Faculty Recruitment

Diversifying Faculty and Staff

Metropolitan State University of Denver
National data indicates that the percentage of full-time faculty has not changed dramatically over the years except for Asian Americans. A snapshot of data from 1993, 2003, and 2015 demonstrates that Native American faculty have grown from 0% in 1993 to 1% in 2003 and 2015; Hispanic faculty have grown from 3% in 1993 to 4% in 2003 and 2015; African American faculty have grown from 5% in 1993 and 2003 to 6% in 2015; and Asian American faculty have grown from 5% in 1993 to 7% in 2003 and 10 % in 2015. We can – and must – do better.

The "tool" is actually a series of action steps designed to achieve an excellent and inclusive faculty: (1) recruitment, (2) preparing the search committee, (3) writing the right job ad, (4) supporting faculty through the tenure process, and (5) providing support for success throughout a person’s career.

Vicki Golich


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Cross-Institution Faculty of Color Mentorship Program

Washington State Board for Community and Technical Colleges
Despite efforts to diversify hiring and recruiting practices, the number of full-time faculty of color across the state has remained within 14-17% since 2010. National research shows that faculty of color experience unique challenges that are systemic and remain unaddressed: hidden workloads, campus climate issues, and lack of transparent supports. Research also maintains that mentorship can address many of these issues. The Cross-Institution Faculty of Color Mentorship Program endeavors to expand our system’s ability to mentor, retain, and provide the needed support for faculty of color. While this program supports our current faculty, it will indirectly impact future recruitment and hiring.

Faculty in our Washington State CTC system have access to a variety of different kinds of mentoring on their campuses. Some of these are formal (i.e. tenure committees or a mentorship program sponsored by their department or institution) and others are informal. This program is not intended to replace the valuable mentorship faculty members already have access to at their institutions.

However, there are very few, if any, formal supports for faculty of color as they navigate the well-researched and documented obstacles, barriers, and challenges unique to people of color holding a faculty role in historically white institutions. Therefore, this program is designed to offer a kind of mentoring not available consistently at all of our 34 CTCs. As an example, many faculty of color suffer long-term exhaustion from what is termed “invisible workload” – work that their colleagues from systemically dominant populations do not see or experience themselves. For example, they often have larger “informal” advisee loads, asked to sit on multiple committees to “diversify” the team, and are looked to as the experts to take on diversity, equity, and inclusion initiatives on campus. In addition, many faculty of color experience both microaggressions and macroagressions in their classrooms (from students) and from colleagues as they perform the work of the institution (department meetings, committee work, etc.)

As a result of the low numbers of faculty of color state-wide, often a faculty member of color is the only person of color in a department or program. Therefore, there is no one to turn to at their respective individual institutions who has also experienced these significant challenges as they manifest in the faculty role. This can lead to isolation and burnout. Furthermore, there is a need to process traumatic experiences and heal from them so one can continue supporting students. This mentorship program offers faculty of color a unique opportunity to feel connected with others who experience similar challenges, to learn and heal from and with each other.

Average: 4.9 (15 votes)
Dr. Sachi Horback


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Faculty Handbook

Laramie County Community College (LCCC)
We live in the information age yet communication challenges are consistently cited by CEOs as an organizational deficiency. LCCC needed a structure to assure that adjunct and full-time faculty have current and relevant information about expected practices. A handbook has served this need in the past, however printed documents quickly become outdated. An online handbook was envisioned as a singular, authoritative, up-to-date reference for all LCCC faculty that is easily maintainable.

The LCCC Faculty Handbook guides all faculty in carrying out the expected practices that pertain to the faculty role at the College. The Handbook was developed to replace the previous inconsistent practice of providing a printed manual that served as a general “how to” for classroom management but lacked the responsive, comprehensive, and collaborative structure to meet faculty’s needs. The Handbook is meant to provide timely assistance for the successful accomplishment of faculty responsibilities whether they are carried out by a long-term and full-time faculty member, or by a newly-hired adjunct faculty member with only superficial knowledge of the faculty role at LCCC.

Kari Brown-Herbst


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