A Comprehensive Approach to Diversity Institutional Support Institutional Diversity www.diversity.mtu.edu The Office for Institutional Diversity reports to the president and has responsibility for leadership in advancing diversity at all levels of the University. The special assistant to the president for institutional diversity works collaboratively with the provost, deans, and academic units, and provides regular input to student affairs. The special assistant serves as the president’s liaison to a number of state and national organizations and corporations to increase visibility, funding, and knowledge—supporting the recruitment, retention, and success of a diverse faculty, staff, and student body. The development and implementation of academic and student affairs’ diversity plans, fundraising activities, and competitive proposals, including strategic diversity initiatives, are advised by the Office for Institutional Diversity. The ongoing cultural climate study is directed through Institutional Diversity (www.diversity.mtu. edu/Reports.php). The University supports a broad approach to its diversity initiative, which can be viewed at www.diversity.mtu.edu or see A Comprehensive Approach to Diversity chart in this fact sheet. It is especially critical that our campus and community recognize, appreciate, and take full advantage of the value that diversity brings to learning, research, and personal and economic development. We invite you to join Michigan Tech in creating a diverse and inclusive university that graduates students who are truly prepared intellectually, personally, and socially to create the future in a national and global society. Please contact Chris S. Anderson (csanders@mtu.edu or 906‑487-2474), if you would like additional information. 2 Michigan Technological University Diversity Facts 2011 Society of Women Engineers (SWE) Academic and Student Affairs Diversity Strategic Plans and Annual Reviews Society of Hispanic Professional Engineers (SHPE) Alumnae—Presidential Council of Alumnae (PCA) Wade McCree Program Institutional Accountability Corporate Advisory Board for Institutional Diversity Women in Science and Engineering (WISE) An institution-wide challenge is to effectively assess and evaluate our diversity efforts. We regularly measure retention and graduation rates of students and recruitment outcomes of diverse faculty, staff, and students. The success of faculty is also critical to ensuring that we meet our short- and long-term diversity goals. Cultural Climate Study The charts and tables provided in this publication describe the longitudinal and current status of some of these measures. The University’s Strategic Plan dashboard (www.mtu.edu/stratplan) contains additional data. The National Science Foundation ADVANCE Program, Changing the Face at Michigan Tech, has resulted in extensive benchmarking and the establishment of tracking strategies for faculty recruitment and retention. The University regularly participates in national surveys and projects that help identify our challenges and strengths and provide comparative data and recommendations for improvement—e.g., the national Project to Assess Climate in Engineering (PACE) funded by the Alfred P. Sloan Foundation and conducted by the Center for Workforce Development at the University of Washington. NSF ADVANCE PAID Project The 2005 Climate Survey provided a baseline from which change will be measured. The 2010–11 follow-up Climate Survey and ongoing Climate Study will result in new recommendations, highlight accomplishments, and inform diversity plan strategies for academic units and student affairs. Dual Career Program Little Huskies Child Development Center Making Our Mark @ Michigan Tech website Out for Work Certification Services for Disabled Students Special Assistant to the President for Institutional Diversity University Diversity Framework/Strategic Plan Undergraduate, Graduate, and Staff Groups African Student Organization (ASO) Women in Computer Science (WiCS) Women of Promise Pre-College Outreach Michigan Tech/DAPCEP College Access Programs Engineering Scholars Program (ESP) Gear Up/College Day Get WISE Day NSF Math and Science Partnership/Michigan Teaching Excellence Program (MSP/MITEP) Women in Engineering (WIE) Pre-College Programs Sample University/ Partner Programs 360° Partner Scholarship Program King Chavez Parks Future Faculty Fellowships (KCP FFF) Louis Stokes Alliances for Minority Participation (LSAMP) Michigan Alliances for Graduate Education and the Professoriate (AGEP) National Action Council for Minorities In Engineering Scholars Program (NACME) Summer Undergraduate Research Fellowships (SURF) SWE Dine with Industry Academic and Other Education Programs Black History Month and Cultural Celebrations Diversity Education—Professional Development Diversity Minor Hispanic Heritage Month and Cultural Celebrations KCP Visiting Women and Minority Lecturer/ Scholar Series (VWMLS) Native American History Month and Cultural Celebrations American Indian Science and Engineering Society (AISES) Detroit Area Precollege Engineering Program (DAPCEP) Keweenaw Pride (KP) Detroit Compact Study Abroad National Society of Black Engineers (NSBE) Graduate Engineering for Minorities (GEM) World Cultures (required course) out in Science, Technology, Engineering, and Mathematics (oSTEM) Grand Rapids Area Precollege Engineering Program (GRAPCEP) Women’s History Month and Cultural Celebrations Society of African American Men (SAAM) KCP Michigan College/University Partnership (MICUP/MI-LSAMP) Society of Intellectual Sisters (SIS) Parade of Nations Michigan Technological University Diversity Facts 2011 3 Enrollment Enrollment by Ethnicity 2010 Bachelor’s Michigan Tech actively recruits students throughout the academic year via on-campus events and residential summer academic youth programs. These programs have an underrepresented minority participant rate of approximately 40 percent and a female participation rate of 50 percent. Over 1,000 precollege students participate in one- or multiple-week academic programs each summer. In addition, youth programs’ outreach and engagement, as well as enrollment management staff, collaborate with academic units and industry partners to design and deliver educational demonstrations and activities for students at their schools and at other off-site venues during the academic year. (Go to www.youthprograms.mtu.edu for additional outreach and Mind Trekkers program information.) Master’s PhD African American/ Non-Hispanic 1.6% Other 12.5% Educators, many of whom work in schools with high minority populations, also participate in Michigan Tech professional development programs (www.ed.mtu.edu). They serve as valuable partners to provide quality STEM education and as advocates for Michigan Tech (www.cls.mtu.edu). Other 47.1% American Indian/ Alaskan Native 0.7% Asian/ Asian American 1.1% White/ Non‑Hispanic 82.5% The University recruitment and marketing plan supports an aggressive effort to attract female and minority students. American Indian/ Alaskan Native 1.2% African American/ Non-Hispanic 0.2% Other 63.5% African American/ Non-Hispanic 0.8% Asian/ Asian American 1.2%c White/ Non‑Hispanic 48.6% Hispanic/Hispanic American 1.6% American Indian/ Alaskan Native 0.8% Asian/Asian American 0.4% White/ Non‑Hispanic 33.5% Hispanic/Hispanic American 1.7% Hispanic/Hispanic American 1.2% Outreach to students from groups that are underrepresented at Michigan Tech is an important component of the University’s diversity initiative. Total Undergraduate and Graduate Enrollment History by Ethnic Groups 2000–2010 Year Int’l % of Total % of Total Native American % of Total Asian American % of Total Hispanic % of Total White % of Total Multiracial % of Total Undeclared % of Total Total Female % of Total Total Male % of Total Grand Total 2000 570 9.0 129 2.0 50 0.8 73 1.2 49 0.8 5,328 84.1 21 0.3 116 1.8 1,660 26.2 4,676 73.8 6,336 2001 657 9.9 149 2.3 44 0.7 85 1.3 58 0.9 5,361 81.1 33 0.5 223 3.4 1,705 25.8 4,905 74.2 6,610 2002 668 10.1 150 2.3 44 0.7 76 1.1 64 1.0 5,353 80.8 37 0.6 233 3.5 1,653 25.0 4,972 75.0 6,625 2003 693 10.6 133 2.0 55 0.8 83 1.3 74 1.1 5,268 80.2 37 0.6 222 3.4 1,638 25.0 4,927 75.0 6,565 2004 608 9.3 128 2.0 58 0.9 74 1.1 86 1.3 5,329 81.5 33 0.5 224 3.4 1,557 23.8 4,983 76.2 6,540 2005 605 9.3 118 1.8 52 0.8 73 1.1 97 1.5 5,298 81.4 43 0.7 224 3.4 1,523 23.4 4,987 76.6 6,510 2006 582 8.9 125 1.9 58 0.9 78 1.2 88 1.3 5,321 81.2 43 0.7 255 3.9 1,576 24.1 4,974 75.9 6,550 2007 652 9.6 123 1.8 63 0.9 74 1.1 78 1.2 5,388 79.7 71 1.1 309 4.6 1,658 24.5 5,100 75.5 6,758 2008 819 11.7 106 1.5 50 0.7 76 1.1 73 1.0 5,470 77.9 90 1.3 334 4.8 1,719 24.5 5,299 75.5 7,018 2009* 2010* 892 12.5 991 14.2 95 103 1.3 45 1.5 0.6 44 81 0.6 1.1 81 1.2 110 110 1.5 1.6 5,450 5,262 76.2 52 75.4 0.7 71 1.0 423 5.9 314 4.5 1,780 1,809 24.9 5,368 25.9 75.1 5,167 74.1 No College Designated Total Undergraduates African American Enrollment History of Women from 2000 to 2010 7,148 6,976 School of Business and Economics College of Engineering University Extended Programs Graduate Enrollment of Underrepresented Minorities (URM)* Fall 2000 to Fall 2010 Master’s Doctoral Total Percent Fall Number Percent 1988 99 1.6 2000 218 3.8 Year Number Percent Number Percent Number Percent Number Percent 1989 128 2.1 2001 238 4.0 2000 0 0.0 6 1.5 4 1.4 10 1.5 1990 140 2.3 2002 237 4.0 2001 0 0.0 8 2.1 5 1.7 13 1.9 1991 173 2.7 2003 231 4.0 2002 0 0.0 16 4.2 5 1.5 21 3.0 1992 194 3.1 2004 241 4.2 2003 0 0.0 20 4.7 11 2.9 31 3.9 1993 169 2.8 2005 230 4.1 2004 1 0.1 18 4.1 13 3.3 31 3.7 1994 166 2.9 2006 231 4.1 2005 3 0.3 24 5.0 13 3.1 37 4.1 1995 163 2.9 2007 235 4.0 2006 1 0.1 24 4.9 16 3.8 40 4.4 1996 167 3.0 2008 210 3.5 2007 0 0.0 14 2.9 15 3.6 29 3.2 1997 190 3.3 2009 225 3.8 2008 0 0.0 9 1.6 10 2.4 19 1.9 1998 203 3.6 2010 220 3.8 2009 4 0.3 14 1.9 11 2.4 25 2.1 1999 221 3.9 2010 3 0.2 21 1.7 13 1.0 37 2.9 *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning. *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning. Graduates Nondegree Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent 2000 1,452 25.6 43 47.8 154 41.8 698 20.9 22 12.5 70 36.5 430 38.5 35 9.1 2001 1,488 25.1 36 46.8 164 40.7 707 21.5 87 16.5 57 35.2 411 38.1 26 6.4 2002 1,418 24.0 29 44.6 169 39.7 669 20.4 89 14.8 46 33.1 398 38.5 18 4.8 2003 1,372 23.8 50 59.5 158 36.6 615 18.8 61 15.0 44 37.6 427 40.1 17 4.3 2004 1,284 22.5 37 40.7 155 35.9 559 17.2 42 14.5 42 31.8 430 40.2 19 4.3 2005 1,228 21.9 60 55.0 164 38.7 505 15.4 8 16.7 49 34.5 421 37.4 21 4.3 2006 1,275 22.6 49 43.0 170 40.2 519 16.3 3 9.7 51 33.6 461 38.7 22 4.1 2007 1,349 23.1 66 38.6 185 40.5 526 16.2 4 14.8 57 31.7 492 38.3 19 4.0 2008 1,410 23.4 47 42.3 190 42.6 551 16.5 — — 63 33.5 543 35.9 16 3.7 2009 1,463 24.6 55 51.4 196 44.1 595 17.6 — — 59 33.0 544 38.8 14 3.3 2010 1,441 25.2 49 49.0 174 41.8 586 18.0 — — 68 35.2 548 39.6 16 4.4 No College Designated Undergraduate African American Hispanic/ Latino Combined Female 16 16 28 60 Male 26 67 63 156 Total 42 83 91 216 4 Michigan Technological University Diversity Facts 2011 Graduate Native American African American Hispanic/ Latino Combined Female 3 3 10 16 Male 2 16 13 31 Total 5 19 23 47 School of Business and Economics College of Engineering University Extended Programs School of Forest Resources and Environmental Science College of Sciences and Arts School of Technology Year Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent 2000 208 31.0 — — — — 71 19.0 — — 42 54.5 95 43.4 — — 2001 217 32.3 — — 1 33.3 83 21.7 — — 36 60.0 97 42.9 — — 2002 235 33.1 — — 5 71.4 85 21.7 — — 40 54.1 105 44.3 — — 2003 266 33.3 — — 5 71.4 108 24.3 — — 36 45.0 117 43.7 — — 2004 273 32.9 3 50.0 15 41.7 108 23.7 — — 40 46.5 107 43.1 — — 2005 295 32.9 4 21.1 19 32.2 107 23.7 — — 46 54.1 119 42.3 — — 2006 301 32.9 11 35.5 17 36.2 119 24.7 — — 40 52.6 114 40.6 — — 2007 309 33.9 17 40.5 16 47.1 114 24.4 — — 43 55.1 119 40.9 — — 2008 309 31.4 24 35.3 14 41.2 122 22.8 — — 39 52.0 110 40.3 — — 2009 317 26.3 33 21.2 15 30.6 120 19.2 — — 29 38.2 120 40.0 — — 2010 368 29.3 34 40.5 21 40.4 144 20.1 — — 37 45.1 132 41.1 — — Enrollment by Residency 2010 Bachelor’s International 7.6% Master’s Enrollment by Gender and Select Ethnicities Fall 2011 Native American School of Technology Number Total Fall College of Sciences and Arts Year *Reported using new federal methodology. Note: Includes online learning. Undergraduate Enrollment of Underrepresented Minorities (URM)* Fall 1988 to Fall 2010 School of Forest Resources and Environmental Science Domestic 92.4% Domestic 60.3% International 39.7% Enrollment by Gender 2010 PhD Domestic 42.4% International 57.6% Bachelor’s Master’s Women 24.8% Men 75.2% PhD Women 27.5.9% Men 72.5% Women 29.8% Men 70.2% Michigan Technological University Diversity Facts 2011 5 Distribution of Underrepresented Minorities (URM)* and Women by College/School at Michigan Tech Fall 2010 Percentage of Women in Engineering* Fall 1998 to Fall 2010 First-Year Women First-Year Minorities School of Business and Economics 5.9% School of Business and Economics 11.1% School of Technology 0.7% School of Technology 6.7% College of Engineering 44.4% College of Engineering 48.4% College of Sciences and Arts 40.7% College of Sciences and Arts 31.1% School of Forest Resources and Environmental Science 6.7% No College Designated 1.4% School of Business and Economics 11.8% School of Technology 10.0% School of Forest Resources and Environmental Science 4.4% No College Designated 3.4% Fall Number Percent Fall Number Percent 1998 774 21.8 1998 80 23.2 1999 741 21.7 1999 77 21.0 71 19.0 2000 698 20.9 2000 2001 707 21.5 2001 83 21.7 2002 669 20.4 2002 85 21.7 2003 615 18.8 2003 108 24.3 108 23.7 2004 559 17.2 2004 2005 505 15.4 2005 107 23.7 2006 519 16.3 2006 119 24.7 2007 526 16.2 2007 114 24.4 122 22.8 2008 551 16.5 2008 2009 595 17.6 2009 120 19.2 2010 586 18.0 2010 144 20.1 *Includes online learning. Undergraduate Women Undergraduate Minorities Graduates Undergraduates School of Business and Economics 12.1% School of Technology 1.1% First- to Second-Year Retention Rates of Bachelor’s Degree-Seeking, First-Time First-Year Students; Incoming Cohort Fall 2009 All Students STEM Majors Engineering (Standard) Engineering (Effective) URM* 73.9 77.1 80.0 80.0 International 80.9 83.3 80.8 80.8 Female 82.4 87.1 91.3 84.8 Male 80.3 80.3 82.8 80.1 All 80.8 81.7 84.4 80.9 *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. College of Engineering College of Sciences 40.7% and Arts 38.0% College of Engineering College of Sciences 42.7% and Arts 30.9% School of Forest Resources and Environmental Science 4.7% School of Forest Resources and Environmental Science 3.2% Graduate Women Graduate Minorities School of Business and Economics 5.7% School of Business and Economics 8.1% Category All Students URM* 62.9 International 62.0 Female 77.2 Male 71.5 All 72.8 *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Includes those who graduated as retained. No College Designated 9.2% No College Designated 8.1% First- to Third-Year Retention Rates of Bachelor’s Degree-Seeking, First­-Time First-Year Students; Incoming Cohort Fall 2008 First- to Second-Year Retention by Ethnicity College of Engineering 51.4% College of Sciences and Arts 32.4% College of Sciences and Arts 35.9% College of Engineering 39.1% African American/Non-Hispanic American Indian/Alaskan Native Asian/Pacific Islander School of Forest Resources and Environmental Science 10.1% *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning. 6 Michigan Technological University Diversity Facts 2011 Hispanic/Hispanic American Number First-Year Fall 2010 Percent Retained Into Fall 2011 3-Year Average Percentage (2009–11) 18 78 11 9 82 67 All Students STEM Majors Engineering URM* 65.1 68.6 69.6 74 International 38.5 31.6 30.8 73 Female 68.6 73.7 75.0 78 Male 65.1 65.6 68.6 All 65.9 67.0 69.6 16 75 77 963 85 83 Not Supplied 26 69 74 International 38 76 79 Multiracial 34 71 64 White/Non-Hispanic Six-Year Graduation Rates** of First-Time Bachelor’s Degree-Seeking Students; Cohort Fall 2003 *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. **Student right-to-know completion rate within 150 percent of normal time. Michigan Technological University Diversity Facts 2011 7 Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and College 2009–10 About the Data Degree Level College/School Total URM* Percent Women Percent Undergraduate Degrees** School of Business and Economics 103 12 11.7 31 30.1 College of Engineering 645 22 3.4 115 17.8 35 0 0.0 12 34.3 School of Forest Resources and Environmental Science College of Sciences and Arts 236 10 4.2 104 44.1 School of Technology 136 2 1.5 4 2.9 1,155 46 4.0 266 23.0 Total Master’s Degrees School of Business and Economics 22 1 4.5 7 31.8 127 1 0.8 21 16.5 School of Forest Resources and Environmental Science 17 1 5.9 7 41.2 College of Sciences and Arts 36 0 0.0 17 47.2 202 3 1.5 52 25.7 27 0 0 9 33.3 7 0 0 5 71.4 College of Sciences and Arts 22 0 0 7 31.8 Total 56 0 0 21 37.5 College of Engineering Total Doctoral Degrees College of Engineering School of Forest Resources and Environmental Science *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. **Includes associate degrees. Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and Discipline, College of Engineering 2009–10 Degree Level Discipline Total URM* Bachelor’s Degrees** Biomedical Engineering Percent Women Percent 56 1 1.8 28 50.0 14 3 21.4 3 21.4 110 4 3.6 22 20.0 Chemical Engineering 57 1 1.8 15 26.3 Computer Engineering 32 1 3.1 3 9.4 Electrical Engineering 104 3 2.9 9 8.7 36 0 0.0 12 33.3 33.3 It is often difficult to compare Michigan Tech’s student graduation and retention rates to national norms. The way that these measures are calculated and the populations included in the term Underrepresented Minorities (URM) vary by institution. At Michigan Tech, women are retained (82 percent first to second year) and graduate (69 percent) at a higher rate when compared to overall student populations (81 percent and 66 percent respectively). Underrepresented minorities (Hispanic/ Latino, African American, and Native American) students are retained at a rate approximately 7 percent less than other populations in the first two years. Graduation rates for URM are similar, at approximately 65 percent. When examined more closely, however, the data indicates that greater numbers of these students migrate from engineering disciplines to the School of Business and Economics, the School of Technology, and some College of Sciences and Arts programs during this time (years three, four, and five). Nationally for URM enrolled at universities designated as selective*, the six year graduation rate is 55 percent; and the first year retention rate is approximately 74 percent. The goal is to recruit greater numbers of talented under­represented students to all of our under­ graduate and graduate degree programs; increase retention and graduation rates to at least the same as our overall rates; and determine strategies that stop or mitigate the flow of URM students out of engineering. (Not selecting and/or leaving STEM fields is a national issue to which significant research is being directed.) Our programs are designed to address these issues using institutional and national research to support this work. 12 0 0.0 4 219 8 3.7 18 8.2 19 0 0.0 3 15.8 Total 659 21 3.2 117 17.8 Master’s Degrees All Engineering Majors 127 1 0.8 21 16.5 In order to increase the pool of potential, diverse students and faculty, the University partners with key community colleges and high schools and is an active member in GEM, WEPAN, SWE, NACME, and state organizations such as the King Chavez Parks Initiative, DAPCEP, and GRAPCEP. In addition, faculty are increasingly interested in including broader impact and education components to their external proposals. Strong partnerships with corporations are also important resources for the University. Building internal and external collaborations is critical to ensuring that Michigan Tech meets its diversity goals. Doctoral Degrees All Engineering Majors 27 0 0.0 9 33.3 * Center for Institutional Data Exchange and Analysis, June 2011. Engineering Civil Engineering Environmental Engineering Geological Engineering/Geology Mechanical Engineering Materials Science and Engineering *URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. **Includes associate degrees. Student Academic and Personal Support Michigan Tech’s Center for Diversity and Inclusion provides support mechanisms for all students, enhancing their learning environment and offering them personal and professional growth opportunities. The Center focuses on mentoring and encouraging underrepresented student groups, including women, and sponsoring professional development programs to reinforce their success. The ExSEL (Excelling the Student Experience of Learning) program is a partnership between the University’s Schools and Colleges and the Dean of Students Office. Through course work, grade monitoring, and other support services, the program encourages success for first-generation and academically and economically disadvantaged students. The program promotes the use of campus resources, such as the learning centers, academic advisors, and the Center for Diversity and Inclusion staff. ExSEL is part of COMPASS (Center for Orientation, Mentoring, Parents, and Academic Student Success), which provides additional support for students. Michigan Tech offers learning centers for math, writing, chemistry, computer science, physics, and more. The learning centers are staffed by students who have mastered the material. Both long-term and short-term help is available. Students can maintain weekly appointments, use the learning centers on an “as needed” basis during walk-in hours, or they can take advantage of “team learning” with peers. Various surveys and statistics have shown that Michigan Tech students who use the learning centers achieve better grades. Michigan Tech remains committed to enrolling and graduating a greater percentage of underrepresented students, as well as improving graduation rates of all students. The Making Our Mark at Michigan Tech website provides testimonials that highlight the challenges and successes of our students and the programs and individuals who have impacted their lives. Visit www.hu.mtu.edu/ makingourmark. Graduate Student Services The Center for Diversity and Inclusion collaborates with Michigan Tech faculty and contacts from other minority-serving institutions to identify and recruit students for the University’s master’s and doctoral programs. Staff help identify candidates for the King Chavez Parks Initiative Future Faculty Fellowship Program and the Graduate Engineering for Minorities (GEM) Fellowships/Programs, both coordinated by the Institutional Diversity and Graduate Program offices. Retention The Center for Diversity and Inclusion provides both professional and personal advising for minority students by • Mentoring students with regard to their academic and personal needs. • Introducing students to academic, personal, and professional resources on and off campus. • Advising and assisting several student organizations. • Working closely with student chapters of the National Society of Black Engineers (NSBE), the Society of Hispanic Professional Engineers (SHPE), and the American Indian Science and Engineering Society (AISES) to support their activities and assist them in meeting their goals. • Celebrating the graduation of minority students at the annual Hispanic/African American/Native American (HAANA) banquet. • Working closely with the Excelling the Student Experience of Learning (ExSEL) program staff to foster student success. Resources The Center for Diversity and Inclusion assists students in identifying sources of financial aid and personal development opportunities, such as undergraduate research, internships, and co-op positions. The center is also a resource for academic departments and individuals, providing statistics and expertise in the areas of cultural diversity and outreach. Center for Diversity and Inclusion www.diversitycenter.mtu.edu The Center for Diversity and Inclusion at Michigan Tech is a resource for preparing and empowering socially conscious leaders who will create the future. The staff actively encourages the intellectual, social, and professional growth of gay, lesbian, bisexual, transgender, queer, and questioning (GLBTQ) students; students of color; and women. Our programs focus on cultural awareness, community building, and student retention. Through a broad range of services, workshops and events, students have the opportunity to • Engage in cross-cultural interactions and explore differences as well as similarities. • Form new bonds and friendships. • Recognize and celebrate the contributions of historically marginalized populations. • Learn more about themselves. 8 Michigan Technological University Diversity Facts 2011 Michigan Technological University Diversity Facts 2011 9 Faculty and Staff by Select Ethnicities and Year Fall 2005 Through Fall 2010 ======================== Ethnicity 2005 American Indian/Alaskan Native African American/Non-Hispanic Faculty ========================== Staff Total — — — 1 1 17 19 1 6 9 — 3 — 15 47 4 — — — 1 6 11 Total 35 — — 4 3 44 86 American Indian/Alaskan Native — — — — — 18 18 African American/Non-Hispanic 1 — — — 1 6 8 27 — — 2 3 14 46 4 — — — 3 8 15 Total 32 — — 2 7 46 87 American Indian/Alaskan Native — — — — — 10 10 1 — — 1 6 8 23 — — 4 4 13 44 4 — — 2 1 9 16 Multiracial — — — 2 — 5 7 Total 28 — — 8 6 43 85 American Indian/Alaskan Native — — — — — 13 13 African American/Non-Hispanic 2 — — 2 1 6 11 26 — — 10 8 11 55 4 — — 1 1 7 13 Asian/Asian American/Pacific Islander Hispanic/Hispanic American Asian/Asian American/Pacific Islander Hispanic/Hispanic American Multiracial 1 — — 3 — 3 7 Total 33 — — 16 10 40 99 American Indian/Alaskan Native — — — — — 10 10 African American/Non-Hispanic 2 — — 2 1 8 13 28 — 1 12 10 14 65 Hispanic/Hispanic American 3 — — 4 2 7 16 Multiracial 1 — — — — 6 7 34 — 1 18 13 45 111 Asian/Asian American/Pacific Islander Total 2010 Nontenure Track — African American/Non-Hispanic 2009 Asst — Hispanic/Hispanic American 2008 Assc — Asian/Asian American/Pacific Islander 2007 Full 2 Hispanic/Hispanic American 2006 Tenured 29 Asian/Asian American/Pacific Islander American Indian/Alaskan Native African American/Non-Hispanic Asian/Asian American/Pacific Islander Hispanic/Hispanic American — — — — — ======================== Tenured ----- Tenure Track ----Year Faculty and Staff by Gender and Year Fall 2005 through Fall 2010 6 6 2 — — 2 2 7 13 32 — 1 16 7 20 76 3 — — 3 1 10 17 Multiracial — — — — — 6 6 Total 37 — 1 21 10 49 118 Year Gender 2005 Men Full Women 2006 5 53 Nontenure Track Staff Total 547 848 60 — 1 17 41 546 652 — 6 70 101 1,093 1,500 Men 181 — 3 51 69 600 904 48 — 1 16 48 590 703 Total 229 — 4 67 117 1,190 1,607 Men 167 — 4 68 67 601 907 47 — 1 23 60 617 748 Total 214 — 5 91 127 1,218 1,655 Men 172 1 3 65 76 606 923 46 — 1 24 57 615 743 Total 218 1 4 89 133 1,221 1,666 Men 166 1 3 74 75 631 950 49 — 2 34 60 614 759 Total 215 1 5 108 135 1,245 1,709 Male 170 1 5 77 80 643 976 49 — 3 37 48 626 763 219 1 8 114 128 1,269 1,739 Women 2010 Asst — 47 Women 2009 Assc 183 230 Women 2008 Nontenured Total Women 2007 Faculty ============================ Tenure Track Female Total Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered as staff. Tenured/Tenure Track Faculty by Gender 2004–05 through 2010–11 2004–05 2005–06 2006–07 2007–08 2008–09 2009–10 2010–11 Male 251 241 235 239 241 245 252 Female 64 65 65 71 71 86 89 Total 315 306 300 310 312 331 341 Percent Female 20.3 21.2 21.7 22.9 22.8 26.0 26.1 Note: Figures include all tenured and tenure track instructional and research faculty. Also includes those faculty on sabbatical or on unpaid leave of absence. Deans, associate deans, department chairs, executives, and professional staff with tenure are excluded. Note: Includes US citizens and permanent residents. Non-US residents are excluded. 2009 and 2010 figures reported using new federal methodology. Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered as staff. 10 Michigan Technological University Diversity Facts 2011 Michigan Technological University Diversity Facts 2011 11 Institutional Diversity Chris S. Anderson Special Assistant to the President for Institutional Diversity Email csanders@mtu.edu www.diversity.mtu.edu Phone 906-487-2474 Fax 906-487-4818 Center for Diversity and Inclusion Email diversitycenter@mtu.edu www.diversitycenter.mtu.edu Phone 906-487-2920 Shezwae M. Fleming, Director Center for Diversity and Inclusion Email smflemin@mtu.edu Phone 906-487-3695 Lori Sherman, Assistant Director Email loriann@mtu.edu Phone 906-487-2920 Madeline Mercado Voelker, Assistant Director Email mmercado@mtu.edu Phone 906-487-2920 Renee Wells, Assistant Director Email rrwells@mtu.edu Phone 906-487-2920 Ashley Step, Coordinator MICUP Email adstep@mtu.edu Phone 906-487-2920 GLBTQ Renee Wells, Assistant Director Email rrwells@mtu.edu Phone 906-487-2920 Diversity Minor Craig Waddell Associate Professor, Humanities Email cwaddell@mtu.edu www.hu.mtu.edu/hu_dept/ undergraduate/minors.php Phone 906-487-2920 International Programs Thy Yang, Director Email thyy@mtu.edu www.mtu.edu/international Phone 906-487-2160 Services for Disabled Students Christy Oslund, Coordinator Disability Services Email cmoslund@mtu.edu Phone 906-487-1494 K-12 Outreach Steve Patchin, Director Youth Programs Outreach and Engagement Email shpatchi@mtu.edu www.multicultural.mtu.edu Phone 906-487-2219 Cody Kangas, Coordinator Youth Programs Email ckangas@mtu.edu Phone 906-487-2219 Affirmative Programs Jill Hodges, Director Email jhodges@mtu.edu www.admin.mtu.edu/aao Phone 906-487-3310 ExSEL Program Susan Liebau, Director Email slliebau@mtu.edu www.exsel.mtu.edu Phone 906-487-1819 Graduate School Jacqueline Huntoon Associate Provost/Dean of the Graduate School Email jeh@mtu.edu www.mtu.edu/grad Phone 906-487-2327 Michigan Technological University is an equal opportunity educational institution/equal opportunity employer.