Faculty and Staff Diversity

Table 4.3.a presents the summary demographic information on public health faculty. The data show that the Brown School public health program is demonstrating leadership to the rest of the Washington University campus on aspects of diversity, given that the program has a large percentage of faculty who are women and underrepresented minorities. In AY10-11, women make up 67% of the public health faculty (n=20). In addition, 17% (n=5) of the faculty are people of color: Asian (7%, n=2); Black or African American (10%, n=3). In addition, the Brown School has had a successful year of recruiting, as shown in Figures 4.3.1 and 4.3.2, so that the percentage of faculty of color is expected to rise to 20% in AY11-12 (n=7), while the percentage of faculty who are female will remain high at 67%.

The School administration is comprised of the dean, four associate deans, and four assistant deans (staff positions). In AY2010-11, all of these administrators are white, the Dean and one associate dean are male; 75% of the associate deans and 100% of the assistant deans are women. However, the Dean appointed a new Associate Dean for the Doctoral Program, for AY2011-12 academic year, and she is an African-American female. The previous administrative team – the Dean, who stepped down in 2004 after nearly 30 years; and the Associate Dean for faculty (2005-2007) and Associate Dean for Academic Affairs (2000-2006) -- were all men of color.

84% 85% 83% _80% 12% 4% 12% 4% _10% 7% _13% 3% 3% 0% 25% 50% 75% 100%

AY08-09 AY09-10 Ay10-11 AY11-12

(projected) Pe rc e n t o f F ac u lty Academic Year

Figure 4.3.2. Percent of Faculty, by Race/Ethnicity

Caucasion African American

Hispanic/Latino Asian/Pacific Islander

4.3. Faculty and Staff Diversity. The program shall recruit, retain and promote a diverse faculty and staff, and shall offer equitable opportunities to qualified individuals regardless of age, gender, race, disability, sexual orientation, religion or national origin.

Required Documentation. The self-study document should include the following: 4.3.a. Summary demographic data on the program’s faculty, showing at least

gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1.a. Data must be presented in table format.

40% 38% _{33% 33%} 60% 62% _{67% 67%} 0% 25% 50% 75% 100%

AY08-09 AY09-10 Ay10-11 AY11-12 (projected) Pe rc e n t o f F ac u lty Academic Year

Fig 4.3.1. Percent of Faculty, by Gender

151 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

Table 4.3.a. Summary Demographic Data for Current Core and Other Faculty, AY2010-11 and projected AY2011-12

Total Faculty, AY2010-11 Projected, AY11-12 Core Faculty Other Faculty Total Total Number Percent Number Percent Number Percent Number Percent

Male 6 33% 4 33% 10 33% 10 33% African American 1 6% 1 3% 2 7% Caucasian 5 28% 4 33% 9 30% 8 27% Hispanic/Latino Asian/Pacific Islander Native American/Alaska Native Unknown/Other International Female 12 67% 8 67% 20 67% 20 67% African American 1 6% 1 8% 2 7% 2 7% Caucasian 10 56% 6 50% 16 53% 16 53% Hispanic/Latino 1 3% Asian/Pacific Islander 1 6% 1 8% 2 7% 1 3% Native American/Alaska Native Unknown/Other International TOTAL 18 100% 12 100% 30 100% 30 100%

SOURCE: See Table 4.1.a; tenured and tenure-track faculty as of Fall 2010. Does not include adjunct or part-time faculty.

The Brown School has a remarkable number of staff in the areas of academic support and research support. Tables 4.3.b and Figures 4.3.b.1 and 4.3.b.2 also break out the staff between those focused on research projects (generally those employed on soft-money research grants) and other Brown staff (generally those focused on support for the academic programs). As

4.3.b. Summary demographic data on the program’s staff, showing at least gender and ethnicity. Data must be presented in table format.

152 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

indicated, the Brown School has 132 total staff, including 58 allocated to the administration of academic programs and 74 allocated to research programs.

Focusing on the total staff, 85% of these staff members are female, and 25% are persons of color (African-Americans, Latino/Hispanic, Asian/Pacific Islander/Other). In AY2010-11, 83% of the academic staff is female, and 26% are persons of color (African-Americans, Latino/Hispanic, Asian/Pacific Islander/Other). (Please note that all academic staff members are counted here from across the School, even though their activities are divided between two academic degree programs. Thus, the total staff servicing the two programs is reported here.) Finally, 87% of the research staff members are female in AY2010-11, and 23% are persons of color (African-

153 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

Table 4.3.b Summary Demographic Data for Full-Time Staff*

Academic Staff Research Staff Total Staff Number Percent

of Total Number Percent of Total Number Percent of Total

Male 10 17% 10 13% 20 15% African-American 3 5% 0 0% 3 2% Caucasian 6 10% 9 12% 15 11% Hispanic/Latino 0 0% 0 0% 0 0% Asian/Pacific Islander 0 0% 1 1% 1 1% Native American/Alaska Native 1 2% 0 0% 1 1% Unknown/Other 0 0% 0 0% 0 0% International 0 0% 0 0% 0 0% Female 48 83% 64 87% 112 85% African-American 6 10% 8 11% 14 11% Caucasian 37 64% 48 65% 85 64% Hispanic/Latino 3 5% 2 3% 5 4% Asian/Pacific Islander 1 2% 5 7% 6 5% Native American/Alaska Native 0 0% 0 0% 0 0% Unknown/Other 1 2% 1 1% 2 2% International 0 0% 0 0% 0 0% TOTAL 58 100% 74 100% 132 100% 75% 13% 4% 8% Figure 4.3.b.2.

Percent of Staff, by Race/Ethnicity, AY2010-2011

Caucasion African American

Hispanic/Latino Asian/Pacific Islander/Other

15%

85%

Figure 4.3.b.1.

Percent of Staff, by Gender, AY2010-2011

154 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

Washington University and the Brown School are committed to recruiting and retaining a strong and diverse faculty and staff. The faculty, staff and the

administration participate in the development of policies and procedures for diversity. University Environment

When considering the learning environment of our School it is important to also consider the larger learning environment of our University and how it models affirmation and respect for diversity. Washington University has the following nondiscrimination policy:

“Washington University encourages and gives full consideration to all

applicants for admission, financial aid and employment. The University does not discriminate in access to, or treatment or employment in, its programs and activities on the basis of race, color, age, religion, sex, sexual orientation, gender identity or expression, national origin, veteran status, disability or genetic information. Present Department of Defense policy governing all ROTC programs discriminates on the basis of sexual orientation; such discrimination is inconsistent with Washington University policy.”

It should also be noted that Washington University provides domestic partner benefits for same- sex couples, which is uncommon among universities in Missouri. These policies are important, but proactive strategies are needed to cultivate a diverse and inclusive University community. Our Chancellor and Provost recognize this, and as can be seen from their public statements they have made diversity a priority for our University.

Chancellor Mark Wrighton’s Statement (March 2009)

Washington University is one of the finest research universities in the nation and, indeed, the world – thanks to the efforts of our faculty and students and with the support of our staff, alumni, trustees and friends in the St. Louis community and beyond. And while our

achievements have been many, there remain areas for improvement, such as enhancing the diversity and inclusiveness of our campus community. In 2005, the University convened a group of faculty and administrators, named the Coordinating Council for Diversity Initiatives, to evaluate Washington University’s progress in promoting a diverse and inclusive environment and to make recommendations on how the University might strengthen its commitment in these areas. Many recommendations followed, but one point made in the Council’s report was key:

The responsibility for developing and maintaining a diverse faculty and staff falls on everyone and every work group at Washington University. With that in mind, when the Board of

Trustees met in March 2009 to review and discuss objectives stemming from the University’s comprehensive planning process, Plan for Excellence, a key priority emerged: “Strengthen diversity and improve gender balance and inclusiveness in all segments of the University community.”

“Make no mistake, progress has been made. For example, the University’s undergraduate population is regarded by many as a model for undergraduate student diversity, and adds to the richness, relevancy and vitality of

4.3.c. Description of policies and procedures regarding the program’s

commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin.

155 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

Washington University. Our continued efforts to duplicate that success within the faculty and administrative ranks will only make us stronger. It is important for me to affirm my personal commitment and that of Washington University to the goal of inclusive excellence. All programs and activities at Washington University are conducted without regard to race, ethnicity, age, religion, sex, disability, sexual orientation or gender identity. As I said in my 2008

commencement address, I take these statements seriously and avow that everyone at Washington University has the right to equal opportunity. I invite you to join with the Coordinating Council for Diversity Initiatives, led by Leah Merrifield, special assistant to the Chancellor for diversity initiatives; our Provost, Edward S. Macias; and me in our efforts to ensure that Washington University is a community where everyone is valued and respected. By working collaboratively, I am confident Washington University will be an improved institution that is a leader in educating students to live and work in an increasingly diverse world.”

Excerpts from Provost Ed Macias’ Statement (February 27, 2009)

“Improving the environment for all members of the University community, with a special focus on the climate for women and members of underrepresented groups, is critically important to Washington University. We welcome difference on this campus, in the form of gender, race, ethnicity, geography, socioeconomic status, age, politics, philosophy, disability and sexual orientation. Chancellor Wrighton asked me to develop and implement a plan to strengthen the diversity of our University community. Since I assumed the role of Provost in January, this has been, and will continue to be, one of my highest priorities…. As Provost, I will dedicate a significant portion of my own time to this effort. I will appoint a small executive work group that will meet with me regularly. This group will help me create a plan with a timeline to aggressively move forward with the following:

Faculty Diversity Goals

1. Increase the proportion of women and underrepresented faculty at all ranks through hiring, retention and promotion.

2. Increase the number of women and underrepresented faculty in leadership positions at WU.

3. Ensure that we continue to pay all faculty equitably. The Provost will work closely with the Senate Council to evaluate faculty pay equity on a regular basis.

4. Foster an intellectual and administrative climate where all faculty have opportunities to contribute to the direction of the University.

Specific Initiatives

 Develop initiatives to promote faculty leadership, with an express purpose of involving women and minorities more deeply in University life.

 Recognize women and underrepresented faculty through endowed chairs and internal awards.

 Establish ombudspersons for both the Danforth and Medical Campuses who will provide confidential, independent, nonpolitical and knowledgeable counsel and advocacy for faculty members.

 Ensure accepted search procedures are followed, particularly those that encourage diversity as an important criterion in searches. This will include supporting annual workshops for search committees.

156 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

 Develop target of opportunity recruitment policies (where they do not exist).

 Collect and report data on the representation of women and underrepresented groups in the applicant pools, finalist pools and offers made for all faculty searches.

 Strengthen faculty retention through mentoring and other processes.

 Initiate third-party exit interviews for faculty who leave Washington University.

 Create standards for accountability to evaluate progress within schools, departments or divisions.

Financial resources to advance diversity issues will be made available through the Provost's office. Presently, a total of $1M is available to enhance the strategic hiring of underrepresented faculty in the Danforth schools, to supplement work by the Coordinating Council on Diversity Initiatives and to programming, including ideas suggested by the Advisory Committee of Women Faculty.”

Coordinating Council for Diversity (CCDI) Initiatives

One of the mechanisms that the Chancellor created to support diversity initiatives on campus was to provide the CCDI with $250,000 last fiscal year (2009-2010) to make available to faculty and staff through small groups – CCDI Diversity and Inclusion Grants. The funding priorities were: (1) enhancing the campus climate to improve the environment for women, as well as faculty and administrative staff from diverse backgrounds; (2) recruitment and retention of a diverse faculty and administrative staff; and (3) cultural competence.

Twenty-six grant applications were submitted and 13 were funded, two of which were awarded to faculty at the Brown School and two that involve significant participation from Brown School faculty, staff and students.

 Dr. Luis Zayas & Dr. Shanta Pandey (Brown School) The Serenade Program: Making Targets of Opportunity Happen – $30,000

 Naomi Daradar Sigg (student activities with involvement from social work) Train the Trainers: Diversity Awareness in the Workplace and Classroom – $15,000

 Dr. Amanda Moore McBride (Brown School) Toward Excellence in Diversity: Support for Community-Based Research and Teaching – $15,000

 Brian Carpenter (Arts & Sciences with involvement from social work) Managing Multiple Identities: Improving Awareness and the Campus Climate for Faculty and Staff –

$15,000

Washington University and the Brown School are committed to recruiting and retaining a strong and diverse faculty and staff. The faculty, staff and the

administration participate in the development of policies and procedures for recruitment, retention of staff and faculty, and the administration of policies for promotion and tenure. Recruitment. The annual faculty recruitment process is led by the Personnel Advisory

Committee (PAC), a seven-member committee comprised of faculty members selected to serve by faculty vote, with the chair of the PAC designated by the Dean. Selection of the PAC is

4.3.d. Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time.

157 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

handled extremely carefully to ensure broad representation of disciplines across the School. Staff support is provided by the administrative coordinator to the Associate Dean for faculty, with guidance and oversight provided by the Assistant Dean for administration. The Dean is the hiring authority, and both the Dean and the Associate Dean for faculty provide guidance and support to the PAC, but they do not serve on the PAC. The PAC is charged with developing and implementing an efficient, fair and equitable search, with an emphasis on strategic efforts to increase the diversity of the School’s faculty. The PAC is responsible for soliciting and reviewing applications from qualified candidates in strategic priority areas of scholarship, ensuring the confidentiality of candidate materials and making recruitment recommendations to the faculty, the Dean and the Associate Dean for faculty.

The recruitment season begins early each fall semester, with initial PAC meetings focused on outlining the strategic search priorities of the School and revising the recruitment processes based on a review of current best practices in recruitment. The PAC develops a strategic recruitment efforts plan, drafts the faculty recruitment announcements and determines the appropriate advertising venues. Once the announcements are posted and advertised, the administrative coordinator receives, acknowledges and processes all applications and makes candidate materials available to the PAC for review. The administrative coordinator schedules weekly PAC meetings, records meeting minutes, schedules candidate interviews and coordinates all activities of the PAC.

All faculty participate in interviews of top candidates, with the candidate colloquium as a focal point of each campus visit. Faculty members submit written evaluations of each candidate, responding to a standardized set of criteria, directly to the Dean. Then, a special meeting of the faculty is scheduled, allowing the PAC to present each candidate interviewed to the entire faculty for discussion. Following the discussion, the faculty submit anonymous votes for each of the candidates interviewed. With this information, the Dean makes the final hiring decisions and develops and negotiates details of the offers.

Each year, significant efforts are made to improve the efficiency of the recruitment process and to develop strategic approaches to enhance the diversity of our faculty through targeted and proactive recruitment efforts. In 2008, the School advanced the recruitment process with the development of a secure online space for the exclusive use of the PAC. This new recruitment application provides a secure space for storage and on-demand retrieval of candidate data, makes candidate materials more accessible to search committee members, enables tracking of communication with candidates and facilitates search committee interaction and discussion. This approach, which is entirely electronic and paperless, enables committee members to view candidate materials from any location via a secure server and to share ideas, concerns and questions with one another easily and efficiently.

Diversity. The Brown School strives to create a community that seeks, welcomes and defends diversity. Efforts to recruit a diverse faculty are strategically embedded in the PAC recruitment processes. For example, careful consideration is given to the language used in faculty position announcements; the PAC aggressively pursues opportunities to place announcements in venues most likely to be viewed by underrepresented candidates, and the PAC implements a targeted recruitment effort each year, proactively sending the faculty recruitment announcements to colleagues nationally and internationally.

As described above, Dr. Zayas received grant funding for his Serenade Program, which the Brown School has begun implementing. The program involves proactive outreach to

158 | P a g e Washington University in St. Louis, Self-Study, Chapter 4, July 7, 2011

approaches and initiatives that will complement and leverage existing Brown School faculty recruitment processes, guidelines, tools and resources to create a sustainable and

comprehensive faculty recruitment and diversity program for the Brown School. The Serenade Program is now effectively integrated with the PAC recruitment efforts and has led to success in the AY2010-11 academic year in recruiting, with at least four candidate offers attributable in part to the Serenade process.

Retention. The faculty and administration of the Brown School have worked together to develop policies, programs and resources to support faculty retention, and both the faculty and

administrators are vigilant in efforts to identify potential retention problems that may have a negative impact on faculty diversity and equal employment opportunity. Policies and programs are designed to: (1) create a welcoming School climate and foster a sense of community; (2) value diversity; (3) ensure transparency in operations, including efforts to provide fair and open promotion and tenure guidelines; and (4) support career development of pre-tenure faculty, including mentoring.

Washington University and the Brown School offer a host of programs and resources specifically geared toward new faculty and pre-tenure faculty, who need extra attention with respect to retention. Programs include faculty orientation to introduce new faculty to the benefits and resources available on campus, ongoing community and social activities, programs to support faculty through promotion and tenure, and career development programs to help faculty

establish research and teaching activities, identify resources and navigate the new institution. In addition, the Office of Human Resources contains information on other Washington University