Page � Office of the President
Report on Diversity and Equity
2004-2005
Page 2
Northern Arizona University
Report on Diversity and Equity
2004–2005
From
The Office of the President
Page
Overview:AnEnvironmentofInclusion.................................................... 3
StructureforImplementationfor2005-2006.............................................. 5
Goals....................................................................................................... 5 GuidingPrinciplesforPlanningfortheFuture...................................... 5 FrameworkforImplementation.............................................................. 5 AcademicCouncilonDiversityandEquityPlan................................... 6 2004-2005DiversityInitiatives.................................................................. 8
AssessingCampusDiversityInitiatives.................................................... 11
AppendixA:2004-2005OperationsBudgets(StateandLocal).............. 12
AppendixB:NationalRecognitionsandRankings.................................. 13
AppendixC:Fall2004Employees........................................................... 15
AppendixD:FacultyHiresfor2004-2005and2005-2006...................... 19
AppendixE:NAUStudentEnrollment.................................................... 20
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Diversity Initiatives
Report for 2004-2005
Overview: An Environment of Inclusion
NorthernArizonaUniversityhasarichhistoryofservingtheneedsofadiversepopulation.Thisincludeseducationandoutreachinruralareas,communityservicetovariousunderrepresentedgroups,specialprogramofferingstobringeducationalopportunitiestominorities,fundingandprogrammaticsupport,integratingdiversityintothegeneralcurriculum,andmore.Thiscommitmenttodiversityiscentralto the University’s mission and realized in the many communitiesandindividualsthatmakeNorthernArizonaUniversityaninstitutionofdistinction.
Asdiversityissuesbecomemorecomplex—andatthesametimemoredeeplyintegratedinourculture—NorthernArizonaUniversityiswellpositionedtoeducateandserveinthisdynamicenvironment.ThisreportpresentsinformationondiversityandequityattheUniversity,highlightspastsuccesses,andaddressesactionsforthefuturethatwillcontinuetofosteranenvironmentofinclusion.
The important role of Native Americans, Hispanics, Blacks, and other minority groups is vital to the overall learning experience and has strong administrative support across constituencies. The following examples include:
• The Office of the Provost, with supporting funds from the Office of the President, continues to makemajorimprovementsintherecruitmentandretentionofadiversefaculty.These supportingfundssupplementsalaries,provideresearchandtravelopportunities,andhelp purchasecomputers. •Curriculumdevelopment,especiallythesixcreditsofdiversityrequirements,iscontributing toaparadigmshiftwherebyfacultymembersareencouragedtoadoptpedagogicalapproaches appropriateforadiversestudentpopulation. • New faculty are introduced to these pedagogical approaches and the Office of Faculty Developmentcontinuestoprovideworkshopsforinterestedfaculty. •TheCommissiononEthnicDiversity,CommissiononNativeAmericans,andCommissionon theStatusofWomencontinuetoserveimportantadvocacyandadvisoryroles. • Recruitment efforts on the part of the Office of Enrollment Management and Student Affairs haveresultedinamodestbutsteadyincreaseinenrollmentofminoritiesatatimewhenoverall studentenrollmentisdeclining.
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Diversityiscentraltothemissionandinstitutionalpracticesoftheuniversity.Accordingly,itisone of the most important topics for discussion in leadership retreats conducted by the Office ofthePresident,CommissiononEthnicDiversity,andtheCommissiononNativeAmericans.The Strategic Planning Council recognizes diversity an integral part of the university’s goals and objectives. And at the applied level, the Office of The Office of Affirmative Action and Equal Opportunity is working with units to design and define measures which will increase the presence of qualified women and minorities in applicant pools and ensure equal opportunity in hiring processes.ThroughthePilotProgramforFacultyandAcademicProfessionalSearches,unitswillbeevaluated,inpart,ontheireffortsandoutcomes.
The University has also made a significant financial commitment to diversity initiatives tosupportwidearangeofprogramsandservicesinhumanresources,academicaffairs,instructionalsupport,andstudentaffairs.NotableamongtheseinitiativesaretheAppliedIndigenousStudiesDepartment,Ethnic Studies Program, Women’s Studies Department,NativeAmericanStudentServices,andtheSuccessfulTransitionandAcademicReadiness(STAR)Programhousedin the Multicultural Student Center.
PresidentHaegerhasestablishedtheAdvisoryCouncilonDiversity(ACD)tocentralizediversityinitiativesthroughaninclusive,representativebodyofstakeholders.ThemainchargeoftheACDistodevelopauniversity-wideplanforaccess,equity,andmulticulturalaffairs.Theplanwillincludeauniversity-widevision,clearcommunicationofuniversityvaluesandgoals,andthedevelopmentofaccountabilitymeasuresandbenchmarks.TheACDmostrecentlywasrenamedtheAdvisory Council on Diversity and Equity (ACDE) to reflect the evolving and inclusive nature of organization.
Theseactivitiesarebynomeansall-encompassing.Acrosscampus,individualsaremakingadifferenceonepersonatatimeastheyincorporatethemessageofinclusionintheirdailyroutine.Thisreportisaworkingdocumentandisintendedasaresourcetobetterunderstandanddirectactionstobetterservestudents,faculty,staff,anduniversityconstituents.Discussionsmustnowtakeplacetoensureresourcescontinuetoalignwithpriorities,andongoingevaluationmusttakeplacetoassesstheeffectivenessofoutcomestodeterminenextsteps.
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Structure for Implementation 2005-2006
The Academic Council on Diversity and Equity
Goals
ThegoalsoftheACDEaremultifacetedandincludethefollowing:
1.Createanacceptingandsupportingcampusclimatethrougheducation,communication,and humaninteraction. 2.Recruitandretainadiverseadministration,faculty,staff,andstudentpopulation. 3.EnhanceddiversityissueswithinvariousunitsincludingAcademicAffairs,StudentAffairs, andtheCommissionontheStatusofWomen. 4.SupporttheeffortsoftheAdvisoryCouncilforDiversityandEquity. 5.Preparestudentstoengageincomplexhistorical,social,political,andeconomictrendsand issuesinunderstandinghumandifferences.
Guiding Principles for Planning for the Future
Thesegoalswillbeachievedbyfosteringacultureofdiversitythroughoutallareasoftheuniversity. Performance measures will be established, and since the Office of the President is responsibleforcoordinatingtheprograms,faculty,staff,andadministratorsatalllevelsoftheuniversitywillbeheldaccountable.
Framework for Implementation
Whileinstitutionsacrossthecountryareengagedindiversityinitiatives,NorthernArizonaUniversityusesaunique,integratedapproachtoensureactivitiesareexecutedinacomprehensive,holisticmanner.Thisisevidentinthecollaborationofrepresentativesfromacademicaffairs,studentaffairs,andinstructionalsupportservices,andincludestheparticipationofadministrators,faculty,staff,andstudents.
Thedifferenceisalsorealizedintheapplicationofthefourfundamentallevelsofimplementation.Combined,thisframeworkprovidesafoundationforplanningandassessingtheeffectivenessoftheUniversity’s diversity initiative. They are ideological, individual, structural, and procedural and are defined as follows. •Theideologicallevelreferstoimportanceofunderstandingprevailingvalues,belief,and attitudes that influence behavior. •Thestructurallevelreferstotheimportanceofcreatingstructuresthatareinclusiveand representativeofdifferentviewsandperspectives. •Theprocedurallevelreferstocommunicationandtheimplementationofprocesses. • The individual level encourages critical thinking, self-reflection, and action by the individual.
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Academic Council on Diversity and Equity Plan
ThepurposeoftheDiversityandEquityPlanistocreateandsustainacampusclimatethatisinclusive,respectful,andaccommodatingofhumandifferences.Tothisend,theDiversityandEquityPlandetailshowtheuniversitycommunity—students,faculty,staff,andadministrators—canincorporatedifferentwaysofunderstandinghumanrelationstosucceedinadynamic,globalsociety.
To that end, the following information outlines ACDE tactics that will ensure steady progress toward achieving an environment of inclusion at Northern Arizona University:
1.Workcollaborativelywithuniversityunitsinvolvedindiversityandequityprogramming. 2.Serveasliaisontoexternalcommunitiesservedbytheuniversity. 3.Participateinvarioustaskforcesassociatedwiththeformulation,implementation,and evaluationofdiversityandequityinitiatives. 4.StudyandrecommendgoalsandobjectivestotheStrategicPlanningCouncil. 5.Supportandpromoteprogramswhichstresseducationalawarenessandunderstandingof differencesrelatedtotheexperiencesoffaculty,students,andstaff. 6.StudyandrecommendpoliciestothePresident,includingprogrammingrelatedtotheneedsof faculty,students,andstaff.
Due to the complex issues associated with diversity issues, the responsibilities of the ACDE range from mission-oriented to individualistic and include:
•Providingadvicetothepresidentonthecoordinationofdiversityinitiatives. •AssistingtheExecutiveCommitteeoftheAdvisoryCouncilonDiversityandEquityin developingstrategicplansondiversity. •AssistingtheExecutiveCommitteeoftheAdvisoryCouncilonDiversityandEquityin coordinatingtheNCATaskForceontheannualassessmentoftheimpactofdiversityand equityprograms. •Servingonaleadershipcouncilfordiversityandequity. •PlanningandoverseeingtheannualLeadershipRetreatonDiversityandEquity. •Servingasanadvocatefordiversitythroughclearandconstantcommunicationwiththe universitycommunity. • Promoting the university’s diversity initiatives. • Ensuring that diversity initiatives are aligned with and contribute to the university’s mission. •SubmittinganannualDiversityandEquityReporttothepresident.
Those serving on the Executive Committee for the ACDE will have the following additional responsibilities:
•OverseeandfacilitatetheroleoftheACDE. • Inform the ACDE of university’s diversity and equity programming. •WorkwithunitanddivisionleaderstoensurerepresentationonACDE. •ReporttothepresidentontheactivitiesoftheACDEanditseffectivenessinadvancingthe University’s mission.
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And finally, membership in the ACDE will consist of the following representatives:
•SpecialAssistanttothePresident,ChairoftheACDE •Co-chair,CommissiononEthnicDiversity •Co-chair,CommissiononNativeAmericans •Co-chair,CommissionontheStatusofWomen •DeanofStudents • Director, International Office • Director, Office of Admissions •Director,GatewayCenter •Director,DisabilitySupportServices •AssociateDean,DistanceLearning •President,AssociatedStudentsofNorthernArizonaUniversity(ASNAU) • President, Associated Students for Women’s Issues (ASWI) • President, People Respecting Individuals and Sexual Minorities (PRISM) •FacultySenateRepresentative •Chair,DiversitySub-committee,UniversityCurriculumCommittee •Chair,DepartmentofAppliedIndigenousStudies •Director,EthnicStudiesProgram • Director, Women’s Studies Program
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2004–2005 Diversity Initiatives
Accomplishments
During2004-2005,theUniversityinitiatedanumberofsuccessfuldiversityinitiatives.Thefollowinginformationprovideshighlightsofthoseaccomplishments.
Human Resources • Changed and developed organizational culture in alignment with university’s goal of creating andacceptingandsupportingcampusclimate •ConductedanumberoftrainingstohelpraiseawarenessthatincludedSexualHarassment onlinetraining,AcademicChairtraining,andSupervisortraining
Academic Assessment • Facilitated and supported academic programs’ assessment of student learning •Assuredthatassessmentofstudentlearningoccurredinallacademicvenues(oncampusand distanceprograms,traditionallyandelectronically-mediatedclasses,undergraduateand graduateprograms) •Begancommunicatingwithcampusfaculty,staff,andstudentsregardingassessmentactivities, procedures/policies,andassessmentresults
Office of the Provost for Faculty and Academic Professionals—Pilot Program •Initiatedthepilotprogram
The Commission on Ethnic Diversity •ConductedLeadershipDay •HostedTheWomenofColorConference •Instituteddiversityrequirementcoursesinthegeneralcurricula •CollaboratedwiththeArizonaAssociationofChicanosforHigherEducation(AACHE) • Implemented the CED/President’s Diversity Awards
The Commission on Native Americans •Initiatedself-assessmentofNativeAmericanprograms • Initiated a consultant’s assessment of Native American programs •SecuredanoperatingbudgetforCommission •Securedanendowmentthatwillprovidefundsforprograms • Secured financial capacity •BuiltaNativeAmericancenter
The Commission on the Status of Women •Conductedacampus-widecampusclimatesurvey •Conductedastudyonpayequity •Securedfundingfordaycarecenter •Createdalocationforbreastfeedingmothers •PromotedandexpandedCivilityWeek
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Academics and Curriculum Development • Instituted academic alignment of Women’s Studies Program, Ethnic Studies Program, Applied IndigenousStudies,InstituteforNativeAmericans,andSouthwestStudiesPrograminCollege ofSocialandBehavioralSciences • Created a position for Women’s Studies Program •CreatedapositionforEthnicStudiesProgram •Createdapostdoctoralposition:StudyofGender •Createdapostdoctoralposition:StudyofRaceandEthnicity • Instituted Minority Student Programs in School of Forestry •InitiatedtherequirementofsixcreditsofUnitedStatesandGlobalDiversity •Executedrecruitmentandretentionstrategiestoensureadiversefaculty
Student Affairs • The Multicultural Student Center supported the following events, clubs, and programs:ßSTARProgramßBFScholarsßPeerAdvisingProgramßCulturalClubsandOrganizationsßOutreachßCommencementceremonies •TheDeanofStudentssupportedthefollowingactivities:ßHeritageWeek(5programs)ßLeadershipSeriesßSistersProgramßC.A.R.E.diversitytrainingprogramßAdviseBlackStudentUnionßAdviseASWI/SET(sexualassaultprogram)ßFacilitatetheSexualAssaultTaskForceßCoordinatetheanonymoussexualassaultprocess/forms •EducationalStudentSupportServicessupportedthefollowingactivities: ß Hispanic Mother-Daughter ProgramßUnitedStatesHispanicLeadershipInstitute:CollegiateLeadershipProgramßCulturaleventsßDiversityclassesßStudentsofcolorare65%ofstudentsservedßNetworkingwithDisabilitySupportServicesßUpwardBoundßNizhoniAcademyßEducationalTalentSearchßLearningAssistanceCenters
Residence Life conducted the following activities or events: •Diversityrequiredfocusofresidencehalldirectorsandstafftraining •TunnelofOppression •AIDsQuiltforWorldAIDsDay •TheHungerProject •BoxCityprojectonhomelessness •TheBeadProject:multicoloredbeadsonasafetypincreatedfordifferentdiversityobservation such as World AIDs Day, MLK Day, Black Heritage Month • Multicultural Student Reception
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The Office of the President sponsored the following events and programs:
•AdelanteParent-Studentreception • Black Heritage Month reception • Hispanic Heritage Month reception •Communitybreakfast •FlagstaffSymphonyOrchestra •AlumniAssociationDiversitymeeting •HispanicWomenLeadershipConference •WomenofColorConference •NavajoNationRodeo •UnitedStatesHispanicLeadershipInstitute •CollegiateLeadershipDevelopmentProgram • M.E.Ch.A. National Conference •WesternPoliticalScienceAssociation DiversityProgram
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Assessing Campus Diversity Initiatives
ContinuedandongoingassessmentmustnowtakeplacenowinordertoensureanenvironmentofinclusionattheUniversity.TheframeworkforthisassessmentcomesfromtheAmericanAssociationofCollegesandUniversities(AAC&U).Thisorganizationiscommittedtoextendingeducationopportunitiestoallstudentsandconductsconferences,publishesreports,andprovidesinformationtomemberinstitutionsonhowtoachievegoals.ThefollowinginformationincludestherecommendationsestablishedbytheAAC&Utosupportdiversityinhighereducation.Effectivelyimmediately,NorthernArizonaUniversitywillusetheAAC&Uassessmentframeworkinalldiversityinitiatives.
Access and Success Determined by: •Diversityoftheundergraduatestudentpopulation • Diversity of graduate student population in fields and levels •Successofstudents:persistence,performance,honors,graduation •Progressovertimeinrecruitingandretainingtraditionallyunderrepresentedstudents •Diversityofadministrators,faculty,staff •Retention,promotion,andtenurerates
Education and Scholarship Realized by: •Presenceofdiversityrelatedcourses •Degreetowhichcoursesincludediversityissuesandthelocationofsuchcourses(general education, major fields, electives) •Leveloffacultyexpertiseonissuesrelatedtodiversity •Leveloffacultyparticipationindiversityrelatedefforts,diversityoffacultyparticipating •Levelofstudentexposuretodiversitycoursesanddiversefaculty •Studentlearningoutcomes
Campus Climate and Intergroup Relations Represented by: •Perceptionsoftheinstitutionalclimate •Rangeofdiverseorganizationsandmultiplememberships •Levelsofqualityofinteractionamonggroups •Qualityofexperiencefordiversegroupsoncampus,inresidentiallife • Levels of use and engagement in a variety of activities, offices, and resources
Institutional Viability and Vitality Recognized by: •Institutionalhistorywithrespecttodiversityandequity •Progressovertime •Perceptionsofaccess,equity,andinclusionfromallconstituencies •Perceptionsofinstitutionalcommitmenttodiversitybyallconstituencies •Publicperceptionoftheinstitution •Alumniviewsfromdiversegroupsofalumni • Minority community views of the institution •Economicissuesfortheinstitution •Visibilityofdiversityinpublications •Centralityofdiversityintheplanningprocessandmissionstatements •Challengestomeetingcommitments
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Appendix A
2004-2005 STATE OPERATIONS BudgetDiversity - $2,��4,�46
Academic Programs and Departments AppliedIndigenousStudies 346,942 EthnicStudies 22,713 LatinAmericanStudies 12,525 WomenStudies 85,142
Academic and Instructional Support Programs DiversityInitiatives(OfficeofthePresident) 230,000 TheOfficeofAffirmativeActionand 193,122 EqualOpportunityOffice CenterforSustainableEnvironments 121,740 CenterforNativeAmericanEconomicDevelopment 116,871 Gerontology 29,512 FacultyRecruitment 80,713 InstituteforNativeAmericans 227,456 InstituteforTribalEnvironmentalProfessionals 67,426 InternationalOffice 177,628 MartinSpringerInstitute 50,000 NativeAmericanStudentServices 202,723 Pre-HealthProfessionals(MinorityStudentDevelopment) 4,269
Student Affairs DisabilitySupportServices 321,980 InternationalStudentInitiative 157,717 MinorityRecruitmentandRetention 388,972 MulticulturalStudentCenter 111,746
Office of the President 20,000
2004-2005 LOCAL FUNDS BudgetDiversity - $270,600
CommissiononEthnicDiversity 12,600CommissiononStatusofWomen 6,900AppliedIndigenousStudies 25,950CenterforNativeAmericanEconomicDevelopment 74,650DeanofStudents 31,850InstituteforTribalEnvironmentalProfessionals 110,400NativeAmericanStudentServices 8,250
Total Diversity Funding $3,244,797
For fiscal year 2005 budget data refer to Office of Planning, Budgeting & Institutional Research –http://www.nau.edu/pair/
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Appendix BNational Recognitions and Rankings
NorthernArizonaUniversitycontinuestomakeimportantstridesinservingadiversepopulation.Thefollowinginformationhighlightsnationalrecognitionsandrankingssince2003:
IntheJune2005edition,Black Issues in Higher Educationreportsthefollowingnationalrankingsforthe2003-2004academicyear:
• 4thingrantingbachelor’sinhealthprofessionstoNativeAmericans
• 7thingrantingbachelor’sdegreesineducationtostudentsofcolorasawhole—2ndto
NativeAmericansand9thtoHispanics
• 9thingrantingbachelor’sdegreesinbusiness/management/marketingtoNativeAmericans
• 13thingrantingbachelor’sdegreesinsocialsciencestoNativeAmericans
• 15thingrantingbachelor’sdegreesinEnglish/literaturetoNativeAmericans
• 61stingraduatingHispanicsnationally
IntheMay2005edition,Hispanic OutlooklistsNorthernArizonaUniversityas8thinthenationforgrantinggraduatedegreestoHispanicstudents.
NorthernArizonaUniversityhasalsobeenselectedasofeightnewmembersintheNationalCouncilforMinoritiesinEngineeringScholarshipsProgram.
M.E.Ch.A.,aHispanicstudentgroup,willhosttheSpring2006nationalconferencewithananticipated1000studentsvisitingthecampusandaddressingHispanicissues.
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The following pages provide statistical data on the diverse nature of the university population. These statistics will be used as a basis for discussion and serve an
important role in developing and assessing the diversity initiatives.
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Fall 2004 Employees
Fall 2004 Employees by Gender
10
0
30
2
64
7
27
5
45
5
73
2
49
11
8
48
67
0
18
7
311
86
74 10
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100
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500
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700
800
Ad
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istr
ative
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Assis
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Pro
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Se
rvic
e
Ma
inte
na
nce
Skill
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Cra
ft
Te
ch
nic
al
Female Male
Fall 2004 Historically Underrepresented Employees by Ethnicity
11
28 29
13
46
32
4
19
3 5
20
8 7
11
1 12 1
29
29
26
2 0
5
17
49
71
31
52
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6 8
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6
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8
16
6
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0
10
20
30
40
50
60
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80
Ad
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ative
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Assis
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Se
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Ma
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nce
Skill
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Cra
ft
Te
ch
nic
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American Indian African American Asian Hispanic Not Specified
Fall 2004 Employees by Ethnicity
15
% 24
%
11
% 18
%
17
%
61
%
15
% 21
%
84
%
75
% 86
%
81
%
81
%
35
%
86
%
78
%
1%
2% 3%
2%
2% 4%
0% 1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Adm
inis
trative
Cle
rical
Faculty
Gra
duate
Assis
tants
Pro
fessio
nal
Serv
ice
Main
tenance
Skill
ed C
raft
Technic
al
Ethnic White Unknown
Fall 2004 Employees by Gender
46
%
86
%
49
% 60
%
59
%
46
%
0%
31
%
54
%
14
%
51
%
41
%
41
%
54
%
10
0%
69
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Adm
inis
trative
Cle
rical
Faculty
Gra
duate
Assis
tants
Pro
fessio
nal
Serv
ice
Main
tenance
Skill
ed C
raft
Technic
al
Female Male
PAIR/aat/12/21/05
Source: PAIR Office 7
Appendix CFall 2004 Employees
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Appendix C–continued
Fall 2004 EmployeesOffice of Planning, Budgeting & Institutional Research
http://www.nau.edu/pair/
By EEO 6 Category, Ethnicity, Gender, Full-time or Part-time
Administrative NativeAmerican/AlaskanNative 11 5.0% Black 3 1.4% AsianorPacificIslander 2 0.9% Hispanic 17 7.8% White 182 83.5% Unknown 3 1.4% TOTAL 218 Female 100 45.9% Male 118 54.1%
Full-time 201 92.2% Part-time/Temporary 17 7.8%
Clerical NativeAmerican/AlaskanNative 28 8.0% Black 5 1.4% AsianorPacificIslander 1 0.3% Hispanic 49 14.0% White 261 74.6% Unknown 6 1.7% TOTAL 350 Female 302 86.3% Male 48 13.7%
Full-time 286 81.7% Part-time/Temporary 64 18.3%
Faculty NativeAmerican/AlaskanNative 29 2.2% Black 20 1.5% AsianorPacificIslander 29 2.2% Hispanic 71 5.4% White 1135 86.2% Unknown 33 2.5% TOTAL 1317 Female 647 49.1% Male 670 50.9%
Full-Time 710 54.0% Part-Time/Temporary 607 46.0%
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Graduate Assts. NativeAmerican/AlaskanNative 13 2.8% Black 8 1.7% AsianorPacificIslander 29 6.3% Hispanic 31 6.7% White 373 80.7% Unknown 8 1.7% TOTAL 462 Female 275 59.5% Male 187 40.5%
Professional NativeAmerican/AlaskanNative 46 6.0% Black 7 0.9% AsianorPacificIslander 26 3.4% Hispanic 52 6.8% White 619 80.8% Unknown 16 2.1% TOTAL 766 Female 455 59.4% Male 311 40.6%
Full-time 639 83.4% Part-time/Temporary 127 16.6%
Service Maintenance NativeAmerican/AlaskanNative 32 20.1% Black 11 6.9% AsianorPacificIslander 2 1.3% Hispanic 52 32.7% White 56 35.2% Unknown 6 3.8% TOTAL 159 Female 73 45.9% Male 86 54.1%
Full-time 152 95.6% Part-time/Temporary 7 4.4%
Skilled Craft NativeAmerican/AlaskanNative 4 5.3% Black 1 1.3% AsianorPacificIslander 0 0.0% Hispanic 6 7.9% White 65 85.5% TOTAL 76 Female 2 .03% Male 74 99.9% Full-time 74 Part-time/Temporary 2
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Technical NativeAmerican/AlaskanNative 19 12.1% Black 1 0.6% AsianorPacificIslander 5 3.2% Latino 8 5.1% White 122 77.7% Unknown 2 1.3% TOTAL 157 Female 49 31.2% Male 108 68.8%
Full-time 140 89.2% Part-time/Temporary 17 10.8%
TOTALEMPLOYEES 3505 EthnicWhiteUnknownFemaleMaleFull-time
Administrative 218 15.1% 83.5% 1.4% 45.9% 54.1% 92.2%Clerical 350 23.7% 74.6% 1.7% 86.3% 13.7% 81.7%Faculty 1317 11.3% 86.2% 2.5% 49.1% 50.9% 54.0%GraduateAssistants 462 17.6% 80.7% 1.7% 59.5% 40.5% 100%Professional 766 17.1% 80.8% 2.1% 59.4% 40.6% 83.4%ServiceMaintenance 159 61.0% 35.2% 3.8% 45.9% 54.1% 95.6%SkilledCraft 76 14.5% 85.5% 0.0% .03% 99.9% 99.9%Technical 157 21.0% 77.7% 1.3% 31.2% 68.8% 89.2%
22.7% 75.5% 1.8% 47.2% 52.8% 100%
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Appendix D
Faculty Hires2004-2005 and 2005-2006
For2004-2005 For2005-2006
Totalhires 75 Totalhires 81Whites 53(71%) Whites 56(69%)FacultyofColor 22(29%) FacultyofColor 11(14%)Females 53(71%) UnknownEthnicity 14(17%) Females 46(57%)
TenureTrackhires 16 TenureTrackhires 26White 11(69%) Whites 17(65%)FacultyofColor 5(31%) FacultyofColor 7(27%)Females 8(50%) UnknownEthnicity 2(8%) Females 10(38%)
Non-tenureTrackhires 31 Non-tenureTrackhires 24White 27(87%) Whites 21(88%)FacultyofColor 4(13%) FacultyofColor 0Females 24(77%) UnknownEthnicity 3(13%) Females 17(65%)
FacultyHired(Waivers) 28 FacultyHired(Waivers) 31Whites 15(54%) Whites 18(58%)FacultyofColor 13(46%) FacultyofColor 4(13%)Females 21(71%) UnknownEthnicity 9(29%) Females 19(61%)
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Enrollment by Ethnicity
Fall 1999 vs. Fall 2004 Flagstaff Enrollment by Ethnicity2
08
25
2 1,1
43
27
6 92
5
82
11
,711
26
0
28
6 1,0
11
31
6
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6
23
2
9,9
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2,000
4,000
6,000
8,000
10,000
12,000
Afr
ica
n
Am
erica
n
Asia
n
Am
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n
His
pa
nic
Inte
rna
tio
na
l
Na
tive
Am
erica
n
No
t
Sp
ecifie
d
Wh
ite
Fall 1999
Fall 2004
Fall 1999 vs. Fall 2004 Statewide Enrollment by Ethnicity
11
3
50
59
3
9
38
3
43
3,5
15
16
0
76
82
0
17
39
8
15
7
3,8
18
0
1,000
2,000
3,000
4,000
Afr
ica
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Am
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Asia
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Am
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His
pa
nic
Inte
rna
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l
Na
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Am
erica
n
No
t
Sp
ecifie
d
Wh
ite
Fall 1999
Fall 2004
Fall 1999 vs. Fall 2004 Yuma Enrollment by Ethnicity
14
11
25
3
0 6 9
38
5
14
15
36
8
2 9 5
30
8
0
100
200
300
400
Afr
ica
n
Am
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Asia
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Am
erica
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His
pa
nic
Inte
rna
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Sp
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ite
Fall 1999
Fall 2004
PAIR/aat/12/21/05
Source: PAIR Office 1
Appendix EEnrollment by Ethnicity
Page 2�
Fall 2004 Employees
Fall 2004 Employees by Gender
10
0
30
2
64
7
27
5
45
5
73
2
49
11
8
48
67
0
18
7
311
86
74 10
8
0
100
200
300
400
500
600
700
800
Ad
min
istr
ative
Cle
rica
l
Fa
cu
lty
Gra
du
ate
Assis
tan
ts
Pro
fessio
na
l
Se
rvic
e
Ma
inte
na
nce
Skill
ed
Cra
ft
Te
ch
nic
al
Female Male
Fall 2004 Historically Underrepresented Employees by Ethnicity
11
28 29
13
46
32
4
19
3 5
20
8 7
11
1 12 1
29
29
26
2 0
5
17
49
71
31
52
52
6 8
3
6
33
8
16
6
0 2
0
10
20
30
40
50
60
70
80
Ad
min
istr
ative
Cle
rica
l
Fa
cu
lty
Gra
du
ate
Assis
tan
ts
Pro
fessio
na
l
Se
rvic
e
Ma
inte
na
nce
Skill
ed
Cra
ft
Te
ch
nic
al
American Indian African American Asian Hispanic Not Specified
Fall 2004 Employees by Ethnicity
15
% 24
%
11
% 18
%
17
%
61
%
15
% 21
%
84
%
75
% 86
%
81
%
81
%
35
%
86
%
78
%
1%
2% 3%
2%
2% 4%
0% 1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Adm
inis
trative
Cle
rical
Faculty
Gra
duate
Assis
tants
Pro
fessio
nal
Serv
ice
Main
tenance
Skill
ed C
raft
Technic
al
Ethnic White Unknown
Fall 2004 Employees by Gender
46
%
86
%
49
% 60
%
59
%
46
%
0%
31
%
54
%
14
%
51
%
41
%
41
%
54
%
10
0%
69
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Adm
inis
trative
Cle
rical
Faculty
Gra
duate
Assis
tants
Pro
fessio
nal
Serv
ice
Main
tenance
Skill
ed C
raft
Technic
al
Female Male
PAIR/aat/12/21/05
Source: PAIR Office 1
Appendix EEnrollment by Ethnicity
Page 22
Appendix E–continued
NAU Student Enrollment
Fall 1999 Fall 2004 % ChangeGrand Total 19,981 19,147 -4.2
Ethnicity Fall 1999 Fall 2004 % Change
Black Campus Flagstaff 208 260 25 Statewide 113 160 41.6 Yuma 14 14 0
Total 335 434 29.6%
Full-/Part-time Full-time 199 305 53.3 Part-time 136 129 -5.2
Gender Female 186 252 35.5 Male 149 182 22.2
Residency AZResident 280 371 32.5 NonResident 55 63 14.6
AcademicLevel Freshman 57 82 43.9 Sophomore 52 58 11.5 Junior 30 49 63.3 Senior 41 79 92.7 Non-degreeUnd. 7 2 -71.4 Post-Bac.Und. 0 3 300 Graduate 120 150 25 Non-degreeGrad. 28 11 -60.7
Total 335 434 29.6%
Page 2�
Ethnicity Fall 1999 Fall 2004 % Change
Asian American Campus Flagstaff 252 286 13.5 Statewide 50 76 52 Yuma 11 15 36.4
Total 313 377 20.4%
Full/PartTime FullTime 235 286 21.7 PartTime 78 91 16.7
Gender Female 173 226 30.6 Male 140 151 7.9
Residency AZResident 251 297 18.3 NonResident 62 80 29
AcademicLevel Freshman 64 81 26.6 Sophomore 51 56 9.8 Junior 57 65 14 Senior 60 70 16.7 Non-degreeUnd. 3 5 66.7 Post-Bac.Und. 3 7 133.3 Graduate 60 82 36.7 Non-degreeGrad. 15 11 26.7
Total 313 377 20.4%
Page 24
Ethnicity Fall 1999 Fall 2004 % Change
Hispanic Campus Flagstaff 1,143 1,011 -11.5 Statewide 593 820 38.3 Yuma 253 368 45.5
Total 1,989 2,199 10.6%
Full-/Part-time Full-time 1,173 1,385 18.1 Part-time 816 814 -0.2
Gender Female 1,265 1,481 17.1 Male 724 718 -0.8
Residency AZResident 1,846 2,081 12.7 NonResident 143 118 -17.5
AcademicLevel HighSchoolCon. 1 0 -100 Freshman 305 333 9.2 Sophomore 216 241 11.6 Junior 309 433 40.1 Senior 435 404 -7.1 Non-degreeUnd. 36 19 -47.2 Post-bac.Und. 13 10 -23.1 Graduate 484 655 35.3 Non-degreeGrad. 190 104 -45.3
Total 1,989 2,199 10.6%
Page 25
Ethnicity Fall 1999 Fall 2004 % Change
Native American Campus Flagstaff 925 896 -3.1 Statewide 383 398 3.9 Yuma 6 9 50
Total 1,314 1,303 -0.8
Full-/Part-time Full-time 864 918 6.3 Part-time 450 385 -14.4
Gender Female 911 955 4.8 Male 403 348 -13.6
Residency AZResident 1,266 1,262 -0.8 NonResident 48 41 -14.6
AcademicLevel HighSchoolCon. 9 0 -100 Freshman 199 199 0 Sophomore 133 133 0 Junior 228 293 28.5 Senior 383 346 -9.7 Non-degreeUnd. 18 12 -33.3 Post-bac.Und. 16 14 -12.5 Graduate 230 264 14.8 Non-degreeGrad. 98 42 -57.1
Total 1,314 1,303 -0.8
Page 26
Ethnicity Fall 1999 Fall 2004 % Change
International Campus Flagstaff 276 316 14.5 Statewide 9 17 88.9 Yuma 0 2 200
Total 285 335 17.5%
Full/Part-time Full-time 250 310 24 Part-time 35 25 -28.6
Gender Female 154 185 20.1 Male 131 150 14.5
Residency AZResident 6 22 266.7 NonResident 279 313 12.2
AcademicLevel Freshman 87 143 64.4 Sophomore 26 30 15.4 Junior 32 34 6.3 Senior 42 30 -28.6 Post-bac.Und. 4 5 25 Graduate 81 90 11.1 Non-degreeGrad. 13 3 -76.9
Total 285 335 17.5%
Page 2�
Ethnicity Fall 1999 Fall 2004 % Change
White Campus Flagstaff 11,711 9,979 -14.8 Statewide 3,515 3,818 8.6 Yuma 385 308 -20
Total 15,611 14,105 -9.6%
Full/Part-time Full-time 10,529 9,972 -5.3 Part-tme 5,082 4,133 -18.7
Gender Female 9,342 8,671 -7.2 Male 6,269 5,434 -13.6
Residency AZResident 13,048 11,960 -8.3 NonResident 2,563 2,145 -16.3
AcademicLevel HighSchoolCon. 14 1 -92.9 Freshman 2,966 2,559 -13.7 Sophomore 2,100 1,888 -10.1 Junior 2,408 2,375 -1.4 Senior 3,143 2,736 -12.9 Non-degreeUnd. 165 130 -21.2 Post-bac.Und. 148 135 -8.8 Graduate 3,487 3,692 5.9 Non-degreeGrad. 1,180 589 -50.1
Total 15,611 14,105 -9.6
Page 2�
Ethnicity Fall 1999 Fall 2004 % Change
Unknown Campus Flagstaff 82 232 182.9 Statewide 43 157 265.1 Yuma 9 5 -44.4
Total 134 394 194%
Full/Part-time Full-time 80 269 236.3 Part-time 54 125 131.5
Gender Female 75 237 216 Male 59 157 166.1
Residency AZResident 118 304 157.6 NonResident 16 90 462.5
AcademicLevel HighSchoolCon. 1 0 -100 Freshman 21 103 390.5 Sophomore 17 47 176.5 Junior 15 54 260 Senior 27 34 25.9 Non-degreeUnd. 2 30 1400 Post-bac.Undg. 3 5 66.7 Graduate 32 84 162.5 Non-degreeGrad. 16 37 131.3
Total 134 394 194%