition forms. The office for Diversity then contacts the college to let them know the recruitment package is ready for pickup, who will then contact the department. Each department / program should allow five working days for the completion of this process.
This is a new and hopefully improved FARRP. Be sure rank is listed as assist, assoc, full or some combo of the three. List the recruitment type: that is, new position or replacement. If a replacement, type in faculty member’s name and whether she / he is retired, resigned etc. Assoc VP Paul Brinkman is trying to track why faculty members leave the University, so if you indicate Resigned, please indicate further whether that resignation was due to another offer or some other reason (and please list that reason). Always provide some reason for the departure. Use the Recruitment section to list the where and how of your activities: that is, your advertising venues and timelines. And finally the dean signs to approve the recruitment plan. Notes about recruitment: we are generally requiring two venues that target diverse audiences. These can be general or field-specific.
These are some suggestions for broad audiences. Field-specific options are organizations in the academic field that target women or underrepresented communities such as the Society for Women Engineers or a subgroup specifically for women or people from underrepresented communities in the major professional organization.
Information in this statement has been increased due to recent requirements from the Department of Education.
Per Federal Executive Order 11246, departments / programs have been required to send OEO postcards to every individual who applies for their position. In the past, those postcards were actual cards on 5x7 stock that were snail-mailed out. As we advanced technologically, we progressed to an email version of this postcard. Today, each department / program MUST utilize the Web Postcard system. If you are a new user to the system, contact the office for diversity to be added and then OEO for instructions. At this time, I’d like to invite Susie Johnson from OEO to come up and talk to you a bit about the web postcards. PLEASE NOTE that, when we close a job, we are able to keep track of who has and who has not been using the web postcard system. Those departments / programs who have not been using the system can expect to receive a notification / warning soon.
Once you have signed in, choose “Send Email to Applicants”
On the right-hand side, type in applicant’s email address, (the comma is very important) first name last name (no comma between first and last names) To send postcards to more than one person, drop to the next line by pressing “Enter” You will need to keep track of your applicants. Please either copy and paste into a Word document OR “Print Screen” each time you send to applicants. We only know who replies to the emails, not to whom the emails were sent.
For Affirmative Action, we track these categories. Postcards should be sent to all qualified applicants, without regard to citizenship. Claim Vet Preference – If an applicant checks this box, the OEO/AA office will notify your department. For further information regarding vet preference, go to the OEO/AA website http://www.hr.utah.edu/oeo
The FARRP and supporting materials are submitted to the College for Approval and Dean’s Signature. The college in turn sends the offer package to the office of the AVP for Diversity, where the compliance information is added to the file, and then sent on to the AVP for Budget (Paul Brinkman) for Approval. The packet is then returned to the AVP for Diversity for approval of both the FARRP and FRC forms. The office for Diversity then contacts the college to let them know the offer package is ready for pickup, who will then contact the department. Each department / program should allow three to five working days for the completion of this process.
List the results of each activity: that is, the number of applicants for each ad on the right hand side of the center box. Then the selected candidate’s first and last name after “Name of Person Selected.” And finally the dean signature for approval to offer.
You’ll note that this form has only enough space for four interviewees, so please print out additional forms as necessary. List every candidate interviewed on campus. Be sure to circle either selection or non-selection. When identifying ethnicity, be sure to use the categories and specific instructions identified on the form. Then AVP Villalpando signs here (left) and AVP Sperry here (right)
Be sure to include log number, department, college and position / rank. Name of every qualified applicant (interviewed or not) and reason for selection / non-selection, as well as “Selected Candidate” at the hire stage, Date application received. Interview Date, Employee of U, then Male or Female. Minority Status – if you are sure of it. Please note that these current federal categories are less extensive than the info requested on the FRC form. Finally, the recruitment contact source (from the results of each activity section of the FARRP) and indicate whether veteran preference was given to any applicant.
Please note that for A ffirmative Action purposes, an offer made is considered a hired and must be noted. Consequently, the FAFR may have more than one hire. We have given you a shortened, very general list of reasons for selection/non-selection. Please enter the number corresponding to the reason at the end of the applicant’s name on the FAFR form. You will note that this information is very general. The details to back up the reasons at a later date such as the notes and records from the interviews, CV’s considered qualified and corresponding notes, and the hiring process should be retained at the department for 3 years after the date of hire.
Offer letter MUST include contingencies of President and Board of Trustees approval and successful passing of background checks.
To begin I am going to start with Regular Faculty which include: Instructor, Assistant Professor, Associate Professor, and Professor. The Instructor title should be used if the faculty member has not completed their PhD. A faculty member can only have the Instructor title for 3 years.
The Regular and Auxiliary faculty job codes will all be found under the Faculty category. The unpaid faculty job code (6001) will be found under the Non-Employee category.
Step 1 will ask: Is this a Staff hire for a job posted by Human Resources? For Faculty always answer No.
If the Contract box is checked then a Summer Pay box will appear. If summer pay is your intent make sure to mark the Summer Pay box. When this box is marked the approval route skip Academic Affairs. Currently all Annual pay both for regular faculty and auxiliary Summer pay is set up to include Academic Affairs approval. Summer dates time frame include May 16 – August 15 th.
This is a document that can be e-mailed or handed to the new hire to complete. Never fill in the Gender, Ethnic Group, or Military status for the new hire.
The ethnic group is a critical field for University reporting. Never guess.
The comment box is a key to let us know what you are wanting to process. Make sure to Add the date that faculty voted and the vote in the comment box. Approval/Disapproval/Abstention/Absence On all new hire faculty ePAF’s.
Contract Faculty can be 9/12, 10/12, or 11/12. This means that the faculty member works during the 9,10, or 11 months and the pay is spread over 12 months. If the faculty member is on a 9 month contract they can have a 2.0 FTE between August 16 th and May 15 th .
It is critical to list all education not just terminal degree! First click on the magnifying glass, click on the description box and choose contains on the drop down, then type in one word in the school name. Make sure it is in ALL CAPS. If you still can not locate the school code call us.
When processing a Termination remember to attach a letter of resignation or other documents of support this will help so the ePAF will not be recycled.
The purpose of a manual ePAF is to correct or remove data. Make sure to list in the comment box the purpose of your request.
Attach the letter from President Young when processing a promotion.