Building on Excellence

Guide to Recruiting and Retaining an Excellent and Diverse Faculty at Stanford University

INSIDE
An excellent and diverse faculty ......................................................................................................................... 1

by Provost John Etchemendy

Stanfords commitment to faculty diversity .......................................................................................................... 2

by President John Hennessy and Provost John Etchemendy

Recruiting an excellent and diverse faculty .......................................................................................................... 4 Retaining an excellent and diverse faculty ........................................................................................................... 7 Guidelines for junior faculty counseling and mentoring ....................................................................................... 8 University resources for faculty recruitment and retention .................................................................................. 10 Stanford offices that offer assistance ................................................................................................................ 11
Deans Offices ............................................................................................................................................. 11 Faculty Affairs ............................................................................................................................................. 11 Faculty Development Office ............................................................................................................................ 11 Faculty Recruitment Office ............................................................................................................................. 11 BenefitSU ................................................................................................................................................... 12 Center for Teaching and Learning .................................................................................................................... 12 Diversity and Access Office ............................................................................................................................ 12 Faculty Housing ........................................................................................................................................... 12 Northern California Higher Education Recruitment Consortium .............................................................................. 13 Ombuds Offices ........................................................................................................................................... 13 Sexual Harassment Policy Office ...................................................................................................................... 13 Help Center ................................................................................................................................................ 13 WorkLife Office ........................................................................................................................................... 13

Legal considerations in recruitment and retention ............................................................................................. 14

APPENDIX

Equal Employment Opportunity Statement ........................................................................................................... i

by President John Hennessy

Equal Employment Opportunity and Affirmative Action Policy and Policy of Equitable Compensation ......................ii Gender Equity in Academic Science and Engineering ...........................................................................................iii Look to Future of Women in Science and Engineering ......................................................................................... iv

by John Hennessy, Susan Hockeld and Shirley Tilghman

Report of the Provosts Advisory Committee on the Status of Women Faculty ....................................................... vi

An excellent and diverse faculty

By John Etchemendy, Provost and Professor of Philosophy Recruiting and retaining an excellent and diverse faculty is hard work, even at an institution as known for excellence as is Stanford University. This publication and the programs it describes reect our intention to vigorously pursue an exceptional and diverse faculty with all the commitment, resources and energy we can summon. Building diversitybroadly denedwithin the professoriate and ensuring fairness for all in the hiring and promotion process are challenges for all of higher education. All institutions face similar problems. For instance, minorities and women are often underrepresented in our candidate pools. And, despite best intentions, they may sometimes be subject to an unconscious bias imposed by a society that has not yet fully recognized the value of its own diversity. At Stanford, we believe we have a special obligation to confront these and other challenges and to succeed in our eorts. First, we believe that to be considered world class, an institution like Stanford must reect the multi-racial, multi-ethnic society and pluralistic democracy that serve as a foundation for the university. Second, we believe that a diverse campus community enriches the educational and scholarly environment by bringing varied interests, experiences and perspectives to the teaching, learning and creative activities that constitute our core mission. Third, we recognize that our prominence brings with it added responsibility, namely, that we assume a leadership position here as we do in our other pursuits. And nally, seeking an exceptional and diverse faculty fullls the vision of our founders, who wanted their university to resist the tendency to the stratication of society, by keeping open an avenue whereby the deserving and excepThe underlying message contained in the various programs described in this publication is that tried and trued methods of recruiting, hiring and retaining well-qualied and diverse faculty members are not enough. We must think anew and we must rigorously review our perceptions, our assumptions and our methods of identifying, recruiting and supporting faculty if we are truly to serve our mission. Building blockssuch as bricksare the same shape and dimension. Thus the metaphor implies that all contributions are the same. But new knowledgenew discoveries, new insightsare never homogeneous. Diversity allows for new shapes, textures and imaginings of knowledge; it encourages the innovation and insight that are essential to the creation of knowledge. A diverse community of scholars asks diverse questions and has diverse insights, and so pushes the forefront of knowledge further faster; providing, in turn, a richer educational environment for our students. When talking about the creation of knowledge, people often use the metaphor of building an edice, constructed one building block at a time. While this may be a useful metaphor in that the creation of knowledge is indeed a communal project with many people contributing individual pieces, it is not quite right. I have had the privilege of participating in the hiring, mentoring and promotion of many very worthy Stanford faculty members in my roles as a department chair, dean and now provost. I start with the assumption that, as faculty members, we are here to pursue and disseminate knowledge for the benet of society. tional may rise through their own eorts from the lowest to the highest station in life. A spirit of equality must accordingly be maintained within the University.

Stanfords commitment to faculty diversity

President John Hennessy and Provost John Etchemendy presented the following statement on faculty diversity at a meeting of the Stanford Faculty Senate on May 31, 2001. The statement was subsequently endorsed by the Board of Trustees. For many years Stanford University has had a commitment to enhancing the diversity of its faculty. This commitment is based, rst and foremost, on the belief that a more diverse faculty enhances the breadth, depth and quality of our research and teaching by increasing the variety of experiences, perspectives and scholarly interests among the faculty. A diverse faculty also provides a variety of role models and mentors for our increasingly diverse student population, which helps us to attract, retain and graduate such populations more successfully. The President and Provost wish to emphasize Stanfords continuing interest in and commitment to increasing the diversity of our faculty and to providing access to equal opportunities to all faculty independent of gender, race or ethnicity. More specically, we assert our commitment to the following steps, some of which rearm existing university policies, and others that extend those policies:

We will make use of incentive funds and incremental faculty billets to encourage the appointment of candidates

who would diversify our faculty, such as women and minorities in elds where they continue to be underrepresented. Our goals are two-fold. First, we want to encourage the normal process of diversication, which should occur as a byproduct of outreach during searches. Second, we hope to accelerate this process by encouraging departments and schools to take advantage of opportunities to appoint additional equally qualied candidates from underrepresented groups who are identied during searches but who (for reasons such as their area of specialization) may not be the rst choice of the search committee. This second mechanism is especially important in elds where the small pool of available candidates means that opportunistic approaches are important.

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The Provost has established an Advisory Committee on the Status of Women Faculty and is in the process of

forming an Advisory Committee on Faculty Diversity. These committees will work with the Provost and his sta to explore ways in which we can foster the goals of gender, racial and ethnic diversity and equal opportunity for our faculty. We will continue to monitor and report on the representation of women and minorities on the faculty, as well

Faculty searches are obligated to make extra eorts to seek out qualied women and minority candidates and

as their tenure and promotion rates, on a yearly basis to the Faculty Senate. We hope that sharing the data will continue to keep this issue on the agenda of school deans, department chairs, faculty search committees and the faculty as a whole. We will support and mentor all junior faculty, and we will continue to use a review process for tenure and

to evaluate such candidates. It is the obligation of the search committee to demonstrate that a search has made a determined eort to locate and consider women and minority candidates. This obligation must be taken especially seriously for senior appointments where active outreach to potential candidates is required as part of the search process. Department chairs and deans have the responsibility to make sure that these obligations have been fullled.

promotion that is based on a candidates contributions to research and teaching and that is appropriate for the candidates area of scholarly interest.

Faculty members at Commencement

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We will continue to evaluate faculty salaries, with special emphasis on women and minority faculty

composition of the faculty and in their scholarship. Stanford University seeks and promotes an academic environment for each faculty member that is collegial, intellectually stimulating and respectful of his or her contributions and accomplishments. Such an environment should enable the highest quality scholarship and teaching, and provide every faculty member a voice in department decision-making.

salaries, through an objective methodology (the so-called quintile analysis). Any inequities in salarieswhether for women or men, minorities or non-minoritieswill be sought out and corrected. We will also monitor the distribution of university resources that support individual faculty research pro-

grams, including both research funds and space, to ensure that the distribution of the universitys resources is not based on improper factors (such as gender, race or ethnicity). Any such inequities discovered will be corrected. We seek to increase the representation of women and minority faculty in leadership positions in depart-

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Realizing that small pool sizes and pipeline problems continue to aect the availability of

talented women and minority faculty candidates in many elds, Stanford will continue a strong eort to seek out and support graduate students who bring diversity to our university. As an institution, we will encourage women and minority students to pursue academic careers. Finally, we acknowledge that no single policy is likely to be sucient to achieve our goals. Instead, a concerted implementation of a variety of approaches is necessary to achieve an overall university culture that fosters eective diversity and that can serve as a national model for other universities. While we view this statement and these policies as an important rst step, careful attention to practices and viewpoints throughout the faculty will be needed to make signicant progress. We call upon all our colleagues to engage actively in this important eort.

ments, schools and the university administration. In addition, in the process of appointing faculty to leadership positionssuch as department chair, associate dean or deanwe will consider the eorts and eectiveness of the candidates in promoting and enhancing faculty diversity and equal opportunity. Such criteria will also form a part of the yearly review of all faculty leaders.

Attracting and retaining the best faculty members in an increasingly diverse society requires us to have a

university that is supportive of faculty diversity, both in the

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Recruiting an excellent and diverse faculty

Stanford Universitys commitment to enhancing the diversity (broadly dened) of its faculty recognizes that research and teaching are enriched by a variety of perspectives and that students must be prepared to achieve in a world that is increasingly global and diverse. The following faculty recruitment practices are oered as guidelines to assist schools and departments in achieving the benets of a diverse faculty. C. Obtain the best data about availability pools to assess whether women and minorities are underrepresented at
CR E AT E A D I V E R S E S E A R C H C O M M I T T E E

A. Discuss selection criteria and strategies for identifying qualied candidates from diverse backgrounds (including from underrepresented groups). B. Dene the position broadly so that qualied candidates from diverse backgrounds are not excluded.

entry or senior levels in the relevant Stanford department or elds. Particular eorts should be made to increase the sources of information concerning potential candidates from any such underrepresented groups.

A diverse search committee helps to ensure a

diverse candidate pool. Deans or department chairs should: A. Actively monitor the composition of search committees to ensure that they include members with dierent backgrounds, perspectives and expertise. B. Make an eort to appoint members with demonstrated commitments to diversity and members of groups that are underrepresented in the school or department. C. Ask one member of the committee to serve as a diversity ocer, if appropriate. Faculty serving in this position are responsible for monitoring the inclusiveness of the candidate pool and the procedures of the search process. D. Consider adding an outside individual with relevant expertise who would add diversity to the search committee if the small number of women and minority faculty in the department or school prevents their involvement.

LOOK IN THE RIGHT PLACES

Identifying appropriate candidates who would add

diversity often requires more than standard announcement and recruitment practices. Search committees should: A. Advertise in specialty journals targeted to women and minorities, which indicates concern about diversity and may identify promising applicants. B. Consult relevant publication lists and databases and make personal contacts with colleagues at other universities to expand the candidate pool. The Faculty Recruitment Oce can assist search committees by identifying useful resources. C. Approach women or minority candidates who you assume are unavailable, perhaps due to family constraints or a partners employment. Assumptions should be veried
CONSIDER THE COMPOSITION OF C A N D I D AT E P O O L S

through direct inquiry because Stanford oers many programs designed to aid in recruiting such faculty members.

In order to ensure a diverse and well-qualied candidate pool, search committees should:

D. Expand the short list at the time of scheduling interviews to include consideration of candidates who would contribute to diversity, especially in departments where the desired diversity may not exist (such as, for example, where women or minorities are underrepresented in relation to the relevant applicant pool at either entry or senior levels). Personal interviews may allow qualied individuals to demonstrate previously overlooked strengths. E. Consult the deans oce or the Provosts Oce to ascertain if any resources are available to subsidize expenses of additional interviews of candidates who would bring diversity to the faculty. F. Provide mentoring to promising undergraduate and graduate students to increase the potential applicant pools nationwide in areas where women and minorities are underrepresented.

and to consider adjusting subject matter priorities in light of the availability of qualied candidates. C. Become informed about potential resources, such as the Faculty Incentive Fund, which can be used for the recruitment of women, minorities and other candidates who would bring diversity to the professoriate; and the Gabilan Provosts Discretionary Fund, which is used primarily for the recruitment and retention of women faculty in the sciences and engineering.

CONSIDER THE CONCERNS OF UNDERREPRESENTED RECRUITS

A. Be mindful of possible concerns that underrepresented minority and female recruits might have about working at Stanford. Such concerns may include family leave, child care, spouse/partner employment, a sense of isolation and/or possible excessive work burdens (e.g., committee service and mentoring/advising of female and minority students). B. Describe to recruits appropriate policies regarding eorts to diversify the faculty to ensure that they are understood. C. Identify contacts and resources such as relevant university web sites. Individuals in charge of recruiting (generally chairs and deans) should be familiar with the relevant policies and resources and be able to make appropriate referrals. D. Use the Faculty Recruitment Oce as a source of information. The Faculty Recruitment Oce will meet with recruits to provide information and referrals, for instance, concerning employment opportunities for spouses and partners. It can also arrange meetings of recruits with faculty from other schools and departments with related interests. E. Interview candidates who rejected oers to identify any potential strategies for future searches.

MONITOR THE DIVERSITY OF SEARCH PROCESSES

The adequacy of a search process is hard to assess after the fact. Search committees should: A. Monitor diversity-related eorts throughout the process, including asking for a review of the short list before it is nalized. B. Seek active oversight by deans and the Provosts Oce to encourage appropriate proactive measures by chairs and departments.

USE PROACTIVE RECRUITMENT S T R AT E G I E S

A. Consult with peer institutions to identify promising recruitment strategies, as well as candidates. B. Adapt to special circumstances and particular opportunities. In areas where women or minorities, for example, are signicantly underrepresented, it may be appropriate to evaluate all potential female or minority candidates

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Age

BASIC INTERVIEW GUIDELINES UNDER FEDERAL LAW

TOPIC

Q U E S T I O N S T O AV O I D

PERMISSIBLE QUESTIONS

Age, date of graduation Whether candidate is a U. S. citizen Place of birth

None Whether person is eligible to work in U. S. Questions about how candidate would perform the job and whether candidate could perform teaching, research and other related job functions with or without accommodation

Citizenship

Disabilities

Any question that is for the purpose of eliciting information about a disability

Marital and family status

Questions about marital status, child care, children or pregnancy

May inform candidate that information regarding university family policies and services is available and then refer candidate to appropriate campus resources (Faculty Development Oce, WorkLife Oce, Faculty Aairs Oce)

Race

Any question about individuals race, national origin, ethnicity, or (unless relevant) languages spoken

None

Religion

Questions about religious aliation

None

For more information, contact the Oce of the General Counsel at (650) 723-9611.

Professors Claude Steele and Hazel Markus team teach a psychology class.

Retaining an excellent and diverse faculty

Stanford works hard to retain faculty members who bring excellence and add diversity (broadly dened) to the university. The following retention practices are oered as guidelines to assist Stanford schools and departments in supporting and retaining their faculty. Although policies on retention are dicult to formalize, schools should nevertheless:

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Reward faculty appropriately for their productivity and contributions regardless of their mobility or their

interest in pursuing outside oers. Recognize outstanding performance through monetary compensation and also through opportunities for

leadership or for initiatives of special interest to the faculty member and the institution. Give faculty members an opportunity to voice concerns and receive feedback through annual meetings

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Devise strategies for providing appropriate individual support and recognition, and some measure of hori-

zontal equity among faculty. Ensure that professors feel appropriately valued, lest they seek or become vulnerable to outside oers. Dispel perceptions that outside oers are the only way to gain rewards.

with their department chair (or the dean or his/her designee in schools without departments). Provide information and guidance about benets and policies periodically (for example, policies for new

faculty parents, research support and teaching buy-out opportunities) that either may not always be clear in their application to particular circumstances or that may be subject to deans or chairs discretion. Good communication about such matters is important.
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Guidelines for junior faculty counseling and mentoring

Providing support, guidance, advice and feedback to junior faculty is a high priority for Stanford. In their statement on faculty diversity (page 2), President John Hennessy and Provost John Etchemendy expressed the universitys commitment to supporting and mentoring all junior faculty. There is variation across the university in how this support and guidance is provided, and the university does not mandate a particular methodology. However, it is expected that counseling and mentoring will occur on a regular basis. This document outlines the general expectations for the kinds of support, advice and feedback junior faculty members should receive.
COUNSELING

annual discussion. In another, the meeting includes the junior faculty member, the dean, the department chair and the individuals mentor. It is important that this discussion include someone, like the chair, who has recent experience in the appointment and promotion process and can provide advice informed by recent participation in that process. These counseling sessions should include direct reference toand discussion ofthe universitys and the schools criteria for reappointment and promotion, as set forth in the universitys Faculty Handbook (available online at http://facultyhandbook.stanford.edu) and as supplemented by the schools handbook. The comparative and predictive aspects of the tenure decision should be stressed, as should be the point that these judgments are not generally able to be made until the referee letters are received as part of the evaluation process. For this reason, counseling the junior faculty member that he or she is on track to gaining tenure is inappropriate. There is also variation across schools in viewpoint and practice as to whether there should be a written record of these annual discussions. The university leaves this matter to each schools discretion. However, the university does require a written recordthe counseling memoat the time of reappointment and promotion. The counseling memo is submitted with the recommendation papers. It is expected that the counseling memo submitted with the le is in draft form. Only after completion of the review process should the counseling letter be nalized and then given to the faculty member, preferably followed shortly by a meeting between the faculty member and the chair or dean at which the issues raised in the letter should be discussed.

Counseling, which is the rst aspect of guiding junior faculty, entails providing feedback on performance relative to the standards for reappointment and promotion. The universitys Faculty Handbook species that deans, department chairs or their delegates should confer annually with each junior faculty member in their department or school to review his or her performance in the light of the criteria for reappointment or promotion. Among the topics that should be discussed are the junior faculty members teaching performance and research/scholarship quality and productivity, including progress in such indicators as books, publications and grant funding, as appropriate. In some schools counseling is carried out by the department chair; in others, the dean or associate dean meets with each junior faculty member. In one school, the senior faculty in an area meet annually to discuss the junior faculty members progress prior to the

MENTORING

However, it should also be recognized and communicated to the junior faculty that the ultimate responsibility for career trajectory and success lies with each faculty member himself or herself. Thus, it is up to the junior faculty to respond to invitations to meet with their mentors, department chairs or deans; to request such counseling and mentoring sessions if such sessions are not otherwise scheduled for them; to attend information sessions oered to them; and to become familiar with policies and procedures concerning reappointment, tenure and promotionin particular, those included in the university and school faculty handbooks. For more information about these guidelines, contact Vice Provost for Faculty Development Patricia Jones (patjones@stanford.edu, 650-725-8471) or Faculty Aairs (facultyaairs@stanford.edu, 650-723-3622).

The second aspect of the guidance to be oered to junior faculty is mentoring, meaning ongoing advice and support regarding the junior faculty members scholarship and teaching. The universitys Faculty Handbook says schools are expected to have policies and practices for providing mentoring to junior faculty. These vary across the university. In general, it is recommended that junior faculty be assigned mentors who are senior faculty members but not department chairs. The mentor should be available to provide guidance on an ongoing basis and should meet at least annually with the junior faculty member. In situations in which the initial mentor assignment may not be successful, deans or department chairs should work with the junior faculty member to identify a suitable mentor.
I N F O R M AT I O N S E S S I O N S

While central university resources such as the Center for Teaching and Learning and the Vice Provost for Faculty Development provide some general orientation and information sessions for new and junior faculty, topics for which practices vary signicantly among schools or departments should be discussed with junior faculty locally, by the school and/or department through information sessions and/or mentoring. These topics might include teaching and grading strategies and practices, graduate student advising, expectations regarding publications in the specic eld, expectations for and sources of grant funding and nancial management of grants.
T H E J U N I O R F A C U LT Y M E M B E R S RESPONSIBILITIES

The core purpose of junior faculty counseling and mentoring activities is to provide candid and helpful feedback and guidance to the individual. The goal is to provide a supportive atmosphere to assist junior faculty in succeeding in their academic careers.

Albert Camarillo, professor of history

University resources for faculty recruitment and retention

Stanford University provides the following mechanisms to encourage eorts to recruit candidates who bring diversity (broadly dened) to the faculty.
TA R G E T O F O P P O R T U N I T Y

The need for the fund stems from two aspects of Stanfords faculty appointments situation. First, the rates of faculty growth and turnover are very low; as a result, the university has very few openings, which must of necessity be dened relatively narrowly in order to fulll the particular academic needs of the departments and schools with these openings. Second, the distribution of minority and women scholars does not map evenly onto the academic disciplines. This means that, particularly with respect to minority scholars, there may be little overlap in any given year between the set of disciplines in which there are hiring opportunities and those in which there are qualied candidates who would increase faculty diversity. The Faculty Incentive Fund resources provided by the provost, together with support supplied by the school, become a tool that facilitates optimum use of the availabilities of scholars who would bring diversity. For more information, contact Faculty Aairs at facultyaairs@stanford.edu or (650) 723-3622.
GABILAN PROVOSTS DISCRETIONARY FUND

The faculty appointment process at Stanford normally begins with a national (and often international) search for the best available person who fullls the needs of the open position. Faculty search committees are required to engage in a rigorous eort to identify qualied women and minority candidates. Occasionally a department or school identies without a search a truly exceptional individual who would greatly enrich its faculty, e.g., by bringing uniquely outstanding scholarship and/or diversity to the department. In such target of opportunity cases, a search waiver may be requested from the provost. Search waivers for junior faculty are granted only in extraordinary circumstances and in situations with compelling needs.
F A C U LT Y I N C E N T I V E F U N D

The Faculty Incentive Fund helps make it possible for departments and schools to make incremental appointments of qualied individuals who would bring diversity to the faculty; this can include minority scholars and (in disciplines in which they are underrepresented) women scholars, as well as others who would bring additional dimensions to the universitys research and teaching programs. In some cases these individuals are not in the precise eld in which the department is searching but are in elds that are appropriate for Stanford.

In addition, thanks to an anonymous gift of endowment to the university in 2000 that has been named the Gabilan Provosts Discretionary Fund, there are resources available for the recruitment and retention of faculty in the sciences and engineering, particularly women faculty. Department chairs and deans work directly with the Provosts Oce to secure these funds. For more information, contact Vice Provost for Faculty Development Patricia Jones at (650) 725-8471.

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Stanford offices that offer assistance

DEANS OFFICES

a central information resource for all faculty and provides referrals to other oces on campus and in the community. Visit the web site at http://facultydevelopment.stanford. edu/OFD.html or call the Faculty Development Oce at (650) 736-0384.
F A C U LT Y R E C R U I T M E N T O F F I C E

Each of Stanfords seven schools is administered by a dean, who is responsible, both academically and administratively, to the provost. The Oce of the Dean within each school generally contains specialists in human resources, faculty aairs and many other university functions.
F A C U LT Y A F F A I R S

The Faculty Recruitment Oce, which is part of the provosts Faculty Development Oce, assists in faculty recruitment and retention to ensure that Stanford has a well-qualied and diverse faculty. The oce is under the direction of Associate Vice Provost for Faculty Development Sally Dickson. The Faculty Recruitment Oce is charged with: assisting deans, chairs and faculty search committees with outreach eorts in developing talented and diverse applicant pools, and serving as a central information resource for all faculty recruits and newly hired faculty in their transition to the Stanford community. For deans, chairs and search committees, the Faculty Recruitment Oce can: assist in coordinating candidate visits publicize on-campus job talks answer questions recruits may have provide candidate recommendations from women and minority Ph.D. databases access online links to minority professional organizations and publications

The provosts Faculty Aairs group advises university leadership on decisions related to faculty and faculty policies and maintains and provides accurate information about faculty matters. Sta members manage appointments and promotions; salary setting, leaves and retirement; faculty personnel les; faculty appeals; policy development and communication; and policy management and exception requests. They also manage data related to faculty, including appointments, demographics, leaves, base salaries, billets, endowed professorships and administrative appointments. The oce works with school deans oces, the Advisory Board and the provost to ensure compliance with Board of Trustees and Academic Council policies and to facilitate communication on issues related to the professoriate and other teaching sta. Call (650) 723-3622 or write to facultyaairs@stanford.edu.
F A C U LT Y D E V E L O P M E N T O F F I C E

The Faculty Development Oce, led by Vice Provost for Faculty Development Patricia Jones, supports the faculty through a variety of programs and information resources. Included are orientation and informational events and resources for new and junior faculty, workshops for department chairs and deans and initiatives supporting faculty diversity. The Faculty Development Oce also serves as

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For new and prospective faculty members, the Faculty Recruitment Oce can: provide information on the local communities help in seeking spousal or partner employment opportunities oer referrals to university resources relating to teaching and research identify ethnic and cultural community centers on and o campus give information on community services and resources, including local public school systems, dining and entertainment Contact the Faculty Recruitment Oce at (650) 725-2376 or visit the web site at http://facultydevelopment.stanford. edu/FRO.html.
BENEFITSU

Library of books and videotapes Teaching orientations Speaking of Teaching newsletters Assistance with teaching portfolios Handouts on teaching Information on teaching and technology Oral communication courses Visit the web site at http://ctl.stanford.edu.
DIVERSITY AND ACCESS OFFICE

The Diversity and Access Oce advances the universitys afrmative action goals and commitment to diversity and creates an environment in which dierences are both welcomed and appreciated. The oce ensures university compliance with federal, state and local regulations concerning diversity and disability.

BenetSU, which is part of Human Resources at Stanford, is staed by professionals who can answer questions related to health benets, retirement benets and such oerings as the tuition grant program. Benet representatives are available 8 a.m. to 5 p.m., Monday through Friday, to answer questions. BenetSU also oers an extensive web site with selfservice information and forms at http://benetsu.stanford. edu/. Send e-mail to benetsu@stanford.edu.
CENTER FOR TEACHING AND LEARNING

Specically, the oce coordinates and monitors campus compliance with the requirements of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. This includes providing guidance and evaluating eorts to improve access to campus facilities and programs, as well as advising sta, faculty and visitors regarding disability accommodations. Contact the oce at (650) 723-0755, (650) 723-1216 TTY or visit the web site at http://www.stanford.edu/dept/ocr/ diversityaccess/index.html.
F A C U LT Y H O U S I N G

The Center for Teaching and Learning supports the communication of knowledge and the love of learning by faculty in the classroom. The center promotes excellence in teaching at all ranks and excellence in student learning inside and outside the classroom. Services for faculty members include: Small-group evaluations Videotaping classes Classroom observation Teaching at Stanford handbook Departmental or small group workshops, lectures and reading groups

The Oce of Faculty Sta Housing administers Stanfords extensive housing assistance programs for eligible faculty and senior sta. The university oers the Housing Allowance Program, the Mortgage Assistance Program, the Deferred Interest Program and the Residential Ground Lease Program. Call (650) 725-6893, e-mail FSHousing@stanford.edu or visit the web site at http://fsh.stanford.edu.

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N O R T H E R N C A L I F O R N I A H I G H E R E D U C AT I O N RECRUITMENT CONSORTIUM

SEXUAL HARASSMENT POLICY OFFICE

The Sexual Harassment Policy Oce, under the direction of Laraine Zappert, implements the universitys Sexual Harassment Policy, investigates allegations of violations of the policy and assists schools and departments in understanding issues surrounding sexual harassment in the workplace. Call the Sexual Harassment Policy Oce at (650) 7231583 or visit the web site at http://harass.stanford.edu.
HELP CENTER

The Northern California Higher Education Recruitment Consortium (NorCal HERC) is a collaborative of Northern California campuses that jointly list job openings on the Internet. HERC is an eective tool in assisting the spouses and partners of faculty and sta to secure employment in Northern California, where dual careers are often nancial necessities. HERC includes more than 25 state universities, community colleges and private colleges and universities. Visit the web site at http://www.norcalherc.org.
OMBUDS OFFICES

The Stanford Help Center provides professional, condential, brief counseling to faculty and sta at Stanford, including the hospitals and clinics and the Stanford Linear Accelerator Center. People seek help for such issues as job stress, relationship issues, parent-child concerns, care of elderly parents, substance abuse and grief and loss. Spouses, domestic partners and children younger than 21 are also eligible. All contacts with the Help Center are condential. The center is staed by licensed clinical social workers, marriage and family therapists and psychologists. Call (650) 723-4577 or visit the web at http://www.stanford. edu/dept/ocr/helpcenter/.
WORKLIFE OFFICE

Both Stanford University and the Stanford Medical Center have ombuds oces, whose mission is to help protect the interests and rights of members of the Stanford community, assisting with redress of wrongs and resolution of disputes with impartiality and condentiality. An ombuds works to resolve conicts and concerns through a nonadversarial approach as an alternative to formal grievance procedures. Contact the university ombuds at (650) 7233682 or via e-mail at ombuds@stanford.edu or the Medical Center ombuds at (650) 498-5744.

The WorkLife Oce assists faculty, sta and students in reaching a balance among their work, study, personal and family lives. Services include child-care resources and referrals, parent education and consultation, elder care and caregiving support and strategies for navigating work and life. Call (650) 723-2660 or visit http://worklife.stanford.edu.

Andy Goldsworthys Stone River is among the works in the universitys extensive collection of outdoor art.

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Legal considerations in recruitment and retention

In our eorts to diversify the faculty, attention must be given to the federal and state laws governing employment discrimination. Taken together, these laws in essence prohibit discrimination in employment on the basis of any of the following characteristics: race, ethnicity, national origin, color, ancestry, gender, age, religion, disability, medical condition, pregnancy, marital status, sexual orientation and veteran status. The law in the areas of equal opportunity, non-discrimination and armative action is evolving and can be complex. Below is a very brief summary of some of the laws that are operative in these areas. For more information, please contact the Oce of the General Counsel on the third oor of Building 170 in the Main Quad or call (650) 723-9611. Uniformed Services Employment and Reemployment Rights Equal Pay Act of 1963 protects men and women who perform substantially equal work in the same establishment from sex-based wage discrimination. Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color or national origin under any program or activity from institutions receiving federal nancial assistance. Title VII of the Civil Rights Act of 1964 prohibits discrimination in employment on the basis of race, color, religion, sex or national origin. Title IX of the Education Amendments of 1972 prohibits sex discrimination under any program or activity from institutions receiving federal nancial assistance. Executive Order 11246 requires employers that receive federal contracts to take armative action in employment and not to discriminate based on race, color, sex or national origin. California Fair Employment and Housing Act prohibits discrimination in employment on the basis of race, religion, color, national origin, ancestry, physical disability, mental disability, medical condition, marital status, sex or sexual orientation. Act (USERRA) of 1994 is intended to minimize the disadvantages to an individual that occur when that person needs to be absent from his or her civilian employment to serve in the countrys uniformed services. Sections 503 and 504 of the Rehabilitation Act of 1973 are federal civil rights statutes that prohibit federally funded programs and activities from discriminating against qualied persons with disabilities. Americans with Disabilities Act (ADA) of 1990 is a federal law that gives civil rights protections to individuals with disabilities by prohibiting discrimination against individuals with disabilities in the areas of employment, state and local government services, public accommodations, transportation and telecommunications. Age Discrimination in Employment Act of 1967 (ADEA) prohibits age discrimination in employment in regards to individuals 40 years old or older.

14

Appendix

15

Equal Employment Opportunity Statement Reaffirmation of Policy

By John Hennessy, President Stanford University is an institution dedicated to the pursuit of excellence. Central to that premise is our institutional commitment to the principle of diversity. To encourage such diversity, we prohibit discrimination and harassment and provide equal opportunity for all employees and applicants for employment regardless of race, color, religious creed, national origin, ancestry, sex (including gender, as dened under the California Fair Employment and Housing Act), sexual orientation, veteran status, marital status, age, disability, medical condition or any other trait or status protected by applicable law. Furthermore, it is the universitys policy that there shall be no discrimination or retaliation against employees who raise issues of discrimination or potential discrimination, who participate in the investigation of such issues or who request or take family leave pursuant to the California Family Rights Act (CFRA) or the federal Family and Medical Leave Act of 1993 (FMLA). A simple policy of equal employment opportunity, however, may not suce to attract a diverse applicant pool to our campus. Some barriers are built into our society and, therefore, require the more active responses characteristic of armative action for locating and recruiting applicants. Hiring decisions that appear to have been reached neutrally may in fact be discriminatory if the applicant process is not accessible to women and minority group members. The university does not sacrice job-related standards when it engages in armative action. The best-qualied person for a given position must always be hired; that is the essence of equal opportunity. Armative action simply asks us to cast our net more widely to broaden the competition

and to develop innovative personnel management strategies for groups that have historically been underrepresented in certain roles in our society. The president and provost have delegated certain key responsibilities for the implementation of equal employment opportunity and armative action programs and practices to the Diversity and Access Oce, (650) 723-0755. Eective action, however, requires the personal involvement of all members of the Stanford community. In particular, academic administrators, managers and supervisors must individually invest time and eort to accomplish our institutional objectives. We have made much progress, but there are still areas that require our attention. The distribution of women and minorities among the ranks of the professoriate, in senior administrative positions and in a number of other areas is far from ideal. Continued dedication and attention by the members of our community is called for, particularly in the face of low representation of women and minorities in certain availability pools. Stanford University, therefore, rearms its commitment to diversity and armative action, as well as to equal opportunity. Our educational purposes will be served best if the countrys demographic diversity nds a presence on campus, and we thereby reect the full range and the full capacity of this society. Stanford will update and rearm this statement annually. January 2005

Appendix i i

Equal Employment Opportunity and Affirmative Action Policy and Policy of Equitable Compensation Administrative Guide Memo 23
GENERAL PERSONNEL POLICIES

C. Non-retaliationStanford University policy prohibits retaliation against individuals who raise issues of potential discrimination or who participate in an investigation of any claim of discrimination.

Authority This Guide Memo was approved by the president of the university. Applicability This policy applies to all employees of the university. Summary The policies in this Guide Memo are the basis of Stanford Universitys employment policies.

P O L I C Y O F E Q U I TA B L E C O M P E N S AT I O N

A. Compensation for Work PerformedIt is the policy of Stanford University to pay salaries and wages that equitably reect the duties, responsibilities, value, amount and quality of the work performed by an employee in comparison with other university employees, regardless
EQUAL EMPLOYMENT OPPORTUNITY A N D A F F I R M AT I V E A C T I O N P O L I C Y

of the sources of funds. B. Compensation PracticesIt is the intention of the university to set salary scales that are competitive with those of other employers for similar work under similar working conditions insofar as it is within the nancial ability of the university to do so.

A. Equal Employment OpportunityIt is the policy of Stanford University to provide equal employment opportunities for all applicants and employees in compliance with all applicable laws. This basic policy applies in all employment relationships. Administration of this policy aects recruiting, selection, placement, supervision, compensation, training, promotion, demotion, transfer, layo and termination. All university personnel policies, procedures and practices must subscribe to the intent of this basic policy. B. Armative ActionAs a matter of both institutional policy and its obligation as a federal government contractor, Stanford University is committed to principles of diversity and armative action and will comply with all armative action requirements in accordance with law.

The Stanford foothills

Appendix iiii

Gender Equity in Academic Science and Engineering

Following a meeting at the Massachusetts Institute of Technology in January 2001, Stanford President John Hennessy and leaders of eight other research universities issued the following joint statement. In it, they agree to work toward gender equity for women faculty in science and engineering. Institutions of higher education have an obligation, both for themselves and for the nation, to fully develop and utilize all the creative talent available. We recognize that barriers still exist to the full participation of women in science and engineering. To address this issue, we have agreed to work within our institutions toward:

A profession, and institutions, in which individuals with family responsibilities are not disadvantaged.

We recognize that this challenge will require signicant review of, and potentially signicant change in, the procedures within each university, and the scientic and engineering establishment as a whole. We will reconvene to share the specic initiatives we have undertaken to achieve these objectives.

1 2

A faculty whose diversity reects that of the students we educate. This goal will be pursued in part by moni-

toring data and sharing results annually. Equity for, and full participation by, women faculty. This goal will be pursued in part by periodic analysis

of data concerning compensation and the distribution of resources to faculty. Senior women faculty should be signicantly involved in this analysis.

Sharon Long, professor of biological sciences and dean of the School of Humanities and Sciences, with postdoctoral fellow Raka Mitra

Appendix i i i iii

Look to Future of Women in Science and Engineering

This opinion piece by John Hennessy, Susan Hockeld and Shirley Tilghman appeared in the Boston Globe on Feb. 12, 2005. Harvard President Lawrence Summers recent comments about possible causes of the underrepresentation of women in science and engineering have generated extensive debate and discussionmuch of which has had the untoward eect of shifting the focus of the debate to history rather than to the future. The question we must ask as a society is not Can women excel in math, science and engineering?Marie Curie exploded that myth a century agobut How can we encourage more women with exceptional abilities to pursue careers in these elds? Extensive research on the abilities and representation of males and females in science and mathematics has identied the need to address important cultural and societal factors. Speculation that innate differences may be a signicant cause of underrepresentation by women in science and engineering may rejuvenate old myths and reinforce negative stereotypes and biases. Why is this so important? Our nation faces increasing competition from abroad in technological innovation, the most powerful driver of our economy, while the academic performance of our school-age students in math and science lags behind many countries. Against this backdrop, it is imperative that we tap the talent and perspectives of both the male and female halves of our population. Until women can feel as much at home in math, science and engineering as men, our nation will be considerably less than the sum of its parts. If we do not draw on the entire talent pool that is capable of making a contribution to science, the enterprise will inevitably be underperforming its potential.

As the representation of women increases in every other profession in this country, if their representation in science and engineering does not change, these elds will look increasingly anachronistic, less attractive and will be less strong. The nation cannot aord to lose ground in these areas, which not only fuel the economy but also play a key role in solving critical societal problems in human health and the environment. Much has already been learned from research in the classroom and from recent experience on our campuses about how we can encourage top performance from our students. For example, recent research shows that dierent teaching methods can lead to comparable performance for males and females in high school mathematics. One of the most important and eective actions we can take is to ensure that women have teachers who believe in them and strong, positive mentors, male and female, at every stage of their educational journeyboth to arm and to develop their talents. Low expectations of women can be as destructive as overt discrimination and may help to explain the disproportionate rate of attrition that occurs among female students as they proceed through the academic pipeline. Colleges and universities must develop a culture, as well as specic policies, that enable women with children to strike a sustainable balance between workplace and home. Of course, achieving such a balance is a challenge in many highly demanding careers. As a society we must develop methods for assessing productivity and potential that take into account the long-term potential of an individual and encourage greater harmony between the cycle of work and the cycle of lifeso that both women and men may better excel in the careers of their choice.

Appendix ii v

Alexandria Boehm, assistant professor of civil and environmental engineering

Although we have a very long way to travel in terms of recruiting, retaining and promoting women faculty in scientic and engineering elds, we can also point to signicant progress. According to the National Science Foundation, almost no doctoral degrees in engineering were awarded to women in 1966 (0.3 percent), in contrast to 16.9 percent in 2001. And in the biological and agricultural sciences, the number of doctorates earned by women rose from 12 percent to 43.5 percent between 1966 and 2001. Our three campuses, and many others, are home to growing numbers of women who have demonstrated not only extraordinary innate ability but the kinds of creativity, determination, perceptiveness and hard work that are prerequisites for success in science and engineering, as in many other elds.

These gures demonstrate the expanding presence of women in disciplines that have not, historically, been friendly to them. It is a matter of vital concern, not only to the academy but also to society at large, that the future holds even greater opportunities for them. John Hennessy is a computer scientist and president of Stanford University; Susan Hockeld is a neuroscientist and president of the Massachusetts Institute of Technology; and Shirley Tilghman is a molecular geneticist and president of Princeton University.

Appendix v v

Report of the Provosts Advisory Committee on the Status of Women Faculty

Executive Summary, May 27, 2004. The full report with appendices can be accessed at http://www.stanford.edu/dept/ provost/womenfacultyreport/.
BACKGROUND OF THE REPORT

Over the past three years, Stanfords committee has conducted an extensive review of university policies and practices concerning women faculty. That review has revealed a wide range of gender-related initiatives and signicant recent progress in increasing womens representation in faculty and leadership positions. The committee has also collected the rst comprehensive university data in three areas. A Subcommittee on Recruitment and Retention obtained information from each school concerning formal and informal practices related to search committees and retention eorts. A Subcommittee on Compensation, Resources and Recognition compiled detailed quantitative data on non-salary forms of compensation and support such as research accounts and laboratory space. A Subcommittee on Quality of Life designed a questionnaire for all faculty concerning issues such as professional satisfaction, workload, academic climate, discrimination, harassment and work/family concerns. In order to facilitate sharing of information regarding gender equity initiatives at other colleges and universities, a web site database was created by the Robert Crown Law Library. That site, http://universitywomen.stanford.edu, now includes links to policies, reports and resources relating to women faculty throughout the nation, as well as links to other materials and web sites. This review of other universities practices and initiatives helped to inform PACSWFs own recommendation, set forth below.

Over the past quarter century, Stanford University has made substantial progress in increasing the representation of women in faculty and leadership positions and in improving the climate for women on campus. However, ensuring gender equity in the academic workplace remains a challenge for higher education in general and Stanford in particular. To assess the universitys progress on these issues, in 2001 Stanfords Provost, John Etchemendy, appointed a Provosts Advisory Committee on the Status of Women Faculty (PACSWF). His charge to the committee was to consider how Stanford University can enhance its ongoing eorts to increase the representation of women in the professoriate and to address the professional well-being and success of women faculty. The creation of this committee was part of a series of initiatives under the leadership of President John Hennessy and Provost John Etchemendy to promote diversity and to address the factors that have historically disadvantaged female faculty. Appointment of this committee followed a conference, in January 2001, of the presidents of nine leading research universities, including Stanford, to address gender equity for female faculty in science and engineering. The university presidents who attended the joint conference pledged to evaluate their own universitys progress on this issue and to share their ndings.

Appendix v i v

MAJOR FINDINGS

oer salaries than women and larger start-up funds, although this may reect the dierent seniority levels at which male and female faculty are hired. In a number of instances where no statistical signicance appeared, the apparent disparity seems attributable to the presence of a few male high-outliers, or to the simple fact of small numbers of womenespecially as new senior hires in certain schools or elds. But even where no statistical signicance emerges, several major concerns remain. The rst is that the overall pattern of dierence is unidirectional. Where disparities occur, virtually all involve men receiving higher compensation or support than women. This pattern suggests that additional individualized analysis is necessary to determine whether there is a reason unrelated to gender, such as seniority, subeld or research needs. A related concern is that irrespective of the merits of particular cases, in circumstances where all of the most highly compensated faculty are male, that general pattern may unintentionally reect and perpetuate gender stereotypes.
Quality of Life

Recruitment and Retention

University policy requires all faculty searches to engage in armative action to increase the diversity of applicant pools. However, practices concerning the composition and procedures of search committees vary widely across the schools. Some, but not all, schools reported eorts to ensure diversity in committee membership and to reopen searches that had not produced a suciently diverse candidate pool. Practices regarding retention also varied, particularly concerning how the school responded to outside oers.
Compensation, Resources and Recognition

Since the late 1990s, the university has systematically reviewed base salary information to identify any apparent gender inequities and to take appropriate corrective action. The committee therefore found it unnecessary to address this issue, and focused its attention on other forms of compensation and support. To that end, it obtained detailed information from each school concerning: oer salaries, start-up oers, research accounts, laboratory space and moving-rental allowances. The committee also analyzed the more limited data available concerning summer salaries, retention packages and special arrangements regarding teaching loads and housing subsidies. Taken as a whole, the ndings reect a mixed and complicated picture. In a number of categories, the data reveal no signicant disparities by gender. For example, initial oer salaries, start-up funds, laboratory space and moving and rental allowances exhibit no gender disparities in most of the schools. On the other hand, disparities of varying magnitude appear in a number of categories in several schools, although there is no distinctive pattern by category or by school. Some, but not all, of the gender dierences appear to be statistically signicant. For example, in a small number of schools or divisions, men on average receive higher initial

After reviewing studies by several other universities, the subcommittee developed a survey for all faculty focusing on the following major areas: academic workload, perceptions of workplace climate and opportunities, work/family conicts, spouse/partner opportunities and overall satisfaction. The response rate for this survey was 49% (839 completions out of 1,717 faculty) and respondents were suciently representative of the faculty population across categories such as gender, race, ethnicity, rank and school. Three broad conclusions stand out from this analysis of gender and the quality of faculty life at Stanford. One involves the similarities between womens and mens experience. For the faculty as a whole, there are no signicant gender dierences in measures of their overall satisfaction. For both women and men, work climate and sense of

vii Appendix v i i

inclusion are two of the major factors aecting faculty assessment of their professional life. Male and female faculty also agree on what they consider the most positive aspects of the Stanford environment: the quality of students and colleagues, and the Bay Area location. Women and men similarly pointed to the same negative aspects of the Stanford experience, primarily the nancial stresses associated with living in the Bay Area. A second key nding is that female faculty generally had more concerns about quality of life than their male colleagues. Women generally rated their work climate less favorably than men, were less likely to feel included and valued, and were more likely to report perceptions of gender discrimination. Women also experienced greater workload pressure, especially related to advising and mentoring, and this experience was particularly pronounced among women of color. So too, female faculty were more likely than their male colleagues to report work/family stress, and were particularly concerned about the availability and aordability of quality child care. The third key nding involves the signicant dierences in general satisfaction and workplace experiences among women faculty depending on their rank, ethnicity and school or division within the university. Female faculty in the Social Sciences and Clinical Sciences expressed a lower level of general satisfaction than male faculty in these divisions. By contrast, women in Natural Sciences and Engineering are as satised as their male colleagues, reecting similar perceptions of their work climate, sense of inclusion, pay equity and workload reasonableness. In general, the picture for women at Stanford is a positive one, and faculty satisfaction rates are similar to most of those available from other peer institutions. However, the survey also identied areas requiring attention from the universitys central administration and from its schools and departments that serve as the basis of detailed committee recommendations.

I M P L I C AT I O N S O F T H E F I N D I N G S

In recent years, Stanford has made impressive progress in increasing the representation and advancement of women faculty and in addressing issues of gender equity. Yet despite such progress, signicant concerns remain. None are unique to Stanford, but they all suggest a need for ongoing attention and further initiatives. Taken together, the committees ndings underscore several key issues: the low representation of women, particularly women of color, in certain elds and among the most highly rewarded full professors; the frequency of perceived disadvantages due to gender; the lack of inclusiveness and undervaluation of womens contributions in certain disciplines and schools; and the diculties of reconciling personal and professional needs, compounded by nancial pressures and inadequate child care options.
R E C O M M E N D AT I O N S

The ndings of the committee lead to recommendations in key areas concerning recruitment and retention practices; compensation, resources and recognition; and faculty quality of life.
Recruitment Practices

Search committee chairs, department chairs, deans and the Provosts Oce should all assume responsibility for ensuring a diverse search committee and candidate pool. Special outreach eorts and targeted funds should be used to increase appointments of women in departments and divisions where they are underrepresented. More systematic information should be collected concerning the composition of candidate pools, the gender ratios of oers and acceptances, and the reasons for unsuccessful recruitment and retention eorts. Attention should be given to the adequacy of hiring packages in areas that pose special concerns for women, such as child care, spouse/partner employment, family leave and reduced schedules.

Appendix v ii i i v

Retention Strategies

Academic Climate, Work-Family Policies and Related Issues

Although policies on retention are dicult to formalize, schools should devise explicit strategies for providing adequate individual support and recognition, and for ensuring some measure of horizontal equity among faculty. The university also should take steps to dispel perceptions that outside oers are the only way to gain appropriate rewards. Faculty should be appropriately rewarded for their productivity and contributions regardless of their mobility or their interest in pursuing outside oers. Yearly meetings between the chair or the dean and individual faculty members are advisable so that faculty members can voice concerns and receive appropriate feedback.

The Provosts Oce, the deans and other appropriate administration ocials and faculty committees should undertake further inquiry and initiatives regarding concerns raised by the Quality of Life survey results, including experiences of harassment and discrimination that do not result in formal complaints. The Provosts Oce should provide administrative and nancial support for a Faculty Womens Forum that would oer opportunities for women across the university to discuss shared interests and concerns, including gender-related issues and research. The university should improve its child-care options. Addi-

Compensation and Support

tional information should be collected to identify strategies for dealing with access, aordability, quality, schedules and coverage for emergencies and school breaks. The Provosts Oce should establish and publicize a dependent-care fund to subsidize temporary child-care expenses for travel related to research, conferences and related professional development needs. The university should also reassess the adequacy of its policies concerning family leave, reduced teaching and clinical load and tenure clock extension. The implementation of these policies should be monitored to ensure that options available in principle are not discouraged in practice.
Accountability, Research and Analysis

The provost and deans should monitor salary and nonsalary forms of compensation and support to ensure appropriateness and equity. The schools should, as part of their standard record keeping, establish databases for information on non-salary compensation and support. The Provosts Oce should assemble this information in centralized tables, graphs and summaries, and should evaluate it on a regular basis. The areas of potential gender disparity noted by the committee should be further analyzed in conjunction with the schools to determine whether appropriate individualized factors explain the apparent dierences. This review should include not only dierences that appear statistically signicant, but also other disparities that may reect the presence of high outliers. Base salary and other forms of support and compensation should be examined to ensure that Stanford is not unnecessarily or improperly reacting to external offers, and that overall compensation and support is awarded on the basis of need and merit.

The university should continue to have a faculty panel and senior-level administrative position that focus on gender equity concerns. Data should be collected on a regular basis regarding gender equity and quality of life. The university should also encourage and participate in collaborative research with other institutions to gain better understanding of gender equity challenges and responses. Eorts should be made to assess the relative eectiveness of particular gender equity strategies (e.g., reduced workloads and extended family leaves, formal mentoring programs, and diversity and harassment training).

ix Appendix i x

The Stanford pioneer faculty in spring 1892 on the steps of Encina Hall

Building on Excellence is produced by the Oce of the Provost, Stanford University. For additional copies, call (650) 736-0384. September 2005

Design: Artefact Design, Menlo Park Printing: New Leaf Press Photography: Linda Cicero, Stanford News Service; Stanford Archives

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