diversity facts report 2012

Diversity Facts 2012

2 Michigan Technological University Diversity Facts 2012

Institutional Diversitywww.diversity.mtu.eduThe 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 overseen 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 (next page).

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 whose graduates are truly prepared intellectually, personally, and socially to create the future in a national and global society.

Please contact Chris S. Anderson ([email protected] or 906-487-2474), if you would like additional information.

Institutional AccountabilityAn institution-wide challenge exists 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. 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.

The 2005 Climate Survey provided a baseline from which change can 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. A third Climate Survey will be implemented in fall 2015.

Michigan Technological University Diversity Facts 2012 3

Institutional SupportAcademic Diversity Strategic Plans and Annual

Reviews

Alumnae—Presidential Council of Alumnae (PCA)

Corporate Advisory Board for Institutional Diversity

Cultural Climate Study

Dual Career Program

Higher Education Excellence in Diversity Awardee

Little Huskies Child Development Center

Making Our Mark @ Michigan Tech website

NSF ADVANCE Institution

Out for Work Certification

Services for Disabled Students

Special Assistant to the President for Institutional Diversity

University Diversity Framework/Strategic Plan

Women in Science and Engineering (WISE)

Undergraduate and Graduate GroupsAfrican Student Organization (ASO)

American Indian Science and Engineering Society (AISES)

Keweenaw Pride (KP)

National Society of Black Engineers (NSBE)

out in Science, Technology, Engineering, and Mathematics (oSTEM)

Society of African American Men (SAAM)

Society of Intellectual Sisters (SIS)

Society of Women Engineers (SWE)

Society of Hispanic Professional Engineers (SHPE)

Wade McCree Program

Women in Computer Science (WiCS)

Women of Promise

Pre-College OutreachMichigan 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 Summer Academic Programs

Sample University/ Partner Programs360° Partner Scholarship Program

Detroit Area Pre-College Engineering Program (DAPCEP)

Detroit Compact

Graduate Engineering for Minorities (GEM)

Grand Rapids Area Pre-College Engineering Program (GRAPCEP)

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

Excelling the Student Experience of Learning (ExSEL)

Hispanic Heritage Month and Cultural Celebrations

KCP Michigan College/University Partnership (MICUP - Michigan Tech/LSAMP)

KCP Visiting Women and Minority Lecturer/ Scholar Series (VWMLS)

Native American History Month and Cultural Celebrations

Parade of Nations

Study Abroad

Transfer Scholars Research Program

World Cultures (required course)

Women’s History Month and Cultural Celebrations

A Comprehensive Approach to Diversity


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 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- 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.

Center for Diversity and Inclusion www.diversitycenter.mtu.eduThe Center for Diversity and Inclusion (CDI) 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

CDI provides both professional and personal advising for minority students by

• mentoring students regarding 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), out in Science, Technology, Engineering, and Mathematics (oSTEM), 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

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 cultural diversity and outreach.

Graduate Student ServicesCDI collaborates with Michigan Tech faculty and contacts from other minority-serving institutions to help identify and recruit students for the University’s master’s and doctoral programs. The King Chavez Parks Initiative Future Faculty Fellowship Program (KCP FFF), the Graduate Engineering for Minorities (GEM) Fellowships/Programs, and the Alliance for Graduate Education and the Professoriate (AGEP), coordinated through the Institutional Diversity and Graduate Program offices, provide fellowship and professional development opportunities for underrepresented graduate students.


Total Undergraduate and Graduate Enrollment History by Ethnic Group, 2000 to 2011

Year Int’l% of Total

African American

% of Total

Native American

% of Total

Asian American

% of Total Hispanic

% of Total White

% of Total

Multi- ethnic

% of Total

Unde-clared

% 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* 892 12.5 95 1.3 45 0.6 81 1.1 110 1.5 5,450 76.2 52 0.7 423 5.9 1,780 24.9 5,368 75.1 7,148

2010* 991 14.2 103 1.5 44 0.6 81 1.2 110 1.6 5,262 75.4 71 1.0 314 4.5 1,809 25.9 5,167 74.1 6,976

2011* 1,023 14.5 102 1.5 47 0.7 80 1.1 114 1.6 5,324 75.7 80 1.1 264 3.8 1,839 26.1 5,195 73.9 7,034

*Reported using new federal methodology. Note: Includes online learning.

EnrollmentMichigan 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 pre-college students participate in one- or multiple-week academic programs each summer. In addition, youth programs’ outreach and engagement staff and 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.)

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 pre-college STEM education and as advocates for Michigan Tech (www.cls.mtu.edu).

The University recruitment and marketing plan supports an aggressive effort to attract female and minority students.

Outreach to students from groups that are underrepresented at Michigan Tech is an important component of the University’s diversity initiative.

Fall Number Percent Fall Number Percent

1988 99 1.6 2000 218 3.8

1989 128 2.1 2001 238 4.0

1990 140 2.3 2002 237 4.0

1991 173 2.7 2003 231 4.0

1992 194 3.1 2004 241 4.2

1993 169 2.8 2005 230 4.1

1994 166 2.9 2006 231 4.1

1995 163 2.9 2007 235 4.0

1996 167 3.0 2008 210 3.5

1997 190 3.3 2009 225 3.8

1998 203 3.6 2010 220 3.8

1999 221 3.9 2011 216 3.8

Undergraduate Enrollment of Underrepresented Minorities (URM)* Fall 1988 to Fall 2011

* URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning.

Nondegree Master’s Doctoral TotalYear Number Percent Number Percent Number Percent Number Percent

2000 0 0.0 6 1.5 4 1.4 10 1.5

2001 0 0.0 8 2.1 5 1.7 13 1.9

2002 0 0.0 16 4.2 5 1.5 21 3.0

2003 0 0.0 20 4.7 11 2.9 31 3.9

2004 1 0.1 18 4.1 13 3.3 31 3.7

2005 3 0.3 24 5.0 13 3.1 37 4.1

2006 1 0.1 24 4.9 16 3.8 40 4.4

2007 0 0.0 14 2.9 15 3.6 29 3.2

2008 0 0.0 9 1.6 10 2.4 19 1.9

2009 4 0.3 14 1.9 11 2.4 25 2.1

2010 3 0.2 21 1.7 13 1.0 37 2.9

2011 7 0.5 28 2.1 12 0.9 47 3.6

Graduate Enrollment of Underrepresented Minorities (URM)* Fall 2000 to Fall 2011

*URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning.


Enrollment by Level and Ethnicity, Fall 2011

White/ Non-Hispanic83.5%



Bachelor’s Master’s PhD

Other 49.6% Other 61.1%Other11.8%

African American/Non-Hispanic 1.4%

Asian/Asian American 0.9%

Hispanic/Hispanic American 1.6% Asian/

Asian American 1.7%c

Hispanic/Hispanic American 2.0%

Asian/Asian American 1.1%

Hispanic/Hispanic American 1.3%



Enrollment by Level and Residency, Fall 2011

Bachelor’s PhDMaster’s

Domestic55.7%

International44.3%

Domestic44.4%International

55.6%

International7.6%

Enrollment by Level and Gender, Fall 2011

Bachelor’s PhD

Male74.9%

Female25.1%

Master’s

Male71.1%

Female28.9%

Female30.4%

Male69.6%

Year White & Native

American

White & Asian

White & African

American

White & Pacific

Islander

White, Native

American, African

American & Asian

White, Native

American & African American

White, Native

American & Asian

White, Asian & Pacific Islander

White, African American & Pacific Islander

White, Native American, African American, Asian & Pacific Islander

Native American & African American

African American &

Asian

Asian & Pacific

Islander

African American & Pacific Islander

Total

2009 25 9 5 2 0 3 1 1 1 1 1 1 1 1 52

2010 35 17 7 1 1 2 1 0 0 1 4 2 0 0 71

2011 33 19 10 1 1 3 1 1 0 0 5 3 2 1 80

American Indian/Alaskan Native 0.7%

American Indian/Alaskan Native 1.4%

Domestic92.7%

Select Multi-Ethnic Enrollment, Fall 2009 to Fall 2011


Enrollment History of Women, Fall 2000 through 2011

TotalNo College Designated

School of Business and Economics

College of Engineering

UniversityExtendedPrograms

School of ForestResources and Environmental

ScienceCollege of

Sciences and ArtsSchool of

Technology

Year Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent

Gra

du

ate

Stu

den

ts

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 — —

2011 384 29.5 — — — — 156 20.6 — — — — 134 42.1 — —

TotalNo College Designated

School of Business and Economics


University Extended Programs

School of ForestResources and Environmental

ScienceCollege of

Sciences and ArtsSchool of

Technology

Year Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent

Un

der

grad

uat

e St

ud

ents 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

2011 1,455 25.4 — — — — 640 19.2 — — — — 550 40.1 — —

Native American

African American

Hispanic/Latino Combined

NativeAmerican

AfricanAmerican

Hispanic/Latino Combined

Undergraduate Female 11 14 29 54 Graduate Female 1 9 8 18

Male 21 66 75 162 Male 3 14 13 30

Total 32 80 104 216 Total 4 23 21 48

Enrollment by Gender and Select Ethnicities, Fall 2012*

UndergraduatesFall Number Percent

1998 774 21.8

1999 741 21.7

2000 698 20.9

2001 707 21.5

2002 669 20.4

2003 615 18.8

2004 559 17.2

2005 505 15.4

2006 519 16.3

2007 526 16.2

2008 551 16.5

2009 595 17.6

2010 586 18.0

2011 640 19.2

GraduatesFall Number Percent

1998 80 23.2

1999 77 21.0

2000 71 19.0

2001 83 21.7

2002 85 21.7

2003 108 24.3

2004 108 23.7

2005 107 23.7

2006 119 24.7

2007 114 24.4

2008 122 22.8

2009 120 19.2

2010 144 20.1

2011 156 20.6

Percentage of Women in Engineering, Fall 1998 to Fall 2011*

*Includes online learning.

* Preliminary Data.


*URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Note: Includes online learning.

Distribution of Underrepresented Minorities (URM)* and Women by College/School at Michigan Tech

Fall 2011

Graduate WomenGraduate Minorities

School of Business and Economics 8.1%

No College Designated 8.1%

Undergraduate Minorities Undergraduate Women

School of Technology10.6%


School of Forest Resources and Environmental Science 3.2%


College of Sciencesand Arts 26.4%

College of Engineering 46.8%



School of Forest Resourcesand Environmental Science 4.2%


First-Year WomenFirst-Year Minorities

School of Business and Economics 3.8% School of Business and

Economics 4.2%


















0

10

20

30

40

50

60

70

80

63.5%66.9%

74.8%77.7%

65.7%68.4%

Male Female Overall

55.3%

66.7%

36.8%

27.3%

64.3%

100.0% 100.0% 100.0%

57.1%

50.0%

100.0%

66.5%69.2%

72.2%

87.5%

60.0%.%

66.7% 65.7%68.4%

58.3%

American In

dian/Alask

an Nativ

e

Africa

n American/N

on-Hisp

anic

Asian/A

sian Americ

an

Paci�c I

slander

Hispanic/

Hispanic

American

Multiracia

l

White/N

on-Hisp

anic

Internatio

nal

Not Supplie

d

Overall0

20

40

60

80

100

80.0%83.3%

68.8%

44.4%

90.0%

100.0%100.0%

95.0%

74.1%72.2%

92.9%

83.0%86.2%

93.8%91.3%

86.7%

77.8%

83.2%85.7%

100.0%

American In

dian/Alask

an Nativ

e

Africa

n American/N

on-Hisp

anic

Asian/A

sian Americ

an

Paci�c I

slander

Hispanic/

Hispanic

American

Multiracia

l

White/N

on-Hisp

anic

Internatio

nal

Not Supplie

d

Overall0

20

40

60

80

100

0

20

40

60

80

100

81.9% 83.8%87.2%

92.4%

83.2%85.7%

Male Female Overall

Six-Year Graduation RatesFirst-Time Bachelor’s Degree-Seeking StudentsFall 2004 Cohort by Ethnicity

Six-Year Graduation RatesFirst-Time Bachelor’s Degree-Seeking StudentsFall 2004 Cohort by Gender

First-to-Second Year Retention RatesIncoming Cohort, Fall 2011 by Gender

First-to-Second Year Retention RatesIncoming Cohort, Fall 2011 by Ethnicity

University



All Students STEM Majors Engineering (Standard) Engineering (Effective)

URM* 77.8 81.1 70.0 60.0

International 76.3 79.3 81.5 81.5

Female 83.9 85.6 84.8 79.5

Male 83.1 83.8 85.0 81.5

All 83.3 84.2 85.0 81.2

First- to Second-Year Retention Rates of Bachelor’s Degree-Seeking, First-Time First-Year Students; Incoming Cohort, Fall 2010

*URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American.

Category All Students

URM* 63.0

International 76.6

Female 77.4

Male 72.1

All 73.5

First- to Third-Year Retention Rates of Bachelor’s Degree-Seeking, First -Time First-Year Students; Incoming Cohort, Fall 2009

* URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. Includes those who graduated as retained.

All Students STEM Majors Engineering

URM* 47.9 50.0 46.7

International 72.2 76.9 87.5

Female 74.8 76.5 77.7

Male 63.5 64.1 66.9

All 65.7 66.2 68.4

Six-Year Graduation Rates** of First-Time Bachelor’s Degree-Seeking Students; Cohort, Fall 2004

* 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.

NumberFirst-YearFall 2011

Number Retained Into Fall 2012

Three-Year AveragePercentage (2010–12)

African American/Non-Hispanic 16 11 69

American Indian/Alaskan Native 10 8 80

Asian/Pacific Islander 11 10 91

Hispanic/Hispanic American 27 20 74

White/Non-Hispanic 1,030 855 83

Ethnicity Not Supplied 15 13 87

International 32 30 94

Multiracial 20 19 95

First- to Second-Year Retention by Ethnicity


Degree Level Discipline Total URM* Percent Women Percent

Bachelor’s Degrees** Biomedical Engineering 33 0 0.0 14 42.4

Engineering 6 0 0.0 1 16.7

Civil Engineering 96 0 0.0 15 15.6

Chemical Engineering 66 2 3.0 16 24.2

Computer Engineering 36 0 0.0 0 0.0

Electrical Engineering 85 3 3.5 10 11.8

Environmental Engineering 26 0 0 9 34.6

Geological Engineering/Geology 8 0 0 3 37.5

Materials Science and Engineering 23 1 4.3 6 26.1

Mechanical Engineering 203 8 3.9 15 7.4

Total 582 14 2.4 89 15.3

Master’s Degrees All Engineering Majors 173 2 1.2 19 11.0

Doctoral Degrees All Engineering Majors 34 0 0 9 26.5

Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and Discipline, College of Engineering, 2010–11

Degree Level College/School Total URM* Percent Women Percent

Undergraduate Degrees** School of Business and Economics 96 5 5.2 47 49.0

College of Engineering 570 14 2.5 90 15.8

School of Forest Resources and Environmental Science

37 0 0.0 13 35.1

College of Sciences and Arts 216 12 5.6 97 44.9

School of Technology 110 5 4.5 2 1.8

Total 1,029 36 3.5 249 24.2

Master’s Degrees School of Business and Economics 26 1 3.8 6 23.1

College of Engineering 173 2 1.2 19 11.0

School of Forest Resources and Environmental Science

24 1 4.2 8 33.3


Total 269 6 2.2 55 20.4

Doctoral Degrees College of Engineering 34 0 0.0 9 26.5


Total 55 2 3.6 2.0 36.4

*URM includes American Indian/Alaskan Native, African American/Non-Hispanic, and Hispanic/Hispanic American. **Includes associate degrees.

*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 College, 2010–11

About the DataIt is often difficult to compare Michigan Tech’s student graduation and retention rates to national norms. The methods by which these measures are calculated and the populations included in the term “Underrepresented Minorities (URM)” vary by institutions’ reporting statistics.

At Michigan Tech, women are retained (87 percent first to second year) and graduate (75 percent) at a higher rate when compared to overall student populations (83 percent and 66 percent, respectively). Underrepresented minority (Hispanic/Latino, African American, and Native American) students are retained at a rate of approximately 74 percent. Graduation rates for URM are approximately 48 percent or 18 percent less than all students. When examined more closely, the data indicates that significant numbers of retained URM students migrate from engineering disciplines to the School of Business and Economics, the School of Technology, and some College of Sciences and Arts science programs. 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. These institutions have much smaller STEM, especially engineering, programs so they offer more opportunity for internal transfer.

The ongoing goal is to recruit greater numbers of talented underrepresented students to all of our undergraduate 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.

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.

* Center for Institutional Data Exchange and Analysis, June 2011.


Year Ethnicity Tenured Tenure Track Nontenure Track Staff Total

2005-06 American Indian/Alaskan Native — 1 1 11 13

African American/Non-Hispanic 2 — 1 5 8

Asian/Asian American/Pacific Islander 29 3 — 10 42

Hispanic/Hispanic American 4 — 1 6 11

Total 35 4 3 32 74

2006-07 American Indian/Alaskan Native — — — 12 12


Asian/Asian American/Pacific Islander 27 2 3 9 41


Total 32 2 7 34 75





Multiracial — 2 — 4 6

Total 28 8 6 33 75


African American/Non-Hispanic 2 2 1 4 6


Hispanic/Hispanic American 4 2 1 8 15

Multiracial 1 3 — 3 7

Total 33 16 10 30 89





Multiracial 1 — — 5 6

Total 34 19 13 33 99





Multiracial — — — 6 6

Total 37 22 10 36 105





Multiracial — 1 1 7 9

Total 40 27 9 36 112

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 staff.

Faculty and Staff by Select Ethnicities Year 2005–06 through 2011–12

============= Faculty =============


Year Gender Tenured Tenure Track Nontenure Track Staff Total

2005-06 Male 183 58 60 448 749

Female 47 18 41 414 520

Total 230 76 101 862 1,269

2006-07 Male 181 54 69 489 793

Female 48 17 48 461 574

Total 229 71 117 950 1,367

2007-08 Male 167 72 67 495 801

Female 47 24 60 478 609

Total 214 96 127 973 1,410

2008-09 Male 172 69 76 487 804

Female 46 25 57 491 619

Total 218 94 133 978 1,423

2009-10 Male 166 78 75 490 809

Female 49 36 60 502 647

Total 215 114 135 992 1,456

2010-11 Male 170 83 80 487 820

Female 49 40 48 510 647

Total 219 123 128 997 1,467

2011-12 Male 171 90 72 507 840

Female 47 46 59 522 674

Total 218 136 131 1,029 1,514

Faculty and Staff by Gender Year 2005–06 through 2011–12

Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered staff.

2004–05 2005–06 2006–07 2007–08 2008–09 2009–10 2010–11 2011–12

Male 251 241 235 239 241 245 252 261

Female 64 65 65 71 71 86 89 93

Total 315 306 300 310 312 331 341 354

Percent Female 20.3 21.2 21.7 22.9 22.8 26.0 26.1 26.3

Tenured/Tenure Track Faculty by Gender, 2004–05 through 2011–12

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.

================== Faculty ==================


Corporate Advisory BoardMissionMichigan Tech’s Strategic Plan includes the goal of attracting and supporting a diverse, world-class faculty, staff, and student population. By promoting a diverse and multicultural community, the University hopes to create an active and rigorous discovery-based learning environment grounded in science, engineering, technology, sustainability, and the business of innovation.

The Corporate Advisory Board for Institutional Diversity was established in 2000. Its mission is centered around educating, advising, advocating for, and helping to support the University’s various diversity initiatives.

3MSue L. Korpela ’78

BECHTEL Communications Inc. Alan C. Parker ’91

Caterpillar Inc.Kahreem Hogan ’04

Chrysler Group LLCShannon Knight ’99

Chrysler Group LLCJennifer Shute

City of HoughtonScott MacInnes ’74

Cliffs Natural Resources Inc.Julie M. Elkington ’02

Consumers EnergyCynthia Westerhof

Dell Inc. Frank Krieber ’81

Dow Chemical CompanyJulie Babcock ’83

Dow Chemical CompanyCarrie M. Schaller ’87

Dow Corning Billy J. Huss ’83

DTE EnergySharon G. Pfeuffer

Ford Motor CompanyHeidi A. Mueller ’93

General Motors CorporationRobert J. Freimuth ’77

Hewlett-Packard CompanySteve Geary ’83

Integrys Energy Group Inc.Deanna L. Sweet ’89

Integrys Energy Group Inc.Michele A. Forgette

Kimberly-ClarkShannon Johnson ’80

Kohler CompanySheila M. Kaufman ’93

Michigan Tech Center for Diversity and InclusionShezwae Fleming

Michigan Tech Corporate PartnershipsBrent J. Burns ’03

Michigan Tech Enrollment ServicesJohn B. Lehman

Michigan Tech Materials Science and Engineering Mark Plichta

Michigan Tech Office for Institutional Diversity Chris S. Anderson—Facilitator

NucorJeff Rogers

Somat Engineering Inc.Kim M. LeBlanc

State Farm InsuranceKelly Jepsen ’93

State Wide Real Estate of HoughtonKevin P. Liimatta

Thayer-Carver Inc.Terese Hunwick ’90

US Army RDECOM/TARDECDerhun Sanders ’97

US Public Health Services/ Indian Health ServicesSarah Willoughby ’02

Impact StatementThe Advisory Board’s greatest impact is its regular, ongoing presence on campus. The Board routinely shares knowledge and experience with staff, faculty, students, and administrators and identifies ways in which their companies can support Michigan Tech’s commitment to diversity. The alliances that are built through the Board, as well as with the individual members, strengthen the University’s ability to provide quality educational experiences in engineering, science, and related fields both in the classroom and through research in a rich, multicultural, and inclusive campus. Maintaining a high level of support for scholarships, pre-college, and multicultural programs, as well as recognizing and encouraging the diversity-related work across campus, are priorities.

Institutional DiversityChris S. Anderson Special Assistant to the President for Institutional Diversity Email [email protected] 906-487-2474Fax 906-487-4818

Center for Diversity and InclusionEmail [email protected] 906-487-2920

Shezwae M. Fleming DirectorCenter for Diversity and InclusionEmail [email protected] 906-487-3695

Kellie Raffaelli Assistant Director Email [email protected] 906-487-2920

Madeline Mercado Voelker Assistant Director Email [email protected] 906-487-2920

Renee Wells Assistant Director Email [email protected] 906-487-2920

Karyn Detmer Coordinator, MICUPEmail [email protected] 906-487-2920

GLBTQRenee Wells Assistant Director Email [email protected] 906-487-2920

ExSEL ProgramSusan Liebau DirectorEmail [email protected] 906-487-1819

Graduate SchoolJacqueline Huntoon Associate Provost Dean of the Graduate SchoolEmail [email protected]/gradPhone 906-487-2327

Diversity MinorCraig WaddellAssociate Professor, HumanitiesEmail [email protected]/hu_dept/ undergraduate/minors.phpPhone 906-487-2920

International Programs and ServicesThy Yang DirectorEmail [email protected]/internationalPhone 906-487-2160

Services for Disabled StudentsChristy Oslund Coordinator, Disability ServicesEmail [email protected] 906-487-1494

Center for Pre-College OutreachSteve Patchin DirectorEmail [email protected] 906-487-2219

Cody Kangas Assistant DirectorEmail [email protected] 906-487-2219

Office of Institutional EquityJill Hodges DirectorEmail [email protected]/aaoPhone 906-487-3310

Michigan Technological University is an equal opportunity educational institution/equal opportunity employer.

Staff Listing

Michigan Technological University has received a national Higher Education Excellence in Diversity (HEED) award from the magazine, INSIGHT into Diversity. The award cites Michigan Tech for “its outstanding commitment to diversity and inclusion for the year 2012.”

diversity facts report 2012

Documents