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.