Welcome to the A&S Faculty Search Committee Resources page. Here you can find links to resources and publications discussed in the A&S Faculty Search Committee Briefing that can assist you in conducting broad and equitable faculty searches to enable recruitment of a more diverse faculty in Arts & Sciences.
All members or chairs of A&S Faculty Search Committees for tenured or tenure-track positions are asked to attend a briefing if they have not already done so in 2016-17 or 2017-18. You may attend a scheduled briefing or request a briefing for an entire search committee or department. Briefings cover A&S demographic data, recommended best practices for equitable searches, and research on implicit bias in decision making. Please contact Susan Drange, Associate Dean, Faculty Development & Diversity at email@example.com to sign up. If none of the scheduled dates and times are suitable, alternative arrangements may be made. All members of the search committee should have attended a briefing prior to the committee considering applicants for interview.
Statements on the Importance of Diversity for Columbia
Columbia University President Lee Bollinger’s Diversity Mission Statement
Executive Vice President and Dean of the Faculty of Arts and Sciences David Madigan’s Statement on Diversity in the Arts & Sciences
Dean of the Graduate School of Arts and Sciences Carlos J. Alonso’s Statement on Diversity
Guide to Best Practices in Faculty Search and Hiring
The Office of the Provost has published a Guide to Best Practices in Faculty Search and Hiring, available at the provost’s website here. It provides guidance and suggestions to assist you in conducting fair and equitable searches. It also presents ideas on how to help your department lay the foundation for attracting a diverse candidate pool and successfully recruiting diverse candidates.
A&S Instructional Appointments – Search Process
For more information about the Search Process for instructional appointments within A&S please see the Search Process tab.
Provost’s Office Funding for Faculty Recruitments from Underrepresented Groups
This program is designed to support Schools’ diversity plans, and to assist the University in meeting placement goals established in its affirmative action programs, by advancing the recruitment of outstanding minority and female scholars in disciplines where the availability of qualified minorities and women exceeds their representation on our faculty. The goal is that the composition of our tenured and tenure-track faculty more closely reflects the national pool of qualified candidates. The program has two elements, Standard Search Recruitments and Target-of-Opportunity Recruitments.
For more information, please see the Requests for Proposals Web page provided by the Office of the Vice Provost for Faculty Diversity and Inclusion.
Tools and Resources for Faculty Search Committees
Included in the Provost’s Guide to Best Practices is a Sample Candidate Evaluation Tool. It is provided as a Word document that you can customize for your search.
For departments and search committees interested in asking for and reviewing applicants’ Diversity Statements, here is an example of wording used in a job ad calling for a diversity statement, as well as an example of a rubric for evaluating diversity statements.
Gender Bias Calculator
Use this site to assess a letter of recommendation that you have written to see which words are more typically associated with female or male gender. Based on this feedback you can decide whether or not to revise your letter.
Information to Share with Prospective Faculty Members
Columbia’s Office of Work/Life fosters the well-being of the Columbia community and its people in their pursuit of meaningful and productive academic, personal and work lives. The Office provides an introductory booklet which can be provided to candidates during the hiring process as an overview of the services and resources available to faculty members in Arts & Sciences.
The Office of Work/Life also offers dual career services to assist the accompanying spouses/partners of newly recruited faculty with the challenges of conducting academic and non-academic job searches in a new location. See the Faculty Recruitment and Relocation Service page for more information. For candidates whose partner is also seeking employment in academia, resources for dual-career couples are available through the Higher Education Recruitment Committee’s Web site.
Do You Have Hidden Biases? Take the Implicit Association Test
The Implicit Association Test (IAT) is a test to measure unconscious bias, developed by psychologists at Harvard, the University of Virginia and the University of Washington. Unlike explicit bias (which reflects the attitudes or beliefs that you endorse at a conscious level), implicit bias is the bias in judgment and/or behavior that results from subtle cognitive processes that often operate at a level below conscious awareness and without intentional control. The IAT provides a useful window into the unconscious biases in your mind. Take the Implicit Association Test, hosted by Harvard University: https://implicit.harvard.edu/implicit/
Benefits and Challenges of Diversity in Academic Settings
For further reading on the benefits and challenges of diversity in academic settings, a pamphlet produced by the Women in Science & Engineering Leadership Institute at the University of Wisconsin-Madison is hyperlinked here.
REFERENCES from the Faculty Search Committee Briefing
Below are links to research and publications cited in the A&S Faculty Search Committee Briefing.
Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. The Journal of Higher Education, 73 (5), 582-602.
Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination. The American Economic Review, 94 (4), 991-1013.
Corell, Benard & Paik, (2007). Getting a job: Is there a motherhood penalty? American Journal of Sociology, 112 (5) 1297-1338.
Dreifus, C. (2008, January 08). In Professor's Model, Diversity = Productivity [A Conversation With Scott E. Page]. The New York Times, p. F2.
Dutt, K., Pfaff, D. L., Bernstein, A. F., Dillard, J. S., and Block, C. J. (2016). Gender differences in recommendation letters for postdoctoral fellowships in geoscience. Nature Geoscience, 9, 805-809.
Gaddis, S. M. (2014). Discrimination in the credential society: An audit study of race and college selectivity in the labor market. Social Forces, 93 (4), 1451-1479.
Ginther, D. K., Schaffer, W. T., Schnell, J., Masimore, B., Liu, F., Haak, L. L., & Kington, R. (2011). Race, ethnicity, and NIH research awards. Science, 333 (6045), 1015-1019.
Goldin, C., & Rouse, C. (2000). Orchestrating impartiality: The impact of “blind” auditions on female musicians. The American Economic Review, 90 (4), 715-741.
Hodson, G., Dovidio, J. F., & Gaertner, S. L. (2002). Processes in racial discrimination: Differential weighting of conflicting information. Personality and Social Psychology Bulletin, 28 (4), 460-471.
Hugenberg, K., Bodenhausen, G. V., & McLain, M. (2006). Framing discrimination: Effects of inclusion versus exclusion mind-sets on stereotypic judgments. Journal of Personality and Social Psychology, 91 (6), 1020-1031.
Norton, M. I., Vandello, J. A., & Darley, J. M. (2004). Casuistry and social category bias. Journal of Personality and Social Psychology, 87 (6), 817-831.
Madera, J. M., Hebl, M. R., & Martin, R. C. (2009). Gender and letters of recommendation for academia: Agentic and communal differences. Journal of Applied Psychology, 94 (6), 1591-1599.
Martell, R. F. (1991). Sex Bias at Work: The Effects of Attentional and Memory Demands on Performance Ratings of Men and Women. Journal of Applied Social Psychology, 21 (23), 1939-1960.
Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109 (41), 16474-16479.
Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. The Journal of Higher Education, 67 (2), 174-195.
Plant, E. A., & Devine, P. G. (2003). The antecedents and implications of interracial anxiety. Personality and Social Psychology Bulletin, 29 (6), 790-801.