Affirmative Action and
Workforce Inclusion Plan
June 2010 – July 2011
Prepared by:
The Office of Workforce Diversity and Inclusion
160 Day Hall
Ithaca, New York 14853
Office of Workforce Diversity and Inclusion
Lynette Chappell-Williams, Associate Vice President
160 Day Hall
Cornell University
Ithaca, New York 14853
Telephone: (607) 255-3976 ~ TDD: (607) 255-7066
Fax: (607) 255-7481
Bias Response Fax Line: (607) 254-5436
http://www.ohr.cornell.edu/contactHR/worklifediversity/index.html
Federal ID#15-0532082
TABLE OF CONTENTS
Prologue: President’s Statement on Affirmative Action and Diversity in Employment ............ 1
Introduction .......................................................................................................................... 5
Overview of Cornell University ........................................................................................ 5
Components of the Affirmative Action and Workforce Inclusion Plan ........................... 8
Established Foundation for Diversity and Inclusiveness Efforts ............................................. 10
Equal Employment Opportunity Activity ....................................................................... 11
Responsibilities for Implementation ............................................................................. 12
President David J. Skorton. ................................................................................... 13
Provost Kent Fuchs................................................................................................ 13
Vice Provosts, Vice Presidents, Deans of Colleges and Schools. .......................... 13
Office of the Vice Provost for Research. ............................................................... 14
Associate Vice President, Office of Workforce Diversity and Inclusion. .............. 14
Director of the Office of Workforce Policy and Labor Relations. ......................... 16
Director of the Recruitment and Employment Center. ........................................ 17
Human resource directors and leads. ................................................................... 17
College and administrative unit representatives.................................................. 18
Faculty Senate Affirmative Action/ Minority Education Committee.................... 19
College diversity/affirmative action committees. ................................................ 19
Managers and supervisors. ................................................................................... 19
Academic search committees. .............................................................................. 20
Senior Director, Capital Projects and Planning, University Architect and Campus
Manager. ................................................................................................... 21
Senior Director of Supply Channel Management and Business Services. ............ 21
Harassment advisors. ............................................................................................ 22
Cornell faculty and non-academic staff. ............................................................... 22
Analysis of Current Organizational Incumbents .................................................................... 23
Organizational Profile based on Race and Gender ........................................................ 23
Job Group Analysis Based on Race and Gender ............................................................ 23
Job group analysis for non-academic staff. .......................................................... 25
Analysis of progress toward affirmative action goals for non-academic staff. .... 33
Non-academic job groups with no placement goals for women or
minorities. ................................................................................................. 34
Non-academic job groups with placement goals for women and
minorities. ................................................................................................. 37
Non-academic job groups with placement goals for women (but not for
minorities). ................................................................................................ 43
Affirmative Action and Workforce Inclusion Plan 2010-2011
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Non-academic job groups with placement goals for minorities (but not
women). .................................................................................................... 44
Job group analysis for faculty. .............................................................................. 49
Analysis of progress toward affirmative action goals for faculty. ........................ 58
Faculty job groups with no placement goals for women or minorities.... 59
Faculty job groups with placement goals for women and minorities. ..... 60
Faculty Job Groups with Placement Goals for Women Only .................... 61
Faculty Job Groups with Placement Goals for Minorities Only ................ 61
Faculty job groups with five or fewer incumbents. .................................. 62
Review of Employment Activity ........................................................................................... 63
Affirmative Action Initiatives Specific to Veterans and Individuals with Disabilities .............. 64
Development and Implementation of Programs................................................................... 67
Campus-Wide Initiatives Supporting all Aspects of Diversity........................................ 68
The University Diversity Council ........................................................................... 68
The “Feedback” program ...................................................................................... 68
Bias Response Program......................................................................................... 68
Campus-Wide Initiatives Supporting Women and Minorities....................................... 69
Cook Awards ......................................................................................................... 69
First Fridays of Ithaca ............................................................................................ 69
Campus Wide Initiatives Supporting other Covered Populations ................................. 69
Supporting Cornell’s Veterans .............................................................................. 69
Individuals with Disabilities................................................................................... 70
Religious Accommodation in the Workplace........................................................ 70
Lesbian, Gay, Bisexual, and Transgender Communities ....................................... 70
Programs to Address Unique Subsets of the Cornell Community................................. 71
Cornell Faculty Institute for Diversity ................................................................... 71
CU-ADVANCE......................................................................................................... 71
Initiatives in the Skilled Trades ............................................................................. 72
UAW Diversity Committee .................................................................................... 72
Facilities Services Diversity and Inclusion Council ................................................ 73
College of Agriculture and Life Sciences Diversity Committee ............................. 73
Diversity Programs in (the College of) Engineering (DPE) .................................... 74
College of Human Ecology Diversity Committee .................................................. 75
College of Veterinary Medicine Affirmative Action Committee........................... 75
Holistic View of Cornell Community Members ..................................................................... 76
Upstate New York Higher Education Consortium (UNY-HERC) ..................................... 76
Cornell University Wellness Program ............................................................................ 77
Work-Life and Work-Family Programming .................................................................... 77
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Affirmative Action and Workforce Inclusion Plan 2010-2011
Onsite and Community-based Childcare .............................................................. 77
Educational Training on Work-Life and Work-Family Issues ................................ 78
Child Care Grant Subsidy ...................................................................................... 78
Adoption Support.................................................................................................. 79
Support for Personal Needs .................................................................................. 79
Social Programming ....................................................................................................... 80
Bring a Child to Work Day 2010 ............................................................................ 80
Cornell Recreation Connection ............................................................................. 80
Employee Celebration........................................................................................... 80
Outreach/Communication ............................................................................................. 80
Flexible Work Arrangements ......................................................................................... 81
Cornell University Faculty and Staff Assistance Program .............................................. 81
Other Initiatives/Programs ............................................................................................ 81
General Organizational Culture and Processes ..................................................................... 82
Professional Development Opportunities ..................................................................... 82
Continuous Learning in Areas of Diversity and Inclusion .............................................. 83
Participatory Work and Learning Processes .................................................................. 83
Communications and Information Sharing.................................................................... 84
Collaborative conflict resolution ................................................................................... 85
Discrimination Complaint Procedures .................................................................. 85
Academic Grievance Procedures .......................................................................... 86
Staff Grievance Procedures .................................................................................. 86
University Unit Discrimination and Harassment Advisors .................................... 86
Other Campus Resources...................................................................................... 87
Commitment to Community Partnerships .................................................................... 87
Women-, Minority-, and Veteran-Owned Businesses ................................................... 87
Leadership in Diversity and Inclusion ............................................................................ 88
OFCCP Central/Western New York Industry Liaison Group ................................. 88
Central Western New York Business Leadership Network ................................... 88
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Prologue: President’s Statement on Affirmative Action and Diversity in Employment 1
September 2009
If even one [student of color] offered himself and passed the examinations, we should receive
him even if all of our five hundred students were to ask for dismissal on that account.
—Andrew D. White, Cornell's first president, in an 1874 letter
The bold vision of Cornell's founders—that an institution of higher education should be a
diverse community offering education, discovery, leadership, and service to the state, the
nation, and the world—continues to guide our university today, even with the current
economic difficulties. Then and now, Cornell recognizes that innovation comes through
diversity, and therefore the university remains steadfast in its commitment to take affirmative
steps in employment practices, in compliance with federal laws, and in student admissions to
improve the statistical representation of diverse populations. The university also recognizes the
importance of cultivating an inclusive culture and a welcoming climate, and continually reviews
its policies, procedures, and programs to ensure that this culture and climate prevail.
To continue the founder's vision, Cornell has established diversity goals—well worth reiterating
here:
1. To ensure that the composition of our community and leadership reflects the composition
of the broader society.
2. To ensure that faculty, staff, students, and administration have access to the knowledge
and conceptual frameworks required lo think critically about human diversity.
3. To ensure that our community embraces and supports individuals from all racial, ethnic,
religious, gender, sexual orientation, class, disability, and national groups in their chosen
pursuits.
4. To ensure that individuals from all backgrounds achieve their full potential.
Recognition as a Welcoming and Inclusive Place to Work and Study
For the past ten years, Cornell has worked aggressively to diversify its workforce and to create
an inclusive community. These efforts have received national recognition. Moreover, Cornell is
the only university to appear simultaneously on all of the lists noted below, confirming the
university's commitment to addressing the needs of diverse populations.
1
The President’s Statement on Affirmative Action and Diversity in Employment is also available as a separate document. See Appendix A.
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In 2008 the university was recognized as one of the top five universities for diversity by
Diversitylnc magazine. In 2008 and 2009, Cornell was recognized as a great place to work by the
Chronicle of Higher Education.
For the past five years (2005-2009), Cornell has been recognized by the American Association of
Retired Persons as one of the top 50 employers for workers over 50—and as the number one
employer in 2008 and again in 2009. This recognition is based not only on the demographic
representation of our workforce but on the broad range of programs and services provided to
our older workers and retirees.
For the past three years (2007-2009), Cornell has been listed as one of the top 100 companies
for information technology workers by Computerworld magazine. As with AARP, Cornell is one
of only a few universities to earn this accolade. Unlike AARP's constituents, IT workers tend to
be relatively young, so Cornell's recognition on both ends of the age spectrum speaks to its
commitment to diversity.
Concern for the well-being of the university's faculty, staff, and their families is a critical
component of the diversity effort, and the university has fared well in this area also. Cornell has
been one of the top 100 adoption-friendly workplaces for the past three years (2007-2009) as
recognized by the Dave Thomas Foundation for Adoption; one of the top 50 employers for
prospective parents (2008 and 2009) by Conceive magazine; and one of the top 100 employers
for working mothers (2006-2008) by Working Mother Media.
Cornell has also demonstrated its ability to address the needs of traditionally underrepresented
populations. In 2005 the university received an honorable mention in the top military-friendly
employers recognition by GI Jobs. Cornell also participates in the Yellow Ribbon Program,
enhancing financial aid for students who are former military personnel. In 2004, 2006, and
2008, the university received recognition for its programs for individuals with disabilities (New
York State Office of Vocational and Educational Services for Individuals with Disabilities). And in
2008 the university was named one of the top nonprofit employers for women executives by
the National Association for Female Executives.
Recruiting and Retention Strategies
Despite the global economic challenges, Cornell's intention to be an eminently supportive and
rewarding place to work remains unchanged. The university provides services that benefit all
faculty and staff as well as strategies specifically aimed at achieving robust diversity among
employees.
The ADVANCE program, funded by the National Science Foundation, has taken significant steps
in improving the university's selection processes for faculty. Utilizing the services of the Cornell
Interactive Theatre Ensemble, a theatrical diversity training troupe, ADVANCE created a video
to assist search committees with reviewing the credentials of faculty and will be rolling out a
second video on effectively interviewing faculty.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
The university has developed the framework for a comprehensive strategic plan related to
disability access. The plan will focus on technology, communication, physical access,
employment, emergency preparedness/evacuation, and educational opportunities for students
and employees. Meanwhile, staff members involved in campus construction projects have been
trained in disability access guidelines, and a web page provides essential information for
faculty, staff, students, and visitors with disabilities (www.cornell.edu/disability/).
Ongoing opportunities for personal and professional growth include a multifaceted Wellness
Program for health and physical fitness, an employee degree program, a Faculty and Staff
Assistance Program, online skill training, a robust program of services addressing the
intersection between career and personal life, participation in university governance, and
recognition programs for dedicated Cornell community service.
Establishing a Climate of Inclusiveness
Enhancing the campus climate of diversity and inclusion is one of Cornell's most important
priorities. Since late 2006, the president and provost have co-chaired the University Diversity
Council, which oversees diversity efforts across the campus. In an effort to educate the Cornell
community about the university's commitment to diversity, in the spring of this year the
University Diversity Council hosted events called "Day Hall Talks Diversity," through which the
university shared information on its demographic composition. On the web, Cornell's home
page includes a Diversity and Inclusiveness link, which opens up a wealth of information on our
past and current diversity efforts, diversity-related accomplishments, and events that reflect
the diversity of the campus. The site also provides contact information for university and
college diversity offices and highlights opportunities for members of the Cornell community to
become involved.
In June 2009, approximately 19 Cornell faculty members participated in the second annual
Faculty Institute for Diversity, in which they discussed ways to diversify Cornell's curriculum to
encompass such issues as class, disability, ethnicity, gender, religion, and sexual orientation.
Outreach
The university has also engaged in programs designed both to assist others and to increase
awareness about diversity issues beyond its campus.
In addition to participating in a local radio program, All Things Equal, Cornell representatives
work with local leaders to address issues related to diversity. Senior university leaders and I
meet regularly with community leaders such as Marcia Fort of the Greater Ithaca Activities
Center, Audrey Cooper of the Multicultural Resource Center, and clergy from minority churches
in the area; and we actively participate in the diversity strategic planning efforts of the City of
Ithaca and Tompkins County.
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In the spring, Cornell honored local members of Delta Company, Second Battalion, 108th
Infantry Division—an Ithaca-area New York Army National Guard unit that deployed to a
combat tour in Afghanistan in 2008—and their families at a special Freedom Salute. The event
was an opportunity to highlight the services Cornell provides to faculty and staff who have
served in the military, as well as to announce the university's participation in the Yellow Ribbon
Program.
Looking Forward
I believe that a diverse work and educational environment benefits not only the individuals for
whom opportunities are expanded but also the entire university community, and that our
efforts have an impact locally, nationally, and internationally. I also believe that Cornell, as an
institution of education and discovery, has a responsibility to engage with the public through
public service, outreach, economic development, technology transfer, and cultural
opportunities to realize the potential of all our people. Cornell has a proud record in the area of
diversity and inclusion, and I am committed to building on that legacy of leadership.
David J. Skorton
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Affirmative Action and Workforce Inclusion Plan 2010-2011
Introduction
The year 2010 marked ten years since the University’s Open Doors, Open Hearts, and
Open Minds statement on diversity and inclusiveness was established. Since that time, the
University has made significant progress in developing the infrastructure needed to carry out an
effective diversity initiative: the establishment of a university-wide diversity council,
implementation of an online application system for nonacademic staff, creation of diversity
committees within colleges and administrative units, establishment of the Faculty Diversity
Institute, and progress on a disability strategic plan, to name a few.
These initiatives have set the foundation for us to address two critical issues over the
next five years: increasing the diversity of our student body and workforce, and 2) aggressively
renewing our efforts to create a respectful, civil, and inclusive environment. The diversity issue
is particularly important as we face potential retirements of as much as half of our faculty and
staff at a time when the nation is becoming more diverse. The workforce analysis completed
through our affirmative action efforts, as well as the analysis completed by our NSF-funded
ADVANCE program will be helpful as we develop strategies and implement programs designed
to increase and retain a diverse faculty and staff. From these analyses we know we have some
key areas of focus:
The climate issue is also important as we compete in what has been described as a war
for talent as universities and other employers across the country begin renewed hiring efforts
after more than two years of addressing budget challenges. As the “new” workforce,
particularly those included in the Generations X, Y and Z age groups (those born between 1965
and 2010) look for an employer who understands a) the desire for a flexible work structure; b) a
commitment to “giving back” to the community through volunteerism and protecting the
environment through sustainability, c) a willingness to encourage personal growth and
development; and d) the ability to embrace difference in a respectful, civil way. Cornell needs
to address these challenges aggressively to be competitive.
This year provides an opportunity for reflection over the past ten years, more detail for
which is outlined in the University’s Inclusion Report. In the 2010-2011 year, we need to build
on what we have learned over the prior ten years to develop aggressive strategies to increase
diversity in both short and long term futures and to create a climate that supports the retention
and full engagement of this diverse workforce.
Overview of Cornell University
Cornell University is a privately endowed university, the federal land-grant institution of
New York State, a member of the Ivy League, and a partner of the State University of New York.
The university has fourteen colleges and schools: seven undergraduate units in Ithaca, New
York; four graduate and professional units in Ithaca, New York; two medical graduate and
professional units in New York City and one in Qatar. The extended Cornell campus includes
sites throughout New York State, as well as Puerto Rico and the Appledore Island off the MaineNew Hampshire coast, and regional offices throughout the United States. The university
maintains study programs and study abroad affiliations throughout the world.
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Cornell University has been the school of choice for a number of distinguished women
and individuals of color, including Pearl Buck (M.A. ‫ۥ‬25), winner of both a Pulitzer Prize in 1932,
and Nobel Prize for Literature in 1938; Ruth Bader Ginsberg (A.B. ‫ۥ‬54), U.S. Supreme Court
justice; Jerome Holland (B.S. ‫ۥ‬39 and MS ‫ۥ‬41), businessman and president of both Delaware
State College and Hampton Institute; Mae Jemison (M.D. ‫ۥ‬81), former space shuttle astronaut;
Flemmie Kittrell (Ph.D. ‫ۥ‬36), early advocate of preschool education programs; Toni Morrison
(A.M. ‫ ۥ‬55), author and winner of both the Pulitzer Prize in 1988 and Nobel Prize for Literature
in 1993; Janet Reno (A.B. ‫ۥ‬60), former U.S. attorney general; and Lee Teng-hui (Ph.D. ‫ۥ‬68),
former president of Taiwan.
Cornell’s mission is as follows:
BOX 1: Mission of Cornell University
Cornell is a learning community that seeks to serve society by educating the leaders of tomorrow and extending
the frontiers of knowledge.
In keeping with the founding vision of Ezra Cornell, our community fosters personal discovery and growth,
nurtures scholarship and creativity across a broad range of common knowledge, and engages men and women
from every segment of society in this quest. We pursue understanding beyond the limitations of existing
knowledge, ideology, and disciplinary structure. We affirm the value to individuals and society of the cultivation
of the human mind and spirit.
Our faculty, students, alumni, and staff strive toward these objectives in a context of freedom with responsibility.
We foster initiative, integrity, and excellence in an environment of collegiality, civility, and responsible
stewardship. As the land grant university for the State of New York, we apply the results of our endeavors in
service to our alumni, the community, the state, the nation, and the world.
Cornell University is an academic and research community committed to diversity and
an inclusive environment for its faculty, staff, and students. Founded in 1865 and opened
shortly after the U. S. Civil War, Cornell University has long advocated equal opportunity for
women, racial minorities, individuals with disabilities, veterans, gay/lesbian/bisexual and
transgender individuals, as well as other groups protected under federal, state and local law.
Although the idea of admission of women to this new institution of higher education was
controversial at the time, co-founder Ezra Cornell remained insistent that women be educated
at his university. In a letter dated February 17, 1867, to his granddaughter Eunice, Ezra Cornell
stated: “I want to have girls educated in the university as well as boys, so that they may have
the same opportunity to become wise and useful to society that the boys have.” Cornell’s
philosophy for the admission of minorities was also controversial for its time. Co-founder
Andrew Dickson White's philosophy was that instruction should "be afforded to all regardless of
sex or color." In 1874, in response to an inquiry about the presence of students of color at
Cornell, Andrew Dickson White stated “… and if even one [student of color] offered himself and
passed the examinations, we should receive him even if all our five hundred [white] students
were to ask for dismissal on that account.”
Since its founding, Cornell has continued to be in the forefront in creating diversity
within the organization. Some of these “firsts” include:
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Affirmative Action and Workforce Inclusion Plan 2010-2011
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
in 1872, Cornell was one of the first co-educational institutions in the East;
in 1873, Cornell’s Sage Chapel was the first voluntary chapel of a major American
university;
in 1885, Cornell University taught the first course in modern philanthropy to
train students to shape public opinion and accept obligations of social service;
in 1894, Cornell was the first university to teach modern Far Eastern languages;
in 1906, Cornell became the founding institution for Alpha Phi Alpha, the first
African American undergraduate fraternity;
in 1916, Rho Psi, a club for males of Chinese descent was founded;
in 1925, Cornell opened the Willard Straight Hall, one of the first student unions
in the United States;
in 1929, Cornell was the first university to have an interfaith department for
religious affairs;
in 1936, Cornell was the first university to award a Ph.D. to an African American
women (Flemmie Kittrell);
in 1958, the university was instrumental in the development of the Netter
Seminar to bring management, labor, education, and government together to
develop employment practices that embrace diversity and promote a fair
workplace for all individuals;
in 1965, the Committee on Special Education Projects (COSEP) was established
by Cornell University with the primary goals of: 1) increasing the enrollment of
African American, Latino/Hispanic American, Native American, and Asian
American students at Cornell; and 2) providing support services to facilitate both
their adjustment to Cornell and their graduation;
in 1972, Cornell established a Women’s Studies program;
in 1987, the university established its Hispanic American Studies Program (later
renamed the Latino Studies Program) to examine the Hispanic/Latino population
as a whole through courses, colloquia, and other research/academic activities;
in 2000, Cornell was one of the first universities to establish a bias response
program to address issues that impact its commitment to diversity and
inclusiveness, three years before such a program was required by the State of
New York; and,
in 2003, Cornell University joined other leading private universities in submitting
an amicus curiae brief to the U.S. Supreme Court in support of the University of
Michigan and the University of Michigan Law School affirmative-action
admissions policy, maintaining that diversity within a student body is essential to
providing the highest quality educational experience for students.
Cornell University’s commitment to diversity is also reflected in its student body. In the
fall term of 2009, Cornell’s total undergraduate student population was 49.6% women and
32.9% multicultural students. This includes the 2009-2010 entering class, which is 49.7%
women and 36.1% multicultural students one of Cornell’s most diverse classes. In the fall term
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of 2009, the graduate/professional student population at the Ithaca campus was 42.7% female
and 14.8% multicultural students, and at the Medical School in New York City, 54.6% of the
students were women and 30.2% were multicultural students.
Cornell University has long sought to couple its educational mission with an appreciation
of the value of diversity and inclusiveness. In keeping with this tradition, in 1998, a group of
Cornell faculty, staff and students convened to renew the intent of the university’s original
founding fathers and crafted Open Doors, Open Hearts, and Open Minds: Cornell’s Statement
on Diversity and Inclusiveness. (See Appendix B.) This statement, along with Cornell
University’s longstanding commitment to diversity, provides the background for the university’s
affirmative action programs and the basis for the development of diversity initiatives
throughout the university.
Additionally, in early 2010, the University developed a strategic planning document that
will serve to guide its development in key areas. Throughout that document, diversity is
identified as essential to maintaining the University’s reputation and quality. In particular, the
concurrent diversity-related priorities are:
•
Faculty Renewal: Increase the size and quality of faculty to address generational
diversity challenges.
• Faculty Diversity: Increase the racial/ethnic and gender diversity within the
faculty as new positions come open.
• Undergraduate Student Diversity: Attract and educate a diverse body of
undergraduate students.
• Graduate and Professional Student Diversity: Recruit and educate a diverse body
of graduate and professional students.
• Staff Diversity: Attract and retain a diverse staff workforce.
Additional information about specific strategies associated with these initiatives, and
intended measures of success, can be found in Appendix C.
Components of the Affirmative Action and Workforce Inclusion Plan
This Comprehensive Affirmative and Workforce Inclusion Plan covers the Ithaca, New
York campus of Cornell University and the New York State Agricultural Experiment Station,
operated by Cornell University, in Geneva, New York for employment activity between July 1,
2009 and June 30, 2010. There are also plans for Cornell’s extension operations in the city of
New York; the Arecibo Observatory, Puerto Rico (part of the National Astronomy and
Ionosphere Center (NAIC), a national research center operated by Cornell University under a
cooperative agreement with the National Science Foundation (NSF)); and, Weill Cornell Medical
College, New York City. The plan has been developed to: 1) provide an analysis of the racial and
gender demographics of Cornell’s non-academic/administrative staff and academic workforces,
as required by law; and 2) highlight the university’s successes in addressing diversity and
inclusiveness.
The plan is based on the guidelines set forth by Executive Order 11246, as amended;
Title 41 CFR §§ 60-300 (Vietnam Era Veterans Readjustment Assistance Act of 1974); Title 41
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Affirmative Action and Workforce Inclusion Plan 2010-2011
CFR §§ 60 – 741 (Section 503 of the Rehabilitation Act of 1973); federal and local antidiscrimination laws; and university policies. In addition, the plan incorporates the twelve
attributes of diversity that were developed drawing on the work of the Workplace Diversity
Network: a Joint Project of the National Conference for Community and Justice and the Cornell
University School of Industrial and Labor Relations. Although the basis of this plan is formed by
the University’s obligations under the regulations stated above, the intent of this plan is to
provide additional “next practice” guidance above and beyond these obligations.
Hence, the Cornell University Comprehensive Affirmative Action and Workforce
Inclusion Plan includes information about:
•
•
•
shared accountability for the university's mission and its commitment to
diversity;
the affirmative action programs for women, minorities, and veterans, which
provide the foundation for the university’s commitment to diversity and
inclusiveness; and
the affirmative action program for individuals with disabilities, including the
accommodation of diverse physical and developmental abilities
all of which are required by law. However, this plan also includes information about the
University’s:
•
•
•
demonstrated commitment to diversity and inclusiveness and the development
and implementation of programs to promote diversity and inclusiveness;
including access to professional development opportunities for all academic and
non-academic staff, regardless of their aspect of diversity;
work/life and work/family initiatives that strive to retain a diverse workforce
based on a holistic view of Cornell's community members; and
overall recognition of the organizational culture and process, including the
University’s commitments to community partnerships, continuous learning,
participatory work and learning processes, communication and information
sharing, and collaborative conflict resolution processes that provide an
opportunity to address issues that impact our commitment to diversity and
inclusiveness.
The Comprehensive Affirmative Action and Workforce Inclusion Plan is designed to be a
long-term framework for meeting our affirmative action obligations and for creating a
sustained commitment to diversity and inclusiveness at Cornell University. According to §§602.10 of 41 CFR Chapter 60, “an affirmative action program is a management tool designed to
ensure equal employment opportunity. A central premise underlying affirmative action is that,
absent discrimination, over time a …workforce will generally reflect the gender, racial and
ethnic profile of the labor pools from which the [employer] recruits and selects.” The
Comprehensive Affirmative Action and Workforce Inclusion Plan is designed to produce this
workforce.
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Established Foundation for Diversity and Inclusiveness Efforts
Effective and successful diversity and inclusiveness initiatives begin with the
establishment of equal opportunity and affirmative action programs to ensure equal access to
opportunity in employment. These equal opportunity practices are based on obligations
created under federal regulations, the New York State Human Rights Law, the Tompkins County
anti-discrimination law, and the City of Ithaca Human Rights Protection Ordinance, which
require us to employ effective principles in employment practices, including hiring and
promoting women and minorities. 2
In 1991, the Board of Trustees established Cornell University’s Statement on Equal
Education and Employment Opportunity, which was updated in April 2005. Pursuant to 41 CFR
§§ 60-2.10(a)(3), 41 CFR §§ 60-300.44, and 41 CFR §§ 60-741.44, this policy is set forth below:
BOX 2: Cornell University’s Equal Education and Employment Opportunity Statement
Cornell University has an enduring commitment to support equality of education and employment opportunity
by affirming the value of diversity and by promoting an environment free from discrimination.
Association with Cornell, either as a student, faculty, or staff member, involves participation in a free
community where all people are recognized and rewarded on the basis of individual performance rather than
personal convictions, appearance, preferences (including sexual or affectional orientation), or happenstance of
birth.
Cornell University's history of diversity and inclusion encourages all students, faculty and staff to support a
diverse and inclusive university in which to work, study, teach, research, and serve.
No person shall be denied admission to any educational program or activity or be denied employment on the
basis of any legally prohibited discrimination involving, but not limited to, such factors as race, color, creed,
religion, national or ethnic origin, sex, sexual orientation, gender identity or expression, age, disability, or
veteran status.
Shared understanding of those activities which are appropriate and required by
applicable laws is an important first step toward the realization of a successful EEO/AA
program. To support the University’s general commitment to Equal Employment Opportunity
and Affirmative Action, two broad-based training sessions were held in the 2009 Plan Year:
In November 2009, the Office of Workforce Diversity and Inclusion hosted a meeting for
Diversity and Affirmative Action Representatives (DAARs), human resources personnel and
other interested managers and supervisors. Ninety-five individuals attended throughout the
day, including Cornell University Vice President of Human Resources Mary G. Opperman and Dr.
Pedro Caban, Vice Provost for Diversity and Educational Equity, SUNY. Attendees chose from
sessions ranging in topic from reducing unconscious bias in the hiring process and building
recruitment pipelines to understanding OFCCP regulations (led by OFCCP District Director Mary
Ellen Bentivogli) to best practices in engagement and retention. See Appendix D for a complete
listing of the sessions included.
2
The term “minority” is based on the language used by the federal government in its equal opportunity and affirmative action regulations.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
The annual Discrimination and Harassment Advisors Update meeting was held on
December 10, 2009. More than 39 advisors, faculty co-investigators and guests attended the
session with presentations by Lisa Niishi, Cornell University ILR, on Employer Best Practices in
Employing People with Disabilities; Sarah von Schrader, Employment and Disability Institute, on
Update on the EEOC Charge Data Research Project; Wendy Tarlow, University Counsel, on
Recent laws that change how we consider discrimination claims, and Hannah Rudstam,
Employment and Disability Institute, with a disability simulation exercise for the group.
Equal Employment Opportunity Activity
As part of its commitment to diversity and inclusiveness, pursuant to 41CFR §§ 60-2.17
(d), 41 CFR §§ 60-741.44(h), and §§ 60-300.44(h), Cornell University regularly audits the
composition of its workforce and apprenticeship and training groups by minority group status
and by sex and measures the effectiveness of the university’s affirmative action programs for
individuals with disabilities and covered veterans. Results of these audits are shared with
college and administrative unit representatives and faculty affirmative action committees. On
an annual basis, the president, provost, deans, and vice presidents are advised of the program’s
effectiveness, along with recommendations to address areas of challenge.
In addition, the university ensures: 1) the presence of required EEO posters throughout
the university facilities where both employees and applicants for employment can see them; 2)
that union members are notified of Cornell’s non-discrimination and affirmative action policies;
and 3) that purchase orders and contracts with subcontractors contain or reference the
required EEO clause.
Concerns and complaints related to equal opportunity in education and in employment
based on aspects of diversity protected under federal, state, and local law, including sexual
harassment complaints filed by any member of the Cornell community against a faculty
member or an academic or non-academic staff member, as well as complaints arising under
Title IX are directed to the Office of Workforce Policy and Labor Relations pursuant to
University Policy 6.4 (see Appendix E). 3 During the 2009-2010 fiscal year, the Office of
Workforce Policy and Labor Relations received 90 inquiries related to discrimination allegations.
Of these inquiries, 20 resulted in intake and initial reviews, 14 of which were resolved through
mediation and the remainder (6) became formal complaints . In addition, pursuant to the
University’s bias response program, managed by the Office of Workforce Diversity and
Inclusion, 47 reports of bias activity were received for the 2009-2010 academic year, although
only 10 qualified as “bias” 4 under the program’s definition of “initiator unknown.” Of these 10,
3
391 Pine Tree Road, Ithaca, NY 14850 , Telephone:(607) 255-4652, Telecommunications Device for the Deaf, (607) 255–7066,
[email protected], http://www.hr.cornell.edu/diversity/reporting/harassment_discrimination.html
4
A bias incident is “an act of bigotry, harassment, or intimidation by unknown perpetrators that occurs on the Cornell campus or within an area
that impacts the Cornell community and that one could reasonably conclude is directed at a member or a group of the Cornell community
because of that individual’s or group’s actual or perceived age, color, creed, disability, ethnicity, gender, gender identity or expression, marital
status, national origin, race, religion, sexual orientation, veteran status or any combination of these or related factors.” See
http://www.hr.cornell.edu/diversity/reporting/bias_response.html.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 11
5 reports of bias activity were filed based on gender identity or sexual orientation, 4 were
based on race, and 3 were based on sex or gender. 5
Cornell University is committed to assisting those persons with disabilities who have
special needs related to their educational pursuit or employment. Since 2004, the University
has worked to create a comprehensive approach to addressing access fr faculty, staff, and
students. As a result of these efforts, in January 2010, the University established its
Commitment to Disability Access for Ithaca Campus Faculty, Staff, and Students, which is
located at http://www.cornell.edu/disability/docs/disability-commitment-report.pdf. This
document provides the University’s long term goals in addressing disability access. To assist the
university community with addressing the needs of individuals with disabilities, the University
has established two offices: Information on services provided to prospective and current
Cornell students with disabilities can be obtained by contacting the Student Disability Services
Office, 420 Computing and Information Center, Ithaca, New York 14853-2081; Telephone: (607)
254-4545, Fax: (607) 255-1562, Telecommunications Device for the Deaf, (607) 255-7665,
http://www.cit.cornell.edu/.
Prospective and current employees in need of a workplace accommodation pursuant to
the Americans with Disabilities Act or New York state law should contact Medical Leaves
Administration, located at 840 Hanshaw Road, Ithaca, New York, 14850; (607) 216-1400; fax
(607) 216-1425. In the 2009-2010 academic year, 20 requests for disability accommodations
were received from faculty and staff.
As part of its compliance activities, the university provides anti-discrimination, sexual
harassment and diversity training to its supervisors online. This is supplemented by training
conducted by the Offices of Workforce Diversity and Inclusion and the Workforce Policy and
Labor Relations as part of the New Supervisors Orientation Certificate Program. In 2009-2010,
three such training sessions encompassing 64 new supervisors that focused on EEO, affirmative
action, harassment, diversity and life quality initiatives at the university. Sexual harassment
and discrimination training sessions were held with principal investigators at the NYS
Agricultural Experiment Station in Geneva, NY and with the Building Trades Council’s
(bargaining unit) Diversity Council.
Responsibilities for Implementation
Cornell University is bound by Executive Order 11246, the Rehabilitation Act, and the
Vietnam Era Veterans Readjustment Act. Pursuant to these obligations, each year the university
completes a written affirmative action plan as well as the Vets 100-A Report. Midyear, the
University completes an analysis of its employment practices, including an adverse impact
analysis of the selection activity.
5
160 Day Hall, Cornell University, Ithaca, NY 14853-2081. Telephone: (607) 255-3976, Fax: (607) 255-7481. Telecommunications Device for the
Deaf, (607)255-7066, [email protected], http://hr.cornell.edu/diversity/ This program is designed to supplement existing discriminationrelated procedures and processes, and support the efforts of administrative units that address bias activity—such as the Cornell Police, the
Office of the Judicial Administrator, and the Office of the University Ombudsman. The primary goal of this program is to respond to bias activity
by advising the university community of the occurrence of bias incidents and crimes, providing support-related resources to individuals who
have experienced bias activity, and by developing programs that will help to prevent or eliminate bias activity.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
To ensure that the affirmative action obligations are carried out, the following
University officials perform the roles and carry out the responsibilities described below for each
of them.
President David J. Skorton.
In principle and in practice, the diversity initiative, including the equal opportunity and
affirmative action program, is a high priority area in the University's planning. As chief
executive officer and university president, David Skorton has a leadership role and ultimate
responsibility for the implementation of equal opportunity and affirmative action policies and
for the extension of equal opportunity (through affirmative action where indicated) in the
employment of women, persons from protected racial/ethnic groups, persons with disabilities,
and protected veterans. The president issued a statement on Affirmative Action and Diversity in
Employment in September 2009. The University Diversity Council, 6 which is co-chaired by the
President and the Provost, meets periodically to set policy and coordinate across programs. A
Working Group of the Council meets monthly to identify opportunities and implement
strategies to achieve the university’s diversity goals. The president has established diversity as
one of his top priorities; a commitment that was affirmed by the campus within the University’s
2010-2015 Strategic Plan.
The president also has a leadership role in fostering the overall well-being and healthy
work/life balance of Cornell University’s faculty, academic and administrative staff to promote
good mental and physical health. The president has stated publicly that he is committed to a
holistic approach of wellness and work/life in “A Vision: Optimizing the environment for our
staff and faculty.” 7
Provost Kent Fuchs.
Provost Kent Fuchs has executive authority over academic planning and budgeting. The
Provost has established diversity as one of his top priorities, including service as the principal
investigator Cornell University ADVANCE Initiative. 8 The NSF-funded program has the mission
of increasing the recruitment, retention, and promotion into leadership positions of women in
engineering and the sciences, and institutionalizing best practices, policies and programs across
colleges as they pertain to women faculty.
The Provost also has requested that progress in addressing diversity be described within
the annual reports of the deans. The vice provosts, college deans, academic directors, and the
university librarian are accountable to the provost for equal opportunity and affirmative action
within their units.
Vice Provosts, Vice Presidents, Deans of Colleges and Schools.
6
7
8
See http://www.cornell.edu/diversity/offices/council.cfm
See http://www.ohr.cornell.edu/commitment/skortonWellness.html
See http://www.cornell.edu/provost/priorities.cfm
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 13
These positions have the following common responsibilities for implementing equal
opportunity and affirmative action in each of their units/divisions:
•
•
•
•
annually reviewing the racial/gender composition of their workforce in
comparison with the university’s affirmative action goals and utilization, and
communicating to their unit/division their continued commitment to address
affirmative action and diversity;
assuring that all searches follow established university procedures, including that
all nonacademic searches are consistent with the terms of the Filling Vacancies
policy and that all academic searches comply with the process delineated by the
Office of the Provost;
encouraging all search committees and hiring managers to aggressively recruit
candidates to ensure racial/ethnic and gender diversity in each search; and
developing appropriate action steps to carry out a college diversity initiative,
including allocating appropriate resources to carry out the initiative.
For 2010-2011, the Office of Workforce Diversity and Inclusion will continue to review
the university’s diversity efforts and to discuss progress towards meeting affirmative action
goals based upon availability of candidates by race/ethnicity and gender for open positions
versus university-wide utilization rates (demographic data by race/ethnicity and gender for
incumbents in university-wide defined job groups) with the vice presidents and deans.
Office of the Vice Provost for Research.
Senior Vice Provost Robert Buhrman is responsible for administering awards for
sponsored research, instruction, and extension projects at Cornell. As it relates to affirmative
action, these individuals have responsibility to:
•
•
•
•
ensure that all Office of Vice Provost for Research staff know and understand the
affirmative action goals for vacant positions;
ensure that principal investigators and project directors are aware of the
university’s commitment to diversity and that they are advised to make good
faith efforts to have a diverse applicant pool for each selection;
work with the appropriate human resource representative to develop search
recruitment plans with the goal of having representation of women and
minorities in each applicant pool; and
ensure that the department fully complies with the spirit and policies of the
university’s affirmative action program.
Associate Vice President, Office of Workforce Diversity and Inclusion.
Associate Vice President Lynette Chappell-Williams reports to the vice president for
human resources and develops all aspects of the university’s affirmative action programs,
ensures compliance with affirmative action regulations, coordinates diversity efforts related to
staff and faculty, and coordinates activities related to work/life and work/family for faculty and
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Affirmative Action and Workforce Inclusion Plan 2010-2011
staff. The Associate Vice President of Workforce Diversity and Inclusion has specific
responsibility to:
•
•
•
•
•
•
develop the university’s non-academic and academic affirmative action
programs and monitor the programs’ success as the foundation for the
university’s diversity and inclusion effort;
regularly communicate developments in the affirmative action area to the
university leadership as well as to those with employment administration,
management, and supervisory responsibilities;
work with appropriate offices and individuals to make sure that supervisors carry
out their responsibilities related to affirmative action;
develop programming, including work/life integration issues, in conjunction with
other offices, to create a welcoming and inclusive environment for the university
community with a focus on underrepresented groups;
coordinate the university’s Bias Response Program to ensure that action is taken
to address bias activity that impacts the university’s commitment to diversity
and inclusiveness; and
submit the annual Vets 100-A report to the United States Department of Labor.
For the 2009-2010 plan year, the Office of Workforce Diversity and Inclusion
accomplished the following:
•
•
•
•
•
•
Facilitated over 74 workshops, webinars, and group meetings for approximately
800 attendees in its Wellbeing Series. The series, intended to address diversity
holistically, covers topics as wide-ranging as financial security, parenting, adult
dependent care, emotional wellbeing, conflict management, and job search
strategies for retirees. In addition, network meetings on family resources and
support groups for caregivers met monthly.
Conducted a campus-wide audit of all facilities to ensure that required
employment law posters were in place and up to date.
Used a grant from the New York Small Business Council to help establish a new
lactation facility for hourly workers on North Campus. That, and the addition of
a room in Clark Hall brought the total for on-campus lactation spaces to thirteen.
Held a workshop on domestic violence in the workplace in conjunction with the
Labor-Management Diversity Committee of the division of Campus Life and the
local UAW.
Supported monthly meetings of First Fridays of Ithaca, a networking program for
employees of color, with an average attendance of approximately 35 local
diverse professionals.
Coordinated with the efforts of the UAW Diversity Committee, the University
Diversity Council Working Group, and the Division of Facilities Diversity
Committee.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 15
•
•
•
•
Provided guidance to recruiters and search committees on how better to
increase diversity in applicant pools on a case-by-case basis.
Developed procedures to assist in a cross-college effort to diversify applicant
pools for technician roles.
Sponsored a showing of “For Love of Liberty”, a documentary about African
Americans serving in the military.
Completed planning and ramped up implementation of the Disability Access
Framework strategic plan.
For the 2010-2011 plan year, the office has established the following goals:
•
•
•
•
•
Establish a work/family advisory committee to provide general guidance and to
develop comprehensive child care initiative to address needs of faculty and staff.
Increase awareness of university’s affirmative action compliance obligations in
all academic hiring processes.
Develop and implement diversity-focused recruitment and retention strategies
for faculty and for staff in bands A-F.
Design a new “flex” initiative that optimizes organizational effectiveness and
efficiency, environmental and personal sustainability, and diversity, as well as
utilization at all levels, promoting an agile organization.
Increase partnerships with the broader community (city, county, region) to
establish diversity/inclusiveness as a priority within local governments and
agencies.
Director of the Office of Workforce Policy and Labor Relations.
Alan Mittman, director of the Office of Workforce Policy and Labor Relations, has
general responsibility to:
•
•
•
Page 16
review all Cornell policies and procedures, in conjunction with the University
Counsel’s office, and the Division of Human Resources Staff and the Office of
Workforce Diversity and Inclusion, to ensure compliance with external
employment regulations and with the university’s commitment to diversity and
inclusiveness, and to make recommendations to develop and/or revise these
policies and procedures to ensure compliance;
regularly communicate developments in the equal opportunity area to the
university leadership as well as to those with employment administration,
management, and supervisory responsibilities; and
work with appropriate offices and individuals to make sure that supervisors carry
out their responsibilities related to equal opportunity.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Director of the Recruitment and Employment Center.
Allan Bishop, director of the Recruitment and Employment Center, within the Division of
Human Resources, is responsible for supporting and furthering the university’s efforts in
attracting and retaining a highly qualified and diverse workforce. The office’s role is to promote
the consideration of women, persons from protected racial/ethnic groups, persons with
disabilities, and protected veterans from outside the current workforce, who can be recruited
and hired as Cornell University employees. In regard to affirmative action, Allan Bishop and his
office leadership have specific responsibility for:
•
•
•
•
•
•
•
managing the University’s Applicant Tracking System (ATS) and implementing
system capabilities that will enhance the university’s ability to more proactively,
strategically and effectively capture talent demographic data and measure the
effectiveness of university outreach, recruitment marketing, and related
recruitment and retention-focused initiatives;
collaborating with colleges and units in the development of strategies to
enhance underrepresented talent in applicant, interview, hire, and career
development pipelines;
creating and maintaining pipelines for underrepresented prospective
applications, inclusive of talent communities, list-servs, and outreach
partnerships;
ensuring the university is taking proactive, good faith steps to attract, recruit,
retain, and develop faculty and staff interested in pursuing opportunities with
Cornell University, specifically underrepresented populations who identify as
veterans, those with varying levels of ability, women, Native American or
Alaskan Natives, Asian or Pacific Islanders, Hispanic, and African-Americans;
ensuring that all personnel involved in the recruitment, screening, selection,
promotion, and related processes are sufficiently trained to implement the
university’s affirmative action programs for women, minorities, individuals with
disabilities, and covered veterans;
assisting spouses and partners of recruited faculty and staff to develop networks
and conduct job searches; and
providing direct human resources support to small administrative units.
Human resource directors and leads.
Throughout the university, there are more than 30 individuals with direct responsibility
for human resource functions. In regards to managing the university’s commitment to
affirmative action, these individuals are responsible for:
•
working with hiring managers to ensure that they are aware of the university’s
commitment to diversity, the university’s affirmative action goals, and their
responsibility to carry out this commitment and these goals;
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 17
•
•
•
•
•
•
ensuring that good faith efforts are made by supervisors in their units to
establish a diverse applicant pool for every selection and to hire and retain
employees at all levels in an effort to meet university affirmative action goals;
reviewing the unit workforce analysis, in conjunction with the affirmative action
unit representative and/or academic affirmative action committee members, as
appropriate, and assisting with developing and implementing action-oriented
programs designed to address areas in which workforce racial and gender
demographics are not consistent with availability;
monitoring temporary employee placements and term appointments to
determine whether there are disparities based on race or gender;
monitoring appointments, compensation, promotions, and terminations to
ensure that there are no disparities based on race or gender and that these and
other employment practices are carried out in a nondiscriminatory manner;
working in conjunction with the Medical Leaves Administrative Office to resolve
requests for disability-related employment accommodations; and
working with the Office of Workforce Policy and Labor Relations when faculty or
staff request accommodations based on religion.
College and administrative unit representatives.
Each college and administrative unit has responsibility for reviewing searches and
appointments for equal opportunity and affirmative action compliance. Persons working to
accomplish this goal will advise, implement, and monitor academic and/or nonacademic
procedures and policies related to the university's Comprehensive Affirmative Action and
Workforce Inclusion Plan. The college and administrative units have specific responsibility for:
•
•
•
•
•
Page 18
monitoring non-academic and, where appropriate, academic searches to ensure
that good faith efforts have been made to include women and minorities in each
applicant pool;
assuring that each non-academic selection complies with the university’s Filling
Vacancies Policy;
monitoring the hiring of non-academic exempt and non-exempt employees
within their respective colleges or administrative units to ensure that searches,
placements, and promotions are carried out consistent with university policies
and federal, state and local employment laws;
reviewing the unit workforce analysis in the fall and spring, in conjunction with
appropriate human resource staff and the Office of Workforce Diversity and
Inclusion, and developing and implementing a written action-oriented program
designed to correct deficiencies in the representation of women and minorities
within the unit’s workforce;
providing a written explanation of the unit’s good faith efforts to remove
identified barriers, expand employment opportunities for women and minorities,
and produce measurable results;
Affirmative Action and Workforce Inclusion Plan 2010-2011
•
•
reviewing the university’s job group analysis, determining which job groups are
relevant to his/her unit, and developing a written action-oriented program
designed to achieve the affirmative action goals in each job group;
attending scheduled affirmative action update meetings, hosted by the Office of
Workforce Diversity and Inclusion, to discuss challenges in addressing affirmative
action goals and to learn about “best practice” strategies to address them.
Faculty Senate Affirmative Action/ Minority Education Committee
The Faculty Senate Affirmative Action/Minority Education Committee has specific
responsibility to:
•
•
review the work of each college faculty affirmative action committee and each
college’s progress toward achieving the university's faculty affirmative action
goals in employing women and minorities; and
report to the Faculty Senate at the first meeting in the fall on the progress or
shortcomings in increasing the pool for and employing minority and women
faculty.
College diversity/affirmative action committees.
The college diversity/affirmative action committees, where established, have specific
responsibility to:
•
•
•
•
•
review academic searches to ensure that good faith efforts have been made to
include women and minorities in each applicant pool;
review the academic job group analysis, in conjunction with the Vice Provost for
Equity and Inclusion, to identify problem areas in creating a diverse faculty;
ensure that all faculty search committees are aware of the university’s
affirmative action goals and efforts to achieve these goals;
monitor routine personnel activities, such as hiring procedures, to make sure
that minorities and women receive fair consideration and treatment; and
compile a report on progress made in the employment of minority and women
faculty and recruitment of minority graduate students and submit this report to
the Faculty Senate Committee on Affirmative Action in April of each academic
year.
Managers and supervisors.
Managers and supervisors in all units who have employment responsibilities, including
authority to recruit, hire and promote applicants for vacant positions or to make other human
resource decisions, are responsible for implementing the university's equal opportunity and
affirmative action programs within their work areas. These responsibilities include:
•
actively addressing challenges to hiring and promoting a diverse workforce that
have been identified by the human resource representative;
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 19
•
•
•
•
•
•
•
•
•
assessing all applicants based on objective criteria and basing hiring decisions on
the qualifications of the applicant and the affirmative action goals of the unit;
complying with the Filling Vacancies policy when conducting non-academic staff
searches;
considering employees without bias for salary improvement, promotion, internal
transfer and development opportunities based on objective criteria with a focus
on the university’s commitment to diversity;
being alert to training and development opportunities for all employees;
creating and maintaining a work environment that is free from bias or
harassment based on protected status;
ensuring that their department fully complies with the spirit and policies of the
affirmative action program;
ensuring that all qualified applicants are considered for vacancies, including staff
members on university layoff status and non-regular staff who would contribute
to the unit's diversity efforts;
immediately notifying their appropriate human resources representative of any
employee disability accommodation request brought to their attention and
working in conjunction with Medical Leaves Administration Services in
implementing recommended reasonable accommodations; and
immediately notifying their appropriate human resources representative of any
employee religious accommodation request brought to their attention and
making good faith efforts to implement such requests with the assistance of
appropriate offices.
Academic search committees.
Academic search committees have a significant role in carrying out the university’s
commitment to diversity by:
•
•
•
•
Page 20
preparing an affirmative action search plan for all vacant academic positions,
including all professorial ranks; senior research and research associate; senior
extension and extension associate; senior lecturer and lecturer; instructor; the
several academic levels of professional librarian and teaching associates;
posting each academic opening with the position title, brief job description,
department and contact, for at least one week in Cornell’s on-line listing of
current positions, at www.hr.cornell.edu/jobs/index.html
engaging in national recruiting efforts to fill faculty positions, including
implementing special procedures to reach potential candidates who are women
or members of protected racial/ethnic groups; and
ensuring that all applicants have been notified to complete applicant data
information, completing a search completion form, and forwarding this form,
after appropriate approvals, to the Office of the Provost and the Office of
Workforce Diversity and Inclusion.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Senior Director, Capital Projects and Planning, University Architect and Campus
Manager.
As it relates to affirmative action, the Director of Capital Projects and Planning within
the Office of Facilities Services, has specific responsibility to:
•
•
•
•
•
•
•
encourage project managers to use minority-owned and women-owned business
concerns for construction services;
serve as a contact for minority-owned and women-owned business concerns
that are seeking construction-related university business;
ensure that reference to the equal opportunity provisions of Executive Order
11246, and related regulations, and the statement “Cornell University is an Equal
Opportunity Affirmative Action Employer ” are incorporated in all university
contracts;
attend meetings, seminars, trade fairs, and other programs sponsored by
organizations that are dedicated to the identification and introduction of
minority-owned and women-owned business concerns as potential contractors;
require that contractors certify, at the time of bid, that they have completed an
affirmative action plan that includes information on the use of Minority-Owned
Business Enterprise (MBE) and Women-Owned Business Enterprise (WBE)
subcontractors and a summary of bid activity with MBE and WBE subcontractors.
The affirmative action program will be reviewed by and filed with the Office of
Workforce Diversity and Inclusion;
require each contractor to designate a compliance officer who shall be
responsible for implementing the affirmative action program of the contractor
and his subcontractors; and
require each contractor to submit periodic, but not less than quarterly, reports
on their diversity efforts and on the number of women and minority workers
employed on their project.
Senior Director of Supply Channel Management and Business Services.
As related to affirmative action, the Senior Director of Supply Chain Management and
Business Services has specific responsibility to:
•
•
serve as a central contact for minority-owned and women-owned business
concerns that are seeking university business, but are not familiar with the
university and the location of its purchasing offices;
disseminate information to purchasing offices and university departments on the
products and services that are available from minority-owned and womenowned business concerns that are new to the university;
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 21
•
•
•
•
encourage managers and buying agents of the university’s purchasing offices to
use minority-owned and women-owned business concerns for university
procurement;
ensure that the equal opportunity provisions of Executive Order 11246 are
referenced and the statement “Cornell University is an Equal Opportunity
Affirmative Action Employer” is incorporated in all university purchase orders;
annually review accomplishments in the utilization of minority-owned and
women-owned business concerns as university suppliers, in conjunction with the
development of the university’s affirmative action plan, and provide this
information to the Office of Workforce Diversity and Inclusion; the University
Controller; and the Vice President for Finance; and
attend meetings, seminars, trade fairs, and other programs sponsored by
organizations that are dedicated to the identification and introduction of
minority-owned and women-owned business concerns as potential suppliers.
Harassment advisors.
As it relates to equal opportunity and affirmative action, the harassment advisors have
specific responsibility to:
•
•
•
be initial points of contact for individuals who want to discuss concerns of
protected status discrimination or harassment;
refer individuals to appropriate university resources to address such concerns
and provide notification of inquiries to the Office of Workforce Policy and Labor
Relations; and
attend scheduled harassment update meetings, hosted by the Office of
Workforce Policy and Labor Relations, to discuss challenges in addressing
harassment issues and to learn about “best practice” strategies to resolve them.
Cornell faculty and non-academic staff.
All Cornell employees, including faculty and non-academic staff, are expected to support
and abide by the policies of the university, including the AA/EEO policies. No one may use their
lack of knowledge about these policies as an excuse for inappropriate behavior or decisions.
In addition, Cornell University has formalized a set of skills, the Skills for Success, that it
believes will be essential for all Cornell staff and faculty to have in addition to the skills and
knowledge they bring to their areas of expertise. Using the Skills for Success as guideposts,
employees can more clearly know what is expected of them and supervisors can better know
the kind of workplace environment that is important to Cornell. One of the skills identified by
the university as essential to the success of the individual and the organization is
“inclusiveness,” or an individual’s ability to show respect for differences in backgrounds,
lifestyles, viewpoints, and needs in reference to areas such as ethnicity, race, gender, creed,
and sexual orientation; promote cooperation and a welcoming environment; and pursue
knowledge of diversity and inclusiveness.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
Analysis of Current Organizational Incumbents
Organizational Profile based on Race and Gender
Cornell University is committed to a diverse workforce. Of the 11,119 university
employees included in this plan, 13.3% are designated as minorities and 49.5% are women.
Based on available data, 65.3% of employees are individuals over age 40; and approximately
2.78% have identified as veterans.9
In planning to foster a diverse, inclusive and welcoming environment, college and unit
leaders need to assess the demographic composition of the university’s workforce. Pursuant to
41 CFR §§ 60-2.11, Cornell has created an organizational profile of its entire workforce, by
college or administrative unit, to determine whether barriers to equal employment opportunity
exist and to identify organizational units wherein women or minorities are underrepresented or
concentrated (see Appendix F). These organizational profiles are based on federal regulatory
requirements and do not reflect Cornell reporting relationships or job family structures.
Pursuant to 41 CFR §§ 60-2.17, wherever there is a lack of minority or female
representation within an organizational unit, that unit, through its human resource
representative, and/or academic affirmative action committee, will develop and implement
action-oriented programs designed to address the deficiencies and to demonstrate the
organizational unit’s good faith efforts in removing identified barriers to diversity, expanding
employment opportunities for women and minorities, and producing measurable results in
diversifying its workforce.
Job Group Analysis Based on Race and Gender
To foster a diverse environment and to ensure that the equal opportunity and
affirmative action programs are carried out, assessing the demographic composition of the
organization includes comparing the representation of minorities and women in the workforce
with the estimated availability of minorities and women qualified to be employed at the
university. Pursuant to 41 CFR §§ 60-2.12, §§ 60-2.13, §§ 60-2.14, §§ 60-2.15, and §§ 60-2.16,
an analysis of the full- and part- time non-academic workforce, by federally required affirmative
action job group, has been completed; the minority and women representation within each job
group has been calculated; an estimate of qualified women and minorities available for
employment in each job group has been determined; and where appropriate and pursuant to
41 CFR §§ 60-2.14 (c)(1), placement goals have been established for each job group.10 A
similar analysis has been completed for the academic workforce. The number of qualified
women and minorities available for employment in each academic job group has been
determined and placement goals have been established, where appropriate.
9
In 2009, of 11,119 employees covered by this plan, 4,782 or approximately 43% responded to an invitation to self-identify with regard to
veteran status under 41 CFR 60-300. Of these, 309 employees or 6.4% identified as veterans. Thus, of the total number of employees, 2.78%
are identified as veterans.
10
Goals have been developed only for those job groups that have incumbents. Goals are set when availability exceeds utilization by one whole
person. Job groups for which goals are established are highlighted.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 23
Job group placement goals for academic and non-academic positions are established
based on the percentage of minorities or women with requisite skills in the reasonable
recruitment area for each job group and, where relevant, the percentage of minorities or
women among those promotable, transferable and trainable at Cornell. 11
The recruiting area for non-academic positions consists of the counties surrounding
Tompkins County, New York (where the Ithaca campus is located) 12. The home addresses of
current employees are monitored to make any changes to the appropriate counties as
necessary to reflect the most accurate primary recruiting area possible. Because positions that
are posted pursuant to the Filling Vacancies policy are listed on the web, national census data is
also considered in establishing affirmative action goals of all non-academic positions. The
addresses of applicants are monitored to determine the appropriate weights for national
availability.
The recruiting area for academic positions is at the national level. Availability has been
established based on the representation of faculty in the various disciplines at Cornell
University and the percentage of women and minorities who have received Ph.D.s in the
various disciplines throughout the academy. External availability has been obtained from the
the Integrated Postsecondary Education Data System (IPEDS) Survey of Completed Degrees.
Pursuant to 41 CFR §§ 60-2.17, whenever there are problems of utilization of women or
minorities within job groups, action-oriented steps designed to correct the deficiencies have
been established, with the understanding that good faith efforts will be made to remove
identified barriers to diversity.
The following tables summarize the composition, within each job group, of Cornell’s
non-academic and academic employee population, comparing the availability and utilization
percentages of women, minorities in general, and each minority group, where available. For
information regarding specific job titles associated with each job group, see Appendix G.
11
The exception is that “availability” data for academic positions has been established based only on external data, or the percentage of
minorities and women with the requisite training for each academic discipline.
Counties included in the recruiting area vary depending on position type, but generally include Tompkins, Tioga and Onondaga Counties
12
Page 24
Affirmative Action and Workforce Inclusion Plan 2010-2011
Job group analysis for non-academic staff.
Table 1: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
1A1 University Executives
Availability
40.38
12.71
5.93
3.06
2.91
0.47
University (21)
Utilization
42.86
14.29
9.52
0.00
4.76
0.00
1B1 Academic University
Officers
Availability
49.49
13.32
7.23
2.95
2.38
0.45
University (27)
Utilization
25.93
7.41
3.70
0.00
3.70
0.00
1C1 Administrative
University Officers
Availability
50.15
7.55
2.60
2.21
2.26
0.29
University (158)
Utilization
53.80
5.06
1.90
0.63
2.53
0.00
1D1 Financial
Administrators
Availability
64.07
8.71
3.64
1.91
2.77
0.17
University (36)
Utilization
44.44
8.33
2.78
0.00
5.56
0.00
1E1 Communications &
Government Affairs Admins
Availability
57.74
9.12
3.37
2.45
2.62
0.42
University (41)
Utilization
58.54
12.20
7.32
0.00
4.88
0.00
1F1 Information Technology
Administrators
Availability
28.85
11.25
3.32
2.37
4.79
0.27
University (73)
Utilization
23.29
4.11
1.37
1.37
1.37
0.00
1G1 Public Affairs
Administrators
Availability
62.50
12.27
5.81
4.01
1.71
0.40
University (73)
Utilization
56.16
2.74
1.37
0.00
1.37
0.00
1H1 Human Resources
Administrators
Availability
68.29
16.50
7.57
4.68
3.14
0.35
University (21)
Utilization
57.14
4.76
4.76
0.00
0.00
0.00
1I1 Service and Facilities
Administrators
Availability
40.16
11.56
4.88
3.19
2.61
0.50
University (47)
Utilization
12.77
8.51
0.00
2.13
6.38
0.00
Highlighted cells indicate that availability exceeds utilization by one or more persons, and so, that a goal exists.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 25
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
1J1 Student Service
Administrators
Availability
65.13
17.77
11.10
3.53
2.22
0.62
University (67)
Utilization
55.22
11.94
5.97
2.99
2.99
0.00
2A1 Student Service Senior
Specialists
Availability
65.42
19.69
11.18
3.82
3.08
0.58
University (201)
Utilization
79.60
17.41
10.45
1.99
4.48
0.50
2A2 Student Service
Specialists
Availability
69.73
18.08
10.40
3.25
2.96
0.35
University (56)
Utilization
75.00
19.64
7.14
5.36
5.36
1.79
2B1 Counselors &
Therapists
Availability
59.64
21.36
12.03
3.83
2.80
0.73
University (23)
Utilization
73.91
21.74
17.39
0.00
4.35
0.00
2C1 Health Professionals
Availability
37.87
20.97
2.41
4.52
9.99
1.30
University (96)
Utilization
67.71
11.46
2.08
2.08
7.29
0.00
2D1 Health & Safety
Professionals
Availability
56.09
13.92
5.32
1.81
4.39
0.32
University (41)
Utilization
63.41
7.32
4.88
0.00
2.44
0.00
2E1 Nurse & Physician
Assistants
Availability
87.19
14.32
8.58
1.96
1.70
1.36
University (34)
Utilization
100.00
5.88
2.94
0.00
2.94
0.00
2F1 Physical Education &
Athletic Professionals
Availability
45.82
14.90
9.97
3.38
0.94
0.22
University (92)
Utilization
32.61
7.61
6.52
0.00
1.09
0.00
2G1 Communications
Professionals
Availability
50.16
13.00
7.82
2.51
1.40
1.12
University (82)
Utilization
68.29
2.44
1.22
0.00
1.22
0.00
2H1 Restaurateurs
Availability
48.07
29.33
10.42
6.16
10.63
0.94
University (49)
Utilization
32.65
4.08
2.04
2.04
0.00
0.00
Page 26
Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
2I1 Editors/Writers
Availability
60.07
13.12
4.39
2.46
4.00
1.53
University (65)
Utilization
69.23
7.69
3.08
1.54
3.08
0.00
2J1 Public Affairs
Availability
69.95
11.58
8.76
1.36
0.98
0.27
University (97)
Utilization
83.51
11.34
5.15
3.09
3.09
0.00
2K1 Human Resources
Professionals
Availability
79.65
8.14
3.69
2.08
1.92
0.16
University (68)
Utilization
88.24
16.18
7.35
2.94
5.88
0.00
2L1 Senior Administration
Professionals
Availability
67.59
7.05
2.56
0.77
1.00
0.18
University (64)
Utilization
79.69
10.94
4.69
1.56
4.69
0.00
2L2 Administration
Professionals
Availability
80.20
10.03
3.87
2.79
2.47
0.63
University (73)
Utilization
83.56
5.48
1.37
1.37
2.74
0.00
2L3 Executive Staff
Assistants
Availability
89.26
7.71
3.13
2.23
1.80
0.30
University (61)
Utilization
98.36
6.56
1.64
1.64
3.28
0.00
2M1 Architectural Projects
Availability
26.51
8.10
1.07
1.60
4.69
0.15
University (111)
Utilization
36.94
2.70
1.80
0.00
0.90
0.00
2N1 Finance Professionals
Availability
77.68
8.43
3.19
1.21
3.02
0.65
University (157)
Utilization
73.25
3.18
1.27
0.64
1.27
0.00
2O1
Museum/Library/Archival
Availability
52.02
13.47
3.65
1.36
5.83
1.55
University (49)
Utilization
75.51
10.20
2.04
2.04
6.12
0.00
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 27
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
2P1 Grants & Contracts
Availability
71.55
12.63
3.69
2.04
3.94
1.79
University (19)
Utilization
84.21
0.00
0.00
0.00
0.00
0.00
2Q1 Senior Research
Support
Availability
50.13
13.84
2.80
2.77
7.00
0.20
University (73)
Utilization
16.44
2.74
0.00
1.37
1.37
0.00
2Q2 Mid-level Research
Support
Availability
55.84
15.56
3.38
3.34
7.33
0.26
University (99)
Utilization
41.41
4.04
0.00
1.01
3.03
0.00
2Q3 Research Support
Availability
59.25
16.04
3.59
3.55
7.41
0.24
University (151)
Utilization
58.28
5.96
0.00
1.32
4.64
0.00
2Q4 Extension Support
Availability
62.15
18.33
3.87
3.61
10.31
0.34
University (90)
Utilization
66.67
5.56
2.22
1.11
2.22
0.00
2Q5 Data Analysis
Availability
34.96
15.43
5.10
2.36
4.66
0.24
University (16)
Utilization
75.00
0.00
0.00
0.00
0.00
0.00
2Q6 Teaching Support
Availability
59.28
16.63
3.67
3.21
9.17
0.41
University (69)
Utilization
42.03
4.35
1.45
2.90
0.00
0.00
2R1 Agricultural
Professionals
Availability
27.41
4.34
0.94
2.09
0.21
1.56
University (15)
Utilization
13.33
0.00
0.00
0.00
0.00
0.00
2S1 System Engineering &
Operations
Availability
32.62
11.76
2.51
1.11
7.30
0.20
University (120)
Utilization
17.50
2.50
0.83
0.83
0.83
0.00
2T1 Senior
Consultant/Advisor
Availability
32.01
9.02
2.38
1.97
4.21
0.08
University (80)
Utilization
32.50
11.25
5.00
0.00
5.00
1.25
Page 28
Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
2T2 Consultant/Advisor
Availability
34.63
11.81
2.51
2.66
5.72
0.31
University (96)
Utilization
38.54
3.13
1.04
0.00
2.08
0.00
2U1 Senior Prog/Analyst
Availability
26.76
12.31
2.25
2.07
7.59
0.11
University (189)
Utilization
28.04
7.41
1.06
0.00
5.82
0.53
2U2 Prog/Analyst
Availability
27.10
12.80
2.08
2.80
7.37
0.12
University (133)
Utilization
27.07
12.03
1.50
0.00
10.53
0.00
2V1 Facilities Professionals
Availability
37.25
9.82
4.03
3.06
1.23
0.18
University (64)
Utilization
23.44
3.13
3.13
0.00
0.00
0.00
3A1 Computer Operators
Availability
56.78
17.29
6.39
5.30
3.17
0.06
University (137)
Utilization
30.66
10.22
2.92
2.92
3.65
0.73
3B1 Publication/Media
Assistants
Availability
62.09
12.40
5.59
0.69
3.01
0.23
University (35)
Utilization
22.86
17.14
5.71
2.86
5.71
2.86
3C1 Drafters
Availability
57.61
23.75
0.50
0.88
22.17
0.12
University (8)
Utilization
37.50
0.00
0.00
0.00
0.00
0.00
3D1 Animal Techs
Availability
31.72
7.39
0.62
4.78
2.27
0.24
University (134)
Utilization
71.64
0.75
0.00
0.75
0.00
0.00
3E1 Research Aides
Availability
60.38
15.65
3.03
3.70
7.18
0.47
University (30)
Utilization
76.67
6.67
0.00
3.33
3.33
0.00
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 29
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
3F1 Environmental Safety
Technicians
Availability
27.46
6.51
2.08
0.81
1.58
0.12
University (20)
Utilization
5.00
5.00
5.00
0.00
0.00
0.00
3G1 Health Technicians
Availability
78.15
13.38
2.86
4.25
6.06
0.15
University (88)
Utilization
88.64
9.09
1.14
0.00
6.82
1.14
3H1 Program Aides
Availability
48.42
6.84
1.32
0.78
0.56
0.11
University (44)
Utilization
81.82
2.27
0.00
2.27
0.00
0.00
3I1 Lab Technician
Availability
57.82
17.34
3.59
3.81
7.95
0.14
University (298)
Utilization
66.44
10.40
1.01
1.01
8.39
0.00
4A1 Purchasing
Availability
34.88
2.01
0.87
0.58
0.35
0.12
University (30)
Utilization
40.00
0.00
0.00
0.00
0.00
0.00
4B1 Retail Assistants
Availability
75.67
12.62
4.46
2.75
4.44
0.32
University (37)
Utilization
75.68
0.00
0.00
0.00
0.00
0.00
5A1 Library Assistants
Availability
67.72
27.33
4.71
3.21
16.93
2.67
University (175)
Utilization
66.86
15.43
2.86
1.71
10.86
0.00
5B1 Financial Assistants
Availability
87.39
5.19
1.19
2.45
1.28
0.09
University (284)
Utilization
91.90
3.52
0.70
1.06
1.76
0.00
5C1 Human Resources
Assistants
Availability
95.49
2.78
1.06
0.77
0.69
0.14
University (49)
Utilization
93.88
4.08
0.00
2.04
2.04
0.00
5D1 Administrative
Assistants, Entry
Availability
87.70
12.36
4.69
3.91
2.59
0.62
University (145)
Utilization
91.72
6.90
2.07
2.07
2.76
0.00
Page 30
Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
5E1 Administrative
Assistants
Availability
86.01
11.69
4.54
3.65
2.65
0.44
University (414)
Utilization
92.51
6.04
3.14
1.45
1.21
0.24
5F1 Senior Administrative
Assistant
Availability
83.89
8.75
3.53
2.22
2.07
0.63
University (490)
Utilization
94.69
4.69
1.84
1.22
1.22
0.41
5G1 Communications
Assistants
Availability
87.79
3.11
0.74
0.69
0.51
0.33
University (26)
Utilization
92.31
0.00
0.00
0.00
0.00
0.00
5H1 Building Coordinators
Availability
51.12
3.54
1.41
1.19
0.79
0.10
University (47)
Utilization
23.40
0.00
0.00
0.00
0.00
0.00
5I1 Stockkeepers
Availability
57.28
5.64
3.02
1.72
1.14
0.32
University (8)
Utilization
25.00
12.50
12.50
0.00
0.00
0.00
5J1 Transportation, Mail &
Travel Services
Availability
58.77
12.84
7.55
0.62
3.97
0.04
University (26)
Utilization
42.31
3.85
3.85
0.00
0.00
0.00
6A1 Maintenance & Repair
Availability
19.57
6.55
2.70
0.63
2.00
0.35
University (99)
Utilization
2.02
2.02
1.01
1.01
0.00
0.00
6B1 Plumbers
Availability
13.69
5.22
2.84
1.20
1.15
0.03
University (49)
Utilization
6.12
6.12
4.08
2.04
0.00
0.00
6C1 Electricians
Availability
8.58
7.22
2.60
0.55
0.37
0.05
University (55)
Utilization
12.73
7.27
5.45
0.00
0.00
1.82
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 31
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
6D1 Masons
Availability
6.66
1.94
0.65
1.18
0.04
0.08
University (3)
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
6E1 Carpenters
Availability
8.03
5.56
4.24
1.18
0.05
0.55
University (13)
Utilization
15.38
0.00
0.00
0.00
0.00
0.00
6F1 Plant
Operators/Technicians
Availability
3.31
4.29
0.41
0.65
3.06
0.06
University (45)
Utilization
4.44
0.00
0.00
0.00
0.00
0.00
6G1 Equipment Technicians
Availability
9.05
1.91
0.51
0.46
0.86
0.05
University (73)
Utilization
13.70
4.11
1.37
0.00
0.00
2.74
6H1 Vehicle Maintenance
Availability
3.76
1.87
0.59
0.97
0.12
0.05
University (16)
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
7A1 Bakers
Availability
32.00
6.00
0.00
0.00
0.00
0.00
University (5)
Utilization
60.00
0.00
0.00
0.00
0.00
0.00
7B1 Drivers
Availability
45.43
2.81
0.92
0.07
0.05
1.65
University (27)
Utilization
37.04
7.41
7.41
0.00
0.00
0.00
7C1 Painters
Availability
41.76
2.20
0.00
0.00
2.20
0.00
University (6)
Utilization
33.33
0.00
0.00
0.00
0.00
0.00
8A1 Grounds &
Maintenance
Availability
10.46
12.18
3.32
7.21
0.30
1.77
University (41)
Utilization
19.51
0.00
0.00
0.00
0.00
0.00
8B1 Agricultural Workers
Availability
29.70
5.91
0.60
4.37
0.77
0.11
University (102)
Utilization
18.63
1.96
0.98
0.98
0.00
0.00
Page 32
Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 1, Continued: Job Group Analysis for Nonacademic Staff
2010-2011
Job Group
Women
All
Minorities
Black,
NonHispanic
Hispanic
Asian
and
Pacific
Islander
American
Indian &
Alaska
Native
8C1 Material Handlers
Availability
22.22
12.20
6.19
2.48
3.51
0.28
University (50)
Utilization
10.00
2.00
2.00
0.00
0.00
0.00
9A1 Security/Police Officers
Availability
17.26
19.81
12.13
0.12
0.08
7.31
University (47)
Utilization
12.77
10.64
6.38
4.26
0.00
0.00
9B1 Cooks
Availability
44.12
14.59
7.05
2.13
4.18
0.71
University (97)
Utilization
39.18
24.74
10.31
2.06
12.37
0.00
9C1 Dish Machine
Operators
Availability
15.32
21.57
10.20
4.59
4.83
1.17
University (62)
Utilization
22.58
38.71
11.29
6.45
20.97
0.00
9D1 Food Service and
Kitchen Workers
Availability
66.47
20.76
19.25
0.41
2.06
0.03
University (213)
Utilization
76.53
20.66
7.51
1.41
11.74
0.00
9E1 Custodians
Availability
35.34
14.41
5.76
4.97
2.72
0.75
University (405)
Utilization
49.38
10.86
3.21
1.98
5.68
0.00
9F1 Head Custodians
Availability
49.36
7.59
1.66
1.22
4.52
0.19
University (45)
Utilization
42.22
2.22
0.00
2.22
0.00
0.00
9G1 Semi-Skilled Assistants
Availability
78.77
8.57
5.15
0.11
0.64
2.74
University (11)
Utilization
63.64
0.00
0.00
0.00
0.00
0.00
Utilization
58.39
7.85
2.80
1.25
3.62
0.18
Grand Total
University (7186)
Analysis of progress toward affirmative action goals for non-academic staff.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 33
Pursuant to 41 CFR §§ 60-2.12, as illustrated in the chart above, a utilization analysis, or
determination of the percentage of women and minorities in job groups as compared with
availability, has been completed for all 84 non-academic job groups for which there were
incumbents. Of the 84 job groups with incumbents, the university met or exceeded availability
for women in 51, or approximately 63% of the job groups, and met or exceeded availability for
minorities in 32, or approximately 38%, of the job groups. Two, or approximately 2.4%, of the
job groups had no women and no minority employees; none of the job groups had minority but
no women employees; and 13, or approximately 15.5%, of the job groups had women but no
minority employees. 13
Although availability and utilization information has been provided above for women,
minorities, and each minority job group, affirmative action goals have been established for
women and for minorities as a whole for those job groups that do not meet availability and for
which there is not currently over-utilization. In 25, or 29.7%, of the job groups, placement goals
have been established for both women and minorities. Only nine, or 10.7%, of the job groups
have goals for only women while 29, or 34.5%, of the job groups, have goals for minorities, but
not women.
Non-academic job groups with no placement goals for women or minorities.
There are seventeen non-academic job groups for which goals have not been
established because the representation of women and minorities meets or exceeds availability.
For job group 1A1 University Executives, both women and minority representation
meets availability. This group includes positions with broad institutional and decision-making
responsibility for the administration of the university, including the president, vice presidents,
and similar titles with university-wide responsibilities. This job group had a goal for minorities
in 2008 and a goal for both women and minorities in 2009. A decrease in the number of
incumbents in the job group due to a combination of departures and organizational
reorganization has resulted in goals being met.
For job group 1E1 Communications and Government Affairs Administrators, women
make up 57.78% of the positions in this job group, (24 of 41 employees) for which availability is
58.54%. Utilization of women has increased from last year, where representation accounted
for 56.82% of positions in this job group. Minority representation, 12.2%, also exceeds
availability of 9%. This job group consists of university executives with primary responsibility in
the area of university communications and government relations.
For job group 2A2 Student Service Specialists, the representation of women and
minority employees exceeds availability. During the past year, minority utilization decreased
from 14 to 11 employees, but an overall reduction in the size of the job group resulted in an
increase of minorities as a percentage of all incumbents from 18.92% in 2009 to 19.64% in
13
Job Group 2P1 Grants and Contracts, 2Q5 Data Analysis, 2R1 Agricultural Professionals, 3C1 Drafters, 4A1 Purchasing, 4B1 Retail Assistants,
5G1 Communications Assistants, 5H1 Building Coordinators, 6E1 Carpenters, 6F1 Plant Operators/Technicians, 7A1 Bakers, 8A1 Grounds and
Maintenance, 9G1 Semi-skilled Assistants. Of these, only five (4A1 Purchasing, 4B1 Retail Assistants, 5H1 Building Coordinators, 6F1 Plant
Operators/Technicians, 8A1 Grounds and Maintenance) had more than 30 incumbents.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
2010. As a result, for a second year, no goal for minorities is established. This job group
consists of professional employees in student service or program coordination roles, mapped to
assistant or level I titles. Approximately 80% of the time, positions in this job group have been
filled by external applicants. Internal placements come primarily from the administrative
assistant job groups.
For job group 2B1 Counselors & Therapists, women represent approximately 74% of the
positions (compared with availability of 60%); therefore, there is no goal for women. However,
the percentage of women in the job group has decreased from 2009 (77%) to 2010. Minority
incumbents represent approximately 22% of the positions (5 incumbents). Availability is
21.36%, and therefore, no goal has been established for minorities. There has been no increase
in the number of minority incumbents in the last year, although a reduction in the total number
of employees in this job group resulted in an increase of the percentage of minorities in this
group: from 19.23% in 2009 to 21.74% in 2010.
For job group 2J1 Alumni Affairs/Public Affairs Professionals, minority incumbents now
represent 11.34% of employees. In 2009, minority incumbents represented only 10.58% of
incumbents. Since the availability has remained constant at an estimated 11.58%, this means
that an extant goal from established at the beginning of the 2009 plan year was met and does
not continue into 2010. For women, the estimated availability of 69.95% has been exceeded
consistently from 2009 to 2010 with a utilization of 85.58% and 83.51% for 2009 and 2010,
respectively.
For job group 2K1 Human Resources Professionals, women make up 88.24% of the
positions in this job group, for which availability is 79.69%; therefore, there is no goal for
women. For minorities, utilization of 16.18% exceeds availability of 8.14%. Therefore, no goal
has been established, despite the loss of one minority employee in this category. Last year, this
job group also met availability for women and minorities, and the overall job group size
decreased from 73 in 2009 to 68 in 2010.
For job group 2L1 Senior Administration Professionals, the availability is 67.59% for
women with a utilization of 79.69%, so there is no goal for women. The availability is 7.05% for
minorities, compared to a current representation of 10.94% (7 of 64 employees). This job
group consists of upper-middle bands of the “Administrator” job title. There has not been a
goal in this job group since 2007, when utilization of minorities was 4.03% (compared to
availability of 7.05%).
For job group 2L3 Executive Staff Assistants, utilization of women and minorities
currently exceeds availability. Women make up 98.36% of the positions in this job group, for
which availability is 89.26%. Availability for minorities is 7.71%, and current representation is
6.56% 14. The job group consists of all levels of the executive staff assistant job title
throughout the university. Vacancies within this group are filled internally almost 50% of the
14
Since the job group size is 61, meeting the goal would require less than one whole person.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 35
time, and primarily from job groups’ 5D1, Administrative Assistants, Entry, 5E1 Administrative
Assistants, and 5F1, Senior Administrative Assistants.
In job group 2T1 Senior Consultant/Advisors the number of female incumbents
decreased since 2009 (27 vs. 26 in 2010) but the number of minority incumbents increased (8 in
2009 and 9 in 2010) with no net change in the number of incumbents in the job group as a
whole. For minorities, this means a second consecutive year without a goal in the job group,
and despite the decrease in women, a second consecutive year without a goal, as utilization has
exceeded availability in both 2009 and 2010.
For job group 4A1 Purchasing, women make up 40% of positions in this job group, for
which availability is 34.88%. Although representation of minorities in this job group is 0%, the
estimated availability and job group size combine to result in a determination of “no goal”
under the “whole-person rule.” Availability is estimated at 2.01% and there are only 30
individuals in the job group. For there to be a goal, availability would have to be at least 5.34%
or the job group would have to contain 50 individuals. Vacancies in this job group have been
filled externally approximately 76% of the time.
For job group 5C1 Human Resource Assistants, the availability is 95.49% for women and
the current representation is 93.88% (46 of 49 employees). Because there is over-utilization of
women in this job category, no goal will be established for women, but to focus on the
commitment to diversity, efforts will be made to increase the number of men in this group.
Representation for minorities is 4.08%, which exceeds availability, presently set at 2.78%. Last
year, this job group also met availability for women and minorities. This job group consists of
human resources assistant positions in both the local and central Human Resources offices.
For job group 5G1 Communications Assistants, women represent 92.31% of positions.
Availability is set at 87.79%, and therefore, no goal has been established. Availability for
minorities is 3.11%, and the current representation is 0%. Under the “whole-person” rule, there
is no goal for minorities. However, as there are no minority incumbents in the job group, local
human resources representatives, recruiters, and hiring managers are encouraged to develop
enhanced recruitment efforts for minority applicants should positions become vacant.
For job group 6C1 Electricians, representation of women, currently at 12.73%, exceeds
availability. Minority availability, presently set at 7.22%, is also exceeded, with current
representation at 7.27%. This job group separates all electrician job titles from the previous
Union Crafts category. Since that distinction was made (2004-2005), there has not been a goal
for either women or minorities in this job group.
For job group 6D1 Masons, a goal of 6.66% has been established for women and a goal
of 1.94% has been established for minorities. Currently, representation of women within this
job group is zero and the representation of minorities is zero. Representation in this job group
reflects no change from 2009. This is a small job group with little staff movement; however,
should an opening become available, the hiring department should work with the Recruitment
and Employment Center to aggressively recruit minority applicants.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
For job group 6E1, Carpenters, women make up 15.38% of the positions in this job
group, for which availability is 8.03. The minority availability is 5.56% and the current
representation is zero. This job group contains carpenter job titles, and has been filled
externally 75% of the time in the past five years.
For job group 6G1 Equipment Technicians, availability for women is 9.06% and the
current representation is 13.7%. Minority representation is 4.11%, and the current availability
is 1.91%. No goal has been established for either category in this job group. This job group
consists of equipment technician job titles throughout the university.
For job group 6H1 Vehicle Maintenance, a goal of 3.76% has been established for
women and a goal of 1.87% has been established for minorities. Currently, representation of
women within this job group is zero and the representation of minorities is also zero (of 16
employees). This is a small job group with little staff movement; however, should an opening
become available, the hiring department should work with the Recruitment and Employment
Center to aggressively recruit minority applicants. In addition, departments with vehicle
maintenance positions should explore pipeline programs to increase opportunities for women
and minorities.
For job group 7A1 Bakers, availability is 6% for minorities, and current representation is
zero. Last year minority representation was also zero. For women, availability is 32% while
current representation is 60%. This is a small job group with little staff movement.
For job group 7C1 Painters, a goal has been established for minorities of 2.2%. The
current representation is zero. Last year minority representation was also zero. For women,
availability is 41.76% while current representation is 33.33% (although no goal is established
under the “whole-person” rule). This is a small job group with little staff movement.
For job group 9C1 Dish Machine Operators, the availability for women is 15.32% and
current representation is 22.58%; therefore no goal has been established for women. For
minorities, availability is 21.57% and current representation is 38.71%, also exceeding
availability. This represents an increase of six minority employees from 2009. This job group
consists of all dish machines operator positions.
For job group 9D1 Food Service and Kitchen Workers, minority representation is
20.66% (44 of 213 employees). Women represent 76.53% of positions, exceeding availability,
currently set at 66.47%. External applicants primarily fill positions in this job group.
Non-academic job groups with placement goals for women and minorities.
Twenty-five of the 84 non-academic job groups (30%) have goals for both women and
minorities. Of these 25 job groups, only 20 had hiring activity during the year. In those 20 job
groups with hiring activity, 93 positions were posted and then filled during the year with an
average applicant pool size of 30. Of the 93 positions filled, 30 were filled by women and 14 by
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 37
minorities. 15 Departments with vacancies in these job groups should actively recruit women
and minority internal applicants as well as work closely with the Recruitment and Employment
Center to identify women and minority applicants from outside the university.
For job group 1B1 Academic University Officers, a goal of 49.49% has been established
for women. Currently, representation of women within this job group is 25.93% (7 of 27
employees). This represents a decrease of one female employee from 2009. Minority
availability for this job group is 13.32%, whereas utilization is just 7.41%. This represents a
decrease of 3 minorities in this job group vs. 2009. This group includes the provost, vice
provosts, deans, and academic directors with university-wide responsibilities. Most often, the
university will look to an outside recruiting agent when conducting searches in this job group.
For future hires, there should be an aggressive effort to identify qualified women and minority
applicants from internal and external sources.
For job group 1F1 Information Technology Administrators positions, based on
availability, a goal of 28.85% has been established for women and a goal of 11.25% has been
established for minorities. Currently, the representation within the job group is 23.29% (17 of
73 employees) and 4.11% (3 of 73 employees), respectively. This job group consists of
administrators in the area of information technology. In this job group, only one position was
posted and then filled during the year. The successful candidate was a white male.
Departments with vacancies in this job group should work with the Recruitment and
Employment Center to identify minority applicants for future openings.
For job group 1G1 Alumni Affairs/Public Affairs Administrators positions, based on
availability, a goal of 62.50% has been established for women, and a goal of 12.27% has been
established for minorities. Currently, this job group consists of 56.16% women (41 of 73
employees) and 2.74% minorities (2 of 73 employees). This represents a decrease in the total
number and proportion of women in the job group vs. 2009, when there were 52 of 82 women
and utilization met availability. However, it represents an increase for minorities over 2009,
when there was just one minority out of 82 individuals. In 2009-2010, three positions were
filled in this job group through posting, and at least one was filled via internal transfer.
For job group 1H1 Human Resources Administrators, women make up 57.14% of the
positions in this job group, for which availability is 68.29%. Representation of minorities is
4.76%, compared to availability, which is presently 16.5%. Departments with openings in this
job group are encouraged to continue to aggressively recruit women and minorities for
vacancies in this job group, and to consult with Career Development Services, in Organizational
Effectiveness, and to identify transferable female and minority employees in job group 2K1
Human Resources Professionals that have, or can develop, the necessary skills to move into
human resource administrator positions.
For job group 1I1 Service and Facilities Administrators, a goal of 40.16% has been
established for women and a goal of 11.56% has been established for minorities. This job group
15
As some of the individuals hired may be both female and minority, one cannot assume that 44 positions were filled toward meeting
affirmative action goals.
Page 38
Affirmative Action and Workforce Inclusion Plan 2010-2011
consists of university executives with primary responsibility in the area of facilities. Currently,
representation of women within this job group is 12.77% (6 of 47 employees); an increase of 1
vs. 2009 and the representation of minorities is 8.51% (4 of 47 employees); also an increase of 1
over 2009. In both cases the increase is due to promotion or organizationally-initiated job
reclassification or transfer, and not due to hiring.
For job group 1J1 Student Service Administrators positions, based on availability, a goal
of 65.13% has been established for women and a goal of 17.77% has been established for
minorities. Currently, the representation of women is 55.22% (37 of 67 employees), and for
minorities, representation in this job group is 11.94% (8 of 67 employees). This represents no
change in the number of minorities from last year, and a decrease in female representation,
from 39 to 37 employees. The job group consists of executive positions and directors with
responsibilities in athletics, health, residence life, or judicial administration. These positions are
filled from external sources as well as with internal candidates. In this job group, three
positions were filled during the year, including the selection of two females and one minority
applicant.
For job group 2F1 Physical Education & Athletic Professionals, a goal of 45.82% has
been established for women and a goal of 14.9% has been established for minorities. This job
group consists of professional employees with primary responsibility in the area of physical
education, such as coaches and athletic trainers in Student and Academic Services. Currently,
representation of women within this job group is 32.61% (30 of 92 employees) and the
representation of minorities is 7.61% (7 of 92 employees). This represents no increase in
women but an increase of three minorities from last year. Since 97% of vacancies in this job
group have been filled by external applicants, departments with vacancies in this job group
should work closely with the Recruitment and Employment Center to identify women and
minority applicants from outside the university. In this job group, fifteen positions were posted
and then filled during the year; of those successful candidates, there were three were women
and three minority candidates.
For job group 2H1 Restaurateurs, a goal of 48.07% has been established for women and
a goal of 29.33% has been established for minorities. This job group consists of dining
associates in Statler Hotel and Campus Life, chefs at Statler and Campus Life, and restaurant
service coordinators, primarily at the Statler Hotel. Currently, representation of women within
this job group is 32.65% (16 of 49 employees) and the representation of minorities is 4.08% (2
of 49 employees). This represents a loss of two women but no change among minorities vs.
2009. In this job group, five positions were posted and then filled during the year; of those
successful candidates, two were women and one was a minority candidate.
For job group 2N1 Finance Professionals positions, a goal of 8.43% has been established
for minorities. The current representation of minorities is 3.18% (5 of 157 employees).
Representation decreased by one minority employee vs. 2009. A goal of 77.68% has been
established for women, where representation is currently 73.25%. The job group includes
finance specialists, finance managers, auditors, and financial analysts throughout the university.
Approximately 66% of the positions are filled from internal applicants; primarily from job group
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 39
5B1 Financial Assistants. To increase minority representation of positions in this job group,
departments with vacancies should work with the Recruitment and Employment Center to
identify applicants. In addition, the Office of Workforce Diversity and Inclusion recommends
working with career development within Organizational Effectiveness to develop strategies to
assist current, high-performing, minority employees in feeder job group 5B1 Financial
Assistants to develop the necessary skills to move into professional finance positions.
For job group 2Q1 Senior Research Support, which consists of Research Support
Specialist III’s, a goal of 50.13% has been established for women and a goal of 13.84% has been
established for minorities. Currently, representation of women within this job group is 16.44%
(12 of 73 employees) and the representation of minorities is 2.74% (2 of 73 employees). This
reflects a decrease of two women, and a decrease of three minorities in the past year. The
incumbency total was the same for 2009-2010, so all changes are due to internal transfers or
promotions, primarily from the 2Q2 and 2Q3 job groups, which are in turn fed by the Lab
Technician (3I1) job group. A new effort to increase diversity in that job group should impact
the 2Q job groups over time.
For job group 2Q2 Mid-level Research Support, which consists of Research Support
Specialist II’s, a goal of 55.84% has been established for women and a goal of 15.56% has been
established for minorities. Currently, representation of women within this job group is 41.41%
(41 of 99 employees) and the representation of minorities is 4.04% (4 of 99 employees). From
the 2009-2010 plan year, representation has decreased for women by one employee, but
experienced no change for minority employees. In this job group, five positions were posted
and then filled during the year; of those successful candidates, none were women and one was
minority.
For job group 2Q3 Research Support, availability for women is 59.25%, and current
representation for women is 58.28% (88 of 151 employees). For minorities, availability is
16.04%, and the current representation is 5.96% (9 of 151 employees). Compared to last year,
representation reflects a decrease of two minorities and a decrease of seven women
employees. Of note, there was no goal for women in this job group in the 2009-2010 plan year.
In this job group, 24 positions were posted and then filled during the year; of those successful
candidates, six were women and two were minorities.
For job group 2Q6 Teaching Support, consisting of teaching support specialist positions
throughout the colleges, a goal of 59.28% has been established for women and a goal of
16.63% has been established for minorities. Currently, representation of women within this job
group is 42.03% (29 of 69 employees) and the representation of minorities is 4.35% (3 of 69
employees). This represents a decrease of six women and a decrease of two minority
employees from 2009-2010. In this job group, one position was posted and then filled during
the year. The successful candidate was a white woman.
For job group 2S1 System Engineering & Operations, a goal of 32.62% has been
established for women and a goal of 11.76% has been established for minorities. Currently,
representation of women within this job group is 17.5% (21 of 120 employees) and the
Page 40
Affirmative Action and Workforce Inclusion Plan 2010-2011
representation of minorities is 2.5% (3 of 120 employees). Representation of women in this job
group decreased by three women employees, but there was no change for minority individuals.
In this job group, one position was posted and then filled during the year. The successful
candidate was a minority male.
For job group 2V1 Facilities Professionals, a goal of 37.25% has been established for
women and a goal of 9.82% has been established for minorities. Currently, representation of
women within this job group is 23.44% (15 of 64 employees) and the representation of
minorities is 3.13% (2 of 64 employees). This represents a decrease in female incumbency by
two and no change in minority incumbency from last year. This job group consists of facilities
supervisors in various departments and units throughout the university. Departments with
vacancies in this job group should work closely with the Recruitment and Employment Center
to identify women and minority applicants from outside the university. In addition, the Office
of Workforce Diversity and Inclusion recommends that career development with the applicable
unions to assist current, high-performing, minority employees in feeder job groups 9E1
Custodians, and 9F1 Head Custodians, to develop the necessary skills to move into professional
facilities positions. In this job group, two positions were posted and then filled during the year.
Of the successful candidates, there were no women or minorities.
For job group 3A1 Computer Operators, a goal of 56.78% has been established for
women and a goal of 17.29% has been established for minorities. Currently, representation of
women within this job group is 30.66% (42 of 137 employees) and the representation of
minorities is 10.22% (14 of 137 employees). Of note, this represents a net increase of four
women and a net increase of one minority employee since 2009. Vacancies in this job group are
filled externally approximately 70% of the time. In this job group, seven positions were posted
and then filled during the year. Of the successful candidates, three were women and two were
minority individuals.
For job group 3C1 Drafters, a goal of 57.61% has been established for women and a goal
of 23.75% has been established for minorities. Currently, representation of women within this
job group is 37.5% (3 of 8 employees) and the representation of minorities is zero.
Representation of women and minorities has remained essentially the same for the past five
years. Historically, positions within this group have been filled with internal applicants 36% of
the time, and with external applicants 64% of the time. However, this job group consists of
only 9 employees. No jobs were filled in this job group in 2009-2010.
For job group 5A1 Library Assistants, the availability of women is 67.72% and current
representation is 66.86%. As there are 175 incumbents in this job group, female incumbency
trails expectation by just one individual. For minorities, a goal of 27.33% has been established.
Current representation for minorities is 15.43% (27 of 175 employees). This represents a
decrease of minority employees by four over 2009, and a disproportionate decrease in minority
employees vs. the reduction in job group size which was 20.
For job group 5H1 Building Coordinators, a goal of 51.12% has been established for
women and a goal of 3.54% has been established for minorities. Currently, representation of
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 41
women within this job group is 23.4% (11 of 47 employees) and the representation of
minorities is zero. Representation of women increased by one individual from last year, while
representation of minorities remained the same. This is a small job group with little staff
movement; however, should an opening become available, the hiring department should work
with the Recruitment and Employment Center to aggressively recruit minority applicants. In this
job group, two positions were posted and then filled during the year; of those successful
candidates, both were white males. However, the applicant pools for both positions did exceed
the established goal.
For job group 5J1 Transportation, Mail and Travel Services, a goal of 58.77% has been
established for women and a goal of 12.84% has been established for minorities. Currently,
representation of women within this job group is 42.31% (11 of 26 employees) and the
representation of minorities is 3.85% (one employee). This represents no change for either
category over 2009. In this job group, two positions were posted and then filled during the
year; of those successful candidates, both were white males.
For job group 6A1 Maintenance & Repair, a goal of 19.57% has been established for
women and a goal of 6.55% has been established for minorities. Currently, representation of
women within this job group is 2.02% (2 of 99 employees) and the representation of minorities
is 2.02% (2 of 99 employees). This represents no change in representation of women from
2009, and a decrease of minority incumbents by two. To increase the minority representation
of positions in this job group, departments with vacancies should work with the Recruitment
and Employment Center to identify women and minority candidates. In addition, departments
should consult with Career Development Services, in Organizational Effectiveness to identify
transferable women and minority employees in feeder job groups 6H1 Vehicle Maintenance,
8A1 Grounds & Maintenance, 8C1 Material Handlers, and 9E1 Custodians, that have, or can
develop, the necessary skills to move into maintenance and repair positions. In this job group,
four positions were posted and then filled during the year; of those successful candidates, none
were women and none were minority.
For job group 8B1 Agricultural Workers, a goal of 29.7% has been established for
women and a goal of 5.91% has been established for minorities. Currently, representation of
women within this job group is 18.63% (19 of 102 employees) and the representation of
minorities is 1.96% (2 of 102 employees). Representation of women has decreased by two
employees in the last year. Minority representation remained the same. In this job group,
seven positions were posted and then filled during the year; of those successful candidates, two
were women and none was minority.
For job group 8C1 Material Handlers, a goal of 22.22% has been established for women
and a goal of 12.2% has been established for minorities. Currently, representation of women
within this job group is 10% (five of 50 employees) and the representation of minorities is 2%
(one of 50 employees). In 2009, representation of women within this job group was 7.02%
(five employees) and the representation of minorities was 3.51% (two employees). For
openings that become available in this job group, the hiring departments should work with the
Recruitment and Employment Center to aggressively recruit external women and minority
Page 42
Affirmative Action and Workforce Inclusion Plan 2010-2011
applicants. In addition, because vacancies in this job group have also been filled internally in
the past, departments with vacancies should actively recruit women and minority internal
applicants from feeder job groups 9E1 Custodians, and 9D1 Food Service and Kitchen Workers,
through both Career Development Services, in Organizational Effectiveness. In this job group,
one position was posted and then filled during the year. The successful candidate was a white
male.
For job group 9A1 Security and Police Officers, a goal of 17.226% has been established
for women and a goal of 19.81% has been established for minorities. Currently, representation
within this job group is 12.77% women (6 of 47 employees), and 10.64% (5 of 47 employees).
Although minority representation in this job group has remained constant since 2009, the
number of women in this group has decreased by two. In this job group, five positions were
posted and then filled during the year. In all cases, the successful candidate was a white male.
For job group 9F1 Head Custodians, the availability for women is 49.36%, and the
current representation of women is 42.22% (19 of 45 employees). For minorities, availability is
7.59% and current representation is 2.22% (one of 45 employees). This represents a decrease
of four women in the last year. Minority representation remained the same, at one employee.
In this job group, two positions were posted and then filled during the year. Both successful
candidates were white males.
Non-academic job groups with placement goals for women (but not for minorities).
Of eighty-four total job groups, there are nine (11%) with placement goals for women
but not minorities. Of these job groups, one (7B1 Drivers) increased in total incumbency since
2009, two (9G1 Semi-skilled Assistants and 5I1 Stockkeepers) remained constant in size, and the
remainder (six) decreased in overall total employees.
For job group 1D1 Financial Administrators positions, which consists of executive
officers responsible for financial administration, a goal of 64.07% has been established for
women. Currently, this job group consists of 36 employees, 16 (44.44%) of whom are women.
This represents no change in the total number of women despite a decrease in the total
incumbency of three.
For job group 2R1 Agricultural Professionals, which consists of managers and
supervisors of farms, a goal of 27.41% has been established for women. Currently,
representation of women within this job group is 13.33% (two of 15 employees). This
represents a decrease of one woman from 2009. In this job group, two positions were posted
and then filled during the year. One successful candidate was female.
For job group 3B1 Publication/Media Assistants, a goal of 62.09% has been established
for women. Currently, representation of women within this job group is 22.86%, or 8 of 35
employees. This represents an increase of three female employees since 2009 when women
were just 13.51% of the incumbents (or 5 of 37 employees). This job group category is
composed of Graphics Assistants, Illustrators, Media Assistants, and Photographers.
Historically, external applicants have filled 75% of open positions in this job group. In this job
group three positions were posted then filled in 2009. Of the successful candidates, two were
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 43
women and the overall pool for this job group met expected availability for both minority and
women employees. Departments should continue to ensure that recruitment pools for open
positions reflect the external availability for women.
For job group 3F1 Environmental Safety Technicians, a goal of 27.46% has been
established for women. Currently, representation of women within this job group is 5.0% (1 of
20 employees). The utilization of women has decreased by one since 2009. Of note, however,
is that four positions were posted and then filled in 2009, and two of the successful candidates
were women. Subsequent job classification changes or an internal transfer or promotion
resulted in the final incumbency.
For job group 5I1 Stock Keepers, a goal of 57.28% has been established for women.
Currently, representation of women is 25%. This represents no change from last year. This is a
small job group with little staff movement; however, should an opening become available, the
hiring department should work with the Recruitment and Employment Center to aggressively
recruit external female applicants. In addition, because internal candidates have primarily filled
vacancies in this job group, departments should also work with Career Development Services, in
Organizational Effectiveness to actively recruit women and minority internal applicants from
lower grades in feeder job group 5D1 Administrative Assistants, Entry.
For job group 6B1, Plumbers, the utilization of women, 6.12%, falls below availability,
13.69%. Representation of women in this job group has decreased by two since last year. This
job group separates plumber job titles from the previous 6F, Union Crafts job group. No
positions were filled in this job group in 2009, and the total number of incumbents has
decreased by seven.
For job group 7B1 Drivers, availability for women is 45.43%, and current representation
is 37.04%. This represents an increase of one woman since last year (through transfer or
promotion). This job group has received approximately 70% of its hires from external
applicants. In this job group, there were four positions filled in 2009, all by men.
For job group 9B1 Cooks, a goal of 44.12% has been established for women. Current
representation of women is 39.18% (38 of 97 employees). This represents an increase of two
women compared to 2009. This job group consists of cook job titles primarily in Student and
Academic Services, and Hotel, and positions in this group have been filled approximately 77% of
the time by external applicants.
For job group 9G1 Semi-Skilled Service Workers, availability is 78.77%, and current
representation of women is 63.64% (7 of 11 employees). For the last five years, the
representation of women has remained the same. This is a small job group with little staff
movement.
Non-academic job groups with placement goals for minorities (but not women).
There are 35 job groups with placement goals for minorities but not women. For all but
two of these job groups, this represents the same status as 2009. For 2O1,
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Affirmative Action and Workforce Inclusion Plan 2010-2011
Museum/Library/Archival professionals and 3H1, Program Aides, new goals have been
established.
For job group 1C1 Administrative University Officers, minority representation is 5.06%,
or 8 of 158 employees. However, a goal of 7.55% has been established based on availability.
This job group includes directors with university-wide responsibilities in the area of
administration. In 2009, this job group had 11 minority incumbents (of 168 total employees).
In this job group, six positions were posted and then filled in 2009. Of the successful
candidates, two were minority, and the aggregated pools for these positions exceeded the goal
and the average applicant pool size was approximately 13.
For job group 2A1 Student Service Senior Specialists, minorities represent 17.41% of
the positions. Availability is 19.69%, which would dictate having 39 minority employees.
Because there are 35 minority employees a goal has been established. This is the same number
of minority employees as last year. This job group consists of professional employees in student
service or program coordination roles, mapped to levels II or III. Approximately 80% of the
time, positions in this job group have been filled by external applicants.
For job group 2C1 Health Professionals, minorities make up 11.46% of the positions in
this job group, for which availability is 20.97%. This represents a net decrease of five minority
individuals vs. a total decrease of the job group of seven incumbents. In this job group, one
position was posted and then filled in 2009. The successful candidate was a white woman.
For job group 2D1 Health & Safety Professionals, a goal of 13.92% has been established
for minorities. Currently, representation of minorities is 7.32% (3 of 41 employees).
Representation of minorities within this job group has decreased by one from last year. This job
group consists of professional employees with primary responsibility in the area of health and
safety. External candidates represent 97% of the applicants filling positions in this job group.
For job group 2E1 Nurse & Physician Assistants, the availability for minorities is 14.32%
compared to a current representation of 5.88% for minorities (2 of 34 employees). This
number has remained essentially the same for the last five years (although increased by one
since 2009). Position vacancies in this job group are primarily filled externally. In this job
group, 12 positions were posted and filled. Of the successful candidates, one was minority.
Hiring managers seeking to fill positions in this job group should work closely with the
Recruitment and Employment Center to identify and recruit qualified minority candidates.
For job group 2G1 Communications Professionals positions, a goal has been established
for minorities of 13.0%. The current representation of minorities is 2.44% (2 of 82 employees).
Representation of minorities has decreased by three employees since 2009 (but a net loss of
four, as one position (of six) posted and filled in the last year was filled by a minority applicant).
Hiring managers seeking to fill positions in this job group should work closely with the
Recruitment and Employment Center to identify and recruit qualified minority candidates,
particularly since the applicant pools for the six positions, in aggregate, did not achieve the
recruitment goal.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 45
For job group 2I1 Editors/Writers, the availability for minority employees is 13.12%.
The current minority representation is 7.69% (5 of 65 employees). This number has remained
essentially the same for the last three years.
For job group 2L2 Administration Professionals positions, a goal of 10.03% has been
established for minorities. Currently, this job group consists of 73 employees with four minority
employees, or 5.48% representation. This represents no change since 2009; however, the total
job group has decreased in size by five incumbents. This job group consists of administrators
and conference coordinators mapped to levels I and II. Vacancies within this department are
filled externally over 50% of the time.
For job group 2M1 Architectural Projects Professionals, a goal of 8.10% has been
established for minorities. The current representation is 2.70% (3 of 111 employees). This
reflects a decrease of two minority employees in the last year, vs. a total decrease in job group
incumbency of 26. Vacancies within this department are filled externally over 50% of the time.
For job group 2O1 Museum/Library/Archival, availability for minorities is 13.47%,
although there are only five of 49 incumbents who are minority (10.2%). An additional minority
employee, assuming a constant job group size, will bring utilization in line with availability. In
2009, there were seven minority incumbents in this job group (of 57 total employees). Since
that resulted in less than one whole person difference, no goal was established. No positions in
this job group were filled in the last year.
For job group 2P1 Grants and Contract Professionals, availability for minority
employees is 12.63% and the current representation is zero. This represents no change in
utilization for four years. In 2007-2008, this job group was identified as a focus area for the
university, and the Office of Workforce Diversity and Inclusion will continue to target this job
group. Vacancies within this department are filled internally almost 50% of the time, and
primarily from job groups 5D1 Administrative Assistants, Entry, 5E1 Administrative Assistants,
and 5F1 Senior Administrative Assistants.
For job group 2Q4 Extension Support positions, a goal has been established for
minorities. Availability for minorities is 18.33%, and current representation is 5.56% (5 of 90
employees). This represents an increase since 2009-2010, however, when representation of
minorities was at three (of 86) employees. In this job group, 20 positions were posted and
then filled in 2009. Of the successful candidates, four were minority applicants and the
aggregate pools for hiring in this job group met availability. Hence, while a goal remains,
substantial progress is being made.
For job group 2Q5 Data Analysis, the availability is 15.43%. Present minority
representation is 0% (of 16 employees). This represents no change since 2009 for this job
group, for which there is little movement.
For job group 2T2 Consultant/Advisors, availability for minorities is 11.81%, and current
representation is 3.13%, or 3 of 96 employees. This represents an increase of one minority
employee from last year.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
For job group 2U1 Senior Programmer/Analysts, with 189 employees, utilization for
minorities, currently at 7.41%, falls below the established availability of 12.31%. This
represents a decrease of three minority employees vs. 2009. This despite the posting, and then
filling, of three positions in this job group in 2009. One of the successful candidates was
minority, and aggregate applicant pool (for which the average number of applicants for the
positions was over 8) far exceeded expected availability. This job group consists of Programmer
Analyst Senior and Programmer Analyst Specialist titles in the Office of Information Technology,
and throughout the university.
For job group 2U2 Programmer/Analysts, the availability for minorities is 12.8%, and
current representation is 12.03% (16 of 133 employees). Meeting availability is accomplished
by the addition of one minority employee in this job group, assuming no change in total
incumbency. This job group consists of Program/Analyst titles, level II and III, throughout the
university.
For job group 3D1 Animal Technicians, a goal of 7.39% has been established for
minorities. Current representation is 0.75% (1 of 134 employees). This has been unchanged for
three years. This job group consists of Animal and Veterinary Technician titles in the Veterinary
Medicine unit, and is filled externally approximately 92% of the time. In this job group, five
positions were posted and then filled in 2009. Of the successful candidates, one was a
minority. Recruitment efforts have produced applicant pools that, in aggregate, meet
availability.
For job group 3E1 Research Aides positions, based on availability, a goal of 15.65% has
been established for minorities. Currently, representation within the job group is 6.67% (two
employees out of 30). Last year, representation of minorities was one employee. Eighty-four
percent of the time vacancies are filled with external applicants. In 2009, four positions in this
job group were posted and then filled. Two of the positions were filled by minority applicants
and applicant pools, aggregated across this job group, far exceed availability.
For job group 3G1 Health Technicians, availability is 13.38% and current representation
is 9.09% (8 of 88 employees). This represents an increase of one minority employee since last
year. This job group consists of Medical Technologist, Licensed Practical Nurse, and Pharmacy
Technician job titles. Vacancies in this job group are filled by both internal and external
candidates, with external candidates hired 75% of the time, however, the increase since 2009 is
due to internal transfer or promotion. In 2009, five positions in this job group were posted and
then filled. All five successful candidates were nonminority candidates.
For job group 3H1 Program Aides positions, representation of minorities is currently
2.27% compared to an availability of 6.84%. The addition of a goal in this job group since 2009
is due to a combination of increase in job group size and the loss of three minority employees.
Between 2007 and 2009, this job group exceeded availability for women and minorities.
For job group 3I1 Laboratory and Research Technicians, availability is 17.34% for
minorities. Current minority representation is 10.4% (31 of 298 employees). In 2007, this job
group consisted of 29 minority individuals which was a 107% increase over the 2000
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 47
incumbency of 14 (when the job group was first tracked separately). A few losses brought the
incumbency to a low of 25 in 2009, but a rebound has occurred in the last year due to a crosscollege recruitment effort. This job group consists of technician positions in departments such
as Horticulture, Molecular Biology and Genetics, Cornell University Hospital for Animals, Animal
Breeding, Biomedical Sciences, and Food Science. These positions are primarily filled by
external applicants.
For job group 4B1 Retail Assistants, availability for minorities is 12.62%, and current
utilization is zero. This represents no change since 2009, and a loss of one minority employee
since 2008. In 2007, there were two minority individuals in this job group. Approximately twothirds of these positions are filled by external applicants.
For job group 5B1 Financial Assistants positions, a goal of 5.19% has been established
for minorities. The current representation is 3.52% (10 of 284 employees). Utilization
decreased from twelve to ten minority employees in the last year. Positions within this job
group are filled by external applicants as well as internal applicants from the administrative
assistant job groups: 5D1, Administrative Assistants, Entry, 5E1 Administrative Assistants, and
5F1, Senior Administrative Assistants.
For job group 5D1, Entry-level Administrative Assistants positions, a goal of 12.36% has
been established for minorities. The current representation is 6.9% (10 of 145 employees).
This represents an increase of one from last year, but not the four-year high of 13. As has been
previously noted, this job group serves as a large feeder group for many of the other categories,
providing internal candidates for filling vacancies. Thus, the placement of six minority
candidates (of eleven positions filled) in this job group in 2009 should be considered a success.
For job group 5E1, Administrative Assistants, availability is 11.69%, and current
representation is 6.04% (25 of 414 employees). In the last year, this job group has seen a
decrease of seven minority employees, but an overall decrease in job group size of eighty-four.
Similar to job group 5D1, Entry-level Administrative Assistants, and as has been previously
noted, this job group serves as a large feeder group for many of the other categories, providing
internal candidates for filling vacancies. Thus, the placement of eight minority candidates (of
thirty positions filled) is an indication of success and efforts to continue this trend should
continue.
For job group 5F1, Senior Administrative Assistants, a goal has been established for
minorities of 8.75%. The current representation is 4.69% (23 of 490 employees).
Representation has increased in this job group from 22 employees last year. Again, this job
title will be emphasized as important, primarily because of its role as a feeder group to many
other categories. In 2009, 39 positions were posted and then filled in this job group. In only six
instances, the successful candidate was a minority.
For job group 6F1 Plant Operators/Technicians, availability is 4.29% and current
representation is zero of forty-five employees. This represents no change since 2007. The
Although there is little movement in this category, Office of Workforce Diversity and Inclusion
recommends that the human resource representatives with vacancies in this job group work
Page 48
Affirmative Action and Workforce Inclusion Plan 2010-2011
closely with the Recruitment and Employment Center and with the union recruitment
representative in particular to develop strategies for increasing the minority representation
within this job group.
For job group 8A1 Grounds and Maintenance, a goal has been established for
minorities. Availability for minorities is 12.18%, and the current representation is zero. For the
four years prior, there has been only one minority employee in this category.
For job group 9E1 Custodians, availability is 14.41%, and current representation is
10.86% (44 of 405 employees). Of note, representation increased from 42 during the past
(2009-2010) year, 40 during 2008-2009, and 36 during 2007-2008, marking consistent
improvement. This despite recent decrease in overall job group size (from 429 in 2009 to 405 in
2010). This job group consists of custodians within Building Care, the Dean of Students
Administration, the dining facilities throughout the campus, Facilities/Housekeeping, Gannett,
and the Statler Hotel. These positions are primarily filled from outside the university. The
majority of these positions are located in Building Care and Facilities/Housekeeping.
Job group analysis for faculty.
For this plan year, a utilization analysis was completed for each job group and goals
were established for women and minorities for those job groups that did not meet availability.
The following chart summarizes the demographic composition, within each job group, of
Cornell’s faculty population, comparing the availability and utilization percentages of women,
minorities in general, and in each minority group.
Availability is calculated using data available from the National Center for Education
Statistics, Integrated Postsecondary Data System and reflects the population of Ph.D.s (or in
rare instances, other applicable terminal degrees) granted in the period 2004-2009 from all
nonprofit educational institutions in the United States. Although Cornell recruits globally for its
faculty positions, there is no comparable data at the country (e.g. France) or region (e.g.
Europe) level from which a global availability target could be calculated, particularly with regard
to race and ethnicity. Also, since this report tracks incumbency by discipline or research area, as
identified by faculty, and not solely by department, the table here should not be taken to
reflect goals for academic departments, but for specific research areas relevant to a particular
open position. Finally, since availability is based on all degrees granted without regard to the
perceived reputation of the program granting the degree (in keeping with Federal Affirmative
Action guidelines), availability in comparable disciplines may differ from pipeline calculations
provided by the Cornell University ADVANCE program 16. However, disciplines which fall under
the definitional scope of the ADVANCE program are identified (*) in the table.
16
Information is available here: http://www.advance.cornell.edu/Pipeline-Data.html
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 49
Discipline
Total
Incumbents
Table 2: Job Group Analysis for Faculty
2010-2011*
Accounting
12
African Literature
2
Agricultural Economics*
12
Agronomy & Crop
Mgmt*
3
Anatomy*
5
Animal Science*
18
Anthropology*
20
Apparel Design*
(Clothing & Textiles)
4
Applied & Engineering
Physics*
13
Architecture
23
Asian Studies
15
Astronomy*
18
Atmospheric Science &
Meteorology*
8
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
38.58
29.13
15.75
7.09
5.51
0.79
Utilization
8.33
16.67
0.00
0.00
16.67
0.00
Availability
50.00
25.00
25.00
0.00
0.00
0.00
Utilization
50.00
100.00
100.00
0.00
0.00
0.00
Availability
29.15
17.94
4.93
8.07
4.48
0.45
Utilization
16.67
0.00
0.00
0.00
0.00
0.00
Availability
29.49
9.22
2.76
2.30
3.23
0.92
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
47.14
60.00
21.43
0.00
3.81
0.00
11.43
0.00
6.19
0.00
0.00
0.00
33.89
22.22
8.11
16.67
2.15
5.56
2.15
0.00
3.58
11.11
0.24
0.00
58.24
40.00
19.05
15.00
5.65
0.00
5.50
5.00
6.63
10.00
1.28
0.00
86.67
75.00
30.00
25.00
13.33
25.00
13.33
0.00
3.33
0.00
0.00
0.00
13.33
7.69
11.67
15.38
3.33
0.00
3.33
7.69
5.00
7.69
0.00
0.00
47.85
26.09
28.83
13.04
1.84
8.70
22.09
0.00
4.91
4.35
0.00
0.00
42.59
40.00
31.94
26.67
0.00
0.00
31.02
0.00
0.93
26.67
0.00
0.00
36.82
11.11
12.97
5.56
0.84
0.00
9.21
0.00
2.93
5.56
0.00
0.00
30.00
12.50
17.50
0.00
3.50
0.00
10.00
0.00
3.00
0.00
1.00
0.00
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Hispanic
* Highlighted cells indicate that availability exceeds utilization by one or more persons, and so, that a goal exists.
Information about the institutional “home” for faculty identified as incumbents in each discipline can be found in
Appendix H.
Page 50
Affirmative Action and Workforce Inclusion Plan 2010-2011
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Bio and Envir
Engineering*
7
Bioengineering*
9
Biogeochemistry*
3
Biological Sciences*
3
BioMathematics*
1
Biomedical
Engineering*
12
Business
10
Cell Biology*
14
Chemical &
Biomolecular Eng.*
17
Chemistry*
27
Civil & Environmental
Engineering*
24
Classics
12
Communication*
15
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
34.74
24.59
5.39
15.54
3.33
0.33
Utilization
0.00
14.29
14.29
0.00
0.00
0.00
Availability
22.00
24.67
9.33
8.00
6.67
0.67
Utilization
22.22
33.33
11.11
0.00
22.22
0.00
Availability
11.52
17.89
6.37
4.66
6.37
0.49
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
50.39
22.49
6.85
9.46
5.79
0.39
Utilization
66.67
33.33
0.00
0.00
33.33
0.00
Availability
52.69
25.09
3.58
19.00
2.15
0.36
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
32.96
25.78
4.84
17.82
2.85
0.26
Utilization
16.67
16.67
0.00
0.00
16.67
0.00
Availability
37.41
25.85
11.43
9.66
4.08
0.68
Utilization
20.00
10.00
0.00
10.00
0.00
0.00
Availability
46.48
30.99
3.22
22.74
4.83
0.20
Utilization
35.71
14.29
0.00
0.00
14.29
0.00
Availability
25.17
24.98
3.33
16.82
4.58
0.25
Utilization
11.76
17.65
5.88
5.88
5.88
0.00
Availability
34.99
19.06
3.86
10.16
4.56
0.48
Utilization
7.41
22.22
3.70
0.00
18.52
0.00
Availability
29.68
23.72
3.55
13.14
6.72
0.31
Utilization
12.50
12.50
0.00
4.17
8.33
0.00
Availability
39.15
6.59
0.39
3.88
1.94
0.39
Utilization
8.33
0.00
0.00
0.00
0.00
0.00
Availability
61.76
17.89
8.90
4.90
3.18
0.91
Utilization
46.67
13.33
6.67
0.00
6.67
0.00
Affirmative Action and Workforce Inclusion Plan 2010-2011
Hispanic
Page 51
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Community & Economic
Development
7
Comparative Literature
8
Computer Science*
34
Demography*
1
Earth Sciences*
15
Ecology*
3
Ecology & Evolutionary
Biology*
13
Economics*
66
Education
12
Electrical and Computer
Engineering*
38
English
43
Entomology*
26
Entrepreneurship
1
Page 52
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
53.90
22.64
7.72
7.35
6.67
0.90
Utilization
42.86
28.57
0.00
14.29
14.29
0.00
Availability
59.47
19.38
3.52
9.91
5.51
0.44
Utilization
25.00
37.50
12.50
0.00
25.00
0.00
Availability
17.99
23.13
1.87
18.69
2.34
0.23
Utilization
14.71
11.76
2.94
0.00
8.82
0.00
Availability
92.86
100.00
14.29
0.00
7.14
0.00
7.14
0.00
0.00
0.00
0.00
0.00
37.70
26.67
8.37
13.33
1.08
0.00
2.95
0.00
3.74
6.67
0.59
6.67
50.64
0.00
8.62
0.00
1.47
0.00
3.67
0.00
2.75
0.00
0.73
0.00
50.47
30.77
17.71
7.69
5.00
0.00
7.46
0.00
4.74
7.69
0.51
0.00
32.67
15.15
25.09
21.21
4.57
4.55
13.44
1.52
6.65
15.15
0.43
0.00
68.82
50.00
24.57
25.00
12.22
8.33
5.40
8.33
6.07
0.00
0.87
8.33
13.85
7.89
34.50
39.47
4.98
2.63
25.03
2.63
4.07
34.21
0.41
0.00
59.65
51.16
15.14
23.26
6.63
9.30
4.42
6.98
3.30
4.65
0.79
2.33
35.33
15.38
11.00
3.85
1.33
0.00
4.67
0.00
4.67
3.85
0.33
0.00
37.28
0.00
25.79
0.00
12.31
0.00
8.91
0.00
3.99
0.00
0.59
0.00
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Availability
Utilization
Hispanic
Affirmative Action and Workforce Inclusion Plan 2010-2011
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Environmental &
Resource Economics*
4
Environmental
Engineering*
10
Environmental Law &
Land Use
2
Environmental Policy
1
Environmental
Sciences*
3
Epidemiology*
7
Evolutionary Biology*
5
Facilities Management,
Planning & Design
7
Fiber Science*
5
Fine and Studio Arts
8
Finance
14
Food and Beverage
Management
3
Food Science*
21
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
29.15
17.94
4.93
8.07
4.48
0.45
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
38.81
19.63
4.57
8.22
6.39
0.46
Utilization
10.00
0.00
0.00
0.00
0.00
0.00
Availability
43.90
12.20
2.44
7.32
0.00
2.44
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
43.82
13.64
3.09
5.45
4.55
0.55
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
43.92
22.35
11.76
7.45
2.35
0.78
Utilization
66.67
0.00
0.00
0.00
0.00
0.00
Availability
43.92
22.35
11.76
7.45
2.35
0.78
Utilization
57.14
14.29
14.29
0.00
0.00
0.00
Availability
50.00
8.70
0.00
4.35
4.35
0.00
Utilization
20.00
0.00
0.00
0.00
0.00
0.00
Availability
57.50
20.00
2.50
12.50
5.00
0.00
Utilization
28.57
14.29
0.00
0.00
14.29
0.00
Availability
83.33
16.67
5.56
11.11
0.00
0.00
Utilization
40.00
60.00
0.00
40.00
20.00
0.00
Availability
85.00
10.00
1.67
5.00
3.33
0.00
Utilization
25.00
25.00
12.50
0.00
12.50
0.00
Availability
16.42
19.40
4.48
8.96
5.97
0.00
Utilization
21.43
21.43
0.00
0.00
21.43
0.00
Availability
33.33
33.33
8.33
25.00
0.00
0.00
Utilization
33.33
0.00
0.00
0.00
0.00
0.00
Availability
59.28
25.79
8.60
11.76
4.52
0.90
Utilization
19.05
19.05
0.00
4.76
14.29
0.00
Affirmative Action and Workforce Inclusion Plan 2010-2011
Hispanic
Page 53
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Genomics*
2
German Studies
7
Government
31
Historic Preservation
Planning (HPP)
2
History
44
History of Architecture
4
History of Art
12
Horticulture*
31
Human Development
9
Human Resource
Management
14
Hydrology*
1
Industrial Relations
6
Information Systems*
2
Page 54
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
53.56
21.88
4.30
11.68
5.10
0.81
Utilization
0.00
100.00
0.00
0.00
100.00
0.00
Availability
54.34
7.51
1.73
4.05
1.16
0.58
Utilization
42.86
0.00
0.00
0.00
0.00
0.00
Availability
39.65
18.37
7.77
5.43
4.86
0.31
Utilization
32.26
3.23
3.23
0.00
0.00
0.00
Availability
100.00
0.00
0.00
0.00
0.00
0.00
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
40.45
15.78
6.65
3.75
4.63
0.76
Utilization
34.09
27.27
11.36
2.27
13.64
0.00
Availability
72.31
13.45
2.19
7.57
3.29
0.40
Utilization
75.00
0.00
0.00
0.00
0.00
0.00
Availability
77.05
10.46
2.26
4.76
2.97
0.48
Utilization
75.00
50.00
16.67
8.33
16.67
8.33
Availability
34.74
14.74
1.05
9.47
4.21
0.00
Utilization
16.13
6.45
0.00
0.00
6.45
0.00
Availability
76.68
16.84
9.84
3.63
3.11
0.26
Utilization
55.56
0.00
0.00
0.00
0.00
0.00
Availability
65.00
26.88
15.00
4.38
7.50
0.00
Utilization
35.71
0.00
0.00
0.00
0.00
0.00
Availability
11.11
11.11
5.56
0.00
5.56
0.00
Utilization
100.00
0.00
0.00
0.00
0.00
0.00
Availability
48.00
28.00
0.00
12.00
16.00
0.00
Utilization
33.33
0.00
0.00
0.00
0.00
0.00
Availability
22.09
28.63
6.54
18.10
3.43
0.56
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Hispanic
Affirmative Action and Workforce Inclusion Plan 2010-2011
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Interior Design
5
International Studies
4
Land Use/Theory/Reg.
Science
1
Law
56
Library
48
Linguistics
12
Management &
Organizational Behavior
11
Managerial
Communication
1
Marketing
14
Materials Science and
Engineering*
15
Mathematics*
47
Mechanical
Engineering*
26
Microbiology*
44
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
88.97
25.18
7.72
11.95
5.51
0.00
Utilization
60.00
0.00
0.00
0.00
0.00
0.00
Availability
38.89
20.20
7.07
4.55
8.59
0.00
Utilization
50.00
75.00
0.00
25.00
50.00
0.00
Availability
57.50
20.00
2.50
12.50
5.00
0.00
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
48.97
23.36
7.16
7.76
7.61
0.82
Utilization
37.50
14.29
5.36
7.14
1.79
0.00
Availability
80.97
13.92
4.88
3.36
5.06
0.63
Utilization
56.25
6.25
0.00
4.17
2.08
0.00
Availability
62.50
20.63
2.29
15.00
2.92
0.42
Utilization
41.67
0.00
0.00
0.00
0.00
0.00
Availability
47.93
28.73
17.05
5.07
5.22
1.38
Utilization
45.45
9.09
0.00
9.09
0.00
0.00
Availability
80.00
80.00
60.00
20.00
0.00
0.00
Utilization
100.00
0.00
0.00
0.00
0.00
0.00
Availability
51.40
28.04
14.95
8.41
4.67
0.00
Utilization
21.43
50.00
0.00
0.00
50.00
0.00
Availability
24.05
24.05
4.13
15.07
4.75
0.10
Utilization
20.00
13.33
13.33
0.00
0.00
0.00
Availability
26.00
17.28
3.10
9.99
4.08
0.11
Utilization
8.51
10.64
0.00
0.00
10.64
0.00
Availability
14.24
24.20
4.47
15.39
3.90
0.45
Utilization
15.38
15.38
3.85
3.85
7.69
0.00
Availability
49.33
21.41
3.63
10.52
6.88
0.38
Utilization
25.00
4.55
2.27
0.00
2.27
0.00
Affirmative Action and Workforce Inclusion Plan 2010-2011
Hispanic
Page 55
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Molecular Biology and
Genetics*
35
Music
17
Natural Resources*
10
Near Eastern Studies
8
Neurobiology &
Behavior*
17
Nutritionist
7
Nutritionist
Biochemist*
8
Operations
Management
13
Operations Research &
Industrial Engineering*
21
Pathology*
9
Pharmacology*
8
Philosophy
14
Photography
2
Page 56
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
50.34
25.57
2.41
16.40
6.19
0.57
Utilization
22.86
17.14
0.00
2.86
14.29
0.00
Availability
40.43
14.39
2.41
7.71
3.93
0.34
Utilization
29.41
17.65
0.00
5.88
11.76
0.00
Availability
34.76
15.45
3.43
5.15
6.44
0.43
Utilization
30.00
20.00
10.00
0.00
10.00
0.00
Availability
37.89
14.74
3.16
8.42
3.16
0.00
Utilization
37.50
12.50
0.00
0.00
12.50
0.00
Availability
46.75
27.24
4.47
15.04
7.32
0.41
Utilization
17.65
17.65
5.88
0.00
5.88
5.88
Availability
82.47
23.85
6.61
10.63
5.75
0.86
Utilization
100.00
0.00
0.00
0.00
0.00
0.00
Availability
50.28
20.93
3.64
12.47
4.46
0.36
Utilization
50.00
25.00
0.00
12.50
12.50
0.00
Availability
35.71
0.00
0.00
0.00
0.00
0.00
Utilization
23.08
46.15
0.00
0.00
46.15
0.00
Availability
29.20
28.28
7.59
14.25
6.44
0.00
Utilization
4.76
9.52
4.76
0.00
4.76
0.00
Availability
49.21
29.92
3.35
19.69
6.10
0.79
Utilization
55.56
0.00
0.00
0.00
0.00
0.00
Availability
51.11
27.10
7.05
14.23
5.32
0.50
Utilization
25.00
0.00
0.00
0.00
0.00
0.00
Availability
27.31
10.38
2.69
3.85
3.56
0.29
Utilization
28.57
0.00
0.00
0.00
0.00
0.00
Availability
58.90
15.95
3.37
5.67
6.13
0.77
Utilization
50.00
0.00
0.00
0.00
0.00
0.00
Hispanic
Affirmative Action and Workforce Inclusion Plan 2010-2011
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Physics*
42
Physiology*
7
Plant Biology*
17
Plant Breeding *
12
Plant Pathology *
28
Policy Analysis
6
Political Science
4
Psychology *
37
Real Estate
Development
5
Romance Studies
18
Russian Literature
4
Science & Technology
Studies
10
Sociology*
40
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
16.16
15.36
2.29
9.73
2.94
0.40
Utilization
9.52
16.67
0.00
2.38
14.29
0.00
Availability
48.39
19.35
1.94
10.97
5.16
1.29
Utilization
14.29
0.00
0.00
0.00
0.00
0.00
Availability
49.31
20.02
1.82
12.74
4.85
0.61
Utilization
17.65
11.76
0.00
5.88
5.88
0.00
Availability
34.74
14.74
1.05
9.47
4.21
0.00
Utilization
33.33
0.00
0.00
0.00
0.00
0.00
Availability
48.32
11.41
1.34
3.36
6.04
0.67
Utilization
32.14
3.57
3.57
0.00
0.00
0.00
Availability
53.33
26.04
13.54
7.08
4.58
0.83
Utilization
33.33
16.67
0.00
0.00
16.67
0.00
Availability
39.65
18.37
7.77
5.43
4.86
0.31
Utilization
25.00
75.00
50.00
25.00
0.00
0.00
Availability
67.36
20.08
6.43
5.58
7.10
0.97
Utilization
37.84
13.51
2.70
5.41
5.41
0.00
Availability
21.09
18.18
5.88
6.31
5.50
0.49
Utilization
0.00
60.00
0.00
0.00
60.00
0.00
Availability
73.33
26.25
2.50
2.08
21.67
0.00
Utilization
50.00
16.67
5.56
11.11
0.00
0.00
Availability
78.57
7.14
0.00
7.14
0.00
0.00
Utilization
50.00
0.00
0.00
0.00
0.00
0.00
Availability
40.00
13.33
2.22
8.89
2.22
0.00
Utilization
60.00
10.00
0.00
0.00
10.00
0.00
Availability
64.11
23.53
10.43
5.47
6.89
0.74
Utilization
32.50
22.50
12.50
2.50
5.00
2.50
Affirmative Action and Workforce Inclusion Plan 2010-2011
Hispanic
Page 57
Discipline
Total
Incumbents
Table 2, Continued: Job Group Analysis for Faculty
2010-2011
Soil Science*
13
Statistics*
11
Strategic Management
5
Technology Studies
2
Theatre, Film & Dance
14
Theoretical and
Applied Mechanics*
14
Theory & Negotiation
1
Veterinary Medicine
46
Wildlife Ecology *
1
American
Indian/
Alaskan
Native
Women
All
Minority
Black
(nonHispanic)
Asian/
Pacific
Islander
Availability
40.58
11.59
2.90
2.90
5.07
0.72
Utilization
23.08
7.69
0.00
0.00
0.00
7.69
Availability
43.89
23.34
2.78
17.77
2.63
0.15
Utilization
0.00
18.18
0.00
0.00
9.09
9.09
Availability
37.88
26.32
11.66
10.24
3.80
0.61
Utilization
60.00
20.00
0.00
0.00
20.00
0.00
Availability
37.89
19.47
3.03
8.12
7.88
0.44
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
60.75
17.16
7.10
3.55
6.31
0.20
Utilization
57.14
7.14
0.00
0.00
7.14
0.00
Availability
16.82
24.00
4.72
14.31
4.62
0.35
Utilization
7.14
21.43
0.00
0.00
21.43
0.00
Availability
44.74
31.05
8.95
12.11
10.00
0.00
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Availability
54.36
14.63
4.53
4.18
5.57
0.35
Utilization
26.09
8.70
0.00
8.70
0.00
0.00
Availability
41.73
5.76
2.16
2.88
0.72
0.00
Utilization
0.00
0.00
0.00
0.00
0.00
0.00
Hispanic
Analysis of progress toward affirmative action goals for faculty.
Pursuant to 41 CFR §§ 60-2.12, as illustrated in the previous chart, a utilization analysis,
or determination of the percentage of women and minorities in job groups as compared with
availability, has been completed for all academic groups for which there were incumbents. This
year, out of the 113 job groups that have incumbents, the university met or exceeded
availability for women in 45 or 39.8% of the job groups, and met or exceeded availability for
minorities in 67 or 59.3% of the job groups. This includes job groups where there are no women
or no minority incumbents, but that, because there are very few incumbents overall, no goal
exists. Of the 113 job groups, 23, or approximately 20.4%, had no women faculty, while 33, or
Page 58
Affirmative Action and Workforce Inclusion Plan 2010-2011
approximately 29.2%, had no minority faculty. Of the thirteen job groups that had neither
female nor minority incumbents, none had five or more incumbents overall. 17
This compares to the 2009-2010 plan year when out of the 114 job groups that had
incumbents, the university met or exceeded availability for women in 46 or 40.4% of the job
groups, and met or exceeded availability for minorities in 69 or 60.5% of the job groups. This
includes job groups where there are no women or no minority incumbents, but that, because
there are very few incumbents overall, no goal exists. Of the 114 job groups, 16, or
approximately 14%, had no women faculty, while 36, or approximately 31.6%, had no minority
faculty. Of the ten job groups that had neither female nor minority incumbents, none had five
or more incumbents overall.
Five years ago, in 2006-2007, out of the 118 job groups that had incumbents, the
university met or exceeded availability for women in 46, or approximately 39% of the job
groups, and met or exceeded availability for minorities in 75, or approximately 63.6% of the job
groups. This includes job groups where there are no women or no minority incumbents, but
that, because there are very few incumbents overall, no goal existed. Of the 118 job groups,
21, or approximately 17.8% had no women faculty, while 50, or approximately 42.4% had no
minority faculty. Of the fifteen job groups that had neither female nor minority incumbents,
only one had more than five incumbents overall. In that year Biomedical Engineering had eight
incumbents, with no female or minorities. In this plan, Biomedical Engineering has twelve
incumbents, including two white females and two minority males, reflecting improvement from
five years ago.
Although availability and utilization information has been provided above for women,
minorities, and each minority job group, affirmative action goals/guidelines have been
established for women and for minorities as a whole for those job groups that do not meet
availability and for which there is not over-utilization.
Faculty job groups with no placement goals for women or minorities.
Women and minority representation exceeded availability in 12 of the 79 job groups
with more than five incumbents (15.2%; 10.6% of the total 113 job groups) 18. These job groups
include:
•
•
•
•
Applied and Engineering Physics
Asian Studies
Bioengineering
Community and Economic Development
17
The job groups with neither female nor minority incumbents are: Agronomy and Crop Management (3 incumbents), Biogeochemistry (3),
Biomathematics (1), Ecology (3), Entrepreneurship (1), Environmental and Resource Economics (4), Environmental Law and Land use (2),
Historic Preservation and Planning (2), Information Systems (2), Land Use/Theory/Reg. Science (1), Technology Studies (2), Theory &
Negotiation (1), and Wildlife Ecology (1).
18
Since job group size is a factor in determining the presence (or absence) of an affirmative action goal, job groups with five or fewer
incumbents – where goals may not exist due to job group size and not due to utilization – are considered separately. Since availability would
have to exceed 20% (or more) for there to be a goal with five incumbents (or fewer) and none from within the protected class, five total
incumbents provides the cutoff in determining “small” job groups.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 59
•
•
•
•
•
•
•
•
Epidemiology
Finance
German Studies
History of Art
Natural Resources
Near Eastern Studies
Nutritionist Biochemist
Science & Technology Studies
Faculty job groups with placement goals for women and minorities.
Both women and minority representation fell below availability and resulted in goals
being established in the following 36 of the 79 job groups with more than five incumbents
(45.6% ; 31.9% of the 113 job groups overall). The following table provides specific targets for
applicant pools for positions in the listed disciplines:
Table 3: Summary of Goals for Faculty Job Groups / Goals for Women and Minority
Discipline
Accounting
Agricultural Economics
Architecture
Astronomy
Atmospheric Science and Meteorology
Bio and Environmental Engineering
Biomedical Engineering
Business
Cell Biology
Chemical and Biomolecular Engineering
Civil and Environmental Engineering
Computer Science
Ecology and Evolutionary Biology
Economics
Entomology
Environmental Engineering
Food Science
Government
Horticulture
Human Development
Human Resource Management
Law
Library
Linguistics
Mathematics
Microbiology
Molecular Biology and Genetics
Neurology and Behavior
Operations Research and Industrial Engineering
Page 60
Goal for Women (%)
38.58
29.15
47.85
36.82
30.00
34.74
32.96
37.41
46.48
25.17
29.68
17.99
50.47
32.67
35.33
38.81
59.28
39.65
34.74
76.68
65.00
48.97
80.97
62.50
26.00
49.33
50.34
46.75
29.20
Goal for Minority (%)
29.13
17.94
28.83
12.97
17.50
24.59
25.78
25.85
30.99
24.98
23.72
23.13
17.71
25.09
11.00
19.63
25.79
18.37
14.74
16.84
26.88
23.36
13.92
20.63
17.28
21.41
25.57
27.74
28.28
Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 3, Continued: Summary of Goals for Faculty Job Groups / Goals for Women and Minority
Discipline
Goal for Women (%)
51.11
48.39
49.31
48.32
67.36
73.33
54.36
Pharmacology
Physiology
Plant Biology
Plant Pathology
Psychology
Romance Studies
Veterinary Medicine
Goal for Minority (%)
27.10
19.35
20.02
11.41
20.08
26.65
14.63
Faculty Job Groups with Placement Goals for Women Only
Female representation fell below availability and resulted in goals being established in
the following 22 of the 79 job groups with more than five incumbents (27.8% ; 19.5% of the 113
job groups overall). The following table provides specific targets for applicant pools for
positions in the listed disciplines:
Table 4: Summary of Goals for Faculty Job Groups / Goals for Women
Discipline
Goal for Women (%)
Animal Science
Anthropology
Chemistry
Classics
Communication
Comparative Literature
Earth Sciences
Education
Electrical and Computer Engineering
English
Facilities Management, Planning, and Design
Fine and Studio Arts
History
Marketing
Music
Operations Management
Physics
Policy Analysis
Sociology
Soil Science
Statistics
Theoretical and Applied Mechanics
33.89
58.24
34.99
39.15
61.76
59.47
37.70
68.82
13.85
59.65
57.50
85.00
40.45
51.40
40.43
35.71
16.16
53.33
64.11
40.58
43.89
16.42
Faculty Job Groups with Placement Goals for Minorities Only
Minority representation fell below availability and resulted in goals being established in
the following 10 of the 79 job groups with more than five incumbents (12.7%; 8.8% of the 113
Affirmative Action and Workforce Inclusion Plan 2010-2011
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job groups overall). The following table provides specific targets for applicant pools for
positions in the listed disciplines:
Table 5: Summary of Goals for Faculty Job Groups / Goals for Minority
Discipline
Goal for Minority (%)
Industrial Relations
Management and Organizational Behavior
Materials Science and Engineering
Mechanical Engineering
Nutritionist
Pathology
Philosophy
Plant Breeding
Theater, Film and Dance
Veterinary Medicine
28.00
28.73
13.33
24.20
23.85
29.92
10.38
14.74
17.16
14.63
Faculty job groups with five or fewer incumbents.
The following 34 job groups (30% of the total 113 job groups) have five or fewer
incumbents. In some cases, goals exist because although job group size is small, the availability
is substantial. Goal data are provided here for primarily informational purposes, since these job
groups have few incumbents.
Table 6: Summary of Goals for Faculty Job Groups with few Incumbents
Discipline
African Literature (NG)
Agronomy and Crop Management (NG)
Apparel Design (NG)
Biogeochemistry (NG)
Biological Sciences (NG)
Biomathematics (NG)
Demography (NG)
Ecology
Entrepreneurship (NG)
Environmental and Resource Economics
Environmental Law and Land Use (NG)
Environmental Policy (NG)
Environmental Sciences (NG)
Evolutionary Biology
Fiber Science
Food and Beverage Management (NG)
Genomics
19
Historic Preservation and Planning
History of Architecture (NG)
Goal for Women (%)
50.00
29.49
86.67
11.52
50.39
52.69
92.86
50.64
37.28
29.15
43.90
43.82
43.92
50.00
83.33
33.33
53.56
100.00
72.31
Goal for Minority (%)
25.00
9.22
30.00
17.89
22.49
25.09
14.29
8.62
25.79
17.94
12.20
13.64
22.35
8.70
16.67
33.33
21.88
0.00
13.45
19
Only two degrees were reported for this field in the 2004-2008 time-frame, all granted to white women. Availability may be therefore
misleading.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
Table 6: Summary of Goals for Faculty Job Groups with few Incumbents
Discipline
Hydrology (NG)
Information Systems (NG)
Interior Design
International Studies (NG)
Land Use/Theory/Reg. Science (NG)
Managerial Communication (NG)
Photography (NG)
Political Science (NG)
Real Estate Development
Russian Literature
Strategic Management (NG)
Technology Studies (NG)
Theory & Negotiation (NG)
Wildlife Ecology (NG)
Goal for Women (%)
11.11
22.09
88.97
38.89
57.50
80.00
58.90
39.65
21.09
78.57
37.88
37.89
44.74
41.73
Goal for Minority (%)
11.11
28.63
25.18
20.20
20.00
80.00
15.95
18.37
18.18
7.14
26.32
19.47
31.05
5.76
Review of Employment Activity
To carry out the University’s demonstrated commitment to diversity and inclusiveness,
continuous efforts are necessary to increase the diversity of the non-academic staff, academic
staff, and faculty. Taleo, the university’s online application system, has provided greater access
to a wide range of applicants for non-academic positions. Moreover, colleges and
administrative units have been advised to develop strategic recruitment plans to: 1)
aggressively increase the overall representation of Asian/Pacific Islander, Black, Hispanic and
Native American faculty and staff; 2) increase the representation of women in faculty, senior
professional, and management positions; and 3) provide employment opportunities for covered
veterans and individuals with disabilities.
To assist in this effort, Cornell University provides central funding for the sourcing of
open positions through Diversity, Inc., Diverse: Issues in Higher Education, and the NYS Job
Bank. In addition, partner sites for Veterans (Army Career and Alumni Program
athttp://www.acap.army.mil/transitioner/jobs/employers/search_occupation_update.cfm?pag
e=17&caller=transitioner) and individuals with disabilities (Ticket To Work, at
http://www.cessi.net/ttw/employer/partners.html) have links to our employment site and we
actively promote employment opportunities with these organizations.
In addition, the University is committed to a climate free of bias, the provision of
opportunities for meaningful work, and possibilities for advancement of all individuals,
regardless of race, color, creed, religion, national or ethnic origin, sex, sexual orientation,
gender identity or expression, age, disability, or veteran status. Efforts to provide training,
access to educational offerings, participation in decision making, and, where necessary,
assistance in mediating the supervisor-supervisee relationship result in an overall commitment
to the long term retention of qualified employees.
Affirmative Action and Workforce Inclusion Plan 2010-2011
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To evaluate the effectiveness of these efforts, at the end of each affirmative action plan
year, an in-depth analysis of the total employment process is completed to determine whether
and where impediments to recruiting exist. Therefore, pursuant to 41 CFR §§ 60-2.17 (b), (2),
(3), and (4), the Office of Workforce Diversity and Inclusion will be expected to annually
evaluate:
•
•
•
Personnel activity (applicant flow, hires, terminations, promotions and training
opportunities) to determine whether there are disparities based on race or
gender;
Compensation systems to determine whether there are gender, race, or
ethnicity-based disparities;
Selection processes and recruitment and referral systems to determine whether
they result in disparities in the employment or advancement of minorities or
women; and
Pursuant to 41 CFR §§ 60-2.17(a), the extent to which these units achieve equal
opportunity and to which unit leaders and supervisors implement action toward affirmative
action goals will be used as a measure in performance appraisals. For staff employees, this will
be considered as part of the inclusiveness dimension of the Skills for Success model, along with
other criteria, including quality, effectiveness and efficiency of their operations, personnel
development and morale, and contribution to the achievement of university-wide objectives.
Affirmative Action Initiatives Specific to Veterans and Individuals with Disabilities
Effective diversity and inclusiveness initiatives are based on established equal
opportunity and affirmative action programs to ensure equal access to employment
opportunities for individuals with disabilities and for covered veterans. The university welcomes
staff and faculty with diverse physical and developmental abilities, and recognizes that neither
disability status nor covered veteran statuses are to be a factor in the denial of employment.
Pursuant to 41CFR §§ 60-300.44 (a), employment decisions are based on merit, qualifications
and valid job requirements.
Cornell University is committed to ensuring that employees and applicants will not be
subjected to harassment, intimidation, threats, coercion or discrimination because they have
filed a discrimination complaint, assisted or participated in a discrimination complaint or
investigation, or opposed an act or practice made unlawful by the Vietnam Era Veterans
Readjustment Act (VEVRA).
Pursuant to 41 CFR §§ 60-741.44(b) and 41 CFR §§ 60-300.4(c), Cornell University
ensures that its personnel processes provide for careful, thorough, and systematic
consideration of the job qualifications of applicants and employees who are covered veterans
or who have known disabilities for job vacancies filled by hiring or promotion, and for all
training opportunities offered or available.
Cornell University also ensures that its personnel processes do not stereotype persons
with disabilities or covered veterans in manners that limit their access to jobs for which they
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Affirmative Action and Workforce Inclusion Plan 2010-2011
are qualified. Cornell University periodically reviews its personnel processes and makes any
necessary modifications to ensure that these obligations are carried out.
Pursuant to 41 C. F. R. §§ 60-741.44(c) and 41 CFR §§ 60-300.44 (4)(c), Cornell
periodically reviews all physical and mental job qualification requirements with line
management and supervisors to ensure that, to the extent that qualification requirements
screen out or tend to screen out qualified individuals with disabilities or covered veterans, they
are job-related and consistent with business necessity and the safe performance of the job.
Also, to the extent that physical or mental job qualification requirements screen out or
tend to screen out qualified individuals with disabilities or covered veterans in the employment
selection process, Cornell assures that the requirements are related to the specific job(s) for
which the individual is being considered and consistent with business necessity by having
human resources generalists review the staff position descriptions and having local human
resources unit representatives manage them.
The university is committed to providing opportunities for individuals with diverse
physical and developmental abilities by offering effective adaptations in the workplace to
eliminate barriers to work participation. Therefore, pursuant to 41 CFR §§ 300.44 (4)(d), 41
CFR. §§ 60-741.44(d) and 41 CFR §§ 60-300.6(d), the university makes reasonable
accommodation to the known physical or mental limitations of all otherwise qualified
individuals with a disability unless it can demonstrate that the accommodation would impose
an undue hardship on the operation of the business.
These adaptations are provided to faculty and staff through university policy 6.13:
Disability Accommodation Process (See Appendix I). Employees are responsible for initiating
requests for any desired disability-related workplace accommodation by contacting, either
orally or in writing, their local human resources representative or Medical Leaves
Administration. In accordance with the Americans with Disabilities Act and the New York State
Human Rights Law, Cornell University takes such requests seriously. Requests regarding Family
Medical Leave Act, return-to-work situations, or short-term disability are also referred to
Disability Case Management.
Supervisors are responsible for immediately notifying their appropriate local human
resources representative of any employee accommodation request brought to their attention.
Supervisors are also responsible for implementing reasonable accommodations recommended
by Medical Leaves Administration; for keeping the employee's disability accommodation
request confidential; and for monitoring any interactions with the requesting individual to
ensure that actions are not legitimately construed as retaliatory.
During the 2009-2010 plan year, a total of 20 formal accommodation requests were
received and processed through the office of Medical Leaves Administration. (There are other
informal accommodations that are granted within the university at local levels.) Three requests
were received from faculty, seventeen from staff. Among the formal workplace
accommodations requested, five requests were either withdrawn or not pursued and fifteen
received accommodations, which included flex time, flex place, equipment purchased, mobility
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 65
assistance, acoustical alterations, and ergonomic improvements. One individual received an
accommodation that was not implemented (by the individual’s choice), and one
accommodation was unable to be implemented due to the impact on the department. The
individual subsequently went on short-term disability. In addition, 283 disability requests, in
the form of requests for handicap parking for faculty and staff, have been satisfied since the
program has gone into effect.
Pursuant to 41 CFR §§ 60-300.44(4)(e), the university also has processes in place to
ensure that its employees with disabilities and covered veterans are not harassed because of
their disability or covered veteran status. Employees who feel that they have experienced such
harassment are advised to contact the Office of Workforce Diversity and Inclusion or the Office
of Workforce Policy and Labor Relations for information on the appropriate procedure to use.
Pursuant to 41 C.F. R. §§ 60-741.44(f) and 41 CFR §§ 60-300.6(f), Cornell University’s
Recruitment and Employment Center enlists the assistance and support of recruiting sources
(including state employment agencies, state vocational rehabilitation agencies or facilities,
college placement officers, state education agencies, labor organizations, and organizations for
individuals with disabilities) to provide meaningful employment opportunities to qualified
individuals with disabilities and covered veterans.
Cornell University’s Recruitment and Employment Center has established meaningful
contacts with appropriate social service agencies, organizations of and for individuals with
disabilities and covered veterans, and vocational rehabilitation agencies or facilities, for such
purposes as advice, technical assistance and referral of potential employees. 20
Cornell University recognizes that even a strong outreach program will be ineffective
without adequate internal support from supervisory and management personnel and other
employees, who may have had limited contact with individuals with disabilities or with covered
veterans in the past. To assure greater employee cooperation and participation in the
university's efforts with respect to individuals with disabilities and covered veterans, pursuant
to 41 CFR §§ 60-741.44(g) and §§ 60-300.6(g), the university has developed internal procedures
to communicate its obligation to engage in affirmative action efforts to employ and advance in
employment qualified individuals with disabilities and covered veterans. These procedures are
designed to foster understanding, acceptance and support among the university's executives,
management, supervisory and other employees and to encourage such persons to take the
necessary actions to aid the university to meet its obligations. These procedures consist of:
•
•
including its equal employment and anti-harassment policies in its listing of
university policies on-line at http://www.policy.cornell.edu/
publicizing in university media its anti-discrimination and anti-harassment
policies and conducting meetings with supervisory personnel to explain the
20
Within the four-county area from which most non-academic employees are hired, the university collaborates with the following
organizations/agencies serving persons with disabilities and/or who are covered veterans: Challenge Industries, Finger Lakes Independence
Center, Workforce New York (Veterans’ employment services), and Employer Support of the Guard and Reserve (Southern NY branch).
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Affirmative Action and Workforce Inclusion Plan 2010-2011
•
•
intent of the university's anti-discrimination and anti-harassment policies and
individual employee responsibility for effective implementation of these policies;
providing union officials and/or employee representatives with information
about the university's anti-discrimination and anti-harassment policies, and
requesting their cooperation;
including individuals with disabilities and covered veterans in staff handbooks
and similar employee publications, when employees are featured in the same.
Development and Implementation of Programs
Pursuant to 41 CFR § 60-2.17 (c), Cornell University endeavors to “develop and execute
action-oriented programs designed to correct any problem areas pursuant to § 60-2.17 (b) and
to attain established goals and objectives.” A combination of recruitment-, retention-, and
climate-focused initiatives enable the University to correct deficiencies in representation.
While recruitment-oriented programs have been identified in conjunction with specific job
groups (see Part I, above), broadly focused recruitment, as well as retention and climatefocused initiatives, are discussed in this section. Retention focused initiatives provide direct
interpersonal and structural support for individuals who because of their race, sex/gender, age,
national origin, religion, sexual orientation, disability status, and/or veteran status are
underrepresented in their specific job type (e.g., Administrative Assistants) or College/Unit (e.g.
Facilities Services). Climate-focused initiatives aim to create an organizational culture where
multiple, diverse perspectives, personal needs, and career goals are valued and supported,
enabling fuller participation by all members of the Cornell community in the University’s pursuit
of its mission and goals. Part II of this document provides information about both retentionfocused and climate-focused efforts.
Both retention and climate-focused initiatives are grounded in Cornell University’s
“Open Doors, Open Hearts, and Open Minds: Statement on Diversity and Inclusiveness” which
incorporates a desire to have a community that reflects a wide representation of attribute
diversity 21 (different personal characteristics such as race, sex/gender, age, national origin,
religion, sexual orientation, disability status, veteran status, and ex-offender status) throughout
all departments, colleges, and academic programs, and at all levels of the university.
Staff and faculty share responsibility for upholding Cornell’s organizational values and
achieving clear organizational goals and objectives in a mutually respectful work and
educational environment. All new supervisors are encouraged to enroll in the New Supervisor
Development Certificate Program (NSDCP), which includes the session, “Creating a Climate for
Diversity and Inclusion at Cornell University,” conducted by the Office of Workforce Diversity,
Equity and Life Quality. Instructor-led workshops are offered through the Guide to Workshops
that help participants learn how to promote diversity and inclusion, such as “Coming Out in the
Workplace,” “Learning about the Accommodation Process (Religious and Disability),” and
“Transitioning to the Civilian Workforce: Strategies for Veterans.” In addition, all new
21
The term “attribute diversity” is used by Roosevelt Thomas in his book, Building a House for Diversity, to distinguish between the
demographic aspects of individuals and the processes that are developed and implemented to create an inclusive environment.
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 67
employees attend the “Welcome to Cornell” new staff and faculty orientation program. During
this presentation, staff and faculty learn about Cornell’s mission as well as the history of the
university’s commitment to diversity and inclusiveness.
Campus-Wide Initiatives Supporting all Aspects of Diversity
The University Diversity Council
In November of 2001, Provost Biddy Martin appointed the University Diversity Council
University announced significant changes to the University Diversity Council. An Executive
Committee of the Council was created, and is co-chaired by the President and the Provost. It
meets several times each year to review and revise diversity goals and strategies for the
campus. A Working Group of the Council meets monthly. It is responsible for identifying
opportunities and implementing strategies. The council’s mission is to identify barriers to
achieving greater diversity and inclusiveness at Cornell, identify and support programs that can
have the greatest impact on campus, recommend how resources can be utilized and
coordinated to achieve campus diversity goals, provide forums for discussion of diversityrelated issues and ideas, maintain a university diversity web page, and coordinate diversity
programming efforts with constituents to avoid overlap and to maximize utilization of financial
resources.
The “Feedback” program
The “Feedback” program encourages students, staff, and faculty to share experiences
anonymously that either made them feel welcome or unwelcome on campus. Select
submissions are published periodically in the Cornell Daily Sun under the heading “What’s Your
Story?” The goal of the program is to stimulate a concrete and ongoing conversation about
diversity and to improve the campus climate.
Bias Response Program
In addition to the procedures available through the Office of Workforce Policy and Labor
Relations, the Judicial Administrator, and the University Ombudsman, members of the
university community can utilize the university’s Bias Response Protocol to address issues that
impact the university’s commitment to diversity and inclusiveness. In November of 2000, the
university’s Bias Response Protocol was developed to supplement existing discrimination
procedures and processes and to support the efforts of administrative units who address bias
activity, such as the Cornell University Police, the Judicial Administrator, the University
Ombudsman, and (what was then) the Office of Workforce Diversity, Equity and Life Quality. In
2006, this protocol was made part of Cornell University’s Policy 6.4, Prohibited Discrimination,
Protected Status (including Sexual) Harassment and Bias Activity22. Under this program, the
university defined a special category of bias activity in which the perpetrators are not known as
“bias incidents,” to distinguish them from other types of bias activity such as bias/hate crimes
or bias/discrimination complaints. The goal of this protocol is to respond to bias activity by
educating the university community on the occurrence of bias incidents and crimes, providing
22
http://www.policy.cornell.edu/vol6_4.cfm
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Affirmative Action and Workforce Inclusion Plan 2010-2011
support-related resources to individuals who have experienced bias activity, and developing
programs to assist with eliminating future bias activity. Information about the bias protocol can
be found at http://hr.cornell.edu/diversity/reporting/bias_response.html.
Campus-Wide Initiatives Supporting Women and Minorities
Cook Awards
The Cook Award program is sponsored by the ACSW. Each spring, the Constance E.
Cook and Alice H. Cook Awards honor individuals for their commitment to women's issues and
for improving the climate for women at Cornell. The awards are named in honor of Constance
E. Cook, Cornell's first woman vice president, and the late Professor Emerita Alice H. Cook.
Nominations are accepted through March and reviewed by the Cook Awards Committee.
Women and men students, faculty, and staff may receive awards. In 2010, four women were
honored for their commitment: Rhea M. Fernandes a sophomore Policy Analysis and
Management major in the college of Human Ecology; Dr. Yael Levitte, Executive Director of the
CU-ADVANCE program; Dr. Wendy M. Williams, Professor, Department of Human
Development, and founder and co-director of the Cornell Institute for Women in Science
(CIWS), a National Institutes of Health-funded research and outreach center that studies and
promotes the careers of women scientists; and Patricia A. Stark, Coordinator of Diversity
Initiatives Academic Affairs and in conjunction with Associate Vice President of Workforce
Diversity and Inclusion. Stark has been a central figure of the University’s diversity initiative for
over 10 years, coordinating numerous programs on campus, including the University Diversity
Council’s Working Group and Faculty Institute for Diversity. Her passion for supporting and
celebrating women’s contributions at Cornell has kept the Cook Awards vibrant and alive for
the past decade.
First Fridays of Ithaca
First Fridays of Ithaca, a local chapter of the national First Fridays organization, is
supported by the Cornell University Office of Workforce Diversity and Inclusion. First Fridays is
a monthly social networking event for local, diverse professionals. First Fridays is a great
opportunity to network, socialize with colleagues in a relaxed setting and meet new colleagues.
First Fridays events have been held worldwide on the first Friday of every month since the late
1980s, and in Ithaca since 2008.
Campus Wide Initiatives Supporting other Covered Populations
Supporting Cornell’s Veterans
Throughout 2010, Cornell’s Office of Workforce Diversity and Inclusion endeavored to
develop strategies for better supporting Cornell’s many former service members and
Reservists. In particular, Cornell became a founding member of the Southern Tier of NY’s
chapter of the ESGR (Employer Support for Guard and Reserves), a network of employers
committed to flexible policies and supportive programming for integrating work, service, and
family. In addition, WDI sponsored events such as a luncheon and screening of the
Affirmative Action and Workforce Inclusion Plan 2010-2011
Page 69
documentary For the Love of Liberty, a history of the role of African Americans in the Army.
Finally, at a joint meeting of members of the Central and Western New York Industry Liaison
Group (ILG) and the Business Leaders Network (BLN), Cornell Human Resource professionals
were briefed on the many services and financial support resources available through the
USDOL/VETS programs, and the role of USERRA maintaining gainful employment for America’s
troops.
Individuals with Disabilities
Throughout the 2009-2010 plan year, the University continued progress toward fulfilling
the strategic objectives of its Disability Strategic Plan. The plan is built upon five areas in which
“accessibility” is defined: physical access, access to educational opportunity, access to
employment opportunity, accessible communications and technologies, and emergency
preparedness. In the 2009-2010 plan year, strategic goals included: creating resources to assist
the University in fulfilling its obligations to individuals with disabilities, enhancing physical
accessibility to public events, and changing communication strategies around disability, access,
and accommodation. Toward achieving those goals, Irene Bowen, former Deputy Chief of the
Disability Rights Section of the U.S. Department of Justice led an on on-campus training
program for facilities personnel and other University groups on ADA compliance and
implementation responsibilities.
Religious Accommodation in the Workplace
One of Cornell’s policies that promotes diversity is its Religious Accommodation Policy,
Policy 6.13.8 (see Appendix J), which applies to faculty, academic and nonacademic staff, and
student employees, and sets forth a process for the university to provide reasonable workplace
accommodations for an employee’s religious beliefs. Over the last year, the Office of Workforce
Policy and Labor Relations received notification of three such requests and related
accommodations, although many more such requests are accommodated without formal
notification under the policy. Such accommodations include leave for religious observance,
time and/or place to pray; changes in work schedules; and job reassignments, among many
others.
Lesbian, Gay, Bisexual, and Transgender Communities
Cornell University is committed to the creation of an affirming environment for lesbian,
gay, bisexual and transgender (LGBT) people. As such, the university pro-actively assures
inclusiveness in its policies, programs, benefits and dedicated staff positions. In 1994, the
university created an LGBT Resource Center to coordinate the efforts of the entire university
community to ensure the inclusion of all lesbian, gay, bisexual, and transgender people, and to
eliminate heterosexism and gender identity oppression. That office is located on campus and is
staffed by a dedicated full-time professional who is assisted by a full-time support staff
member. The Office of the Dean of Students also provides .75 of a full time LGBT student
support staff member. In addition to numerous events, the center provides opportunities for
LGBT student, staff and faculty networking via a vibrant email list-service.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
The University’s policies, including University Policy 6.4, “Prohibited Discrimination,
Protected Status (Including Sexual) Harassment,” also prohibit discrimination or harassment
based on sexual orientation or gender identity/expression and the university implemented a
Bias Response Program in 2000 that addresses incidents of bias based on, among other things,
sexual orientation and gender identity/expression, and provides support to those who
experience or witness such incidents.
To further support the LGBT community, the Cornell University Gay–Straight Alliance
(CUGSA), supported by the university’s Office of the Dean of Students, and in cooperation with
the LGBT Resource Center, initiated the Safe Place Project. This program helps members of the
LGBT community feel more accepted and appreciated at Cornell by asking individuals to display
Safe Place cards as their personal statement of support for LGBT members of the Cornell
community.
Importantly, the university’s benefits programs include same-sex couple-headed
families under health and life insurance and child-care and adoption assistance grants. Also,
parental leave is available for the instance when the same-sex partner is the birth parent or
when either partner is the primary adoptive parent. In addition, WDI sponsors workshops for
the LGBT community through its Wellbeing series.
The university has also provided social networking opportunities for the LGBT
community as part of its retention effort. Welcome receptions and monthly Pizza Nights are
offered by the LGBT Resource Center and by the LGBT employee social group Out & About.
The university has also created a transgender web page within the Human Resources
website, listing campus and community information and resources for transgender staff, and
faculty.23 Further, the university’s health services center provides tailored healthcare
information to LGBT students, staff and faculty24 including resources specific to transgender
and intersex individuals.
Programs to Address Unique Subsets of the Cornell Community
Cornell Faculty Institute for Diversity
The third annual Cornell Faculty Institute for Diversity took place June 13-16, 2010, at
the ILR conference center on the Ithaca campus. The purpose of the institute is to help faculty
members incorporate diverse perspectives and experiences into their courses, across the
disciplines, in the arts and humanities as well as the biological, physical and social sciences. In
all 19 faculty members participated in 11 session during the three day event.
CU-ADVANCE
The CU-Advance office, a program funded by the National Science Foundation, has
offered programs on leadership development for women department chairs and emerging
leaders. Network lunches have addressed effective mentoring, communication strategies, grant
23
24
http://www.hr.cornell.edu/diversity/communities/transgender_resources.html
http://www.gannett.cornell.edu/for/lgbt/index.cfm
Affirmative Action and Workforce Inclusion Plan 2010-2011
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writing, managing difficult people, tenure and promotion process, and managing projects.
Advancement in Science lectures have contributed to discussion about gender issues in
academia and provided a forum for faculty and graduate students. The Advance office has
provided research initiation grants for six mid-career women faculty for research that will
support promotion to full professor. Professional development grants provide support for pretenure women faculty and help to heighten their professional visibility and provide networking
opportunities with senior researchers in their fields. Faculty development grants support nontenure track women faculty to become competitive for tenure track appointments at Cornell
and funds post-doc positions for outstanding female candidates.
Initiatives in the Skilled Trades
The Skilled Trades Diversity Council held the Sixth Annual Career Days for high school
and alternative schools. The event is part of an effort to create a pipeline of individuals
interested in becoming apprentices, and attracted 460 school-aged students from 11 different
school districts. Of the 460 participants: approximately 25% were minorities and 12% of the
participants were female. The grant funding for the year was awarded by The Federal Highway
Commission and State of New York for improving labor-management relationships. The
committee also received funding, for the sixth consecutive year, from the New York State
Department of Transportation, to help support the Careers in Construction Program. TC3 Tech
Prep provided some funding for Careers in Construction as well.
The Skilled Trades Diversity Council held its Fifth Annual Pre-Construction Preparedness
Program with a graduation date in April of 2010. The program was held for 10 consecutive
weeks and included visits to 9 training centers throughout the upstate New York region, with an
additional week held at the Union Hall in Ithaca. There were 2.5 days dedicated to green
building technology, which was very well received by attendees. The Pre-construction Program
began with 15 students, 9 of whom graduated. Three participant graduates were subsequently
employed through the Trades Unions. Of the 15 participants, 3 were female. All participants
were low income, unemployed or under-employed individuals.
UAW Diversity Committee
The University’s agreement with the United Auto Workers Local 2300 provides that the
University and the Union will establish a Diversity Advocate Committee. The committee consists
of three (3) members of management, three (3) members of the bargaining unit, a
representative of Cornell’s Workforce Diversity and Inclusion, and a member of the Cornell
community jointly selected by the University and the Union. The Committee meets quarterly to
uphold the principles outlined in the statement on Diversity included in the contract. In
furtherance of this, the Committee is empowered to review problems in hiring and promotion
that depart from the spirit and letter of the collective bargaining agreement with a view to
making recommendations for their rectification; and is empowered to inventory minority and
underrepresented employees to create a list of promotional opportunities. The committee
provides reports periodically to the Director of Workforce Diversity and Inclusion and the Vice
President for Human Resources who review any recommendations and respond in writing. In
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the 2009-2010 plan year, the UAW committee worked with the Office of Workforce Diversity
and Inclusion and the Office of Organizational Effectiveness (Career Services division) to
develop and implement a job rotation program that provided training for individuals seeking
future opportunities for advancement.
Facilities Services Diversity and Inclusion Council
The mission of the Facility Services (FS) Diversity & Inclusion Council is to create and
maintain a culture of inclusion where differences are valued in the workplace. The FS Diversity
& Inclusion Council will serve as leaders and advocates within the division. Their goals support
and align with Cornell University’s Commitment to Diversity.
The role of the council includes: (1) serving as a staff ally by resolving issues related to
diversity and inclusion by utilizing appropriate resources; (2) acting as an advocate to managers
and supervisors to develop plans of action in response to areas of concern resulting from the FS
Climate Survey: (3) participating in search teams and provide input about recruitment strategies
or referrals regarding diversity-related issues, laws, guidelines, policies and procedures; (4)
monitoring department-wide progress on diversity issues; (5) maintaining up to date awareness
of diversity-related laws, procedures and guidelines so as to be able to advise and refer
individuals as appropriate and; (6) maintaining awareness of and communicating diversity
initiatives within the department, division, and Cornell.
The Council hosts a series of events and brown bag lunches with representatives from
various areas of campus, including faculty, other staff, and retirees. These events engage and
raise awareness for FS staff about diversity-related topics such as adjusting to the civilian
workforce after military service and integrating mental and physical wellbeing. These events
are open to all staff, including tradespeople and custodians. The Council also developed a
workplace climate survey to facilitate its ability to identify future needs. Finally, the Facility
Services Diversity Council also awards the Steve Wright Bridge Award to a facility service
employee who has demonstrated significant ongoing commitment to fostering diversity within
facilities services. The 2010 recipient was Andrea Haenlin-Mott, ADA Coordinator for Facilties
Services.
College of Agriculture and Life Sciences Diversity Committee 25
The College of Agriculture and Life Sciences (CALS) Academic Human Diversity and
Resources Committee is a standing committee of the CALS Faculty Senate. Membership
includes faculty members, undergraduate students, a graduate student, and the College’s
Director of Multicultural and Diversity Programs (a student-oriented role). Specifically, the
committee focuses its work on diversity issues pertaining to students, faculty, and academic
employees of the college and where necessary, nonacademic staff support. The Committee
endeavors to:
25
College-level diversity committees are included here if their mission or scope includes faculty, academic staff, and/or nonacademic staff as
target populations for service. Colleges with diversity resources restricted to the benefit of the student experience are not included, but are
present on the campus.
Affirmative Action and Workforce Inclusion Plan 2010-2011
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•
Gather information related to diversity issues of concern to students, faculty and
academic employees in the college.
• Develop and oversee programs to address these concerns.
• Report findings to the administration and to provide information regarding these
issues to the CALS Faculty Senate so that appropriate policies concerning the
issues may be developed.
• Suggest areas which the CALS Faculty Senate may want to examine to determine
if new or modified policies concerning academic human diversity and resources
are needed.
In addition, the Committee publishes a “Diversity Handbook” that includes resources for
students, faculty, and academic staff, including a directory of diversity grants and awards and
faculty recruitment resources.
Diversity Programs in (the College of) Engineering (DPE)
The stated mission is as follows: “[DPE] operates programs at the undergraduate,
graduate, and faculty levels to facilitate the outreach, recruitment, retention, and overall
success of underrepresented minorities, women, and other underrepresented groups in
Engineering.” In addition, DPE professionals, in concert with College leadership, have
established the following goals:
•
•
•
•
•
•
•
•
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Increase the undergraduate and graduate student recruitment, enrollment,
retention, and graduation rates for underrepresented minorities (URM), women,
and other underrepresented groups.
Recruit and retain a diverse Engineering faculty.
Provide URM and women undergraduate and graduate students with
community, academic, professional, leadership, and personal development
opportunities at and external to Cornell.
Enhance existing efforts and develop new plans to improve the climate for URM
and women undergraduate and graduate students and faculty. This includes
hosting workshops, seminars, conferences, and community events as well as
building partnerships and alliances with other departments, universities, and
external organizations committed to diversity.
Implement outreach programs for gifted students in grades 9-12 to attract URM,
women, first generation, and other underserved students to Engineering and
Cornell University.
Develop and enhance mentoring programs for undergraduate and graduate
students and junior faculty.
Involve alumni and families of URM and women students in our college, campus,
and community-based diversity efforts.
Develop and enhance relationships with industry, foundation, non-profit, and
government partners to increase and strengthen available resources to support
Affirmative Action and Workforce Inclusion Plan 2010-2011
outreach, recruitment, and retention efforts at the pre-college, undergraduate,
graduate, and faculty levels.
College of Human Ecology Diversity Committee
The College of Human Ecology, through its Diversity Committee, has set specific goals in
two broad areas: recruitment and retention of faculty, staff, and students (both undergraduate
and graduate), and engagement of a culture of diversity. Both guiding principles and specific
action steps are provided in the College’s Diversity Plan, for example:
•
•
•
•
Faculty candidates should be provided an opportunity to coordinate a visit with a
representative of Human Resources at which time questions about family
responsibilities and community resources can be addressed.
Partnerships with community and professional organizations should be utilized
“aggressively” to recruit diverse applicant pools for staff positions.
Departments are encouraged to invite post doctoral associates or other outside
lecturers to visit the campus, and dedicated funds are available to support visits
by individuals who represent diversity or whose research contributes to our
understanding of diversity. One such lecture, by Professor Dan Kahan, the
Elizabeth K. Dollard Professor of Law, was held in March 2010 on the topic, “The
Laws of Cultural Cognition and the Cultural Cognition of Law”.
College-wide activities should contribute to a sense of belonging for all members
of the Human Ecology community. In April 2010, an Art Collage “Our Stories,
Our Lives” depicting the personal histories of College faculty, staff, and students
was installed and a slideshow demonstrating the variety of human experience
was displayed.
College of Veterinary Medicine Affirmative Action Committee
The College of Veterinary Medicine has a Faculty Affirmative Action Committee whose
charge and membership is specified as a Standing Committee of the College’s governance
documents. As of the close of the 2009-2010 plan year, the Committee endeavored to
•
•
•
•
•
Review at least annually the appointment, reappointment, and promotion of
minority and women faculty in each department of the College.
Monitor efforts made by each department to recruit minority and women
faculty, and assess these in relationship to the availability of minority and
women scholars in the various major academic disciplines of the College.
Review annually and assess the efforts made by the College to recruit, admit,
and support minority and women graduate students, interns, and residents.
Review annually and assess the efforts made by the College to recruit, admit,
and support minority students in the professional DVM program.
Report the findings of the Committee to the Faculty of the College and to the
FCR Affirmative Action Committee in April of each year.
Affirmative Action and Workforce Inclusion Plan 2010-2011
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•
Take up any additional activities pertaining to affirmative action and minority
groups which the Committee thinks is appropriate.
In the fall of 2009, the committee sought the advice and counsel of the Office of
Workforce Diversity and Inclusion in determining how best to ensure alignment between its
activities and Federal guidance on the topic. Resulting clarification and internal changes within
the College led the Committee to propose changes to its governing legislation (forthcoming).
Holistic View of Cornell Community Members
Cornell’s tradition is to attract, retain, and advance the best faculty and staff in the
world by providing various forms of support to the diverse individuals who comprise its
community, and does so by taking a holistic approach to employee well-being. Departments,
units and academic programs recognize the need for flexibility within their organizational
culture and are encouraged to make a commitment to address work/life and work/family issues
for staff and faculty. This commitment continues the work of the Family Services Committee
(formerly the Task Force on Working Families) that was convened in the spring of 1988.26
Cornell has long been recognized for its constant effort to improve the climate for
work/life balance. In 2006, 2007, 2008, and 2009 Working Mothers magazine placed Cornell on
its prestigious list of “100 Best Companies.” Since 2005, the AARP has listed Cornell among its
“50 Best Employers for Workers over 50” for programs that address the needs of older workers
but also appeal to working families, awarding top honors to Cornell in both 2008 and 2009.
From 2007-2010, the university was named one of the “100 Best Adoption Friendly
Workplaces” by the Dave Thomas Foundation for Adoption. Perhaps Cornell’s most notable
recognition was that it was one of only five organizations nationwide in 2007 to receive the U.S.
Department of Labor’s prestigious Exemplary Voluntary Efforts (EVE) Award, which recognized
the university’s “outstanding efforts to develop and maintain exemplary equal opportunity
programs.” This recognition was based on the university’s commitment to diversity by
addressing the work/life issues of the workforce. Other recognitions received in 2009-2010
include being one of the “50 Best Companies for Prospective Parents” (Conceive Magazine),
“100 Best Companies for IT Professionals” and a “Great College to Work For” (Chronicle of
Higher Education).
Upstate New York Higher Education Consortium (UNY-HERC)
The Upstate New York Higher Education Consortium (HERC) was developed in 2006 as a
collaborative response of member institutions to the many challenges of academic recruitment
and retention. Of particular interest to the Upstate New York HERC is finding effective ways to
assist the spouses and partners of faculty and staff to secure area employment and ways to
address issues of faculty and staff diversity. The Upstate New York HERC is composed of a
diverse group of public and independent schools, colleges, and universities. Member
26
The Task Force met to define “family care” as it related to the Cornell community, to explore and identify the needs of employees responsible
for the care of others and how this responsibility impacts their duties at work, and to review existing university policies and community
resources that are relevant to family care issues.
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Affirmative Action and Workforce Inclusion Plan 2010-2011
representatives include faculty, staff, human resources professionals, institutional leaders, and
faculty relations experts from 25 member institutions. Cornell was involved in its creation and
has been a member since its inception.
Cornell University Wellness Program
The Cornell University Wellness Program helps individuals achieve their fitness and
nutrition goals. With nearly 2,900 members – including retirees, Trustees, and Professors
Emeritus in addition to eligible employees – the Wellness program serves a broad range of
needs. The program offers access to five fitness centers, an ice skating rink, and several
swimming pools, along with group fitness and nutrition classes for employees of the university.
The success of the Wellness Program led the university to develop a unique health insurance
plan: the Cornell Program for Healthy Living (CHLP) which pays participating doctors to provide
preventive health services rather only treating illnesses.
Support groups for those concerned about diabetes, cancer, and weight loss surgery
meet monthly. In addition, food and nutrition offerings such as “Smart Eating for Busy
Families” and “Vegetarian Cooking” were attended (in person or via webinar format) by nearly
200 individuals. Health and Safety workshops on AED, Back Care, Irritable Bowel Syndrome,
Women and Heart Disease, and an innovative 8-week program titled “I Can Run a 5K – Now
What” reach a broad range of Cornell constituencies. Finally, stress-reduction series on
personal well-being and meditation have both been filled to capacity with as many as 25
participants each offering.
Work-Life and Work-Family Programming
Cornell University has a number of programs and departments that address work/life
and work/family issues for employees by offering workshops, an annual life quality meeting,
social networking opportunities, counseling, fitness/physical health training, Bring a Child to
Work Day, lactation support, adoption assistance, support networks, child care grant subsidy
programs, and referrals on child care and eldercare resources.
Onsite and Community-based Childcare
Cornell University This facility accommodates 158 children of faculty, staff, and students
and opened in advance of the 2008-2009 academic year. The demand for the center was great,
with 435 children entered into the lottery for spaces. The lottery was completely open with no
preference or assigned slots to faculty, staff, or students. Since its opening, the Office of
Human Resources, through its Child Care Center Liaison, has maintained an active role in the
development of programs and services catered to the Cornell community. A Parents Advisory
Committee (PAC), coordinated by the liaison, provides regular feedback to Center
management. In 2009-2010, the Center began the process for accreditation through the
National Association for the Education of Young Children, two years earlier than the industry
standard for new centers.
Cornell University also provides support for the University Cooperative Nursery School,
which serves the children of staff, faculty, and students as well as members of the local
Affirmative Action and Workforce Inclusion Plan 2010-2011
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community. The University Cooperative Nursery School offers a high-quality cooperative preschool for three to five year old children of Cornell students, staff, and faculty, as well as for
local Ithaca families. The school is also accredited by the National Academy of Early Childhood
Programs.
The University Assembly Childcare Services Sub-Committee and the Office of Human
Resources will continue to assess the need for quality childcare and determine what measures
may be taken in the future to address the demands of working parents.
Educational Training on Work-Life and Work-Family Issues
Since January of 2000, Cornell University, through the Office of Workforce Diversity and
Inclusion, Cornell has established a number of workshops to address the interests of the
university’s diverse community in an effort to retain its diversity.
Formerly the Life Cycles Workshop Series, the Cornell Wellbeing Series is designed to
assist staff and faculty with addressing issues related to quality of life such as elder care,
parenting (including raising teenagers, preparing for parenthood, raising multi-ethnic children,
single parenting), work-life integration (flexible work arrangements; coming out in the
workplace), and developing effective relationships (grandparents raising grandchildren,
understanding pet behavior). Presenters include a variety of campus and community
professionals. Information about the Wellbeing Series workshops is included as part of the
Office of Human Resources Caring Community web portal at
http://www.hr.cornell.edu/life/support/worklife_workshops.html
For the 2009-2010 year, 43 workshops were held in both in-person and online formats.
Of these workshops, seven were dedicated to financial wellbeing and were created in
partnership between the Office of Workforce Diversity and Inclusion (the main sponsor of all
Wellbeing Series offerings) and the Office of Benefits Services (another division with the Office
of Human Resources). Topics such as the Changing World of Consumer Credit, Money &
Relationships, Budgeting, The First-Time Homebuyer, Avoiding Identity Theft, and Planning for
Retirement garnered attendance by over 250 individuals. Online recordings of the original
webinars can be accessed at: http://www.hr.cornell.edu/life/support/recorded_programs.html
Parenting-focused workshops were also offered, including topics such as Parenting
School-Age Children with Special Needs, International Adoptions, Fantastic Fathers, and Cyber
Bullying. Support for discussing diversity as a family, addressing the needs of work-family
needs of workers with disabilities, and developing flexible work arrangements were also topics
included in the wellbeing series during the year, reaching over 140 attendees. Through
networks to support families with special needs children and adult dependent caregivers an
additional 23 sessions were offered.
Child Care Grant Subsidy
On December 13, 2000, then President Rawlings announced in his “Annual Address to
Employees” the establishment of a childcare grant subsidy program. This program is designed
to assist Cornell University faculty, staff, postdoctoral associates, students and Arecibo
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Affirmative Action and Workforce Inclusion Plan 2010-2011
employees with covering the costs of child care, including infant and toddler day care, preschool/pre-k programs, school holiday care, summer camps/programs, and before/after school
care. This program supplements the university’s comprehensive array of other benefits and
programs and enables the university to better recruit and retain a diverse faculty and staff
population.
For the 2010 calendar year, 846 faculty and staff from the Ithaca and Arecibo campuses
received a childcare grant, a slight decrease (-3%) over the 2009 grant year when 881 faculty
and staff received grants. However, for the 2010 grant year program, and at the request of the
Child Care subcommittee of the Family Services Committee (University Assembly), the subsidy
formula for the grant was changed to promote higher subsidies and lower out-out-of-pocket
costs as a percentage of overall family income. Toward that end, the percent of total family
income allocated to child care costs after subsidies were awarded went from an estimated
22.3% in 2009 to just over 18% in 2010 for the lowest incomes (under $25,000 per year) after
accounting for the tax-code required cap in subsidies that the University can provide.
Adoption Support
The Adoption Assistance Program was implemented January 1, 2005, offering benefitseligible employees, including post-doctoral associates, adoption assistance that reimburses up
to $5,000 per adoption and $6000 per adoption if the child has special needs, with a maximum
of three adoptions per family. Information regarding this program is available via the following
website: http://www.hr.cornell.edu/life/support/adoption_assistance.html
Since the program was implemented, over 52 adoptions have taken place with the
assistance of this program. An e-list has been created to foster communication on adoption
concerns among the Cornell community.
Support for Personal Needs
The Lactation Time Away From Work section was added to University Policy 6.9, Time
Away From Work on June 26, 2008 (see Appendix K). This policy provides time away from work
for lactation purposes and the requirement of supervisors to provide a private location for the
purpose of lactation. Education on this policy has been done through the Cornell Chronicle,
outreach to HR, Building Coordinators, via the New Supervisors Orientation Program, staff
meetings, and individual outreach/consultations.
There are a total of 14 rooms across the University campus in Ithaca that have been
designated as “mothers rooms” (up from just 8 in 2008). A $500 mini-grant from the New York
Small Business Council helped to establish the most recent room in Clark Hall. In addition, the
Breastfeeding Series was offered twice in 2009-2010, with a total of 32 participants.
Diaper Changing Stations have been installed throughout campus since 2005.
Eventually, the university seeks to install stations across the campus.
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The University also has established 12 universal restrooms throughout the campus to
provide for gender free facilities. In many cases, these facilities are also handicap accessible and
have diaper-changing stations and toddler seats. A Lifestyle Accommodations Map 27 that notes
lactation rooms, universal/accessible restrooms, and diaper changes stations has been designed
for circulation.
Social Programming
Bring a Child to Work Day 2010
Bring a Child to Work Day 2010 was held on April 22 in conjunction with the Ms.
Foundation’s National “Bring Our Daughters and Sons to Work”, and the theme was "1 Youth, 1
Dream, 2Morrrow's Leader." This was the 14th anniversary of the program and attendance was
outstanding with over 260 children in attendance. Evaluations were very positive. More than
60 career interest sessions were held, representing Animal Science, Food Science, Engineering,
Computer Science, Hotel and Restaurant Management, Astronomy, Design, Art, Architecture,
Communications, Theater, Music, Military and Police Careers, Environmental Safety, and
Athletics and Wellness. 250 employees plus 262 children attended this event.
Cornell Recreation Connection
The Cornell Recreation Connection program provided employees with amazing
opportunities to travel with their family members for a nominal fee over the 2009-2010 year,
including eight “A Day in New York City” trips, where employees and family members traveled
by bus to New York City. Three events – a Bowling Tournament, an employee talent show and
a “Halloween Happenings” party – were held, with 340 individuals participating. In addition to
the NYC trips 6 additional trips were held; four to baseball/basketball games, one shopping trip
(to a local outlet mall) and one casino trip with a total of 779 people participating in trips.
Employee Celebration
One Saturday each semester features Cornell football or basketball, various activities,
and dinner. These family-oriented events are open to Cornell faculty, staff, retirees, and their
families. 2300 tickets were sold for the October 2009 event, and 1580 tickets were sold for the
January 2010 event.
Outreach/Communication
Cornell Chronicle. A series of articles written by Associate Vice President ChappellWilliams and various campus partners appeared in the Cornell Chronicle for the 2009-2010
year. Aimed at providing indirect training on diversity issues through the dissemination of
information, these articles focused on such issues as the history of the diversity effort at
Cornell, generational diversity in the workplace, and accommodations of those with disabilities.
Worklife Digest. A weekly electronic publication distributed to the campus through
Human Resources partners, the Worklife Digest features stories of interest to families and
27
http://hr.cornell.edu/life/accommodation_map.pdf
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Affirmative Action and Workforce Inclusion Plan 2010-2011
working couples (published in the Cornell Chronicle), upcoming events in the Wellbeing series,
and a list of free and for-a-fee educational opportunities for staff and faculty.
E-Lists. E-Lists. A variety of e-lists have been created and are maintained by the Office of
Workforce Diversity and Inclusion (parents, eldercare, adoption, lbgt families, families with
children that have special needs, lactation, etc.). Adoption-L currently has 43 members, Elder-L
has 165, Lactation-L has 98, LGBTfamilies-L has 47, Parents-L has 536, the School-Closing-L has
2550, the Special Needs-L has 43, and Students-with-kids-L has 220. These interactive lists
provide announcements to the members on campus/community activities, events, and
educational offerings on the given topic. For the parents and elder listservs specifically, a biweekly/monthly e-newsletter is sent, summarizing these activities and events.
Flexible Work Arrangements
Continued education on flexible work arrangements took place throughout the 20092010 year via New Supervisors Orientation Program, Wellbeing Series, staff trainings, and
individual consultations. In addition, Ms. Chappell-Williams presented on the topic for
members of the Tompkins County PPI with special guest Gillian Gutierrez from the U.S.
Department of Labor.
Cornell University Faculty and Staff Assistance Program
The Faculty Assistance Program provides both prevention and help when difficulties
arise by individual counseling appointments for as well as educational development programs.
Help with work-related concerns is provided by on-campus counselors who can work with
individuals or groups. Help with personal and life challenges is available through a network of
providers and the University’s partnership with ENI, a 24/7 telephone counseling service.
Representatives from the Faculty Staff Assistance Program offered nineteen in-person and
webinar-format informational sessions on topics such as Surviving the Winter Blues, Resolving
Conflicts, Overcoming Stress, the Importance of Sleep, and Civility in the Workplace. These
workshops reached nearly 250 individuals.
Other Initiatives/Programs
Dependent Care Consultations. Office of Workforce Diversity and Inclusion’s Dependent
Care Consultant was hired August 2007 to provide consultations on elder (and child) care to
members of the Cornell Community that have care giving concerns (either local, regional, or
national). In 2009-2010, 88 consultations were provided for elder care, 161 consultations for
child care, and 13 consultations for other dependent care needs. As a result of information
gathered from campus partners, the Dependent Care Consultant has begun development of a
care support network, called, so individuals can reach out beyond family and friends in getting
assistance with basic activities during times of illness or incapacity.
Pet Support. Cornell University made pet insurance available to Cornell University
benefits-eligible employees in the spring of 2008. The Cornell University Animal Hospital
provides a discount to employees of the university on routine pet care.
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CU Family Helper List. The Cornell University Babysitter’s List was renamed to the Family
Helper List in the fall of 2007. Currently over 20 individuals are on this list as willing to provide
the following services: babysitting, elder care giving, tutoring, pet/house sitting, running
errands, house cleaning, yard care, and swimming/sport/music lessons.
Crisis Managers. In February 2010, a group of volunteer Human Resources employees
formed a crisis management team to respond to emergencies and other significant events that
occur outside University business hours. Cornell Police, responding to events that involve
employees, will alert the HR Crisis Manager on call who will then alert appropriate parties so
that follow-up can be provided.
General Organizational Culture and Processes
Providing direct support to employees who are underrepresented in the workplace as
well as supporting the overall personal wellbeing of individuals are just two components of
Cornell’s efforts to build a culture of inclusion. A truly inclusive culture supports all employees
in aspects of both their career and personal development. Toward that end, Cornell supports
continued professional development, partnerships with the broader community, continuous
learning on the topic of inclusion, collaborative engagement, open communication, and
participatory conflict management processes.
Professional Development Opportunities
Cornell University is committed to creating a professionally nurturing environment in
which staff and faculty have access to opportunities for personal and professional growth. As a
result, a number of services are available to employees.
The Division of Human Resources offers many programs for professional and personal
development to its regular full- and part-time employees. These development opportunities
are introduced to employees at staff and faculty orientations as well as communicated to
employees in campus publications. They also can be found at the Division of Human Resources
website and through other employee communications and events. Every year the Division of
Human Resources, along with the School of Continuing Education and Summer Session, and the
Employee Assembly, sponsors the Staff Educational Exploration Day (S.E.E.D.), during which
personal development programs are clearly defined and explained. The 2009 SEED program
was held on July 15; the event typically draws exhibitors from around the region.
Organizational Effectiveness, a specialized unit within the Division of Human Resources,
produces an annual Guide to Workshops, which contains all the workshops sponsored by the
Division of Human Resources. These workshops and seminars are supplemented by our Skillsoft
on-line educational programs, a vast repository of technical, managerial, and professional
development courses available to all staff, as well as relevant links to development
opportunities offered by Tompkins Cortland Community College (TC3) and eCornell.
Other resources for support of staff development include the Tuition Assistance
Program, the Employee Degree Program, and the Extramural Program. As of June 30, 2010,
there were 156 individuals in the Employee Degree Program of which 58% were women and
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Affirmative Action and Workforce Inclusion Plan 2010-2011
13.5% were minority. Over three hundred (319) employees participated in the Extramural
Program, of which 56.7% were women and 22.9% were minority. Finally, 84 participated in
Tuition Aid, of which 79% were women and 10% were minority employees.
Training and development opportunities for employees who wish to move on to
progressively more responsible positions are provided through specialized programs like the
office professionals certification program for administrative assistants, accounting assistants,
and other clerical staff; a Project Management Program; a customer service program; a
communication certificate program; and various levels of supervisory, management, and
leadership development opportunities. The emphasis of these programs is on the development
of professional, personal, and leadership skills.
Cornell also makes available a range of career development-related services which
provides individualized assistance for employees exploring both other opportunities at Cornell
or other career/life options (career counseling and assessment, job search help). The
university-wide performance dialogue system and our Skills for Success guidelines are tools
designed to improve job understanding, promote effective performance, enhance employee
development, and encourage the flow of communication between supervisors and employees.
Continuous Learning in Areas of Diversity and Inclusion
Cornell University benefits from a flexible organizational culture that prioritizes
continuous, collaborative, cross-organizational learning through effective and ongoing formal
and informal educational programs for faculty and staff on issues of diversity and inclusiveness,
discrimination, harassment, and conflict resolution. The educational programs generally include
skills development workshops, mentoring, newsletters, networking, and community service.
Cornell employees may take advantage of the university's academic facilities to broaden their
education under the Extramural Program or to pursue a career-related degree program at
minimal expense. If employees wish to enroll in job-related college or professional courses at
other universities or training institutes, tuition expenses may be subsidized through the Tuition
Aid Program. Employees are granted release time for job-related courses taken during normal
working hours, with their supervisor's approval.
Through the Division of Human Resources, Cornell also provides employees an
opportunity for on-line learning. Skillsoft courses are web-based tutorials on a variety of topics
available free of charge to employees and other members of the Cornell community. These
courses are intended to help staff and faculty enhance their critical business and software skills,
as well as to allow the Division of Human Resources to offer targeted training in many more
topics than could ever be covered in a classroom setting, while meeting individual scheduling
needs. Specific courses such as: Stakeholder Interests and Cultural Diversity; Diversity in the
Workplace; What is Sexual Harassment?; Hostile Work Environment Harassment, and over 50
other training courses address diversity and inclusiveness or harassment issues.
Participatory Work and Learning Processes
Cornell University strives to provide an environment in which all members who desire to
contribute to improving the environment can actively participate in the work and learning
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processes. To carry out this commitment, Cornell University has four constituent assemblies,
one each for staff, undergraduates, graduate students, and faculty. The University Assembly
serves as an “umbrella” organization, consisting of seven faculty members, five staff members,
six undergraduate students, and three graduate/professional students elected by the respective
representatives in each of the four constituent assembly bodies. Since 1980, the Employee
Assembly has deliberated on issues of concern to all staff and has made recommendations to
the administration on ways to improve the work environment at Cornell. This organization also
supports an Emergency Grant Fund for employees suffering catastrophic losses, the George
Peter Award for Dedicated Service, and co-sponsors the two annual Employee Celebration
Days, both held in the fall and winter. The Employee Assembly keeps staff advised of activities
through its website, http://www.assembly.cornell.edu/EA. No dinner, just insightful food for
thought, is the product of the Feedback Program, which invites Cornell students, faculty, and
staff members to share personal experiences that made them feel either “welcome” or
“unwelcome” in the campus community. The goal of the program is to stimulate ongoing
conversation about diversity and improve the campus climate.
Communications and Information Sharing
Cornell University is committed to creating, supporting and utilizing formal and informal
systems of communication to ensure that information is shared equitably and that information
flow is in all directions and across all levels of responsibility. In addition to its official weekly
publication, the Cornell Chronicle, which includes a special section on “Worklife at Cornell”,
Cornell also publishes Paw Print, a biweekly paper written and produced by volunteer
employees. E-mail lists, memoranda to senior administration and managers and supervisors,
and an expansive web site also provide ongoing information on events and programs related to
diversity and work-life balance, as well as direct links from the Division of Human Resources
home page to the child care grant subsidy program, and the bias response protocol. “Town
meetings” and lunchtime workshops also ensure active dialogue among faculty, staff, and
administration. These communication methods also inform staff and faculty of organizational
goals, operating environments, and expected performance outcomes. In 2010, the Chronicle of
Higher Education recognized Cornell among its “Great Colleges to Work For” as a exemplar for
internal communications processes.
As it relates to diversity and affirmative action, there are multiple ways to access
important information, including information on training, resources, and this plan. In January
2007, a new Web gateway on diversity and inclusion, "Discovery and Action: Cornell's
Commitment to Diversity," was launched. The site, which highlights the university's various
initiatives and diversity plans, studies, programs, courses, publications, reports, events and
resources, is intended to foster and monitor progress toward developing an inclusive
environment and a truly diverse student body, staff and faculty. The University’s Office of
Human Resources also has a dedicated Diversity and Inclusion page, redesigned in 2010 to
provide clearer structure to the EEO and Affirmative Action responsibilities of the University.
One of only six main sections, the area dedicated to diversity and inclusion provides
information on Cornell’s overall commitment; links for reporting bias, discrimination, and
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harassment; information about the University’s Affirmative Action program; support for diverse
communities; and educational information for Cornell’s Human Resource practitioners.
Collaborative conflict resolution
Cornell University has established progressive conflict resolution procedures that
include:
•
support services to encourage conflict resolution techniques for students,
faculty, and staff at all levels, such as the ombudsman for neutral consultation,
peer coaching, and third-party facilitation/mediation assistance;
• an established system for addressing bias activity on the campus that has been
experienced by students, faculty, staff, and authorized visitors; and
• effective, periodic instruction for students and staff in collaborative conflictresolution techniques.
Any regular, temporary or casual employee or Cornell student can file a complaint with
the Office of Workforce Policy and Labor Relations and request that an investigation be
conducted on the basis of alleged discrimination because of his/her EEO-protected group/class
status. Employees and students are made aware of other avenues within the university to
address their concerns either concurrent with or subsequent to the office's investigation. This
is accomplished through programs at freshman orientation, unit training, and by setting up
tables with information at campus events.
Discrimination Complaint Procedures
Those persons who want to file a complaint with the Office of Workforce Policy and
Labor Relations may do so, in general, up to six (6) months from the date of the last alleged
discriminatory act of which the person complains. With the exception of claims arising within
the Faculty Tenure Process, the Office of Workforce Policy and Labor Relations handles
concerns and complaints of harassment and discrimination in a confidential manner, and
resolves these concerns through both informal methods of intervention, including mediation,
and formal investigation. In addition, the office has the responsibility for accepting and
processing complaints of sexual harassment and other forms of harassment and discrimination
brought against faculty members or staff employees in the course of their employment. The
university’s procedures for investigating and resolving claims of harassment and discrimination
may be found in University Policy 6.4
Retaliation or adverse action by an agent of Cornell University against any individual for
using these procedures is prohibited.28 Individuals who file a complaint with the Office of
Workforce Policy and Labor Relations are informed that retaliation is prohibited by individuals
acting on behalf of Cornell University. Breaches of confidentiality by the parties and witnesses
during a fact-finding investigation may be considered retaliation as well. The Office of
28
It is unlawful to retaliate against any individual because s/he has opposed any act or practice made unlawful under equal opportunity or nondiscrimination law or regulation. Also, it is unlawful to retaliate against any individual who has made a charge, testified, assisted, or
participated in any manner in an investigation into alleged discriminatory conduct.
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Workforce Policy and Labor Relations treats complaints of retaliation as a separate form of
discrimination.
Academic Grievance Procedures
Each college has its own academic grievance procedure that falls within the guidelines
of Policy 6.2.10 Establishment of College Level Academic Employee Grievance Procedures, the
general academic grievance procedures adopted by the Faculty Council of Representatives in
1974, modified by the Board of Trustees in March 1975 and revised in May 1995. University
guidelines for academic grievance procedures may be found in departmental offices, deans'
offices, the Office of the University Ombudsman and on-line at
http://www.dfa.cornell.edu/dfa/treasurer/policyoffice/policies/volumes/humanresources/grie
vance.cfm
Academic appeals procedures were adopted by the Faculty Council of Representatives
and approved by the Board of Trustees in May 1981. These procedures were subsequently
revised in January 1985 and are applicable to complaints with respect to re-appointment,
promotion or tenure decisions for academic personnel.
Staff Grievance Procedures
The Division of Human Resources’ grievance procedure (Human Resources Policy 6.11.4:
Employee Complaint and Grievance Procedure) is applicable to all nonacademic staff except
members of a collective bargaining unit, unclassified employees, and employees in Puerto Rico
and the Cornell Medical School. This procedure, found on-line at
http://www.hr.cornell.edu/policies/nonacademic/grievance.html is the mechanism for hearing
alleged violations of university employment policies and procedures and is independent of the
rights afforded by local, state, or federal law.
All employees represented by collective bargaining units are covered by grievance
procedures contained in their respective labor contracts. Descriptions of these grievance
procedures may be obtained from the Division of Human Resources, human resource
professionals within the colleges and administrative units, the university libraries, the Office of
Workforce Policy and Labor Relations, and the Office of the University Ombudsman.
University Unit Discrimination and Harassment Advisors
The university has placed unit discrimination and harassment advisors within colleges
and administrative units to help students, staff and faculty members who have concerns or
questions specifically relating to sexual and other forms of harassment based upon, but not
limited to, sexual orientation, religion, race, ethnicity, gender, or disability. The harassment
advisor provides information about university policy and prohibited conduct and recommends a
variety of approaches and resources to help address the alleged harassing conduct, including
self-help measures, informal intervention strategies, mediation, investigation, counseling, and
other related support services. Also, according to Policy 6.4, harassment advisors may be asked
by the concerned party and may agree to assist that party through any and all phases of the
complaint investigation process.
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Other Campus Resources
Judicial Administrator. The Office of the Judicial Administrator hears complaints of
student-student sexual harassment incidents and complaints of harassment brought against
students and visitors under the Campus Code of Conduct.
University Ombudsman. The Office of the University Ombudsman provides advice on
formal and informal resolution of harassment concerns brought by any member of the
university community.
Cornell Police. The Cornell University Police department is responsible for handling
reports, investigations, and convictions of bias or hate crimes – criminal offenses committed
against a person or property which is motivated, in whole or in part, by the offender's bias
against an individual’s actual or perceived age, ancestry or ethnicity, color, creed, disability,
gender, gender identity or expression, height, immigration or citizenship status, marital status,
national origin, race religion, religious practice, sexual orientation, socioeconomic status, or
weight.
Commitment to Community Partnerships
Cornell University’s commitment to public service by faculty and staff represents a
priority that the university has incorporated into its goals. Not counting contributions to the
City of Ithaca or the Ithaca City School District, Cornell made voluntary contributions of
$886,749 to 40 local not-for-profit organizations this year. This does not include what individual
colleges and departments contribute on their own. In addition, Cornell recognizes the need to
function as a responsible local and global citizen and neighbor by forging constructive alliances
with local governments, schools, and community-based associations, expanding outreach to
diverse communities, enhancing access and promoting understanding to overcome bias and
discrimination, and fostering principles of diversity and inclusion. In 2009-2010, Lynette
Chappell-Williams, Associate Vice President of Workforce Diversity and Inclusion led the
University’s engagement with leaders in Tompkins and Broome counties around the topic of
enhancing the businesses’ and municipal services’ support for diverse workforce. In
preparation for the 2010-2011 plan-year, Ms. Williams identified 5 strategic partnerships –
based on employee commuting patterns29 and other identified organizational partners. In
addition to Tompkins County (including the City and Town of Ithaca and the Town of Dryden),
partnerships with Tioga (Town of Candor) and Cortland Counties (City of Cortland) and the
Ithaca School District were planned.
Women-, Minority-, and Veteran-Owned Businesses
The University’s Department of Supply Channel Management and Business Services
manages all University purchase contracts with vendors. It provides clear instruction and
information about the process of certifying as a Women-owned, Minority-Owned, and Veteran
(including special disabled veteran)-owned business enterprise. The questionnaires are
29
As of December 2009, approximately 8% of the total population of Tompkins County was regular or temporary Cornell employees; between
1% and 2% of the populations of Tioga, Cortland, and Schuyler counties were.
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available here: http://www.dfa.cornell.edu/dfa/supply/forsuppliers/questionnaire/index.cfm.
All qualifying vendors are identified in the University’s “eShop” system with applicable icons
(for example,
or
). As of the close of FY10, 673 vendors (of 31,738 total) were
designated within one or more of the qualifying categories.
In addition, a new vendor report was created specifically to track usage of qualifying
businesses across all purchases (not including pCard purchases). In 2009-2010, new formal
agreements were entered into with Daniel Paint and Decorating, CompleteBook, and
Chemglass (all qualified vendors) for eShop precertification status.
Leadership in Diversity and Inclusion
OFCCP Central/Western New York Industry Liaison Group
In November of 1999, the director of Cornell University’s (then) Office of Workforce
Diversity, Equity and Life Quality worked with the Office of Federal Contract Compliance
Programs to establish the first Industry Liaison Group (ILG) for employers in Central and
Western New York (CWNYILG). For 2009-2010, the university continued its role as chair of the
Central/Western New York Industry Liaison Group 30. Three meetings occurred between June
2009 and July 2010. In June, 2009, the group met at HRWorks in Fairport, NY. Nineteen
individuals representing 15 organizations were in attendance. The day’s events included a
welcome introduction by HRWorks Sr. Affirmative Action Project Manager and President Candy
Walters; a presentation on Cornell University’s Yellow Ribbon Project by the Assistant Vice
President, Student and Academic Services, David Yeh; an update from our Regional Office of
OFCCP; and excellent presentation by Matt Camardella, Jackson Lewis, LLP on recent trends in
OFCCP’s enforcement strategy. In November of 2009, the group met at Lockheed Martin in
Owego, NY. Twenty-one individuals representing 13 organizations were in attendance. In
addition to presentations on Lockheed Martin’s corporate diversity effort, the meeting included
information regarding employer’s responsibilities under USERRA, updates from both the Buffalo
Regional OFCCP Office director, and the Ticket to Work program. In March of 2010, the group
met at Carestream Health in Rochester, NY. Twenty-one individuals representing 16
organizations were in attendance. With the presentation of Carestream Health Inc.’s Training
Manager, the update from OFCCP’s Buffalo Regional office, and a general Roundtable
Discussion (on general best practices, current challenges in your organization, best practices
related to outreach programs, and sharing of how each organization has been successful in
areas of Diversity and Affirmative Action) the meeting was considered a success. Cornell
continues to maintain the CWNYILG website at: http://www.hr.cornell.edu/ilg/
Central Western New York Business Leadership Network
In July of 2008, the director of Cornell University’s (then) Office of Workforce Diversity,
Equity and Life Quality worked with Antonio Ruiz and Wendy Strobel to create a local chapter
30
The Central/Western Industry Liaison Group was formed in November 1999 by Cornell University in conjunction with the Buffalo District
Office of the Office of Federal Contract Compliance Programs. The goal of the ILG is to provide an opportunity for federal contractors to discuss
strategies for compliance with affirmative action regulations.
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of the USBLN called Central Western New York Business Leadership Network (CWNYBLN). In
July 2009, Barbara Selinger, VP and General Counsel of Kamine Development Corp and
GettingHired in Bedminster, NJ provided the group with a teleconference on the “Introduction
to GettingHired.” Nineteen individuals attended, representing 14 organizations. October 2009,
Cornell University hosted the meeting and partnered with Student Disabilities office to have
Ken Kunken ’72 present “A unique perspective on interacting with people with disabilities.” A
follow-up business meeting was held where 10 individuals attended representing 6
organizations. In January 2010, Nadine Vogel, President of Springboard Consulting
LLC. presented on an “Organization Readiness for Recruiting Individuals with Disabilities as well
as Recruiting Strategies for IWD.” Fourteen individuals representing 8 organizations were in
attendance. In May of 2010 University of Buffalo hosted the meeting with Sukyeong Pi, Ph.D.
with EDI Employment and Disability Institute at Cornell University, presenting on her research
on Disability and Employment as well as a business meeting following. The meeting was
attended by 10 individuals representing 6 organizations.
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