2020-February-CU-BOT-Academic-Mission-Committee-presentation-faculty-data-and-climate

A su m m a ry o f t h e 20 19 Clim a t e Su rve y – Fa cu lt y Re sp o n se s agree/strongly agree Question # % respondents agree/strongly agree Had observed unfair/unjust promotion o

Aca d e m ic Missio n Co m m it t e e Fe b ru a ry 7 20 20

9:45-9:50 Call to order and approval of minutes

9:50-10:05 Faculty climate issues

10:05-10:55 Overview of faculty success, turnover, support, and

alliance/partnership impacts on these items 10:55-11:15 Executive session

AGENDA

A su m m a ry o f t h e 20 19 Clim a t e Su rve y – Fa cu lt y

Re sp o n se s

agree/strongly agree Question # (%) respondents agree/strongly agree

Had observed unfair/unjust

promotion or tenure practices 22 (14%)More women than men observed Salary determinations are clear and fair 70 disagreed/strongly disagreed

Diversity is valued Faculty of color disagreed and

responded they felt scrutinized by majority peers

Feel encouraged to have open/fair dialog on difficult topics 58 (38%) agreed/strongly agreed’ 47 (30%) were neutral

Felt tenure process is clear 68 (45%) Felt /tenure promotion standards

are applied equally within career rank

46 (30%)

Felt tenure/promotion process is

clear 56 (38%) Felt their scholarship was valued Men felt more valued than women92 (54%)

Felt valued by senior

administration 73 (47%) agreed/strongly agreed, 54 (35%) were neutral Felt their teaching was valued 107 (45%) agreed/strongly agreed

~ 157 Faculty respondents – tenure stream and non-tenure stream

Two themes emerged from comments: Lack of support for faculty with children and

opaque standards and expectations

A su m m a ry o f t h e 20 19 Clim a t e Su rve y – Fa cu lt y

Re sp o n se s

Reason # respondents (% of responses) Reason # respondents (% of responses)

Departmental relationships 31 (47.7%) Campus climate 25 (38.5%)

Lack of institutional resources 24 (36.9%) Limited opportunities for

advancement 17 (26.2%)Recruited or offered a position

elsewhere 17 (26.2%) Financial reasons 16 (24.6%)

Interested in a position elsewhere 16 (24.6%) Stress 14 (21.5%)

Relationship with direct

supervisor/manager 11 (16.9%) Weather 9 (13.8%)

Top 10 reasons those faculty who responded that they had seriously considered leaving the University

(multiple selections possible).

~ 157 Faculty respondents – tenure stream and non-tenure stream

• 65 (41%) of faculty respondents said they had seriously considered leaving Clarkson

Reasons for staying included financial, familial, positive changes in work place dynamics, and good relationships in unit/with students.

7 February 2020

This presentation focuses on the tenure stream faculty at Clarkson University with discussion of four key questions regarding faculty success.

How do we ensure success of our diverse faculty?

What are the root causes of faculty turnover?

How do we define, support, and merit faculty success?

How does an alliance with another institution impact the academic mission?

How do we ensure success of our diverse faculty?

Data for female – and under-represented minority (URM) faculty

Assistant Professor Associate Professor Full Professor

Hiring, promotion, and retention polices and procedures and recent interventions to support faculty achievement

Critical questions for discussion

- are our policies and processes aligned to recruit and retain diverse talent?

- what are some drivers of lack of representation of diverse faculty

Female -identified faculty representation varies by rank

at Clarkson and at AITU peers.

7 February 2020

Declining representation of female -identified faculty at higher ranks suggests ‘stalling’ or departures

of these faculty indicating a potential policy, procedure, or cultural barrier to success

18-0 10 20 30 40 50

Assistant Professor Associate Professor Full Professor

Minority faculty representation varies by rank at

Clarkson and at AITU peers.

7 February 2020

Clarkson University similar in diversity to AITU peers with less than 10% under-represented

minority faculty Similar to female -identified faculty, ethnic/racial diversity is lost at higher ranks

Clarkson University- On Track (pre-tenure)

25 Clarkson University- Tenured

total in rank = 118 122 125 117 130 133 128

Non-Resident URM

Asian Unknown

ON TRACK FACULTY

Clarkson URM Median, 8%

WPI URM Median, 6%

RPI URM Median, 4%

A culture of inclusion and continuous process improvement

enhances diversity and success of all faculty

7 February 2020

Achievement programs and support

Retention planning and policies

Clarity and Equity in Review Policies

Not following best practices

Past Practice

Salary and start-up are just

part of the story

Discussion

7 February 2020

Critical questions for discussion

- are our policies and processes aligned to recruit and retain diverse talent?

- what are some drivers of lack of representation of diverse faculty?

Data for Pre- and Post-Tenure faculty turnover by School

Drivers of turnover and national/peer trends and connection

to teaching, research, and service expectations and support

Critical questions for discussion

- how do our review and workload policies support retention?

- do faculty have what they need to be successful?

What are the root causes of faculty turnover?

Turnover of On Track faculty includes persistence of existing

faculty, addition of new faculty, and loss of existing faculty.

On Track Faculty

Median Annual % Change in

On Track Female- Identified Faculty

Median Annual % Change in

On Track URM Faculty

Median Annual % Change in

On Track Asian Faculty

Median Annual % Change in

On Track Non- Resident Faculty

Clarkson University + 0.03% + 10% - 23% + 25% +5%

- 3 + 10 + 2 + 4 - 5 - 2 Total # faculty added/lost compared to prior year

On Track Faculty at Clarkson University

# Add/Loss On Track Female-Identified

# Add/Loss On Track URM # Add/Loss On Track Asian # Add/Loss On Track Non-Resident

While drivers of faculty separation from the University

vary, some common themes exist.

7 February 2020

Example Faculty Loss Drivers

Involuntary separations are rare Campus climate and workplace culture

have an influence on faculty considering leaving the institution

School of Arts & Sciences Coulter School Reh SchoolLewis School

Tenured Voluntary Departures

Limited data suggest reasons for leaving are complex

but, in some cases, identifiable.

All Asst Prof All Assoc Prof All Full Prof

Rensselaer Polytechnic Institute

Worcester Polytechnic Institute

Non-Religious, PhD-granting, Private

Between Institutions:

There are significant differences (p < 0.05) in salaries

between institutions with these differences including

variance in number of individuals and differences in

seniority within rank.

No gender differences were found within the aggregate

data.

At Clarkson:

Some salary differences can also be accounted for by

number at rank within a relatively higher paid

discipline (e.g., business) compared to a lower paid

discipline (e.g., humanities)

RIO & Targeted Assoc Hires

Support for faculty effort is crucial to recruiting and

retaining excellent faculty.

Nat'l Arts & Sciences Nat'l Engineering Nat'l Business Nat'l Health Sciences

CU Arts & Sciences

School whose programs are faculty limited

Data for faculty include ALL teaching faculty not just tenure track faculty

Type of US Higher Ed Institution

Prim Undergrad Research 1 Research 2

Prim Undergrad Research 1 Research 2

Pre-Tenure Departures (total) Post-Tenure Departures (total)

Most Pre- and Post-tenure departed faculty stay in higher education with the majority of pre-tenure career changes being promotion with tenure at institutions similar in research and teaching to Clarkson though locationally more urban Post-

tenure departed faculty, mostly full professor rank, do not necessarily move to more research intensive institutions.

Lateral/Promotion if stayed in Higher Education

Lateral Promotion LateralPromotion

Pre-Tenure Departures (total) Post-Tenure Departures (total)

Sector of post-Clarkson employment

US Higher Ed Industry Int'l Higher Ed

Pre-Tenure Departures (total) Post-Tenure Departures (total)

How do we define, support, and merit faculty success?

Review of faculty workload and recent practices

Review of strategic interventions starting Fall 2019 and forward

Critical questions for discussion

- what else should we be doing to define, support, and merit success?

- How could an alliance/partnership impact these efforts?

A maturing organization needs to adapt policies and practices to ensure

inclusion and transparency.

7 February 2020

Failure of shared governance weaken our ability to recognize, merit, and support faculty

 Inconsistent review processes

 Outdated review processes

 Inconsistent allocation of resources

 ‘unwritten’ rules and exclusive rhetoric and policies

Outdated and inconsistently applied review processes must be addressed to ensure a strong, thriving faculty

 Antiquated paper-based non-uniform annual performance reviews, tenure/promotion reviews

 Inconsistent pre-tenure review with no outcomes if done

 No post-tenure review

 Operations manual with conflicting/inconsistent/unclear information

Scaled interventions across a breadth of faculty workflows is essential for

recruiting and retaining a strong faculty

7 February 2020

Implementing modern, computer-based standardized review systems for faculty and departments

• Aligning standards to faculty workload through the lens of workload equity

• Aligning to best practices in review, workload, and resource allocation

Empowering the faculty through shared governance

• Recognizing and supporting faculty service and leadership

• Being transparent in decision-making and ensuring a faculty voice in decision-making

• Moving, at all times, through the lens of equity

Developing and supporting faculty development programs

• Office of Faculty Achievement

• STEM Leaf program

• Fixing the system not the people

Let Your Voice

Be Heard

(2012)

7 February 2020

Moving forward with equity at the center of all we do

• Everyone MUST have what they NEED to be successful

• We are fixing the system NOT the faculty

• Addressing equity guarantees resistance

A sense of urgency

• Change is mandated

• Change is intentional

• Change is inclusive

How does an alliance with another institution impact the academic mission?

Impact on faculty diversity, equity, and inclusion

Impact on faculty recruitment and retention

Impact on faculty success and shared governance