Department chairs and program directors share their proposals with the Dean of the Faculty as part of their annual personnel planning in late fall.

No. Scholars must be hired through the Consortium for Faculty Diversity. Please see the "Other Information" section of the website for more information.

Yes. Please contact the Office of the Dean of the Faculty for more information.

No, but we strongly encourage you to share information about the Consortium for Faculty Diversity with your networks.

If your proposal is approved, your hiring committee should log into Interfolio and review application materials. Typically, departments|programs conduct phone or Zoom interviews and invite one candidate for an on-campus interview. The on-campus interview includes a job talk, a teaching demonstration, and meetings with faculty, students, and staff.

The job title for predoctoral Riley Scholars is Predoctoral Riley Scholar-in-Residence in [Department or Program]. The official title for postdoctoral Riley Scholars is Visiting Assistant Professor of [Department or Program].

No. Whether or not a second year is extended depends on their willingness to stay along with the needs and abilities of the program|department and the college. If the scholar desires a second year, we recommend they communicate that to their Director|Chair no sooner or later than the end of the fall semester, with the understanding that there are no guarantees.

Not typically. However, if unique cases should be considered, those considerations should be directed to the Dean of the Faculty. 

The Director|Chair mentors all departmental colleagues, including Riley Scholars-in-Residence. Other members of the program|department may also serve as mentors.

Riley Scholars-in-Residence are encouraged to participate in the Mentoring Alliance Program (MAP), which is open to all early career faculty. The Crown Center for Teaching is a resource for educators who want to expand and hone their teaching toolkits. The Instructional Coaching Program, housed in the Crown Center for Teaching and open to all faculty, is a teacher development program designed to support CC educators’ anti-oppressive pedagogical development. 

Riley Scholars-in-Residence are encouraged to participate in the Mentoring Alliance Program (MAP), which is open to all early career faculty. The Crown Center for Teaching is a resource for educators who want to expand and hone their teaching toolkits. The Instructional Coaching Program, housed in the Crown Center for Teaching and open to all faculty, is a teacher development program designed to support CC educators’ anti-oppressive pedagogical development. 

Yes. While scheduling needs for programs|departments vary, impacting the extent to which any faculty member can determine the blocks in which they teach, the scholar should participate in those conversations to the extent possible since special consideration should be paid to their needs concerning the completion of their dissertation or their postdoctoral research progress and job market timelines in their field.

No. However, adjustments may be considered if the program|department needs the scholar to teach adjunct courses or courses that are less than 1 unit. If this is the case, those adjustments may be considered by the Dean of Faculty.

No. However, adjustments may be considered if the program|department needs the scholar to teach adjunct courses or courses that are less than 1 unit. If this is the case, those adjustments may be considered by the Dean of Faculty.

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

Not typically. However, adjustments may be considered by the Dean of Students and Vice President for Student Life in consultation with the Dean of the Faculty.

No, because the Riley Scholars-in-Residence Program is designed to support fellows in working on their scholarship and bolstering their teaching skills. Program|department meeting attendance is service work they should not spend time on during their participation in the program.

No, because the Riley Scholars-in-Residence Program is designed to support fellows in working on their scholarship and bolstering their teaching skills. Committee work is service they should not spend time on during their participation in the program.

We recommend you invite them to events like those that feature guest speakers and students presenting their research or that celebrate graduates, for example, as these opportunities will allow them to build and maintain community.

According to Human Resources, "Most benefits are effective on the first calendar day of the month once applicable waiting periods have been satisfied. New benefits-eligible employees hired on the first calendar day or first business day of the month will be eligible for coverage on their hire date. Employees hired on any other day of the month will be eligible for coverage on the first calendar day of the following month." For more specific information, visit their website by clicking here or contact their office directly.

Programs|Departments may reasonably support scholars in these areas to the extent possible. Further, along with a stipend for research and professional development and a college-issued computer for use during their employment, scholars may be eligible to receive funding for additional teaching and|or research-related expenses from the Office of the Dean of the Faculty and other on-campus sources. Consult with the Dean of the Faculty for more information.