2015 diversity report

A COMMUNITY OF INCLUSIONDIVERSITY REPORTSOUTH DAKOTA SCHOOL OF MINES & TECHNOLOGY

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Simply stated, demographics in our country are changing. Universities nationwide increasingly mirror the rich diversity of our society, coming from a breadth of religious, socioeconomic, and political backgrounds. Students, faculty, and staff are underrepresented minorities, first-generation students, adult learners, international scholars, veterans, lesbian, gay, bisexual, and transgendered.

The South Dakota School of Mines & Technology has more than 2,700 students representing 43 states and 38 foreign countries. Our students represent the vibrant and varied scope of the world’s diversity, arriving on campus with

unique talents, needs, and circumstances.

The Office of Multicultural Affairs’ mission is to aid in achieving and maintaining national prominence for the recruitment, retention, and graduation of underrepresented students. Working with other programs like Mines Advantage, we strive to promote cultural proficiency as well as an inclusive campus climate that supports underrepresented populations and fosters respect for those with diverse backgrounds.

Engrained within the Mines Strategic Plan, there is an emphasis on recruiting, retaining, and working with diverse groups on campus for both employees and students alike. However, we may not always be familiar with the groups actually present. The purpose of this report is to highlight the diversity found on our campus so that we may have a better understanding of who our students and colleagues are.

This awareness may also encourage a more inclusive atmosphere both in and out of the classroom. For though recognizing diversity on campus is important, the end goal is to have positive interactions with those with a different background than our own. Diversity is not as meaningful without inclusion.

Jesse HerreraDirectorMulticultural [email protected]

This report highlights trends. For more specific information contact individuals mentioned within each section. The report is broken down into different sections, all of which contribute to our diversity on campus:

Domestic Students of Color

International Students

ADA Students

Veterans

Faculty/Staff

Women Students

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Intercultural Development Inventory (IDI)

As the School of Mines campus community becomes increasingly diverse, it is important to acknowledge and accommodate the differences among our students, staff, and faculty. To help create a more inclusive atmosphere, an instrument called the Intercultural Development Inventory (IDI) is being used to assess cultural competency among Mines staff and faculty. Cultural competence is defined as the ability to work effectively with people from cultures different from your own. The instrument will be used to create a baseline on where we stand as a campus community. The results of this inventory will help develop focused programs so that we can produce an even more welcoming campus for individuals from all walks of life.

Global Perspective Inventory (GPI)

The Global Perspective Inventory is an instrument used to measure how a student thinks, views themselves as a person with a cultural heritage, and relates to others from other cultures, backgrounds, and values. The instrument looks at three different components:

Cognitive: How do I know?

Interpersonal: How do I relate to others?

Intrapersonal: Who am I?

The GPI is administered to all incoming freshmen as part of their orientation check list. Students are assessed again during their Tech Comm II classes as an approximate midpoint in their undergraduate education. Finally, students are issued a final assessment during their senior design or capstone projects their last year of school. In this way we can measure a student’s growth throughout their time here at Mines. The GPI is designed so institutions can focus on potential relationships and connections between global student learning and development and student experiences in the curriculum, co-curriculum, and community.

Mines Advantage

Mines Advantage is an optional professional development program designed for all SD Mines students. Participating students will go through thirty total experiences in six core competency areas. Experiences include everything from attending a cultural event to participating in a mock interview with the Career Center. Upon completion of each item across the six core competencies, a self-reflection is required to help students understand not just what they did, but why they did it and how they will apply what they learned to their personal and professional lives.

The Power of Exchange

Mines’ minority student population mirrors the increasingly diverse face of our nation and society. The Office of Multicultural Affairs (OMA) is committed to building and promoting programs, services, and resources that serve to create and sustain a diverse community. A diverse community is one that is inclusive, welcoming, and respectful, in which each citizen values differences in race, ethnicity, gender, sexual orientation, national origin, economic background, ability, age, and religion.

At the same time, this community affirms the central importance of our common humanity. In support of the School of Mines commitment to building an inclusive community for learning, OMA works collaboratively with faculty, staff, and students to create an experience rich in perspectives and opportunities to learn from each other. The office encourages each person to engage in positive social change to transform and sustain the local and global communities in which we live.

The OMA provides future and current students with information on scholarships, housing, co-ops, internships, and employment placement; sponsorship of social and cultural enrichment events and activities; and support for the student chapters of the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Hispanic Professional Engineers (SHPE).

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total students12,557

total students2,798

12.69%SD Mines

SDSU

8.01%

total students10,061

USD

10.78%

total students4,489

BHSU

12.21%

total students3,580

NSU

7.65%

total students3,047

DSU

13.98%

American Indian (AI)

Multiracial where one is AI

Hawaiian/Pacific Islander

Asian

African American

Hispanic

Multiracial

White

Non-US Citizen

Unknown

Total Students of Color

Enrollment Fall 2014

* legend applies throughout

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South Dakota School of Mines & Technology

2010 2011 2012 2013 2014

American Indian 3.06% 2.51% 2.10% 1.63% 1.79%

Multiracial where x 1.77% 2.06% 2.01% 1.61% one is AI

Native Hawaiian 0.17% 0.17% 0.21% 0.11% 0.18% /Pacific Islander

Asian 1.19% 0.95% 1.32% 1.36% 1.57%

African American 0.59% 0.74% 1.28% 1.44% 1.79%

Hispanic 2.93% 2.94% 2.72% 3.48% 3.93%

Multiracial 2.63% 1.08% 1.28% 1.25% 1.82%

Total Students 2,354 2,311 2,424 2,640 2,798

Total Percentage 10.578% 10.169% 10.974% 11.288% 12.688%

South Dakota State University

2010 2011 2012 2013 2014

American Indian 1.65% 1.52% 1.41% 1.03% 1.01%


Native Hawaiian 0.09% 0.09% 0.12% 0.19% 0.10% /Pacific Islande

Asian 0.94% 1.12% 1.17% 1.13% 1.11%


Hispanic 1.33% 1.46% 1.63% 1.80% 1.93%

Multiracial 1.47% 0.60% 0.73% 0.83% 0.85%

Total Students 12,816 12,725 12,583 12,554 12,557


Black Hills State University

2010 2011 2012 2013 2014

American Indian 3.58% 3.24% 3.56% 3.20% 3.45%



Asian 0.38% 0.54% 0.66% 0.56% 0.56%


Hispanic 2.20% 3.04% 3.38% 3.85% 3.79%

Multiracial 2.31% 0.86% 0.70% 0.87% 1.07%

Total Students 4,722 4,415 4,407 4,464 4,489


University of South Dakota

2010 2011 2012 2013 2014

American Indian 1.55% 1.74% 1.71% 1.71% 1.67%



Asian 1.10% 1.21% 1.23% 1.40% 1.50%


Hispanic 1.75% 2.27% 2.68% 3.04% 2.68%

Multiracial 1.57% 0.61% 0.89% 0.91% 1.27%

Total Students 10,151 9,970 10,284 10,235 10,061


Northern State University

2010 2011 2012 2013 2014

American Indian 1.85% 2.15% 1.46% 1.38% 1.48%



Asian 0.46% 0.42% 0.55% 0.69% 0.87%


Hispanic 1.73% 1.93% 1.91% 2.45% 2.26%

Multiracial 1.33% 0.67% 0.66% 0.63% 0.59%

Total Students 3,296 3,580 3,622 3,343 3,580


Dakota State University

2010 2011 2012 2013 2014

American Indian 1.03% 1.06% 1.19% 0.96% 0.82%

Multiracial where x 1.35% 1.38% 1.05% 1.15%% one is AI


Asian 1.55% 1.58% 1.77% 1.73% 2.00%


Hispanic 1.87% 2.32% 3.22% 3.42% 3.77%

Multiracial 1.93% 0.81% 1.00% 1.31% 1.31%

Total Students 3,101 3,102 3,110 3,129 3,047


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SD Mines

0

50

100

150

200

250

300

350

400

0

200

400

600

800

1000

1200‘10 ‘11 ‘12 ‘13 ‘14

SDSU USD BHSU NSU DSU SD MINES

Enrollment by Ethnicity TrendsFall 2010 to Fall 2014

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SOUTH DAKOTA STATE UNIVERSITY UNIVERSITY OF SOUTH DAKOTA

BLACK HILLS STATE UNIVERSITY NORTHERN STATE UNIVERSITY

DAKOTA STATE UNIVERSITY SOUTH DAKOTA SCHOOL OF MINES

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South Daktoa School of Mines

South Dakota State University

University of South Dakota

Black Hills State University

Northern State University

Dakota State University

American Indian Multiracial

where one is American Indian

Hawaiian/ Pacific Islander

Asian African American Hispanic

Multiracial Total American Indian

Minorities Between BOR Fall 2014

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Multiracial Total American Indian

Fall 2010 to Fall 2014

American Indian Multiracial where one is American Indian

Native Hawaiian/Pacific Islander

Asian African American Hispanic

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Program Ethnicity Fall 2014

Industrial Engineering

Non-degree Seeking

Applied & Computational

Math

Interdisciplinary Sciences

Applied Biological Sciences

Civil Engineering

Electrical Engineering

Physics

Mechanical Engineering

Geological Engineering

Metallurgical Engineering Geology

Computer Science

Mining Engineering

Computer Engineering

Chemical Engineering

Chemistry EnvironmentalEngineering

General Studies

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Industrial Engineering Non-degree Seeking Applied & Computational Math Interdisciplinary Sciences

Applied Biological Sciences Civil Engineering Electrical Engineering Physics

Mechanical Engineering Geological Engineering Metallurgical Engineering Geology

Computer Science Mining Engineering Computer Engineering Chemical Engineering

Chemistry Environmental Engineering General Studies

Four-year Trend for Ethnicity by Program 2010-2014

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Six-year Retention 2010

Hispanic

American Indian

Multiracial


African American

Asian

69% 62% 31% 34%

100% 100% 100% 100%

100% 100% 100% 75%

100% 100% 50% 50%

89% 56% 56% 44%

85% 62% 54% 38%

Year 2 Year 3 Year 4 Year 5

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American Indian

2010 2011 2012 2013

Continued to year 2 69.23% 71.43% 42.86% 60%

Continued to year 3 61.54% 28.57% 42.86%

Continued to year 4 30.7% 57.14%

Continued to year 5 38.46%

Continued to year 6


2010 2011 2012 2013

Continued to year 2 100% 100% N/A N/A

Continued to year 3 100% 100% N/A

Continued to year 4 100% 100%

Continued to year 5 100%

Continued to year 6

Asian

2010 2011 2012 2013

Continued to year 2 100% 50% 42.86% 100%

Continued to year 3 100% 100% 28.57%

Continued to year 4 50% 50%


Continued to year 6

African American

2010 2011 2012 2013

Continued to year 2 100% 100% 70% 66.67%

Continued to year 3 100% 83.33% 60%

Continued to year 4 100% 66.67%


Continued to year 6

Hispanic

2010 2011 2012 2013

Continued to year 2 88.89% 60% 66.67% 68.97%




Continued to year 6

Multiracial

2010 2011 2012 2013

Continued to year 2 84.62% 78.57% 80% 73.68%




Continued to year 6

Freshmen Classes

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There are many changes from year to year due to regular turnover, changes to reporting categories, short-term employees, etc. For example, there may be a research scientist hired temporarily, who then leave after a year. Again, these are full-time employees. Part-time employees are not listed due to incomplete data.

For more information regarding faculty and staff at Mines, contact Anne DeMersseman at [email protected].

Faculty

Staff

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FY 2010 Faculty

Men Women Total

American Indian/ 0 0 0 Alaska Native

Asian/Pacific 5 1 6 Islander

African American 0 0 0

Hispanic 3 0 3

White 84 20 104

Non-US Citizen 13 0 13

Unknown 0 0 0

Total 105 21 126

FY 2010 Staff

Men Women Total


Asian/Pacific 0 0 0 Islander


Hispanic 0 1 1

White 61 103 164


Unknown 0 0 0

Total 70 106 176

FY 2012 Faculty

Men Women Total


Native Hawaiian/ 0 0 0 Pacific/Islander

Asian 10 1 11


Hispanic 2 0 2

Multiracial 0 0 0

White 89 23 112


Unknown 0 0 0

Total 106 24 130

FY 2012 Staff

Men Women Total



Asian 6 0 0


Hispanic 0 0 0

Multiracial 0 0 0

White 66 109 175


Unknown 0 0 0

Total 74 110 184

FY 2013 Faculty

Men Women Total



Asian 10 1 11


Hispanic 2 1 3

Multiracial 0 0 0

White 92 29 121


Unknown 0 0 0

Total 110 32 142

FY 2013 Staff

Men Women Total



Asian 2 1 3


Hispanic 2 0 2

Multiracial 0 0 0

White 55 106 161


Unknown 0 0 0

Total 63 110 173

FY 2014 Staff

Men Women Total



Asian 3 2 5


Hispanic 2 1 3

Multiracial 0 0 0

White 47 110 157


Unknown 0 0 0

Total 54 117 171

FY 2014 Faculty

Men Women Total



Asian 11 2 13


Hispanic 2 1 3

Multiracial 0 0 0

White 94 32 126

Alien 8 1 9

Unknown 0 0 0

Total 117 36 153

FY 2011 data not recorded

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A Window to the WorldInternational students create a vibrant mosaic of viewpoints that enriches the university’s educational experience in countless ways.

For more information regarding international students at Mines, contact Suzi Aadland at [email protected]

Applied & Computational Mathematics

Atmospheric & Environmental Science

Biomedical Engineering

Civil & Environmental Engineering

Chemical & Biological Engineering

Chemical Engineering

Computer Engineering

Computer Science

Computational Sciences & Robotics

Electrical Engineering

Engineering Management

Geological Engineering

Geology

Industrial Engineering & Engineering Management

Mechanical Engineering

Mining Engineering

Materials Engineering & Science

Nanoscience & Nanoengineering

Physics

2014 International Students by Program

One Undergraduate

One Master’s Student

One PhD Candiate

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Afghanistan 1 undergraduate

Australia 1 undergraduate

Bangladesh 7 graduates

Brazil 6 undergraduates

Burkina Faso 1 undergraduate

Canada 1 undergraduate

China, PR 3 undergraduates 14 graduates

Colombia 1 undergraduate

Congo 1 undergraduate

Ecuador 1 graduate

El Salvador 1 graduate

Germany 2 undergraduates

Ghana 1 undergraduate

Greece 1 undergraduate

India 12 undergraduates 20 graduates

Indonesia 1 undergraduate

Iran 4 graduates

Japan 2 graduates

Jordan 1 graduate

Kazakhstan 1 undergraduate 1 graduate

Korea (South) 4 undergraduate

Lebanon 1 undergraduate

International Students by Country 2014-2015

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Malaysia 1 graduate

Mexico 1 undergraduate

Mongolia 3 undergraduates 2 graduates

Morocco 1 undergraduate

Nepal 17 graduates

Nigeria 1 undergraduate 3 graduates

Norway 11 undergraduates 4 graduates

Saudi Arabia 3 undergraduates

Spain 1 undergraduate

Sri Lanka 1 undergraduate 2 graduates

Sudan 1 graduate

Turkey 5 graduates

United Kingdom 1 undergraduate

Venezuela 1 undergraduate

Vietnam 1 undergraduate

Zimbabwe 1 undergraduate

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Accessibility for All

Campus programs at Mines encourage students with disabilities to flourish, addressing and accommodating each individual’s unique needs based upon their diagnosis or condition.

Students with disabilities are covered by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which stipulates that all higher education institutions receiving federal assistance may not discriminate on the basis of a disability.

Registered ADA students have a wide range of disabilities, which are both visible, such as mobility issues, and non-visible, which can include psychiatric disorders and learning disabilities.

Offering equal access for all students, Mines’ academic programs and extra-curricular activities offer accommodations to students who have self-disclosed their disabilities to the Office of Disabilities Services on campus and are addressed with the university’s ADA coordinator. Typical accommodations granted include extra time on exams, reduced distraction rooms, note takers, and use of adaptive technology.

For more information regarding ADA students at Mines, contact Megan Reder-Schopp at [email protected]

ADA Student Growth Trend 2001-2014

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A New Mission: Veterans at Mines

SD Mines is proud to support those who have served, providing them with the resources needed to achieve success in any endeavor. Over the past five years, student veteran usage of the Veterans Resource Center (VRC) has risen from 16 percent in 2010 to 53 percent in 2014 of the total student veteran population—which includes those who are separated or retired from the military and active duty Air Force, Guard, and Reserve members.

In addition to studying, the VRC is used for a breadth of events including spring and fall Veterans’ Orientation sessions, scholarship celebrations, veteran-to-veteran academic tutoring, socializing, potlucks, Veterans’ Day open house events, monthly visits from the VA Black Hills Health Care System, and Veterans Upward Bound college-prep classes in math and writing.

For more information regarding veterans at Mines, contact Cathy Payne at [email protected].

Enrollment Trend for Veteran Students 2010-2014

springfall

VRC Utilization Trend 2010-2014

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Women in STEM

Cultivating a diverse, highly trained student body with an array of unique experiences and perspectives is an integral step in empowering the next generation of leaders and innovators in science, technology, engineering, and math (STEM).

The Women in Science and Engineering (WiSE) program is designed to educate, recruit, retain, and graduate academically motivated women in STEM fields through mentoring, professional development, networking and scholarship support.

WiSE seeks to help fill the gap between men and women in STEM gender diversity, by providing our women students with resources to help them succeed at SD Mines and in their future careers, and by educating and recruiting young women into STEM disciplines. Through our monthly programming as well as our newly expanded peer mentoring program, we hope to make that barrier a little less pronounced. We work extensively with industrial partners to get as many women STEM role models in front of our women students as possible, and also collaborate with academic departments to get women faculty connected to each other and students.

One of the things we’re most excited about next year is a new space for prospective and current women students, as well as women faculty. This space will act as a study area for students, meeting and small event space for students and faculty, and resource center for current and prospective students.

Overall undergraduate retention for women at Mines varies by program, ranging from 50 percent to 82 percent in fall 2013. Female freshmen to sophomore retention fluctuates widely among disciplines from 33 percent to 100 percent in the same period. Departments with the fastest-growing undergraduate female populations are civil and environmental engineering and mechanical engineering.

For more information regarding Women in STEM at Mines, contact Lisa Carlson at [email protected].

Women Enrollment Trend 2008-2014

85% 77%

2014 Retention Women vs Men Women Faculty in 2014

29%

*Steep enrollment decline in 2010 was in large portion non-degree seeking students

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2008 2009 2010 2011 2012 2013 2014

American Indian (AI) 32 40 43 32 28 18 16

Multiracial where one is AI 0 0 0 17 12 12 7

Asian/Pacific Islander 9 5 12 5 8 7 11

African American 2 2 0 3 4 4 4

Hispanic 16 22 32 25 22 25 27

Multiracial 0 0 0 4 9 9 16

Non-US Citizen 22 24 29 27 31 22 36

Other 6 8 6 6 4 8 5

White/Caucasian 519 523 554 506 501 505 495

Total 606 623 676 605 619 610 617

Fall Term (Undergraduates and Graduates)

2014 Women Student Demographics

Women At SD Mines vs National average

Women who earned math

degrees in 2012.

Fall 2014 enrollment of women students

in engineering majors.

18%

16%

52% 43

%

Women who earned engineering degrees

in 2012.

19%

19%

Women who earned computer science or physics degrees in

2012.

19%0

%

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Glossary

First-time students First-time students are those who are admitted to Mines without ever having been enrolled in college before; also called first-time freshmen or first-time full-time undergraduates.

Transfer students Upper-division transfer students have transferred to Mines from another college with two years of lower division college-level work completed.

Lower-division transfer students have transferred with less than two years of college-level work completed.

First-generation college students

Students with parents or guardians who do not possess a four-year degree

LGBTQ students

Students who self-identify as lesbian, gay, bisexual, transgender, and/or queer. Although, no statistics of this sort are presented in this report, it is important to realize that faculty, staff and students may identify with this community either publicly or privately.

Underrepresented students

The term “underrepresented” refers to ethnic groups that are traditionally underrepresented in higher education. For the purposes of this report, underrepresented students (may be abbreviated as URM, meaning underrepresented minorities) include students who self-report their ethnicity as Hispanic or Latino/a and/or their race as African-American, American Indian/Alaska Native, or Native Hawaiian/Other Pacific Islander.

Underrepresented students also include those who indicate they have two or more races, with at least one from the above categories. Non-underrepresented, or non-URM, students include those who self-report as White, Asian, or both White and Asian.

Students who decline to state, leave the ethnicity and race question blank, or who are non-resident aliens are categorized as “unknown.”

Non-US citizen students could include resident aliens and international students.

A note on ethnicity categories:

In discussing ethnicity, this report aggregates individuals into six broad categories: Asian-American/Pacific Islander, Black, Latino/a, Native American, White, and Two or More Ethnicities.

Asian-American/Pacific Islander includes individuals who self-identify as Chinese, Filipino, Japanese, Korean, Laotian, Cambodian, Asian Indian, Southeast Asian, Thai, Vietnamese, Other Asian, Guamanian, Hawaiian, Samoan, or Other Pacific Islander. Please note that some of these ethnic groups are considered underrepresented in higher education and others are not. Because of their small populations at SD Mines, this report aggregates these populations into one group.

Latino/a includes: Mexican-American/Chicano/a, Central American, South American, Puerto Rican, Cuban, and Other Latino/Hispanic.

2015 diversity report

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