TABLE 4.

Affiliation of the faculty member using the 2015 Carnegie Classification (see Supplemental Table S2) and illustrative quotes for each of the Final ACRA qualifications identified by RT and T faculty as being significant contributors to hiring decisions (n = 18)

Institution	Illustrative quote
Teaching experience
M1-1	A. “But on the other hand, if the person shows an excessive amount of teaching experience, it wouldn’t necessarily help them. It might be a deterrent, because it might ... definitely show in their scholarship that they haven’t had enough scholarship experience.”
M1-2	B. “If they have no teaching experience whatsoever, it’s not even worth looking at. (...) You’re not going to get an offer unless you have significant teaching experience, and that’s beyond just being a TA as a graduate student. That won’t typically cut it.”
CC-3	C. “No teaching experience is really hard these days because we have just a lot of people that are teaching part time.”
CC-1	D. “I would say for the majority, so like for people who we’re bringing in to teach our core courses, which are most of our hires (...) we’re getting at least 200 if not more applications of highly qualified folks, and so we’re looking very strongly at people who’ve taught multiple years at community colleges.”
Teaching practices
M1-1	E. “[The Teaching Statement is] important, but everybody seems to have gotten the word out about how to do it properly. They’re probably all sharing their teaching philosophy documents.”
R2-2	F. “We have hired people who aren’t good teachers and whose lecture is a complete disaster, but they show the really critical thing, in this case, is they’re able to take the criticism. I’d rather it be like, ‘Ok, so what you’re saying is I should’ve done this...’ If they’re showing that willingness to learn and to improve their teaching, that’ll make the difference.”
CC-1	G. “It’s better to at least say ‘active learning’ or ‘peer engagement’ or ‘culturally relevant pedagogy’ or something, as opposed to just saying, ‘PowerPoint with repetition’ or something. (...) even if you’re clueless about it, at least show that you know that there’s something out there.”
BAC-2	H. “They certainly need to be reflective about effectiveness, but really, they should be past that, and they should be citing studies. I’ll tell you the thing that got us in the last one. Everybody said ‘clicker questions.’ Many times, it was just word dropping, and it wasn’t in context. They didn’t give examples, and it became one of those things that’s so laughable, you just dropped in the word ‘clicker question,’ but to what end? Why are you doing it? Showing more than just a vocabulary use.”
CC-1	I. “There’s one thing to mention it all and know that it’s good to mention it, there’s another thing to mention it in a way that shows that you get it and you understand it, and it’s another thing to actually have concrete examples. Like, you know, ‘this is what my students did in class the other day,’ and it shows me employing an active learning strategy at the same time as engaging cultural relevance through the content or something.”
CC-3.	J. “That is precisely what we’re looking for. ‘This is the way I have been doing things. These are some things that I’m constantly working on because I’m still not getting there. Yeah, this is what I do, but these are the places where I’m looking to improve.’ Coupled with that, generally, there is a question about have you been evaluated and what you have learned from your evaluations? We always learn something.”
Commitment to serving a diverse student population
CC-3	K. “If your diversity statement doesn’t address diversity in a way that the committee feels is satisfactory you don’t even get an interview. You don’t turn one in, you don’t even get your application screened by anybody, so it’s really important. We don’t, on purpose, have a huge description of what we’re looking for because we want people to, we want that to come out in their diversity statement.”
CC-5	L. “I would guess that the word diversity needs to address every possible angle and a lot of people stop at ethnic diversity, and that’s just not the only thing that needs to be considered. We have different learning capabilities, we have social economic backgrounds, we have every possible kind of meaning that word can encompass, so the more aspects that you address the more likely you are to have an interview come out of that.”
CC-3	M. “I think it’s hard to see potential if they have not taught in a diverse community because we do look at that. Within [my state] or even out of state, you know where the diversity is. I think it really needs to be someone that had immersed himself or herself in a diverse community.”
CC-4	N. “I’ve almost come to think that has to be an internal activity, more than an external activity. You don’t say to students ‘we’re going to welcome everyone.’ What you almost have to have is an internal dynamic where faculty members are engaged in conversations and seeking input on ... where are their blind spots.”
CC-1	O. “We’re just coming out and asking: ‘Give an example of when you’ve noticed an—inequity in your classroom. What was that? How did you notice it? How did you respond? How did you follow up?’ Just getting very clear, like: ‘Are you actually even aware that these exist? And when you’re in that interview situation what example do you come up with?’: (...) ‘I became aware when I finally looked at my course grades that my black students were failing my classes and that was selectively eliminating black students from biology majors and I could never unsee that.’”
CC-1	P. “Then really getting, maybe, to the top of the top would be that you have collected evidence on equity in your classroom and have tried things, not necessarily succeeded, but actually engaged in efforts to try to reduce equity gaps, to try and make a more equitable environment.”
R3-1	Q. “Even if you haven’t experienced, at least recognize that you maybe I came from—I’m just gonna be blunt—if I came from an all white institution but recognize that this is not the way that the real world can be or should be. I want to help make that different. You know, that level of awareness at least shows something.”
Collegiality
CC4	R. “Collegiality, practiced in a community college, really involves engaging in discussions about curriculum, design of curriculum and interaction with students. (...) I think that’s probably what we are looking for.”
M2-1	S. “Sharing what works and what doesn’t work and having mixed success with that, but at least coming in with that kind of interest. There’s also a lot of sharing of physical stuff, too. The lab spaces are shared. Equipment is shared. Research equipment is brought into classes. It’s an environment where you have to be willing to share and be respectful of other people’s space and stuff and ideas.”