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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


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


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


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


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


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.


Diversity Facts Report 2011