ACHRO 2019

Meet Your Presenters

Dr. Victoria C. Rosario, District Director HR & Support Programs

Mellonie Richardson, Confidential HR Officer, District Recruitment

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

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)

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

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

8

Making a Case for Diversity & Inclusion

15

The Equity Gaps are Real

16

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%

Student Success

17

De Anza Study (Fairlie, et al, 2014)

18

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

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?

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

Section A of Full-time Faculty Hiring Manual

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

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

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

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

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

Before and After

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)?

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)

CUE Tools

Activity: Job Posting Review

Content Analysis

• 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)