professional/faculty search process
TRANSCRIPT
Professional/Faculty Search Process
Step 1 – Complete YSU Vacant Position Requisition To initiate the filling of a vacant position complete the Vacant Position Requisition form (HR-1).
Step 2 – Develop Ad and Announcement Copy If you wish to have the position advertised in a newspaper, journal, or publication specific to your discipline, you should submit a draft of the advertisement along with instructions from the publication on placing an ad. Human Resources will post the position on the University website. The language included in the ad must be job related, nondiscriminatory, and must match the position description.
Complete a draft Position Announcement.
Choose from two types of applicant closings:
A. Firm applicant closing date. The search committee and department determine an appropriate application deadline. Sample language would be: "Applications must be received by May 12, 2004 "; any applications received after that date are late and cannot not be considered for the position.
B. Flexible applicant closing date. As above, the search committee and department determine an appropriate closing date; however, the committee may wait until after the flexible applicant closing date to form the applicant pool. Sample language would be: "Application review will begin May 12, 2004 " or "Applications received by May 12, 2004 will receive full consideration". Applications received after the flexible closing date may be included in the applicant pool with the understanding that applications received after the flexible closing date may be included in the pool up until the time interviews are scheduled.
National Search Requirements :
1. Authorized for continuing and tenure track positions and administrative and executive officers.
2. Application closing date is normally three (3) weeks from date the ad is first published.
Regional Search Requirements :
1. Authorized for temporary and part-time positions. 2. Application closing date is normally three (3) weeks from date the ad is first
published.
Local Search Requirements:
1. Authorized for temporary positions; requires special approval by HR/EEO. 2. Application closing date is normally three (3) weeks from date the ad is first
published.
Step 3 – Select a Search Chair, and members of the Search Committee. The Search Chair will be appointed by the dean, director or appointing authority. The chair should be appointed first and, together with the appointing authority, choose the remainder of the committee.
The Search Chair's general duties include: responding to candidate inquiries, overseeing the search committee, assuring equal and fair handling of candidates, signature responsibility on forms filed with Human Resources/Equal Opportunity.
Duties of Search Chair may vary depending on department guidelines and other factors. Search Chair will establish an accessible system for all search materials. Search materials are subject to public records requests.
The Search Committee should strive for a balanced representation of campus diversity. Individuals with appropriate expertise from outside a department and/or off campus may be invited to serve.
The Search Committee serves several functions in the recruiting, selecting and hiring process (Exhibit 1):
• The committee may assist in the development of the job description, ad and announcement copy.
• Developing an advertising plan • Screening and evaluating applicants • Interviewing candidates • Providing a recommendation to the hiring authority based on a fair and consistent
application of EEO/AA regulations and adherence to the university search requirements.
Step 4 – Hold an initial meeting. The hiring authority (your Department Chair, Dean, Director or Vice President) and Equal Opportunity will meet with the committee and give the committee its charge (Exhibit 2) which will include discussion of Equal Employment Opportunity principles and Affirmative Action goals. The hiring authority will also advise how the committee's recommendations will be used in the hiring process and whether final candidates will be ranked or unranked on the short list when submitted to the hiring authority.
To familiarize the search committee with the position, they will discuss the duties of the position with the hiring authority.
Step 5 – Develop a Timeline Develop a timeline for committee meetings, applicant evaluation, telephone interviews (optional) and campus interviews (required).
Step 6 – Develop a Rating Sheet. The Rating Sheet contains a checklist of the required elements for applications, the required qualifications for the position, and the preferred qualifications.
Sample Rating Sheets
• Screening Check List (Exhibit 3) • Screening Matrix (Exhibit 4) • Narrative Screening Device (Exhibit 5) • Quantitative Screening Device (Exhibit 6)
Use of the Rating Sheet provides a structured method for evaluating each candidate's qualifications as compared to the printed criteria for the position. It assures continuity and consistency in the committee's application review process and can be used as a starting point for discussion about applicants' knowledge, skills and abilities. Approval of the Rating Sheet by HR/EEO is optional. Rating sheets are subject to public records requests.
Step 7 – Application Receipt, Processing and Documentation. The process of receiving, responding to applicants and determining your applicant pool, including required reporting... Search committee members and chair must reveal any relationship with candidates. Those having personal/family relationships with a candidate, or who are unable to make an objective evaluation of a candidate's qualifications, must withdraw from the search committee.
As vita’s or resumes are received, the Search Chair will acknowledge in writing the receipt of each application and will include the Self-ID letter to Applicants by which candidates may choose to self-identify demographic information and report this information directly to Equal Opportunity and Diversity.
If applications are received after the firm applicant closing date, a letter of notification must be sent. (Exhibit 7).
From the self ID report, Equal Opportunity will record the gender and ethnicity of each responding applicant and will issue a memo to the search chair identifying protected class individuals.
Equal Opportunity approval is required before candidates may be interviewed. Complete the Equal Opportunity Search Compliance Report and submit to Equal Opportunity and Diversity for approval before inviting applicants to campus for interview.
Step 8 – Applicant Screening. The process of evaluating applicants and documenting the committee's determinations... Each applicant should be evaluated by the search committee using a pre-determined rating sheet that is consistent with the minimum and preferred qualifications for the position as advertised. From this rating sheet, the top candidates are identified and interviews are requested.
The Search Chair will prepare the applicant evaluation, listing all applicants that will be interviewed. Evaluative comments must state how each applicant meets the position requirements and how each protected group member that will not be interviewed does not meet the published requirements for the position. Qualifying degree, field of study and, if applicable, specific years of experience must be stated. Strengths and weaknesses can be noted. At this point, do not rank or compare candidates. The comments will identify those applicants whom the committee wishes to interview, those who are alternates for interview (optional).
Comments must address the printed qualifications for the position. Comments will consist of evaluative statements based on application materials submitted, not opinions and conclusions. Comparative statements and ranking of candidates are not allowed at this point. Certainly, you will take other valid factors into consideration, but the written comments that you provide to HR/EEO will pertain specifically to the printed criteria.
Equal Opportunity will review the applicant evaluation comments and may ask for copies of applications and/or revisions prior to issuing approval to interview.
The applicant evaluation will indicate if telephone or campus interviews are being requested. At least two of the top finalists for each position will be invited to campus for interview unless waived by mutual consent of the department and Human Resources. Telephone interviews may be utilized prior to campus interviews but may not be used in place of campus interviews.
Telephone Interviews (Optional): If the committee has difficulty in narrowing down the applicant pool to a workable number for campus interviews, telephone interviews may be utilized to identify potential campus interviewees. After approval to hold telephone interviews is received from Equal Opportunity, the telephone calls will be scheduled and
a list of questions to be asked of each candidate will be prepared. All candidates must be given consistent and fair treatment (Exhibit 9).
After the telephone interviews are completed, a second evaluation is prepared which will list those applicants who were telephone interviewed, providing specific evaluative comments about the results of the telephone interview and identifying those who the committee wishes to invite to campus for interviews.
Campus Interviews (Required): If telephone interviews were selected prior to campus interviews, the search committee must submit an applicant evaluation indicating the result of the telephone interview and identifying those to be invited for campus interview, as well as those identified as alternate and those who will no longer be considered.
Step 9 – Reference Checks Prior to campus interviews, references of top candidates must be contacted. Reasons to check references include: clarification of accomplishments, legal protection, and verification of performance history. Reference checks also give the committee the opportunity to obtain critical information and verify a candidate's experience through professional contacts (Exhibit 10).
Step 10 – Interview Process Before preparing a list of job-related, non-discriminatory interview questions to be asked of each applicant, the Search Chair and committee must review the Basic Interview Guidelines under Federal Law.
When inviting candidates to campus, make sure candidates are offered the same opportunities. Meetings should be scheduled with appropriate individuals and committees, and campus and/or real estate tours should be offered to all. Schedules may be abbreviated at the request of the candidate.
• Tips for conducting the interview (Exhibit 11) • Good Interview Questions (Exhibit 12) • Good Interview Questions for Faculty (Exhibit 13) • Interview Questions to Avoid (Exhibit 14) • Interview Evaluation Based on Essential Knowledge, Skills, and Abilities
(Exhibit 15) • Interview Evaluation Based on Responses to Questions (Exhibit 16) • Interview Evaluation Based on General Observations (Exhibit 17)
Step 11 – Making an Offer of Employment. Equal Opportunity approval is required before an offer of employment can be made... Prior to an offer of employment, the following must be submitted to Equal Opportunity for approval:
• Affirmative Action Recommendation Form • Compliance Report Form • CV or resume of chosen candidate(s)
Step 12 – Search Close: Record Retention. The Department must retain all search documentation, application materials and records for no more than 3 years; or, if a grievance or complaint is filed regarding the search, until the charge is resolved.
• Non-selection letter #1 (Exhibit 18) • Non-selection letter #2 (Exhibit 19)
EXHIBIT T 1. SEARCH COMMITTEE DUTIES Committee Chair Duties
• Serve as liaison between the committee and the hiring authority
• Ensure the charge is carried out
• Call and chair meetings
• Ensure that proper records and meeting minutes are kept
• Correspond with semifinalists
• Coordinate administrative and logistical support
• Serve as lead host for candidates on campus
• Coordinate the efforts of all committee members
• Perform all duties of regular committee member
• Perform other duties as request by hiring authority Committee Member Duties
• Help to identify and contact potential applicants
• Attend all scheduled meetings
• Review all materials
• Screen applicants
• Host candidates
• Participate in the interview process
• Check references
EXHIBIT T 2.. CHARGE CHECKLIST The charge should include the following information:
• Position (job) description and a copy of the advertisement or position announcement
• Essential and preferred criteria for selection; criteria that are important to
the department and the institution; and the hiring authority’s view of the position’s scope and short and long-term challenges and opportunities.
• Time frame for completing the search. • Policy for handling late or incomplete applications.
• Hiring authority’s involvement in the search process.
• Preferred number of finalist candidates to visit the campus.
• Form in which the committee’s final recommendations are to be brought
forward (for example, single candidate, ranked candidates, narrative)
EXHIBIT T 3. SCREENING CHECKLIST A screening checklist can help the search committee quickly verify each candidate’s possessions of required qualifications specified in the classified ad or position announcement. The check list below reflects the following classified ad for a career services counselor.
Requires Bachelor’s degree and five years’ experience with a career services office in a college or university. Experience with individual and group counseling also required. Budget and staff management experience required. Knowledge of business and industry employment issues desired. A Master’s degree is preferred. Computer and marketing skills as well as budgeting experience also preferred.
SCREENING CHECKLIST CANDIDATES NAME __________________________________________________________________________ RATED BY ____________________________________________________ DATE ________________________ REQUIRED QUALIFICATIONS YES NO BACHELOR’S DEGREE _____ _____ FIVE YEARS CAREER SERVICES EXPERIENCE IN HIGHER EDUCATION _____ _____ INDIVIDUAL COUNSELING EXPERIENCE _____ _____ GROUP COUNSELING EXPERIENCE _____ _____ PREFERRED QUALIFICATIONS MASTERS DEGREE COMPUTER SKILLS MARKETING SKILLS BUDGETING EXPERIENCE LIST CANDIDATE’S OTHER CREDENTIALS (DEGREES, SPECIAL SKILLS, ETC.): CONSIDER FURTHER? _____ _____
EXHIBIT T 4. SCREENING MATRIX A screening matrix can help the search committee quickly verify each candidate’s possessions of required qualifications. Such a matrix should reflect the qualifications specified in the classified ad or position announcement. The below reflects the following classified ad for a director of career services.
Master’s degree in higher education, student personnel administration, or business required. Doctorate preferred. Minimum five years’ experience in career development and employer relations required. Budget and staff management required. Knowledge of business and industry employment issues desired.
SCREENING MATRIX CANDIDATES’ MASTERS DEGREE BUDGET STAFF KNOWLEDGE OF ADVANCE NAMES OR PH.D. MANAGEMENT MANAGEMENT BUSINESS AND CANDIDATE (PREFERRED) IN EXPERIENCE EXPERIENCE INDUSTRY TO THE NEXT RELEVANT FIELD EMPLOYMENT ROUND OF ISSUES (DESIRED) SCREENING DEGREE AND NUMBER OF FIELD YEARS YES/NO YES/NO YES/NO MARY SMITH MBA 7 YEARS YES YES YES PATTI JONES PH.D. 7 YEARS YES YES YES PSYCHOLOGY
EXHIBIT T 5. NARRATIVE SCREENING DEVICE Once any non-qualified candidates have been eliminated from further consideration, the search committee can use a narrative screening device to compare the remaining candidates’ relative merits. The device below is for an assistant professor position. NARRATIVE SCREENING DEVICE CANDIDATE’S NAME: ____________________________________________________ IS THE CANDIDATE’S TEACHING PHILOSOPHY CONSISTENT WITH THE MISSION OF THIS INSTITUTUION? WHICH COURSES HAS THE CANDIDATE TAUGHT AT THE COLLEGE LEVEL? WHAT ARE THE CANDIDATE’S STRENGHTS? WHAT ARE THE CANDIDATE’S WEAKNESSES? OTHER CONSIDERATIONS: CONSIDER FURTHER ________ DO NOT CONSIDER FURTHER _______
EXHIBIT T 6. QUANTITATIVE SCREENING DEVICE Once semifinalists have been identified, the hiring authority can use a quantitative screening device to arrive at a hiring recommendation. A sample quantitative screening device for a director of financial aid is shown below. QUANTITATIVE SCREENING DEVICE CANDIDATE’S NAME: ____________________________________________________ RATING SCALE: 0 = NONE; 1 = LOW; 2 = AVERAGE; 3 = HIGH 1. Managerial skills/experience Written Communication _____ Organization Skills _____ Planning Experience _____
Budgeting Experience _____ Supervisory Experience _____ 2. Financial Aid knowledge/experience Loan Experience _____ Scholarships _____ Fellowships _____ Endowment/Foundation Experience _____ State Financial Programs _____ 3. Professional Activities Professional Development Activities _____ Membership in Professional Associations _____ Leadership in Professional Associations _____ Publications/Presentations/Research _____ 4. Evidence of Ability to Work in Higher Education
Work With Students _____ Work With Faculty _____ Work With Staff _____ Work With Administrators _____
TOTAL SCORE _____
EXHIBIT T
7. SAMPLE LETTER OF ACKNOWLEDGEMENT/REJECTION
LATE APPLICANT Dear (applicant): The Search Committee has received your documents requesting to be considered for the position of (name of position). Unfortunately, the opening for this position was published with an application deadline of (insert date). For that reason, we are unable to consider your application for this position. For your reference, a copy of the position announcement is enclosed. Please visit our web site and http://www.cc.ysu.edu/hr/Position_Announcements.htm for future openings. We wish you well in your future professional endeavors. Sincerely, Search Chair Enclosure
EXHIBIT T 9. TIPS ON TELEPHONE INTERVIEWS Planning and Arranging the Interview
• Schedule a call of no more than 30 minutes with interviewee and interviewers
• Review interviewee’s application materials • Prepare questions • Determine the order in which the interviewers will ask questions
• Test speaker-phone and teleconferencing equipment and procedures
Conducting the Interview
• Introduce the individuals participating in the interview and describe how the interview will be conducted
• Ask questions pertaining to the resume (for example, questions about
gaps in employment, special training, or a change of professions)
• Ask follow-up questions as appropriate
• Ask the interviewee if he or she has any questions
• Explain to the interviewee the next step in the process
• Thank candidate for his or her time
EXHIBIT T 10 TIPS FOR CONDUCTING THE INTERVIEW Before the Interview
• Book an appropriate location • Review the job description
• Draft and agree upon the interview questions to be asked
• Review the candidate’s resume • Agree on the format for the interview
• Ensure that you know and can identify the indicators of the candidate’s
ability to perform the job During the Interview
• Introduce the committee members • Describe the format of the interview
• Ask open-ended informational, situational, and behavioral questions
• Let the applicant do most of the talking
• Keep the interview on track
• Observe nonverbal behavior
• Take notes
• Leave time for the candidate to ask questions
• Describe the remainder of the search process and the time it will take
• Thank candidate for their time
After the Interview
• Evaluate the candidate • Document the interview
EXHIBIT T 11. GOOD INTERVIEW QUESTIONS 1. Tell us a little more about your professional experiences, particularly those not mentioned on
your resume. 2. Why are you interested in leaving your current assignment and why do you feel that this assignment would be better for you? 3. Do you feel this position is a promotion, a lateral move, a broadening of your professional
experience, or just a change? Why do you think so? 4. How does this fit into your overall career goals? 5. Describe the duties of your current job. 6. What do you dislike most about your current job? 7. What is your favorite part of your current job and why is it your favorite part? 8. What are the three college courses that best prepared you for your current job? 9. What is the best method of creating a __________? [a relevant product] 10. What qualities or experiences make you the best candidate for this position? 11. Describe two or three major trends in your profession today. 12. On the basis of the information you have received so far, what do you see as the major
challenges of this position and how would you meet them? 13. Describe a situation in which you did "all the right things" and were still unsuccessful. What did you learn from the experience? 14. Discuss the committees on which you have served and the impact of these committees on the organization where you currently work. 15. Why did you choose this profession/field? 16. What new skills have you learned over the past year? 17. Think about an instance when you were given an assignment that you thought you would not
be able to complete. How did you accomplish the assignment? 18. Have you ever had a great idea but been told that you could not implement it? How did you
react? What did you do? 19. Describe the best boss and the worse boss you have ever had. 20. Describe your ideal job. 21. What would your coworkers or your supervisor say about you? 22. Can you describe how you go about solving problems? Please give us some examples. 23. What is the biggest conflict you have ever been involved in at work? How did you handle that
situation? 24. What new programs or services would you start if offered the position? 25. Please share with us your philosophy about customer service in an academic environment and give
us some examples of service that would illustrate your views. 26. Tell us how you would learn your new job in the absence of a formal training program. 27. How would you characterize your level of computer literacy? What are some of the programs
and applications with which you are familiar?
28. Think about a coworker from the present or past whom you admire. Why? 29. What are the characteristics that you prize most in an employee? What behaviors or characteristics
do you find intolerable? 30. Can you share with us your ideas about professional development? 31. Describe some basic steps that you would take in implementing a new program? 32. What are one or two of your proudest professional accomplishments? 33. Do you have any knowledge of the unique role of a _____________ [two-year college/liberal
arts college/research university] 34. How do you feel about diversity in the work- place? Give us some examples of your efforts to promote diversity. 35. Tell us how you go about organizing your: work. Also, describe any experience you have had with computers or other tools as they relate to organization. 36. Please tell us what you think are the most important elements of a good _________[service,
activity, product, class, etc.] 37. Describe your volunteer experiences in community-based organizations. 38. What professional associations do you belong to and how involved in them are you? 39. Tell us about your preferred work environment. 40. What experiences or skills will help you manage projects? 41. Tell us how you would use technology in your day-to-day job. 42. In what professional development activities have you been involved over the past few years? 43. What volunteer or social activities have helped you develop professional skills? 44. What things have you done on your own initiative to help you prepare for your next job? 45. Do you have any concerns that that would make you have reservations about accepting this position if it is offered to you? 46. What do you think most uniquely qualifies you for this position? 47. Do you have any additional information that you would like to share? 48. Do you have any questions for us?
EXHIBIT T 12. GOOD INTERVIEW QUESTIONS FOR FACULTY 1. Describe your teaching style. 2. Describe your teaching philosophy. 3. What technology applications have you utilized in the classroom? 4. How do you engage students, particularly in a course for non-majors? 5. Share your ideas about professional development. 6. In your opinion, how should the workload of a faculty member be split and into what areas? 7. What changes have you brought to the teaching of ? 8. How would you go about being an advocate and resource for the use of technology in the teaching and learning process? 9. What courses have you created or proposed in the past five years? 10. What do you think are' the most important attributes of a good instructor? 11. Where would this position fit into your career development goals? 12. How do you define good teaching? 13. What do you think are your greatest strengths as an instructor? In which areas do you feel you can use some further development? 14. How do you feel your teaching style can serve our student population? 15. In what professional development activities have you been involved over the past few years? 16. What pedagogical changes do you see on the horizon in your discipline? 17. How would your background and experiences strengthen this academic department? 18. How do you adjust your style to the less- motivated or under-prepared student? 19. Have you involved your students in your research? 20. What are your current research interests? 21. What are the most recent book and article that you've read?
EXHIBIT T 13. INTERVIEW QUESTIONS TO AVOID Do you know what interview questions you can legally ask a job candidate? What if the individual is pregnant, has a disability, or cannot work on specific days because of religious beliefs? This exhibit is an overview of federal laws on interviewing with particular focus on those with greatest complexity. It also discusses special concerns in the recruiting and hiring of faculty. A handy chart at the end summarizes the guide and covers some additional areas. Do not approach the hiring process with preconceptions about the personal characteristics of the ideal candidate. It is generally unlawful to consider only women, minorities, or native speakers of a language for positions. In well-intentioned but overzealous attempts to diversify, some institutions have committed reverse discrimination by excluding whole classes of people from consideration. Use the interview process to explore the talents that diverse individuals have to offer. Disabilities
As a general rule, employers may not ask questions during job interviews that are likely to elicit information about a disability. It is best to begin with a job description that includes the essential functions of the position. Interview questions should focus on how a candidate would perform the job rather than whether the person has a disability. After an employer makes a job offer, it can ask more specific questions about a disability. However, the scope of questioning during the interview process is strictly limited, as these examples illustrate.
Don’t Ask
• What is the nature of your disability and what limitations does it place on you? (if the disability is obvious)
• Do you have a disability? (if no disability is obvious) • Do you need a reasonable accommodation to perform this job? • Have you ever been injured on the job? • Have you ever filed a workers’ compensation claim? • What medications are you currently taking? • Have you ever been addicted to drugs or treated for drug addiction?
Okay to Ask
• How would you go about performing this job?
• Will you be able to perform all of the job assignments for this position in a safe manner?
• Can you meet the attendance requirements of this job? • Do you have all of the licenses and certifications required for this job? • Have you ever used illegal drugs? Sex and Family Matters Because of a long history of discrimination against women in the workplace, Congress passed numerous laws that prohibit questions about sex, family status, or pregnancy during the interviewing process. Interviewers should not limit specific questions to male or female candidates only. For example, it is permissible to ask candidates if they are willing to travel for work, but it is illegal to put that question to female applicants only. Don’t Ask • Are you married? • How many children do you have? • What is your child-care arrangement? • Are you planning to start a family in the near future? • Do you have a spouse who would need relocation assistance if you are offered this
job? Okay to Ask • Do you anticipate any absences from work on a regular basis? • Have you ever used a different last name? • Do you have any responsibilities or commitments that will prevent you from meeting
specified work schedules? Age While it is legitimate for an employer to consider job candidates’ experience, the employer may not consider age unless there is a legal minimum, such as a position serving alcohol. Legal maximum ages, such as the one for commercial airline pilots, are very rare and seldom apply to educational institutions. In addition, be careful not to make stray comments in an interview such as “we are looking for new blood,” which may suggest age bias. Don’t Ask • What is your date of birth? • What year did you graduate from high school or college? • At what age do you plan to retire? Okay to Ask
• If you were offered this position, could you establish that you meet the legal age minimum?
• How long do you intend to stay in the position you are seeking? National Origin and Citizenship An institution may not discriminate in hiring on the basis of national origin. However, it may ask whether a candidate is legally eligible to work in the United States. If English is not an applicant’s first language, the institution may consider whether the individual speaks, understands, and reads English well enough to perform the position’s essential functions. Don’t Ask • Where were you born? • What is the origin of your last name? • What is your native language? • Are you a U.S. citizen? Okay to Ask • If offered this position, could you provide verification of your right to work in the
United States? • Do you speak languages other than English that might be helpful in performing this
job? Tips for Interviewing Faculty and Coaches • Many faculty and coaches are hired on fixed-term contracts renewable at the end of
the academic year. Be careful not to make representations that a candidate could reasonably construe either as a promise that the contract will automatically be renewed or that the term of employment will be different from what is stated in the written contract.
• Avoid stereotypes about what kind of candidate is needed to fill a coaching or faculty
position. For example, it is illegal to assume that a man could not coach a female athletic team or that a Spanish teacher needs to be of Spanish or Latino descent. Stick to questions based on the individual’s ability to perform the job.
In conclusion, numerous laws regulate the interview process, but a little bit of guidance can go a long way.
Basic Interview Guidelines Under Federal Law
ITEM AVOID PERMISSIBLE
AGE Age, birth certificate, date of high
school or college graduation. Whether candidate meets minimum or maximum age requirement that is a bona fide occupational qualification.
ALCOHOL OR DRUG USE
Whether candidate is an alcoholic or has been addicted to drugs in the past.
Whether candidate currently uses illegal drugs or has used illegal drugs in the past.
ARREST RECORD Inquiries about arrests. None (may have a disparate impact on certain minority groups).
CITIZENSHIP Whether candidate is a U.S. citizen.
Whether candidate is legally eligible to work in the U.S.
CONVICTION RECORD
Inquiries relating to convictions that are not relevant to the job being applied for.
Convictions that reasonably relate to performing the job in question. Consider the nature and number of convictions, facts surrounding each offense, and length of time since the last conviction.
DISABILITIES Questions designed to elicit information about a disability.
How candidate would perform the job and whether the candidate could perform the job with or without accommodation.
HEIGHT OR WEIGHT REQUIREMENTS
Height or weight requirements not related to job.
Height or weight requirements necessary for the job.
MARITAL AND FAMILY STATUS
Questions about marital status, childcare, number of children, or pregnancy.
Questions about whether candidate can meet work schedule. Ask all questions to candidates of both sexes.
NAME Inquiries about national origin, ancestry, or prior marital status.
Whether candidate has ever worked under a different name.
NATIONAL ORIGIN
Lineage, ancestry, descent, native language, birthplace, and national origin of spouse or parents.
Whether candidate is legally eligible to work in the U.S. and can communicate well enough to perform the job’s essential functions.
RACE OR COLOR Complexion or color of skin. None. RELIGION Religious preference or affiliation,
except at religiously affiliated institutions when hiring faculty or ministerial positions that further the institution’s religious mission.
Whether candidate can meet the work schedule with reasonable accommodation, if necessary.
SEX Candidate’s sex, where sex is not a bona fide occupational qualification.
Candidate’s sex, where it is a bona fide occupational qualification, such as actor, actress, or locker room attendant.
EXHIBIT T 14. INTERVIEW EVALUATION BASED ON ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES CANDIDATES NAME _______________________________________________ DATE ________________________ MASTERY OF A BODY OF KNOWLEDGE 1. In your opinion, did the candidate have sufficient mastery of a body of knowledge in _____________? 2. Was the candidate’s area of professional emphasis evident and was hos or her level of
knowledge in this are sufficient to be considered expert? TEACHING ABILITY 3. Was the candidate’s teaching philosophy consistent with the need and expectations of our institution’s students and Faculty? 4. How would you evaluate the candidate’s presentation? SCHOLARSHIP 5. Did the candidate have well thought out and planned research agenda? 6. Has the candidate been published? Presented papers? Where and how often? SERVICE RELATED TO THE PROFESSION Has the candidate worked on any school committees? Is the candidate a member of a professional association in the field of _______________? Excellent Candidate _____ Good Candidate _____ Unacceptable Candidate _____
EXHIBIT T 15. INTERVIEW EVALUATION BASED ON RESPONSES TO QUESTIONS CANDIDATES NAME ____________________________________________________DATE ______________ NAME OF SEARCH COMMITTEE MEMBER Response Score Importance 10 = Excellent Response 1 = Low 5 = Good response 2 = Medium Total Question 2 = Poor Response 3 = High Score 1. Why are you interested in leaving your current assignment and why do you feel that this position is a good position for you? 2. Describe how your past school and work experiences Have prepared you for the job for which you are applying 3. Tell us about your preferred work environment 4. Have you ever been told you could not implement a great Idea that you had? How did you react? What did you do? 5. Describe your level of computer proficiency and the programs with which you are familiar 6. What would you do if you accidentally hung up the telephone on a customer who had been waiting for a long period of time and the customer called back and used loud an offensive language to tell you that you were incompetent? 7. How do you go about organizing you work each day? 8. What do you dislike most about you current job? 9. Where would this position fit into your career development goals? 10. Why are you the best candidate for this position? Total _______
EXHIBIT T 16. INTERVIEW EVALUATION BASED ON GENERAL OBSERVATIONS 1. Candidate’s strengths: 2. Candidate’s weaknesses: 3. Did the candidate answer all questions to your satisfaction? If not, which questions were left unanswered? 4. Does the candidate appear to be able to perform the job? 5. Do you have any reservations about this candidate’s ability to succeed at this institution? 6. Other comments: 7. How would you rank this candidate in relation to other candidates who have come to campus?
EXHIBIT T 17. FORM FOR CHECKING REFERENCES OVER THE TELEPHONE CANDIDATE’S NAME (AND FORMER NAMES): _______________________________________________________________ PERSON CALLED:____________________________________________ PERSON’S POSITION __________________________ COMPANY’S NAME: ______________________________________________________________________________________ Identify yourself, your institution, your reason for calling, and the position for which the candidate is applying.
1. What is/was your relationship to _________________________? 2. From what month and year until what month and year did you work with
________________? 3. Can you verify the position(s) that he or she held? 4. Can you provide a general sketch of _____________________’s character? 5. Did you have the opportunity to observe _______________ in his/her position as
____________? 6. How would you describe his/her performance in this position? 7. What do you consider ____________________’s strengths to be? 8. In what areas does _______________________ need additional development? 9. How would you compare the performance of _________________ with that of
others who have held the same job? 10. Please describe _____________________’s work ethic in context of tardiness,
absenteeism, attitude, abuse of sick leave or vacation time, dependability, trustworthiness, or completion or assigned tasks.
11. In what sort of environment do you think that ___________ would work best? 12. Why did ________________ leave (or why is ___________ interested in leaving)
your organization? 13. Would you hesitate to re-employ or work with ________________ if you had the
opportunity? 14. Is there any additional information that you feel we should have in considering
_____________ for employment? INTERVIEWER: ___________________ DATE: _______________
EXHIBIT T 18. SAMPLE NON-SELECTION
LETTER #1 September 18, 2004 Marco Polo 1545 China Drive New World, Minnesota 86754 Mr. Polo: The Search Committee for the position of _____________________ has met and reviewed all applications. We write to inform you that you are no longer under active consideration for this position. After considerable deliberation the Committee has chosen a small number of applicants to consider further. The Committee wishes to express its appreciation for the time you took to apply for the position. Thank you for your interest in Youngstown State University. Sincerely, Andre P. Newar Chair, Search Committee
EXHIBIT T 19. SAMPLE NON-SELECTION
LETTER #2 September 18, 2004 Marco Polo 1545 China Drive New World, Minnesota 86754 Mr. Polo: We have received a large number of applications for the ________________________ position at Youngstown State University. As you know, it is a difficult task to make selection decisions from amongst a group of well-qualified candidates. Therefore, after careful review of all applications submitted, we regret to inform you that you were not chosen as a finalist for this position. We appreciate your interest in Youngstown State University and wish you well as you continue your job search. Best wishes. Sincerely, Andre P. Newar Chair, Search Committee
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• Inside Accreditation - Consequences of the Commission on the Future of Higher Education: Where Do We Stan• HEA Update 36 (March 26, 2007) • President Guidelines Series Volume 4: The President's Role in a Successful Accreditation Site Visit (March 200
• Combating Site-Based and Distance-Based Degree Mills - Suggestions for Effective Practice (February 2007) • HEA Update 35 (February 20, 2007) • 2007 CHEA Reauthorization Agenda (January 2007) • CHEA Chronicle: 2007 CHEA Award for Institutional Progress in Student Learning Outcomes (January 2007)• Inside Accreditation - Nationalization and Transparency: On Our Own Terms (January 11, 2007) • Accreditation and Accountability: A CHEA Special Report (December 2006)
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CHEA 2005 Almanac
A national advocate and institutional voice for self-regulation of academic quality through accreditation, CHEA is an association of 3,000 degree-granting colleges and
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Recognition Chart Click link for a list of all CHEA- and USDE-recognized accrediting organizations.
How to Use the Database
To find a particular institution or program:
• Type part or all of the name of the institution or program. • On any page that lists institutions or programs, simply click on the name.
To find a list of accredited programs in a specific discipline:
• Make a selection from the Program Type drop-down menu.
To find a list of institutions or programs accredited by a specific accrediting organization:
• Make a selection from the Accreditor drop-down menu (be sure to leave Institution Name or Program Name blank and set State/Territory to "State").
To find a list of the accredited institutions or programs in a specific country or state:
• Make a selection from the Country or State drop-down menu (be sure to leave Institution Name or Program Type blank andAccreditor to "Accrediting Organization").
You can also combine search criteria to narrow searches, for example:
• To obtain a list of all the universities in California, type the word "university" in the Institution Name field and select "Califrom the State drop-down menu.
• To obtain a list of all nursing programs in the state of New York, select "Nursing" from the Program Type drop-down menYork from the State menu.
Participation in the CHEA database is voluntary. Some recognized accrediting organizations have chosen not to be included. Please udrop-down below to find the accrediting organizations in the database. If you have questions about the CHEA or USDE recognition saccreditor, please contact the accrediting organization. Information about how to contact the accrediting organization is available by uAccreditor drop-down menu.
Search for Accredited Institutions
Some institutional accreditors also review free-standing, single purpose institutions. These are identified by an asterisk (*) in each accrediting organization’s list of institutions.
Institution Name
U.S. State/ Territory
State/Territory
Country Any Country
Accreditor Any AccreditorAssociation of Advanced Rabbinical and Talmudic Schools (AARTS)Association for Biblical Higher Education (ABHE)Accrediting Bureau of Health Education Schools (ABHES)Accrediting Council for Continuing Education and Training (ACCET)
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Search for Accredited Programs
Some programmatic accreditors also review free-standing, single purpose institutions in their respective fields. These are identifaccrediting organization’s list of programs.
Program Type
Any ProgramAcupuncture and Oriental MedicineAllied Health - Anesthesiologist Assistant EducationAllied Health - Athletic TrainingAllied Health - Blood Bank TechnologyAllied Health - Cardiovascular TechnologyAllied Health - Cytotechnology
U.S. State/ Territory
State/Territory
Country Any Country
Program Accreditor
Any AccreditorAACSB International - The Association to Advance Collegiate Schools of Business (AACSB)Accreditation Board for Engineering and Technology (ABET)Accreditation Commission for Acupuncture and Oriental Medicine (ACAOM)Accreditation Council for Pharmacy Education (ACPE)
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