Appendix C: Inclusive Excellence Statement and Rubric
Applicant statement on commitment to inclusive excellence (no more than 500 words):
Inclusive excellence[1] is a strategic framework that recognizes the importance of diversity, equity, and inclusion in achieving organizational success and high-quality learning and teaching. It's a way of thinking and acting that integrates these values into all aspects of an institution, from curriculum and pedagogy to recruitment and hiring. Essentially, it means that excellence is not just about achieving high standards, but also about ensuring that all members of the community have the opportunity to thrive and contribute (Williams et al., 2005).
With the Inclusive Excellence Statement, we aim to learn about the applicant’s perspective on their past and present contributions to and future aspirations for promoting and engaging with a diverse student population. This statement should showcase the candidate's professional experience, intellectual commitments, and/or willingness to teach and create an academic environment supportive of all students, including but not limited to those of diverse ages, abilities, cultures, ethnicities, gender identities, languages, religions, and sexual orientations.
Cal State Fullerton serves a student body that reflects the rich cultural, ethnic, and socioeconomic mosaic of Southern California. Please provide concrete examples of how you, as a faculty member, will support our students in one or more of the following areas, which fall under the areas of awareness and understanding, experience and commitment, and future plans.
- Your contributions (past, present, or future) to embedding perspectives that are reflective of the student population into your teaching and/or scholarship.
- Your experience in service activities that are reflective of a diverse student population.
- Your experience and commitment to mentoring and providing opportunities to a diverse student body inside and outside the classroom environment.
- Your experience integrating creative activities that are inclusive of the identities of our student body and communities.
Inclusive excellence is a strategic framework that recognizes the importance of diversity, equity, and inclusion in achieving organizational success and high-quality learning and teaching. It's a way of thinking and acting that integrates these values into all aspects of an institution, from curriculum and pedagogy to recruitment and hiring. Essentially, it means that excellence is not just about achieving high standards, but also about ensuring that all members of the community have the opportunity to thrive and contribute (Williams et al., 2005).
Department Search Committees must consider the candidates’ inclusive excellence statements as part of the overall evaluation process, and candidates who do not submit a statement should be considered to have an incomplete application package.
UPS 210.001
Under VII. Roles, Section C. Departments Search Committee (DSC) states that the inclusive excellence statement shall be weighed in the selection process.
Weak (1) | Average (2) | Strong (3) | |
Awareness and Understanding* | No indication of efforts to educate oneself about diverse topics in higher education and/or the student body we serve. Unaware of the student demographic data about aspects of diversity in higher education and within their discipline. | Demonstrates a level of awareness and understanding of the student population served at the institution, but it is vague how they embed those perspectives into their teaching, scholarship, and/or service. Demonstrates a reasonable understanding of these matters based on their level of experience and willingness to learn and implement strategies. | Very clearly articulates what their perspective is on their past and present contributions to and future aspirations for promoting and engaging with a diverse student population. Does not only demonstrates awareness and understanding of the student demographics but also the intersectionality of various identities is embedded in their work. |
Experience and Commitment* | Does not provide evidence of their professional experience, intellectual commitments, and/or willingness to teach and create an academic environment supportive of all students. Does not indicate experience in service activities that are reflective of a diverse student population. Does not indicate experience and commitment to mentoring and providing opportunities to students inside and outside the classroom environment. Does not indicate experience integrating creative activities that are inclusive of the identities of our student body and communities. | Does not clearly provide evidence of experience in service activities that are reflective of a diverse student population. Does not clearly provide evidence of experience in service activities that are reflective of a diverse student population. Does not clearly provide evidence of experience and commitment to mentoring and providing opportunities to students inside and outside the classroom environment. Does not clearly provide evidence of experience integrating creative activities that are inclusive of the identities of our student body and communities. | Provides evidence of their professional experience, intellectual commitments, and/or willingness to teach and create an academic environment supportive of all students, including but not limited to those of diverse ages, abilities, cultures, ethnicities, gender identities, languages, religions, and sexual orientations. Describes experience in service activities that are reflective of a diverse student population. Indicates experience and commitment to mentoring and providing opportunities to students inside and outside the classroom environment. Indicates experience integrating creative activities that are inclusive of the identities of our student body and communities. |
Plans to Advance Inclusive Excellence* | Does not provide concrete examples of how they, as a faculty member, will support our students. Lacks examples of contributions (past, present, or future) to embedding perspectives that are reflective of the student population into their teaching and/or scholarship. | Provides plans about what efforts they will undertake at CSUF without concrete details. They will only focus on what is required or asked, if hired. Demonstrates a reasonable understanding of these matters based on their level of experience and willingness to learn and implement strategies. | Provides concrete examples of how they, as a faculty member, will support our diverse student body. Provides examples of contributions (past, present, or future) to embedding perspectives that are reflective of the student population into their teaching and/or scholarship. |
TOTAL |
| COMMENTS: | |
Overall Evaluation: Each category should be evaluated separately*
Weak = 1 point; Average = 2 points; Strong = 3 points
The total number of points an Inclusive Statement can receive is 9, indicating it is a strong statement.
Appendix D: Reference Check Recommendations
Purpose: Per UPS 210.001, California State University, Fullerton is fully committed to increasing the diversity of its faculty through promoting strategies that yield robust, highly qualified finalists. Reference checks help validate claims made by finalists as well as perceptions of search committee members regarding the finalist’s job-related qualifications.
Reference checks should be done with at least two committee members on the call.
- References should be checked on all candidates selected as finalists before an offer is made by the Dean.
- Keep in mind that information revealed as part of the reference checking procedure is, as a part of the hiring process, confidential and is to be shared only with those who are a part of the selection process.
- Conduct a minimum of 3 reference checks.
- Best practice is to have one reference from an immediate supervisor or colleague/peer who knows the finalist's professional work experience.
- Make sure that questions are written, open-ended, and probe only job-related criteria.
- Ask the same questions for all finalists. Follow-up questions related to a specific response made by a finalist in the application materials or interview process are encouraged.
- Take notes.
- If one of the references is unavailable (e.g., out of the country), sending them the questions and getting their feedback via email is permissible. You can also ask the finalist for another reference.
- Confirm any potentially negative findings by seeking additional references or information to provide a complete picture of the finalist's qualifications and experience.
[1] Williams, Damon A., Joseph B. Berger, and Shederick A. McClendon. Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions. Washington, D.C. Association for American Colleges & Universities, 2005.