Best Practices for Faculty Recruitment

Convene a diverse search committee whose members understand processes and best practices.

Ensure search committee members and supporting staff understand their roles and how transparent, equitable decision making will take place.

Establish a clear charge to the committee. 

Develop a shared understanding of diversity and excellence (See the sections below on Know Your Data and Understand Unconsiouc Bias)

Ensure colleagues and even students are informed about what the position entails and how you are going to make decisions. 

Determine your decision making processes

Cornell ADVANCE: Reducing Stereotypic Biases in Hiring

Unhook Pedigree and Potential

• Overreliance on pedigree as an indicator of potential as the side-effect of screening out ethnic minorities and people from non-middle class or upper-class backgrounds
• A current study from the Computer Sciences

Videos about unconscious bias and schemas (each is ~5 min.)

• ​The Ohio State University: www.youtube.com/watch?v=UZHxFU7TYo4
• UCLA Series (Narrated by UCLA Vice Chancellor Jerry Kang):
  • Implicit Bias Preface: Bias & Heuristics
  • Implicit Bias Lesson 1: Schemas
  • Implicit Bias Lesson 2: Attitudes & Stereotypes
  • Implicit Bias Lesson 3: Real World Consequences
  • Implicit Bias Lesson 4: Explicit vs. Implicit
  • Implicit Bias Lesson 5: The IAT
  • Implicit Bias Lesson 6: Countermeasures

Periodically, Lehigh University employees and affiliates who serve on faculty search committees or involved in the hiring decision making process, may find themselves with a conflict of interest about an applicant or candidate. It is a best practice for such conflicts to be disclosed and for the individual to remove themselves from the deliberations and decisions related to the situation if there are past or current relationships that create a conflict of interest, or could have the appearance of creating a conflict of interest. In general, a conflict of interest would exist if an individual is in (or has the appearance of being in) a position to influence either directly or indirectly a decision that could lead to personal gain for the individual, their immediate family, or any third party to the detriment of the university’s integrity and its missions of teaching, research, service.

Under no circumstances should a member of a search committee provide a reference letter for an applicant.

See the Lehigh University Policy and Definitions of Conflict, Disclosure and which relationships are described. The following list, although not exhaustive, illustrates types of relationships that may constitute a conflict of interest or an appearance of a conflict of interest:

• a marital, life partner, family, or personal relationship with the individual(s), or their immediate family, being reviewed;
• a past or present sexual relationship with the individual being reviewed;
• an advising relationship (e.g., the faculty member having served as the candidate's PhD or post-doctoral advisor);
• sharing of a common grant or being a close collaborator on a number of common projects with the person being reviewed;
• a direct financial interest and/or relationship;
• any other relationship that would create personal gain or the appearance of personal gain

Conflicts of interest shall be disclosed to the search committee and committee chair, department chair, and Dean. It may not be necessary to recuse an individual from the entire committee. The Dean will review the disclosure and will, with guidance from the Provost’s Office if needed, determine if the faculty member should recuse themselves during some or all of the search process and decision making.

• Personally invite candidates from historically under represented groups to apply

• Build long term relationships with diverse institutions. Unhook the bias that pedigree predicts potential. Pedigree bias confers cognitive, cultural or moral qualities without any effort of the candidate. Hiring people trained alike may not be good for creativiey and innovation. 

• Recruit Broadly- tips from University of Denver

• Broaden the Pool: sample letter asking colleagues to help identify applicants

• Resources for Reaching a broader pool: Appendix 10

• Other publications and organizations (Wisconsin)

• Databases of Diverse Speakers in STEM

Once permission to interview is granted, whether offsite, by phone, or the final on campus interview, there are guidelines on how to execute an effective interview process. Remember some questions are illegal, and the candidates are interviewing Lehigh just as much as Lehigh is interviewing them. 

• Guidelines for Interview Questions is a useful reminder about questions that are and are not OK to ask.

• Questions that help explore contributions and experiences related to creating a diverse, inclusive and equitable community

• Provide the candidate a copy of the Tri-Folder containing information from the University, College, and Department/Program, featuring Resources for Faculty Success and Inclusion (some departments make the folder available at the hotel upon check-in, others have it presented to the candidate upon arrival on campus).

• Interview, whenever possible, in pairs.

• When developing the on-campus agenda, provide the candidate the option to interact with other offices and people by sharing this list

• Consider the timing of the candidate's campus talks: one suggestion of scheduling the research talk early in the day may reduce repitition of standard information by the candidate and builds on shared experience by attending the talk. 

• Ensure individuals on the agenda are aware of the position description, have the candidate's CV, and are aware of illegal questions

• Roll out the red carpet, allow ample time to travel from one location to another and for meals and for bio-breaks.

• Ask if there are dietary, mobility or other accommodations necessary for their visit. It is not appropriate (and is potentially illegal) to ask WHY they need this accommodation.

• Request to Schedule ~30 min. Faculty Success, Diversity, Inclusion Resources Meeting. This session, which is not evaluated, provides the candidate an opportunity to ask any question, to go over the Tri-Folder, and to learn about key University & Diversity-Inclusion-Equity Resources. To arrange this meeting,  use this link: https://goo.gl/forms/xGebE2O6YzB9gBP43 and await confirmation.

After the search committee makes its recommendation, usually the department chair and dean are involved in negotiating and closing the search. 

• Documentation must be collected, including the number women and underrepresented minority candidates who were part of the process at each stage of the search (full applicant pool, long list/phone interview, short list/campus visit, final offer, accepted/declined. Applicant Tracking- see this template to monitor demographics (coming soon)
• Use the form(s) described in the Checklist to properly finalize the search and submit any explanations for declined offers. 
• Negotiation: remember that there can be stereotypes and biases associated with negotiations as well. Provide candidates full information about graduate student support, travel stipends and other components of the start up package. 
• Attend a Lessons Learned session and share what worked and what helps us do better. 
• Follow-up in a timely manner, even for people who are no longer being considered for the position.