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Huffington Post
Posted: 10/14/2012 12:26 pm EDT Updated: 10/14/2012 11:12 pm EDT
Melissa Harris-Perry wrote an open letter to Justice Clarence Thomas and read the note aloud on her Saturday MSNBC show.
Earlier this week, the Supreme Court heard oral arguments for the affirmative action case brought about by 22-year-old Abigail Fisher, who claims that her 2008 rejection from the University of Texas was due to her race.
Harris-Perry said that the case inspired her to write a note to Justice Thomas. The MSNBC host recalled Thomas' position on affirmative action, describing how the Supreme Court justice placed a 15-cent price tag from a cigar box on his Yale law school diploma. Quoting Thomas' book, Harris-Perry said he put the price tag on his diploma because he felt "that affirmative action made his law degree worthless."
Full Story: http://www.huffingtonpost.com/2012/10/14/melissa-harris-perry-clarence-thomas-affirmative-action_n_1965082.html?utm_hp_ref=media
23 Kasım 2012 Cuma
Don't Be Fooled, the Attack is on Diversity and Inclusion
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The Huffington Post
Posted: 10/16/2012 5:10 pm
The challenge in the Fisher v. University of Texas case is about more than whether the University of Texas (and others like it) should be permitted to factor race along with numerous other aspects of an applicant's biography when attempting to create a diverse learning environment. It is an attack on diversity and inclusion as a value.
Full Story: http://www.huffingtonpost.com/sharon-davies/texas-affirmative-action-inclusion_b_1971771.html
Posted: 10/16/2012 5:10 pm
The challenge in the Fisher v. University of Texas case is about more than whether the University of Texas (and others like it) should be permitted to factor race along with numerous other aspects of an applicant's biography when attempting to create a diverse learning environment. It is an attack on diversity and inclusion as a value.
Full Story: http://www.huffingtonpost.com/sharon-davies/texas-affirmative-action-inclusion_b_1971771.html
Two important new cases uphold employers' defenses to claims of sexual harassment
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Lexology
Fox Rothschild LLP
Richard B. Cohen USA October 18 2012 The Supreme Court ruled in Burlington Industries v. Ellerth, 524 U.S. 742 (1998), and Faragher v. Boca Raton, 524 U.S. 775 (1998) that an employer may assert as an affirmative defense to claims of sexual harassment that the employer exercised reasonable care to prevent and correct promptly any sexually harassing behavior and that the employee unreasonably failed to take advantage of any preventive or corrective opportunities provided by employer or to avoid harm otherwise. Two new court decisions illustrate exactly what this means. Full Story: http://www.lexology.com/library/detail.aspx?g=982b0b4d-07f4-42f7-81f0-802112df8e4c&utm_source=Lexology+Daily+Newsfeed&utm_medium=HTML+email+-+Body+-+Federal+section&utm_campaign=Lexology+subscriber+daily+feed&utm_content=Lexology+Daily+Newsfeed+2012-10-24&utm_term=
Fox Rothschild LLP
Webinar: Worker's Compensation Update March 30th
To contact us Click HERE
It is important to clarify when employees are eligible for workers’ compensation benefits and explain what you should and shouldn’t do if an employee is injured on the job. This seminar will discuss:
• When is an employee eligible for worker's compensation benefits?
• Dos and Don'ts when an employee gets injured on the job.
• 2011 changes to the workers' compensation system.
• New legislation and court rulings from 2010.
• Why offer modified work, and what to do when it is refused by your employee.
• Communicating with your injured workers – how and why.
HRCI Approved:
The use of this seal is not an endorsement by the HR Certification Institute of the quality of the program. It means that this program has met the HR Certification Institute’s criteria to be pre-approved for recertification.
Speaker: Steven Roberts Esq
Date: Wednesday, March 30, 2011 At 12:00 PM
Duration: 1 Hour
Mr. Roberts is a partner in the workers’ compensation defense firm of Yrulegui and Roberts. He is certified by The State Bar of California Board of Legal Specialization as a specialist in Workers’ Compensation.
He has full range of trial experience including all phases of workers’ compensation litigation; appellate court hearings and Workers’ Compensation Appeals Board trials.
Registration information Click Here
Established in 1937, CEA is a non-profit association providing personalized and cost effective comprehensive information, services, and training for all aspects of human resources management,California Labor Law and relations solutions throughout California. Located throughout the state, CEA’s staff of regional directors draw upon more than 150 years combined knowledge and experience to assist in all aspects of employer-employee relations.
For more information please contact:
Scott J. Dear, Director of Membership Services
Toll free 1-800-399-5331 or 916-921-1312
Mobile 916-281-5898
Email: sdear@employers.org
Website: www.employers.org
Twitter: Caemployers
• When is an employee eligible for worker's compensation benefits?
• Dos and Don'ts when an employee gets injured on the job.
• 2011 changes to the workers' compensation system.
• New legislation and court rulings from 2010.
• Why offer modified work, and what to do when it is refused by your employee.
• Communicating with your injured workers – how and why.
HRCI Approved:
The use of this seal is not an endorsement by the HR Certification Institute of the quality of the program. It means that this program has met the HR Certification Institute’s criteria to be pre-approved for recertification.
Speaker: Steven Roberts Esq
Date: Wednesday, March 30, 2011 At 12:00 PM
Duration: 1 Hour
Mr. Roberts is a partner in the workers’ compensation defense firm of Yrulegui and Roberts. He is certified by The State Bar of California Board of Legal Specialization as a specialist in Workers’ Compensation.
He has full range of trial experience including all phases of workers’ compensation litigation; appellate court hearings and Workers’ Compensation Appeals Board trials.
Registration information Click Here
Established in 1937, CEA is a non-profit association providing personalized and cost effective comprehensive information, services, and training for all aspects of human resources management,California Labor Law and relations solutions throughout California. Located throughout the state, CEA’s staff of regional directors draw upon more than 150 years combined knowledge and experience to assist in all aspects of employer-employee relations.
For more information please contact:
Scott J. Dear, Director of Membership Services
Toll free 1-800-399-5331 or 916-921-1312
Mobile 916-281-5898
Email: sdear@employers.org
Website: www.employers.org
Twitter: Caemployers
Think You Know an Employee's "Age"? Don't Be So Sure
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The article below addresses key points related to UIC HR policy102 that provides a nondiscrimination statement that applies to admissions, employment, access to, and treatment in the University programs and activities. Age is one of the protected classes under Title VII of Civil Rights Act of 1964 and Amendments.
From Diversity Executive
By Frank Kalman 11/5/12
A recent study unearths myriad ways to look at a person’s age. Consider this to drive engagement and performance.
From Diversity Executive
By Frank Kalman 11/5/12
A recent study unearths myriad ways to look at a person’s age. Consider this to drive engagement and performance.
22 Kasım 2012 Perşembe
Five Competencies for Culturally Competent Teaching and Learning
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From Faculty Focus http://www.facultyfocus.com/articles/By Cheryl Irish, EdD and Monica Scrubb, EdD in Teaching and Learning
1. Culturally competent teaching and learning facilitates critical reflection. A critical analysis of one's own cultural assumptions is foundational to culturally-responsive teaching and learning. Critical reflection on tightly held cultural assumptions is necessary to dislodge misconceptions and stereotypes. Culturally-responsive teaching engages students in self-awareness activities that lead to reflection on cultural assumptions. For example, in situations where beliefs about learning vary diametrically, there may be serious misunderstandings. When one student believes his learning is unrelated to timely arrival to class and another student views punctuality as a sign of respect, or when one student asks many questions and another quietly wrestles with issues in the content, each may struggle with respect or acceptance of the others. While all may be learning, each may view the others as lazy, disruptive, or disrespectful. Diverse instructional groupings allow students to learn about individual differences and to reflect on their own assumptions and beliefs.
2. Culturally competent teaching and learning demands respect for others. Every student possesses a unique cultural background. Experiences based on various traditions, norms, and values inform ways of knowing and learning. Learning communities with many ways of knowing and learning benefit everyone. When there is little diversity, the overwhelming presence of "whiteness" may be intimidating to students of color and English Language Learners (ELLS) and may serve to silence their voices. Culturally responsive methods such as inter-cultural communication stimulate respect for the needs of all learners and allow every voice to be heard.
3. Culturally competent teaching and learning involves accommodating individual learners. Respect for the learner is a critical component of effective teaching. In addition to pedagogical and subject matter knowledge, competent instructors relate well to their students and possess dispositions such as compassion, fairness, integrity and respect for diversity. Teaching that is respectful and learner focused will naturally involve individual accommodations.
Good teachers not only learn from, but learn about their students. Learning about the cultures and languages of individual students provides a foundation for implementing effective accommodations that facilitate learning. Learning about students involves listening to them, interacting with them, and modeling for them. Effective accommodations for diverse students may include extra time on exams to accommodate the additional load on mental processing, exams in another room where students are able to write, read aloud, then revise their answers to test questions, or time to verbally elaborate on their written responses with the instructor.
4. Culturally competent teaching and learning requires the use of intercultural communication skills.Culturally competent instructors are willing to learn from their students; they recognize the potential of intercultural communication as a means for enhancing the learning of the entire learning community. Effective communication with others who are linguistically and culturally different includes the use of techniques like active listening, elaboration, paraphrasing, and restatement.
Active listening is a process where both the sender and receiver are fully engaged, the listener is focused and attentive, and distractions are minimized. Active listening strategies are especially important when participants speak different languages. Intercultural communication strategies such as active listening inform learning and facilitate critical reflection.
5. Culturally competent teaching and learning requires focused activities and intentionally structured environments. Perspective-taking behavior requires an understanding of norms, values, and traditions that have informed the other's worldview and learning behaviors. Ranking the value of ideas such as tradition, religion, independence, education, work, health, respect, honesty, food, etc. and a review of personal rankings with other class members may lead to meaningful conversations. Such activities may encourage students to engage in critical reflection on deeply held assumptions related to values and beliefs. Intentional groupings of students with others from different racial groups have been shown to have a positive impact on students—especially white students. A study by Chang (1996) demonstrated that college students are more likely to discuss racial issues when they are part of a diverse student body and when they participate in racially diverse groups in class.
Dr. Cheryl Irish is a professor and the NCATE coordinator at the School of Educational Leadership, College of Adult and Professional Studies at Indiana Wesleyan University. Dr. Monica Scrubb is an assistant professor at the School of Educational Leadership, College of Adult and Professional Studies at Indiana Wesleyan University.
Reference: Chang, M. (1996). Racial Diversity in Higher Education: Does a Racially Mixed Student Population Affect Educational Outcomes? (unpublished doctoral dissertation, University of California, Los Angeles).
1. Culturally competent teaching and learning facilitates critical reflection. A critical analysis of one's own cultural assumptions is foundational to culturally-responsive teaching and learning. Critical reflection on tightly held cultural assumptions is necessary to dislodge misconceptions and stereotypes. Culturally-responsive teaching engages students in self-awareness activities that lead to reflection on cultural assumptions. For example, in situations where beliefs about learning vary diametrically, there may be serious misunderstandings. When one student believes his learning is unrelated to timely arrival to class and another student views punctuality as a sign of respect, or when one student asks many questions and another quietly wrestles with issues in the content, each may struggle with respect or acceptance of the others. While all may be learning, each may view the others as lazy, disruptive, or disrespectful. Diverse instructional groupings allow students to learn about individual differences and to reflect on their own assumptions and beliefs.
2. Culturally competent teaching and learning demands respect for others. Every student possesses a unique cultural background. Experiences based on various traditions, norms, and values inform ways of knowing and learning. Learning communities with many ways of knowing and learning benefit everyone. When there is little diversity, the overwhelming presence of "whiteness" may be intimidating to students of color and English Language Learners (ELLS) and may serve to silence their voices. Culturally responsive methods such as inter-cultural communication stimulate respect for the needs of all learners and allow every voice to be heard.
3. Culturally competent teaching and learning involves accommodating individual learners. Respect for the learner is a critical component of effective teaching. In addition to pedagogical and subject matter knowledge, competent instructors relate well to their students and possess dispositions such as compassion, fairness, integrity and respect for diversity. Teaching that is respectful and learner focused will naturally involve individual accommodations.
Good teachers not only learn from, but learn about their students. Learning about the cultures and languages of individual students provides a foundation for implementing effective accommodations that facilitate learning. Learning about students involves listening to them, interacting with them, and modeling for them. Effective accommodations for diverse students may include extra time on exams to accommodate the additional load on mental processing, exams in another room where students are able to write, read aloud, then revise their answers to test questions, or time to verbally elaborate on their written responses with the instructor.
4. Culturally competent teaching and learning requires the use of intercultural communication skills.Culturally competent instructors are willing to learn from their students; they recognize the potential of intercultural communication as a means for enhancing the learning of the entire learning community. Effective communication with others who are linguistically and culturally different includes the use of techniques like active listening, elaboration, paraphrasing, and restatement.
Active listening is a process where both the sender and receiver are fully engaged, the listener is focused and attentive, and distractions are minimized. Active listening strategies are especially important when participants speak different languages. Intercultural communication strategies such as active listening inform learning and facilitate critical reflection.
5. Culturally competent teaching and learning requires focused activities and intentionally structured environments. Perspective-taking behavior requires an understanding of norms, values, and traditions that have informed the other's worldview and learning behaviors. Ranking the value of ideas such as tradition, religion, independence, education, work, health, respect, honesty, food, etc. and a review of personal rankings with other class members may lead to meaningful conversations. Such activities may encourage students to engage in critical reflection on deeply held assumptions related to values and beliefs. Intentional groupings of students with others from different racial groups have been shown to have a positive impact on students—especially white students. A study by Chang (1996) demonstrated that college students are more likely to discuss racial issues when they are part of a diverse student body and when they participate in racially diverse groups in class.
Dr. Cheryl Irish is a professor and the NCATE coordinator at the School of Educational Leadership, College of Adult and Professional Studies at Indiana Wesleyan University. Dr. Monica Scrubb is an assistant professor at the School of Educational Leadership, College of Adult and Professional Studies at Indiana Wesleyan University.
Reference: Chang, M. (1996). Racial Diversity in Higher Education: Does a Racially Mixed Student Population Affect Educational Outcomes? (unpublished doctoral dissertation, University of California, Los Angeles).
Update on the Revised Nepotism Managment Process
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Robert A. Crouch, Assistant Vice President for Human Resources
As a result of feedback received from stakeholders across the campus, UIC Human Resources (UIC HR) convened a team of human resource professionals to analyze the Civil Service hiring process. The project team was charged with finding ways to streamline the hiring process to create a system that is more efficient and effective.
Mapping each step, the team took a critical look at the entire hiring process and identified several opportunities to make the process more efficient. One step identified as adding a significant amount of time to the process is the completion of the nepotism form. Although this is a necessary step in the process, the team discovered that the requirement for numerous signatures could add six to eight weeks to the hiring cycle.
A key contributing factor to the slowdown in the current process is the need for multiple signatures. In certain cases up to as many as 10 signatures were needed. After evaluating the form and the signature and approval processes, the team discovered an opportunity for streamlining the hiring cycle time by reducing the number of signatures required to complete the form, and received approval from the Ethics Office to make the changes.
In the new process, only the signatures of the employees involved and the Vice Provost for Faculty Affairs, and/or Assistant Vice President for Human Resources, and/or Head of Student Employment are required, and PDF’s, rather than a single circulated hard-copy, are acceptable. It is no longer necessary to obtain the signatures of multiple layers of supervision as in the past. In the revised process, once the necessary signatures are received, department heads and supervisors will receive an electronic copy of the completed nepotism agreement via an email from the appropriate campus unit. This will significantly shorten the entire process, allowing units to onboard new hires in a more timely fashion.
The revised forms and corresponding instruction sheets are available on the UIC HR website under ‘HR Forms’. If you have any policy questions or issues, you may direct them to Dan Harper, Associate Director of Labor & Employee Relations at djharper@uillinois.edu or 312.413.4788. Processing questions may be directed to Susan Balmes, HR Associate at balmes@uillinois.edu or 312.355.5230.
Positive feedback has already been received from colleagues regarding these process changes and within a few weeks of implementation, the usual process time has been reduced from several weeks to two days or less. Please know that UIC HR is committed to continuous process improvement and we will continue to explore opportunities to provide more timely and effective support.
As a result of feedback received from stakeholders across the campus, UIC Human Resources (UIC HR) convened a team of human resource professionals to analyze the Civil Service hiring process. The project team was charged with finding ways to streamline the hiring process to create a system that is more efficient and effective.
Mapping each step, the team took a critical look at the entire hiring process and identified several opportunities to make the process more efficient. One step identified as adding a significant amount of time to the process is the completion of the nepotism form. Although this is a necessary step in the process, the team discovered that the requirement for numerous signatures could add six to eight weeks to the hiring cycle.
A key contributing factor to the slowdown in the current process is the need for multiple signatures. In certain cases up to as many as 10 signatures were needed. After evaluating the form and the signature and approval processes, the team discovered an opportunity for streamlining the hiring cycle time by reducing the number of signatures required to complete the form, and received approval from the Ethics Office to make the changes.
In the new process, only the signatures of the employees involved and the Vice Provost for Faculty Affairs, and/or Assistant Vice President for Human Resources, and/or Head of Student Employment are required, and PDF’s, rather than a single circulated hard-copy, are acceptable. It is no longer necessary to obtain the signatures of multiple layers of supervision as in the past. In the revised process, once the necessary signatures are received, department heads and supervisors will receive an electronic copy of the completed nepotism agreement via an email from the appropriate campus unit. This will significantly shorten the entire process, allowing units to onboard new hires in a more timely fashion.
The revised forms and corresponding instruction sheets are available on the UIC HR website under ‘HR Forms’. If you have any policy questions or issues, you may direct them to Dan Harper, Associate Director of Labor & Employee Relations at djharper@uillinois.edu or 312.413.4788. Processing questions may be directed to Susan Balmes, HR Associate at balmes@uillinois.edu or 312.355.5230.
Positive feedback has already been received from colleagues regarding these process changes and within a few weeks of implementation, the usual process time has been reduced from several weeks to two days or less. Please know that UIC HR is committed to continuous process improvement and we will continue to explore opportunities to provide more timely and effective support.
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