2015 Diversity Report

A COMMUNITY OF INCLUSION

DIVERSITY REPORT SOUTH DAKOTA SCHOOL OF MINES & TECHNOLOGY

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Simply stated, demographics in our country are changing.

Universities nationwide increasingly mirror the rich diversity of our society, coming from a breadth of religious, socioeconomic, and political backgrounds. Students, faculty, and staff are underrepresented minorities, first-generation students, adult learners, international scholars, veterans, lesbian, gay, bisexual, and transgendered.

The South Dakota School of Mines & Technology has more than 2,700 students representing 43 states and 38 foreign countries. Our students represent the vibrant and varied scope of the world’s diversity, arriving on campus with unique talents, needs, and circumstances.

The Office of Multicultural Affairs’ mission is to aid in achieving and maintaining national prominence for the recruitment, retention, and graduation of underrepresented students. Working with other programs like Mines Advantage, we strive to promote cultural proficiency as well as an inclusive campus climate that supports underrepresented populations and fosters respect for those with diverse backgrounds.

Engrained within the Mines Strategic Plan, there is an emphasis on recruiting, retaining, and working with diverse groups on campus for both employees and students alike. However, we may not always be familiar with the groups actually present. The purpose of this report is to highlight the diversity found on our campus so that we may have a better understanding of who our students and colleagues are.

This awareness may also encourage a more inclusive atmosphere both in and out of the classroom. For though recognizing diversity on campus is important, the end goal is to have positive interactions with those with a different background than our own.

Diversity is not as meaningful without inclusion.

Jesse Herrera Director Multicultural Affairs Jesse.Herrera@sdsmt.edu This report highlights trends. For more specific information contact individuals mentioned within each section. The report is broken down into different sections, all of which contribute to our diversity on campus: Domestic Students of Color International Students ADA Students Veterans Faculty/Staff Women Students 3

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Intercultural Development Inventory (IDI) As the School of Mines campus community becomes increasingly diverse, it is important to acknowledge and accommodate the differences among our students, staff, and faculty. To help create a more inclusive atmosphere, an instrument called the Intercultural Development Inventory (IDI) is being used to assess cultural competency among Mines staff and faculty.

Cultural competence is defined as the ability to work effectively with people from cultures different from your own. The instrument will be used to create a baseline on where we stand as a campus community. The results of this inventory will help develop focused programs so that we can produce an even more welcoming campus for individuals from all walks of life.

Global Perspective Inventory (GPI) The Global Perspective Inventory is an instrument used to measure how a student thinks, views themselves as a person with a cultural heritage, and relates to others from other cultures, backgrounds, and values. The instrument looks at three different components: Cognitive: How do I know?

Interpersonal: How do I relate to others?

Intrapersonal: Who am I? The GPI is administered to all incoming freshmen as part of their orientation check list.

Students are assessed again during their Tech Comm II classes as an approximate midpoint in their undergraduate education. Finally, students are issued a final assessment during their senior design or capstone projects their last year of school. In this way we can measure a student’s growth throughout their time here at Mines. The GPI is designed so institutions can focus on potential relationships and connections between global student learning and development and student experiences in the curriculum, co-curriculum, and community.

Mines Advantage Mines Advantage is an optional professional development program designed for all SD Mines students. Participating students will go through thirty total experiences in six core competency areas. Experiences include everything from attending a cultural event to participating in a mock interview with the Career Center. Upon completion of each item across the six core competencies, a self-reflection is required to help students understand not just what they did, but why they did it and how they will apply what they learned to their personal and professional lives.

The Power of Exchange Mines’ minority student population mirrors the increasingly diverse face of our nation and society. The Office of Multicultural Affairs (OMA) is committed to building and promoting programs, services, and resources that serve to create and sustain a diverse community. A diverse community is one that is inclusive, welcoming, and respectful, in which each citizen values differences in race, ethnicity, gender, sexual orientation, national origin, economic background, ability, age, and religion.

At the same time, this community affirms the central importance of our common humanity. In support of the School of Mines commitment to building an inclusive community for learning, OMA works collaboratively with faculty, staff, and students to create an experience rich in perspectives and opportunities to learn from each other. The office encourages each person to engage in positive social change to transform and sustain the local and global communities in which we live.

The OMA provides future and current students with information on scholarships, housing, co-ops, internships, and employment placement; sponsorship of social and cultural enrichment events and activities; and support for the student chapters of the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Hispanic Professional Engineers (SHPE).

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Enrollment Fall 2014

SDSU

8.01% total students 12,557

USD

10.78% total students 10,061

SD Mines

12.69%

BHSU

12.21%

total students 2,798

total students 4,489

NSU

7.65% total students 3,580

American Indian (AI) Multiracial where one is AI Hawaiian/Pacific Islander Asian African American Hispanic

DSU

Multiracial

13.98%

White Non-US Citizen

total students 3,047

Unknown Total Students of Color * legend applies throughout

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South Dakota School of Mines & Technology

University of South Dakota

2010 2011 2012 2013 2014

2010

2011

2012

2013

2014

American Indian

3.06%

2.51%

2.10%

1.63%

1.79%

American Indian

1.55%

1.74%

1.71%

1.71%

1.67%

Multiracial where one is AI

x

1.77%

2.06%

2.01%

1.61%

Multiracial where one is AI

x

1.08%

1.09%

1.30%

1.27%

Native Hawaiian /Pacific Islander

0.17%

0.17%

0.21%

0.11%

0.18%

Native Hawaiian /Pacific Islander

0.16%

0.18%

0.17%

0.16%

0.13%

Asian

1.19% 0.95% 1.32% 1.36% 1.57%

Asian

1.10% 1.21% 1.23% 1.40% 1.50%

African American

0.59%

African American

1.71%

Hispanic

2.93% 2.94% 2.72% 3.48% 3.93%

Hispanic

1.75% 2.27% 2.68% 3.04% 2.68%

Multiracial

2.63%

1.08%

1.28% 1.25%

1.82%

Multiracial

1.57%

0.61%

0.89% 0.91% 1.27%

Total Students

2,354

2,311

2,424

2,798

Total Students

10,151

9,970

10,284

Total Percentage

10.578% 10.169% 10.974% 11.288% 12.688%

Total Percentage

7.842%

9.037%

9.734% 10.699% 10.784%

0.74%

1.28%

1.44%

2,640

1.79%

South Dakota State University

1.95%

1.95%

2.19%

10,235

2.26%

10,061

Northern State University

2010 2011 2012 2013 2014

2010

2011

2012

2013

2014

American Indian

1.65%

1.52%

1.41%

1.03%

1.01%

American Indian

1.85%

2.15%

1.46%

1.38%

1.48%

Multiracial where one is AI

x

0.90%

1.03%

1.00%

0.97%

Multiracial where one is AI

x

0.75%

0.88%

0.96%

0.89%

Native Hawaiian /Pacific Islande

0.09%

0.09%

0.12%

0.19%

0.10%

Native Hawaiian /Pacific Islander

0.61%

0.53%

0.41%

0.42%

0.17%

Asian

0.94% 1.12% 1.17% 1.13% 1.11%

Asian

0.46% 0.42% 0.55% 0.69% 0.87%

African American

1.19%

African American

1.37%

1.31%

1.44%

1.72%

2.03%

1.26%

1.38%

1.26%

1.40%

Hispanic

1.33% 1.46% 1.63% 1.80% 1.93%

Hispanic

1.73% 1.93% 1.91% 2.45% 2.26%

Multiracial

1.47%

0.60%

0.73% 0.83% 0.85%

Multiracial

1.33%

0.67%

0.66% 0.63% 0.59%

Total Students

12,816

12,725

12,583

Total Students

3,296

3,580

3,622

Total Percentage

6.671%

6.986%

7.518% 7.703% 8.011%

Total Percentage

7.342%

7.709%

7.261% 7.777% 7.654%

2010 2011 2012 2013 2014

2010

12,554

12,557

Black Hills State University

3,343

3,580

Dakota State University 2011

2012

2013

2014

American Indian

3.58%

3.24%

3.56%

3.20%

3.45%

American Indian

1.03%

1.06%

1.19%

0.96%

0.82%

Multiracial where one is AI

x

1.90%

2.13%

2.24%

2.12%

Multiracial where one is AI

x

1.35%

1.38%

1.05%

1.15%%

Native Hawaiian /Pacific Islander

0.28%

0.14%

0.16%

0.18%

0.22%

Native Hawaiian /Pacific Islander

0.26%

0.32%

0.23%

0.22%

0.20%

Asian

0.38% 0.54% 0.66% 0.56% 0.56%

Asian

1.55% 1.58% 1.77% 1.73% 2.00%

African American

0.72%

African American

2.32%

Hispanic

2.20% 3.04% 3.38% 3.85% 3.79%

0.63%

0.98%

0.90%

1.00%

Hispanic

1.87% 2.32% 3.22% 3.42% 3.77%

Multiracial

2.31%

Multiracial

1.93%

0.86%

0.70% 0.87% 1.07% 4,407

Total Students

4,722

4,415

Total Percentage

9.466%

10.351% 11.572% 11.806% 12.208%

4,464

4,489

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2.64%

2.86%

3.16%

4.73%

0.81%

1.00% 1.31%

1.31%

3,110

3,047

Total Students

3,101

3,102

Total Percentage

8.965%

10.090% 11.640% 11.857% 13.981%

3,129

400 Enrollment by Ethnicity Trends

350

Fall 2010 to Fall 2014

300 250 200 150 100 50 0

‘10

‘11

‘12

‘13

‘14

SD Mines

1200 1000 800 600 400 200 0

SDSU

USD

BHSU

NSU 8

DSU

SD MINES

SOUTH DAKOTA STATE UNIVERSITY

UNIVERSITY OF SOUTH DAKOTA

BLACK HILLS STATE UNIVERSITY

NORTHERN STATE UNIVERSITY

DAKOTA STATE UNIVERSITY

SOUTH DAKOTA SCHOOL OF MINES

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Minorities Between BOR Fall 2014

American Indian

Multiracial where one is American Indian

Hawaiian/ Pacific Islander

Asian

African American

Hispanic

Multiracial

Total American Indian

South Daktoa School of Mines South Dakota State University University of South Dakota Black Hills State University Northern State University Dakota State University

10

Fall 2010 to Fall 2014

American Indian

Multiracial where one is American Indian

Native Hawaiian/Pacific Islander

Asian

African American

Hispanic

Multiracial

Total American Indian

11

Program Ethnicity Fall 2014

Industrial Engineering

Non-degree Seeking

Applied & Computational Math

Applied Biological Sciences

Civil Engineering

Electrical Engineering

Geological Engineering

Metallurgical Engineering

Mechanical Engineering

Computer Science

Mining Engineering

Chemistry

Environmental Engineering

Computer Engineering

General Studies

12

Interdisciplinary Sciences

Physics

Geology

Chemical Engineering

Four-year Trend for Ethnicity by Program 2010-2014 Industrial Engineering

Non-degree Seeking

Applied & Computational Math

Interdisciplinary Sciences

Applied Biological Sciences

Civil Engineering

Electrical Engineering

Physics

Mechanical Engineering

Geological Engineering

Metallurgical Engineering

Geology

Computer Science

Mining Engineering

Computer Engineering

Chemical Engineering

Chemistry

Environmental Engineering

General Studies

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Six-year Retention 2010

Year 2

Year 3

Year 4

Year 5

69%

62%

31%

34%

Native Hawaiian/ Pacific Islander

100%

100%

100%

100%

Asian

100%

100%

50%

50%

African American

100%

100%

100%

75%

Hispanic

89%

56%

56%

44%

Multiracial

85%

62%

54%

38%

American Indian

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Freshmen Classes American Indian

2010 2011 2012 2013

Continued to year 2 69.23%

71.43%

42.86% 60%

Continued to year 3 61.54%

28.57%

42.86%

Continued to year 4 30.7%

57.14%

Continued to year 5 38.46% Continued to year 6 Native Hawaiian/Pacific Islander

2010 2011 2012 2013

Continued to year 2 100%

100%

N/A

Continued to year 3 100%

100%

N/A

N/A

Continued to year 4 100%

100%

Continued to year 5 100% Continued to year 6 Asian

2010 2011 2012 2013

Continued to year 2 100%

50%

42.86% 100%

Continued to year 3 100%

100%

28.57%

Continued to year 4 50%

50%

Continued to year 5 50% Continued to year 6 African American

2010 2011 2012 2013

Continued to year 2 100%

100%

70%

66.67%

Continued to year 3 100%

83.33%

60%

Continued to year 4 100%

66.67%

Continued to year 5 75% Continued to year 6 Hispanic

2010 2011 2012 2013

Continued to year 2 88.89%

60%

66.67% 68.97%

Continued to year 3 55.56%

46.67%

61.11%

Continued to year 4 55.56%

46.67%

Continued to year 5 44.44% Continued to year 6 Multiracial

2010 2011 2012 2013

Continued to year 2 84.62%

78.57%

80%

Continued to year 3 61.54%

71.43%

66.67%

Continued to year 4 53.85%

64.29%

Continued to year 5 38.46% Continued to year 6

15

73.68%

Faculty

Staff

There are many changes from year to year due to regular turnover, changes to reporting categories, short-term employees, etc. For example, there may be a research scientist hired temporarily, who then leave after a year. Again, these are full-time employees.

Part-time employees are not listed due to incomplete data.

For more information regarding faculty and staff at Mines, contact Anne DeMersseman at Anne.DeMersseman@sdsmt.edu.

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FY 2010 Faculty

FY 2010 Staff

Men

Women Total

Men

Women Total

American Indian/ Alaska Native

0

0

American Indian/ Alaska Native

2

1

0

3

Asian/Pacific 5 1 6 Islander

Asian/Pacific 0 0 0 Islander

African American

African American

0

0

0

Hispanic

0

1

1

White

61 103 164

0

0

0

Hispanic

3

0

3

White

84 20 104

Non-US Citizen

13

0

13

Non-US Citizen

7

1

8

Unknown

0

0

0

Unknown

0

0

0

Total

105 21 126

Total

70 106 176

FY 2011 data not recorded FY 2012 Faculty

FY 2012 Staff

Men

Women Total

Men

Women Total

American Indian/ Alaska Native

1

0

1

American Indian/ Alaska Native

1

1

2

Native Hawaiian/ Pacific/Islander

0

0

0

Native Hawaiian/ Pacific/Islander

0

0

0

Asian

10 1

11

Asian

6

0

0

African American

0

0

African American

0

0

0

0

Hispanic

2

0

2

Hispanic

0

0

0

Multiracial

0

0

0

Multiracial

0

0

0

White

89 23

112 White

66

109 175

Non-US Citizen

4

0

4

Non-US Citizen

1

0

1

Unknown

0

0

0

Unknown

0

0

0

Total

106 24 130

Total

74 110 184 FY 2013 Staff

FY 2013 Faculty

Men

Women Total

Men

Women Total

American Indian/ Alaska Native

2

0

2

American Indian/ Alaska Native

1

3

4

Native Hawaiian/ Pacific/Islander

0

0

0

Native Hawaiian/ Pacific/Islander

0

0

0

Asian

10 1

11

Asian

2

1

3

African American

0

0

0

African American

1

0

1

Hispanic

2

1

3

Hispanic

2

0

2

Multiracial

0

0

0

Multiracial

0

0

0

106 161

White

92

29

121 White

55

Non-US Citizen

4

1

5

Non-US Citizen

2

0

2

Unknown

0

0

0

Unknown

0

0

0

Total

110 32 142

Total

63 110 173

FY 2014 Faculty

FY 2014 Staff

Men

Women Total

Men

Women Total

American Indian/ Alaska Native

2

0

2

American Indian/ Alaska Native

1

4

5

Native Hawaiian/ Pacific/Islander

0

0

0

Native Hawaiian/ Pacific/Islander

0

0

0

Asian

11 2

13

Asian

3

2

5

African American

0

0

African American

0

0

0

0

Hispanic

2

1

3

Hispanic

2

1

3

Multiracial

0

0

0

Multiracial

0

0

0

White

94

32

126 White

47

110 157

Alien

8

1

9

Non-US Citizen

1

0

1

Unknown

0

0

0

Unknown

0

0

0

Total

117 36 153

Total

54 117 171

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A Window to the World International students create a vibrant mosaic of viewpoints that enriches the university’s educational experience in countless ways.

For more information regarding international students at Mines, contact Suzi Aadland at International@sdsmt.edu

2014 International Students by Program Applied & Computational Mathematics Atmospheric & Environmental Science Biomedical Engineering Civil & Environmental Engineering Chemical & Biological Engineering Chemical Engineering Computer Engineering Computer Science Computational Sciences & Robotics Electrical Engineering Engineering Management Geological Engineering Geology Industrial Engineering & Engineering Management Mechanical Engineering Mining Engineering Materials Engineering & Science Nanoscience & Nanoengineering Physics One Undergraduate One Master’s Student One PhD Candiate

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Afghanistan 1 undergraduate

International Students by Country 2014-2015

Australia 1 undergraduate Bangladesh 7 graduates Brazil 6 undergraduates Burkina Faso 1 undergraduate Canada 1 undergraduate China, PR 3 undergraduates 14 graduates Colombia 1 undergraduate Congo 1 undergraduate Ecuador 1 graduate El Salvador 1 graduate Germany 2 undergraduates Ghana 1 undergraduate Greece 1 undergraduate India 12 undergraduates 20 graduates Indonesia 1 undergraduate Iran 4 graduates Japan 2 graduates Jordan 1 graduate Kazakhstan 1 undergraduate 1 graduate Korea (South) 4 undergraduate Lebanon 1 undergraduate

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Malaysia 1 graduate Mexico 1 undergraduate Mongolia 3 undergraduates 2 graduates Morocco 1 undergraduate Nepal 17 graduates Nigeria 1 undergraduate 3 graduates Norway 11 undergraduates 4 graduates Saudi Arabia 3 undergraduates Spain 1 undergraduate Sri Lanka 1 undergraduate 2 graduates Sudan 1 graduate Turkey 5 graduates United Kingdom 1 undergraduate Venezuela 1 undergraduate Vietnam 1 undergraduate Zimbabwe 1 undergraduate

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Accessibility for All Campus programs at Mines encourage students with disabilities to flourish, addressing and accommodating each individual’s unique needs based upon their diagnosis or condition.

Students with disabilities are covered by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which stipulates that all higher education institutions receiving federal assistance may not discriminate on the basis of a disability.

Registered ADA students have a wide range of disabilities, which are both visible, such as mobility issues, and non-visible, which can include psychiatric disorders and learning disabilities.

Offering equal access for all students, Mines’ academic programs and extra-curricular activities offer accommodations to students who have self-disclosed their disabilities to the Office of Disabilities Services on campus and are addressed with the university’s ADA coordinator. Typical accommodations granted include extra time on exams, reduced distraction rooms, note takers, and use of adaptive technology.

For more information regarding ADA students at Mines, contact Megan Reder-Schopp at Megan.Reder-Schopp@sdsmt.edu

ADA Student Growth Trend 2001-2014

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A New Mission: Veterans at Mines SD Mines is proud to support those who have served, providing them with the resources needed to achieve success in any endeavor. Over the past five years, student veteran usage of the Veterans Resource Center (VRC) has risen from 16 percent in 2010 to 53 percent in 2014 of the total student veteran population—which includes those who are separated or retired from the military and active duty Air Force, Guard, and Reserve members.

In addition to studying, the VRC is used for a breadth of events including spring and fall Veterans’ Orientation sessions, scholarship celebrations, veteran-to-veteran academic tutoring, socializing, potlucks, Veterans’ Day open house events, monthly visits from the VA Black Hills Health Care System, and Veterans Upward Bound college-prep classes in math and writing.

For more information regarding veterans at Mines, contact Cathy Payne at Catherine.Payne@sdsmt.edu.

Enrollment Trend for Veteran Students 2010-2014

spring fall

VRC Utilization Trend 2010-2014

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Women in STEM Cultivating a diverse, highly trained student body with an array of unique experiences and perspectives is an integral step in empowering the next generation of leaders and innovators in science, technology, engineering, and math (STEM).

The Women in Science and Engineering (WiSE) program is designed to educate, recruit, retain, and graduate academically motivated women in STEM fields through mentoring, professional development, networking and scholarship support.

WiSE seeks to help fill the gap between men and women in STEM gender diversity, by providing our women students with resources to help them succeed at SD Mines and in their future careers, and by educating and recruiting young women into STEM disciplines. Through our monthly programming as well as our newly expanded peer mentoring program, we hope to make that barrier a little less pronounced. We work extensively with industrial partners to get as many women STEM role models in front of our women students as possible, and also collaborate with academic departments to get women faculty connected to each other and students.

One of the things we’re most excited about next year is a new space for prospective and current women students, as well as women faculty. This space will act as a study area for students, meeting and small event space for students and faculty, and resource center for current and prospective students.

Overall undergraduate retention for women at Mines varies by program, ranging from 50 percent to 82 percent in fall 2013. Female freshmen to sophomore retention fluctuates widely among disciplines from 33 percent to 100 percent in the same period. Departments with the fastest-growing undergraduate female populations are civil and environmental engineering and mechanical engineering.

For more information regarding Women in STEM at Mines, contact Lisa Carlson at Lisa.Carlson@sdsmt.edu.

Women Enrollment Trend 2008-2014

*Steep enrollment decline in 2010 was in large portion non-degree seeking students

2014 Retention Women vs Men

85%

77%

27

Women Faculty in 2014

29%

2014 Women Student Demographics

Fall Term (Undergraduates and Graduates)

2008 2009 2010 2011 2012 2013 2014

American Indian (AI)

32

40

43

32

28

18

16

Multiracial where one is AI

0

0

0

17

12

12

7

Asian/Pacific Islander 9 5 12 5 8 7 11 African American 2 2 0 3 4 4 4 Hispanic 16 22 32 25 22 25 27 Multiracial 0 0 0 4 9 9 16 Non-US Citizen 22 24 29 27 31 22 36 Other 6 8 6 6 4 8 5 White/Caucasian

519

Total

606 623 676 605 619 610 617

523 554 506 501

505

495

Women At SD Mines vs National average

52 %

16 %

43 %

19

18

%

%

Fall 2014 enrollment of women students in engineering majors.

Women who earned math degrees in 2012.

19 %

Women who earned engineering degrees in 2012.

28

0

%

19 %

Women who earned computer science or physics degrees in 2012.

Glossary First-time students First-time students are those who are admitted to Mines without ever having been enrolled in college before; also called first-time freshmen or first-time full-time undergraduates.

Transfer students Upper-division transfer students have transferred to Mines from another college with two years of lower division college-level work completed.

Lower-division transfer students have transferred with less than two years of college-level work completed.

First-generation college students Students with parents or guardians who do not possess a four-year degree LGBTQ students Students who self-identify as lesbian, gay, bisexual, transgender, and/or queer. Although, no statistics of this sort are presented in this report, it is important to realize that faculty, staff and students may identify with this community either publicly or privately.

Underrepresented students The term “underrepresented” refers to ethnic groups that are traditionally underrepresented in higher education. For the purposes of this report, underrepresented students (may be abbreviated as URM, meaning underrepresented minorities) include students who self-report their ethnicity as Hispanic or Latino/a and/or their race as African-American, American Indian/Alaska Native, or Native Hawaiian/Other Pacific Islander.

Underrepresented students also include those who indicate they have two or more races, with at least one from the above categories. Non-underrepresented, or non-URM, students include those who self-report as White, Asian, or both White and Asian.

Students who decline to state, leave the ethnicity and race question blank, or who are nonresident aliens are categorized as “unknown.”

Non-US citizen students could include resident aliens and international students.

A note on ethnicity categories: In discussing ethnicity, this report aggregates individuals into six broad categories: AsianAmerican/Pacific Islander, Black, Latino/a, Native American, White, and Two or More Ethnicities.

Asian-American/Pacific Islander includes individuals who self-identify as Chinese, Filipino, Japanese, Korean, Laotian, Cambodian, Asian Indian, Southeast Asian, Thai, Vietnamese, Other Asian, Guamanian, Hawaiian, Samoan, or Other Pacific Islander. Please note that some of these ethnic groups are considered underrepresented in higher education and others are not.

Because of their small populations at SD Mines, this report aggregates these populations into one group.

Latino/a includes: Mexican-American/Chicano/a, Central American, South American, Puerto Rican, Cuban, and Other Latino/Hispanic.

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