• Overview
• Resources
• • Recruiting Faculty
• - Prepraring Your Search
• - Expanding the Pool
• - Recruiting Talent
• - Identify Candidates
• - Interviewing
• - Making an offer
• - Retention & Success
• • Recruiting Staff
• • Accomodating Students/Employees
• Community Involvement
• Building Diversity Into University Processes
• Measuring Results

Interviewing Candidates

The interview process is crucial. The approaches described below are simple, good practice; they are relevant to majority and minority candidates, but often more problematical and, therefore, more important to minority candidates. Topics to cover:

• Culture of the university. What quality of life can a faculty member expect? What relationship is enjoyed amongst colleagues? What is the culture of the institution and the department? What community activities can he/she expect?
• Expectations for tenure. It is important to discuss realistically and openly the standards of scholarly productivity, of teaching and research with all candidates. Since minority faculty so often feel the pull between the activities that are rewarded by tenure and those that are generally not, it is helpful to discuss these tensions outright. Committee service, for example, especially when there are few minorities to "go around" on committees, as well as heavier obligations to minority students as advisors and mentors, are often important and time-consuming parts of the minority faculty personıs professional life. However, they detract from time for research. It is helpful to discuss strategies for minimizing these conflicts at the interview stage.
• Quality of life in the community. Candidates will want to know about housing, schools, community activities, and the general atmosphere of the institutions and the town with respect to minority individuals and families. It is helpful to have minority candidates talk with other minority members of the campus community. It is also important, however, that the department head and fellow majority colleagues help with housing, schools and community activities. This is the most clear indication that the candidate will be welcomed by all his or her colleagues.
• Spouse employment. Often, lack of employment for a spouse may prevent a candidate from moving to an institution. While institutions cannot necessarily produce a job for the spouse, they can assist the spouse in finding a position. A formal institutional commitment to assistance makes a big difference. In the case of an academic couple, split appointments are sometimes an option. Also, sometimes it is helpful to delay the starting time of the appointment to meet candidatesı personal needs.

Recruitment Checklist

1. Are expectations for tenure clearly articulated to the candidates?
2. Are minority candidates fully informed about factors affecting personal and family issues, including the housing, schools, the minority community within and outside the institution?
3. Do minority candidates have the opportunity to meet with minority faculty, administrators, and students during the interview process?
4. Have you completed the Faculty Affirmative Action Form?