Drexel University strives to recruit outstanding faculty members and to create an academic climate that welcomes diversity in many areas, including ethnicity, national origin, religion, race, gender, age, disability and sexual orientation. Our immediate goal is twofold: 1) to broaden our recruitment net to include a wide-range of highly qualified candidates and 2) to keep track of our recruitment efforts and outcomes so that we can assess our progress and continue to improve. There are no specific numeric targets or quotas – only the important goal of broadening the search process for each of our open full-time, tenure-track positions.
This handbook gives guidelines for conducting a search that will yield the best candidates. Although nothing substitutes for actually reading this handbook, here is a summary of five key points:
Efforts to recruit, retain, and promote women and underrepresented minority faculty members have produced slow and uneven results across the nation. Studies reveal that women in academe are tenured and promoted more slowly, and earn less on average than their male counterparts, even when controlling for productivity and time in rank. The reasons for the relatively low representation of women and underrepresented minority faculty at the highest levels of academics are complex and will not be solved by recruitment alone. However, different recruitment practices, such as those outlined here, are a crucial part of the solution. Indeed, increasing the number of women and underrepresented minority faculty can do a great deal to change the academic climate, making it better and helping to ensure that the best students and faculty thrive.
The committee should be clear that its charge includes gender-equitable search practices, and the goal of identifying outstanding women or underrepresented minority candidates for the position.
Committee members should determine whether the subject specialty of the position includes issues of race or gender.
All candidates, including women and underrepresented minority faculty candidates, want to be evaluated for academic positions based upon their scholarly credentials. They will not appreciate subtle or overt indications that they are being valued on other bases, such as their gender or race. Women candidates and candidates of color may already assume that their gender or race may be a factor. It is important that contacts with women and minority candidates for faculty positions focus on their scholarship, qualifications, and potential academic role.
Make certain that the Drexel University publicity materials appear welcoming to women and underrepresented minority faculty. Proactive language can be included in job descriptions to indicate a department’s commitment to diversity. This may make the position more attractive to female and underrepresented minority candidates.
All advertisements should state, "Drexel University is an Equal Opportunity/Affirmative Action Employer and encourages applications from women, members of minority groups, disabled individuals, and veterans."
It is likely to be extremely useful for the search committee, and/or a larger group in the department or college, to engage in a review of the national context, as well as the department’s own past history of searching and hiring, before beginning a new search. The department is more likely to be able to achieve the desired outcome if it has some understanding of factors that may have played a role in limiting past success, or fostering past achievements, in diverse recruitment.
International faculty members bring valuable experience, knowledge and perspectives to Drexel University and are a key element in any global institution. Attracting the best faculty is now a worldwide competition, and Drexel is eager to create a supportive and globally engaged academic home. To help meet the various needs of international faculty, the Office of Faculty Development and Equity and the Office of International Programs has published the Drexel University Guidebook for International Faculty: A Practical Guide to Working at Drexel and Living in Philadelphia.
As you evaluate applicants and candidates, be aware of the evaluation biases that psychological research has identified in both women's and men's judgments of job candidates. You may want to view the videotaped lecture by Dr. Virginia Valian summarizing this research, and discuss it as a group or read some of her written work. The most important general point about the process of creating the short list is to build in several checkpoints for considering whether you are satisfied with the pool of candidates.
To save unnecessary travel time for candidates and expense for the University, faculty search committees are increasingly using phone or video interviews as the first step in the screening process. In many cases a thirty-minute phone interview can enable the search committee, and the candidate, to determine whether the candidate and the position are likely to be a good match and whether the recruitment process should proceed to an on-campus interview.
The phone or video interview should be taken as seriously as any face-to-face interview, with plenty of advance notice given to all participants and at least 30 minutes set aside without interruptions for everyone on the call. The entire search committee or just two or three members who represent the group can participate. It can be conducted via video or conference call with the candidate and search committee members at various locations, or by having the members of the search committee gathered in one room. In general, the most simple method is to use a conference call number and have everybody just call in.
Since the decision of whether or not to move ahead with the candidate is based on a relatively short conversation, it is best if one person – generally the search committee chair – participate on every call to ensure consistency and fairness. A standard list of questions should be used for every candidate and either provided to every candidate in advance or not provided to any candidate in advance. A sample list of questions is provided here, but the actual list should be devised by the search committee and customized to fit the requirements of the faculty position.
Immediately following the conversation with the candidate, the search committee members can communicate by completing a brief assessment of the candidate with a recommendation about whether or not the candidate should be invited to campus. The chair can then determine the consensus and whether the candidate should move to the next step. Alternatively, the search committee can discuss several candidates’ phone interviews at the committee’s next regular meeting in order to compare the merits of several candidates and rank them. In any case, prompt communication to the candidate about the outcome of the phone interview is extremely important.
The three messages to communicate during any interview, whether on video, telephone, or on-campus, are as follows:
How these messages get communicated can make a critical difference and can determine whether the top candidate joins the Drexel faculty or chooses to join the faculty at another institution.
All candidates should be asked the same interview questions and given the same amount of time for the interview. This list of specific suggestions has been provided by the Office of Equality and Diversity.
Understanding the types of questions that are appropriate and lawful to ask during a preemployment interview is essential to ensuring compliance with our equal opportunity obligations.
Three basic guidelines should be followed when selecting questions to be used in the interview process:
While it is critical that all candidates be treated first and foremost as the scholars they are, it is equally important that search committees and departments understand the importance of dual career considerations. Dual career problems are especially acute for women faculty, especially those in science and engineering.
One provision of the laws on disability is that the University must provide reasonable accommodations for applicants and employees with disabilities who are able to perform the essential functions of the job in question.
These requirements should be well understood by those involved in a search process. All employers must be sensitive to the barriers faced by the qualified individuals with disabilities and must ensure that they have the same opportunity as all other applicants to be considered fairly for positions at the University. This may require providing accommodations in the interview process or in testing. In addition, we must clearly identify the essential functions of the job in order to determine whether or not each applicant can perform those tasks, with or without reasonable accommodations. When conducting an interview, all questions must be job-related and focus on the candidate’s ability to successfully perform the essential functions of the job.
Qualified candidates cannot be rejected for employment because they need, or it is thought that they need, reasonable accommodations. It is important to note that the costof potential accommodations should also not be considered when making employment decisions.
Although it is important to understand that people with the same disability or functional limitation may not have the same needs, the following guidelines might be helpful to hiring officials and search committees when interviewing candidates with specific disabilities.
Candidates who use wheelchairs
People who use wheelchairs can hold physically demanding jobs and need not be confined to desk jobs.
Make sure that the interview is conducted at a wheelchair-accessible location.
Don’t be surprised if the person transfers, or asks to transfer, from a wheelchair to a piece of furniture or gets out of the wheelchair to move about for a short while.
- Don’t be overly sensitive about using words like "running" or "walking."
Candidates who are blind or visually impaired
A person’s visual acuity may change under different light conditions. Keep in mind that visual impairment is not necessarily total lack of vision.
If the candidate seems to need assistance, offer your services. If you need to guide a person who is blind through a door or to a chair, let the person take your arm and follow the movement of your body. Guide his or her hand to the back of the chair.
Speak directly to the individual who is blind or visually impaired. Inform the person when you are leaving or entering the room.
Introduce other people in the room or have them introduce themselves in order to assist the candidate in orienting him or herself to the room and its occupants.
When you are guiding the candidate into a new or strange surrounding, you may want to describe special features or decorations.
When giving directions, use directional words with the orientation of the person who is blind.
Be prepared to read aloud information that is written, or ask the person if he or she will need a reader.
Candidates who are deaf or hearing impaired
Face the candidate directly. Do not position yourself so that you are directly in front of harsh light or window as it obscures/silhouettes the interviewer’s face, making it difficult to see.
Not all people who are hearing impaired can lip-read, but many do it quite well. When speaking, use meaningful facial expressions and gestures to emphasize your intent and attitude as a substitute for tone of voice, even in the presence of a sign language or oral interpreter. Do not change the subject without warning.
Do not shout. Use a normal tone of voice and do not restrict yourself to monosyllabic words.
If you cannot understand the candidate with a hearing impairment, do not be afraid to ask that the statement be repeated. If this does not work, try paper and pencil.
Candidates who have Cerebral Palsy (and other conditions that have muscular or neurological limitations)
Cerebral Palsy may affect motor ability and/or speech but does not affect intelligence. Some involuntary or halting movement or limitation of movement may be observed, as well as lisping, disrupted speech or flatness of tone due to lack of motor control of the tongue and lips. The severity and functional effects of the disability vary from person to person. Unless the candidate is severely disabled, or has other disabilities, no accommodation may be needed for the interview itself. If the candidate’s speech is difficult to understand, the interviewer should not be afraid to ask the candidate to repeat what was said. If a candidate has severe cerebral palsy, he or she may find it more effective to communicate by writing, typing or using communication boards of electronic devices.
Mental illness can be successfully treated, and people who are mentally restored have skills, experiences and abilities that are not affected by their illness. For the purposes of employment, a person who is mentally restored is one who has experienced a mental or emotional difficulty that currently is under control to the extent that the individual is able to function effectively and satisfactorily in a specific job. The qualifications of people who are mentally restored must be given the same consideration as those of other applicants.
V. Candidate Evaluation Sheet
The following offers a method for search committee members and department faculty to provide evaluations of job candidates. It is meant to be a template for departments that they can modify as necessary for their own use. The proposed questions are designed for junior faculty candidates; however, alternate language is suggested in parentheses for senior faculty candidates.
Candidate’s Name: ____________________________________________________
Please check all that apply:
□ Read candidate’s CV
□ Met with candidate
□ Read candidate’s scholarship
□ Attended breakfast, lunch or dinner with candidate
□ Read candidate’s letters of recommendation
□ Other (please explain):
□ Attended candidate’s job talk
Please rate as (5) Excellent, (4) Good, (3) Fair, (2) Poor, or (1) Unable to judge:
___ Potential for (Evidence of) scholarly impact
___ Potential for (Evidence of) research productivity
___ Potential for (Evidence of) research funding
___ Potential for (Evidence of) collaboration
___ Potential to add new perspective to department or university
___ "Fit" with department’s priorities
___ Potential to (Demonstrated ability to) teach and supervise undergraduates
___ Potential to (Demonstrated ability to) make positive contributions to department’s climate
___ Potential to (Demonstrated ability to) attract and supervise graduate students
___ Potential to (Demonstrated ability to) serve the university community
Please comment on the positive and negative aspects of having this candidate join the Drexel faculty:
VI. Negotiating Contracts
The way in which contract negotiations are conducted can have a huge impact not only on the immediate hiring outcome, but also on a new hire’s future success at Drexel. Candidates who believe that negotiations were conducted honestly and openly will feel more satisfied in their positions and more committed to staying at Drexel than those who feel that a department has deliberately withheld information, resources, or opportunities from them. Equity in the negotiated conditions and in the department’s follow-through on the commitments is likely to be very important factors in retention as well as recruitment.
Women and underrepresented minority faculty candidates may have received less mentoring at previous career stages than their counterparts, and may therefore be at a disadvantage in knowing what they can legitimately request in negotiations.
The actual negotiation is often between the candidate and the dean and may not involve the search committee. However, to ensure equity the search committee and dean should consider providing all candidates with a complete list of things it would be possible for them to discuss in the course of negotiations. These might include:
Course release time / Teaching Load
Release time for research
Tenure clock stoppage
Lab equipment / space / renovation
Research assistants / Teaching assistants
Clerical / Administrative support
Discretionary funds – books, journals, memberships, etc.
Assistance with partner / spouse career options
Child / Elder Care
- Tuition Exchange or Remission for Dependents
Be sure to provide clear, detailed information about mentoring practices as well as all review criteria and milestones such as annual reviews, third year reviews, tenure reviews, and post-tenure promotion reviews.
VII. Evaluating the Search Process
The process of evaluation should be an ongoing process during the search as well as a summative process at the end of the search. If at any point during the search it becomes apparent that the applicant pool is not diverse enough, or sufficiently well-qualified, reassess the advertising and recruitment process. Analyze whether the hiring net was cast broadly enough and, if not, what can be done. Although sometimes the outcome is the result of the pipeline, often a committee can be more aggressive in attracting outstanding candidates.
If the department hires a woman and/or underrepresented minority candidate, consider the factors that may have enabled it to do so and keep a record of good practices and successful searches for future reference. If the applicant pool was not as large, as qualified, or as diverse as was anticipated, consider:
Could the job description have been constructed in a way that would have brought in a broader pool of candidates?
Could the department have recruited more actively?
Were there criteria for this position that were consistently not met by women or candidates of color?
If women and/or underrepresented minority candidates were offered positions that they chose not to accept, what reasons did they offer? Consider as many factors as you can identify. Are there things that the department could do to make it more attractive to such candidates in the future? Be sure that any analysis and insight is shared with departmental decision-makers and is part of the process of initiating future searches.
VIII. Readings on Diversity, Gender And Faculty Recruitment
Bensimon, E.M., Ward, K., & Sanders, K. (2000). Creating Mentoring Relationships and Fostering Collegiality. 113-137. Bolton, MA: Anker Publishing. Describes the department chair's role in developing new faculty into teachers and scholars.
Euben, D. (2000). Hiring and Promotion: Legal Issues for Department Chairs. American Association of University Professors. A summary of legal issues regarding affirmative action, especially for private colleges.
Georgi, Howard. (2000). "Is There an Unconscious Discrimination Against Women in Science?" APS News Online. College Park, Maryland: American Physical Society. An examination of the ways in which norms about what good scientists should be like are not neutral but masculine and work to disadvantage women.
McNeil, L., and M. Sher. (1999). "The Dual-Career-Couple Problem." Physics Today. College Park, MD: American Institute of Physics. Women in science tend to have partners who are also scientists. The same is not true for men. Thus many more women confront the "two-body problem" when searching for jobs. McNeil and Sher give a data overview for women in physics and suggest remedies to help institutions place dualcareer couples.
Mickelson, R. A. and M. L. Oliver (1991). Making the Short List: Black Faculty Candidates and the Recruitment Process. The Racial Crisis in American Higher Education. C. Kerr, State University of New York Press. Examines issues involved in recruitment of racial minorities to faculty positions, especially issues associated with the prestige of training institutions.
Moses, Y. (1989). Black Women In Academe: Issues and Strategies. Association of American Colleges and Universities. Explores the climate for black women students, faculty, and administrators in both predominantly white institutions and historically black institutions. Focuses on the way race and gender stereotypes create obstacles for black female faculty.
Nieves-Squires, S. (1991). Hispanic Women: Making Their Presence on Campus Less Tenuous. Association of American Colleges, Washington, DC. Discusses the various definitions of "Hispanic" and the cultural and climate issues in higher education.
Sagaria, M. A. D. (2002). "An Exploratory Model of Filtering In Administrative Searches: Toward Counter-Hegemonic Discourses." The Journal of Higher Education 73(6): 677-710. Describes administrator search processes at a predominately white university in order to explore whether searches may be a cause for the limited success in diversifying administrative groups.
Smith, D. (2000). "How to Diversify the Faculty." Academe, 86, no. 5. Washington, D.C.: AAUP. Enumerates hiring strategies that may disadvantage minority candidates or that might level the playing field.Steinpreis, R.E., Anders, K.A. & Ritzke, D. (1999). The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: A national empirical study. Sex Roles, 41, 7/8, 509-528. A study demonstrating the operation of gender bias in the evaluation of job applicants and tenure candidates.
Trix, F. and C. Psenka (2003). "Exploring the color of glass: letters of recommendation for female and male medical faculty." Discourse & Society 14(2): 191-220. Letters of recommendation for successful female and male medical faculty showed differences in terms used to describe them and in the length of letters. Letters for females were shorter than those for males; included more phrases expressing doubts; were more likely to include only minimal information; mentioned their personal life more often. Letters for males included more repetition of standout words like "outstanding" and included more references to research, skills and abilities and career.
Turner, Caroline Sotello Viernes. (2002). Diversifying the Faculty: A Guidebook for Search Committees. Washington, D.C.: AACU. This guidebook offers specific recommendations to faculty search committees with the primary goal of helping structure and execute successful searches for faculty of color.
Valian, V. (1998). "Evaluating Women and Men." (Chapter 1 and Chapter 7.) Why So Slow? The Advancement of Women. Cambridge, Mass.: MIT Press. In this chapter, Valian presents research that demonstrates that men and women who do the same things are evaluated differently, with both men and women rating women’s performances lower than men’s, even when they are objectively identical.
Wenneras, C. & Wold, A. (1997). "Nepotism and sexism in peer-review." Nature, 387, 341-343. This Swedish study found that female applicants for postdoctoral fellowships from the Swedish Medical Research Council had to be 2.5 times more productive than their male counterparts to receive the same "competence" ratings.
Wolf Wendel, L. E., S. B. Twombly, et al. (2000). "Dual-career couples: keeping them together." The Journal of Higher Education 71(3): 291-321. Addresses academic couples that face finding two positions that will permit both partners to live in the same geographic region, to address their professional goals, and to meet the day-to-day needs of running a household that, in many cases, includes caring for children or elderly parents.
Yoder, J. (2002). "2001 Division 35 Presidential Address: Context Matters: Understanding Tokenism Processes and Their Impact on Women’s Work." Psychology of Women Quarterly, 26. Research on tokenism processes is reviewed and coalesces around gender constructs. Reducing negative tokenism outcomes, most notably unfavorable social atmosphere and disrupted colleagueship, can be done effectively only by taking gender status and stereotyping into consideration.
Background Readings on Women’s Scientific Careers
A Study on the Status of Women Faculty in Science at MIT. (1999). The MIT Faculty Newsletter, Vol. XI, No. 4. This is the original MIT report that has spurred so many other studies.
Hopkins, Nancy, Lotte Bailyn, Lorna Gibson, and Evelynn Hammonds. (2002). An Overview of Reports from the Schools of Architecture and Planning; Engineering; Humanities, Arts, and Social Sciences; and the Sloan School of Management. Massachusetts Institute of Technology. The overview of MIT’s more recent study of all of its schools.
Etzkowitz, H., C. Kemelgor, and B. Uzzi. (2000). "The 'Kula Ring' of Scientific Success." Athena unbound: The advancement of women in science and technology. Cambridge: Cambridge University Press. Explores the ways in which the lack of critical mass for women in science disadvantages them when it comes to the kinds of networking that promotes research collaboration.
Long, J. Scott, ed. (2001). "Executive Summary." From Scarcity to Visibility: Gender Differences in the Careers of Doctoral Scientists and Engineers. 1-8. Washington, D.C.: National Academy Press. This excerpt provides an overview of differences in the science careers of men and women.
National Research Council of the National Academies. (2006). To Recruit and Advance: Women Students and Faculty in Science and Engineering. National Academies Press, Washington, D.C. Describes actions actually taken by universities to improve the situation for women.
IX. Handbook References
In addition to the articles listed above, and several other resources, material from each of the following recruitment guides was used to help develop this Handbook. (Accessed July 15, 2010.)
"ADVANCE Handbook for Faculty Searches and Hiring, Academic Year 2009-2010," University of Michigan.
"Guidelines for Recruiting a Diverse Workforce." Penn State University.
"Guidelines for Recruiting & Appointing Academic Personnel, Appendix A: Recruiting a Diverse, Qualified Group of Applicants." University of Minnesota.
"Massachusetts Institute of Technology Faculty Search Committee Handbook." (2002). MIT.
"Recruitment and Retention Subcommittee Report on Recruitment," University of Pittsburgh, March 15, 2002.
"Recruitment, Retention, and Professional Development of Women Faculty: A Report from the Academic Issues Subcommittee of the Provost’s Committee on the Status of Women," Johns Hopkins University.
"Equity & Diversity Toolkit Resources," Graduate School, University of Wisconsin – Madison.
X. Resources for Recruitment: Publications, Organizations and Websites
The Drexel Office of Faculty Development and Equity can assist departments and colleges in finding resources to help broaden the scope of a faculty search. Please contact the office at 215-895-2141 if you would like assistance beyond what is listed here.
The Drexel Office of Faculty Development and Equity can assist departments and colleges in finding resources to help broaden the scope of a faculty search. Please contact the office at 215-895-2141 if you would like assistance beyond what is listed here.
Also, the Drexel University Human Resources Talent Acquisition team purchases posting packages with certain advertising sites, including Higher Ed Jobs, Diverse Jobs, and Academic Keys. You can request that a position be posted by contacting your department’s Talent Acquisition consultant. Then, Talent Acquisition can develop the advertisement for you to post and ensure consistency. Find your department’s Talent Acquisition consultant online.
Here are a few places to consider advertising in order to broaden the search:
HigherEd Jobs. Posts positions online and advertises itself in a wide range of diverse journals. E-mails faculty monthly with job openings in their field, and lists over 10,000 faculty and administrative positions on the site.
Diverse Jobs (From Diverse Issues in Higher Education). A leading journal for recruiting diverse faculty members, with both print and online advertising.
The Journal of Blacks in Higher Education (JBHE). Includes an "employment zone" where search committees may post job ads.
IM Diversity. Offers a job posting service in a wide range of fields, including education.
Hispanic Association of Colleges and Universities (HACU). Lists faculty positions at colleges and universities nationally.
Women in Higher Education (WIHE). Advertises job listings either in print or online.
General Resources for Faculty Searches
Diversity Search. Career development and job search site, with searchable database with extensive links. Diversity Search may be useful for posting some types of faculty positions.
NCOURAGES (National Coalition of Underrepresented Racial and Ethnic
Advocacy Groups in Engineering and Science). Focuses individual efforts and activities for the purpose of increasing the racial and ethnic diversity of the nation's science and engineering workforce.
WorkplaceDiversity. WorkplaceDiversity.com is a career web site for corporate and executive recruiters who want to reach experienced, high caliber diversity candidates.
Top 100 Graduate Degree Producers. This listing, by school and categorized by area of specialization, is useful for finding diverse candidates with graduate degrees.
African American/Black Faculty
Diverse Issues in Higher Education. A news magazine dedicated exclusively to minority issues in higher education. Published biweekly, Diverse Issues in Higher Education provides in-depth coverage of relevant and timely educational concerns to its approximately 200,000 readers. Diversepublishes a special report each year that features its annual ranking of the top 100 institutions that confer the largest number of degrees to students of color in the United States. The report is broken down by undergraduate, graduate, and professional degrees.
National Black MBA Association, Inc. (NBMBAA). This is a non-profit organization of minority MBAs, business professionals, business students and entrepreneurs in both the private and public sectors throughout the country. Members share a commitment to education and business. Advertisements will be electronically posted, and listings are sent to all chapters for distribution to members.
National Society of Black Engineers (NSBE). With more than 29,900 members, this society is the largest student-managed organization in the country. The NSBE's mission is to increase the number of culturally responsible black engineers who excel academically, succeed professionally and positively impact the community. The organization stimulates and develops student interest in the various engineering disciplines and to encourages and advises minority youth in their pursuit of an engineering career.
National Association of Asian American Professionals (NAAAP). The NAAAP vision provides a broad range of Asian American professional and educational services that meet the needs of individuals, corporations and government.
Faculty with Disabilities
American Association of People with Disabilities (AAPD). AAPD is the largest nonprofit, nonpartisan, cross-disability organization in the U.S. Among the organization's purposes are furthering the productivity, independence, full citizenship, and total integration of people with disabilities into all aspects of society. AAPD publishes a quarterly newsletter.
Lesbian, Gay, Bisexual and Transgendered Faculty
Equality Forum. Based in Philadelphia, Equality Forum is a nonprofit organization whose mission is to advance national and international lesbian, gay, bisexual and transgender (LGBT) civil rights through education.
Hispanic and Native American Faculty
National Congress of American Indians (NCAI). The National Congress of American Indians is the oldest and largest tribal government organization in the United States. NCAI serves as a forum for consensus-based policy development among its membership of over 250 tribal governments from every region of the country. Contains a tribal directory with leadership and locations.
Hispanic Outlook in Higher Education. This is the sole Hispanic journal on today's college campuses that reaches a broad cultural audience of educators, administrators, students, student services and community based organizations, plus corporations. Hispanic Outlook's readership is primarily composed of progressive decision-makers in academia and in public and private sectors.
Association for Women in Science (AWIS). The Association for Women in Science (AWIS) was founded to expand educational and employment opportunities for women in sciences. The organization has over 5,000 members. About 60% of members hold PhD's and an additional 20% have master's degrees. Their national publication is circulated to all members as well as 60 libraries across the country.
Women in Technology International (WITI). WITI provides women in technology inspiration, education, conferences, on-line services, publications and an exceptional worldwide network of resources. WITI is the first and only international organization solely dedicated to advancing women through technology.
Society of Women Engineers (SWE). The Society of Women Engineers’ bimonthly magazine publishes openings for faculty positions in higher education as well in a variety of industries. The Society maintains a mailing list for electronic job postings. Individual members, as well as companies, are encouraged to post their available jobs. The service is free.
Association of American Medical Colleges, Group on Women in Medicine and Science (GWIMS). Founded in 1876 and based in Washington, D.C., the Association of American Medical Colleges (AAMC) is a not-for-profit association representing all 136 accredited U.S. and 17 accredited Canadian medical schools. The mission of the GWIMS is to advance the full and successful participation of women in all roles within academic medicine, and to provide a venue for women to participate in advancing the AAMC mission to improve the nation’s health.
American Medical Women’s Association (AMWA). The American Medical Women's Association is an organization which functions at the local, national, and international level to advance women in medicine and improve women's health.
American Bar Association (ABA), Commission on Women in the Profession. As the national voice for women lawyers, the ABA Commission on Women in the Profession forges a new and better profession that ensures that women have equal opportunities for professional growth and advancement commensurate with their male counterparts.
Students, faculty and staff with questions about or complaints concerning discrimination, harassment, and/or retaliation should contact Michele M. Rovinsky-Mayer, J.D., Assistant Vice President of Equality and Diversity at 215-895-1403 or email@example.com.
Many of the resources listed in this handbook are from the University of Wisconsin – Madison, Equity and Diversity Toolkit Resource, and the University of Michigan ADVANCE Handbook for Faculty Searches and Hiring. This material is based upon work supported by the National Science Foundation at multiple universities. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
© Drexel University, Spring 2012.