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ACHRO 2019
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Meet Your Presenters
Dr. Victoria C. Rosario, District Director HR & Support Programs
Mellonie Richardson, Confidential HR Officer, District Recruitment
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Workshop Outcomes
• Identify common challenges community college campuses face when it comes to
faculty hiring
• Describe resources that may help transform your community college
• Explain examples of work being done on community college campuses to promote
inclusive and equity minded practices
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Our District
• Second largest public community college district in California
• 4 colleges, 10 outreach centers serving the greater Sacramento region
• Enrolled 67,779 in Fall 2018
• 1,034 full time faculty (Fall 2019)
• 72 full time faculty hires (Spring 2019); 41 (Fall 2018)
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Our Region
White49%
Hispanic/Latino23%
Asian/Pacific Islander
14%
African American9%
Multi-Race4%
Native American1%
White Hispanic/Latino Asian/Pacific Islander
Figure 1: Regional Diversity by Race/Ethnicity in Sacramento County, El Dorado County, and Yolo County in Fall 2018
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LRCCD Race & Ethnicity
FacultyStudents
Source: Fall 2018 First Census Research Database, LRCCD
0% 20% 40% 60% 80% 100%
American River College
Cosumnes River College
Folsom Lake College
Sacramento City College
Districtwide (all colleges) White
Hispanic/Latino
Asian
African American
Unknown
Multi-Race
Native American
Pacific Islander
Filipino0% 20% 40% 60% 80% 100%
2013
2014
2015
2016
2017 White
Hispanic/Latino
Asian
African American
Unknown
Multi-Race
Native American
Pacific Islander
Figure 2: Total Percentage Unduplicated Student Enrollment by Race/Ethnicity, Fall 2018 Figure 3. Total Institutional Employment Tenured/Tenure-Track Faculty by Race/Ethnicity First Day, Fall Semester from 2013 to 2017
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8
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Making a Case for Diversity & Inclusion
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The Equity Gaps are Real
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In our system, certain student groups are much less likely to reach a defined end goal such as a degree, certificate, or transfer:
Student Demographic Group Completion Rate
African American 36%
American Indian/Alaskan 38%
Hispanic 41%
Pacific Islander 43%
Asian 65%
White 54%
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Student Success
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De Anza Study (Fairlie, et al, 2014)
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SimilarInstructor
Effect
White-Min Achievement
Gap
Percent of Gap (change)
Minority Base Rate
DroppedCourse
-0.020 -0.039 51% 0.281
Passed a Course
0.012 0.054 23% 0.835
Course Grade 0.54 0.318 19% 2.587
Grade of B > 9.924 0.112 21% 0.567
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Challenges
• We are large
• We have complex systems of governance
• Student demographics are changing faster than our employee demographics
• Data demands exceed our capacity
• The Pipeline Problem
• Prop 209
• What are your challenges?
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Timeline
• CUE Spring 2018
• Debrief Meeting(s) April/May
• CUE Fall 2018
• Faculty (FT) Hiring Manual Committee Fall 2018
• Faculty (PT) Hiring Manual Committee Spring/Fall 2019
• CUE Fall 2019
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Section A of Full-time Faculty Hiring Manual
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I. Introduction
• Background• Legal Authority• Diversity &
cultural competence
II. Need
• Department Profile
• Summary of Projected Needs
• Final List• Review by VPI/SS• Chancellor• Critical Hires
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III. Recruitment
• Examine timeline• Sufficient
timeline• Can’t pay for
travel• Increase travel
amount• Hiring flow chart
Application
• Add diversity statement
• Add teaching philosophy
• Update Equity Question: How does your lived experience address…
• Change the equity question
• Application materials only submitted online
Announcement
• Update job announcements: more student focus
• Include college demographics in postings
• Make postings user-friendly
Advertising
• Where/how jobs advertised?
• Affinity group advertising
• Increase $ for ads• UR advertising
paid by DO• Limited funds to
post jobs
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IV. Screening Eligibility (Pre-)
•EQ process is restrictive•Only go off degrees on
announcement•Change listed degrees
V. Interview Committee
•Disrupt our committees•Academic Senates need to look at “list” to get appointed. Needs to change.•Work with Senate re: their appointments•Change rules re: how committee members selected•Outside of discipline committee members•Equity rules are not “racial equity” focused•Always a student on committee•Increase use of community members•Chair & equity rep only members required to be present at meetings•Training for chairs
V. Interview Committee (continued)
•Anonymous Screening-remove names from applications•Minimize the number
screening days-use a formula, number of apps Vs how long screening takes place•Tie CUE to the Equity Reps
(Hiring the Best)
VI. Screening Applications
•Training on more thoughtful rubrics•More equity focused; ability
v. experience•More training on screening
criteria
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VII. Interview
• Can’t email questions• Can’t work together
on question design• Applicant only has 1
timeslot to interview• Offer ccc-confer for all • Offer phone for all
Questions
•More dialogue•Clarify questions•Know what you are asking for•Allow for follow up question(s)•Make more comprehensive•Have open dialogue•Must have 1 diversity question•Ask more diversity questions•Include/contextualize equity in as many questions as possible
Questions (continued)
• Provide more reimbursement to fund traveling candidates
• Allow CCC Confer• Teleconference if
candidate asks• Finalist teaching in
front of real students
Scoring
• Rubric for teaching demo
• Scoring doesn’t allow you to eliminate people
• Bias towards non-native English speakers (language is a barrier)
• Only 3-5 finalists• Can’t compare
candidates
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Disrupting Inequitable Practices• Updated job postings
• Share departmental profile data and employee demographics
• Increase travel allowance
• Openly share tools typically used by HR staff: the Matrix, Hiring Flow Chart
• Change the diversity statement item
• Disrupt the committees and how faculty are appointed
• Require a student be invited to every panel
• Equity rules are now racially equity focused
• Equity-focused rubrics
• Clarify role of committee members
• Openly share interview questions
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Before and After
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Before and After
Equal Opportunity: As an equal opportunity employer with a diverse staff and student population, the Los Rios Community College District is committed to creating an inclusive and effective teaching and working environment for all. What contributions are you most proud of that exemplify your awareness and sensitivity towards promoting an inclusionary environment? What have you learned working with diverse populations?
Equal Opportunity: As an equal opportunity employer with a diverse staff and student population, the Los Rios Community College District is committed to the principles of social justice and racial equity in creating an inclusive and equitable learning and work environment for all. Please answer this question completely. What have you done to support and promote racial equity and inclusion in your community or workplace, specifically for racially minoritized groups (e.g. African Americans, Latinx and Native Americans)?
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Training• 2016: Neuroscience of Decision Making, EEO Laws and the Educational Benefits of Diversity and
Best Practices Training (Kimberly Papillon, Esq, Dr. Jackie Rez, Nitsha K. Sawhney, Esq)
• 2018: Institute for Equity in Faculty Hiring (Center for Urban Education, USC)
• 2018: Being Conscious about Unconscious Bias (Molly Senecal, Dean Research & Planning, FLC; Dr. Belinda Lum, Sociology , SCC))
• 2018: Healing Justice film (Shakti Butler, Ph.D.)
• 2018: LRCCD Institute for Equity in Faculty Hiring (CUE)
• 2018: LCW workshop on Creating a Culture of Respect (Kristen Lindgren)
• 2019: The Benefits of Diversity & The Effects of Unconscious Bias on the Hiring Process (Eugene Whitlock, J.D.)
• 2019: LRCCD Institute for Equity in Faculty Hiring (CUE)
• 2019: Improving Outcomes for Community College Students (Robert Fairlie)
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CUE Tools
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Activity: Job Posting Review
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Content Analysis
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• Social Imperative, Economic Imperative, Moral Imperative
• Next steps1. Review institutional data, disaggregated by race, ethnicity and gender, from an equity
minded perspective.2. Identify the areas in which institutional inequities occur.3. Use the data as a prompt to examine how policies and practices are producing
inequities.4. Taken action to change these policies and practices so they better support equity; and5. Continue to college data, to assess, revise to ensure equitable outcomes. (Campaign
for College Opportunity, Left Out, March 2018)