Resource Category: Blog

It Takes a Village: Faculty and Staff Genuinely Supporting Black Male Students

Antione D. Tomlin, PhD headshot

Antione D. Tomlin, PhD, PCC

Associate Professor and Director of Academic Literacies Tutoring Center

Anne Arundel Community College

Kenneth Gilliard, M.S

Kenneth Gilliard, MS

Student Success and Retention Advisor, Student Achievement and Success Program

Anne Arundel Community College

As Black male community college educators, we find it fitting, as we approach the midpoint of the semester, to share some tips and strategies for supporting Black male students. While these insights originate from our experiences as both Black male students and educators in higher education, we firmly believe they can be valuable and applicable to anyone supporting Black male students, whether in K-12 or higher education settings. 

Far too often, Black male students lack the necessary support to thrive academically, prompting us to offer practical tips that educators can readily incorporate into their practices. However, we acknowledge that these tips serve as just a starting point. We urge our colleagues to continuously seek out additional resources and support systems to aid Black male students, recognizing that there are no quick fixes or one-size-fits-all solutions to addressing mindset shifts and providing equitable opportunities for their success. 

Moreover, let us be clear: It is not Black male students who need to change, but rather us, the educators, who must evolve our thinking and approaches to cultivate safer environments that promote connection, belonging, and achievement. Therefore, in our efforts to expand opportunities, we must understand that this is not a concern for Black male students to do something differently; it is an issue that requires collective action and reflection among educators.

Gilliard Tip 1: Create Supportive Spaces, Communities, and Resources—and Address Systemic Barriers

Take a deeper approach and get to know the why and not just the who in that moment. In the perspective of an archaic education system that was not built with the Black male or any minority student in mind, it is important to view the holistic student. Recognize and address the systemic barriers and challenges that disproportionately impact Black male students, such as financial insecurity, lack of access to academic support services, and experiences of racism and discrimination. 

One of the great marvels of life is that no one experiences the same thing the same way as the next, as our lives are a culmination of our experiences, factors, and attributes not limited to mental, physical, spiritual, intellectual, social, occupational, financial, environmental, and mental. In doing so, we must also understand and interrupt our own unconscious bias that we all possess to help meet students where they are while challenging them to rise to their potential. Provide targeted resources and interventions to address these barriers, including financial aid and scholarship opportunities, academic advising and tutoring services, culturally responsive counseling and mental health support, and initiatives to promote equity and inclusion on campus. Additionally, advocate for policies and practices that dismantle systemic inequities and create a more supportive and inclusive campus environment for all students, regardless of race or background. 

By proactively addressing these challenges and providing tailored support, staff can help empower Black male students to thrive academically and achieve their goals. Establish safe and supportive spaces on campus where Black male students can connect with one another, share experiences, and find a sense of belonging. This could include affinity groups, student organizations, or dedicated spaces within existing campus resource centers. Encourage faculty and staff to actively engage with these students, listen to their concerns, and provide additional support as needed. By fostering a sense of community and belonging, you can help empower Black male students to succeed academically and thrive personally.

Gilliard Tip 2: Provide Mentorship and Guidance

Offer mentorship programs specifically tailored to the needs of Black male students. Assign students mentors who can offer academic, social, and career guidance, as well as provide support and encouragement. These mentors should understand the unique challenges and experiences that Black male students may face and be able to offer culturally relevant advice and assistance. 

Additionally, provide opportunities for peer mentoring, where successful Black male students can serve as role models and mentors for their peers. Pairing students with faculty, staff, or peer mentors who share similar backgrounds or experiences can provide invaluable guidance, encouragement, and support. These mentorship relationships can help students navigate academic challenges, set goals, access resources, and develop essential skills for success—both inside and outside the classroom. Additionally, fostering a sense of community through student organizations, support groups, and networking events can create spaces where Black male students feel understood, empowered, and connected to their peers and mentors.

Tomlin Tip 1: Be Real, Authentic, and You!

As a faculty member, what I’ve learned is that the Black male students I encounter are seeking genuine connection, relationship, and guidance. It does not serve me to be anyone except who I am. I pride myself on being authentic in all situations, circumstances, and environments. This realization has been particularly meaningful in my work with and support of Black male students. 

As a Black, gay male, I openly embrace all aspects of my identity with my students, especially my Black male students. I recognize that all of my identities contribute to who I am, and it’s the authenticity with which I present myself that my Black male students appreciate most. Therefore, I encourage my colleagues who are supporting Black male students to show up genuinely and authentically—while also holding themselves accountable for mistakes. As a human, I acknowledge that I don’t always get it right, and I often make mistakes in supporting my Black male students. However, I lean into modeling self-awareness and accountability to create spaces of safety, connection, and belonging for my students. 

To my colleagues, I encourage you to ask for help when needed, to be yourselves, and to remember that Black male students are the narrators of their own stories. They should be allowed the space to be as genuine and authentic as we strive to be with them. This simple tip can go a long way, as Black male students have a keen sense of detecting inauthenticity. Once they perceive someone as inauthentic, it’s challenging to regain their trust. Sometimes, you may only have one opportunity to connect with a Black male student, so it’s crucial to be mindful of every interaction and make that one attempt count.

Tomlin Tip 2: Show Up, Even When It’s Hard

In my experience as both a Black male student and a Black male educator, I’ve observed that many people tend to dismiss Black male students if they don’t excel academically or conform to a certain appearance associated with intelligence. We need to eradicate the biases, stereotypes, and stigmas attached to the perception that Black men don’t care enough or try hard enough to pursue education. 

Although it’s disheartening that I still need to address this in 2024, I’ve encountered colleagues seeking support because they struggle to assist their Black male students effectively. While I’m willing to help colleagues develop strategies for supporting their Black male students, I take issue with colleagues who make assumptions about why their Black male students are struggling, having sudden class absences, lack of communication, or poor performance on assignments. Many Black male students are accustomed to being judged, and educators’ perceived lack of motivation to help them succeed only reinforces these negative perceptions and experiences. 

Therefore, colleagues, when faced with challenges in supporting your Black male students, start by asking them what they need. While they may not always have a clear answer—or a concise way to articulate it—providing them with a space to share their experiences and obstacles can help dispel any assumptions we might inadvertently make based on preconceived notions. This approach isn’t difficult, but it’s often overlooked. So, the next time you’re supporting a Black male student, consider asking open-ended questions about how you can assist and give yourself the space to listen. Remember the importance of waiting, and if you find yourself talking too much or making assumptions, WAIT and ask yourself, “Why Am I Talking?” Sometimes, offering a listening ear is the most valuable form of support.

Authors Bios:

Antione D. Tomlin, PhD, PCC, is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Kenneth Gilliard, MS, is a Student Success and Retention Advisor with the Student Achievement and Success Program at Anne Arundel Community College. Kenneth is also the President and CEO of his company, Gilliard and Co. LLC – Event Planner and Travel Agent.

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How UNT HSC Illuminates Faculty Excellence

Between their teaching, service, and research efforts coupled with evaluations for tenure and review, faculty have a lot on their plate—and a lot to prove. It can be tough to capture and showcase the data to fully demonstrate faculty impact, and that burden often falls on faculty themselves. The University of North Texas Health Science Center (UNT HSC) found a way to harness that data with Interfolio in order to illuminate faculty excellence, streamline RPT processes, and showcase strategic plan achievements. 

Connecting the Faculty Data Dots 

With six schools specializing in patient-centered education, research, and health care, UNT HSC had a need for a centralized faculty activity reporting system that could provide a clear picture of the institution’s 300 faculty members. “We had data coming from all different places, and it was kind of up to the departments and chairs to collect the data for things like annual review or for the faculty member when came to promotion and tenure,” shared Nancy Staples, Academic & Business Manager in the Office of the Provost at UNT HSC. She also noted that the institution was working with a homegrown system for reviews that was difficult to work with, and files for promotion and tenure were being mailed on flash drives.  

“We had internal tracking on spreadsheets, and PeopleSoft has their rank and service time, but it didn’t have a full picture of any faculty members. It was very spread out,” said Staples. The institution sought a solution that could provide this complete snapshot of its faculty members in one location and made the decision to implement Interfolio Faculty Activity Reporting (FAR) and Interfolio Review, Promotion & Tenure (RPT) to help streamline faculty processes.  

Saving Faculty and Administrators Time 

UNT HSC collects and activates data in FAR, which is used in tandem with the Interfolio Data Service. Using APIs, basic HR data is brought into the system from PeopleSoft, teaching data comes in from the registrar’s office, and additional feeds come in from the grants office. “With the Data Service, it pulls in more scholarly activity,” said Staples. These activities are already appropriately formatted, creating a much easier process for the institution’s faculty to simply click and accept to add activities to their profile. “Before, they had to go in and format it—it was a lot of tedious work,” she added.  

Maintaining accurate faculty data in a centralized location is also beneficial for reviews, as the vita is pulled directly from FAR into RPT. “Before the faculty member submits their case, they go in and review it to make sure that their activity reporting is correct,” noted Staples, “so what they put into their annual review is their truth.” In addition, the institution has templates for the promotion and tenure cases accessible through Interfolio’s Dossier. “Even five years out from a promotion, they can go and start building the case in Dossier,” said Staples. “And then when they are ready to go up, we just create their case, and they slide the information over from Dossier directly into their P&T case. I’ve seen a P&T case created and submitted within four days—they have all the information right there already set up.” 

Showcasing Faculty Impact With Web Profiles 

When it comes to showcasing faculty accomplishments, UNT HSC sets the bar high. “We have public-facing profiles that are fed from Faculty Activity Reporting,” noted Staples. “It’s an automatic feed—every night, it uploads to the profile, and they can go in at any time and look at it.” These profiles include a faculty member’s accomplishments, research, and academic details. As updates are made in FAR, these changes are reflected on their web profiles. “We allow it to be as much or as little as they want to publish.” 

Interfolio Faculty Web Profiles is a new addition to our leading Faculty Information System, allowing academic leaders to activate existing data to benefit both their scholars and their institution. Integrating with FAR and the Interfolio Data Service, our web profiles solution is the easiest way to highlight the holistic impact of your scholars across their service, teaching, and research accomplishments. Automatically search, ingest, and deduplicate 280 million records and conference proceedings published in over 60,000 sources to create faculty profiles quickly and seamlessly. Faculty regain valuable working hours, enabling them to spend time on higher-impact activities. 

Watch the on-demand webinar to hear more about how UNT HSC activates data to illuminate faculty impact. If you’d like to find out how Interfolio Web Profiles can help increase the public visibility of your scholars, contact us today for a demo.

Watch the Webinar

How to Recruit Diverse Faculty

A diverse faculty body brings a range of experiences and backgrounds to their roles as educators and researchers; they represent multiple races, ethnicities, genders, ages, sexual orientations, and abilities, and they exhibit unique scholarly interests, viewpoints, and teaching and learning styles. 

Faculty diversity has been shown to positively affect student outcomes, including increasing retention and graduation rates. To best serve student needs, an institution’s faculty should reflect the student population, from race and gender to sexual orientation. But according to data from the American Council on Education (ACE), over one-third of higher education students are Black, Latinx, or Native American—and only 11% of faculty reflect those populations. As of 2018, roughly 76% of faculty at postsecondary institutions were white. 

As student bodies become more diverse, many colleges and universities recognize the importance of improving faculty diversity and have put robust plans in place around diversity, equity, and inclusion—but how many are realizing their goals? 

The Benefits of a Diverse Faculty 

Research shows that faculty diversity in higher education supports the success of students from underrepresented groups as well as all students’ intercultural competence.  

The positive effects of a diverse faculty are clear: 

  • In institutions where a majority of faculty are white, students of color may see Black and Latinx professors as role models or mentors, increasing their sense of belonging. 
  • Female students report feeling like they receive more help and support from female faculty. 
  • Black students in STEM courses taught by Black instructors are more likely to stick with STEM after their first year. 
  • Faculty diversity can also lead to a greater variety of scholarship and research, expanding societal knowledge and understanding. 

While the benefits are apparent, institutions are still struggling with recruiting, hiring, and retaining diverse faculty members. 

How to Increase Faculty Diversity in Higher Education 

ACE points to three areas of focus for institutions seeking to improve faculty diversity: 1) attractiveness of faculty positions; 2) hiring, tenure, and promotion processes; and 3) departmental and campus climates for faculty of color. 

To meet these objectives, it is key that institutions ensure campus-wide commitment to diversity efforts, improve hiring practices, and support the success of faculty from underrepresented groups. 

Ensuring Campus-Wide Commitment to Faculty Diversity 

While making faculty diversity a priority is an essential first step, in order to effect lasting change, higher education administrators and department chairs should weave their institution’s commitment to faculty diversity into strategic plans and mission statements, as well as institutional policies. 

For example, institutional policies relating to faculty workloads and faculty review, promotion, and tenure need to be reexamined in light of how they impact faculty diversity. Institutions may need to adjust these policies to better support the retention of underrepresented groups and promote equitable faculty workloads.   

To keep diversity goals top of mind, administrators should also remind community members of their institution’s diversity goals by reaffirming them during campus talks and meetings—and by making them part of any long-term strategy discussion.  

Another essential part of realizing this commitment to faculty diversity is making specific changes to hiring practices. 

Five Hiring Practices to Increase Faculty Diversity 

Faculty affairs administrators and departments can actualize their institution’s faculty diversity goals by taking five important steps in faculty hiring:  

1. Set department-based goals for diversity and inclusion 

The first step each department should take is to discuss long-term goals related to faculty diversity and inclusion in hiring. This involves assessing past successes and failures to inform practices going forward and determining ways that faculty recruitment and selection processes can be more inclusive. 

For example, for business schools that lack faculty from underrepresented groups, departments might discuss dropping the requirement of a Ph.D. for tenure-track candidates and instead consider candidates based on their business experience or possession of an MBA. 

2. Elect an inclusive search committee 

Gather search committees for open positions that include faculty from underrepresented groups that you hope to reach. If you struggle to find those members within your department, reach out to other departments to achieve an inclusive search committee. 

3. Develop a broad recruitment plan 

The hiring manager and search committee for any open position should develop a plan focused on attracting a large and diverse pool of applicants. This should include identifying resources that ensure the wide distribution of the position announcement.  

Search committees can’t simply place an ad and sit back; they must actively seek out diverse candidates by tapping into professional networks and industry organizations to increase their reach. Committee members should also seek out specific organizations, websites, and publications that specialize in recruiting diverse faculty members. 

UC Davis’s ADVANCE initiative, which seeks to increase the number of women in STEM careers, recommends that hiring committees take advantage of industry listservs, email groups, and registries. UNC Charlotte’s similar ADVANCE program also offers a list of resources for finding underrepresented faculty candidates. 

4. Create an inclusive job listing 

The job advertisement should clearly indicate your institution’s commitment to equity and diversity. Research shows that this practice is more likely to result in the hiring of a candidate from an underrepresented group. 

In addition, define the position in the broadest possible terms consistent with the department’s needs. Try not to rely on overly narrow experience requirements and instead indicate your openness to non-traditional career experiences and pathways. For example, if you are hiring a professor of public policy, you might note in the posting that you are open to candidates with extensive public policy experience and that you do not require a master’s degree or Ph.D. 

Ensure job announcements reach a broad audience by including outlets such as minority-serving publications, listservs, bulletin boards, and blogs. For example, you will likely want to post on the DiversityTrio job boards, which receive high traffic from faculty candidates from diverse backgrounds. 

5. Monitor the recruitment plan 

Once the hiring plan has been implemented, it’s critical that you monitor the diversity of the candidate pool while the submission window is open, not after. Committees should be able to monitor applicant data in real time so they can increase efforts to attract candidates from underrepresented groups and ensure the institution’s diversity goals stay on track.  

Supporting Faculty Members From Underrepresented Groups 

To attract and retain a diverse faculty, an institution must provide an appealing, supportive, and beneficial environment for scholars from underrepresented groups.  

Look at your institutional policies relating to faculty workloads and promotion; in many instances, the distribution of labor may not be equal for women and faculty members of color. Invisible labor often doesn’t lead to promotion or tenure, and it can cause faculty to burn out and leave the institution entirely. It’s essential to take note of these inequities and create an inclusive culture with practices that support faculty members from underrepresented groups. Detailed faculty data reporting can make it easier to spot these inequities and track each professor’s workload and path to promotion or tenure. 

Another way to support faculty is by creating mentorship programs dedicated to underrepresented groups or specific departments. For example, Black faculty in predominantly white schools may feel disconnected—both from each other and the institution as a whole. An institution can better encourage the success of its Black faculty by establishing communities where they feel welcome and valued. 

Your institution may also want to pursue discussions and relationships with local and national minority organizations and other associations that focus on strategies for supporting faculty members from underrepresented groups. These organizations could include the American Association of Blacks in Higher Education, the National Center for Faculty Development and Diversity, and the Association on Higher Education and Disability.  

Digital Tools to Help You Deliver on Faculty Diversity 

The Interfolio Faculty Information System can support your efforts to increase faculty diversity at every stage of the hiring process and beyond. 

Trying to recruit a diverse pool of candidates? Faculty Search enables you to assess your applications during the submission window and intervene if the pool is not diverse enough using real-time, self-reported, anonymous demographic survey responses from 100% of applicants. 

In addition, if your search committee has devised specific evaluation criteria, such as whether candidates offer real-world experience, Faculty Search enables you to make that custom criteria part of your digital workflow. 

As you hire more faculty members from underrepresented groups, Interfolio’s Review, Promotion & Tenure software can help you support them using a documented review process that increases consistency and transparency. In addition, Interfolio’s Faculty Activity Reporting module makes it easy for faculty to document activities relating to student support, service, and diversity. 

Need Additional Help? 

Download Interfolio’s Best Practices Checklist: Achieving Diversity Across the Academic Lifecycle to see whether you’ve adopted the best strategies for recruiting and retaining diverse faculty candidates. 

Marching Through Madness: Faculty Supporting Doctoral Students as They Navigate Higher Education While Avoiding Burnout

Antione D. Tomlin, PhD headshot

Antione D. Tomlin, PhD, PCC

Associate Professor and Director of Academic Literacies Tutoring Center

Anne Arundel Community College

Dr. Candice Strachan headshot

Dr. Candice Strachan

Educational Researcher & Consultant

Ministry of Education, Bahamas

As March unfolds, with its whirlwind of activities for both faculty and graduate students, it becomes crucial to carve out moments for self-reflection, effective self-care, and a mindful centering amidst the chaos. The looming threat of burnout is ever-present, capable of unraveling the fruits of hard labor over days, months, or even years. Join me, a faculty member and dissertation chair, as I collaborate with the insightful Dr. Candice Strachan, a former doctoral student. Together, we unveil many tips, strategies, and pearls of wisdom to guide both faculty and graduate students through the bustling demands of this season, ensuring they navigate the storm without succumbing to the perilous grip of burnout.

Student Tip #1: Consistency and Sacrifice Are Key 

Consistency and sacrifice are indispensable components for graduate students aiming to excel in their academic pursuits. Maintaining a steady dedication to your studies, research, and other commitments is crucial. Consistency ensures steady progress toward your goals and aids in avoiding the pitfalls of procrastination or inconsistency that can hinder your advancement. 

Additionally, sacrifice plays a significant role in the journey of a graduate student. This often involves prioritizing academic responsibilities over leisure activities, social events, or personal time. Sacrifices may include late nights in the library or at home, foregoing weekend outings to focus on research, or allocating resources towards educational expenses rather than discretionary spending. 

By embracing consistency and sacrifice, graduate students demonstrate their commitment to academic excellence and increase their chances of achieving their desired outcomes, whether it be completing their degree, publishing research, or securing career opportunities in their field. These qualities will help you navigate the challenges of graduate school with resilience and determination, ultimately contributing to your success in academia and beyond.

Faculty Support Suggestion: As mentors guiding doctoral students, we understand the hard journey they undertake. Depending on the stage of life and the doctoral process, it can be taxing and draining for both mentors and students alike. In our roles as faculty advisors, it’s crucial to engage in candid yet supportive dialogues with our students about the resilience, dedication, and sacrifices required to complete a terminal degree. However, it’s equally important to reflect on our own challenges during our doctoral journeys. While each path is unique, we must remember the hurdles we overcame and the support systems that sustained us. Even though we may have transitioned from student to mentor, our commitment to holistic student support remains unwavering, recognizing that life continues outside the confines of the doctoral program. 

Colleagues, let’s strike a balance between providing challenge and support while remaining mindful of our own expectations and frustrations. By doing so, we can foster an environment where students thrive, knowing they have a dedicated support network guiding them every step of the way.

Student Tip #2: Celebrate Along the Way

Celebrating milestones and achievements along the way is essential for maintaining balance and sustaining motivation as a graduate student. Pursuing an advanced degree is a demanding and often arduous journey, characterized by long hours of study, research, and academic rigor. Amidst the challenges and pressures, it’s crucial for graduate students to take moments to acknowledge their progress and accomplishments. 

Celebrating milestones can take various forms, from acknowledging the completion of a challenging assignment or exam to commemorating the acceptance of a research paper for publication. These celebrations provide opportunities for graduate students to reflect on their hard work and dedication, reinforcing their sense of accomplishment and boosting their morale. Moreover, celebrating along the way serves as a reminder that the journey toward earning a graduate degree is not solely about reaching the end goal but also about enjoying the process and recognizing personal growth and development along the way. It helps to break the monotony of academic work, prevent burnout, and foster a positive mindset.

By incorporating celebrations into their academic journey, graduate students can cultivate a sense of balance between their academic pursuits and personal well-being. Whether it’s a small gathering with friends, a special dinner, a quick destination trip, or a moment of quiet reflection, these celebrations provide valuable opportunities for rejuvenation, connection, and self-appreciation amidst the rigors of graduate studies. Ultimately, they contribute to a more fulfilling and sustainable experience as a graduate student.

Faculty Support Suggestion: I wholeheartedly advocate for my students to embrace celebration at every juncture of their doctoral journey. Whether it’s acknowledging small victories with micro-celebrations or marking major milestones with grand events, each step closer to completing their terminal degree merits recognition. It’s essential for my students to understand that no accomplishment in this process should be trivialized. We often emphasize that if obtaining a terminal degree were effortless, it would not be the esteemed achievement it is. I remind my students that they are embarking on a path that not everyone has the want, courage, or determination to pursue, let alone complete. Therefore, every advancement, regardless of its size, deserves to be celebrated. 

Colleagues, I urge you to challenge your students to embrace celebration more. Let’s instill in them the understanding that a triumph, no matter how small, is still a triumph worth commemorating. After all, in this demanding journey, every win is a testament to their resilience and dedication, and in many ways, ours too!

Student Tip #3: Unhealthy Habits Must Go 

Eliminating unhealthy habits is imperative for graduate students. As you navigate the demands of advanced academic pursuits, maintaining good physical and mental health becomes paramount. Unhealthy habits such as poor diet, lack of exercise, inadequate sleep, excessive stress, and procrastination can hinder academic performance, jeopardize well-being, and impede progress toward academic and professional goals. 

Healthy lifestyle choices directly impact cognitive function, energy levels, and overall resilience in managing the rigors of graduate school. Establishing routines that prioritize nutritious meals, regular physical activity, sufficient sleep, and stress-management techniques can enhance focus, productivity, and overall well-being. Moreover, addressing unhealthy habits contributes to better mental health outcomes. Graduate students often face high levels of stress, anxiety, and pressure to perform, which can exacerbate mental health challenges if not properly addressed. 

By cultivating healthy coping mechanisms, seeking support when needed, and prioritizing self-care, students can mitigate the negative effects of stress and maintain emotional resilience throughout their academic journey. Furthermore, breaking free from unhealthy habits fosters a positive mindset and promotes personal growth. Overcoming challenges associated with unhealthy behaviors requires commitment, discipline, and self-awareness. By replacing detrimental habits with positive alternatives, graduate students can cultivate a sense of empowerment, self-control, and self-efficacy, which are essential attributes for success in academia and beyond. 

Faculty Support Suggestion: The advice provided above isn’t solely for our students; it’s equally pertinent for us as faculty advisors. We must discard outdated practices that view the doctoral journey as an initiation or hazing ritual. It’s imperative to move away from the mindset of “I had to earn mine the hard way, so you should too.” Instead, we should approach this process with empathy and unwavering support for our students, ensuring we don’t replicate any traumatic experiences we may have encountered with our own advisors. 

Reflecting on my own doctoral journey, I’m grateful for the supportive chairs who not only guided me academically but also became invaluable colleagues and mentors. While we may not form friendships with every student, we must recognize that upon completion, they become our professional peers. Therefore, it’s essential to treat them with respect throughout their journey and beyond. Colleagues, I challenge you to shift away from this mindset and provide the love and support our students need to thrive. Clear communication is key in this process; we must articulate our expectations to students, ensuring they understand what is required of them. By establishing clarity, we can reduce stress and frustration levels for everyone involved, fostering a more supportive and productive environment.

Student Tip #4: Join/Form a Support Group

Joining or forming a support group is invaluable for graduate students facing the rigors of advanced academia. These groups foster camaraderie, providing a space to share experiences, advice, resources, and encouragement. They combat the isolation often felt in graduate school, offering social connection and community-building. 

Moreover, support groups facilitate mutual assistance, collaboration, and emotional support, aiding students in overcoming obstacles and navigating challenges with resilience. Additionally, they serve as a source of accountability and motivation, helping students stay focused on their academic goals. Furthermore, support groups offer professional networking opportunities, enabling collaboration on research projects and providing insights into various career paths. Support groups offer social support, academic assistance, motivation, and networking opportunities, enhancing the graduate student experience and boosting success in academia and beyond.

Faculty Support Suggestion: Colleagues, it’s crucial to recognize that while you’re providing invaluable support to your students throughout their doctoral journey, you don’t have to shoulder this responsibility alone. Balancing teaching assignments, research, and mentoring alongside other work commitments can be demanding. While it’s essential to be present and available for your students with clear boundaries, it’s equally important to acknowledge that you’re not their sole source of support, nor should you be. 

Encourage your students to seek community beyond yourself and their immediate family. Creating additional spaces for community and a sense of belongingness and togetherness can alleviate the burden for everyone involved. Facilitate connections among your students and empower them to cultivate supportive, nurturing, and safe environments where they can thrive. 

Furthermore, don’t forget to seek out your own support networks. While I’ve emphasized the importance of supporting your students, I recognize that mentoring doctoral students is demanding and requires a considerable amount of effort and dedication. Remember to prioritize your own well-being and seek out support systems that can provide you with the encouragement and assistance you need to navigate this challenging yet rewarding journey that is a labor of love.

Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Candice D. Strachan, EdD, completed her EdD in the Urban Educational Leadership program at Morgan State University. Dr. Strachan has served as an Educational Researcher & Consultant at the Ministry of Education in the Bahamas. Feel free to reach out via email at drcandicestrachan@gmail.com.

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Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

SXSW EDU: What’s Next for Higher Education?

With another year of SXSW EDU in the books, what are some takeaways for higher education? After hearing expert insights at various panels, here’s a perspective into what higher education might expect to see in the year ahead. 

Equity  

Equity was a recurring theme in each panel attended—whether AI, from a legislative perspective, or on-campus realities.  

When thinking about “Equity Concerns in AI & Education,” the speakers urged consideration and understanding of the holistic environment; it’s not just what interface you use, but the unseen parts of the system: the underlying dataset, who trained it, and how it was trained. These latter parts are often not disclosed, and this poses quite a lot of risk for equity. Stephanie Miller, VP of Data and Impact at Axim Collaborative, cited the demographics of EdTech leaders compared to those of Black and Latinx computer science students as an example of how we need more representative voices in all parts of technology. It’s something Miller is actively addressing as an adjunct professor of Data Science at Bowie State University, where she mentors students and advocates for graduate school.  If AI is seen to be the next equalizer, as education was by Horace Mann, the panel reiterated the need for access to the internet, tools, and training—in this case, AI literacy—from K-12 onward. 

In terms of addressing equity on campus, the “How Colleges Can Overcome Anti-Diversity Headwinds” panel cited 81 bills that would curtail DEI, eight of which have been passed into law, as noted by the Chronicle of Higher Education’s tracker. Dr. Shaun Harper, Provost Professor at the USC Rossier School of Education and USC Marshall School of Business, mentioned how these attacks on DEI are not new, and how DEI has long been underfunded. He mentioned how these trends apply to community colleges too, with faculty often not reflecting the diversity of the student population. Harper and Mushtaq Gunja, Senior Vice President at the American Council on Education, also pointed out how the military academies advocated and successfully negotiated an exemption from the Supreme Court ruling for race-conscious admissions. 

Community Activism 

Many of the panels discussed how individuals can make a difference. On “Equity Concerns in AI & Education,” Sara Schwettmann, Research Scientist at MIT’s CSAIL, discussed the visibility you need into the technology and recommended individuals sync up with their tech teams for AI use case hack-a-thons, making sure that a diverse set of participants gives input.  

Echoing these sentiments during his panel, Gunja recommended starting with your immediate sphere of influence, e.g., if you are a teacher or parent, start with your principal, then the local school board, then the state, etc. Harper also encouraged organizing as a coalition and movement, as it’s a well-funded anti-DEI campaign, with the language of the bills getting more specific and sophisticated.  

Student Centricity 

With planning the evolution of the Carnegie Classifications, Gunja wants to bring students to the forefront of university classifications. He is looking to add measures about the student experience, not just types of degrees offered, but considerations for: 

  • Social-economic mobility and post-graduate earnings 
  • Institutions educating students from their region 
  • Enrollment of Pell grant recipients and first-generation college students 
  • Graduation rates 

In her panel, Denise Forte, CEO & President of The Education Trust, wondered how we could introduce concepts of racial campus climate, civil rights, and basic needs of students into accreditation to really see the holistic quality of an institution. 

In terms of bringing student needs forward, Forte noted that learners have changed, but policy (like the Higher Education Act) and institutions haven’t kept up. She also highlighted the ongoing need for greater mental health resources for students on campus. Dr. Yolanda Watson Spiva, President of Complete College America, built on this idea, stating that universities must move toward a focus on students and student-centered learning in light of statistics that show that 50% of adults with BAs are underemployed. 

Change and Uncertainty 

Posed with the question of what may happen with the upcoming election, Forte mentioned possible impacts to program funding and a reauthorization of the Higher Education Act.  Watson Spiva posited that there might be more scrutiny around the loan forgiveness program and the short-term Pell Grant bill proposal. Dr. Steven Taylor, Senior Fellow for Higher Education at Stand Together Trust, noted the ongoing conversation about the affordability of a traditional four-year degree, debt forgiveness, and institutional accountability for the $1.7 trillion of student debt. He also wondered if models such as “earn and learn” or “work, earn, and learn” would be considered, instead of the current federal funding model that prioritizes the four-year college pathway.  

Accreditation was a surprisingly prevalent topic, as discussion of federal funding continued, since universities must be accredited to receive Title IV aid. Taylor mentioned how this makes it different for new models of education to be introduced, funded, and successful. Forte discussed accreditation and DEI, with the need for more diverse individuals to be participants in the site visits and the assessment.   

In a Shark Tank-inspired session, entrepreneurs and academics presented their ideas for changing and improving education. The pitches ranged from how to provide psychological support for law students, match high school students with their best-fit four-year college, give business students a “MasterClass” curricular experience, and build empathetic skills of high school students with experiential learning. The presenters got feedback from a team of three experts, but alas, no funding was given out in this session!  

Effect on Faculty 

But how will these macro challenges impact faculty? Watson Spiva noted that state appropriations could mean budget cuts, and she could anticipate more of the advising load falling on faculty versus staff advisors. Taylor mentioned that if there is a shift to competency-based assessments versus course credits, faculty may need to adopt different measures to assess students and their work.  

In addition, higher education could see changes to curriculum and identity-based academic programs. Harper stated that with the dismantling of DEI offices, more of that work is falling onto Employee Resource Groups and “free” labor versus staff members—and that could mean more service work for underrepresented faculty and staff who are already overburdened.  

While many of these issues are already top-of-mind for academic leaders, it’s always valuable to look ahead and get new perspectives on the impacts of technology, elections, and proposed legislation.  

 We look forward to continuing these conversations throughout the year at other conferences, our own Interfolio Summit, and 1:1 with our clients.  

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Contact us today to understand how Interfolio’s scholar-centric technology addresses the needs of higher education and research funders. 

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What Is Academic Tenure?

Academic tenure refers to a faculty member’s employment status within a higher education institution. When a professor has gained tenure, they can only be terminated for a justifiable cause or under extreme circumstances, such as program discontinuation or severe financial restraints.

Earning tenure is a great honor; many academics have “tenure parties” to celebrate this achievement. And although it’s a privilege that professors can strive for years to earn, recent research has shown that many higher education institutions are not rewarding academic labor with tenure.

Deciding who receives tenure is a complex process involving large amounts of professional data—and many stakeholders. And while most universities recognize the importance of tenure for attracting top research talent, there are certainly logistical and organizational complexities of tracking, reviewing, and awarding it.

The History of Tenure

While higher education in the U.S. dates back to the founding of the nation’s first university—Harvard—in 1636, tenure was not a mainstream right offered to faculty members until the twentieth century.

The American Association of University Professors (AAUP) is responsible for creating standards that ensure higher education institutions are serving faculty members who have earned tenure status. Though the AAUP has worked toward securing rights for academics since its founding in 1915, it wasn’t until 1940, when it collaborated with the Association of American Colleges and Universities, that it cemented the standards of tenure in the 1940 Statement of Principles on Academic Freedom and Tenure.

The purpose of the 1940 Statement was to improve the level of support offered to high-quality faculty members. For a university to fulfill its “obligations to its students and to society,” as the AAUP states, it must ensure academics are free to teach with the guarantee of economic security. Over the years, this statement has been endorsed by hundreds of higher education institutions and has made its way into many collective bargaining agreements and faculty handbooks.

The Benefits of Tenure

As the AAUP and Association of American Colleges and Universities assert, tenure improves society as a whole. By ensuring academics are receiving comprehensive rights, colleges and universities attract the most qualified, talented faculty to work at their institutions and, therefore, offer the highest quality education.

The AAUP attributes two specific rights to tenure: academic freedom and economic security.

Pursuit of Academic Freedom

Before tenure protected academic freedom, academics felt restricted in what they could cover in class. They typically avoided discussing controversial topics out of fear it could be negatively received. After the 1940 Statement of Principles on Academic Freedom and Tenure passed, however, tenured professors were empowered to cover broader academic topics. This benefits not only individual teachers but also society by providing students with a more holistic, multi-dimensional education.

When institutions grant tenure, instructors gain a level of freedom in both research and publication as long as they meet the core academic duties of their roles.

Adequate Economic Security

The other major benefit of achieving tenure is job security. While many staff and faculty members are hired and employed on an annual basis, tenured faculty maintain employment for an extended period of time, potentially until they retire. Once an academic earns tenure—generally after a probationary period that can last up to seven years—they do not have to worry about being asked to return the following year, except under two possible circumstances.

One such situation is “termination for cause,” or the dismissal of a tenured faculty member for a specific reason. Although this is rare, tenured professors have been asked to forfeit employment for the following reasons:

  • Incompetence
  • Immoral conduct
  • Violation of school policies
  • Negligence

Tenured academics can also be dismissed from their position if the institution experiences significant financial hardship that would make it difficult or impossible to pay their salary. Additionally, if a university decides to cut a program, any associated tenured staff may lose their jobs unless they can transfer their skills to another program within the institution.

With the exception of these two uncommon circumstances, those with academic tenure cannot be dismissed from their role for the remainder of their career.

Trends in Academic Tenure

According to an AAUP survey report from 2022, 53.5% of institutions have replaced some tenure-eligible positions with contingent faculty positions—meaning there are now more part-time and full-time roles that don’t include any tenure-track commitments.

The report found that in 2019, only 10.5% of faculty positions were tenure-track, and nearly 63% were full-time or part-time contingent roles. AAUP expressed concern about this decline in tenure, which it asserts “continues to serve as the bulwark in the defense of academic freedom.”

Although the 2022 study showed tenured and tenure-track positions were declining, the AAUP also found that more institutions than ever before are focusing on equitable tenure opportunities. For example, 82% of institutions currently allow tenure-track faculty to pause their probation period for childcare responsibilities. And while certain groups continue to be underrepresented in tenured positions, nearly 60% of institutions either have DEI criteria in place for tenure standards or are actively considering them, and 39.4% of institutions have had their tenure criteria evaluated for implicit biases.

Qualifying for Tenure

Faculty who are hired on a tenure track first undergo a probationary period, working full time before being granted tenure. The AAUP recommends this period not surpass seven years, though ad hoc extensions may occur—especially in cases where faculty request time off for parental leave or elder care.

During the probationary period, faculty members should have the same academic freedom as tenured professors. And an institution must provide at least one year’s notice before the probationary period expires if it chooses not to extend an individual’s employment through tenure.

But even if full-time faculty have worked with an institution for many years, they do not automatically earn tenure—and the review process can be extensive.

Common Issues With the Tenure Process

There are a number of hidden costs of faculty promotion and tenure review. When institutions rely on a paper-based method of gathering information, they need to print several copies of files containing hundreds of pages. They then need to store and archive these materials, often filling rooms that could have been used as office space with filing cabinets. Not only does a paper-based system cost time and resources, but it also isn’t the most eco-friendly way of compiling data; no one wants to clear a forest with each review cycle.

Additionally, candidates and reviewers are busy people—the longer they endure inefficient tenure and review processes, the less time they have to dedicate to their teaching or research.

Institutions implementing simple digital systems might believe they’re being more productive by moving their paper materials onto their desktops. Though this approach can be more effective than printouts, it may cause as many problems as it solves. For instance, administrators may keep candidates’ information in different places, so when someone needs to review a tenure candidate’s file, they need to search for it or ask other department heads and administrators to share the information. It works, but it is not as effective as keeping all the information in a single interface.

Where paper-based and basic digital processes fall particularly short is in securing confidential tenure materials. When paper files are kept in an area with poor security, they are at risk of being stolen or compromised. Even storing information as digital files in shared drives can pose problems such as file corruption, misplacement, difficulty with permission settings, and files ending up in the wrong hands.

Transitioning to a Digital Interface

To keep up with the increasing demands of the tenure review process, institutions need to ditch the binders and switch to a comprehensive digital system.

The Interfolio Faculty Information System allows universities to move past paper-based processes or patchwork digital solutions and manage all documentation in a single web-based interface. Users cut down on paper waste, get rid of the clunky filing cabinets, and move to a digital system that makes it easier than ever for multiple people to compile, organize, share, and access important files.

Interfolio’s system streamlines the tenure process from start to finish:

  • Faculty can review their peers more efficiently with user-friendly tools created specifically for the tenure review process. The interface allows reviewers to make notes, receive external evaluations, send messages, and send a candidate’s entire digital packet across committees.
  • Administrators can track upcoming events—including when it’s time to initiate a tenure review—and select the applicable faculty, automatically create a review case, and pull in a candidate’s vita for a seamless experience in one platform.
  • Administrators can also monitor the institution’s progress toward diversity, equity, and inclusion commitments by tracking promotion and tenure results over time.
  • Candidates gain peace of mind with a streamlined process and accessible tools that help them build organized, high-quality digital packets with all the information they need to achieve tenure, regardless of their discipline.

To find out what Interfolio can do for your institution, please schedule a demo today.

Medical School Letter of Recommendation Checklist

If you’re in the process of applying to medical school, you might need help navigating medical school letters of recommendation. We’ve included some advice on how you can ask for and submit the ideal recommendation letter, all while using Interfolio’s Dossier as a valuable component of the application process.

Who to Ask for a Medical School Letter of Recommendation

First, you’ll need to figure out exactly who should write your letters. This choice is an extremely important part of the medical school application process; the right recommendation letter might keep your application competitive with applicants with similar credentials (high GPAs, MCAT scores, and a thorough resume of extracurricular and community-based activities). Think strategically about whom to ask for the most effective evaluation of your intellect, work ethic, and potential.

The best individuals to contact for letters of recommendation are professors who know you personally because you have taken a class (or multiple classes) with them. While a department head or academic advisor you’ve met with several times may be able to speak to your character, a professor who has worked directly with you in a classroom setting will be able to comment more thoroughly on your academic abilities.

Other than professors, there are many individuals you may want to get in touch with for a high-quality recommendation letter. Some top choices include mentors, community leaders, doctors you’ve shadowed, research professionals with whom you’ve collaborated, or other healthcare professionals who can comment on your skill with patients.

However, there are some letters that won’t be taken seriously by medical school admissions officers. Because it’s such a specific field that requires a high level of skill, letters from family members, friends, and other people who have never worked with you on an academic or professional level will not be given the same respect as letters from the types of individuals listed above.

Asking for a Recommendation Letter

You might know the proper protocol surrounding how to ask a trusted colleague, professor, or acquaintance for a recommendation. But if it’s been a while since you last requested a recommendation and you need a refresher, we’ve got the information you need. When you’re ready to send the request to your letter writer, these helpful steps will walk you through the process in Interfolio’s Dossier, which has been used by millions of scholars to pursue academic programs and positions.

Time Frame

First, the time frame for when you plan to ask for recommendation letters is crucial. You want to give your contacts enough time to create a well-crafted letter. We know it takes about 12 days from when a letter is requested to when it is uploaded into our system. Of course, this could vary based on the letter writer; some might have the time to submit it the day after you request it, while others need several weeks’ notice, especially if they are providing letters for more than just one student.

The absolute minimum amount of time we would suggest giving your med school recommenders is two weeks. With less notice, your contact may not have enough time to write a comprehensive letter that truly reflects your capabilities. Or, you may not be able to get a letter from this contact with such short notice if they have too many prior commitments. When you give too much notice, on the other hand, you run the risk of the contact forgetting to write the letter. If you decide to ask for a recommendation months in advance, you’ll want to follow up with your contact a few weeks ahead of the deadline to remind them of when it’s due.

How Many Letters You’ll Need

The exact number of letters required depends on the MD program you’re applying to. Typically, med schools require between two and five letters written on behalf of the applicant. However, they may welcome additional letters you want to include in your primary application. According to The Princeton Review, most med schools require three recommendations, while others accept six or seven. Be sure to note any specificity around who should author these letters and whether or not you may include additional letters. 

Components of the Medical School Letter of Recommendation

In your letter request, you should lay out exactly what medical school admissions committees are looking for in their applicants—this is especially helpful for recommenders who haven’t written a medical school letter of recommendation before. In addition, providing this information will make their argument on your behalf much stronger, thus improving the quality of your med school application.

What are some important points recommenders should touch upon in the letter? The Association of American Medical Colleges offers some guidelines for developing the perfect medical school letter of recommendation:

  • Explain the relationship between the recommender and the applicant, including how many years you’ve known the applicant.
  • When discussing their character, focus on how their behavior will contribute to their expected success in medicine.
  • Include any obstacles the applicant has overcome in relation to their professional development and education.
  • Describe how the applicant is competent in the following areas that are necessary for med school:
    • Critical thinking
    • Quantitative reasoning
    • Scientific inquiry
    • Written communication
    • Competencies in the sciences, such as life sciences and human behavior
    • Social skills
    • Teamwork
    • Oral communication
    • Ethical responsibility
    • Adaptability
    • Dependability

By providing the letter writer with a framework from which they can develop their recommendation, you’re ensuring they touch on the major points med school admissions officers want to see. It might even be a good idea to send them recommendation letter examples to help give them an idea of what makes a strong med school recommendation letter.

The Length of the Letter

Letter writers may not know exactly how much or how little they should write in their recommendation. Generally, these letters tend to be approximately two pages. While the letter should be no less than a page and no more than three pages, anywhere in this range is acceptable. It’s important that the letter writer prioritizes quality over quantity. If a one-page letter has all the content needed for an excellent recommendation letter, there’s no need to add to the word count.

How to Submit a Confidential Recommendation Letter

Oftentimes, those who write a letter on your behalf would prefer to have this information transmitted confidentially. If you need to submit a confidential letter and make sure it’s approved by AMCAS (American Medical College Application Service), you can submit your letter via the AMCAS Letter Writing Service or Interfolio’s Dossier.

If you choose to use Interfolio, you will receive the following benefits with your account subscription:

  • Quality checks of your letters of recommendation before delivery
  • Guaranteed letter content confidentiality for your letter writer and you
  • A customer service team ready to field all your questions

No matter what avenue you choose to deliver your letters, keep this advice in mind during each step of the recommendation process: Ask the right people, give them enough time, make sure they’ve provided the right content, and deliver the letters on time and in full.

The Current State of Faculty Engagement

How are faculty doing, really? That’s what we set out to learn in our survey with Hanover Research, which gathered responses from more than 400 faculty across the country. The findings, which are detailed in our recent white paper, uncover a range of sentiments about faculty’s experiences in their current roles, from job satisfaction and work-life balance to career advancement and appreciation. 

For a deeper dive into the findings, a panel of academic leaders shared their perspectives on the research and whether their institutions are experiencing similar—or different—trends. During our roundtable discussion, now available to watch on demand, academic leaders from Johns Hopkins, Harvard, and the University of Delaware discussed how institutions are addressing increased workloads for faculty, why having the right type of metrics can help illuminate impact, and how technology is enabling institutions to boost faculty engagement and retention.   

Faculty Workload Is Increasing 

With 67% of faculty surveyed stating that their workload increased in the past year and 83% wishing they had more time to spend on things important to them, today’s faculty are feeling under pressure, which can threaten faculty engagement. “There is a big need for us to be thinking at our institutions about what is an appropriate faculty workload—how do we clarify that, how do we write that down, how do we agree to it?” noted Dr. Jaime Lester, Vice Dean of the School of Education at Johns Hopkins University. “Because I think faculty, especially since the pandemic, tend to work more and more in non-visible ways. We don’t always know all the work that they do.” 

Post-pandemic budget constraints and staffing issues are adding fuel to the fire. “There’s a lot of demand being placed on our current faculty that historically weren’t their responsibilities,” said Dr. Matthew J. Kinservik, Vice Provost for Faculty Affairs at the University of Delaware. “You see reductions in staffing, and some jobs that were off-loaded to staff in the past are transferred to the faculty.” While 81% of faculty report feeling engaged in their daily work, and more than 70% say they feel connected to their institution, Kinservik acknowledged the responsibility of administrators to find ways to address these underlying issues and improve faculty engagement. “People do feel pretty good about their work—they just want to feel better about it.” 

Recognizing Faculty Impact   

With additional work being added to their plates, faculty need to feel appreciated in order to remain engaged with their institution. Unfortunately, one in four faculty believe their teaching and research efforts are undervalued, while one in three believe their service efforts are undervalued. “I think faculty are more satisfied when their workload aligns with their values—but the institution also has to have a culture that recognizes and rewards that extra work,” shared Dr. R. Todd Benson, Executive Director of the COACHE Program at Harvard University. “We have to figure out ways to understand the complexity between the work that they want to do, the work that they’re being asked to do by the institution, and the work that they’re being asked to do by their students. And if they’re not in alignment, it can create a sense of dissonance that can really affect their satisfaction with the workplace.”  

When it comes to evaluations, 56% of faculty agree that their institution uses oversimplified metrics to evaluate the total impact of their work. Kinservik noted this issue at his institution, stating that they “found that a very large percentage of our academic departments were evaluating teaching largely on student scores, and largely on just two questions.” This has led to bigger conversations among faculty and with the Faculty Senate about a holistic understanding and framework for teaching evaluation that expands beyond what happens in the classroom, with the university now requiring every candidate who’s up for promotion or tenure to include a workload statement about all of the work they performed during the entire review period. “We can only judge achievement relative to opportunity—if we don’t know the person’s workload, we don’t know what opportunities they had to achieve in the different areas,” said Kinservik.  

Faculty Satisfaction Is Wavering   

When it comes to certain career factors, faculty satisfaction has dropped in just two years. When surveyed about processes and standards related to promotions and tenure, faculty satisfaction dropped from 88% in 2021 to 72% in 2023—a drastic decline of 16%. In addition, 38% of faculty believe that tenure and promotion processes lack consistency across departments at their institution. “I think these numbers are really important and that we should all take note of them,” said Lester. “We’re really just putting our faculty in a burnout cycle. I think we can do better.”   

Be sure to watch the on-demand webinar recording for additional insights on faculty engagement from our survey with Hanover Research and our esteemed panel of academic leaders. For a closer look at the research, access our exclusive white paper.  

Watch the Webinar

Black Faculty: Protecting Our Peace

Antione D. Tomlin, PhD headshot

Antione D. Tomlin, PhD, PCC

Associate Professor and Director of Academic Literacies Tutoring Center

Anne Arundel Community College

Dr. Kelly Wallace Headshot

Dr. Kelly Wallace

Adjunct Faculty

The Pennsylvania State University, The Chicago School

Black History Month, for individuals of the Black community, is a poignant period—a moment to hit pause, reflect, and witness the world celebrating the brilliance of Blacks that often goes unnoticed or undervalued throughout the rest of the year. It’s not lost on us, as Black faculty, that this month, designated for this celebration, is notably the shortest of the year. However, in this leap year, we seize the extra day not to be tokenized or overworked in spaces where we’re called upon to represent diversity and Blackness. Instead, we embrace the additional day to stand boldly in our Blackness, celebrating as we see fit and safeguarding our peace in the process.

As two Black male faculty members, we acknowledge the scarcity of faces that resemble ours in the academic realm. Consequently, we often find ourselves called upon to represent not just Black faculty but Black male faculty and Black gay male faculty. While we accept this responsibility in many cases, recognizing the necessity of amplifying our voices, Black History Month becomes a juncture where we feel burdened by the demand for non-Black colleagues to include us in all the parading and showboating of Black excellence, often masked by diversity and inclusion efforts.

Undoubtedly, we engage in this for the culture, but the reality is that we are also fatigued. The burden of doubling our efforts to make diversity and inclusion initiatives work is draining. To that end, we assert, “Find somebody else to do it!” Here are four tips that Black faculty can consider for protecting our peace, advocating for our needs, staying hydrated, and minding our business.

Tip 1: Know Your Voice

White faculty members are routinely granted respect and authority for their intellectual abilities—especially from white students. In the classroom, they are seen as “experts,’’ and there is a systemic dominance of assumed intellectual ability. White students assume, based on presenting identity and credentials, that their professor “must know what they are talking about,” whereas Black faculty members working at predominately white institutions are often subjected to being challenged by white students, regardless of their credentials. Academic disciplines are oftentimes gendered, heteronormative, and racialized. White students may perceive Black and gay or Black and queer faculty members as less competent and question their pedagogical practices, teaching methods, and feedback given on assignments. 

This institutionalized racism and homophobia often result in Black faculty experiencing imposter syndrome, which can include feelings of inadequacy, self-doubt, and overachieving. This could also manifest itself as microaggressions in the classroom. To minimize and possibly eliminate these tenants, it is important to know and use your voice. Black faculty at predominately white institutions may not be able to connect with other faculty of color. However, knowing your strengths and your value helps to keep Black faculty grounded and adaptable. Below are some strategies for Black faculty to strengthen their voices.

Strategies: 

  1. Being open but assertive to challenges.
  2. Structure your classroom to promote diversity.
  3. Your knowledge and worth are not based on classroom experiences.
  4. Not having an answer does not negate your expertise. 
  5. Feel the spectrum of emotions, but do not allow yourself to become stuck in negative feelings.

Tip 2: Connect With Black Administrators 

The phrase “it takes a village” is strong within the Black community. Having a community encompasses visibility, likeness, trust, and connection. At predominantly white institutions, there are often limited opportunities to interact and connect with other faculty of color. Black faculty members, both full-time and part-time, face the hard challenge of often being the only or one of a few faculty of color. While relationships can be formed between Black faculty and their white colleagues, this does not equate with the commonalities experienced within the Black community. 

A strategy to build a community is to connect with Black administrators. There are often more Black administrators than Black faculty, which presents an opportunity to build a community. These are the professionals who are responsible for tasks, including admission and enrollment, financial aid, campus activities and student life, etc. Sometimes, there are minimal interactions between faculty and administrators outside of student-based exchanges or related activities. However, there are other interactions, such as passing by each other on campus, grabbing a drink or coffee in the cafeteria, or running into each other during campus events. 

Taking stock of these interactions presents the chance to create a community. Having this community can increase a sense of visibility and belonging while decreasing the experience of isolation. Additionally, having these connections increases Black pride and can strengthen confidence. While building a connection between Black faculty and administrators takes time, the shared experience of Blackness at predominately white institutions provides another commonality to begin to build genuine relationships. Furthermore, this collaborative approach can help to establish a safe space to feel and express Blackness. And, if needed, discuss and implement strategies for strengthening the inclusion of Black identities. 

Tip 3: Check in With Your Core Values

While faculty members typically enjoy considerable flexibility and autonomy, the experiences of Black faculty shed light on an unspoken yet palpable pressure. This pressure, both explicit and implicit, pushes us to go above and beyond, often more than our non-Black colleagues, merely to be remotely valued at the same level. In navigating our roles, we frequently sense the expectation to fulfill every request, lacking the liberties that some of our non-Black colleagues seem to effortlessly wield when saying no or refusing tasks that, when communicated to us, feel more like direct orders. Our intention in sharing this is not to call out our colleagues but rather to invite them into a deeper awareness of the impact their words, directives, or lack of mentoring and support may have on us. We extend this call for reflection to our students, colleagues, and particularly ourselves, urging frequent check-ins with our core values.

When faced with tasks misaligned with those values, it is not only acceptable but crucial to assertively say no or acknowledge that the request doesn’t resonate with our professional identity. Unfortunately, Black faculty often find themselves in situations where they feel denied the opportunity to stand confidently in their Blackness while communicating that a given task doesn’t align with their professional identity. The pressure to comply arises from a desire for more teaching assignments, promotions, or tenure. This struggle is an added burden, contrary to our genuine desire to support our students, contribute innovative ideas, and enrich the educational space.

Once again, our purpose is not to call out but to encourage all colleagues, particularly Black colleagues, to engage in a profound check-in with your core values. Assess how you may be neglecting or honoring them and avoid losing sight of these values on your academic journey. It is a collective call to create an environment where authenticity and individual values are honored, fostering a truly inclusive and supportive academic community.

Tip 4: Yes, No, Counteroffer!

Consider adopting a strategy that is particularly beneficial when juggling numerous tasks or confronted with uncertainties about alignment with personal satisfaction and joy. As Black faculty, the inclination to always lend support, driven by the fear of retaliation or being perceived as uncooperative, often leads us to default to a “yes” even when it stretches us thin. Implementing a straightforward approach when faced with new requests can provide the space needed for thoughtful consideration. It empowers you to make decisions that align with your well-being and commitments to students, colleagues, and friends/family.

The next time you receive a request, take a moment to pause, evaluate its feasibility, and respond with a definitive “yes,” “no,” or a thoughtful counteroffer. Use “yes” when you are certain and eager to pursue the task. Conversely, utilize “no” for those requests that don’t align with your capacity or interest. Furthermore, consider a counteroffer when additional information is needed or modifications are necessary to better suit your needs.

A crucial note to fellow Black faculty members: leverage these tools and respond to incoming requests confidently, embracing the power of “yes,” “no,” or a thoughtful counteroffer. To our non-Black faculty colleagues, provide the necessary space for Black faculty to simply be and regard their responses—whether “yes,” “no,” or a counteroffer—with the sincerity they deserve.

Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Dr. Kelly Wallace is a Couple/Marriage & Family Therapist and a Professional Counselor. He is also an adjunct faculty member, and he educates future therapists, counselors, and other human service professionals. He is also a mentor and consultant. Dr. Wallace can be reached at www.linkedin.com/in/drkellywallace.

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Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

How Faculty Hiring Differs From Staff Hiring

Hiring the right people is important—this is perhaps even more true for higher education institutions than it is for government agencies or Fortune 500 companies. Colleges and universities, like any large employers, often use a campuswide human resources information system (HRIS) to keep hiring information in one place and facilitate efficient, transparent processes. However, these systems fall short when it comes to the faculty hiring process. 

Recruiting a single faculty member involves extensive review, usually via committee. Applicants share a variety of documents—from CVs to research statements to writing samples—that multiple people will review. The process can take months of coordination, and the stakes are high: a tenure track hire, for example, can represent a 30-year commitment and a multimillion-dollar decision for the institution. This kind of decision is easier to get right when institutions have the best tools for the process. 

Here are a few key attributes that set a solution designed specifically for faculty recruitment apart from a traditional HRIS. 

Improved Committee Experience 

Serving on hiring and review committees is an important part of higher education’s shared governance structure, but these commitments can add to a faculty member’s already high workload. Committee members must review dense academic texts, supporting documents, and letters of recommendations—sometimes 10 or more for a single candidate—and coordinate their review with other members. A typical HRIS is not developed with this level of review in mind, and as a result, committees may have to cobble a process together from inadequate file-sharing services, email, or even physical printouts. Not only can this result in unnecessary work, but it can also increase the risk of error. Someone may review the wrong document, or materials may simply get lost in the shuffle. 

As faculty report heavier workloads, it’s increasingly important to make sure hiring committee processes are as efficient and painless as possible. With Interfolio Faculty Search, purpose-built technology makes it easy for faculty to review application materials, communicate among committee members, and focus on what matters: hiring the best fit for their department.

Smoother Review Workflows  

Committee review is just one step in the process. There are dozens of steps between a university listing an open faculty position and a new scholar joining the institution—from initial department chair recommendations and candidate interviews to final approval from the board of trustees. 

Example hiring diagram: 

Without purpose-built tools, each of these steps represents an opportunity for confusion or frustration. A file may not be shared with the necessary reviewers; a reviewer may not be certain which materials they must look through; someone may be responsible for sending manual email reminders at every step to keep the process on schedule. 

Interfolio’s Faculty Search is designed with these specific problems in mind—and presents a solution to each one. Document permissions are clear and easy to assign, automated messages help keep reviewers on track, and the entire review pathway is transparent from start to finish.

Faculty-Specific Data 

A powerful faculty hiring tool can also help your institution recruit new scholars strategically and effectively. To hire the best candidates, you have to find them: a traditional HRIS may not have the specialized tools required to get the job done. But Faculty Search, designed specifically for faculty, helps committees hire as efficiently as possible—while following the institution’s documented processes. Plus, Interfolio’s Faculty Search enables you to publicly post your openings, with visibility to the millions of academics who use Interfolio’s Dossier. With 40% of academic hiring powered by Interfolio, you’ll get access to top talent across academia. 

Built-in reporting tools can also help hiring committees understand their applicant pools and stay on target for academic diversity, equity, and inclusion goals. With granular data about who your applicants are and what they offer to students and colleagues, your institution can make smarter decisions leading to a stronger, healthier workplace. 

Making Faculty Hiring Consistent and Seamless 

At some institutions, different schools and departments may follow different approaches to faculty hiring, creating a process that’s slow and inefficient. Georgetown University was struggling with this issue and decided to replace its patchwork of approaches to faculty hiring by adopting Faculty Search across the University. “Across our 10 schools, we had multiple processes for faculty recruitment: we had people using shared drives and email, people using Interfolio Faculty Search, others using competitors to Interfolio, and still others using mail only,” explained Charlie Leonhardt, Georgetown University’s Director of Online Initiatives and Innovation. 

Not only would this shift to Interfolio create consistency, but it would also enable Georgetown University to connect Workday to faculty recruitment. That’s because Faculty Search comes with application programming interfaces (APIs) that enable it to connect to and communicate with other software, including third-party ERP software. The API integration between Faculty Search and Workday at Georgetown University has made the faculty hiring process much easier for departments, candidates, and administrators.  

“Interfolio Faculty Search provides a consistent experience for all applicants,” Leonhardt said. “In addition, the integration between our ERP and Interfolio significantly reduces data entry. All of the applicant data is keyed into Interfolio by the applicant, and the data flows electronically to our Workday human resources system, so there’s no re-keying of data.” Interfolio can work alongside your ERP or HRIS to benefit the specific needs of faculty hiring. 

Interfolio for Faculty Hiring 

The right platform for faculty hiring decisions can do more than bring in top talent: it can re-energize faculty and staff and maximize the impact of their work. See how the Harvard Graduate School of Education has experienced this firsthand. 

Interfolio Faculty Search helps keep the essential work of higher education—teaching, research, and service—moving. With faculty-centered tools that make the academic recruitment process seamless and transparent from start to finish, Faculty Search frees up time for faculty to do the work that matters most to them. To find out what Interfolio can do for your institution, schedule a demo today. 

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