Diversity Facts 2010

Diversity Facts 2010

2 Michigan Technological University Diversity Facts 2010

Institutional Diversitywww.diversity.mtu.eduThe Office for Institutional Diversity reports to the president and has responsibility for leadership in advancing diversity at all levels of the University. The special assistant to the president for institutional diversity works collaboratively with the provost, deans, and academic units, and provides regular input to student affairs. The special assistant serves as the president’s liaison to a number of state and national organizations and corporations to increase visibility, funding, and knowledge; supporting the recruitment, retention, and success of a diverse faculty, staff, and student body. The development and implementation of academic and student affairs’ diversity plans, fundraising activities, and competitive proposals, including strategic diversity initiatives, are advised by the Office for Institutional Diversity. The ongoing cultural climate study is directed through Institutional Diversity (www.diversity.mtu.edu/Reports.php). The University has an extensive approach to diversity, which can be viewed at www.diversity.mtu.edu or see A Comprehensive Approach to Diversity chart in this fact sheet.

It is especially critical that our campus and community recognize, appreciate, and take full advantage of the value that diversity brings to learning, research, and personal and economic development. We invite you to join Michigan Tech in creating a diverse and inclusive university that graduates students who are truly prepared intellectually, personally, and socially to create the future in a national and global society.

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

Institutional AccountabilityAn institution-wide challenge is to effectively assess and evaluate our diversity efforts. We regularly measure retention and graduation rates of students and recruitment outcomes of diverse faculty, staff, and students. The success of faculty is also critical to ensuring that we meet our short- and long-term diversity goals.

The charts and tables provided in this publication describe the longitudinal and current status of some of these measures. The University’s Strategic Plan dashboard (www.mtu.edu/stratplan) contains additional data. The National Science Foundation ADVANCE Program at Michigan Tech, Changing the Face at Michigan Tech, has resulted in extensive benchmarking and the establishment of tracking strategies for faculty recruitment and retention. The University regularly participates in national surveys and projects that help identify our challenges and strengths and provides comparative data and recommendations for improvement—e.g., the national Project to Assess Climate in Engineering (PACE) funded by the Alfred P. Sloan Foundation and conducted by the Center for Workforce Development at the University of Washington.

The 2005 Climate Survey provided a baseline from which change will be measured. A follow-up Climate Survey and focus groups were implemented during spring and fall 2010. This ongoing Climate Study will be updated, new recommendations made, and strategies that are working will continue to be supported and tracked.

Michigan Technological University Diversity Facts 2010 3

A Comprehensive Approach to Diversity

Institutional SupportAcademic and Student Affairs Annual

Diversity Strategic Plans

Alumnae—Presidential Council of Alumnae (PCA)

Being at Michigan Tech—Cool Women! Cool Careers! Brochure

Corporate Advisory Board for Institutional Diversity

Cultural Climate Study

Dual Career Program

Little Huskies Child Development Center

Making Our Mark @ Michigan Tech Website

NSF ADVANCE PAID Project

Special Assistant to the President for Institutional Diversity

University Diversity Framework/Strategic Plans

Undergraduate, Graduate, and Staff GroupsAfrican Student Organization (ASO)

American Indian Science and Engineering Society (AISES)

Kappa Alpha Psi (African American Fraternity)

KCP/Michigan Tech ExSEL Programs

National Society of Black Engineers (NSBE)

Society of African and American Men (SAAM)

Society of Hispanic Professional Engineers (SHPE)

Society of Intellectual Sisters (SIS)

Society of Women Engineers (SWE)

Wade McCree Program

Women in Science and Engineering (WISE)

Women of Promise

Precollege Outreach360˚ Partner Scholarship Program

College Access Programs

Explorations in Engineering (EIE)

Gear Up/College Day

Get WISE Day

NSF Math and Science Partnership/Michigan Teaching Excellence Program (MSP/MITEP)

Women in Computer Science (WCS)

Women in Engineering (WIE)

Youth Programs

Sample University/ Partner ProgramsDetroit Area Precollege Engineering Program

(DAPCEP)

Detroit Compact

Graduate Engineering for Minorities (GEM)

Grand Rapids Area Precollege Engineering Program (GRAPCEP)

KCP Michigan College/University Partnership Program (MICUP)

King-Chavez-Parks Future Faculty Fellowships (KCPFFF)

Make a Difference Youth Foundation

MentorNet

National Action Council for Minorities in Engineering (NACME) Scholars Program

Summer Undergraduate Research Fellowships (SURF)

SWE Dine with Industry

Academic and Other Education ProgramsDiversiTeas

Diversity Minor

Gala Latina

KCP Visiting Women/Minority Lecturer/Scholar Series

Parade of Nations

Spirit of the Harvest Powwow/ Speakers Forum

Study Abroad

World Cultures, Required Course

Women’s and Black History Month Celebrations


Enrollment by Ethnicity 2009

White/ Non‑Hispanic83.3%



Bachelor’s Master’s PhD

Other 48.0% Other 61.6%

Other12.4% African American/

Non‑Hispanic 1.5%

Asian/Non‑Hispanic 1.2%

Hispanic/Hispanic American 1.6%

Asian/Non‑Hispanic 1.5%c


Asian/Asian American 0.2%


African American/Non‑Hispanic 1.1%

African American/Non‑Hispanic 0.2%

Total Undergraduate and Graduate Enrollment History by Ethnic Groups 2000–2009

Year Int’l% of Total

African American

% of Total

Native American

% of Total

Asian American

% of Total Hispanic

% of Total White

% of Total

Multi- racial

% of Total

Unde-clared

% of Total

Total Female

% of Total

Total Male

% of Total

Grand Total

2000 570 9.0 129 2.0 50 0.8 73 1.2 49 0.8 5,328 84.1 21 0.3 116 1.8 1,660 26.2 4,676 73.8 6,336

2001 657 9.9 149 2.3 44 0.7 85 1.3 58 0.9 5,361 81.1 33 0.5 223 3.4 1,705 25.8 4,905 74.2 6,610

2002 668 10.1 150 2.3 44 0.7 76 1.1 64 1.0 5,353 80.8 37 0.6 233 3.5 1,653 25.0 4,972 75.0 6,625

2003 693 10.6 133 2.0 55 0.8 83 1.3 74 1.1 5,268 80.2 37 0.6 222 3.4 1,638 25.0 4,927 75.0 6,565

2004 608 9.3 128 2.0 58 0.9 74 1.1 86 1.3 5,329 81.5 33 0.5 224 3.4 1,557 23.8 4,983 76.2 6,540

2005 605 9.3 118 1.8 52 0.8 73 1.1 97 1.5 5,298 81.4 43 0.7 224 3.4 1,523 23.4 4,987 76.6 6,510

2006 582 8.9 125 1.9 58 0.9 78 1.2 88 1.3 5,321 81.2 43 0.7 255 3.9 1,576 24.1 4,974 75.9 6,550

2007 652 9.6 123 1.8 63 0.9 74 1.1 78 1.2 5,388 79.7 71 1.1 309 4.6 1,658 24.5 5,100 75.5 6,758

2008 819 11.7 106 1.5 50 0.7 76 1.1 73 1.0 5,470 77.9 90 1.3 334 4.8 1,719 24.5 5,299 75.5 7,018

2009* 892 12.5 95 1.3 45 0.6 81 1.1 110 1.5 5,450 76.2 52 0.7 423 5.9 1,780 24.9 5,368 75.1 7,148

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

EnrollmentMichigan Tech actively recruits students through extensive, academic year, on-campus events, and residential summer academic youth programs. These programs have an underrepresented minority participant rate of more than 40 percent and a female participation rate of approximately 50 percent. Over 1,000 precollege students participate in one- or multiple-week academic programs each summer. In addition, youth programs’ outreach and engagement, as well as enrollment management staff, collaborate with academic units and industry partners to design and deliver educational demonstrations and activities for students at their schools and at other off-site venues during the academic year.

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

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

Fall Number Percent Fall Number Percent

1988 99 1.6 1999 221 3.9

1989 128 2.1 2000 218 3.8

1990 140 2.3 2001 238 4.0

1991 173 2.7 2002 237 4.0

1992 194 3.1 2003 231 4.0

1993 169 2.8 2004 241 4.2

1994 166 2.9 2005 230 4.1

1995 163 2.9 2006 231 4.1

1996 167 3.0 2007 235 4.0

1997 190 3.3 2008 210 3.5

1998 203 3.6 2009 225 3.8

Undergraduate Enrollment of Underrepresented Minorities (URM)* Fall 1988 to Fall 2009

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

Master’s Doctoral TotalYear Number Percent Number Percent Number Percent

2000 6 1.5 4 1.4 10 1.5

2001 8 2.1 5 1.7 13 1.9

2002 16 4.2 5 1.5 21 3.0

2003 20 4.7 11 2.9 31 3.9

2004 18 4.1 13 3.3 31 3.7

2005 24 5.0 13 3.1 37 4.1

2006 24 4.9 16 3.8 40 4.4

2007 14 2.9 15 3.6 29 3.2

2008 9 1.6 10 2.4 19 1.9

2009 14 1.9 11 2.4 25 2.1

Graduate Enrollment of Underrepresented Minorities (URM)* Fall 2000 to Fall 2009

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

American Indian/Alaskan Native 0.7%




Enrollment by Residency 2009

Bachelor’s Master’s PhD

Domestic59.5%

International40.5%

Domestic44.7%

International55.3%Domestic

93.2%

International6.8%

Enrollment by Gender 2009Bachelor’s Master’s PhD

Men76%

Women24%

Men75.1%

Women24.9%

Men70.2%

Women29.8%

Enrollment History of Women from 2000 to 2009

TotalNo College Designated

School of Business and Economics

College of Engineering

School of ForestResources and Environmental

ScienceCollege of

Sciences and ArtsSchool of

Technology

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

Gra

du

ates

2000 208 31.0 — — — — 71 19.0 42 54.5 95 43.4 — —

2001 217 32.3 — — 1 33.3 83 21.7 36 60.0 97 42.9 — —

2002 235 33.1 — — 5 71.4 85 21.7 40 54.1 105 44.3 — —

2003 266 33.3 — — 5 71.4 108 24.3 36 45.0 117 43.7 — —

2004 273 32.9 3 50.0 15 41.7 108 23.7 40 46.5 107 43.1 — —

2005 295 32.9 4 21.1 19 32.2 107 23.7 46 54.1 119 42.3 — —

2006 301 32.9 11 35.5 17 36.2 119 24.7 40 52.6 114 40.6 — —

2007 309 33.9 17 40.5 16 47.1 114 24.4 43 55.1 119 40.9 — —

2008 309 31.4 24 35.3 14 41.2 122 22.8 39 52.0 110 40.3 — —

2009 317 26.3 33 21.2 15 30.6 120 19.2 29 38.2 120 40.0 — —

TotalNo College Designated

School of Business and Economics

College of Engineering

University Extended Programs

School of ForestResources and Environmental

ScienceCollege of

Sciences and ArtsSchool of

Technology

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

Un

der

grad

uat

es

2000 1,452 25.6 43 47.8 154 41.8 698 20.9 22 12.5 70 36.5 430 38.5 35 9.1

2001 1,488 25.1 36 46.8 164 40.7 707 21.5 87 16.5 57 35.2 411 38.1 26 6.4

2002 1,418 24.0 29 44.6 169 39.7 669 20.4 89 14.8 46 33.1 398 38.5 18 4.8

2003 1,372 23.8 50 59.5 158 36.6 615 18.8 61 15.0 44 37.6 427 40.1 17 4.3

2004 1,284 22.5 37 40.7 155 35.9 559 17.2 42 14.5 42 31.8 430 40.2 19 4.3

2005 1,228 21.9 60 55.0 164 38.7 505 15.4 8 16.7 49 34.5 421 37.4 21 4.3

2006 1,275 22.6 49 43.0 170 40.2 519 16.3 3 9.7 51 33.6 461 38.7 22 4.1

2007 1,349 23.1 66 38.6 185 40.5 526 16.2 4 14.8 57 31.7 492 38.3 19 4.0

2008 1,410 23.4 47 42.3 190 42.6 551 16.5 — — 63 33.5 543 35.9 16 3.7

2009 1,463 24.6 55 51.4 196 44.1 595 17.6 — — 59 33.0 544 38.8 14 3.3


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

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

Fall 2009

Graduate WomenGraduate Minorities

School of Forest Resourcesand Environmental Science

4.0%

No College Designated 16.0%

College of Sciencesand Arts 36.0%

College of Engineering 44.0%

Undergraduate Minorities Undergraduate Women

School of Technology8.4%

School of Business and Economics 12.9%


1.3%




School of Technology1.0%



4.0%




First-Year WomenFirst-Year Minorities






School of Technology0.3%School of Business and

Economics 11.3%


3.6%





9.1%



UndergraduatesFall Number Percent

1998 774 21.8

1999 741 21.7

2000 698 20.9

2001 707 21.5

2002 669 20.4

2003 615 18.8

2004 559 17.2

2005 505 15.4

2006 519 16.3

2007 526 16.2

2008 551 16.5

2009 595 17.6

GraduatesFall Number Percent

1998 80 23.2

1999 77 21.0

2000 71 19.0

2001 83 21.7

2002 85 21.7

2003 108 24.3

2004 108 23.7

2005 107 23.7

2006 119 24.7

2007 114 24.4

2008 122 22.8

2009 120 19.2

Percentage of Women in Engineering* Fall 1998 to Fall 2009

*Includes online learning.

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

URM* 77.1 84.0 83.3 83.3

International 80.0 78.4 74.2 77.4

Female 86.8 90.0 90.3 88.3

Male 81.2 82.7 85.3 83.0

All 82.5 84.2 86.2 84.0

Bachelor’s Degree-Seeking, First-Time Freshmen; Incoming Cohort Fall 2008

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

First- to Second-Year Retention

Category All Students

URM* 68.2

International 63.3

Female 75.7

Male 73.1

All 73.7

First- to Third-Year Retention Rates of Bachelor’s Degree-Seeking, First -Time First-Year Students; Incoming Cohort Fall 2007

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

All Students STEM Majors Engineering

URM* 50.0 52.8 56.7

International 52.2 53.8 52.0

Female 71.4 72.3 77.8

Male 62.6 64.2 67.0

All 64.6 65.8 69.0

Six-Year Graduation Rates** of First-Time Bachelor’sDegree-Seeking Students; Cohort Fall 2002

*URM includes American Indian/Alaskan Native, African American/Non‑Hispanic, and Hispanic/Hispanic American. ** Student right‑to‑know completion rate within 150 percent of normal time.


Degree Level Discipline Total URM* Percent Women Percent

Bachelor’s Degrees** Biomedical Engineering 41 1 2.4 12 29.3

Engineering 9 1 11.1 2 22.2

Civil Engineering 104 3 2.9 14 13.5

Chemical Engineering 54 3 5.6 16 29.6

Computer Engineering 41 1 2.4 2 4.9

Electrical Engineering 114 1 0.9 11 9.6

Environmental Engineering 19 1 5.3 5 26.3

Geological Engineering/Geology 9 0 0.0 4 44.4

Mechanical Engineering 204 3 1.5 14 6.9

Materials Science and Engineering 23 2 8.7 5 21.7

Total 618 16 2.6 85 13.8

Master’s Degrees All Engineering Majors 102 2 2.0 32 31.4

Doctoral Degrees All Engineering Majors 32 2 6.3 8 25.0

Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and Discipline, College of Engineering 2008–09

Degree Level College/School Total URM* Percent Women Percent

Undergraduate Degrees** School of Business and Economics 110 7 6.4 41 37.3

College of Engineering 598 16 2.7 83 13.9

School of Forest Resources and Environmental Science

40 0 0.0 14 35.0

College of Sciences and Arts 224 12 5.4 88 39.3

School of Technology 124 7 5.6 8 6.5

Total 1,096 42 3.8 234 21.4

Master’s Degrees School of Business and Economics 13 1 7/7 4 30.8

College of Engineering 102 2 2.0 32 31.4


18 0 0.0 8 44.4


Total 169 4 2.4 56 33.1

Doctoral Degrees College of Engineering 32 2 6.3 8 25.0


9 0 0.0 4 44.4


Total 57 3 5.3 19 33.3

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

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

Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and College 2008–09

About the DataIt is often difficult to compare Michigan Tech’s student graduation and retention rates to national norms. The way that these measures are calculated and the populations included in the term Underrepresented Minorities (URM) vary by institution.

At Michigan Tech, women are retained (86.8 percent first to second year) and graduate (71 percent) at a higher rate when compared to other populations and overall (82.5 percent and 64.6 percent respectively). Underrepresented minorities (Hispanic/Latino, African American, and Native American) students are retained at a rate approximately 5 percent less than other populations in the first two years. Years three and four and graduation rates for URM are similar, approximately 10 percent less. When examined more closely, however, the data indicates that greater numbers of these students migrate from engineering disciplines to the School of Business and Economics, the School of Technology, and some College of Sciences and Arts programs during this time (years three, four, and five).

The goal is to recruit greater numbers of underrepresented students to all of our undergraduate and graduate degree programs; increase retention and graduation rates to at least the same as our overall rates; and determine strategies that stop or mitigate the flow of URM students out of engineering. (Not selecting and/or leaving STEM fields is a national issue at which significant research is being directed.) Our programs are designed to address these issues using institutional and national research to support our work.

Faculty are increasingly successful in including strong, broader-impact components in successful research projects. Corporations and other agencies are also a critical resource for the University. Building internal and external collaborations is critical to ensuring that Michigan Tech meets its diversity goals.


Student Academic and Personal Support Michigan Tech’s Center for Diversity and Inclusion provides support mechanisms for all students, enhancing their learning environment and offering them personal and professional growth opportunities. The center focuses on mentoring and encouraging underrepresented student groups, including women, and sponsoring professional development programs to reinforce their success.

The ExSEL (Excelling the Student Experience of Learning) program is a partnership between the University’s Schools and Colleges, Office of Student Life, and the state of Michigan’s King-Chavez-Parks Initiative. Through course work, grade monitoring, and other support services, the program encourages success for first- generation and academically and economically disadvantaged students. The program promotes the use of campus resources such as the learning centers, academic advisors, and outreach coordinators from the Center for Diversity and Inclusion. ExSEL is part of COMPASS (Center for Orientation, Mentoring, Parents, and Academic Student Success), which provides additional support for students.

Michigan Tech offers learning centers for math, writing, chemistry, computer science, physics, and more. The learning centers are staffed by students who have mastered the material. Both long-term and short-term help is available. Students can maintain weekly appointments, use the learning centers on an “as needed” basis during walk-in hours, or they can take advantage of “team learning” with peers. Various surveys and statistics have shown that Michigan Tech students who use the learning centers achieve better grades.

Michigan Tech remains committed to enrolling and graduating a greater percentage of underrepresented students, as well as improving graduation rates of all students. The Making Our Mark at Michigan Tech website provides testimonials that highlight the challenges and successes of our students and the programs and individuals who have impacted their lives. Visit www.hu.mtu.edu/makingourmark.

Center for Diversity and Inclusion www.diversitycenter.mtu.eduMissionThe Center for Diversity and Inclusion implements educational and outreach experiences that enrich the intellectual, social, and professional growth of students and prospective students. The center focuses on increasing access and retention, promoting diversity, and building awareness of social justice issues.

OutreachThe Center for Diversity and Inclusion sponsors several minority student campus visits including the Michigan College/University Partnership (MICUP) Program and the National Society of Black Engineers Precollege Initiative. The center collaborates with parents, high schools, community colleges, and alumni to identify prospective minority or disadvantaged students and fosters relationships with the University. In addition, staff regularly interact with the University’s precollege program participants and visiting teachers.

Graduate Student ServicesThe Center for Diversity and Inclusion collaborates with Michigan Tech faculty and contacts from other minority-serving institutions to identify and recruit students for the University’s master’s and doctoral programs. Staff help identify candidates for the King-Chavez-Parks Initiative Future Faculty Fellowship Program and the Graduate for Minorities (GEM) Fellowships/Programs, both coordinated by the institutional diversity and graduate program offices.

RetentionThe Center for Diversity and Inclusion provides both professional and personal advising for minority students by

• Mentoring students with regard to their academic and personal needs.

• Introducing students to academic, personal, and professional resources on and off campus.

• Interacting with parents and teachers to determine students’ needs.

• Advising and assisting several student organizations.

• Working closely with student chapters of the National Society of Black Engineers (NSBE), the Society of Hispanic Professional Engineers (SHPE), and the American Indian Science and Engineering Society (AISES) to support their activities and assist them in meeting their goals.

• Celebrating the graduation of minority students at the annual Hispanic/African American/Native American (HAANA) banquet.

• Working closely with the Excelling the Student Experience of Learning (ExSEL) program staff to foster student success.

ProgrammingThe Center for Diversity and Inclusion develops, maintains, and directs cultural and cross-cultural programs designed to promote awareness and understanding of diversity on campus and in the local community.

ResourcesThe Center for Diversity and Inclusion assists students in identifying sources of financial aid and personal development opportunities, such as undergraduate research, internships, and co-op positions. The center is also a resource for academic departments and individuals, providing statistics and expertise in the areas of cultural diversity and outreach.


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

----- Tenure Track -----

Year Ethnicity Tenured Full Assc Asst Nontenured Staff Total

2005 Total 35 — — 4 3 44 86

American Indian/Alaskan Native — — — 1 1 17 19

African American/Non‑Hispanic 2 — — 1 6 9

Asian/Asian American/Pacific Islander

29 — — 3 — 15 47

Hispanic/Hispanic American 4 — — — 1 6 11

2006 Total 32 — — 2 7 46 87

American Indian/Alaskan Native — — — — — 18 18

African American/Non‑Hispanic 1 — — — 1 6 8


27 — — 2 3 14 46

Hispanic/Hispanic American 4 — — — 3 8 15

2007 Total 28 — — 8 6 43 85


African American/Non‑Hispanic 1 — — 1 6 8


23 — — 4 4 13 44

Hispanic/Hispanic American 4 — — 2 1 9 16

Multiracial — — — 2 — 5 7

2008 Total 33 — — 16 10 40 99


African American/Non‑Hispanic 2 — — 2 1 6 11


26 — — 10 8 11 55


Multiracial 1 — — 3 — 3 7

2009 Total 34 — 1 18 13 45 111


African American/Non‑Hispanic 2 — — 2 1 8 13


28 — 1 12 10 14 65


Multiracial 1 — — — — 6 7

Note: Includes US citizens and permanent residents. Non‑US residents are excluded. 2009 figures reported using new federal methodology.Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered as staff.

Faculty and Staff by Select Ethnicities and Year Fall 2005 Through Fall 2009


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

----- Tenure Track -----

Year Gender Tenured Full Assc Asst Nontenured Staff Total

2005 Total 230 — 6 70 101 1,093 1,500

Men 183 — 5 53 60 547 848

Women 47 — 1 17 41 546 652

2006 Total 229 — 4 67 117 1,190 1,607

Men 181 — 3 51 69 600 904

Women 48 — 1 16 48 590 703

2007 Total 214 — 5 91 127 1,218 1,655

Men 167 — 4 68 67 601 907

Women 47 — 1 23 60 617 748

2008 Total 218 1 4 89 133 1,221 1,666

Men 172 1 3 65 76 606 923

Women 46 — 1 24 57 615 743

2009 Total 215 1 5 108 135 1,245 1,709

Men 166 1 3 74 75 631 950

Women 49 — 2 34 60 614 759

Faculty and Staff by Gender and Year Fall 2005 through Fall 2009

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

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

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

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

Lori Muhlig, Coordinator Native American Outreach; MICUP CodirectorEmail [email protected] 906-487-2920

Mel C. Norwood, Coordinator African American OutreachEmail [email protected] 906-487-2920

Madeline Mercado Voelker, Coordinator Hispanic/Latino(a) Outreach; MICUP CodirectorEmail [email protected] 906-487-2920

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

Affirmative ProgramsSherry Kauppi, DirectorEmail [email protected]/aaoPhone 906-487-3310

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

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

International ProgramsThy Yang, DirectorEmail [email protected]/internationalPhone 906-487-2160

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

K-12 OutreachSteve Patchin, DirectorYouth Programs Outreach and EngagementEmail [email protected] 906-487-2219

Cody Kangas, CoordinatorYouth ProgramsEmail [email protected] 906-487-2219

Lesbian, Gay, Bisexual, Trans-gender, and Questioning (LGBTQ)Lori Muhlig, CoordinatorEmail [email protected] 906-487-2920

Diversity Resources

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

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Diversity Facts 2010

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