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Faculty Resources

Syllabi Language

All faculty are strongly encouraged to include the following language in syllabi to introduce your role as a Required Reporter and the University’s Non-Discrimination Statement.

My Reporting Obligations as a Required Reporter
As a faculty member, I am deeply invested in the well-being of each student I teach.  I am here to assist you with your work in this course.  Additionally, if you come to me with other non-course-related concerns, I will do my best to help. It is important for you to know that all faculty members are required to report incidents of sexual harassment or sexual misconduct involving students.  This means that I cannot keep information about sexual harassment, sexual assault, sexual exploitation, intimate partner violence or stalking confidential if you share that information with me.  I will keep the information as private as I can but am required to bring it to the attention of the University’s  Title IX Coordinator, Elizabeth M. Garcia, or Deputy Title IX Coordinator, Christine M. Black, who, in conversation with you, will explain available support, resources, and options.  I will not report anything to anybody without first letting you know and discussing choices as to how to proceed.  The University’s Counseling Center (570-941-7620) is available to you as a confidential resource; counselors (in the counseling center) do not have an obligation to report to the Title IX Coordinator.
Non-Discrimination Statement

The University is committed to providing an educational, residential, and working environment that is free from harassment and discrimination. Members of the University community, applicants for employment or admissions, guests and visitors have the right to be free from harassment or discrimination based on race, color, religion, ancestry, gender, sex, pregnancy, sexual orientation, gender identity or expression, age, disability, genetic information, national origin, veteran status, or any other status protected by applicable law.

Sexual harassment, including sexual violence, is a form of sex discrimination prohibited by Title IX of the Education Amendments of 1972. The University does not discriminate on the basis of sex in its educational, extracurricular, athletic, or other programs or in the context of employment.

Anyone who has questions about the University’s Sexual Harassment and Sexual Misconduct Policy, or the University’s Non-Discrimination or Sexual Harassment Policy, or wishes to report a possible violation of one of the policy should contact:

Elizabeth M. Garcia
Title IX Coordinator
The Office of Equity and Diversity
Institute of Molecular Biology & Medicine, Rm 311
(570) 941-6645

Recruiting the BEST Talent for Your Department

The University of Scranton recognizes that its faculty and staff are fundamental to its success, and therefore, it is committed to developing a diverse and inclusive workforce. It embraces an inclusive campus community that values the expression of differences in ways that promote excellence in teaching, learning, personal development and institutional success. The University of Scranton is an EEO Educator and Employer

Toolkit for Incluionary Recruitment and Hiring

The search process requires intentionality. The purpose of this Tool Kit is to assist search committees and hiring managers to expand and diversify the candidate pool in the hiring process. It contains resources to help guide and support recruitment and hiring more diverse employees. This Tool Kit is intended to provide interested search committees and hiring managers with information only. It in no way replaces the Recruitment, Selection and Record Keeping Requirements for Faculty Search Committees, Hiring Managers and Department Chairs document on the Provost’s website or the Electronic On-Line process in Human Resources.

Inclusive Teaching Resources for Faculty

Diversity and Inclusive pedagogy are student-centered approaches to teaching that pays attention to a varied backgrounds, learning styles and abilities of all learners.  They create an overarching learning environment in which students feel both invited and included in the classroom.  Research supports diversity and inclusive teaching and learning because learning outcomes are improved for everyone when the educators attend to student differences and intentionally ensure that all students feel welcomed, supported, challenged and valued.  

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