Western Illinois University Equal Opportunity and Access Affirmative Action Program Annual Update Submitted by: Andrea Henderson, Director FY 2010
Equal Opportunity and Access Affirmative Action Program Annual Update September 2010 Western Illinois University (WIU) is committed to a comprehensive Affirmative Action program that ensures access and equity in educational programs, activities, and employment. Further, WIU is committed to providing equal opportunity and access through an educational and work environment that is free from discrimination based on sex, race, color, sexual orientation, gender identity and gender expression, religion, age, marital status, national origin, disability, and veteran status. To that end, the University s Affirmative Action/Equal Opportunity and Access program includes diversity initiatives designed to help recruit, hire, train, and retain a diverse workforce. These initiatives include, outreach programming and training, non-discrimination compliance oversight and support, Americans with Disabilities Act and Title IX compliance. Support for these efforts is affirmed in the University s Strategic Plan, Higher Values in Higher Education. These efforts also support two goals outlined in the Plan: to attract, recruit, retain and develop an excellent faculty representative of the diverse and global society, and to develop strategies to increase the recruitment and retention of staff and administration from traditionally underrepresented groups. WIU s workforce diversity initiatives continue to place significant emphasis on recruitment efforts for faculty and staff vacancies. The Office of Equal Opportunity and Access in partnership with the hiring administrators continues to use niche publications, websites, Affirmative Action blasts and listservs to attract diverse well qualified applicant pools. In FY10, the Office of Equal Opportunity and Access provided support and coordination for 175 faculty and administrative vacancies, compared to 157 vacancies for FY09. Success in increasing faculty and staff diversity starts with the development of diverse applicant pools. A review of applicant pools for FY10 shows that 3,785 individuals applied for faculty and administrative positions during the past year. Comparatively, there were 2,626 applicants in FY09 and 3,475 in FY08. During FY10, females comprised 52 percent of the applicants for administrative vacancies, and 29 percent for faculty and other instructional positions. Of the applicants who self-identified, individuals from underrepresented groups comprised 24 percent of administrative applicant pools, and 41 percent of faculty and other instructional applicant pools. A significant portion of the diversity of the faculty and other instructional applicant pools can be attributed to several math searches for which a large number of diverse applicants applied. During FY10, a total of 37 tenure track faculty positions were filled, resulting in the hiring of 13 females and 16 individuals from underrepresented groups. This includes the addition of 3 African American/Black, 1 Hispanic, 9 Asian, and 3 other tenure track faculty members. The table below shows a four-year comparison for tenure track faculty positions filled. 2
Tenure Track Positions Filled FY07 FY08 FY09 FY10 Females 22 42 18 38 21 62 13 35 16 30 15 31 11 32 16 43 Total 53 48 34 37 In addition to the tenure track searches, 72 other instructional positions were filled. This category includes temporary faculty, associate faculty, faculty assistants, and coaches. Of the new employees in this category, 37 (56%) are female and 4 (.6%) are individuals from underrepresented groups. The table below shows a four-year comparison for other instructional positions filled. Other Instructional Positions Filled FY07 *Initial FYE instructional hires (33) FY08 FY09 FY10 Females 13 65 26 55 16 39 37 51 5 25 6 13 8 20 4.6 Total 79* 47 41 72 During the past year, 37 individuals were hired to fill administrative vacancies, including 16 females (43%) and 8 individuals from underrepresented groups (14%). Administrative FY07 FY08 FY09 FY10 Positions Filled Females 39 64 33 49 22 55 16 43 9 15 13 19 10 25 5 14 Total 61 67 40 37 Data show that hiring activity for civil service positions on campus during FY10 involved a total of 18 positions. Due to the challenging cash flow issues the university faced during FY10 many 3
civil service vacancies went unfilled. Individuals hired included 11 females and 3 individuals from underrepresented groups. The table below shows a four-year comparison. Civil Service FY07 FY08 FY09 FY10 Positions Filled Females 47 72 42 54 19 38 11 61 9 14 5 6 4 8 3 16 Total 65 78 50 18 During FY10, the State Universities Civil Service System combined the civil service trainee program and the program formerly known as the learner program into one program now called the Trainee Program. Trainee programs allow individuals an opportunity to receive on-the-job training. This procedural provision allows the University to hire individuals who possess career potential, but lack one or more of the minimum qualifications required to test for a particular classification. Trainee programs can be utilized when the Civil Service exam has not provided a diverse pool of candidates for a particular job classification. In addition to merging the programs, the 10% rule which previously only applied to learner programs, now applies to the Trainee Program. The 10% rule states that if a class contains 10 or more positions, not more than 10% of the total positions in the class may be filled by trainee appointments on any day of operation. This rule change has presented a challenge in that at times it has prevented the placement of trainees in particular classifications; however, the University continues to successfully utilize the Trainee Program to enhance workforce diversity within civil service job groups. Interest in Trainee programs continues to remain high. The list of interested applicants is the highest it has ever been with over 550 active applicants in FY10. During the past year there were 16 active Trainee placements. Of these 16 individuals, 6 are African-American and 10 of these individuals are women. The tables below display Trainee and Learner placements by job classification for FY07, FY08, FY09 and FY10. Also it is notable that of these classifications, several are professional level positions and one placement is of a female in a classification historically held by males. It is important to note that individuals may be in a Trainee or Learner status for more than one year. Trainee Placements FY07 FY08 FY09 FY10 Administrative Assistant 0 1 1 1 Budget Analyst II 0 0 1 1 Business Manager I 0 0 0 1 Clerical Assistant 0 0 0 1 Construction Project Coordinator 0 0 1 1 Electrical Engineer 1 1 0 0 4
Financial Aid Advisor IV 0 0 1 1 Image Processing Technician II 2 0 0 0 Intercollegiate Athletics Equip. Spec. 1 1 1 1 Library Assistant 0 0 1 1 Maintenance Worker 0 0 0 1 Medical Records Tech 0 1 1 0 Office Support Assistant 1 1 3 3 Office Support Associate 6 5 2 2 Press Technician I 1 3 1 0 Stationary Fireman Helper 0 0 0 2 Web Specialist I 0 0 1 0 Total 12 15 15 16 Learner Placements FY07 FY08 FY09 FY10 Building Service Worker 0 6 0 Included Mailing Equipment Ex/OP 0 0 0 in trainee Police Officer 4 0 0 totals Route Driver 2 4 0 above Stationary Fireman Helper 1 2 1 Total 7 12 1 The University s compliance with Affirmative Action and Equal Opportunity includes providing a means for responding to and resolving complaints of harassment or discrimination. During the past year, 24 discrimination and/or harassment complaints were filed and resolved under the University s Discrimination Complaint Procedures. This compares to 15 complaints in FY09. Individuals found in violation of University policy were disciplined in accordance with employment regulations and relevant collective bargaining agreements. During FY10, 3,857 individuals completed the university s mandatory sexual harassment prevention training. This number includes 788 faculty, 1,347 civil service and administrative employees, and 1,722 graduate and undergraduate student employees. Participation in this training is an important step in ensuring all employees understand their rights and responsibilities as defined in the University s Anti-Harassment Policy. The Intercollegiate Athletics Gender Equity Committee (GEC) including the Director of Intercollegiate Athletics, Senior Woman Administrator, Vice President for Student Services, Assistant Equal Opportunity Officer and the campus Title IX Coordinator continues to provide oversight for Title IX compliance through a quarterly review of the University s compliance with NCAA Commitment to Equity and Minority Opportunities plans as a part of the Intercollegiate Athletics Certification Program. During FY10, the committee began to investigate the factors outlined in the new 2010 guidance for Title IX compliance. In addition to continuing its focus on compliance issues regarding equity in athlete exposure, the GEC will begin to assess all 13 5
program areas using the nine factors outlined in the guidance. A Gender Equity in Athletics report is also submitted to IBHE annually. The Office of Equal Opportunity and Access provides coordination for the University s compliance with the Americans with Disabilities Act (ADA). ADA compliance includes administering procedures that allow individuals with disabilities to request and receive reasonable job accommodations. All employees are surveyed annually to collect information about medical conditions that may require an accommodation in the workplace. During FY10, workplace accommodations were provided to 82 individuals. Accommodations provided include the purchase of ergonomic or modified office furniture, modified work schedules, the purchase of specialized equipment, voice amplifying systems, workstation evaluations and modifications, temperature monitoring and stabilizing units, and the coordination of designated accessible parking. The University Web Accessibility Committee continues to evaluate protocols and practices in web development to enhance accessibility and to provide general awareness training during Disability Awareness week. The committee is currently working on completing specific trainings to help users understand and learn how to create accessible documents in Word and portable document formats. The university s annual evaluation of the sufficiency of the Affirmative Action and Equal Opportunity program includes several factors and action steps. In order to test for adverse impact in our hiring practices, we reviewed the 80% Impact Ration Analysis of the hires and offers versus applicants as well as the Standard Deviation Tests. For the majority of positions, there was no indication of significant disparities in selection rates. The Office of Equal Opportunity and Access will continue to review areas where a disparity was noted in effort to determine the cause. We also completed a Utilization Analysis of Western Illinois University Instructional and Non-Instructional Employees for Fiscal Year 10. (Reports attached). The data show underutilization of females, Hispanics, Blacks/African Americans, and American Indians in many areas as well as some underutilization of Asians and Whites in some areas. We will use the information collected from both analysis to monitor recruitment and selection during the upcoming year and to assist the department with establishing goals. It is important to note that while the Office of Equal Opportunity and Access provides leadership and support in efforts to diversify faculty and staff, and to create a campus climate that is respectful and welcoming for all individuals, regardless of background, success depends on a strong commitment from all members of the campus community. The University Diversity Council, with membership representing faculty, administration, civil service employees, and the student body, continues to work on identifying and resolving issues which affect campus climate and programs, recruitment and retention, diversity, and public relations and resources. It is believed that this collaborative effort will best help address any barriers and ensure access and equity in educational programs, activities, and employment. 6