Faculty, Staff, and Students

Transcription

1 Criterion 4 Faculty, Staff, and Students 4.3 Faculty and Staff Diversity CEPH Criterion The School shall recruit, retain and promote a diverse faculty and staff, and shall offer equitable opportunities to qualified individuals regardless of age, gender, race, disability, sexual orientation, religion or national origin. CEPH Required Documentation a. Summary demographic data on the school s faculty, showing at least gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1.a. Data must be presented in table format. See CEPH Data Template H. b. Summary demographic data on the school s staff, showing at least gender and ethnicity. Data must be presented in table format. See CEPH Data Template I. c. Description of policies and procedures regarding the school s commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin. d. Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time. e. Description of efforts, other than recruitment and retention of core faculty, through which the school seeks to establish and maintain an environment that supports diversity. f. Identification of outcome measures by which the school may evaluate its success in achieving a diverse faculty and staff, along with data regarding the performance of the school against those measures for each of the last three years. g. Assessment of the extent to which this criterion is met.

2 Introduction In 2005, UNC-Chapel Hill s Chancellor Moeser appointed a task force through the Office of Minority Affairs to assess the state of diversity on campus. At that time, the chancellor affirmed the university s commitment to practices that foster an inclusive environment, as stated in UNC s policies on nondiscrimination, racial harassment, and sexual harassment; (see Diversity Plan: Goals, Strategies and Responsibilities , August 1, 2006). The university s diversity plan identifies five goals to inform university leaders efforts as they develop strategies to foster diversity and identify measures to evaluate the university s progress and achievements in this area. The goals (pages 5-6) are: 1. Clearly define and publicize the university s commitment to diversity. 2. Achieve the critical masses of underrepresented populations necessary to ensure the educational benefits of diversity in faculty, staff, students, and executive, administrative and managerial positions. 3. Make high quality diversity education, orientation, and training available to all members of the university community. 4. Create and sustain a climate in which respectful discussions of diversity are encouraged and take leadership in creating opportunities for interaction and crossgroup learning. 5. Support further research to advance the university s commitment to diversity. The university s diversity goals are intended to guide all graduate and professional schools, the College of Arts and Sciences, and other units in establishing their specific objectives. Deans report their progress annually to the Provost s Office, and the associate provost and director, diversity and multicultural affairs, monitors this progress (see Diversity Matters at UNC: Diversity Plan Report , The school s diversity plan reports (1) identify the university s diversity goals prioritized by the school for the preceding academic year, along with (2) the school goals supporting the prioritized goals, action steps taken, evaluation measures utilized, and outcomes achieved; and (3) outline the school s diversity plan for the subsequent academic year, along with priorities, goals, action steps, and evaluation measures. Input from school leadership and students informs these plans. (See Appendix 4.3 for the three most recent reports, AY to ). The School of Public Health concurs with the university s belief that diversity is an essential element in the pursuit of academic excellence, and shares the university s commitment to a diverse and inclusive community. Socioeconomic, cultural, racial, and ethnic diversity confer many advantages, including the potential for increased innovation, motivation, and creativity; the ability to attract and retain highly competent personnel; our capacity to serve communities of color with cultural competence and the strengthening of cultural values. 242

3 The school has taken many actions over the last several years to address diversity issues and to increase diversity of our faculty, staff, and students. Among the most important steps was revising our mission to include a specific statement about reducing health disparities. We have worked on multiple fronts to increase diversity and to enhance the climate around diversity issues. All offer letters to department chairs now include a statement that the chair is expected to increase diversity within the department, and the dean s annual performance review of each chair/director includes a report documenting activities to increase diversity in the department/program. In addition, the school has provided continued support for the Program on Ethnicity, Culture and Health Outcomes (ECHO), jointly sponsored by the Schools of Public Health and Medicine, to heighten UNC s contributions to diversifying the health professions and eliminating health disparities. ECHO has strengthened the school s ties with a number of Historically Black Colleges and Universities (HBCUs) through innovative research grants and the ECHO small grant program. We provide modest yearly support and space. Soon after becoming dean, Dr. Rimer appointed Jessie Satia, PhD, MPH, associate professor Nutrition and Epidemiology, to serve as special assistant to the dean for diversity. Dr. Satia also leads the school s strategic initiative on eliminating health disparities. One of her first steps involved hiring a diversity consultant, Joanna Moody, EdD, who came to the school and conducted diversity training for the Dean s Council and a number of other people across the school. She also met with faculty, staff, and students, and returned the following year to provide additional consultation. Working with a number of faculty and staff, Dr. Satia created a handbook for minority applicants and others to highlight special features of UNC and to show the advantages of living in Chapel Hill. This was intended to address some concerns heard from faculty applicants over the years about living in the south. She also convened an ad-hoc working group to strengthen our EEO statement in advertisements to make it clear that we want minority applicants, and reaches out to every search committee to offer assistance and has played an important role in several searches, including one in HBHE that resulted in hiring two minority assistant professors. Dr. Satia recently conducted a survey to assess faculty and staff members reactions to questions about the school s climate, discussed below (Criterion 4.3.d.). 4.3.a. Faculty Demographic Data Required Documentation: Summary demographic data on the school s faculty, showing at least gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1.a. Data must be presented in table format. See CEPH Data Template H. The school s goal pertaining to faculty diversity is to recruit and retain a diverse faculty who are leaders in research, scholarship, education, public service and engagement, and the global application of public health to human welfare. Summary demographic data for the school s faculty are shown in Table 4.3.a. (Template H). Over the last few years, we identified a number of minorities to recruit for postdoctoral and faculty positions; promoted 243

4 the special assistant to the dean for diversity as a resource to faculty search committees; and strengthened mentoring programs for junior minority faculty. The school hired two new underrepresented minority tenure-track faculty members (African American women) in as assistant professors; a third, Giselle Corbie Smith, MD, MPH (School of Medicine), received a joint appointment in the school. An appointment for a fourth African American woman as Professor of the Practice was completed in 2008, and the school is nearing completion of a similar appointment for an African American male. We have increased the number of minority clinical track faculty members in NUTR. ESE, which has had a problem with gender diversity, is in the process of addressing this; of the last six tenure track assistant professors hired in ESE, four were female (and one was an Hispanic male). Table 4.3.a Summary Demographic Data for Current Core and Other Faculty [Template H] Core Faculty Other Faculty TOTAL # % # % # % # % Male % % % # % African American Male 2 1.9% % % # % Caucasian Male % % % # % Hispanic/Latino Male 3 2.9% % % # % Asian/Pacific Islander Male % % % # % Native American/Alaska Native Male 0 0.0% % 2 2.8% # % Unknown/Other Male 0 0.0% 0 0.0% 0 0.0% # % International Male 0 0.0% 0 0.0% 0 0.0% # % Female % % % # % African American Female % % % # % Caucasian Female % % % # % Hispanic/Latino Female 2 1.8% % 7 2.2% # % Asian/Pacific Islander Female 6 5.5% % % # % Native American/Alaska Native Female 0 0.0% 0 0.0% 0 0.0% # % Unknown/Other Female 1 0.9% 0 0.0% 1 0.3% # % International Female 0 0.0% 0 0.0% 0 0.0% # % Unknown/Other, Unknown Gender* 0 0.0% % % TOTAL % % % NOTE: Schools and programs may also include other aspects to demonstrate diversity among faculty at their discretion We are committed to enhanced diversity. In fall 2008, the number of African-American faculty members was 39 (11.7%; 11.2% core faculty); the number of Hispanic faculty members was 18 (5.6%; 4.8% core faculty). 244

5 4.3.b. Staff Demographic Data Required Documentation: Summary demographic data on the school s staff, showing at least gender and ethnicity. Data must be presented in table format. See CEPH Data Template I. The school also aims to recruit and retain a diverse staff that can support the mission, goals, and values of the school. Among the school s 396 full-time staff, slightly less than a third (30%) are male, almost one fifth (17%) are African-American, and 4.2% are of Hispanic/Latino origin. Summary demographic data for the school s staff are shown in Table 4.3.b. (Template I). The recent climate survey (see Resource File) showed that staff were quite positive, but we did identify some concerns among minority staff that we will address. Table 4.3.b. Summary Demographic Data for Full-Time Staff [Template I]* Full-Time Staff # % TOTAL # % Male % 122 # % African American Male 9 7.5% 9 # % Caucasian Male % 92 # % Hispanic/Latino Male 5 3.1% 5 # % Asian/Pacific Islander Male % 14 # % Native American/Alaska Native Male 1 0.7% 1 # % Unknown/Other Male 1 1.4% 1 # % International Male 0 0.0% 0 # % Female % 267 # % African American Female % 30 # % Caucasian Female % 217 # % Hispanic/Latino Female 1 1.6% 1 # % Asian/Pacific Islander Female % 16 # % Native American/Alaska Native Female 2 0.1% 2 # % Unknown/Other Female 1 1.2% 1 # % International Female 0 0.0% 0 TOTAL % 389 NOTE: Schools and programs may also include other aspects to demonstrate diversity among staff at their discretion *Full-time staff includes full-time student workers who are considered full-time employees of the school 245

6 4.3.c. Equitable Opportunities Policies and Procedures Required Documentation: Description of policies and procedures regarding the school s commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin. The school adheres rigorously to the university s policies of nondiscrimination in hiring. These include equal opportunity policies for faculty (The University of North Carolina at Chapel Hill Equal Opportunity and Affirmative Action Program, for instructional and research non-faculty employees (Employment Policies for EPA Non- Faculty Employees of the University of North Carolina at Chapel Hill, and for employees subject to the State Personnel Act (SPA) (Equal Employment Opportunity Plan for Staff Employees at the University of North Carolina at Chapel Hill, The university s affirmative action plan for SPA employees establishes specific goals and timetables to remedy underrepresentation in situations where there is significant evidence indicating that members of a protected class have been underutilized. The principle of equal employment opportunity applies to all aspects of the employment relationship. These include initial consideration for employment; placement and assignment of responsibilities; evaluation of performance, promotion, and advancement; compensation and fringe benefits; access to training and other professional development opportunities; formulation and application of personnel rules and regulations; access to facilities and services; discipline; and termination ( 4.3.d. Recruitment and Retention Efforts Required Documentation: Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time. The mandate of the special assistant to the dean for diversity includes increasing the recruitment and retention of underrepresented minority faculty. To this end, she worked with the school s Human Resources Office in late 2007 to modify the language used in faculty job announcements to more strongly invite minorities to apply. (Job announcements formerly stated: UNC-Chapel Hill is an Equal Opportunity Employer. Women and minorities are encouraged to apply. The new language states: The School of Public Health is actively committed to diversity. We strongly encourage applications from women, minorities, and individuals with disabilities. The University of North Carolina at Chapel Hill is an Equal Opportunity Employer. ) Moreover, the School of Public Health Diversity Plan Report (dated February 21, 2008; see Appendix 4.3) lays the groundwork for evaluating the progress made in achieving diversity goals and assessing the efficacy of the school s diversity efforts through process evaluation and measurable, time-bound success criteria. 246

7 In January/February 2009, we conducted an online diversity and work climate survey of staff members (see Resource File) to understand our environment from their perspectives; 148 of 392 staff members responded (37.8%). The survey included questions about sociodemographic characteristics (gender, ethnicity, sexual orientation), as well as cultural and other climate issues (tolerance for political views, language, physical appearance, and attire). We found overall satisfaction with attitudes towards diversity and with work climate (see tables 4.3.d.1. and 4.3.d.2.). For example, 88% of respondents said the climate is supportive/very supportive of minorities, and 78% rated the climate supportive/very supportive with regard to gays. There are some areas that merit further inquiry, e.g., physical appearance. For example, only 57% of respondents said the school is supportive of those who are overweight, and 69% are supportive of those who are underweight. Few minority staff (only 9) participated, and while they seem somewhat less satisfied than majority staff, we must interpret these results with caution due to the extremely small sample size. The majority of respondents rated the school environment as respectful, collegial, collaborative, and cooperative. Follow-up included presentation of findings by the dean at the spring Faculty and Staff Meeting, with opportunity for discussion, as well as at the May 2009 Dean s Council meeting. In addition, we have committed to expand our school s diversity training to all business managers (in addition to previous training for the Dean s Council and selected other leaders). We also have been conducting informal conversations with several staff members who function as opinion leaders to determine how best to create a mechanism by which staff members can communicate regularly with the school s leadership about their issues and concerns. Table 4.3.d.1. Summary of Spring 2009 Staff Diversity Attitudes Survey (in %) Attitude toward: Very Supportive Supportive Neutral Not Supportive n Males Females Whites Minorities Gays Overweight Underweight Cultural attire Disabilities

8 Table 4.3.d.2. Summary of Spring 2009 Staff Work Climate Survey (in %) Friendly: Hostile: 5 n Respectful: Disrespectful: 5 n Collegial: Contentious: 5 n Collaborative: Individual: 5 n Cooperative: Competitive: 5 n e. Other Efforts to Support Diversity Required Documentation: Description of efforts, other than recruitment and retention of core faculty, through which the school seeks to establish and maintain an environment that supports diversity. In addition to strengthening diversity in faculty recruitment and retention, the school upholds the values of its diversity plan through focused initiatives spearheaded by the office of the special assistant for diversity, including attention to improving minority student enrollment; (see Criterion 4.5.). The school also is working to cultivate an environment that advances research related to health disparities. A diversity website ( is regularly updated to include new information about research projects that are related to health disparities, and to highlight related funding opportunities that are available to students and faculty at the school. Several faculty members within the school have partnered with North Carolina Central University in Durham (the second largest of North Carolina s eleven HBCUs), Shaw University, another HBCU, and other historically black colleges to collaborate on eliminating racial and ethnic disparities in local communities. Third, the special assistant for diversity has conducted a preliminary assessment of diversity content within core courses and is making recommendations regarding how to expand course content to include more consideration of diversity issues. In addition to the schoolwide diversity plan and the actions described earlier, individual departments have strategies for achieving an inclusive culture and working environment. Both BIOS and ESE, for example, have been focusing on increasing the number of women faculty members and students. HPM has developed a department-level strategic plan for diversity, held faculty planning sessions to discuss diversity that were followed up by establishing a faculty-student Diversity Committee to develop diversity initiatives, and modified curricula to include diversity content. Also, Peggye Dilworth-Anderson, PhD (HPM), has received a K07 Leadership Award ( ), through National Institute on Aging funding, to support training and mentoring. The Research Working Group on Minority Aging in Later Life was created as the major vehicle 248

9 for training and mentoring. A strong mix of senior and junior faculty members and postdoctoral students, representing a range of disciplines and schools (e.g., public health, medicine, nursing, and dentistry) meet monthly. The majority of participants are minority junior scholars, with at least three senior scholars at each meeting. Topics such as grant writing, building networks, and developing strategies and planning for success in the academy are discussed. Invited luncheons for members of the group are held at least twice a year with an expert scientist, to foster further knowledge and expertise in certain areas of research that address health disparities in later life. (In 2006, Dr. Dilworth-Anderson received the Gerontological Society of America Minority Task Force Outstanding Mentorship Award.) 4.3.f. Outcome Measures Required Documentation: Identification of outcome measures by which the school may evaluate its success in achieving a diverse faculty and staff, along with data regarding the performance of the school against those measures for each of the last three years. Two specific outcome measures are of great importance to the school s culture. First, we want to increase the percent of underrepresented minority faculty in the school. While the school has a relatively diverse population in terms of gender and other minorities such as those of Asian descent, underrepresented minorities are our target. Second, in terms of staff, our outcome measure is to increase the percentage of underrepresented minority staff; however, the aim is to have minority staff beyond the entry level. This is an indicator of the extent to which staff are being provided with opportunities for professional development and advancement through the ranks. Table 4.3.f. Faculty/Staff Diversity Outcome Measures, Targets, and Performance Data, AY to Goal Metric Target Sustain the highest quality faculty and staff and their ability to contribute to public health OBJECTIVE 1: Recruit and retain a diverse faculty OBJECTIVE 2: Recruit and retain a diverse staff Maintain or increase percentage of core faculty from underrepresented minorities* Maintain or increase percentage of underrepresented minorities on staff* * Data currently are not archived according to specific ethnic categories of faculty and staff Increase 7% 8% 8% Increase 13% 13% 13% 249

10 4.3.g. Assessment of Faculty and Staff Diversity Required Documentation: Assessment of the extent to which this criterion is met. Strengths Heightened awareness and sensitivity to need to increase in underrepresented minorities among faculty and staff Special assistant to the dean for diversity focused on recruitment and retention of a diverse faculty A number of significant steps taken to try to increase diversity among faculty and staff A schoolwide plan (School of Public Health Diversity Plan 2008) Department-level efforts to increase diversity University commitment to diversity School conducted diversity training for senior faculty and staff and is in the process of expanding this to include all business managers. Challenges Increasing the underrepresented minority applicants when a relatively large number of schools are competing to hire these applicants Understanding factors not completely under the school s control that often have a strong influence on an individual s decision to join our faculty/staff and remain here Maintaining up-to-date, easily accessible data on faculty and staff characteristics, such as diversity Future Directions Increase the pool of minority faculty nationally by increasing diversity in the school s doctoral student body Encourage the university to increase its financial (and other) support for diversity hiring, and take advantage of these resources as they become available This Criterion is met. 250