Diversity Facts Report 2011

Michigan Technological University Diversity Facts 2011 32 Michigan Technological University Diversity Facts 2011

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 supports a broad approach to its diversity initiative, which can be viewed at www.diversity.mtu.edu or see A Comprehensive Approach to Diversity chart in this fact sheet.

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

Please contact Chris S. Anderson ([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, Changing the Face at Michigan Tech, has resulted in extensive benchmarking and the establishment of tracking strategies for faculty recruitment and retention. The University regularly participates in national surveys and projects that help identify our challenges and strengths and provide comparative data and recommendations for improvement—e.g., the national Project to Assess Climate in Engineering (PACE) funded by the Alfred P. Sloan Foundation and conducted by the Center for Workforce Development at the University of Washington.

The 2005 Climate Survey provided a baseline from which change will be measured. The 2010–11 follow‑up Climate Survey and ongoing Climate Study will result in new recommendations, highlight accomplishments, and inform diversity plan strategies for academic units and student affairs.

Institutional SupportAcademic and Student Affairs Diversity

Strategic Plans and Annual Reviews

Alumnae—Presidential Council of Alumnae (PCA)

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

Out for Work Certification

Services for Disabled Students

Special Assistant to the President for Institutional Diversity

University Diversity Framework/Strategic Plan

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

American Indian Science and Engineering Society (AISES)

Keweenaw Pride (KP)

National Society of Black Engineers (NSBE)

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

Society of African American Men (SAAM)

Society of Intellectual Sisters (SIS)

Society of Women Engineers (SWE)

Society of Hispanic Professional Engineers (SHPE)

Wade McCree Program

Women in Computer Science (WiCS)

Women in Science and Engineering (WISE)

Women of Promise

Pre-College OutreachMichigan Tech/DAPCEP College Access

Programs

Engineering Scholars Program (ESP)

Gear Up/College Day

Get WISE Day

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

Women in Engineering (WIE)

Pre-College Programs

Sample University/ Partner Programs360° Partner Scholarship Program

Detroit Area Precollege Engineering Program (DAPCEP)

Detroit Compact

Graduate Engineering for Minorities (GEM)

Grand Rapids Area Precollege Engineering Program (GRAPCEP)

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

King Chavez Parks Future Faculty Fellowships (KCP FFF)

Louis Stokes Alliances for Minority Participation (LSAMP)

Michigan Alliances for Graduate Education and the Professoriate (AGEP)

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

Summer Undergraduate Research Fellowships (SURF)

SWE Dine with Industry

Academic and Other Education ProgramsBlack History Month and Cultural Celebrations

Diversity Education—Professional Development

Diversity Minor

Hispanic Heritage Month and Cultural Celebrations

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

Native American History Month and Cultural Celebrations

Parade of Nations

Study Abroad

World Cultures (required course)

Women’s History Month and Cultural Celebrations

A Comprehensive Approach to Diversity


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 supports a broad approach to its diversity initiative, which can be viewed at www.diversity.mtu.edu or see A Comprehensive Approach to Diversity chart in this fact sheet.

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

Please contact Chris S. Anderson ([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, Changing the Face at Michigan Tech, has resulted in extensive benchmarking and the establishment of tracking strategies for faculty recruitment and retention. The University regularly participates in national surveys and projects that help identify our challenges and strengths and provide comparative data and recommendations for improvement—e.g., the national Project to Assess Climate in Engineering (PACE) funded by the Alfred P. Sloan Foundation and conducted by the Center for Workforce Development at the University of Washington.

The 2005 Climate Survey provided a baseline from which change will be measured. The 2010–11 follow‑up Climate Survey and ongoing Climate Study will result in new recommendations, highlight accomplishments, and inform diversity plan strategies for academic units and student affairs.

Institutional SupportAcademic and Student Affairs Diversity

Strategic Plans and Annual Reviews

Alumnae—Presidential Council of Alumnae (PCA)

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

Out for Work Certification

Services for Disabled Students

Special Assistant to the President for Institutional Diversity

University Diversity Framework/Strategic Plan

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

American Indian Science and Engineering Society (AISES)

Keweenaw Pride (KP)

National Society of Black Engineers (NSBE)

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

Society of African American Men (SAAM)

Society of Intellectual Sisters (SIS)

Society of Women Engineers (SWE)

Society of Hispanic Professional Engineers (SHPE)

Wade McCree Program

Women in Computer Science (WiCS)

Women in Science and Engineering (WISE)

Women of Promise

Pre-College OutreachMichigan Tech/DAPCEP College Access

Programs

Engineering Scholars Program (ESP)

Gear Up/College Day

Get WISE Day

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

Women in Engineering (WIE)

Pre-College Programs

Sample University/ Partner Programs360° Partner Scholarship Program

Detroit Area Precollege Engineering Program (DAPCEP)

Detroit Compact

Graduate Engineering for Minorities (GEM)

Grand Rapids Area Precollege Engineering Program (GRAPCEP)

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

King Chavez Parks Future Faculty Fellowships (KCP FFF)

Louis Stokes Alliances for Minority Participation (LSAMP)

Michigan Alliances for Graduate Education and the Professoriate (AGEP)

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

Summer Undergraduate Research Fellowships (SURF)

SWE Dine with Industry

Academic and Other Education ProgramsBlack History Month and Cultural Celebrations

Diversity Education—Professional Development

Diversity Minor

Hispanic Heritage Month and Cultural Celebrations

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

Native American History Month and Cultural Celebrations

Parade of Nations

Study Abroad

World Cultures (required course)

Women’s History Month and Cultural Celebrations

A Comprehensive Approach to Diversity


Enrollment by Ethnicity 2010

White/ Non‑Hispanic82.5%



Bachelor’s Master’s PhD

Other 47.1% Other 63.5%Other12.5%

African American/Non‑Hispanic 1.6%

Asian/Asian American 1.1%

Hispanic/Hispanic American 1.6%

Asian/Asian American 1.2%c






Enrollment by Residency 2010

Bachelor’s PhDMaster’s

Domestic60.3%

International39.7%

Domestic42.4%

International57.6%

International7.6%

Enrollment by Gender 2010

Bachelor’s PhD

Men75.2%

Women24.8%

Master’s

Men72.5%

Women27.5.9%

Men70.2%

Women29.8%

Enrollment History of Women from 2000 to 2010

TotalNo College Designated

School of Business and Economics

College of Engineering

UniversityExtendedPrograms

School of ForestResources and Environmental

ScienceCollege of

Sciences and ArtsSchool of

Technology

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

Gra

du

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 — —

2010 368 29.3 34 40.5 21 40.4 144 20.1 — — 37 45.1 132 41.1 — —




University Extended Programs


ScienceCollege of


Technology


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

2010 1,441 25.2 49 49.0 174 41.8 586 18.0 — — 68 35.2 548 39.6 16 4.4

Total Undergraduate and Graduate Enrollment History by Ethnic Groups 2000–2010

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

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

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

EnrollmentMichigan Tech actively recruits students throughout the academic year via on‑campus events and residential summer academic youth programs. These programs have an underrepresented minority participant rate of approximately 40 percent and a female participation rate of 50 percent. Over 1,000 precollege students participate in one‑ or multiple‑week academic programs each summer. In addition, youth programs’ outreach and engagement, as well as enrollment management staff, collaborate with academic units and industry partners to design and deliver educational demonstrations and activities for students at their schools and at other off‑site venues during the academic year. (Go to www.youthprograms.mtu.edu for additional outreach and Mind Trekkers program information.)

Educators, many of whom work in schools with high minority populations, also participate in Michigan Tech professional development programs (www.ed.mtu.edu). They serve as valuable partners to provide quality STEM education and as advocates for Michigan Tech (www.cls.mtu.edu).

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

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

Fall Number Percent Fall Number Percent

1988 99 1.6 2000 218 3.8

1989 128 2.1 2001 238 4.0

1990 140 2.3 2002 237 4.0

1991 173 2.7 2003 231 4.0

1992 194 3.1 2004 241 4.2

1993 169 2.8 2005 230 4.1

1994 166 2.9 2006 231 4.1

1995 163 2.9 2007 235 4.0

1996 167 3.0 2008 210 3.5

1997 190 3.3 2009 225 3.8

1998 203 3.6 2010 220 3.8

1999 221 3.9

Undergraduate Enrollment of Underrepresented Minorities (URM)* Fall 1988 to Fall 2010

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

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

2000 0 0.0 6 1.5 4 1.4 10 1.5

2001 0 0.0 8 2.1 5 1.7 13 1.9

2002 0 0.0 16 4.2 5 1.5 21 3.0

2003 0 0.0 20 4.7 11 2.9 31 3.9

2004 1 0.1 18 4.1 13 3.3 31 3.7

2005 3 0.3 24 5.0 13 3.1 37 4.1

2006 1 0.1 24 4.9 16 3.8 40 4.4

2007 0 0.0 14 2.9 15 3.6 29 3.2

2008 0 0.0 9 1.6 10 2.4 19 1.9

2009 4 0.3 14 1.9 11 2.4 25 2.1

2010 3 0.2 21 1.7 13 1.0 37 2.9

Graduate Enrollment of Underrepresented Minorities (URM)* Fall 2000 to Fall 2010

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

American Indian/Alaskan Native 0.7%



Domestic92.4%

Native American

African American

Hispanic/Latino Combined

NativeAmerican

AfricanAmerican


Undergraduate Female 16 16 28 60 Graduate Female 3 3 10 16

Male 26 67 63 156 Male 2 16 13 31

Total 42 83 91 216 Total 5 19 23 47

Enrollment by Gender and Select Ethnicities Fall 2011


Enrollment by Ethnicity 2010




Bachelor’s Master’s PhD

Other 47.1% Other 63.5%Other12.5%




Asian/Asian American 1.2%c






Enrollment by Residency 2010

Bachelor’s PhDMaster’s

Domestic60.3%

International39.7%

Domestic42.4%

International57.6%

International7.6%

Enrollment by Gender 2010

Bachelor’s PhD

Men75.2%

Women24.8%

Master’s

Men72.5%

Women27.5.9%

Men70.2%

Women29.8%

Enrollment History of Women from 2000 to 2010




UniversityExtendedPrograms


ScienceCollege of


Technology


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 — —

2010 368 29.3 34 40.5 21 40.4 144 20.1 — — 37 45.1 132 41.1 — —




University Extended Programs


ScienceCollege of


Technology


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

2010 1,441 25.2 49 49.0 174 41.8 586 18.0 — — 68 35.2 548 39.6 16 4.4

Total Undergraduate and Graduate Enrollment History by Ethnic Groups 2000–2010

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

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

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

EnrollmentMichigan Tech actively recruits students throughout the academic year via on‑campus events and residential summer academic youth programs. These programs have an underrepresented minority participant rate of approximately 40 percent and a female participation rate of 50 percent. Over 1,000 precollege students participate in one‑ or multiple‑week academic programs each summer. In addition, youth programs’ outreach and engagement, as well as enrollment management staff, collaborate with academic units and industry partners to design and deliver educational demonstrations and activities for students at their schools and at other off‑site venues during the academic year. (Go to www.youthprograms.mtu.edu for additional outreach and Mind Trekkers program information.)

Educators, many of whom work in schools with high minority populations, also participate in Michigan Tech professional development programs (www.ed.mtu.edu). They serve as valuable partners to provide quality STEM education and as advocates for Michigan Tech (www.cls.mtu.edu).

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

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

Fall Number Percent Fall Number Percent

1988 99 1.6 2000 218 3.8

1989 128 2.1 2001 238 4.0

1990 140 2.3 2002 237 4.0

1991 173 2.7 2003 231 4.0

1992 194 3.1 2004 241 4.2

1993 169 2.8 2005 230 4.1

1994 166 2.9 2006 231 4.1

1995 163 2.9 2007 235 4.0

1996 167 3.0 2008 210 3.5

1997 190 3.3 2009 225 3.8

1998 203 3.6 2010 220 3.8

1999 221 3.9

Undergraduate Enrollment of Underrepresented Minorities (URM)* Fall 1988 to Fall 2010

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

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

2000 0 0.0 6 1.5 4 1.4 10 1.5

2001 0 0.0 8 2.1 5 1.7 13 1.9

2002 0 0.0 16 4.2 5 1.5 21 3.0

2003 0 0.0 20 4.7 11 2.9 31 3.9

2004 1 0.1 18 4.1 13 3.3 31 3.7

2005 3 0.3 24 5.0 13 3.1 37 4.1

2006 1 0.1 24 4.9 16 3.8 40 4.4

2007 0 0.0 14 2.9 15 3.6 29 3.2

2008 0 0.0 9 1.6 10 2.4 19 1.9

2009 4 0.3 14 1.9 11 2.4 25 2.1

2010 3 0.2 21 1.7 13 1.0 37 2.9

Graduate Enrollment of Underrepresented Minorities (URM)* Fall 2000 to Fall 2010





Domestic92.4%

Native American

African American


NativeAmerican

AfricanAmerican


Undergraduate Female 16 16 28 60 Graduate Female 3 3 10 16

Male 26 67 63 156 Male 2 16 13 31

Total 42 83 91 216 Total 5 19 23 47

Enrollment by Gender and Select Ethnicities Fall 2011


UndergraduatesFall Number Percent

1998 774 21.8

1999 741 21.7

2000 698 20.9

2001 707 21.5

2002 669 20.4

2003 615 18.8

2004 559 17.2

2005 505 15.4

2006 519 16.3

2007 526 16.2

2008 551 16.5

2009 595 17.6

2010 586 18.0

GraduatesFall Number Percent

1998 80 23.2

1999 77 21.0

2000 71 19.0

2001 83 21.7

2002 85 21.7

2003 108 24.3

2004 108 23.7

2005 107 23.7

2006 119 24.7

2007 114 24.4

2008 122 22.8

2009 120 19.2

2010 144 20.1

Percentage of Women in Engineering* Fall 1998 to Fall 2010

*Includes online learning.


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

Fall 2010

Graduate WomenGraduate Minorities

School of Business and Economics 8.1%

No College Designated 8.1%

Undergraduate Minorities Undergraduate Women

School of Technology10.0%


School of Forest Resources and Environmental Science 3.2%


College of Sciencesand Arts 30.9%

College of Engineering 42.7%



School of Forest Resourcesand Environmental Science 4.7%


First-Year WomenFirst-Year Minorities






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

URM* 73.9 77.1 80.0 80.0

International 80.9 83.3 80.8 80.8

Female 82.4 87.1 91.3 84.8

Male 80.3 80.3 82.8 80.1

All 80.8 81.7 84.4 80.9

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

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

Category All Students

URM* 62.9

International 62.0

Female 77.2

Male 71.5

All 72.8

First- to Third-Year Retention Rates of Bachelor’s Degree-Seeking, First -Time First-Year Students; Incoming Cohort Fall 2008

* 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* 65.1 68.6 69.6

International 38.5 31.6 30.8

Female 68.6 73.7 75.0

Male 65.1 65.6 68.6

All 65.9 67.0 69.6

Six-Year Graduation Rates** of First-Time Bachelor’s Degree-Seeking Students; Cohort Fall 2003

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

**Student right‑to‑know completion rate within 150 percent of normal time.












College of Engineering 51.4% College of Sciences

and Arts 35.9%


NumberFirst-YearFall 2010

Percent Retained Into Fall 2011

3-Year AveragePercentage (2009–11)

African American/Non‑Hispanic 18 78 74

American Indian/Alaskan Native 11 82 73

Asian/Pacific Islander 9 67 78

Hispanic/Hispanic American 16 75 77

White/Non‑Hispanic 963 85 83

Not Supplied 26 69 74

International 38 76 79

Multiracial 34 71 64

First- to Second-Year Retention by Ethnicity


UndergraduatesFall Number Percent

1998 774 21.8

1999 741 21.7

2000 698 20.9

2001 707 21.5

2002 669 20.4

2003 615 18.8

2004 559 17.2

2005 505 15.4

2006 519 16.3

2007 526 16.2

2008 551 16.5

2009 595 17.6

2010 586 18.0

GraduatesFall Number Percent

1998 80 23.2

1999 77 21.0

2000 71 19.0

2001 83 21.7

2002 85 21.7

2003 108 24.3

2004 108 23.7

2005 107 23.7

2006 119 24.7

2007 114 24.4

2008 122 22.8

2009 120 19.2

2010 144 20.1

Percentage of Women in Engineering* Fall 1998 to Fall 2010

*Includes online learning.


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

Fall 2010

Graduate WomenGraduate Minorities



Undergraduate Minorities Undergraduate Women









School of Forest Resourcesand Environmental Science 4.7%


First-Year WomenFirst-Year Minorities






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

URM* 73.9 77.1 80.0 80.0

International 80.9 83.3 80.8 80.8

Female 82.4 87.1 91.3 84.8

Male 80.3 80.3 82.8 80.1

All 80.8 81.7 84.4 80.9

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

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

Category All Students

URM* 62.9

International 62.0

Female 77.2

Male 71.5

All 72.8

First- to Third-Year Retention Rates of Bachelor’s Degree-Seeking, First -Time First-Year Students; Incoming Cohort Fall 2008

* 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* 65.1 68.6 69.6

International 38.5 31.6 30.8

Female 68.6 73.7 75.0

Male 65.1 65.6 68.6

All 65.9 67.0 69.6

Six-Year Graduation Rates** of First-Time Bachelor’s Degree-Seeking Students; Cohort Fall 2003

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

**Student right‑to‑know completion rate within 150 percent of normal time.












College of Engineering 51.4% College of Sciences

and Arts 35.9%


NumberFirst-YearFall 2010

Percent Retained Into Fall 2011

3-Year AveragePercentage (2009–11)

African American/Non‑Hispanic 18 78 74

American Indian/Alaskan Native 11 82 73

Asian/Pacific Islander 9 67 78

Hispanic/Hispanic American 16 75 77

White/Non‑Hispanic 963 85 83

Not Supplied 26 69 74

International 38 76 79

Multiracial 34 71 64

First- to Second-Year Retention by Ethnicity


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

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

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

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

Center for Diversity and Inclusion www.diversitycenter.mtu.eduThe Center for Diversity and Inclusion at Michigan Tech is a resource for preparing and empowering socially conscious leaders who will create the future.

The staff actively encourages the intellectual, social, and professional growth of gay, lesbian, bisexual, transgender, queer, and questioning (GLBTQ) students; students of color; and women. Our programs focus on cultural awareness, community building, and student retention.

Through a broad range of services, workshops and events, students have the opportunity to

• Engage in cross-cultural interactions and explore differences as well as similarities.

• Form new bonds and friendships.

• Recognize and celebrate the contributions of historically marginalized populations.

• Learn more about themselves.

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 Engineering 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.

• 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.

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.

Degree Level Discipline Total URM* Percent Women Percent

Bachelor’s Degrees** Biomedical Engineering 56 1 1.8 28 50.0

Engineering 14 3 21.4 3 21.4

Civil Engineering 110 4 3.6 22 20.0

Chemical Engineering 57 1 1.8 15 26.3

Computer Engineering 32 1 3.1 3 9.4

Electrical Engineering 104 3 2.9 9 8.7

Environmental Engineering 36 0 0.0 12 33.3

Geological Engineering/Geology 12 0 0.0 4 33.3

Mechanical Engineering 219 8 3.7 18 8.2

Materials Science and Engineering 19 0 0.0 3 15.8

Total 659 21 3.2 117 17.8

Master’s Degrees All Engineering Majors 127 1 0.8 21 16.5

Doctoral Degrees All Engineering Majors 27 0 0.0 9 33.3

Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and Discipline, College of Engineering 2009–10

Degree Level College/School Total URM* Percent Women Percent

Undergraduate Degrees** School of Business and Economics 103 12 11.7 31 30.1

College of Engineering 645 22 3.4 115 17.8

School of Forest Resources and Environmental Science

35 0 0.0 12 34.3

College of Sciences and Arts 236 10 4.2 104 44.1

School of Technology 136 2 1.5 4 2.9

Total 1,155 46 4.0 266 23.0

Master’s Degrees School of Business and Economics 22 1 4.5 7 31.8



17 1 5.9 7 41.2


Total 202 3 1.5 52 25.7

Doctoral Degrees College of Engineering 27 0 0 9 33.3


7 0 0 5 71.4

College of Sciences and Arts 22 0 0 7 31.8

Total 56 0 0 21 37.5

*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 2009–10

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 (82 percent first to second year) and graduate (69 percent) at a higher rate when compared to overall student populations (81 percent and 66 percent respectively). Underrepresented minorities (Hispanic/Latino, African American, and Native American) students are retained at a rate approximately 7 percent less than other populations in the first two years. Graduation rates for URM are similar, at approximately 65 percent. When examined more closely, however, the data indicates that greater numbers of these students migrate from engineering disciplines to the School of Business and Economics, the School of Technology, and some College of Sciences and Arts programs during this time (years three, four, and five). Nationally for URM enrolled at universities designated as selective*, the six year graduation rate is 55 percent; and the first year retention rate is approximately 74 percent.

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

In order to increase the pool of potential, diverse students and faculty, the University partners with key community colleges and high schools and is an active member in GEM, WEPAN, SWE, NACME, and state organizations such as the King Chavez Parks Initiative, DAPCEP, and GRAPCEP. In addition, faculty are increasingly interested in including broader impact and education components to their external proposals. Strong partnerships with corporations are also important resources for the University. Building internal and external collaborations is critical to ensuring that Michigan Tech meets its diversity goals. * Center for Institutional Data Exchange and Analysis, June 2011.


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

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

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

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

Center for Diversity and Inclusion www.diversitycenter.mtu.eduThe Center for Diversity and Inclusion at Michigan Tech is a resource for preparing and empowering socially conscious leaders who will create the future.

The staff actively encourages the intellectual, social, and professional growth of gay, lesbian, bisexual, transgender, queer, and questioning (GLBTQ) students; students of color; and women. Our programs focus on cultural awareness, community building, and student retention.

Through a broad range of services, workshops and events, students have the opportunity to

• Engage in cross-cultural interactions and explore differences as well as similarities.

• Form new bonds and friendships.

• Recognize and celebrate the contributions of historically marginalized populations.

• Learn more about themselves.

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 Engineering 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.

• 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.

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.

Degree Level Discipline Total URM* Percent Women Percent

Bachelor’s Degrees** Biomedical Engineering 56 1 1.8 28 50.0

Engineering 14 3 21.4 3 21.4

Civil Engineering 110 4 3.6 22 20.0

Chemical Engineering 57 1 1.8 15 26.3

Computer Engineering 32 1 3.1 3 9.4

Electrical Engineering 104 3 2.9 9 8.7

Environmental Engineering 36 0 0.0 12 33.3

Geological Engineering/Geology 12 0 0.0 4 33.3

Mechanical Engineering 219 8 3.7 18 8.2

Materials Science and Engineering 19 0 0.0 3 15.8

Total 659 21 3.2 117 17.8

Master’s Degrees All Engineering Majors 127 1 0.8 21 16.5

Doctoral Degrees All Engineering Majors 27 0 0.0 9 33.3

Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and Discipline, College of Engineering 2009–10

Degree Level College/School Total URM* Percent Women Percent

Undergraduate Degrees** School of Business and Economics 103 12 11.7 31 30.1



35 0 0.0 12 34.3


School of Technology 136 2 1.5 4 2.9

Total 1,155 46 4.0 266 23.0

Master’s Degrees School of Business and Economics 22 1 4.5 7 31.8



17 1 5.9 7 41.2


Total 202 3 1.5 52 25.7

Doctoral Degrees College of Engineering 27 0 0 9 33.3


7 0 0 5 71.4

College of Sciences and Arts 22 0 0 7 31.8

Total 56 0 0 21 37.5



Degrees Awarded to Underrepresented Minorities (URM)* and Women by Level and College 2009–10

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 (82 percent first to second year) and graduate (69 percent) at a higher rate when compared to overall student populations (81 percent and 66 percent respectively). Underrepresented minorities (Hispanic/Latino, African American, and Native American) students are retained at a rate approximately 7 percent less than other populations in the first two years. Graduation rates for URM are similar, at approximately 65 percent. When examined more closely, however, the data indicates that greater numbers of these students migrate from engineering disciplines to the School of Business and Economics, the School of Technology, and some College of Sciences and Arts programs during this time (years three, four, and five). Nationally for URM enrolled at universities designated as selective*, the six year graduation rate is 55 percent; and the first year retention rate is approximately 74 percent.

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

In order to increase the pool of potential, diverse students and faculty, the University partners with key community colleges and high schools and is an active member in GEM, WEPAN, SWE, NACME, and state organizations such as the King Chavez Parks Initiative, DAPCEP, and GRAPCEP. In addition, faculty are increasingly interested in including broader impact and education components to their external proposals. Strong partnerships with corporations are also important resources for the University. Building internal and external collaborations is critical to ensuring that Michigan Tech meets its diversity goals. * Center for Institutional Data Exchange and Analysis, June 2011.


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

Tenured Tenure Track Nontenured

Year Gender Full Assc Asst Nontenure Track Staff Total

2005 Men 183 — 5 53 60 547 848

Women 47 — 1 17 41 546 652

Total 230 — 6 70 101 1,093 1,500

2006 Men 181 — 3 51 69 600 904

Women 48 — 1 16 48 590 703

Total 229 — 4 67 117 1,190 1,607

2007 Men 167 — 4 68 67 601 907

Women 47 — 1 23 60 617 748

Total 214 — 5 91 127 1,218 1,655

2008 Men 172 1 3 65 76 606 923

Women 46 — 1 24 57 615 743

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

2009 Men 166 1 3 74 75 631 950

Women 49 — 2 34 60 614 759

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

2010 Male 170 1 5 77 80 643 976

Female 49 — 3 37 48 626 763

Total 219 1 8 114 128 1,269 1,739

Faculty and Staff by Gender and Year Fall 2005 through Fall 2010

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

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

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

Year Ethnicity Tenured Full Assc Asst Nontenure Track Staff Total

2005 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

Total 35 — — 4 3 44 86

2006 American Indian/Alaskan Native — — — — — 18 18

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

Asian/Asian American/Pacific Islander 27 — — 2 3 14 46


Total 32 — — 2 7 46 87




Hispanic/Hispanic American 4 — — 2 1 9 16

Multiracial — — — 2 — 5 7

Total 28 — — 8 6 43 85


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



Multiracial 1 — — 3 — 3 7

Total 33 — — 16 10 40 99



Asian/Asian American/Pacific Islander 28 — 1 12 10 14 65


Multiracial 1 — — — — 6 7

Total 34 — 1 18 13 45 111





Multiracial — — — — — 6 6

Total 37 — 1 21 10 49 118

Note: Includes US citizens and permanent residents. Non‑US residents are excluded. 2009 and 2010 figures reported using new federal methodology.Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered as staff.

Faculty and Staff by Select Ethnicities and Year Fall 2005 Through Fall 2010

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

Male 251 241 235 239 241 245 252

Female 64 65 65 71 71 86 89

Total 315 306 300 310 312 331 341

Percent Female 20.3 21.2 21.7 22.9 22.8 26.0 26.1

Tenured/Tenure Track Faculty by Gender 2004–05 through 2010–11

Note: Figures include all tenured and tenure track instructional and research faculty. Also includes those faculty on sabbatical or on unpaid leave of absence. Deans, associate deans, department chairs, executives, and professional staff with tenure are excluded.


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

Tenured Tenure Track Nontenured

Year Gender Full Assc Asst Nontenure Track Staff Total

2005 Men 183 — 5 53 60 547 848

Women 47 — 1 17 41 546 652

Total 230 — 6 70 101 1,093 1,500

2006 Men 181 — 3 51 69 600 904

Women 48 — 1 16 48 590 703

Total 229 — 4 67 117 1,190 1,607

2007 Men 167 — 4 68 67 601 907

Women 47 — 1 23 60 617 748

Total 214 — 5 91 127 1,218 1,655

2008 Men 172 1 3 65 76 606 923

Women 46 — 1 24 57 615 743

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

2009 Men 166 1 3 74 75 631 950

Women 49 — 2 34 60 614 759

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

2010 Male 170 1 5 77 80 643 976

Female 49 — 3 37 48 626 763

Total 219 1 8 114 128 1,269 1,739

Faculty and Staff by Gender and Year Fall 2005 through Fall 2010

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

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

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

Year Ethnicity Tenured Full Assc Asst Nontenure Track Staff Total

2005 American Indian/Alaskan Native — — — 1 1 17 19


Asian/Asian American/Pacific Islander 29 — — 3 — 15 47


Total 35 — — 4 3 44 86


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



Total 32 — — 2 7 46 87





Multiracial — — — 2 — 5 7

Total 28 — — 8 6 43 85





Multiracial 1 — — 3 — 3 7

Total 33 — — 16 10 40 99





Multiracial 1 — — — — 6 7

Total 34 — 1 18 13 45 111





Multiracial — — — — — 6 6

Total 37 — 1 21 10 49 118

Note: Includes US citizens and permanent residents. Non‑US residents are excluded. 2009 and 2010 figures reported using new federal methodology.Note: Faculty figures include those faculty on sabbatical. Deans, associate deans, department chairs, executives, and professional staff with tenure are considered as staff.

Faculty and Staff by Select Ethnicities and Year Fall 2005 Through Fall 2010

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

Male 251 241 235 239 241 245 252

Female 64 65 65 71 71 86 89

Total 315 306 300 310 312 331 341

Percent Female 20.3 21.2 21.7 22.9 22.8 26.0 26.1

Tenured/Tenure Track Faculty by Gender 2004–05 through 2010–11

Note: Figures include all tenured and tenure track instructional and research faculty. Also includes those faculty on sabbatical or on unpaid leave of absence. Deans, associate deans, department chairs, executives, and professional staff with tenure are excluded.

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 Sherman, Assistant Director Email [email protected] 906-487-2920

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

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

Ashley Step, CoordinatorMICUPEmail [email protected] 906-487-2920

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

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

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

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

International 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

Affirmative ProgramsJill Hodges, DirectorEmail [email protected]/aaoPhone 906-487-3310

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

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Diversity Facts Report 2011

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