internationalization and diversity

Task Force on Internationalization and Diversity

Final Report December 2009

Committee Charge: Articulate a strategic vision and priorities for a “University of Iowa without borders”—a campus that’s more international and more diverse in all of its dimensions. Develop an implementation plan (with metrics, timetable, costs, external funding opportunities, etc.).

Chair: Shelton Stromquist, History Vice Chair: Nicole Nisly, Internal Medicine

Members: Michael Appel, Student Senator Julie Blair, Secretary III, International Programs Elizabeth Constantine, Director, Grant & Research Services Center, College of Education Tom Cook, Professor, Occupational & Environmental health Rachel Garza Carreon, Librarian Carolyn Jones, Dean, College of Law Meena Khandelwal, Associate Professor, Anthropology Gerhild Krapf, Director of External Relations, International Programs Janis Perkins, Director, Office for Study Abroad, International Programs Dorothy Simpson-Taylor, Program Associate, Equal Opportunity and Diversity Chris Squier, Professor, Dows Institute for Dental Research Rachel Williams, Associate Professor, Teaching and Learning Benita Wolff, Associate Dean for Diversity, Carver College of Medicine Ex officio: Marcella David, Special Assistant to the President for Equal Opportunity and Diversity and Associate Provost Lois Gray, Office of University Relations Sonia Ryang, Faculty Fellow, Office of the Provost Downing Thomas, Associate Provost and Dean of International Programs

Internationalization and Diversity Task Force Table of Contents

Executive Summary …………………………………………………………………………...i

I. Introduction………………………………………………………………………….1

II. Organizational Effectiveness and Recognition…………………………….....……3 III. Recruitment and Outreach……………………………………………...…….….…4

IV. Retention and Cultural Climate…………………..................................………...…6 V. Teaching and Research…………………………………………………...…………8

Appendices

1. Diversity Map

2. Budgetary Implications for Recommendations

3. Capital Campaign Funding Opportunities 4. Domestic Diversity – Students

a. Total student enrollment, 2004-2009 (Male/female, minority, international) b. Undergraduate student enrollment, 2004-2009 c. Undergraduate enrollment by residency and ethnicity, 2004-2009 d. First time, fulltime Freshmen retention by ethnicity, 2004-2008 e. Students with disabilities; students with veteran status, 2004-2009 f. Freshmen and transfer students by ethnicity, 2004-2009 g. Freshmen and transfer students with AA degree, by ethnicity, 2004-2008 h. Graduate and professional enrollment by ethnicity, international, 2004-2009 i. Graduate and professional female student enrollment, ethnicity, international, 2004-

2009 j. Non-persisters, year one to year two, 1989-2007 k. Percentage of entering class that left within 1rst year, four years, five years, six years

by ethnicity, 1989-2008

5. International – students and study abroad

a. Current and historical statistics in relationship to recruiting efforts/International Students

i. First-time International Students, 2006-2009 ii. International undergraduate degree transfers, 2006-09

iii. International degree-seeking graduate and professional students, 2006-2009 iv. Top countries of enrollment by rank, with change since 2006

b. Study Abroad Program participation, 2004-2009 c. Study Abroad Summary, 2008-2009

6. Workforce - gender, race/ethnicity

a. UI workforce by occupational group, by gender, race/ethnicity, 2004-2009 b. The Iowa Promise strategic planning indicators, by Excutive/Administrative,

Tenured/Tenure Track faculty, Professional & Scientific, by gender, race/ethnicity, 2005-2009

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Task Force on Internationalization and Diversity Executive Summary

The University of Iowa must prepare its students to live and work in a diverse and internationalized world. The University of Iowa should strive to become a “university without borders,” a place of critical engagement where students, faculty and staff experience the values that enable them to be “at home in the world,” whether in Iowa, the U.S. or beyond our national borders. Becoming more diverse and international in orientation will enrich student life, the university learning environment, and student and faculty research. To realize this vision, the university must widen access and opportunity, foster a tolerant and respectful cultural climate, and create a diverse curriculum that combines academic rigor and experiential learning opportunities at home and abroad. Despite significant progress toward achieving benchmarks set five years ago by the “Iowa Promise” Strategic Plan for recruitment, retention, and promotion of a more diverse faculty, staff and student body, much work remains. The Task Force heard moving testimony from many segments of the university community about significant barriers that remain in the way of further progress toward increased diversity and internationalization. The Task Force identified a set of goals and strategies for moving The University of Iowa forward down these paths. While they are not indivisible, the goals are deeply interconnected and outline wide-ranging initiatives that in the long term will lead to significant progress. Some require more resources than may be currently available; others require no new resources but new ways of thinking about the institution. We should begin by better coordinating the wide-ranging diversity and internationalization activity already underway and by recognizing and rewarding faculty and staff for the work they do in these areas. The university must expand its efforts to recruit more students, faculty and staff from all historically under-represented domestic minority groups, through new and better coordinated outreach and recruitment efforts that expand the pool of potential applicants and that provides adequate student financial aid. The growing Latino/a population in Iowa offers an immediate challenge and opportunity. The University of Iowa must continue to expand recruitment of international students, especially from under-represented areas of the world, and students, including veterans, with disabilities. We must promote more women to higher faculty rank and staff positions. Without more effective strategies for retention, such expanded recruitment fails to move the university toward greater diversity. And more effective recruitment requires all members of the university community to address issues related to cultural competency and climate. More effective mentoring, better training, a more diversified curriculum, and a concerted effort to collaborate on town-gown cultural climate issues promise to yield significant returns in retaining diverse students, faculty and staff. Teaching and research are the heart of the university’s mission. The University of Iowa must enhance the curriculum in skill-building and knowledge-building areas to create more diverse and international educational experiences. This must include better orientation for those new to the university community, a wider array of cross-cultural learning opportunities at home and abroad, and expanded recruitment for study abroad, including under-represented minority students. Faculty and staff must be better prepared to teach and mentor students of diverse backgrounds. And, the university must find resources to support faculty initiatives in curriculum development and research that will expand existing ethnic studies programs and build new interdisciplinary and transnational sites for collaboration that move the University of Iowa to the forefront of the changing frontiers of research and teaching in a global and ethnically diverse environment.

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Task Force on Internationalization and Diversity

FINAL REPORT

Introduction Overview: The University of Iowa must prepare its students, faculty and staff to learn and work in a more diverse and internationalized academic environment, one in which a high degree of cross-cultural competence is expected. Such a university environment is an outgrowth of Iowa’s history of tolerance and international engagement, and a natural complement to a state political culture that values civic responsibility and broad-based participation. In this tradition, Provost Wallace Loh has called upon us to conceive a “university without borders.” We understand a “university without borders” to be a place of critical inquiry and ethical engagement that challenges each of its members to question cultural, racial, and national boundaries that have historically demarcated societies and to build a community that values diversity, embraces global understanding, and prepares its members through learning and experience to live in an inter-connected world. A “university without borders” should become an exemplary site of diversity and internationalization in its own right—a place where we learn to enact tolerance and live “at home in the world.” In making the following recommendations, the members of the Task Force on Internationalization and Diversity recognize the important work that has been done toward fulfilling the goals defined in the university’s strategic plan “The Iowa Promise” five years ago. Although much progress has been made in fulfilling the goals of “The Iowa Promise,” and many of the benchmarks have been met, the overarching goals and expectations have yet to be fulfilled. The Task Force has benefited from lengthy discussions with members of the university community in which a widespread commitment to making the university a more diverse and internationalized environment has been forcefully articulated. We view diversity and internationalization as different but deeply and profitably interconnected goals. A university must be representative of society’s diversity while simultaneously opening itself wider to the world within which we all must learn to function successfully. As an institution we must enact diversity and engage the world as we invite our students to do the same. We know from experience diversity fosters diversity: energy and resources devoted to one goal can be expected to reinforce efforts directed at the other. Fostering diversity and internationalization is thus something more than an unavoidable task. It is also a powerful engine of growth and understanding. As a university we have an obligation to learn to use this engine, and to pass our knowledge of it to our students while they are part of the university community. In so doing we become a better institution of higher learning. The University of Iowa has a special obligation to recognize the claims that historically under-represented groups in the United States make to membership in The University of Iowa community. The heritage of our country and state includes discrimination, slavery, and genocide, but our state’s tradition of justice requires us to remain mindful of the special responsibility that American institutions of higher education bear to insure equal access to all and

http://www.provost.uiowa.edu/work/strategic-initiatives/tf-int-div.htm

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an environment that is tolerant and welcoming. Cultural diversity is a fundamental feature of our history and of contemporary society. It enriches and deepens our understanding and enhances all we seek to accomplish. To fail to foster diversity diminishes our potential as a university community. As a public institution we carry a responsibility to insure access for students whose income and family educational background may impede their ability to attend the university. We are committed to creating strategies of recruitment, financial assistance, and retention that enable all students to succeed. We recognize that timely and effective mentoring is critical, along with adequate financial aid and a curriculum that acknowledges and welcomes the diverse experiences students bring to the campus community while challenging them to expand their horizons as they come to feel “at home in the world.” The essential first step toward building a more diverse and internationalized campus community must therefore be recruiting and retaining a critical mass of diverse students, faculty and staff and international students, faculty and staff. Overall Goal: To become a diverse university without borders The University of Iowa must prepare its students, faculty and staff to live and learn in a more culturally diverse and internationalized environment where cross-cultural understanding and collaboration are the norms. Concerns: Our discussions with members of the university community have led us to identify several areas of particular concern:

1. Many students from diverse and international backgrounds feel they need better and more sustained mentoring.

2. A cultural climate of respect for diversity on campus and in the community needs more concerted and effective cultivation to foster meaningful interaction.

3. Diversifying the faculty and staff is critical to creating and sustaining a more diverse and internationalized university. Recruitment of new faculty must include a tangible commitment to diversity, and promotion and tenure standards must recognize and reward faculty members for their work in these areas.

4. A diverse and international curriculum must reflect a commitment to sustaining minority studies programs and insuring the continuing vitality of foreign language and culture instruction through cluster hires.

5. A “university without borders” begins at home and the university must creatively engage its neighboring communities in a shared effort to promote domestic diversity and international understanding and tolerance.

6. Low-income students’ access to the university remains an area of concern. The pool of potential low income-students must be expanded through earlier and more effective recruitment and through the provision of adequate financial aid.

7. The university must look both inward to cultivate a community of tolerance and cross-cultural understanding and outward to engage a diverse and complex world.

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I. ORGANIZATIONAL EFFECTIVENESS AND RECOGNITION

Goal 1: Strengthen central coordination of domestic diversity efforts through the office of the Chief Diversity Officer and by building greater institutional capacity with necessary staff and resources. Rationale: Better communication, coordination of effort, and careful planning are critical to the success in building a “university without borders.” Every unit of the university will need support to develop clear policies and strategies to promote cultural competence, build a supportive climate in which all faculty, staff and students can thrive, and raise levels of retention, engagement, and inclusion of everyone in the university community. Strategies:

1. Insure better communication and coordination between existing programs, offices and staff working in areas of diversity and internationalization by mapping current efforts and better defining lines of reporting.

2. Write an integrated plan for achieving excellence in diversity and internationalization incorporating the goals of other colleges and units on campus.

3. Expand recruitment-related and create retention-related assessment and accountability tools for every college and department.

4. Develop a central database to capture mechanisms, pipelines, and partnerships to identify and recruit under-represented students into graduate and professional programs.

Goal 2: Recognize faculty and staff for contributions to enhancing diversity and internationalization as part of their reviews for promotion and tenure. Rationale: A university that seeks to enhance diversity and internationalization and build institutional capacity in ways that foster those goals must recognize and value the efforts of faculty and staff in these areas. Such work must be seen as integral to the life of the university and to the quality of the institution, not as work that is marginal or secondary. Strategies:

1. Revise the standards for tenure and promotion at collegiate and department levels to specifically recognize service to the university that enhances diversity and internationalization.

2. For new faculty and staff draft memorandums of agreement with supervisors and mentors that acknowledge and specify the legitimate place in the portfolios of faculty and staff for effort in these areas.

3. Encourage all university staff to contribute time every month, with consent of their supervisors, for work in the diversity and internationalization efforts of their colleges or departments.

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Goal 3: Establish an annual accountability forum with university and college administrators for members of the university community to assess progress toward achieving the recommendations of this Task Force report.

II. RECRUITMENT AND OUTREACH Goal 1: Strengthen recruitment from under-represented domestic minority groups. Rationale: The University of Iowa has historically been a leader in integration and is committed to supporting a diverse university community. Though The University of Iowa has made progress since the inception of the Iowa Promise, domestic minority groups, in particular, African Americans, Native Americans, and Latino/as, Native Hawaiians and Other Pacific Islanders remain under-represented at The University of Iowa. Strategies: 1. Coordinate undergraduate recruitment and retention efforts between the Center for

Diversity and Enrichment, the Admissions office and the Colleges to improve collaboration and effectiveness.

2. Improve funding and academic support for expanded pipeline programs designed to identify, nurture and support prospective undergraduate students from under-represented groups at earlier stages of their education.

3. Strengthen existing and explore new flexible learning options (e.g., weekend classes coupled with distance learning in cities with large minority populations) to encourage students in pursuing higher degrees.

4. Develop pipeline programs for older place-bound adult learners and parents in schools, community centers and churches. Partner with local community and religious leaders to promote participation.

5. Hire or dedicate a director of research to focus on diversity from within the Office of the Vice President for Research to identify and secure grants to fund a range of programs aimed at increasing diversity in post-secondary education (possible sources of such funding include TRIO programs, IGERT, Ford Fellowships, and NIH minority supplements). Allocate a portion of the Facilities and Administrative Cost (F & A) pool to provide matches for grant applications that seek to increase diversity and retention efforts on campus.

6. Create targeted recruitment and orientation materials geared toward under-represented students following the model developed by International Programs for international students and scholars.

7. Building on current efforts directed at new students, offer mentoring for second-through-fourth-year undergraduates from under-represented groups with the goal of improving academic success. Possible mentors could include University of Iowa emeritus faculty and alumni, senior graduate students, and fellows from professional and graduate programs at The University of Iowa.

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8. Expand graduate and professional support to aid recruitment of under-represented groups. Build on the success of some departments and programs, for example Mathematics, by creating effective networks at minority-serving institutions of higher education to recruit minority graduate students. Coordinate existing recruitment pipelines for graduate and professional students using mechanism already in place, like the UI SROP/McNair Scholars Program and the Iowa Bioscience Advantage Program.

Goal 2: Strengthen recruitment of Latino/a students. Rationale: This is the largest and fastest growing minority population in Iowa and a population that is seriously under-represented in state institutions of higher learning. Language barriers and attachments to family and community make it imperative to develop specially targeted recruitment efforts. Strategies:

1. Expand efforts in the Office of Admissions in cooperation with the Center for Enrichment and Diversity to facilitate and coordinate work directed at the state’s Latino population.

2. Give high priority to training and/or hiring Spanish-speaking people to work in recruitment, retention, and student advising at the University of Iowa.

Goal 3: Strengthen recruitment of international students and scholars. Rationale: In an increasingly global society, universities will be successful precisely to the degree that they succeed in embodying international diversity in their student bodies, staff and faculty. The University of Iowa, as a leading public university, has much to offer students from around the world. International students and scholars also enrich the university’s cultural and academic community. Strategies:

1. Increase scholarship funding for international students from underrepresented areas of the world where fewer resources are available to subsidize international education.

2. Coordinate international outreach and recruitment efforts to facilitate collaboration and decrease costs. Many professional and graduate colleges already have extensive and unique outreach and recruitment strategies. These can be enhanced by central coordination through International Programs.

3. Utilize the university’s internationally-connected faculty as ambassadors. Create a comprehensive database of professors who have international academic connections and provide incentives for their recruiting efforts.

4. Improve the capacity of admissions offices at the undergraduate and graduate levels to assist international students. Provide enhanced orientation and advising and longer deadlines. Offer training in critical languages for advisors and hire multilingual advisors whenever possible.

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5. Create more opportunities for virtual interaction with prospective international students, parents, and scholars by expanding currently-available tools such as live chat, social networking, blogs, and twitter. Staff these programs with multilingual staff, and involve faculty as appropriate.

6. Create interactive virtual campus tours and web-based admissions procedures in critical languages.

Goal 4: Strengthen recruitment of students, staff and faculty with disabilities. Rationale: Like international students and scholars, people with disabilities constitute a population capable of enriching the campus community. They are also a population historically under-served by institutions of higher learning and traditionally of special concern for Iowans. In particular, it is expected that increasing numbers of newly-disabled veterans will be seeking higher education upon their separation from the military. Strategies:

1. Create pipelines for recruitment of students with disabilities in collaboration with school districts and Area Education Agencies.

2. Begin strategic recruitment of veterans with disabilities with the assistance of Iowa City VAMC, veterans’ service organizations, and county veterans’ affairs officers.

3. Assist admissions offices to better serve the recruitment needs of people with disabilities, especially older disabled veterans.

4. Require the acquisition and availability of universal access learning tools in all University of Iowa programs, a task which might be coordinated by the College of Education’s Iowa Center on Assistive Technology Education and Research.

5. Enhance the accessibility of the campus generally. Goal 5: Strengthen recruitment of women and minorities for tenure-track positions. Rationale: Despite the University of Iowa’s many successes increasing the number of women and under-represented minorities in the university’s graduate and professional schools, women and under-represented minorities still lag behind in tenure-track positions and in promotion to higher professorial and staff ranks. This fact denies students important role models and inhibits their recruitment and retention. Strategies: 1. Under-represented minorities and women should be a special recruitment focus for

the 100 new tenure-track faculty lines proposed by the Provost. 2. Create mentoring programs for women and minorities in graduate programs to better

prepare them for academic careers. Emeritus faculty and alumni would be an excellent resource in this regard.

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3. Provide cultural competency and diversity training for recruitment and promotion committee chairs in all Colleges.

4. Provide more timely and effective mentoring at the departmental and collegiate level for women and minority tenure-track faculty.

III. RETENTION AND CULTURAL CLIMATE

Goal 1: Create a supportive climate for diverse and international students, faculty and staff. Rationale: The cultural climate at the University of Iowa is shaped by interpersonal encounters, classroom and workplace experiences, the messages we convey through our research, teaching and service, and the relationship between the members of the university community and the larger community. A climate that makes diverse and international students feel welcomed, supported and valued, that makes certain they are included in both the on- and off-campus communities, is a condition essential to the success of all our other efforts. Strategies:

1. Create mentoring programs in departments or colleges for new students, faculty and

staff. These programs should provide support for students over at least four years, for faculty over at least three years, and for staff over periods of appropriate length. They should focus particular attention on the needs of people from under-represented ethnic and racial minorities, LGBT individuals, veterans, people with disabilities, low-income people, first-generation college students, transfer and non-traditional students, women, especially in fields where women are under-represented, and international students.

2. Offer high-quality cultural competency and diversity awareness training to faculty, staff, students, and preferred vendors.

3. Develop multilingual materials and access to key university functions. 4. Evaluate for effectiveness and fairness current language testing requirements for

graduate instructors whose first language is not English. 5. Support Residence Life in its mission to provide affordable, sustainable, high-quality

housing for students on and off campus that fosters a sense of community. 6. Develop strategies to enhance the experiences of students who live in residence halls

including the development of living/learning centers. 7. Partner with city, county and surrounding communities to identify and address

cultural climate issues. Goal 2: Provide opportunities for the campus community to critically examine issues related to diversity and gain competence in relating positively to others in the University of Iowa community and beyond. Rationale: As members of a community devoted to learning, students, faculty and staff must be given the chance to bring their talents to bear on diversity-related issues that include power,

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privilege, and oppression. In doing so they will gain greater self-awareness, cultural competence, and participate in the university’s mandate to promote and support diversity everywhere on campus and off, and thereby bolster the university’s efforts to improve recruitment and retention of diverse and international people. Strategies:

1. Provide a variety of meaningful cultural competency and diversity awareness training opportunities for students, staff and faculty. Strongly promote campus-wide participation and assessment.

2. Expand the current critical cultural competence programs and diversity initiatives for undergraduates and graduate students that are offered through the various academic departments on campus, and coordinate these initiatives across campus to extend training opportunities to all faculty, staff, and students.

3. Promote curricular and co-curricular opportunities available to students through the university to expand their knowledge of issues related to internationalization and diversity.

4. Strengthen study-abroad programs and programs in diverse cross-cultural settings domestically and promote these programs especially vigorously among students who are at-risk, first generation college students, or from racial or ethnic minorities.

IV. TEACHING AND RESEARCH

Goal 1: Develop a curriculum that better prepares students for success in a diverse “university without borders.” Rationale: To benefit from and fully participate in the effort to build diversity and internationalization, students will need skill-building and knowledge-building opportunities.

a) Skill-building opportunities: While the university’s current pre-enrollment programs make students aware of the diversity they will encounter on campus, these programs and activities do not presently prepare students for living, studying with, or learning from individuals from different cultural backgrounds. The open forums conducted by the Task Force reveal a need to better prepare students for these experiences.

Strategies:

1. Develop orientation materials that prepare new students, faculty and staff for success in a diverse university without borders and emphasize understanding and respect for fellow students, faculty and staff from diverse backgrounds. These materials would become a component of new and transfer student orientation programs, and a topic in the College Transition courses.

b) Knowledge-building opportunities: The creation of a diverse university without borders must include the development of a wider variety of curricular opportunities and

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student experiences (both in and out of the classroom) that deepen and enhance students’ understanding of, and ability to, participate in an increasingly diverse and internationalized world.

Strategies: 1. Develop first-year seminars and general education courses that deliberately bring

together diversity and internationalization by focusing on similarities and differences in the issues facing indigenous, migrant, diasporic and under-represented populations throughout in the U.S. and the world.

2. Increase the number of general education program and major-level courses that introduce domestic diversity and international perspectives.

3 Expand courses that explore cultural differences, historical roots of racism and ethnic conflict, and relations between colonizing and colonized peoples for inclusion in existing First Year Seminars and 1-2 s.h. short/off-cycle intense courses. The Global Health Conference could serve as a model for such initiatives.

4. Establish domestic cross-cultural programs based in immigrant communities in Iowa and elsewhere in the U.S. that include both faculty-led academic programs and service-learning opportunities.

5. Expand funding for participation in domestic programs in diverse cross-cultural settings and study abroad programs by under-represented minority and low-income students.

6. Develop new and expand existing programs that offer internships, and service learning and other experiential learning opportunities in the U.S. and abroad.

7. Create winterim and summer programs in diverse cross-cultural settings in the U.S. and abroad that fulfill general education program requirements to give students the opportunity to have these experiences earlier in their University of Iowa careers.

8. Develop courses that precede or follow domestic or international cross-cultural program participation and help students gain more from these experiences.

Goal 2: Prepare faculty to teach and mentor students in a “university without borders.” Rationale: Instructors must possess the skills to work with international students and those from diverse domestic backgrounds. Success and retention of these critical student populations will depend heavily upon the relationships they form with their instructors. It is not exclusively the responsibility of the student services areas to assure a welcoming, tolerant environment. Such efforts must also be made integral to the curriculum and the reward process for University of Iowa faculty and teaching staff. Strategies:

1. Develop training workshops for graduate instructors and new faculty on teaching

methods appropriate to a diverse and internationalized university.

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2. Train faculty on mentoring undergraduate and graduate students from diverse backgrounds.

3. Expand professional-development workshops and ICON training for University of Iowa staff on working with diverse and international students, faculty and staff.

Goal 3: Prepare the ground for expanded curriculum innovation and faculty research. Rationale: Diversity and internationalization are the future of our university and our state. Clusters of faculty teaching and researching new, key topics in these areas will be essential to creating an institution capable of competing in an increasingly diverse and globalized society. Enhancing collaborative teaching and research in the areas of diversity and internationalization will therefore be of critical importance. Strategies:

1. Inaugurate an interdisciplinary and comparative program in Ethnic Studies that

would foster interconnections and collaboration between faculty and students in existing ethnic studies programs and in International Studies.

2. Seek a cross-disciplinary cluster-hire of scholars who share interests in critical race and ethnic studies and who would be jointly appointed with the goal of strengthening existing programs and departments and creating new intellectual alignments at the University of Iowa that encourage transnational collaborations.

3. Implement a curriculum development competition to foster the creation of the types of courses and experiences that link domestic and international diversity through the comparative study of such subjects as borderlands, indigenous peoples, migration, diasporic communities and cultural diffusion, the history and consequences of globalization, comparative colonization, and the experiences of under-represented minority peoples worldwide, with preference given to projects that would involve collaboration of several faculty across different disciplines.

4. Implement and support a competition for multi-disciplinary research grants that relate to the study of under-represented populations in the U.S. and around the world and that also hold promise for further curricular innovation.

Internationalization and Diversity Task Force – Final Report University of Iowa Diversity and Internationalization Map Appendix 1

Office of the President

Office of the Provost and

Executive Vice President

Collegiate Deans

CLAS

Education

Graduate

Public Health

Law

Nursing

Dentistry

Pharmacy

Libraries

Engineering

Business

Medicine

Continuing Education

Office of Vice President of

Student Services

Office of Student Life

Student Success Teams

Cultural Centers (Asian Pacific

American, Afro-American, LGBT,

Latino Native American)

Women's Resource and Action Center

Associate Provost and Dean of International

Studies

Office of International Studies and

Scholars

Office for Study Abroad

Academic Programs and Centers

African Studies; Caribbean, Diaspora, and Atlantic Studies; Center for Human Rights; Center for Asian and Pacific Studies; Center for Russian, East European, and Eurasian Studies; Confucious Institute; Crossing Borders; Eighteenth and Nineteenth Century Interdisciplinary Colloquium; European Studies; Foreign Language Acquisition and Education; Global Health Studies; Institute for Cinema and Culture; Latin American Studies; Middle East and Muslim World Studies; Opera Studies; South Asian Studies

Chief Diversity Officer

Center for Diversity and Enrichment

Diversity Councils and Committees

Council for Status of Women

UI Commitee on Diversity

(representation from each of the

councils)

Council on Disability

Awareness

African American

Council

Council on the Status of

Latinos

Asian American Coalition

Native American

Council

LGBT Staff and Faculty Council

Director of Equity and

Human Rights

Investigations

Office of Equal Opportunity and

Diversity

Diversity Charter

Committee

CLAS Programs: -African American Studies -American Indian and Native Studies -Gender, Women’s and Sexuality Studies -Latin American Studies -[Latino Studies]

Each entity organizes a

diversity advisory

committee. Committee

activities and resources

vary by college.

Internationalization and Diversity Task Force – Final Report Appendix 2 Budgetary Implications

Appendix 2

Budgetary Implications for Recommendations Limited or No Investment Organizational Effectiveness:

Goal 2—Recognize faculty and staff for internationalization and diversity efforts. Recruitment and Outreach:

Goal 1: Strengthen recruitment of underrepresented minority groups

Strategy 1: Better coordinate recruitment and retention Strategy 7: Strengthen mentoring with existing personnel

Goal 3: Recruitment of international students and scholars

Strategy 2: Better coordinate recruitment efforts across campus Strategy 5: Develop virtual, multi-lingual interaction opportunities

Goal 5: Recruitment and promotion of minorities and women to tenure track

Positions

Strategy 2: Create mentoring programs for women and minorities in graduate programs

Strategy 3: Provide cultural competency and diversity training for Recruitment and promotion chairs

Strategy 4: Promote more women to higher rank faculty and staff positions

Retention and Cultural Climate Goal 1: Create supportive climate for diverse and international students, faculty

and staff

Strategy 1: Create mentoring programs for new students, faculty and staff

Strategy 2: Provide quality cultural competency and diversity awareness training

Strategy 3: Develop multilingual materials and access to key university functions

Strategy 5: Evaluate language testing requirements for new international graduate assistants

Strategy 6: Develop new strategies to combat isolation and alienation of diverse students in dorm

Strategy 7: Partner with city, county and surrounding communities to address cultural climate issues


Goal 2: Provide opportunities to critically examine diversity issues and gain cultural competency

Strategy 1: Provide meaningful cultural competency and diversity training Strategy 2: Expand and coordinate current cultural competency and diversity initiatives on a university-wide basis for all students, faculty and staff

Teaching and Research Goal 1: Develop curriculum to prepare students for success in a diverse

“university without borders” Skill-building

Strategy 1: Develop orientation materials for new students, faculty and staff for success in a diverse university without borders

Strategy 2: Coordinate and expand pipeline recruitment for graduate and professional students using networking methods

Knowledge-building

Strategy 1: Develop first-year seminars and general education courses that combine internationalization and diversity

Strategy 2 & 3: Increase GE and advanced undergraduate courses that introduce domestic diversity and international perspectives

Strategy 8: Develop courses that follow domestic or international cross-cultural program participation and help students assimilate these experiences

Goal 2: Prepare faculty to teach and mentor in a “university without borders”

Strategy 1: Develop training workshops for TAs and faculty on teaching in a diverse and internationalized university

Strategy 2: Train faculty on mentoring diverse and international students

Strategy 3: Expand professional development opportunities for staff on working with diverse and international students, faculty and staff

Moderate Investment Organizational Effectiveness:

Goal 1: Augment staffing in office of the Chief Diversity Officer. Recruitment and Outreach: Goal 1: Strengthen recruitment of underrepresented minority groups

Strategy 5: Staff support in VPR office for research initiatives in diversity funding and matching funds for grant applications

Strategy 6: Develop targeted recruitment materials


Goal 2: Latino/a recruitment

Strategy 1: Hire director of Latino/a recruitment Strategy 2: Augment Spanish language services

Goal 3: Recruitment of international students and scholars

Strategy 4: Better training and advising; enhance language capacity

Goal 4: Strengthen recruitment of students, staff and faculty with disabilities

Strategies 1, 2, 3: Create pipelines with school districts, VAMC and other organizations

Strategy 4: Acquire universal access learning tools Retention and Cultural Climate Goal 2: Provide opportunities to critically examine diversity issues and gain

cultural competency

Strategy 3: Promote curricular and co-curricular opportunities to expand knowledge of diversity and internationalization issues

Strategy 4: Expand study abroad and domestic community study opportunities for minority, first-generation and at-risk students

Teaching and Learning Goal 1: Develop curriculum to prepare students for success in a diverse

“university without borders”

Knowledge-building Strategy 4: Establish domestic cross-cultural academic and

service- learning programs in immigrant and minority communities

Strategy 6: Develop new and expanding existing programs for internships and service-learing opportunities here and abroad

Strategy 7: Create winterim and summer programs in diverse cross-cultural settings in the US and abroad

Goal 3: Expand curriculum development and research support in diversity and internationalization

Strategy 1: Inaugurate an interdisciplinary and comparative program in Ethnic Studies to build collaboration between existing ethnic studies programs

Strategy 3, 4, 5: Promote curriculum development and research in areas that interconnect diversity and internationalization through competitive summer grants.


Significant Investment Recruitment and Outreach:

Goal 1: Strengthen recruitment of underrepresented domestic minority groups (See Appendix 2: Capital Campaign Proposals)

Strategies 2, 3, 4: Expand pipelines and flexible learning opportunities

Strategy 8: Increase graduate and professional student financial aid

Goal 3: Strengthen recruitment of international students and scholars.

Strategy 1: Increase scholarship funding for international students from under-represented areas of the world

Goal 4: Strengthen recruitment of disabled students and veterans

Strategy 5: Enhance accessibility of the UI campus

Goal 5: Recruitment and promotion of women and minorities to tenure-track Positions

Strategy 1: Increase proportion of minorities and women in recruitment of 100 new faculty lines

Retention and Cultural Climate Goal 1: Create supportive climate for diverse and international students, faculty,

and staff

Strategy 5: Provide affordable, sustainable housing on and off campus that fosters community diversity (see Capital Campaign proposals, Appendix 3)

Teaching and Learning Goal 1: Develop curriculum to prepare students for success in a diverse

“university without borders”

Strategy 5: Expand funding for minority and low-income students to participate in domestic and international study opportunities

Goal 3: Expand curriculum development and research support in diversity and internationalization

Strategy 2: Pursue a cluster-hire of faculty in critical race and ethnic studies who would strengthen existing ethnic studies programs and build new cross disciplinary and transnational collaborations (see Appendix 2: Capital Campaign proposals)

Internationalization and Diversity Task Force – Final Report Appendix 3 Capital Campaign Funding Opportunities

Appendix 3

Capital Campaign Funding Opportunities

1) Create an endowed scholarship fund to support the recruitment and retention of students of low-income status: 50 domestic minority students and 50 international students from parts of the world currently under-represented in Iowa’s undergraduate and graduate population. (100 students @ $10,000 x 4 years=$4,000,000. Endowment: $80,000,000; if not endowed but as a five year initiative: 100 @$10,000 x 4 years x 5 years=$20 million)

2) Build new “sustainable global housing” to replace Hawkeye Court as a

living/learning community for globally-engaged domestic and international students with facilities for married students (day care) and community activities. ($40 million--bonding)

3) Support a cluster hiring initiative in ethnic studies with an emphasis on

strengthening interdisciplinary and transnational teaching and research in their respective departments and programs. [10 faculty lines @ $80,000 (salary and fringe) =$800,000. Initial subsidy for 3 years: $2.4 million; then picked up by colleges]

4) Endow a “Global Fund for International and Comparative Teaching and

Research” to promote and strengthen institutional linkages between UI faculty and students and scholars and students at selected institutions of higher learning around the world—especially in poorer, developing countries. Five year initiative @ $1 million per year: $5 million)

Internationalization and Diversity Task Force - Final Report Appendix 4Student Enrollment

2004 2005 2006 2007 2008 2009Total Enrollment 29,745 29,642 29,979 30,409 30,561 30,328Female 15,765 15,558 15,654 15,812 15,697 15,673African American 692 695 697 737 736 776

American Indian/Alaskan Native 141 136 143 145 145 156

Asian American/Pacific Islander 1102 1073 1097 1142 1178 1175

Hispanic/Latino(a) 730 774 804 817 863 936

Total Minorites 2,665 2,678 2,741 2,841 2,922 3,043

International 2173 2095 2004 1968 2191 2423

White/Other 24,907 24,869 25,234 25,600 25,448 24,862

1 Yr Increase

5 Yr Increase

Total Enrollment ‐0.8% 2.0%Female ‐0.2% ‐0.6%African American 5.4% 12.1%American Indian/Alaskan Native 7.6% 10.6%Asian American/Pacific Islander ‐0.3% 6.6%Hispanic/Latino(a) 8.5% 28.2%Total Minorites 4.1% 14.2%International 10.6% 11.5%White/Other ‐2.3% ‐0.2%

2004 2005 2006 2007 2008 2009

Total Enrollment 15,765 15,558 15,654 15,812 15,697 15,673

African American 370 374 389 408 407 431




Total Minorites 1,428 1,450 1,530 1,543 1,594 1,666

International 981 931 909 917 1026 1200

White/Other 13,356 13,177 13,215 13,352 13,077 12,807

2004 2005 2006 2007 2008 2009Total Enrollment 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%African American 2.3% 2.4% 2.5% 2.6% 2.6% 2.7%American Indian/Alaskan Native 0.5% 0.5% 0.5% 0.5% 0.5% 0.5%Asian American/Pacific Islander 3.7% 3.7% 3.8% 3.8% 4.1% 4.0%Hispanic/Latino(a) 2.5% 2.8% 3.0% 2.9% 2.9% 3.3%Total Minorites 9.1% 9.3% 9.8% 9.8% 10.2% 10.6%International 6.2% 6.0% 5.8% 5.8% 6.5% 7.7%White/Other 84.7% 84.7% 84.4% 84.4% 83.3% 81.7%

1 Yr Increase

5 Yr Increase

Total Enrollment ‐0.2% ‐0.6%African American 5.9% 16.5%American Indian/Alaskan Native 7.6% 10.4%Asian American/Pacific Islander ‐2.6% 7.3%Hispanic/Latino(a) 12.9% 32.1%Total Minorites 4.5% 16.7%International 17.0% 22.3%White/Other ‐2.1% ‐4.1%

TOTAL FEMALE STUDENT ENROLLMENT

TOTAL STUDENT ENROLLMENT

AS A PERCENTAGE OF TOTAL FEMALE ENROLLMENT

1

Internationalization and Diversity Task Force - Final Report Appendix 4Student Enrollment

2004 2005 2006 2007 2008 2009Total Enrollment 20,135 20,300 20,738 20,907 20,823 20,574Female 10,899 10,851 10,974 11,024 10,764 10,640African American 449 439 443 465 466 500




Total Minorites 1,728 1,765 1,809 1,854 1,913 2,037

International 351 340 380 404 576 802

White/Other 18,056 18,195 18,549 18,649 18,334 17,735

1 Yr Increase

5 Yr Increase

Total Enrollment ‐1.2% 2.2%Female ‐1.2% ‐2.4%African American 7.3% 11.4%American Indian/Alaskan Native 8.3% 19.5%Asian American/Pacific Islander 0.4% 5.6%Hispanic/Latino(a) 13.6% 43.6%Total Minorites 6.5% 17.9%International 39.2% 128.5%White/Other ‐3.3% ‐1.8%

2004 2005 2006 2007 2008 2009

Total Enrollment 10,899 10,851 10,974 11,024 10,764 10,640

African American 225 218 224 237 247 264




Total Minorites 932 950 1,005 1,003 1,036 1,098

International 172 174 199 228 304 444

White/Other 9,795 9,727 9,770 9,793 9,424 9,098


1 Yr Increase

5 Yr Increase

Total Enrollment ‐1.2% ‐2.4%African American 6.9% 17.3%American Indian/Alaskan Native 1.9% 10.4%Asian American/Pacific Islander ‐3.1% 3.3%Hispanic/Latino(a) 18.0% 41.3%Total Minorites 6.0% 17.8%International 46.1% 158.1%White/Other ‐3.5% ‐7.1%

AS A PERCENTAGE OF TOTAL UNDERGRADUATE FEMALE ENROLLMENT

UNDERGRADUATE STUDENT ENROLLMENT

UNDERGRADUATE FEMALE STUDENT ENROLLMENT

2

Internationalization and Diversity Task Force – Final Report Appendix 4Student Enrollment

Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State

African American 246 203 African American 244 195 African American 253 190 African American 11.9% 1.9%

Asian 534 199 Asian 529 205 Asian 508 229 Asian 0.8% ‐0.4%

Intern'l 0 351 Intern'l 0 340 Intern'l 4 376 Intern'l ‐50.0% 39.9%

Latino(a) 276 183 Latino(a) 306 194 Latino(a) 311 216 Latino(a) 6.8% 23.1%

Native American 58 29 Native American 59 33 Native American 72 30 Native American 12.1% 2.6%

Unknown 454 180 Unknown 440 169 Unknown 497 220 Unknown 14.7% ‐1.5%

White 12,233 5,189 White 12,341 5,245 White 12,366 5,466 White ‐5.3% ‐1.0%

Total 13,801 6,334 Total 13,919 6,381 Total 14,011 6,727 Total ‐3.6% 2.9%

Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State Ethnicity In‐State Out‐of‐State

African American 247 218 African American 252 214 African American 282 218 African American 14.6% 7.4%

Asian 521 226 Asian 530 241 Asian 534 240 Asian 0.0% 20.6%

Intern'l 4 400 Intern'l 4 572 Intern'l 2 800 Intern'l 0.0% 127.9%

Latino(a) 320 224 Latino(a) 338 242 Latino(a) 361 298 Latino(a) 30.8% 62.8%

Native American 66 32 Native American 58 38 Native American 65 39 Native American 12.1% 34.5%

Unknown 513 307 Unknown 531 341 Unknown 609 336 Unknown 34.1% 86.7%

White 12,137 5,692 White 11,479 5,983 White 10,869 5,921 White ‐11.2% 14.1%

Total 13,808 7,099 Total 13,192 7,631 Total 12,722 7,852 Total ‐7.8% 24.0%

1 Yr % Change

5 Yr % Change

Undergraduate Student Enrollment by Residency and Ethnicity, Fall 2004 ‐ Fall 2009

Fall 2004 Fall 2005 Fall 2006


3


2004 2005 2006 2007 2008Ethnic GroupAfrican American 84% 81% 81% 82% 72%American Indian 87% 69% 67% 89% 86%Asian American 87% 77% 84% 87% 83%Hispanic American 75% 87% 79% 83% 83%Total Minority 83% 80% 81% 85% 81%Caucasian 84% 84% 83% 83% 83%

First Time, Full Time Freshmen Retention

1 ‐ Year Retentionby Entry Year

4


Session Undergraduate Graduate Professional Total w/DisabilitiesTotal Enrollment % w/Disabilities 1 Yr Increase 5 Yr IncreaseFall 2004 371 56 15 442 29,745 1.5% ‐4.2% ‐6.1%Fall 2005 380 61 13 454 29,642 1.5%Fall 2006 333 55 8 396 29,979 1.3%Fall 2007 407 68 9 484 30,409 1.6%Fall 2008 360 64 9 433 30,561 1.4%Fall 2009 345 61 9 415 30,328 1.4%

Session Undergraduate Graduate Professional Total Veterans Total Enrollment % Veterans 1 Yr Increase 5 Yr IncreaseFall 2004 173 21 9 203 29,745 0.7% 27.9% 69.5%Fall 2005 209 27 8 244 29,642 0.8%Fall 2006 241 26 11 278 29,979 0.9%Fall 2007 251 27 13 291 30,409 1.0%Fall 2008 222 32 15 269 30,561 0.9%Fall 2009 271 41 32 344 30,328 1.1%

Students with Disabilities

Students with Veteran Status

5


Ethnicity

Freshmen TransfersUndergrad

TotalFreshmen Transfers

Undergrad Total



Undergrad Total



Undergrad Total

African American 87 42 449 84 33 439 81 35 443 107 32 465 102 29 466 105 45 500American Indian/Alaskan Native 23 7 87 15 9 92 24 6 102 18 11 98 21 5 96 16 10 104Asian American/Pacific Islander 151 30 733 134 34 734 171 43 737 166 50 747 157 42 771 152 51 774Hispanic/Latino(a) 86 30 459 105 41 500 110 32 527 127 32 544 140 49 580 182 44 659Total Minorities 347 109 1,728 338 117 1,765 386 116 1,809 418 125 1,854 420 125 1,913 455 150 2,037International 30 123 351 43 97 340 32 122 380 60 121 404 177 127 576 259 120 802White/Other 3640 1196 18,056 3,468 1,348 18,195 3,871 1,241 18,549 3,809 1,287 18,649 3,649 1,262 18,334 3,349 1,246 17,735Total 4,017 1,428 20,135 3,849 1,562 20,300 4,289 1,479 20,738 4,287 1,533 20,907 4,246 1,514 20,823 4,063 1,516 20,574

Ethnicity



Undergrad Total



Undergrad Total



Undergrad Total

African American 19.4% 9.4% 100.0% 19.1% 7.5% 100.0% 18.3% 7.9% 100.0% 23.0% 6.9% 100.0% 21.9% 6.2% 100.0% 21.0% 9.0% 100.0%American Indian/Alaskan Native 26.4% 8.0% 100.0% 16.3% 9.8% 100.0% 23.5% 5.9% 100.0% 18.4% 11.2% 100.0% 21.9% 5.2% 100.0% 15.4% 9.6% 100.0%Asian American/Pacific Islander 20.6% 4.1% 100.0% 18.3% 4.6% 100.0% 23.2% 5.8% 100.0% 22.2% 6.7% 100.0% 20.4% 5.4% 100.0% 19.6% 6.6% 100.0%Hispanic/Latino(a) 18.7% 6.5% 100.0% 21.0% 8.2% 100.0% 20.9% 6.1% 100.0% 23.3% 5.9% 100.0% 24.1% 8.4% 100.0% 27.6% 6.7% 100.0%Total Minorities 20.1% 6.3% 100.0% 19.2% 6.6% 100.0% 21.3% 6.4% 100.0% 22.5% 6.7% 100.0% 22.0% 6.5% 100.0% 22.3% 7.4% 100.0%International 8.5% 35.0% 100.0% 12.6% 28.5% 100.0% 8.4% 32.1% 100.0% 14.9% 30.0% 100.0% 30.7% 22.0% 100.0% 32.3% 15.0% 100.0%White/Other 20.2% 6.6% 100.0% 19.1% 7.4% 100.0% 20.9% 6.7% 100.0% 20.4% 6.9% 100.0% 19.9% 6.9% 100.0% 18.9% 7.0% 100.0%Total 20.0% 7.1% 100.0% 19.0% 7.7% 100.0% 20.7% 7.1% 100.0% 20.5% 7.3% 100.0% 20.4% 7.3% 100.0% 19.7% 7.4% 100.0%

Ethnicity



Undergrad Total

African American 2.9% 55.2% 7.3% 20.7% 7.1% 11.4%American Indian/Alaskan Native ‐23.8% 100.0% 8.3% ‐30.4% 42.9% 19.5%Asian American/Pacific Islander ‐3.2% 21.4% 0.4% 0.7% 70.0% 5.6%Hispanic/Latino(a) 30.0% ‐10.2% 13.6% 111.6% 46.7% 43.6%Total Minorities 8.3% 20.0% 6.5% 31.1% 37.6% 17.9%International 46.3% ‐5.5% 39.2% 763.3% ‐2.4% 128.5%White/Other ‐8.2% ‐1.3% ‐3.3% ‐8.0% 4.2% ‐1.8%Total ‐4.3% 0.1% ‐1.2% 1.1% 6.2% 2.2%


FRESHMEN AND ALL TRANSFER STUDENTS BY ETHNICITY

Fall 2004


AS A PERCENTAGE OF ALL UNDERGRADUATES

Fall 2004

1 Yr Increase 5 Yr Increase

Fall 2005

Fall 2005

Fall 2006

Fall 2006

6


Ethnicity

FreshmenAA

DegreesUndergrad

TotalFreshmen

AA Degrees

Undergrad Total

FreshmenAA

DegreesUndergrad

TotalFreshmen

AA Degrees

Undergrad Total

FreshmenAA

DegreesUndergrad

TotalAfrican American 87 15 449 84 10 439 81 13 443 107 10 465 102 9 466American Indian/Alaskan Native 23 3 87 15 1 92 24 1 102 18 5 98 21 4 96Asian American/Pacific Islander 151 4 733 134 7 734 171 5 737 166 13 747 157 10 771Hispanic/Latino(a) 86 9 459 105 8 500 110 10 527 127 12 544 140 19 580Total Minorities 347 31 1,728 338 26 1,765 386 29 1,809 418 40 1,854 420 42 1,913International 30 6 351 43 1 340 32 6 380 60 4 404 177 6 576White/Other 3640 364 18,056 3,468 449 18,195 3,871 421 18,549 3,809 400 18,649 3,649 370 18,334Total 4,017 401 20,135 3,849 476 20,300 4,289 456 20,738 4,287 444 20,907 4,246 418 20,823

Ethnicity

FreshmenAA

DegreesUndergrad

TotalFreshmen

AA Degrees

Undergrad Total

FreshmenAA

DegreesUndergrad

TotalFreshmen

AA Degrees

Undergrad Total

FreshmenAA

DegreesUndergrad

TotalAfrican American 19.4% 3.3% 100.0% 19.1% 2.3% 100.0% 18.3% 2.9% 100.0% 23.0% 2.2% 100.0% 21.9% 1.9% 100.0%American Indian/Alaskan Native 26.4% 3.4% 100.0% 16.3% 1.1% 100.0% 23.5% 1.0% 100.0% 18.4% 5.1% 100.0% 21.9% 4.2% 100.0%Asian American/Pacific Islander 20.6% 0.5% 100.0% 18.3% 1.0% 100.0% 23.2% 0.7% 100.0% 22.2% 1.7% 100.0% 20.4% 1.3% 100.0%Hispanic/Latino(a) 18.7% 2.0% 100.0% 21.0% 1.6% 100.0% 20.9% 1.9% 100.0% 23.3% 2.2% 100.0% 24.1% 3.3% 100.0%Total Minorities 20.1% 1.8% 100.0% 19.2% 1.5% 100.0% 21.3% 1.6% 100.0% 22.5% 2.2% 100.0% 22.0% 2.2% 100.0%International 8.5% 1.7% 100.0% 12.6% 0.3% 100.0% 8.4% 1.6% 100.0% 14.9% 1.0% 100.0% 30.7% 1.0% 100.0%White/Other 20.2% 2.0% 100.0% 19.1% 2.5% 100.0% 20.9% 2.3% 100.0% 20.4% 2.1% 100.0% 19.9% 2.0% 100.0%Total 20.0% 2.0% 100.0% 19.0% 2.3% 100.0% 20.7% 2.2% 100.0% 20.5% 2.1% 100.0% 20.4% 2.0% 100.0%

Ethnicity 1 Yr IncreaseAA Degrees

African American ‐10.0%American Indian/Alaskan Native ‐20.0%Asian American/Pacific Islander ‐23.1%Hispanic/Latino(a) 58.3%Total Minorities 5.0%International 50.0%White/Other ‐7.5%Total ‐5.9%

AS A PERCENTAGE OF ALL UNDERGRADUATES

FRESHMEN AND TRANSFER STUDENTS WITH AA DEGREE BY ETHNICITY

Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

7

Internationalization and Diversity Task Force – Final Report Appendix 4Student Enrollement

2004 2005 2006 2007 2008 2009Total Enrollment 9,610 9,342 9,241 9,502 9,738 9,754African American 243 256 254 272 270 276American Indian/Alaskan Native 54 44 41 47 49 52Asian American/Pacific Islander 369 339 360 395 407 401Hispanic/Latino(a) 271 274 277 273 283 277Total Minorites 937 913 932 987 1,009 1,006International 1822 1755 1624 1564 1615 1621White/Other 6,851 6,674 6,685 6,951 7,114 7,127


1 Yr Increase

5 Yr Increase

Total Enrollment 0.2% 1.5%African American 2.2% 13.6%American Indian/Alaskan Native 6.1% ‐3.7%Asian American/Pacific Islander ‐1.5% 8.7%Hispanic/Latino(a) ‐2.1% 2.2%Total Minorites ‐0.3% 7.4%International 0.4% ‐11.0%White/Other 0.2% 4.0%

GRADUATE AND PROFESSIONAL TOTAL STUDENT ENROLLMENT

AS A PERCENTAGE OF TOTAL ENROLLMENT

8

Internationalization and Diversity Task Force – Final Report Appendix 4Student Enrollement

2004 2005 2006 2007 2008 2009Total Enrollment 4,866 4,707 4,680 4,788 4,933 5,033African American 145 156 165 171 160 167American Indian/Alaskan Native 29 25 24 26 27 32Asian American/Pacific Islander 194 179 189 202 228 224Hispanic/Latino(a) 128 140 147 141 143 145Total Minorites 496 500 525 540 558 568International 809 757 710 689 722 756White/Other 3,561 3,450 3,445 3,559 3,653 3,709


1 Yr Increase

5 Yr Increase

Total Enrollment 2.0% 3.4%African American 4.4% 15.2%American Indian/Alaskan Native 18.5% 10.3%Asian American/Pacific Islander ‐1.8% 15.5%Hispanic/Latino(a) 1.4% 13.3%Total Minorites 1.8% 14.5%International 4.7% ‐6.6%White/Other 1.5% 4.2%

GRADUATE AND PROFESSIONAL FEMALE STUDENT ENROLLMENT

AS A PERCENTAGE OF TOTAL ENROLLMENT

9

Internationalization and Diversity Task Force – Final Report Appendix 4 Student Enrollment

PLEASE DO NOT CIRCULATE!

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1989 1991 1993 1995 1997 1999 2001 2003 2005 2007

Axi

s Ti

tle

Non-persisters, year one to year two

African-American

White Non-Hispanic

Hispanic

Internationalization and Diversity Task Force-Final Report Appendix 4

Student Enrollment

Retentention Data 1989-2009

YEAR OF ENTRY 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

American Indian 16.7% 20.0% 16.7% 10.0% 7.7% 41.2% 10.0% 8.3% 17.7% 17.6% 17.7% 33.3% 40.0% 18.2% 21.4% 13.0% 30.8% 33.3% 11.1% 14.3%

African-American 22.0% 27.4% 25.0% 19.8% 21.4% 15.1% 26.0% 17.7% 22.5% 19.2% 19.8% 26.3% 19.8% 31.6% 30.2% 16.3% 19.3% 18.5% 17.8% 28.4%

Asian/Pacific Islander 11.2% 9.0% 18.1% 11.6% 13.3% 18.9% 18.5% 22.9% 15.0% 12.5% 17.9% 15.0% 19.2% 17.5% 14.1% 13.2% 23.3% 16.1% 13.3% 16.8%

Hispanic 17.0% 22.0% 35.0% 24.6% 30.0% 16.4% 25.0% 24.7% 8.0% 21.2% 20.9% 20.5% 15.5% 18.2% 21.3% 24.7% 13.5% 20.9% 16.5% 16.6%

White Non-Hispanic 17.7% 15.8% 14.9% 14.6% 16.2% 16.4% 17.6% 16.7% 16.4% 16.4% 15.8% 17.0% 17.3% 17.2% 16.5% 15.7% 15.7% 17.2% 17.1% 17.0%

Overall 17.6% 16.1% 15.6% 14.9% 16.4% 16.6% 18.0% 17.1% 16.3% 16.5% 16.1% 17.4% 17.5% 19.1% 16.8% 15.7% 15.9% 17.3% 16.9% 17.0%

YEAR OF ENTRY 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

American Indian 16.7% 20.0% 33.3% 40.0% 38.5% 0.0% 10.0% 41.7% 35.3% 29.4% 5.9% 22.2% 50.0% 36.4% 21.4% 39.1% 23.1%

African-American 16.5% 8.9% 12.5% 14.3% 15.7% 22.1% 16.0% 27.4% 9.8% 14.1% 18.7% 13.1% 19.8% 23.7% 18.6% 29.1% 27.7%

Asian/Pacific Islander 21.4% 24.7% 25.7% 25.9% 25.7% 27.9% 21.9% 22.1% 34.6% 27.7% 29.1% 36.5% 32.7% 31.4% 37.7% 34.4% 36.8%

Hispanic 23.4% 22.0% 27.5% 29.8% 30.0% 24.7% 22.2% 19.5% 40.0% 31.8% 24.4% 33.7% 31.8% 25.3% 36.2% 38.8% 32.7%

White Non-Hispanic 31.5% 34.5% 33.0% 33.2% 35.4% 35.3% 36.9% 39.1% 38.4% 36.8% 39.2% 40.8% 40.7% 41.6% 42.7% 44.0% 47.7%

Overall 30.7% 32.9% 32.3% 32.3% 34.6% 34.3% 35.3% 37.8% 37.6% 35.8% 37.7% 39.5% 39.6% 40.5% 41.7% 43.1% 46.4%

YEAR OF ENTRY 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

American Indian 50.0% 40.0% 83.3% 70.0% 46.2% 5.9% 50.0% 58.3% 58.8% 52.9% 29.4% 27.8% 50.0% 63.6% 50.0% 56.5%

African-American 31.2% 30.9% 30.6% 37.4% 40.0% 46.5% 39.0% 53.2% 33.8% 36.4% 42.9% 42.4% 40.6% 39.5% 47.7% 50.0%

Asian/Pacific Islander 36.0% 50.6% 51.4% 54.5% 55.8% 54.1% 53.0% 49.3% 55.1% 59.8% 49.6% 57.9% 56.2% 64.1% 65.1% 58.9%

Hispanic 44.7% 46.0% 50.0% 50.9% 43.3% 49.3% 48.6% 44.2% 61.3% 50.6% 50.0% 55.4% 55.5% 44.4% 53.2% 60.0%

White Non-Hispanic 57.4% 59.5% 59.2% 60.1% 58.8% 60.8% 62.6% 62.4% 61.9% 62.0% 63.2% 63.7% 63.1% 63.7% 65.2% 66.1%

Overall 55.9% 57.8% 58.2% 58.9% 58.0% 59.7% 61.1% 61.3% 61.2% 60.9% 61.8% 62.4% 62.0% 62.8% 64.5% 65.3%

YEAR OF ENTRY 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

American Indian 50.0% 40.0% 83.3% 70.0% 76.9% 11.8% 60.0% 58.3% 58.8% 70.6% 41.2% 33.3% 50.0% 63.6% 57.1%

African-American 42.2% 39.8% 34.7% 40.7% 48.6% 53.5% 40.0% 59.7% 38.0% 43.3% 50.5% 45.5% 43.8% 43.4% 50.0%

Asian/Pacific Islander 44.9% 58.4% 56.2% 62.5% 67.3% 59.8% 59.6% 54.3% 65.4% 67.0% 54.3% 61.9% 63.4% 66.7% 71.2%

Hispanic 53.2% 54.0% 52.5% 54.4% 46.7% 53.4% 51.4% 46.8% 65.3% 58.5% 53.5% 60.2% 60.0% 54.5% 58.5%

White Non-Hispanic 62.1% 64.0% 64.2% 64.8% 63.2% 65.1% 66.4% 65.4% 65.1% 67.1% 67.4% 66.7% 66.9% 66.8% 69.6%Overall 60.9% 62.6% 63.1% 63.7% 62.8% 64.0% 64.9% 64.4% 64.6% 66.2% 66.1% 65.5% 65.9% 66.0% 68.5%

PERCENTAGE OF ENTERING CLASS THAT LEFT WITHIN THE FIRST YEAR

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN FOUR YEARS

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN FIVE YEARS

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN SIX YEARS

12/11/2009@9:30 AM

dg/h/aa/grad-ret09/table3.xls

Internationalization and Diversity Task Force – Final Report Appendix 5 International Programs Student Data

Appendix 5

Current and Historical Statistics in Relationship to Recruiting Efforts/International Students

First Time International Undergraduate Students International Undergraduate Degree Transfer Fall Semester 2006 2007 2008 2009 Fall Semester 2006 2007 2008 2009

Applications 397 548 1057 1874 Applications 191 205 266 366

Admissions 225 362 695 1237 Admissions 122 117 156 244

Enrolled Students 32 60 177 259 Enrolled Students 37 32 39 70

% of Applicants who Enrolled

8.1% 10.9% 16.7% 13.8% % of Applicants who Enrolled

19.4% 15.6% 14.7% 19.1%

Degree Seeking Graduate and Professional

Fall Semester 2006 2007 2008 2009

Applications 3043 2960 3337 3104

Admissions 644 549 595 631

Enrolled Students 271 266 315 297

% of Applicants who Enrolled

8.9% 9.0% 9.4% 9.6%

The following chart shows the changes in overall enrollment since 2006, one year before the recruiting initiative began. This chart includes a breakdown by degree seeking and other categories of students.

2006 2007 2008 2009 % change since 2006

Undergraduate 380 404 576 802 111.1% Degree Seeking 258 300 461 733 184.1%

Non degree 51 52 59 34 -33.3%

Intensive English Only 71 53 56 35 -50.7%

Graduate & Professional 1624 1564 1615 1621 -0.2% Degree Seeking 1293 1210 1200 1216 -6.0%

Non-degree 30 52 70 63 110.0%

Medical Residents/Fellows 116 110 135 135 16.4%

Post-Doctoral Scholars 185 192 210 207 11.9%

Total 2004 1968 2191 2423 20.9%

Top Countries of Enrollment, by level, with change since 2006

Undergraduate Graduate & Professional Total Enrollment

Country Total 2009

Total 2006

Country Total 2009

Total 2006

Country Total 2009

Total 2006

China 443 47 China 411 422 China 854 469

South Korea 136 109 India 301 290 India 323 300

Malaysia 38 7 South Korea 174 161 South Korea 310 270

India 22 10 Taiwan 86 88 Taiwan 107 109

Taiwan 21 21 Turkey 41 48 Japan 55 80

Japan 16 31 Japan 39 49 Malaysia 47 15

Canada 16 23 Canada 29 50 Canada 45 73

Hong Kong 8 5 Germany 26 32 Turkey 43 53

UAE 8 4 Brazil 25 19 Germany 32 40

Saudi Arabia 7 11 Jordan/Thailand 22 30/16 Brazil 27 20

Summary of Study Abroad Program Participation

Academic Years 2004-05 through 2008-09

2004-05 2005-06 2006-07 2007-08 2008-09

Overview of Participation Undergrad Grad & Prof TOTAL Undergrad Grad & Prof TOTAL Undergrad Grad & Prof TOTAL Undergrad Grad & Prof TOTAL Undergrad Grad & Prof TOTAL

UI degree-seeking participants* 717 381 1098 741 386 1127 820 386 1206 887 385 1272 928 425 1353

Non-degree students 28 10 38 26 12 38 41 41 82 32 54 86 26 16 42

CIC students in CIC programs 99 0 99 97 0 97 87 0 87 101 101 101 0 101

TOTAL PARTICIPATION 844 391 1235 864 398 1262 948 427 1375 1020 439 1459 1055 441 1496

*These numbers reflect participation : students who studied abroad more than once are counted twice.

2004-05 2005-06 2006-07 2007-08 2008-09

Regional Distribution Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof

Western Europe 64.0% 33.9% 56.9% 34.4% 59.4% 38.1% 56.9% 37.1% 54.5% 30.1%

Latin American & the Caribbean 10.6% 37.4% 13.1% 23.1% 13.5% 24.1% 14.3% 21.3% 16.5% 21.6%

Asia 9.3% 8.6% 11.5% 21.9% 12.4% 22.8% 11.8% 22.1% 11.5% 26.4%

Oceania 8.8% 2.4% 8.3% 1.1% 5.5% 0.3% 5.7% 1.3% 8.3% 0.7%

Middle East & North Africa 1.7% 1.6% 3.6% 5.7% 2.6% 3.4% 3.8% 3.4% 2.5% 4.7%

Russia, Eastern Europe, Eurasia 1.4% 4.5% 1.4% 3.7% 2.2% 5.2% 2.7% 3.9% 2.4% 5.9%

Sub-Saharan Africa 1.1% 2.4% 0.8% 6.4% 1.7% 2.3% 2.5% 4.9% 2.2% 6.6%

North America (Canada) 1.1% 8.2% 0.9% 2.5% 0.2% 3.9% 0.1% 3.1% 0.1% 3.3%

Multiple Countries 2.0% 0.8% 3.6% 1.1% 2.5% 0.0% 2.0% 2.9% 2.0% 0.7%

Total 100% 100% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

2004-05 2005-06 2006-07 2007-08 2008-09

Duration of Study Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof

Summer Abroad 41% 34% 37% 37% 40% 39% 39% 34% 37% 39%

Semester Abroad 46% 12% 45% 15% 41% 13% 42% 17% 43% 15%

Academic Year Abroad 5% 4% 6% 4% 6% 3% 6% 1% 5% 4%

Winter Session Abroad 7% 2% 7% 5% 7% 15% 11% 5% 14% 12%

Short-term (<3 weeks) programs 1% 48% 5% 39% 6% 30% 2% 43% 1% 30%

2004-05 2005-06 2006-07 2007-08 2008-09

Gender and Ethnicity Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof Undergrad Grad & Prof

Female 71% 52% 70% 54% 66% 54% 66% 53% 68% 59%

Male 29% 48% 30% 46% 34% 46% 34% 47% 32% 41%

Minority 7.0% 11.6% 10.0% 10.1% 8.5% 10.4% 8.8% 15.1% 10.2% 12.6%

White/Non-minority 92.7% 88.4% 90.0% 89.9% 91.5% 89.6% 91.2% 84.9% 89.8% 87.4%

Internationalization and Diversity Task Force – Final Report Appendix 5 International Programs Student Data

Appendix 5

Study Abroad Summary 2008-09

Overview – Study Abroad

Undergraduate Graduate & Professional

TOTAL

UI Study abroad participants 928 415 1,343

Non-degree students 26 16 42

CIC students participating in UI-administered CIC programs

101 0 101

TOTAL PARTICIPANTS 1,055 431 1,486

Multiple participation by UI students 44 16 60

TOTAL UI PARTICIPANTS 844 399 1,283

REGIONAL DISTRIBUTION UNDERGRADUATE GRADUATE

Western Europe 501 54.9% 134 29.6%

Latin America & the Caribbean 152 16.7% 113 25%

Asia 101 11.1% 103 22.8%

Oceania 77 8.4% 3 22.8%

Middle East & North Africa 23 2.5% 32 7.1%

Russia, Eastern Europe & Eurasia 18 2% 30 6.6%

Sub-Saharan Africa 20 2.2% 20 4.4%

North America (Canada) 1 0.1% 14 3.1%

Multiple Countries 19 2.1% 3 0.7%

TOTAL 912 100% 452 100%

DURATION OF STUDY Undergraduate Graduate

Semester Abroad 43% 15%

Summer Abroad 37% 39%

Academic Year Abroad 5% 4%

Winter Session Programs 14% 12%

Short-term program (< 3weeks) 1% 30%

GENDER AND ETHNICTY1 Undergraduate Graduate

Female 68% 56%

Male 32% 44%

White/Non-Minority 89.8% 89.3%

Minority 10.2% 12.7%

1 96% of undergraduates participating in study abroad reported ethnicity. Of the 10.2% minority participants the breakdown is as follows: 19 Hispanic/Latino(a), 48 Asian/Pacific Islander, 16 African-American/Black, and 2 Native Americans. 93% of graduates participating in study abroad reported ethnicity.

Internationalization and Diversity Task Force - Final Report UI Workforce by Gender Race/Ethnicity Appendix 6

UI WorkforcePrimary

Occupational

Activity Group Workforce Category

Total Workforce 1,557 1,488 1,493 + 5 +0.3% - 64 -4.1%

Female 427 27.4% 437 29.4% 455 30.5% + 18 +4.1% + 28 +6.6%Male 1,130 72.6% 1,051 70.6% 1,038 69.5% - 13 -1.2% - 92 -8.1%Asian/Pacific Islander 148 9.5% 172 11.6% 177 11.9% + 5 +2.9% + 29 +19.6%African Amer/Black 32 2.1% 38 2.6% 38 2.5% 0 + 6 +18.8%Hispanic/ Latino 42 2.7% 46 3.1% 46 3.1% 0 + 4 +9.5%Native Amer/Alaska Nat 5 0.3% 8 0.5% 8 0.5% 0 + 3 +60.0%White, not Hispanic 1,322 84.9% 1,199 80.6% 1,203 80.6% + 4 +0.3% - 119 -9.0%Unknown Race/Ethnicity 8 0.5% 25 1.7% 21 1.4% - 4 -16.0% + 13 +162.5%Total Workforce 537 703 719 + 16 +2.3% + 182 +33.9%

Female 238 44.3% 339 48.2% 343 47.7% + 4 +1.2% + 105 +44.1%Male 299 55.7% 364 51.8% 376 52.3% + 12 +3.3% + 77 +25.8%Asian/Pacific Islander 46 8.6% 61 8.7% 73 10.2% + 12 +19.7% + 27 +58.7%African Amer/Black 13 2.4% 15 2.1% 16 2.2% + 1 +6.7% + 3 +23.1%Hispanic/ Latino 12 2.2% 24 3.4% 23 3.2% - 1 -4.2% + 11 +91.7%Native Amer/Alaska Nat 5 0.9% 2 0.3% 2 0.3% 0 - 3 -60.0%White, not Hispanic 457 85.1% 568 80.8% 578 80.4% + 10 +1.8% + 121 +26.5%Unknown Race/Ethnicity 4 0.7% 33 4.7% 27 3.8% - 6 -18.2% + 23 +575.0%Total Workforce 327 380 375 - 5 -1.3% + 48 +14.7%

Female 116 35.5% 143 37.6% 140 37.3% - 3 -2.1% + 24 +20.7%Male 211 64.5% 237 62.4% 235 62.7% - 2 -0.8% + 24 +11.4%Asian/Pacific Islander 10 3.1% 9 2.4% 8 2.1% - 1 -11.1% - 2 -20.0%African Amer/Black 7 2.1% 14 3.7% 16 4.3% + 2 +14.3% + 9 +128.6%Hispanic/ Latino 4 1.2% 4 1.1% 6 1.6% + 2 +50.0% + 2 +50.0%Native Amer/Alaska Nat 2 0.6% 1 0.3% 1 0.3% 0 - 1 -50.0%White, not Hispanic 302 92.4% 348 91.6% 342 91.2% - 6 -1.7% + 40 +13.2%Unknown Race/Ethnicity 2 0.6% 4 1.1% 2 0.5% - 2 -50.0% 0Total Workforce 6,467 7,596 7,610 + 14 +0.2% + 1143 +17.7%

Female 4,495 69.5% 5,416 71.3% 5,379 70.7% - 37 -0.7% + 884 +19.7%Male 1,972 30.5% 2,180 28.7% 2,231 29.3% + 51 +2.3% + 259 +13.1%Asian/Pacific Islander 251 3.9% 316 4.2% 323 4.2% + 7 +2.2% + 72 +28.7%African Amer/Black 84 1.3% 88 1.2% 88 1.2% 0 + 4 +4.8%Hispanic/ Latino 77 1.2% 102 1.3% 100 1.3% - 2 -2.0% + 23 +29.9%Native Amer/Alaska Nat 15 0.2% 15 0.2% 14 0.2% - 1 -6.7% - 1 -6.7%White, not Hispanic 6,016 93.0% 6,956 91.6% 6,967 91.6% + 11 +0.2% + 951 +15.8%Unknown Race/Ethnicity 24 0.4% 119 1.6% 118 1.6% - 1 -0.8% + 94 +391.7%Total Workforce 5,311 5,408 5,079 - 329 -6.1% - 232 -4.4%

Female 3,554 66.9% 3,617 66.9% 3,368 66.3% - 249 -6.9% - 186 -5.2%Male 1,757 33.1% 1,791 33.1% 1,711 33.7% - 80 -4.5% - 46 -2.6%Asian/Pacific Islander 104 2.0% 113 2.1% 107 2.1% - 6 -5.3% + 3 +2.9%African Amer/Black 147 2.8% 173 3.2% 154 3.0% - 19 -11.0% + 7 +4.8%Hispanic/ Latino 87 1.6% 110 2.0% 103 2.0% - 7 -6.4% + 16 +18.4%Native Amer/Alaska Nat 41 0.8% 35 0.6% 37 0.7% + 2 +5.7% - 4 -9.8%White, not Hispanic 4,922 92.7% 4,916 90.9% 4,632 91.2% - 284 -5.8% - 290 -5.9%Unknown Race/Ethnicity 10 0.2% 61 1.1% 46 0.9% - 15 -24.6% + 36 +360.0%Total Workforce 14,199 15,575 15,276 - 299 -1.9% + 1077 +7.6%

Female 8,830 62.2% 9,952 63.9% 9,685 63.4% - 267 -2.7% + 855 +9.7%Male 5,369 37.8% 5,623 36.1% 5,591 36.6% - 32 -0.6% + 222 +4.1%Asian/Pacific Islander 559 3.9% 671 4.3% 688 4.5% + 17 +2.5% + 129 +23.1%African Amer/Black 283 2.0% 328 2.1% 312 2.0% - 16 -4.9% + 29 +10.2%Hispanic/ Latino 222 1.6% 286 1.8% 278 1.8% - 8 -2.8% + 56 +25.2%Native Amer/Alaska Nat 68 0.5% 61 0.4% 62 0.4% + 1 +1.6% - 6 -8.8%White, not Hispanic 13,019 91.7% 13,987 89.8% 13,722 89.8% - 265 -1.9% + 703 +5.4%Unknown Race/Ethnicity 48 0.3% 242 1.6% 214 1.4% - 28 -11.6% + 166 +345.8%

October 1,

2004

October 1,

2008

October 1,

2009

One-Year

Net Change:

2008-2009

Five-Year

Net Change:

2005-2009

regardless of whether they also hold faculty rank.

Executive,

Administrative,

and Managerial

Staff

Faculty:

Tenured/ Tenure

Track

Faculty: Non-

Tenure Track

Professional and

Scientific Staff

Merit Staff

Total Faculty

and Staff

Source: Compiled University of Iowa workforce data including all regular, full-time and part-time employees working 50% time or more (in accordance Regents guidelines) on October 1 of each year.

Notes: This report uses federal guidelines prescribed by the Office of Federal Contracts Compliance Programs. Other University reports may use and definitions; thus, prudence should be used when comparing this data to other workforce-related reports. Deans, directors, and departmental executive officers are counted as Executive, Administrative, and Managerial Staff and are not included in

• • •

internationalization alld Diversity Task Force Final Report Appelldl~\ 6 Ul Workforce

THf IOWA PROMISf STRATEGIC PLANNING INDICATORS: TARGET EMPLOYMENT CATEGORIES

female Female

Executive. Administrative & Managerial Staff Tenured/Tenure Track Fandty

Target by 2010: 37% Target by 2010: 32%

39% I' 37% I +- • • • • 35%

33% I 31%

29%

::7% ,-,~+n,25%

2005· ::006 2007· 2008· lC09 2005· 2G06 20C7, 2C0B- 2C()';;~

06 07 08 CS 10 07 C'i lC

Racial/Ethnic Minority Rac!aI/Ethn!c Minority RacialjEthrll' Minority Executive, Administrative & Managerial Staff Tenured/Tenure Track faculty Professional & Scientific Staff

Target by 2010: 8% Target by 2010' 16% Target by 2010' 7.5%

i r

! r-

r 6% -

I 4%

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internationalization and diversity

Documents

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professional students

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associate professor

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