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  • 1. Effective Strategies for Hiring the Best New College Faculty Dr. Mary C. Clement Berry College, Georgia [email_address]

2. Topics for this seminar

  • How to
  • - write an accurate job description
  • - create evaluations for applications
  • - use behavior-based interviewing
  • - get the most from preliminary interviews.

3. Additional skills

  • Learn how to
  • - prepare for on-site interviews
  • - evaluate candidate answers
  • - make strong final recommendations regarding hires

4. High Stakes College Hiring

  • New faculty must teach, publish, and serve the institution.
  • A weak new hire hurts the departments reputation and costs time and money.

5. A strong new hire

  • can actually raise the morale of colleagues.
  • re-invigorates the program and attracts students.

6. When we interview, we tend to give more consideration to a candidates

  • A.previous publications and research
  • B.teaching expertise
  • C.past service to an institution
  • D.We consider each of the three areas listed above equally.

7. A blueprint for hiring the best

  • Effective hiring practices may not just happen.
  • Search committees can be productive and democratic.

8. Everyone involved in hiring needs training

  • Faculty and department chairs are subject matter specialists, not human relations or personnel specialists.
  • Legal issues exist.

9. 1.Write an accurate job description

  • Envision the new position
  • Information rich description
  • Truth in advertising

10. What to include?

  • All duties
  • Tenure track or not
  • Any criteria that will be used to sort the candidates

11. Polling question

  • The college seeks an accomplished, motivated, enthusiastic, and energetic candidate.
  • Which of the following would best replace the phrase in quotes?


  • A.a qualified candidate
  • B.a candidate with an earned terminal degree in (specify subject area)
  • C.a candidate with three to five years of teaching experience
  • D.a candidate with research experience

13. 2.Create an evaluation for the paperwork

  • Checklist for criteria listed in job description
  • Rating scale for cover letter and letters of recommendation

14. Why sort applications carefully?

  • Expenses of bringing candidates to campus
  • Past behavior is a predictor of future performance.

15. 3.Use behavior-based interviewing (BBI) strategies

  • BBI is based on the premise that past behavior is the best predictor of future performance.
  • This premise is useful for sorting applications and all aspects of the interview process.

16. Examples of the BBI premise

  • Will a candidate who has held four different jobs in the last five years stay at your institution very long?
  • Will a candidate who has been in three separate tenure-track positions without earning tenure be able to get tenure?

17. What are red flags?

  • unaccounted for gaps in education or employment
  • a series of short-term employments

18. 4.Preliminary interviews

  • take place over the phone, or via the Internet.
  • are short interviews at professional conferences.
  • can be critical to narrowing candidate pools.

19. Create BBI-style questions for preliminary interviews

  • The committee needs to create five to eight questions to be used with every candidate and the evaluation instrument for evaluating answers.

20. Sample questions

  • Describe your past teaching experiences as specifically as possible.
  • Describe an individual lesson that you have taught and why it went well.

21. Ask about research and writing

  • Tell us about your past research.
  • How have you shared your research professionally?

22. Ask about service/professionalism

  • How have you served an institution or the profession in the past?
  • Tell us about committee work you have completed.

23. Dos and do nots

  • Do not ask vague questions, such as tell us about yourself.
  • Do ask the candidate about their interest in the institution.

24. Do not ask questions that cant be evaluated

  • Create the evaluation instrument before the very first preliminary interview.
  • Use the same questions and the same instrument with each candidate.

25. Information rich questions

  • An information rich question tells the interviewer about the institution, and the job, and then elicits a response.
  • These questions help to recruit and retain hires.

26. 5. Prepare for on-site interviews

  • Prepare all who are involved with on-site interviews about interview protocol.
  • Illegal questions

27. Which is not an illegal question?

  • A.We have a great elementary lab school.Do you have children?
  • B.You look familiar.Havent I seen you at my church?
  • C.What a pretty piece of jewelry.Tell me about it.
  • D.All are illegal questions.

28. No one can ask about

  • age, gender, race, or national origin.
  • religion, family, or disabilities

29. Small talk is not small talk

  • Interviewers may not ask a follow-up question even when a candidate volunteers information about family, religion, etc.
  • Support staff and students involved in interviews need to know about illegal questions and small talk.

30. Keep open interviews on track

  • Create and provide a handout about protocol and illegal questions.
  • Make an announcement before any open interview about protocol.

31. Formal on-site interviews

  • The search committee prepares a list of questions in advance.
  • The questions and evaluation instrument are in front of interviewers for each candidate.

32. Structure the questions

  • Use BBI-style prompts.
  • Tell about a time when
  • How have you
  • Describe how you have

33. Questions need to be specific

  • Example:
  • Much has been written about teaching a foreign language with the total immersion approach.What has been your experience with this approach?

34. To discuss with your group now

  • What is an effective question that you have used, or hope to use?

35. Allow candidates to ask questions

  • Candidates questions can be insightful.
  • They may show how much the candidate knows about the institution.
  • Has the candidate done his/her homework?

36. How much consideration do you give to the question, Why do you want to work here?

  • A.very much consideration
  • B.average consideration
  • C.very little consideration
  • D.We would not ask this question of a candidate.

37. 6.Prepare for evaluation of answers

  • Consider PAR
  • Problem
  • Action
  • Result

38. Example

  • What experience have you had teaching unprepared college students to be successful?

39. Answer

  • Problem:As a teaching assistant, I
  • Action:I always used rubrics to explain grading and gave examples in class.
  • Result:I learned to teach students the expectations for college work.

40. STAR is similar

  • Situation
  • Task
  • Action
  • Result

41. Discuss answers needed by candidates

  • Committee members may have very different opinions regarding criteria of a good answer.
  • Discuss these issues in advance.

42. Rate these answers

  • You will hear a candidates answer to the question, Describe how you have typically taught a lesson. Rate the answer on a scale of unacceptable to excellent answer.


  • A.unacceptable answer / no experience with topic
  • B.acceptable answer / limited experience
  • C.strong answer / some experience
  • D.excellent answer / much experience

44. 7.Making final recommendations

  • Hiring must be more than a gut feeling
  • Use the evaluations to make a more objective decision.

45. Questions for discussion

  • Many committee members tend to evaluate candidates on non-measurable criteria.
  • Is the candidate nice/pleasant?
  • Is the candidate a happy person?

46. Be careful with touchy feely

  • Should the candidate demonstrate life satisfaction?


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