Binghamton University and the Research Foundation of SUNY are employers who conduct business with the United States Federal Government, filing funding requests in excess of $1,000,000. DEI enforces the provisions of Executive Order 11246 as amended with oversight provided by the Office of Federal Contract Compliance Programs. DEI strives to educate the campus constituency at Binghamton University about the importance of non-discriminatory practices and employ policy and changes that encourage diversity and fairness in our search processes and foster a community throughout our campus that fosters civility and an increase in productivity that indemnifies our status as a premier institution of higher education.
Search Process Review and Forms
Diversity recruitment and hiring is an integral part of Binghamton University's strategic priority to foster a campus that is more diverse, equitable and inclusive. To assist in achieving these aims, DEI has created the following resources to help guide hiring officers and search committee members.
Search committees are encouraged to meet with the Department Chair to communicate to the entire committee what skill sets will be sought in the search process. This is also a great meeting to determine a potential list of questions to be asked of each candidate based on what are essential skill sets for the position. These skill sets should also be apparent in the required and preferred skills listed in the job description. A comprehensive job description, skill set checklist, an EEOC/AA statement, list of venues by which the search will be publicized, should be submitted to DEI along with the Part I, Notice of Vacancy Form
Search Committees will meet to determine a finalized list of questions for the skype or phone interviews, which is the first round of interviewing for committees. Committees will utilize Interview Exchange to review entire applications provided by candidates. Once a select pool of candidates have been determined, the committee will then submit the Part IIA Form to DEI.
Once DEI returns approval of the Part IIA Form, the committee will conduct the first set of interviews, where applicable. All candidates must be asked the same questions and have the same interview structure. Once all interviews are completed at this stage, the committee will submit the Part IIB Form which will indicate a smaller pool of candidates to bring to campus.
Once all campus interviews are completed, the search will reconvene to recommend a hire to the Department Chair. Committees are encouraged to provide evaluations to all parts of the campus interview since they are often public components of each interview. Anyone who observes an interview could submit an evaluation to the committee. All evaluations, along with the recommendation of the committee should be forwarded, in order to the Department Chair. Those recommendations are listed on the Part III Form and submitted to DEI for approval before an offer is extended to the candidate(s).
Once DEI has approved the Part III Form, the Committee Chair or Department Chair may contact the candidate(s) to make a hiring offer. The final determination(s) are sent to DEI for approval.
At this stage, the search will either close successfully or will fail (indicating a hire will not result in the search). The Search Chair may consult with DEI to provide recommendations moving forward for a failed search.
- DEI approval at the Part I and Part IV stage are moved immediately to the Office of Human Resources.
- DEI maintains the affirmative action function of the university and reserves the right to inquire at every stage of a search, halt or close a search at any stage.
- DEI manages data about its searches, specifically in regard to its intervention at each stage, racial/ethnicity composition of each search and the gender composition of each search.
- DEI encourages faculty and staff who are serving or interested in serving on university searches to attend our recruitment workshops listed under Professional Development & Trainings.
- Visit our Frequently Asked Questions page or our tools or
Professional Development and Trainings (for faculty, staff and students)
Diversity & Inclusion Syllabus Statements
The following resources are drawn from multiple U.S. institutions and can serve as examples of inclusive language for syllabus creation.
When crafting a diversity statement, you might consider the following questions:
What are your discipline's conventions and assumptions? How might students with varying backgrounds respond to them?
What role does your respect for and engagement with diversity in the classroom play in your personal teaching philosophy?
What positive learning outcomes can come from respecting difference in the classroom? How can you highlight these?
Centenary College of Louisiana
Class Diversity Statement: Centenary College of Louisiana—and your professor—value human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes.
Carnegie Mellon University
Montana State University
Diversity statement: Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class. (Adopted from California State University)
Mount Holyoke College
University of Southern California
Diversity & Inclusion Syllabus Checklist
Identification of the many diversities present in your course and your assumptions made about students’ skill level, device use, lifestyle, comfort, etc.
Review of school’s working definition of Diversity and Inclusion from its Five-Year Plan.
University of Michigan
University of Maryland, Baltimore County
University of Central Florida
The University of Kansas
“This is an Inclusive Classroom”
At KU, administrators, faculty, and staff are committed to the creation and maintenance of “inclusive learning” spaces. These are classrooms, labs, and other places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed.