Recruitment & Retention

The Office of Diversity and Inclusion aims to increase a culture of diversity and inclusion through the recruitment and retention of faculty and senior administrative staff. Information about the Office of Professional Recruitment and current position openings.

Faculty Search Policy for Excellence and Diversity

The Faculty Search Policy for Excellence and Diversity requires a diverse search committee and that every search committee member attend a training on how to promote diversity at each stage in the hiring process. Included in this training is an assessment of implicit bias (IRAP) and different methods for identifying and managing unconscious bias in the hiring process. Through targeted advertising, diversity training, and the de-identification of data when evaluating candidates, each search committee as able to better manage bias and promote diversity and inclusion throughout the entire hiring process. Additionally, checklists are monitored by the Office of Professional Recruitment through the process, in order to ensure adherence to the policy.

Standing Search Committee

The Standing Search Committee (SSC) is a core search committee that is utilized during searches for leadership positions, such as Chairs, Deans, and Directors. The SSC similarly utilizes the best practices outlined in the Faculty Search Policy for Excellence and Diversity, in addition to utilizing best practices from the literature. The SSC has undergone training on the promotion of diversity at every stage in the search and hiring process. Additionally, each stage of the search process includes a monitoring of the candidate pool, in order to ensure that the pool remains diverse and inclusive. One particular tool that the SSC developed is the Checklist to Promote Diversity and Inclusion. This checklist allows the SSC to ensure that there is attentiveness to best practices, as well as the maintaining of a diverse pool of candidates throughout the entire search process.

Faculty Development Survey

A recent survey of faculty needs and faculty development resulted in overall positive responses and demonstrated common themes supporting UNR Med as an attractive workplace: strong and caring leadership, helpful and collaborative colleagues, and a work environment that allows for growth while also respecting personal lives. The executive summary is as follows.


Overall, responses to the survey were positive and demonstrated common themes supporting UNR Med as an attractive workplace: strong and caring leadership, helpful and collaborative colleagues, and a work environment that allows for growth while also respecting personal lives. Many participants also appreciated that UNR Med is located in an affordable mid-sized city conducive for outdoor activities. These four features (colleagues, location, work environment, and leadership) were the most highly cited reasons for both accepting a position at UNR Med as well as staying at UNR Med. These factors also appeared to be important for all demographic groups with no significant differences between academic and administrative faculty.

Two questions in the survey specifically asked participants to comment on programming needs for both professional development and on matters of diversity and inclusion. We found few significant differences in programming needs based on demographic groups. There was a common concern regarding lack of funding and lack of protected time for professional development, particularly among the respondents who self-identified as Black/African American and/or Hispanic/Latino. More often than not, the currently offered opportunities appear to be valued by the participants, however, there is a desire for enhancing the visibility and accessibility of the programs offered. Regarding the programs for diversity and inclusion, we found a smaller but noticeable interest in social events as well as mindfulness/wellness programs.

When asked what the top factors that influenced their personal and professional choice to become faculty, and remain faculty, at UNR Med, the responses could be placed into four larger reasons: colleagues, location, work environment, and leadership. Here is some of what they said:

  • "I was able to establish great on-going collaborations with researchers at the med school and on the main campus"
  • "My colleagues and the people around me make me a better person and encourage my growth and development. You don't get that everywhere."
  • "the welcoming nature of everyone here"
  • "Excellent quality of life in Reno"
  • "Feels like home"
  • "Excellent location for the outdoors"
Work Environment
  • "The professional, team-building atmosphere"
  • "I feel appreciated"
  • "Work/life balance"
  • "Leadership between departments at highest levels seems to be cohesive and effective"
  • "Research environment, especially the departmental environment (collegiality, Chair's vision and personality, research caliber, etc.)"
  • "Support from leadership for my professional growth"