A Library Conunittee on and Its Role in a Library Diversity Program Kristin H. Gerhard and Jeanne M. K. Boydston

The library has been committed to affirmative action, yet it has been historically difficult to convert that philosophical commitment into activity. Aca­ demic libraries have paid uneven attention to affirmative action programs over time. This paper examines the historical role affirmative action programs have played in academic libraries, and the shift in focus in recent years from affirmative action to more broadly based diversity programs. It then describes the contribution a library staff may make to these programs by examining the evolution and function of Iowa State University Library's Committee on Diversity.

~ · ~~ rograms that deliberately seek years from affirmative action to more ~ ~ to increase diversity have a par- broadly based diversity programs. It I~ ~ ~~~ ticular importance for libraries then describes the contribution a group within colleges and universi­ of library staff may make to these pro­ ties. At a conference on the multicultural grams by examining the evolution and library, John F. Noonan, president of function of Iowa State University Li­ Bloomfield College in Bloomfield, New brarys Committee on Diversity. Jersey, describes libraries as "a mirror of Throughout this paper, the authors society as well as an image in front of the use the terms affinnative action, diversity, mirror."1 Some students have direct con­ and . Affirmative action tact with a minority professor, but women, programs seek to increase the number of racial minorities, and the disabled work­ qualified women, minority, and disabled ing in libraries have higher visibility for individuals, as well as disabled or Viet­ the general undergraduate population nam era veterans hired by an institution. than do their counterparts in classrooms. These programs have been the tradi­ In this position "in front of the mirror," tional means for achieving diversity, these librarians have a unique opportunity which the authors understand as the to serve as role models, and as a clear representation of, recognition of, and demonstration of their institution's com­ support for more than one kind of life mitment to diversity. Affirmative action experience within the university. Multi­ programs within libraries, then, may well culturalism refers to one specific aspect affect colleges and universities. of diversity: the representation of, recog­ Librarianship has been committed to nition of, and support for more than one affirmative action, yet it has been histori­ culture within the institution. cally difficult to convert that philosophi­ cal commitment into activity. This article FROM AFFIRMATIVE ACriON examines the role affirmative action pro­ TOD~RSITYPROG~S grams have played in academic libraries In 1978, Elizabeth Dickinson and Mar­ over time and the shift in focus in recent garet Myers investigated affirmative

Kristin H. Gerhard is Assistant Professor and Monographic Cataloger, and Jeanne M. K. Boydston is Assistant Professor and Serials Cataloger, Iowa State University, Ames, Iowa 50011-2140.

335 336 College & Research Libraries July 1993 action and American librarianship. and services that support the library.6 When they asked survey respondents to Large budgets are not necessary for provide a prognosis for affirmative action these programs to succeed. In creating in librarianship, "answers ranged from such an effort within the library, Glavi­ cynical to relatively optimistic.... " 2 Their ano and Lam suggest that librarians of trend data gave a similarly draw on methods that have worked in ambivalent picture for the future of affir­ dealing with other library issues, includ­ mative action. They pointed to the ing networking and activism. growth of minority and women's pro­ This kind of change requires work. As fessional groups, "greater activity in the the authors note, academic libraries in area of women and ethnic studies and predominantly white institutions are the burgeoning of affirmative action lit­ part of the larger institutions they serve. erature" as indicators of raised con­ Attitudes held in the library probably sciousness regarding affirmative action.3 reflect attitudes held in the wider univer­ The authors believed these subjective sity. Staff may not feel that they are re­ gains would take time before they had sponsible for addressing racial diversity objective effect and registered as economic on campus. Glaviano and Lam conclude: gains. They concluded that affirmative changes in practice that move the pro­ action programs in libraries would grow fession toward real improvement in af­ modestly and would take time to do so. firmative action will probably originate Twelve years later, Cliff Glaviano and with underfunded individuals or small R. Errol Lam suggested that the cynics groups in local academic libraries? may have been right. They wrote that The Association of College and Re- affirmative action has not been a pri­ search Libraries (ACRL) Task Force on mary goal of the library profession since of Underrepresented Minori­ the early 1980s, and that now is the time ties issued its final report, Recruiting the to reorient the profession. They state: Underrepresented to Academic Libraries, in [while] it is not the primary function November 1990. The opening lines of the of academic libraries to define the report's introduction highlight the need to multiethnic society or the methodolo­ refocus library efforts in this area: "Atten­ gies the university might employ to tion to the recruitment and advancement educate for the pluralistic society, the and retention of underrepresented groups libraries can be very influential in es­ in libraries is an idea whose time has tablishing and demonstrating a plu­ come--again!"8 The report notes the ralistic environment from which the waning of this kind of recruitment in the information needs of all campus cul­ 1980s and a lack of attention to retention tures might be serviced.4 or advancement. The report identifies A number of strategies are outlined three targets for change: institutional that libraries may use in promoting this commitment to change and accountabil­ environment. Ideas from the business ity, personal and institutional community include provision of cross­ barriers, and barriers to advancement cultural for all company em­ and retention. It recommends sixteen ployees, with the intention of improving specific actions ACRL can take. communication and increasing sensitiv­ In response to the task force's report, ity to differences. The authors also note the ACRL Executive Committee adopted partipllar support giv.en to minority em­ a resolution on cultural diversity in li­ ployees, wherein they "are given in­ braries. The resolution states that ACRL struction in corporate values and is "committed to fostering equality and behavioral norms of the organization to promoting diversity within the library which they have been recruited.''5 profession as a whole and specifically Other ways to promote a multiethnic within academic libraries."9 The com­ society are creating displays, building mittee also voted to establish an ACRL collections in multicultural areas, and Standing Committee on Racial and Ethnic improving the diversity of library staff Diversity. The committee's charge is to: Library Committee on Diversity 337

initiate, advise and mobilize support all levels of the organization, and the for appropriate action related to issues ability to deal with funding limitations. of racial and ethnic diversity in aca­ Finally, "librarians working in this area demic librarianship including the re­ must recognize that support for diver­ cruitment, advancement and retention sity programs is not universal. ... con­ of underrepresented groups to aca­ flicting views must be acknowledged demic librarianship; and the promo­ and debated."13 A recent article by tion of quality academic library and Patrick A. Hall in American Libraries information services for members of addresses one such viewpoint. 14 racial and ethnic groups. 10 Roberto G. Trujillo and David C. Increased focus on diversity issues Weber encourage academic libraries to within ACRL is further evidenced by work proactively on cultural diversity College & Research Libraries News' recent issues. They suggest that librarians turn inauguration of a regular column called their attention ''beyond simple access for "Racial and Ethnic Diversity: Informa­ minorities to the more difficult issues of tion Exchange." participation and collaboration.''15 They In 1990, the Association of Research outline a number of actions libraries can Libraries (ARL) published a number of take, but emphasize the importance of documents dealing with affirmative ac­ maintaining a vision of an environment tion and diversity topics. They included where all individuals are valued and flyers on affirmative action policies, "where full participation and partner­ minority recruitment and retention, and ship are the norm."16 They believe that cultural diversity programs. The intro­ all academic librarians should work to ductions of these flyers summarize the move their libraries toward the realiza­ results of surveys of ARL member librar­ tion of that vision: ies' programs in these areas. We all share a responsibility to im­ The introduction to the affirmative ac­ prove those library conditions that tion flyer suggests a significant shift in today we deplore. As our profession emphasis in recent years, noting that "af­ develops over the decade ahead, ethnic firmative action goals are already and racial minority groups must be moving from being a separate agenda to brought into full partnership-they joining the agenda for diversity.''11 This must be valued both for their pro­ recent shift in emphasis is further il­ fessional expertise and for the excep­ lustrated by the documents contained in tional personal qualities they bring to the flyer on cultural diversity. The intro­ their work and their profession.17 duction to this flyer speaks of business' new valuation of diversity, noting that DIVERSITY AND ACADEMIC "demographic changes occurring during LIBRARIES TODAY the next ten years are expected to affect The recent rise of interest in diversity businesses more than any other develop­ is further evidenced by a number of con­ ment, including technology. America's ferences emphasizing this topic. For in­ businesses are allocating significant re­ stance, a 1991 preconference sponsored sources to multicultural awareness train­ by ACRL's Bibliographic Instruction ing."12 Responses to the cultural diversity Section addressed bibliographic instruc­ programs survey indicated a wide vari­ tion in a multicultural environment. The ance among ARL libraries. Some have no forum on the multicultural library, held diversity programming at all, while at Bloomfield College in 1990 and men­ others have well-established, compre­ tioned above, is one of many such meet­ hensive programs. ings held locally or regionally in the past The cultural diversity flyer also year. A recent presentation at an ALA addresses some barriers to creating these poster session received more than fifty programs. Building strong programs re­ requests for further information. In quires a good understanding of diversity order to understand the present state of issues, an overall strategy, support from affirmative action and cultural diversity 338 College & Research Libraries July1993

programming, librarians need to look at on affirmative action. Although affirma­ current programs in academic libraries. tive action programs remain one of the Affirmative action programs are an crucial paths by which institutions may important component of the larger di­ increase their diversity, these- programs versity effort. Who is responsible for af­ are still a source of ambivalent feeling for firmative action today in hiring for some librarians. The mechanism for im­ academic libraries? Since the search plementing affirmative action policies process is the door through which more varies from institution to institution, as diverse librarians must come, it is an im­ does the approach to diversity program­ portant gateway to examine. Jeanne M. K. ming. In general, administrative sup­ Boydston surveyed ARL libraries in the port, systemic thinking, and low budget United States to examine their hiring prac­ requirements characterize successful tices in regard to equal op­ programs. portunity and affirmative action. She found that all respondents had some AFFIRMATIVE ACTION AND university-level unit dealing with equal DIVERSITY AT IOWA STATE opportunity and affirmative action on UNIVERSITY LIBRARY campus. Still, more than half the respon­ The affirmative action or diversity dents had a second agency or individual program at Iowa State University Li­ within their library with responsibility brary has a number of components. It is for equal employment opportunity and based on a firm commitment to diversify affirmative action.18 The entity with this the university's faculty, which is seen in responsibility was either an affirmative ongoing recruitment and staff develop­ action officer or an affirmative action ment programs. Some specific examples committee. include recruitment trips to library school As academic libraries have worked to campuses, educational and awareness ses­ build environments more supportive of sions with staff, and meetings of the uni­ diversity, some have made specific docu­ versity's Steering Committee on Diversity. ments related to their programs avail­ The library also participates in the univer­ able. The University of Michigan at Ann sity's larger diversity program. For ex­ Arbor has released two parts of its diver­ ample, the school has a special funding sity document entitled "Points of Inter­ program, administered by the university section." The Ann Arbor program provost, that supports hiring minorities includes staff and a full-time in targeted areas. Additionally, the uni­ diversity librarian, as well as a task force versity has had an Affirmative Action on diversity. "Points of Intersection" ar­ Committee, now called the Library ticulates a broad basis for academic librar­ Committee on Diversity, since the late ies' contributions to a universitywide 1970s. Its longevity makes it somewhat multicultural effort. different from similar committees at Many programs are described in more other institutions, and gives the library detail in the flyer on cultural diversity the opportunity to look at what has and programs in ARL libraries. Examples in­ has not worked well over time. What clude the creation of special positions, follows is a description of its evolution. such as multicultural services librarian and cultural outreach librarian, at a THE AFFIRMATIVE number of universities; the establish­ ACTION COMMITTEE ment of committees or task forces at The Library Affirmative Action Com­ other universities; and the establishment mittee was created by the dean in 1977 of workshops to raise staff awareness in response to a call for each large unit on and emphasize cross-cultural training.19 campus to have such a committee. Initially, To summarize the main points made these committees were part of a univer­ in the literature, in higher education as sitywide Affirmative Action Council. in business, attention is increasingly fo­ When the council ceased to meet, the unit­ cusing on issues of diversity rather than level committees across the campus were Library Committee on Diversity 339 largely phased out. The exception to this committee was fairly limited in its out­ was the library group. The committee reach to the library staff as a community. consisted of faculty librarians and para­ The committee members thought that they professional staff. should continue to monitor individual The main responsibility of the com­ searches, but that a broader focus was mittee was to work with library faculty needed in order to become more effective. search committees. A representative Thecommitteeneeded to move away from from the Library Affirmative Action being a regulatory committee and toward Committee was appointed to each being an educational committee without search committee as an ex officio mem­ abandoning its responsibility to equal em­ ber. The representative's tasks were: ployment opportunity and affirmative ac­ • to provide each member of the search tion in the library. committee with basic information The committee began looking at this about employment possibility in 1990, the year the univer­ and affirmative action; sity's new dean of library services began • to monitor search committee activities examining all existing committees within for fairness in terms of equal opportu­ the library to see how the library's work nity law; was structured and how it might better be • to encourage consideration of candi­ accomplished. This was a good opportu­ dates protected under affirmative ac­ nity for the committee to identify what tion guidelines; goals it held in common as a group and • to hold exit interviews with candi­ with the library administration, and dates; and whether there might be some alternative • to report in writing to the dean of li­ ways to accomplish those goals that had brary services at the conclusion of not been pursued previously. each search. The desire that the interview process be fair for each candidate comes through Building strong programs requires clearly in reporting letters, in memos a good understanding of diversity distributed to search committee mem­ issues, an overall strategy, support bers, and in librarywide memos. from all levels of the organization, These tasks were sometimes uncom­ and the ability to deal with funding fortable for the representative and the limitations. search committee members, but over time fewer illegal or inappropriate ques­ tions were asked. Affirmative action rep­ The committee's goals were revised to resentatives learned to handle illegal reflect the general shift, identified in the questions in a number of ways, such as literature, from a focus in higher educa­ rephrasing questions, telling candidates tion on affirmative action to a focus on they did not have to answer illegal ques­ broader issues of diversity. The result tions, and talking privately with colleagues has been a revitalization of the com­ who asked unacceptable questions. As a mittee's role on search committees and a result of education by the Affirmative Ac­ strong emphasis on staff education for tion Committee and the library administra­ diversity. One reflection of this shift in tion, adoption of standard interview emphasis was the changing of the com­ procedures, and changes in societal atti­ mittee's name to the Library Committee tudes as a whole, the incidence of illegal on Diversity. Also, the committee's questions in interviews at the univer­ documents and manual have been sity's library seems fairly low today. completely revised (see appendix). The A fault of the committee was that its "Points of Intersection" documents from members essentially became enforcing the University of Michigan were used in agents, acting more reactively than pro­ the revision process. actively, because the committee was fo­ The committee is still comprised of cused solely on the search process. The professional and paraprofessional staff. 340 College & Research Libraries July 1993

This was appropriate under its former survey was administered to the entire charge because paraprofessional staff sit library staff. The goal was to take the on some search committees and have the temperature of the library's environ­ opportunity to meet with candidates and ment and assess staff need for more in­ provide feedback. The new makeup of the formation about equal employment new committee is an even greater advan­ opportunity and affirmative action, tage because it extends educational efforts broadly conceived, in the library. toward all staff members. In the spring of The questionnaire return rate of 55 1991, a workshop was offered to supervi­ percent gave a statistically unrepresen­ sors of paraprofessional staff, and one tative sample. However, the broad range member of the committee participated in of opinions expressed by the respon­ the creation of a manual for those who dents was, and continues to be, helpful supervise students. Also, Search Com­ in evaluating the program. The implica­ mittee information packets have been re­ tions of the results lie mainly in the area vised, and the committee and the dean of education. now share responsibility for emphasizing Diversity issues are difficult ones for equal opportunity and affirmative action many people. Staff members with con­ to faculty search committees. The dean cerns need a safe, constructive forum addresses those issues with the Search within which to work on these issues both Committee in the initial meeting, and a intellectually and emotionally. Individual, representative from the Committee on Di­ informal contacts provide one such forum. versity maintains a focus on these issues Some staff may need the presence of a throughout the search process. committee member to stay within bounds Training materials and programs for when interviewing candidates. This is be­ library staff members have been de­ cause they are either new and unaware of veloped and continue to evolve as the the legal boundaries or of the university committee learns more about diversity is­ library's seriousness in adhering to them, sues. Committee members, for instance, or because they are uncomfortable with have become more aware of the wide spec­ equal employment opportunity and af­ trum of views about diversity, with all the firmative action guidelines and have re­ shadings of opinion possible being held by sisted past education. Many staff are one or another members of the staff. They, openly interested in issues of diversity also, have learned more about training­ and want to know more. what works and what does not work­ The results support the need for con­ from experience, from the literature, and tinuing education, the usefulness of an by having one member of the committee active voice supporting affirmative ac­ receive training from an external consult­ tion programs, and the value of diversity ing firm specializing in diversity issues. among the staff. The results underline Self-education as well as education for the need for librarians to keep working other library staff continues to be a part at improving the environment within of the committee's responsibility. which they work. In discussing their Having reformulated its charge and staff education workshop program, the refocused its energies, the committee Ann Arbor Graduate Library's docu­ had a number of questions about the ments concur with the authors' finding environment within which the librarians for the need for ongoing education. The would be working. Were the proposed documents state: changes appropriate? Were they useful? To have the concept of diversity truly Would they meet library needs? To answer take hold, the education process must be these questions, the committee revised a an ongoing one. Awareness, enlighten­ survey of staff attitudes and perceived ment, and the ability to practice what is training needs regarding equal employ­ learned in a safe environment--5Uppor­ ment opportunity and affirmative action tive of questioning and vulnerability­ that had been used by the Affirmative Ac­ must be available to all. This is essential tion Committee during its first year. The to any diversity effort and most directly Library Committee on Diversity 341

confronts both individual and institu­ a goodwill effort is made in recruiting tional .~ minorities and women, adding credi­ bility to the recruitment process in the CONCLUSIONS eyes of library staff, and helping to en­ In his discussion of the role of cam­ sure legal compliance with appropriate puswide affirmative action committees, laws and guidelines. Daniel C. O'Rourke suggests that " ... The authors' experience backs up Glavi­ committees can be most effective in help­ ano and Lam's observation that a library ing accomplish organizational goals in­ doesn't need a big budget to provide local cluding affirmative action (AA) and programs; Iowa State University Library nondiscrimination goals (perhaps the has no separate budget. Glaviano and Lam most effective resource)."21 His experience also pointoutthe importance of continuous is that the existence of such a committee support by the library administration for the helps to focus campus attention on affir­ development of cultural diversity program­ mative action, and can motivate the affir­ ming, another conclusion with which the mative action officer by sharing the work, authors concur.23 supporting affirmative action goals, keep­ O'Rourke's final advice about affirma­ ing affirmative action activity broad, iden­ tive action committees is a good re­ tifying new issues, and finding new minder to those already engaged in this approaches to old issues.22 In addition, the kind of endeavor, as well as those who authors have found the benefits in having are just beginning: such a committee in the library to in­ Be patient. Effective affirmative ac­ clude contributing to the creation of an tion committees and programs will not affirming environment, increasing aware­ spring up overnight. It may take years. ness and knowledge about equal em­ Work at it, work with it, and be content ployment opportunity and affirmative with incremental gains. The committee action among the library staff, .assuring will grow more effective step by step.24

REFERENCES 1. College & Research Libraries News 52(July I Aug. 1991):446. 2. Elizabeth Dickinson and Margaret Myers, 11 Affirmative Action and American Librari­ anship," in Michael H. Harris, ed., Advances in Librarianship (New York: Academic Pr., 1978), 121. 3. Ibid. 4. Cliff Glaviano and R. Errol Lam, "Academic Libraries and Affirmative Action: Approach- ing Cultural Diversity in the 1990s," College & Research Libraries 51(Nov. 1990): 517. 5. Ibid., 516. 6. Ibid., 517. 7. Ibid., 518. 8. ACRL Task Force on Recruitment of Underrepresented Minorities, Recruiting the Underrepresented to Academic Libraries," College & Research Libraries News 51(Dec. 1990): 1018. 9. "Racial and Ethnic Diversity Resolution Adopted," College & Research Libraries News 52(June 1991): 380. 10. 11 ACRL Acts on Minority Recruitment Report," College & Research Libraries News 51(Dec. 1990): 1028. 11. Association of Research Libraries, Affirmative Action Policies and Practices in ARL Libraries (Spec Kit 163), (Washington, D.C.: Office of Management Services, Associa­ tion of Research Libraries, 1990), introductory page. 12. Association of Research Libraries, Cultural Diversity Programming in ARL Libraries (SPEC Kit 165) (Washington, D.C.: Office of Management Services, Assn. of Research Libraries, 1990), introductory page. 13. Ibid. 14. Patrick A. Hall, "Against Our Best Interests: An Ambivalent View of Affirmative Action," American Libraries 22(0ct. 1991): 898-902. 342 College & Research Libraries July 1993

15. Roberto G. Trujillo and David C. Weber, "Academic Library Responses to Cultural Diversity: A Position Paper for the 1990s," Journal of Academic Librarianship 17Quly 1991): 158. 16. Ibid., 157. 17. Ibid., 161. 18. Jeanne M. K. Boydston, ''Hiring Practices, Equal Employment Opportunity and Affir- mative Action in ARL Libraries," Journal of Library Administration 14, no.4(1991): 22. 19. Association of Research Libraries, Cultural Diversity Programming in ARL Libraries. 20. Points of Intersection II (Ann Arbor, Mich.: University of Michigan Library, 1990), 9. 21. Daniel C. O'Rourke, "Campus Affirmative Action Committees: A Practical Look at Identifying the Problem and Finding a Solution," CUPAJournal40, no.3(Fall1989): 48. 22. Ibid., 49. 23. Glaviano and Lam, 519. 24. O'Rourke, 50.

APPENDIX COMMITTEE DOCUMEN1S COMMITTEE ON DIVERSITY Purpose The Committee exists to support the commitment of the library to equal opportunity and affirmative action by providing formal education, by assisting library staff in the hiring process, and by serving as an informal resource. Mission and Responsibility The Library Committee on Diversity works with the Dean/Department Executive Officer (DEO) to develop and promote a diverse work force within the ISU Library. The creation and maintenance of a community of women and men that is multicultural, multiracial, multinational and respectful of the dignity of all persons are essential to the educational mission of this library. The Committee's role is: • To maintain a focus on equal employment opportunity and affirmative action within the Library. • To inform and educate Library personnel concerning equal employment opportunity and affirmative action. • To help create a work environment in which all personnel are able to develop to the fullest extent of their potential. • To assist selection committees in the recruitment of members of protected classes for professional positions, and to serve as a resource for those who hire support staff. Organization • The Committee will consist of not more than six members who will be appointed by the Dean to two-year terms, and may be reappointed once. Members will not ordinarily be reappointed for more than four consecutive years. • The Committee selects its own Chair subject to approval of the Dean of Library Services. The Chair will serve a term of one year and may be selected to serve up to four successive terms. • The Committee will be responsible to and report as needed through its Chair to the Dean/DEO. • The Chair will recruit new members for the Committee, with recommendations of the Committee, as current members resign. Vacancies should be filled as soon as possible. • Meetings of the Committee will be called as needed by the Chair, the membership of the Committee, or the Dean of Library Services. Brief minutes of each meeting will be Library Committee on Diversity 343

routed to members. A permanent file of most recent Committee papers will be in the custody of the Chair, with older materials placed in the Archives collection. ROLE ON SELECI'ION COMMITTEES • The Committee will designate a Committee on Diversity member to serve as a non-voting member on each selection committee. Committee on Diversity members will not represent the Committee on selection committees for positions within their own departments. • The Committee representative will serve as a resource and advocate for equal oppor­ tunity and affirmative action issues, providing the search committee with pertinent background information and helping the group to understand and follow the Li­ brary's commitment to equal opportunity and affirmative action. The representative will speak to issues relevant to equal opportunityI affirmative action in the search process and bring to the attention of the chair of the search committee, when neces­ sary, activities which infringe upon established policy. (See checklist below) • The Committee will distribute packets of affirmative action information to search committee members at or before the first meeting of the search committee. • In an effort to assist the Library in better effecting the principles of equal employment opportunity, the Committee representative is provided a fifteen-minute period at the end of the agenda with each candidate. • The Committee representative will provide a written report to the Dean following each search, indicating whether or not equal opportunity and affirmative action guidelines were followed. Any concerns related to equal opportunity or affirmative action in a particular search are also addressed in this report. GUIDEUNES FOR THE COMMITTEE ON DIVERSITY REPRESENTATIVE ON A SELECI'ION COMMITTEE Search Committee Responsi'bilities • Contact chair of search committee. • Get copies of EEO I AA information packet (Library Administration Office will make copies; Chair keeps original on file). • Distribute information packets at first meeting of search committee, when possible, after Dean has spoken on AA. • Explain role of Committee representative to the search committee. • Advocate casting a wide net. • Advocate particular attention to Affirmative Action candidates as appropriate throughout the search process. • Attend all committee meetings; arrange for substitutes as necessary. • Maintain a file with all documents relevant to search. • Submit written report to Dean of Library Services, copy to Committee on Diversity file. Campus Interviews • Attend search committee meetings (including lunches with the committee) with each candidate. Attend all open library meetings (formal and informal) for each candidate. • Conduct an with each candidate. Meetings Not Attended As Committee Representative • One-on-one telephone calls to references. • Dinners. • Nonsearch committee meetings with candidate (section meetings, Administrative Council meetings, etc.). • One-on-one meetings. • Receptions.