This is a friendly reminder of our Interviewing Workshop happening tomorrow, February 29th from 6PM-7PM EST and Friday, March 1st from 12PM-1PM EST.
Students are encouraged to join us to hear from industry professionals on the best interviewing tips and tricks. See the attached flyer for more information.
The guidelines below are intended primarily for oral philosophical discussion in formal settings: colloquia, conferences, seminars, classes, and so on. Many of them have some application to informal philosophical discussion and to nonphilosophical discussion as well.
The specific norms are intended as means of facilitating more general norms of being respectful, constructive, and inclusive. These probably arenât exceptionless categorical norms (there are situations in which it is appropriate to be disrespectful, destructive, and exclusive). But in many philosophical contexts, they are useful norms to have in place. Groups are encouraged to adapt and modify these guidelines for their purposes as they see fit.
All this is a highly tentative work in progress. Suggestions for addition, subtraction, and change are more than welcome. Thanks to many philosophers for their suggestions so far.
3. Donât present objections as flat dismissals (leave open the possibility that thereâs a response).
4. Donât be incredulous.
5. Donât roll your eyes, make faces, laugh at a participant, etc, especially to others on the side. (Partial exception for signalling norm violations to the chair.)
6. Donât start side conversations parallel to the main discussion.
This narrative and integrative literature review synthesizes the literature on when, where, and how the faculty hiring process used in most American higher education settings operates with implicit and cognitive bias. The literature review analyzes the âfour phasesâ of the faculty hiring process, drawing on theories from behavioral economics and social psychology. The results show that although much research establishes the presence of bias in hiring, relatively few studies examine interventions or ânudgesâ that might be used to mitigate bias and encourage the recruitment and hiring of faculty identified as women and/or faculty identified as being from an underrepresented minority group. This article subsequently makes recommendations for historical, quasi-experimental, and randomized studies to test hiring interventions with larger databases and more controlled conditions than have previously been used, with the goal of establishing evidence-based practices that contribute to a more inclusive hiring process and a more diverse faculty.
