Identify two or three specific actions NC State could take that would result in measureable progress, recognizing that different actions or strategies may be needed in different colleges to address pipeline issues or internal culture.
The Summary Report includes the following sections:
- Major Driver of Change
- Measurable Outcome
- Action Plan
- Implementation of Action Plan and Progress to Date (December 2013)
Working Group Members
- Jeff Braden, Dean of CHASS
- Chandra Cox, Head of Art + Design
- Barry Goldfarb, Head of Forestry and Environmental Resources
- Christine Grant, Associate Dean for Faculty Development and Special Initiatives, College of Engineering, Professor of Chemical Engineering
- Marcia Gumpertz, Assistant Vice Provost for Faculty Diversity, chair.
- Monica Leach, Head of Social Work
- Chris McGahan, Head of Molecular Biomedical Sciences
- Sheila Smith McKoy, Director of African American Cultural Center, Professor of English
- Joanne Woodard, Vice Provost for Institutional Equity and Diversity
- Facilitated by Rebecca Leonard, Professor Emerita of Communication
The NC State Working Group on Black Faculty Representation was convened in July 2012 to serve as a panel of experts, drawing on the wealth of experience and understanding that members have about how things work in the university, how to get things done, the experience of Black faculty at NC State, best practices for recruiting and retaining minority faculty, and drawing on the extensive connections that members have with faculty at other institutions. Provost Warwick Arden charged the Working Group to focus on insights about what NC State is not doing that we should be doing. The task of the Working Group was to provide guidance on concrete things NC State could be doing, and to develop discrete actions and programs.
Example Recruiting Initiatives from Other Universities
Example Recruiting Initiatives from Other Universities
- Stanford University
- Faculty Development Initiative: To contribute to Stanford’s ongoing commitment to promoting the comparative study of race and ethnicity and to promoting faculty diversity, the Center for Comparative Studies in Race and Ethnicity (CCSRE), in collaboration with the Provost, launched the Faculty Development Initiative (FDI). Announced by the Provost in spring 2007, the FDI’s primary goal is to facilitate the appointment of a least ten outstanding new faculty across the University that will help expand the research and teaching mission of the CCSRE as it enters its second decade.Between 2008 and 2013 the number of URM faculty members grew 43%, compared with a 9% overall growth in the professoriate at Stanford (http://news.stanford.edu/news/2013/may/faculty-diversity-report-052913.html).
- Faculty Incentive Fund: The Faculty Incentive Fund helps make it possible for departments and schools to make incremental appointments of qualified individuals who would bring diversity to the faculty; this can include minority scholars and (in disciplines in which they are underrepresented) women scholars, as well as others who would bring additional dimensions to the university’s research and teaching programs. In some cases these individuals are not in the precise field in which the department is searching but are in fields that are appropriate.
- The DARE doctoral fellowship program – the acronym stands for “diversifying academia, recruiting excellence” – awards two-year fellowships to Stanford doctoral students in their final two years who want to investigate and prepare for academic careers and whose presence will help diversity the professoriate.
- Duke University: The Provost reports regularly to the Academic Council on the Progress of the Faculty Diversity Initiative. Duke also established the Provost’s Postdoctoral Program, which supports two postdoctoral associates annually for two years each. https://postdoc.duke.edu/duke-provosts-postdoctoral-program
- Haverford College: The college is a member of the Consortium for Faculty Diversity, which has established a Minority Scholars-in-Residence program which invites young black scholars to teach at the school. Several of these scholars have subsequently been hired to tenure-track positions.
- University of Notre Dame: The Moreau Academic Diversity Postdoctoral Fellowship Program is a new, one or two-year research, teaching, and mentoring experience. The program will bring in candidates from any discipline who meet one or more of three criteria:
- Scholars whose research focuses on Gender, First Nations/Native American, Africa/Africana, Asian/Asian American, Ethnic, Latino/a, or Latin American Studies
- Scholars with a track record of involvement in initiatives aimed at promoting diversity in higher education through teaching
- Scholars with interdisciplinary research projects that promise to enhance cultural competency and diversity within the American educational landscape and who are interested in exploring the implications of such work for liberal education in the Catholic tradition
- Rochester Institute of Technology: RIT established a senior-level administrative position whose focus was on diversifying the faculty. The Faculty Diversity Officer recruits at minority conferences, connects promising PhD students directly with department chairs, and invites candidates to campus for a program similar to the Building Future Faculty Program that hires strong candidates (http://chronicle.com/article/A-Drive-to-Diversity-the/64384/)
- California State University Chancellor’s Doctoral Incentive Program repays up to $30,000 in graduate school loans for PhD seekers if they teach at a Cal State campus after earning their doctorate. Nearly 70% of the participants in the system-wide program are minority scholars.
- UNC – Chapel Hill: The Carolina Postdoctoral Program for Faculty Diversity provides postdoctoral research appointments for a period of two years. The purpose of the Program is to develop scholars from underrepresented groups for possible tenure track appointments at the University of North Carolina and other research universities. Postdoctoral scholars will be engaged full-time in research and may teach only one course per fiscal year.