Staff and Faculty

The first class of twenty officer candidates was taught by instructors assigned to the various technical divisions of the school, and most of whose specialties were involved to some extent in the OCS course. From the graduates of the first class, four second lieutenants were selected for detail as OCS instructors. Subsequent classes provided many more instructors and tactical officers to meet the rapidly increasing requirements of late 1942. At the same time older and more experienced instructors were drawn in lesser numbers from other departments of the school. 

The CWS Officer Candidate School was headed by a field officer, usually 

Training operations were divided among three sections—academic, field service, and troop command. The academic section handled all technical instruction. Tactics and basic inilitary instmction were responsibilities of the field service section. Infantry drill, physical training, mass athletics, and guard duty were all conducted by the candidates themselves under supervision of tactical officers who were members of the troop command section. The latter section was also responsible for the military administration of the corps of candidates. 

A fair picture of the school at the end of December 1942 is afforded by the report of a training inspection conducted by an infantry officer, Col. C. L. Irwin. At this time, 1,880 officer candidates were in training, the ratio of instructors to students being i to 15.8. Instructors were reported as being well qualified in their subjects. However, their presentations were not being adequately supervised, nor was the instructor training program sufficiently advanced. These were criticisms aimed more particularly at the Chemical Warfare School than at the Officer Candidate Division of the school. For some time the OCS had been separated physically from the administrative headquarters of the Chemical Warfare School and was naturally inclined to seek emancipation from the academic control of the commandant s staff. 

An improved situation was reported following a training inspection of the Officer Candidate School in June 1943. At that time the student body was down to 470 officer candidates. Ratio of instructors to students was i 

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This manner of disrespect hearkens back to the MIT report (see footnote 4). Students and young research scientists are not unaware of the treatment of senior women staff and faculty. Until a few years ago, my postdoctoral associates at the Naval Research Laboratory said that there was no way they would consider an opening at NRL because of how I was treated relative to my male colleagues. 

A few years after the merger, the provost convened a universitywide committee to consider these multicultural and international legacies and how to advance them. Committee members hosted meetings on their respective campuses and invited students, staff, and faculty to attend and share their perspectives on diversity, on multicultural and international issues, and particularly on whether and how the university might recommit itself to this work. 

Be able to recognize that different cultural styles exist and should be taken into account when working with culturally different student, staff, and faculty populations. 

Most students eventually become alumni or alumnae, another important constituency, and the university s capacity to continue to engage them in an inclusive manner has implications for the university s reputation and influence in the broader community, for its capacity to continue to recruit talented students, staff, and faculty from underrepresented groups, and also for its capacity to friend-raise and fund-raise. 

Additionally, evaluative data should be collected to assess the experiences of diverse staff and faculty. Climate surveys should be administered to all faculty and staff, with data collected carefully and confidentially, including demographic information— such as race, ethnicity, gender, sexual orientation, and ability status— so that findings can be disaggregated by key demographic variables. As with students, it is useful to conduct exit interviews with faculty and staff who leave the university, in order to learn about their experience of the institution with respect to diversity and inclusion (Wadsworth, 1999). 

A second step is to ask the question Do we have policies in place that support a healthy climate For example, is there a policy on bias-related incidents that asserts the university s lack of tolerance for ethnic slurs or homophobic jokes and that provides a mechanism for those who have been victimized to seek redress In the past decade, many universities have developed such policies as a way of affirming their commitment to an inclusive climate. Another important question is Do we have a policy on religious and spiritual observances that supports students, staff, and faculty in observing their diverse religious and spiritual traditions ... 

At Alliant, on each campus, there are diversity committees that have a budget to sponsor cocurricular programs, initiatives, and events for the campus community. The campus committees are composed of students, staff, and faculty. This helps to break down the barriers between these three groups and, as a consequence, to address some of the elitism that is a feature of most higher education institutions (Smith, 2009). Elitism is a rarely addressed ism, but one that surely can get in the way of campus communities fully achieving their diversity and inclusion agenda. 

In addition to the physical environment, the policies, and the cocurricular programs, the climate is affected by the everyday interactions that students, staff, and faculty have on the campus. Although structural diversity changes and diversity-related initiatives have gotten a fair amount of attention in the literature on higher education, the ordinary interactions that students (and... 

Staff and faculty) have with diverse others have gotten short shrift yet there is evidence that these interactions may powerfully influence the experience of climate (Bourke, 2010 Watson et al., 2002). Deraid Sue (2010), for example, talks about the damaging impact of microaggressions, which are small but often frequent instances of experiences of invalidation. 

We recently sought to determine if the sex difference in odor identification ability observed in American Blacks and Whites (Doty et al., 1984a, b Figure 1) was also present in American Koreans and Native Japanese subjects. In this research, the University of Pennsylvania Smell Identification Test (a 40-item standardized forced-choice test with microencapsulated odors) was administered to 438 Black Americans, 1559 White Americans, 106 Korean Americans, and 308 Native Japanese. The Black and White Americans were comprised mainly of university employees and students, participants in regional health fairs, primary and secondary school students, and youngsters enrolled at summer camps and day care centers. The Korean Americans were part of a Sunday school population at a local Korean church, whereas the Japanese subjects were members of the staff and faculty of a hospital in a medium-sized Japanese metropolitan city (Kawasaki-shi). 

Organizational stakeholders may trust leaders more if they believe the leaders can identify with them in some way that is important to them. For example, students often cited the need for more diverse staff and faculty members because they felt these employees would understand better their perspectives. This Big School staff member agreed,... 

According to Tang Yonchnn [3], computer lab management is part of the Information Technology Department at UC Merced and is responsible for overseeing instructional nse and open-access computer labs. Access to computer labs is granted to currently enrolled stndents, active staff, and faculty. To log on to a computer, you will need to have an active user ID and password. 

E-mail in the educational environment is frequently used by students, staff, and faculty for sending and receiving electronic messages. E-mail allows the student to keep in touch with teachers, family, friends, and peers. It facilitates getting help with... 

To achieve a successful safety program in an academic setting students, staff and faculty need to all participate. The overall department atmosphere should convey a sense of safety if a safety savvy educational experience is a true goal. A complete chemical safety education should be viewed beyond mere compliance to regulations. 

The school staff and faculty at the beginning of the emergency period in 1939 included five CWS officers plus four officers attached from other components who served as part-time instructors. A year later the staff had increased to fourteen officers. There was no substantial change in this number during 1941. ... 

The officer candidate course differed from all other service school courses in that the OCS student was constantly subjected to searching personal scrutiny. The candidate had to satisfy the staff and faculty as to his aptitude for eventual commissioned rank. At best, the initial selection of candidates had been provisional it was the responsibility of the school to determine finally, as a result of close observation over an extended period of time, those who actually were qualified, both mentally and physically, to assume the responsibilities of military leadership. In OCS training the function of separating the fit from the unfit ranked barely second in importance to the function of pedagogy. 

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