A–3 VII. STANDING COMMITTEES

A. Academic and Student Affairs Committee

Building an Inclusive Faculty at the

For information only.

BACKGROUND

Building an inclusive faculty at the UW aligns directly with our university-wide goal of continuously working to broaden and deepen our intellectual, analytical, and programmatic capacities to do first-rate research, teaching, and service. Our strategic efforts to reach this goal focus on five specific areas: 1) financial resources, 2) strategic consultation, 3) policy guidance, 4) training seminars, and 5) individual consulting with deans, department chairs, and faculty. The UW has developed a set of policies and practice among these are:

• Faculty Recruitment Initiative – supplemental contributions to salaries and research start-up packages of new hires funded by the Provost. • Changes to the Faculty Code – the UW successfully added language that recognizes excellence attained in research, teaching, and service that focus on access and inclusion for appointment and promotion. • Faculty Inclusion Briefings – piloted training sessions for department chairs and chairs of search committees to provide tools for strategies of outreach, assessment, recruitment, and retention; working towards implementation in 2014-15. • Establishment of the Greater Washington State Higher Education Recruitment Consortium (GWS HERC) – a regional chapter of a national organization focused on increasing access to talented and diverse applicant pools and improving collaboration in cases of dual-career hiring; established at the UW in October 2013. • Diversity Research Institute (DRI) – support to faculty offered through seed grant funding and participation in two lecture series hosted by DRI in an effort to promote faculty research projects. s to successfully recruit, promote, and retain faculty. Included

The data currently available come from the annual Affirmative Action Reports required by the Federal Government that are developed by the Vice Provost for Academic Personnel. The data (attachment A-5-8) show steady and sustained progress, although much hard work still needs to be done. In part, this is due to an overall decline in faculty hiring during the economic downturn. The UW has been very successful in working to position faculty to earn tenure. We have also been successful in working with deans and department chairs on key retentions.

A–3/202-14 2/13/14 VII. STANDING COMMITTEES

A. Academic and Student Affairs Committee

Building an Inclusive Faculty at the University of Washington (continued p. 2)

We look forward to hearing your suggestions and ideas as to how we can further our goal of building a more inclusive faculty.

Attachments 1. Faculty Biography: Julia Aguirre 2. Faculty Biography: Alexes Harris 3. Faculty Biography: Luis Fraga 4. Faculty Recruitment Initiative 2012-13, Office for Faculty Advancement 5. UW Faculty Senate General Legislation, approved May 17, 2012 6. Greater Washington State Higher Education Recruitment Consortium 7. UW Diversity Research Institute 8. UW system faculty data, 1997–2012

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EDUCATION PROGRAM

Dear Members of the UW board of regents:

I have been asked to share my background with you as associate professor in Education at the University of Washington Tacoma. I came to UW Tacoma in 2007 and received tenure 2013. My field of study is mathematics education. My research focuses on teacher education and development, culturally responsive mathematics pedagogy, and the role race, class, culture, and language play in the teaching and learning of k-12 mathematics. My work has been supported by grants from the Spencer Foundation, Carnegie Foundation, and the National Science Foundation. My scholarship, teaching, and service seek to strengthen mathematics knowledge and practice among teachers, engage children’s mathematical thinking and cultural/linguistic resources to support mathematics learning of students, and transform educational structures and practices to better serve historically marginalized students in STEM-related fields (e.g. African American, Latino/a, American Indian, English learners, and poor children).

Background

I grew up in the Seattle area – a product of the Seattle public schools, graduate of Garfield high school in 1985 and a daughter of two parents that attended UW. My mother, Marlinda Pierce Aguirre, a Seattle native raised in Ballard met my father in 1962 while attending UW. She is a retired Seattle public school teacher. My Father, Ricardo Aguirre, played football for the UW and was a member of the national championship team of 1961. He was also an activist, artist, and local businessman in the Seattle community, participating in the fight for social justice and civil rights in the 1970s, including the struggle to open the ethnic studies department here on campus and was founding member of the Centro de La Raza. My sister is also a graduate of UW Seattle in ethnic studies. I grew up in an environment that valued family, faith, culture, education, and social justice. I currently live in the Renton, Washington with my two children (ages 11 and 9), and my husband.

My educational experience is important to understand because of its impact on my journey as an academic. Starting in high school I was part of special programs designed to support and retain under-represented students of color in STEM fields. I was a MESA (Math Engineering Science Achievement) student at Garfield High School. As an undergraduate, I attended the University of California Berkeley, majoring in Psychology. I participated in a special program called the Professional Development Program (PDP) directed by Uri Treisman and Robert Fullilove. The thrusts of both MESA and PDP programs were academic excellence and cultural affirmation. These kinds of programs provided 1900 Commerce Street Tacoma, Washington 98402-3100 253.692.4430 Fax 253.692.5612 TDD 253.692.4413 http://www.tacoma.uw.edu/education-program Campus mail: Box 358435 A–3.1/202-14 Page 1 of 4 2/13/14 ATTACHMENT 1 positive spaces for students of color to think, create, imagine and excel. More importantly, the spaces helped to protect us from the negative interactions and questions of competency often experienced by students of color in predominantly white institutions.

Upon graduation from UC Berkeley in 1990, I began working with the PDP program, teaching afterschool math programs at local middle and high schools in Oakland, CA, as well as coordinating undergraduate math programs at the campus. This experience working with youth of color spurred my interest in mathematics education. In 1992, I was introduced to internationally renowned Professor Alan Schoenfeld and his research team in the School of Education at UC Berkeley. Professor Schoenfeld was engaged in a project exploring how high school students learn algebra, specifically linear functions and problem solving. It is through his mentorship along my work in PDP that inspired me to pursue a doctorate in mathematics education.

After receiving a masters degree in education from the University of Chicago (1993), I pursued my doctoral studies with Alan Schoenfeld at UC Berkeley as my advisor. My dissertation examined the relationship between high school teachers’ beliefs and mathematics department culture on instructional-decision making and practice when implementing mathematics reform. I was awarded the prestigious Spencer Dissertation Fellowship (2000-2001). I completed my dissertation in 2002 while an acting assistant professor at the University of California Santa Cruz. I served as an assistant professor at UC Santa Cruz from 2003-2007. We moved back to the Seattle area to be near family. In 2007, University of Washington Tacoma became my new academic home.

Scholarship

My achievements at the University of Washington Tacoma reflect my strong commitment to prepare and support new generations of teachers to effectively teach mathematics to young people at the k-12 level. My research in the field of mathematics teacher education, specifically culturally responsive mathematics teaching, has garnered national and international attention. This includes a book and 14 published articles and book chapters. I have published in national and international journals in teacher education and mathematics teacher education. My research is collaborative with many first and co-author publications that make important theoretical, empirical and practical contributions to the field of mathematics teacher education. This includes recently first-authored articles in the Journal of Teacher Education (Aguirre et al, 2012) and Pedagogies: an International Journal (Aguirre & Zavala, 2013), as well as a first-authored book titled, The impact of identity in K-8 Mathematics: Rethinking equity-based practices, and published by the National Council of Teachers of Mathematics (Aguirre, Mayfield-Ingram & Martin, 2013).

Furthermore, I have a proven track record in securing major grant funding for my research. I am currently Co-PI of TEACH MATH (Teachers Empowered to Advance Change in Mathematics), a multi-institution $3.5 million grant from the

A–3.1/202-14 Page 2 of 4 2/13/14 National Science Foundation of which UWT receives $403,0001. Additionally, starting in 2007 I became the PI for an additional $40,000 grant from a Carnegie Foundation that funded the Language, Culture, and Mathematics Teaching Project as a part of the Teachers for a New Era Grant awarded to UW. My research agenda at UWT has also greatly benefited from my involvement in the Center for the Mathematics Education of Latinos/as (CEMELA), a National Science Foundation Center for Learning and Teaching.2 I am excited to build on this scholarship and grant record as a newly tenured faculty at UWT.

Teaching

I view teaching as a scholarly activity. Thus critical analysis, reflection, and linkages among theory, research, and practice are important and intentional parts of course design. My teaching aims to prepare new teachers to excel in increasingly diverse school systems. In the teacher credential program, my primary teaching responsibilities are the elementary/middle school K-8 mathematics methods courses (TEDUC 560, 561) as well as the new secondary mathematics methods courses (TEDSM 517, 519). In the master’s program for practicing teachers, I have taught TEDUC 502 Learning about Learning, TEDUC 520 Multicultural Education, and developed and taught two new STEM focused courses: TEDUC 565 Research and Methods in Mathematics and Science Instruction for English Language Learners and TEDSM 505 Teaching and Learning Mathematics in the Middle Grades.

In all of my courses I bring an explicit focus on student learning, reflective practice, community/family engagement, equity and social justice. My courses reflect our university values of excellence, community, and diversity and our program values of knowledge, service, professional excellence, diversity, and justice. In my math teacher preparation courses I support future k-12 mathematics teachers to deepen their knowledge about the content, prepare meaningful and culturally responsive math lessons that explicitly and simultaneously attend to math content, student learning, and issues of language, culture, class and power that impacts student engagement with and advancement in mathematics. This multi-dimensional emphasis on mathematics education and equity can be quite challenging for some future teachers who view math as a cut and dry subject filled with disconnected facts and procedures that must be memorized. I work with teachers to change the narrative about math to be a dynamic pattern-generating, problem-solving domain that is an integral part of our lives in and out of school. Moreover, given increased standards, quantitative literacy demands and the new demographic norms in our nation’s schools, a more multifaceted approach to teaching and learning mathematics is critical for an active democratic citizenry.

Service

1 TEACH MATH involves five institutions: Michigan State University, Queens College – City University of New York, University of Arizona, University of Washington Tacoma, and Washington State University Tri-Cities. 2 CEMELA was a National Science Foundation Center for Learning and Teaching established in 2004. It was a collaboration among 4 institutions: University of Arizona, University of Illinois Chicago, University of New Mexico, and University of California Santa Cruz. While at UCSC, I was a co-PI on the 10 million dollar grant from 2004-2006. While at UW Tacoma, I was affiliated faculty active in research and mentoring doctoral students. http://math.arizona.edu/~cemela/english/research/research_overview.php

A–3.1/202-14 Page 3 of 4 2/13/14 My record of service has strengthened partnerships between the campus and the community to enhance academic excellence and equity at the local, state and national levels. Over the past six years my department has seen extensive leadership and program changes. These changes demanded new and revised programming to meet the changing professional demands of the field. I have contributed to designing the secondary math teacher credential program as well as our dual-track K-8 elementary and English Language Learner endorsement program. I have served on the UW Tacoma’s diversity task force, academic policy committee and the distinguished research award committee. At the state level I have helped revamp the teacher credential endorsement requirements in light of new common core standards and at the national level through task force work with the Association of Mathematics Teacher Educators. I am an active member of many professional organizations including the American Educational Research Association (AERA) and the Society for the Advancement of Chicanos/Native Americans in Science (SACNAS). As a major thrust of my service work, I actively collaborate with local schools that service high poverty and cultural/linguistic diverse communities, to advance culturally responsive teaching. For example, through the annual Math Ambassador Project, I work with a local Tacoma middle school to bring 50-100 students to UW Tacoma for pre-college advising and to be guest presenters in my math methods courses. I frequently present my research to various teacher, parent and student audiences. These school/community partnerships are vital resources for my work in mathematics education.

My journey toward tenure at the University of Washington Tacoma has been inspiring and challenging. I am fortunate to be a member of an organization called WIRED (Women Investigating Race Ethnicity and Difference). This group of UW women scholars of color across all three campuses has served to be an incredible support to help navigate the tenure process through scholarship activities such as writing retreats as well as mentoring activities to address the political, practical, and personal aspects of obtaining tenure at a major university. A second source of support at the UW has been the Office of Faculty Advancement directed by Associate Vice Provost Luis Fraga. He has provided mentoring support when questions arise about annual reviews, promotion and tenure policies and practices, and academic roadblocks. The Office of Faculty Advancement in combination with UW Tacoma’s Diversity Resource center headed by Sharon Parker, Assistant Chancellor for Equity & Diversity, has proved invaluable resources toward supporting my successful tenure journey. I am proud of my family’s UW legacy and I look forward to making additional contributions with my scholarship, teaching, and service work.

Julia Aguirre Associate Professor [email protected]

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Dear Members of the Board of Regents,

I have been asked by members of the University of Washington administration to describe my background to you as an associate professor of sociology in order to provide context for my presentation and discussion with you on February 13th, 2014.

I am a Seattle native, a graduate of Garfield High school (class of 1993), and I was an undergraduate student at the University of Washington (class of 1997). While here as a student I majored in sociology, became a sociology honors and Early Identification Program (EIP) student, and received a Mellon Demography fellowship. After being inspired by several faculty on this campus (Bob Crutchfield, Al Black, Darlene Conley, Johnnella Butler), I decided I wanted to become a university professor. I applied to graduate school and subsequently enrolled in an MA/PhD program at the University of California, Los Angeles. There I studied the juvenile justice system, race and ethnicity, and social stratification and inequality (MA 1999, PhD 2002). I was fortunate enough to remain in contact with several of my mentors from the UW and was offered a two-year position as a post-doctorate fellow in the sociology department and then a position as an assistant professor (2004). I received tenure in 2011.

My research and teaching foci are in the areas of social stratification and inequality. I am particularly interested in how institutions impact individuals’ life chances. I have studied, using both quantitative and qualitative data and methods, the juvenile and criminal justice system, economic markets, and educational systems. I have authored and co-authored ten peer-reviewed research articles in the top general and specialty journals related to my discipline’s professional associations. I have recently completed a manuscript that investigates the system of monetary sanctions imposed to felony convicts across the United States. My single-authored book, A Pound of Flesh: Monetary Sanctions as a Permanent Punishment for Poor People, will be released through the American Sociological Association’s (ASA) Rose Series and published by Russell-Sage (NYC) in the fall of 2014.

I have designed and taught several courses over the past 12 years. These include social problems (soc 270), race and ethnicity in the United States (soc 362), juvenile justice (soc 375) and several special topics courses (subprime lending, criminal sentencing, and an upcoming course for the spring of 2014: race, higher education and sports). I also teach the qualitative research methods two-quarter sequence course and the teaching sociology course for the sociology graduate program.

Box 353340 211 Savery Hall Seattle, WA 98195-3340 206.543.5882 fax 206.543.2516 [email protected] soc.washington.edu A–3.2/202-14 Page 1 of 3 2/13/14 ATTACHMENT 2

I participate in a wide variety of national, university and community service activities. I am an associate editor of the journal Social Problems, and on the editorial board for the ASA’s flagship journal, American Sociology Review. I am an active member of the ASA, participating on the Crime Law and Deviance Council and on the Cox-Johnson-Frazier award committee (the association’s career award for scholars who conduct and engage in issues related to race and ethnicity). I am a member of the Racial Democracy, Crime and Justice Network based at The Ohio State University.

Here at the University of Washington I am an active member of an organization named WIRED (Women Investigating Race Ethnicity and Difference). As a founding member in 2007, we were organized by three women of color to form a group of about seven female tenure track scholars who realized that in order to be successful, happy and healthy we needed professional and social support as we navigated academia, the university and the tenure process. Today, we are an organization of 40 women of color (with the exception of one individual) all on tenure track across the three University campuses. We all in some way conduct research on race, ethnicity and difference. All of our members who have gone up for tenure have received it. We have supported each other through the tenure process by having professional development workshops (e.g., preparing for tenure review, transitioning from associate to full, mentoring workshops with visiting scholars). We have a mentoring program where a senior WIRED woman is matched with a new junior member. Every year we hold a writing retreat at the Whitely Center in Friday Harbor for members to develop their projects (grants, journal articles or book manuscripts). We also support each other in moments of tension that arise via teaching, negotiating department politics, or attempting a work/life balance.

I am one of three WIRED members who is serving as an editor for a collaborative book that is comprised of theoretically rich and critically engaged chapters to describe and critique the interventions made by women of color on tenure-track at a large research university. In which, we highlight the ways WIRED has supported us through the tenure process and beyond. We are currently in conversation with the University of Washington Press about the possibility of publishing the book with them.

Other service work that I have engaged in on the UW campus includes: being a member of the GOMAP (Graduate Opportunity Minority Achievement Program) advisory board, a member of the president’s Advisory Council on Intercollegiate Athletics (ACIA), and a member of the Faculty Council on Multicultural Affairs (FCMA). I was also a member of the most recent search committee for the Dean of Arts and Sciences, and am currently on the search committee for the chair of the department of communications.

In the local community, I am a board member for the American Civil Liberties Union of Washington State. I am also a board member of the Garfield High

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School Foundation, an alumni driven organization with the aim of generating private funds to support students, teachers and staff at Garfield. I regularly present my research to audiences ranging from high school students, community organizations, to the Washington State legislature, Washington State Judges Association, and the Washington State Supreme Court. I have also written several research reports (for such organizations as the Washington State Minority and Justice Commission, the ACLU, and evaluations of local re-entry programs).

As a result of my research, teaching and service I have been honored to receive several awards and recognition. Most recently I was honored to present the Samuel E. Kelly Distinguished Faculty Lecture, I received the Office of Minority Affairs and Diversity Distinguished Teaching Award, I was acknowledged as a UW College of Arts and Sciences’ Timeless Award honoree, and, was one of twelve scholars nationwide selected by Diverse magazine’s annual honor of academics under 40 years of age, all in 2012.

In my “regular life” I am a mother of two small children, a wife and a daughter of two aging parents. I hope this brief outline gives you a sense of who I am, my educational and professional background, and my current activities on and off campus. I look forward to discussing my experiences further with you.

Sincerely,

Alexes Harris, PhD Associate Professor of Sociology [email protected]

A–3.2/202-14 Page 3 of 3 2/13/14 Luis Ricardo Fraga Associate Vice Provost for Faculty Advancement Russell F. Stark University Professor Director of the Diversity Research Institute Professor of Political Science

He has the responsibility for developing strategies and policies with the Provost, Vice Provosts, Deans, and Department Chairs to recruit, promote, and retain faculty at the UW. He has been on the faculty at , the , and the . He is a native of Corpus Christi, Texas.

He received his A.B., cum laude, from and his M.A. and Ph.D. from . His primary interests are in American politics where he specializes in the politics of race and ethnicity, Latino politics, immigration policy, education politics, voting rights policy, and urban politics. His most recent co-authored book is Latinos in the New Millennium: An Almanac of Opinion, Behavior, and Policy Preferences (Cambridge University Press 2012). He has two other recent books: the co-authored Latino Lives in America: Making It Home (Temple University Press 2010) and United States Government: Principles in Practice (Holt McDougal 2010), a high school textbook. He has also published the co- authored book Multiethnic Moments: The Politics of Urban Education Reform (Temple University Press 2006). He was a member of the APSA standing committee on Civic Engagement and Education that co-authored Democracy at Risk: How Political Choices Undermine Citizen Participation, and What We Can Do About It (Brookings Institution Press 2005). He is also co-editor of Ethnic and Racial Minorities in Advanced Industrial Democracies (Greenwood 1992). He has published extensively in scholarly journals and edited volumes including the American Political Science Review, the American Journal of Political Science, Perspectives on Politics, The Journal of Politics, Urban Affairs Quarterly, Western Political Quarterly, Dubois Review, Journal of Women, Politics & Policy, and the Harvard Journal of Hispanic Policy. He is also completing the co- authored manuscript Invisible No More: Latino Identities in American Politics as well as The Changing Urban Regime: Toward an Informed Public Interest, a history of the political incorporation of Tejanos in San Antonio city politics from 1836-2009.

In 2011 President Barak Obama appointed him to the President’s Advisory Commission on Educational Excellence for Hispanics. The Commission develops action plans and priorities for President Obama and Secretary of Education Arne Duncan to improve the educational attainment of Hispanics. He is co-chair of the Higher Education Committee that organized a symposium in August 2012 entitled “Enriching America Through the 21st Century: Enhancing Latino Postsecondary Completion.” In 2011, Hispanic Business named him one of the top “100 Influentials” in the U.S. In 2013, Seattle Mayor Michael McGinn appointed him to the Immigrant Voting Rights Task Force. He is President of the Board of Directors of OneAmerica, an immigrant rights and advocacy organization based in Seattle, WA. In 2011 Archbishop Peter Sartain appointed him to the board of the Fulcrum Foundation that provides financial support to families and schools in the Archdiocese of Seattle. In 2008 he was appointed by Governor Christine Gregoire to serve on Washington’s New Americans Policy Council.

A–3.3/202-14 ATTACHMENT 3 Page 1 of 2 2/13/14 He is a past Vice-President of the American Political Science Association (APSA). He was also co-chair of the Presidential Task Force on Political Science in the 21st Century of the APSA. He was Secretary of the APSA in 2006-07. He served on the Executive Council of the APSA in 1998-2000. He served as president of the Western Political Science Association in 1997-98.

In 2003-04 he was a Fellow at the Radcliffe Institute for Advanced Study, Harvard University, and in 1989-90 he was a Fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford University.

Fraga is also one of six principal investigators on the Latino National Survey (LNS), the first-ever state-stratified survey of Latinos in the U.S. The LNS asks questions regarding political attitudes, beliefs, behavior, and policy preferences. This project received $1.5M in support from major foundations and universities.

During his tenure at Stanford University, Luis received a number of teaching, advising, mentoring, and service awards including the Rhodes Prize for Excellence in Undergraduate Teaching (1993), the Dinkelspiel Award for Distinctive Contributions to Undergraduate Education (1995), the Allan V. Cox Medal for Faculty Excellence Fostering Undergraduate Research (1997), the Faculty Award from the Chicano/Latino Graduating Class (1993, 1996, 1997, 1999, 2000, 2001), the Undergraduate Faculty Advisor of the Year Award (2001), and the Associated Students of Stanford University Teaching Award (2003). The Luis R. Fraga Fellowship was established in 2007 in his honor through the Haas Center for Public Service at Stanford University. He was also given the Adaljiza Sosa-Riddell Award for Exemplary Mentoring of Graduate Latina/o Students by the Committee on the Status of Latinos in the Profession of the American Political Science Association (2001) and this same award for mentoring junior faculty (2004). In 2010 he received an award from the Graduate School of the University of Washington for exemplary advocacy and leadership on behalf of graduate education. He was recognized as one of the Champions of Catholic Education in 2012 for his work to establish the first Spanish-English, two-way immersion school in the Seattle Archdiocese, the Juan Diego Academy at Holy Rosary School in Tacoma, WA. In 2013 he was the first recipient of the Juan Diego Award.

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Faculty Recruitment Initiative 2012-13

Office for Faculty Advancement

The Provost has allocated $300,000 to the Office for Faculty Advancement for the 2012-2013 academic year to work collaboratively with Deans and Department Chairs to further build a diverse and inclusive faculty. This is done to further implement the goals of the university-wide Diversity Blueprint that has been presented to each Dean and can be found at http://www.washington.edu/diversity/blueprint/index.shtml. It is also consistent with recent changes to the Faculty Code the recognize excellence attained by faculty in research, teaching, and service that promotes diversity and inclusion. These changes to the Code are located at http://www.washington.edu/admin/rules/policies/FCG/FCCH24.html.

The monies are to be used to contribute to the recruitment of faculty whose research, teaching, mentoring, and/or service interests focus on expanding and enriching traditional disciplinary boundaries. In some disciplines the focus may be on historically underrepresented and/or underserved communities, while in others it may be on broadening methodological approaches to address questions of special relevance to understudied communities. It is important to note that the focus of diversity and inclusion is not on the demographic background of faculty candidates but on the intellectual focus of their work.

A total of $200,000 will be made available to enrich recruitment offers made to junior faculty. These monies are given for a specified number of years and can be used for purposes such as summer support or supplemental research funds. A total of $100,000 will be used in a similar way for senior searches. None of these funds are to be used for the retention of current faculty.

All requests for support from the Faculty Recruitment Initiative should be sent to Luis R. Fraga, Associate Vice Provost for Faculty Advancement at [email protected] or 206.685.4831.

Please submit a letter outlining the justification for the request, a copy of the candidate’s curriculum vitae, and any other relevant supporting documentation. If you have any questions, please do not hesitate to contact us at the email and phone number above.

A–3.4/202-14 Page 1 of 1 2/13/14 ATTACHMENT 4 University of Washington FACULTY SENATE Box 351271

Class A Bulletin No. 125 May 17, 2012 ______

GENERAL LEGISLATIVE ACTION

At its meeting on May 17, 2012, the Faculty Senate approved legislation that would make accomplishments related to enriching diversity in teaching, research and service considered, but not required, in faculty, appointments and promotions decisions. These changes, which would amend the Faculty Code, have been approved at every step of the legislative process. The Faculty Council on Multicultural Affairs has developed and approved this legislation.

PLEASE VOTE BY June 7, 2012, 5 p.m.

Rationale: Proposed changes make accomplishments related to enriching diversity in teaching, research and service considered, but not required, in faculty appointments and promotions decisions. [Faculty Code Chapter 24.32 and 24.54]

For several decades, the University of Washington has committed itself to increasing the diversity of its students, faculty, and staff. On the University’s main website at www.washington.edu/diversity, it states, “At the University of Washington, diversity is integral to excellence. The University values and honors diverse experiences and perspectives, strives to create welcoming and respectful learning environments, and promotes access, opportunity, and justice for all. Valuing and honoring diversity. It’s the Washington way.”

The proposed changes in the Faculty Code in Section 24-32, unanimously endorsed by the Faculty Council on Multicultural Affairs, are designed to allow that the work done by faculty in research, teaching, and service that enriches diversity at the UW be recognized in the processes of appointment and promotion. The Council recommended that language be added to the existing Faculty Code that will allow departments, review committees, chairs, deans, and the provost to consider this work in reviewing faculty. At least one set of peer institutions, the University of California system, has adopted language similar to that contained in this proposal.

Nothing in this proposed language requires that any member of the faculty demonstrate accomplishments in this area to be appointed or promoted. However, it does formally allow a faculty member’s accomplishments in this area to be part of the file that is reviewed and evaluated at all appropriate levels of the University. As the University continues to build excellence for the 21st century, a continued focus on diversity integrates the changing demographics of the country with the expansion of intellectual boundaries in many disciplines. A faculty with more of its members committed to diversity in research, teaching, and service will make the University of Washington better positioned to meet its stated goals in the 21st century.

In reviewing Chapter 24 of the Faculty Code, it was determined that Section 24-32, Scholarly and Professional Qualifications of Faculty Members, should be amended to include language that allows faculty work that promotes diversity and equal opportunity to be recognized in appointments and promotion. All proposed language appears in the attachment to this statement.

The proposed amendment was unanimously approved by the Faculty Senate.

Counter Argument to Proposals

Discussion of the proposed changes included the opinions of some faculty that the existing language sufficiently allows consideration of accomplishments related to enriching diversity in teaching, research and service,and thus, specific additional statements are unnecessary.

A–3.5/202-14 ATTACHMENT 5 Page 1 of 3 2/13/14

Faculty Code, Chapter 24 Appointment and Promotion of Faculty Members

Section 24–32 Scholarly and Professional Qualifications of Faculty Members

The University faculty is committed to the full range of academic responsibilities: scholarship and research, teaching, and service. Individual faculty will, in the ordinary course of their development, determine the weight of these various commitments, and adjust them from time to time during their careers, in response to their individual, professional development and the changing needs of their profession, of their programs, departments, schools and colleges, and the University. Such versatility and flexibility are hallmarks of respected institutions of higher education because they are conducive to establishing and maintaining the excellence of a university and to fulfilling the educational and social role of the institution. In accord with the University’s expressed commitment to excellence and equity, contributions in scholarship and research, teaching, and service that address diversity and equal opportunity may be included among the professional and scholarly qualifications for appointment and promotion outlined below.

A. Scholarship, the essence of effective teaching and research, is the obligation of all members of the faculty. The scholarship of faculty members may be judged by the character of their advanced degrees and by their contribution to knowledge in the form of publication and instruction; it is reflected not only in their reputation among other scholars and professionals but in the performance of their students.

B. The creative function of a university requires faculty devoted to inquiry and research, whose attainment may be in the realm of scholarly investigation, in constructive contributions in professional fields, or in the creative arts, such as musical composition, creative writing, or original design in engineering or architecture. While numbers (publications, grant dollars, students) provide some measure of such accomplishment, more important is the quality of the faculty member's published or other creative work.

Important elements in evaluating the scholarly ability and attainments of faculty members include the range and variety of their intellectual interests; the receipt of grants, awards, and fellowships; the professional and/or public impact of their work; and their success in directing productive work by advanced students and in training graduate and professional students in scholarly methods. Other important elements of scholarly achievement include involvement in and contributions to interdisciplinary research and teaching; participation and leadership in professional associations and in the editing of professional journals; the judgment of professional colleagues; and membership on boards and committees. In all these, contributions that address diversity and equal opportunity may be included.

C. The scope of faculty teaching is broader than conventional classroom instruction; it comprises a variety of teaching formats and media, including undergraduate and graduate instruction for matriculated students, and special training or educational outreach. The educational function of a university requires faculty who can teach effectively. Instruction must be judged according to its essential purposes and the conditions which they impose. Some elements in assessing effective teaching include the ability to organize and conduct a course of study appropriate to the level of instruction and the nature of the subject matter; the consistency with which the teacher brings to the students the latest research findings and professional debates within the discipline; the ability to stimulate intellectual inquiry so that students develop the skills to examine and evaluate ideas and arguments; the extent to which the teacher encourages discussion and debate which enables the students to articulate the ideas they are exploring; the degree to which teaching strategies that encourage the educational advancement of students from all backgrounds and life experiences are utilized; the availability of the teacher to the student beyond the classroom environment; and the regularity with which the teacher examines or reexamines the organization and readings for a course of study and explores new approaches to effective educational methods. A major activity related to teaching is the instructor's participation in academic advising and counseling, whether this takes the form of assisting students to select courses or discussing the students' long–range goals. The assessment of teaching effectiveness shall include student and faculty evaluation. Where possible, measures of student achievements in terms of their academic and professional careers, life skills, and citizenship should be considered.

D. Contributions to a profession through published discussion of methods or through public demonstration of an achieved skill should be recognized as furthering the University's educational function. Included among these

A–3.5/202-14 Page 2 of 3 2/13/14 contributions are professional service activities that address the professional advancement of individuals from underrepresented groups from the faculty member’s field.

E. The University encourages faculty participation in public service. Such professional and scholarly service to schools, business and industry, and local, state, national, and international organizations is an integral part of the University's mission. Of similar importance to the University is faculty participation in University committee work and other administrative tasks and clinical duties, including the faculty member’s involvement in the recruitment, retention, and mentoring of scholars and students in an effort to promote diversity and equal opportunity. Both types of service make an important contribution and should be included in the individual faculty profile.

F. Competence in professional service to the University and the public should be considered in judging a faculty member's qualifications, but except in unusual circumstances skill in instruction and research should be deemed of greater importance.

Section 13–31, April 16, 1956; S–A 58, May 16, 1978; S–A 64, May 29, 1981; S–A 71, February 5, 1985; S–A 75, April 6, 1987; S–A 86, December 8, 1992; S–A 99, July 9, 1999: all with Presidential approval.

Section 24–54 Procedure for Promotions Annually, all eligible members of the faculty shall be informed of the opportunity to be considered for promotion by their department chair (or chair's designee or the dean of an undepartmentalized school or college, or the dean's designee). At the request of the faculty member, or if the promotion decision is mandatory, a promotion review shall be conducted following the procedure below.

A. The voting members of the appropriate department (or undepartmentalized college or school) who are superior in academic rank or title to the person under consideration shall decide whether to recommend the promotion. Research faculty shall be considered by voting members of the appropriate department, or undepartmentalized college or school, who are superior in academic rank to the person under consideration. Faculty with instructional titles outlined in Section 24-34 Subsection B shall be considered by voting members of the appropriate department or undepartmentalized college or school who hold an eligible professorial appointment or an instructional title superior to that of the candidate being considered. In this decision they shall take into account the qualifications prescribed in Sections 24–32, 24–33, 24–34, and 24–35 for the various academic ranks and titles. Promotion shall be based upon the attainment of these qualifications and not upon length of service. In arriving at recommendations for promotion, faculty, chairs, and deans are directed to study shall consider the whole record of candidates' qualifications described in Section 24–32

Submitted by: Faculty Council on Multicultural Affairs January 9, 2012

Approved by: Senate Executive Committee January 9, 2012

Referred by: Faculty Senate to Special Committee January 26, 2012

Approved by: Faculty Senate March 1, 2012

Approved by: Senate Executive Committee April 30, 2012

Approved by: Faculty Senate May 17, 2012

A–3.5/202-14 Page 3 of 3 2/13/14

Greater Washington State Higher Education Recruitment Consortium

The Higher Education Research Consortium (HERC) was founded in 2000 to advance the efforts of member organizations to recruit the most talented faculty and staff, expand opportunities to promote diversity, and assist in the placement of dual career couples. Since its founding, over 600 higher education institutions, non- profit organizations, and research institutes have joined regional chapters of HERC across the country.

The University of Washington Office for Faculty Advancement, with the Bill and Melinda Gates Foundation and the Fred Hutchinson Cancer Research Center, co- sponsored a HERC information session that was held at the UW campus in October 2012. The following year, with support from representatives of organizations in attendance at that meeting, the Office for Faculty Advancement moved forward in establishing the Greater Washington State HERC (GWS HERC) at the UW. Membership in the GWS HERC allows organizations to share their job openings with HERC job seekers nationwide, thereby increasing the chances of attracting a more diverse applicant pool. In addition, GWS HERC members are able to collaborate with each other in their efforts to assist in the placement of dual career couples. Conferences held for GWS HERC members will allow for all those in attendance to share and learn from each other on best practices surrounding particular issues of faculty and staff recruitment.

The recent launch of the GWS HERC has produced a strong group of 13 founding members. As the GWS HERC’s membership grows to include an increased number of organizations from across the region, the opportunities to work together on these important issues will, undoubtedly, serve to benefit all those involved.

A–3.6/202-14 ATTACHMENT 6 Page 1 of 1 2/13/14

UW Diversity Research Institute

The UW Diversity Research Institute (DRI), developed in 2004 by the Office of Minority Affairs and Diversity, focuses on generating new, interdisciplinary knowledge about diversity, social justice, and institutional transformation. This is achieved through the promotion of faculty research and hosting or sponsoring diversity-related events and speakers. The DRI is managed by the Office for Faculty Advancement.

UW faculty whose work contributes to diversity on campus are eligible to apply for seed grant funding from the DRI. As those funded projects develop, faculty may be asked to present on their research through the DRI Brown Bag Lecture Series, which serve to highlight diversity-related research projects conducted by UW faculty. Brown Bag lectures serve the additional function of exposing faculty research to other faculty who might serve as collaborators on future projects.

The DRI also hosts the Senior Scholars Invited Lecture Series (SSILS), which brings to campus national speakers who are prominent in their diversity-related field of study. In addition to inviting established scholars to the UW, the SSILS also provides the opportunity for relevant departments/schools on campus to attend the talks and determine whether there might be an interest in recruiting a speaker to join their faculty.

A variety of additional diversity-related events -- speaker presentations, conferences, and film screenings -- are hosted or co-hosted by the DRI on a quarterly basis.

A–3.7/202-14 ATTACHMENT 7 Page 1 of 1 2/13/14 UW Seattle Tenured/Tenure-Track Faculty, 2012

Hispanic American Indian Two or More 4% .01% Races 1% Not Reported Asian 3% 12%

Black 2%

White 78%

ATTACHMENT 8 A–3.8/202-14, 2/13/14 Page 1 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan UW Bothell Tenured/Tenure-Track Faculty, 2012

Two or More Races American Indian Not Reported 2% 1% 6% Hispanic 4%

Asian 16%

Black 7% White 64%

A–3.8/202-14, 2/13/14 Page 2 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan UW Tacoma Tenured/Tenure-Track Faculty, 2012

Two or More Races Not Reported American 1% 13% Indian 0%

Hispanic 6% Asian 13%

Black White 5% 62%

A–3.8/202-14, 2/13/14 Page 3 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan Gender Distribution of New Faculty Hires University-wide, 2001-2012

300

250

200

150 Number of of Number Faculty 100

50

0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Total 167 156 148 198 220 249 249 285 214 233 206 243 Male 106 94 86 129 122 155 147 162 118 137 116 137 Female 61 62 62 69 98 94 102 123 96 96 90 106

A–3.8/202-14, 2/13/14 Page 4 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan Ethnic Distribution of New Faculty Hires University-wide, 2000-2012

300

250

200

150

Number of of Number Faculty 100

50

0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Total 184 167 156 148 198 220 249 249 285 214 233 206 243 White 145 132 112 115 145 150 167 157 162 135 155 115 140 Asian 33 26 31 26 39 33 46 51 60 46 35 29 38 Black 2 3 5 2 7 7 4 6 10 8 4 8 1 Hispanic 2 4 7 3 7 5 7 9 6 3 5 8 17 American Indian 2 2 1 2 0 0 1 1 0 1 1 0 0 Multi-Racial 5 8 5 0 2 3 3 7

A–3.8/202-14, 2/13/14 Page 5 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan Change in Total Tenured and Tenure-Track Faculty University-wide, 1997-2012

1400

1200

White Female 1000 White Male Black Female Black Male 800 Asian Female Asian Male Hispanic Female 600 Hispanic Male American Indian Female American Indian Male 400 2+ Races Female 2+ Races Male

200

0 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 A–3.8/202-14, 2/13/14 Page 6 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan Profile of Tenured and Tenure-Track Faculty, University-wide, 1997- 2012

A–3.8/202-14, 2/13/14 Page 7 of 7 Source: Office of the Vice Provost for Academic Personnel, 2012 Affirmative Action Plan