The Executive Associate Dean's Program to Recruit a diverse Group

Transcription

1 Diversity Report FY 2011

2 Dwight Look College of Engineering Texas A&M University Diversity Report 2010 TABLE OF CONTENTS Best Practices for Recruiting and Retaining a Diverse Faculty (Aug. 16, 2010 Memo to Dr. Christine Stanley, Vice President and Associate Provost for Diversity) 2 Accountability Data Report (Sept. 10, 2010 Letter to Memo to Dr. Christine Stanley, Vice President and Associate Provost for Diversity) 6 College of Engineering Student Diversity Initiatives (Report, 2010) 9 COE Diversity Plan Briefing Sheet (September 2010) 12 Diversity Standing Among Peer Institutions Presentation to the Diversity Operations Council and Council on Climate and Diversity by Dr. César O. Malavé (PowerPoint Presentation, 2010) 13 The Engineering 12 (E12) Recruitment Program (Report, 2010) 25 COE Diversity Accountability Data ( ) Administration Advisory Boards Climate Faculty Professional Staff Students 27 Diversity reports by department are available upon request: contact Ms. Dawna Rosenkrantz: (979) or via dawnarosenkranz@tamu.edu

3 September 10, 2010 MEMORANDUM TO: SUBJECT: Dr. Christine Stanley Vice President and Associate Provost for Diversity Best Practices for Recruiting and Retaining a Diverse Faculty In response to your request for a diversity plan for the Dwight Look College of Engineering, I am providing you a summary of the College of Engineering s current practices to recruit and retain a diverse faculty. When I became Dean, I put into place a team focused on rising to the call of then President Gates diversity initiative. Plans were made to take a hands-on approach to recruiting a more diverse faculty and a student body more reflective of the population of Texas. All engineering colleges in the United States have an especially difficult challenge in this arena, because the field is largely dominated by white males. For this reason, our efforts had to be directed and then followed closely to ensure results. The Executive Associate Dean (EAD) was charged with this task and began by instituting the following procedures for faculty recruitment: The Dean and the EAD met with the department heads to inform them that a diverse applicant pool was expected for faculty hires. Department heads were to request approval to recruit for each hire. As part of that request, an advertisement for the position, the stated research area for the hire and a named search committee (in that research area) were required. Departments were instructed to schedule applicants on dates when the EAD was available to meet with them so that he could have one-on-one contact with the applicant pool to monitor it. A list of interviewees for all departments was created and monitored to show the status of each candidate. After permission was granted to begin the process of recruiting faculty and the advertisement approved by the Dean s Office, in order to ensure a widely diverse applicant pool, the departmental search committees were encouraged to include the advertisements in magazines appropriate to the discipline and utilize the following listservs and networks within the College: 2

4 NAMEPA (National Association of Minority Engineering Program Administrators). Contact: Lori Cardenas, Engineering Senior Program Specialist, 204 ZACH WEPAN (Women in Engineering Program Advocates Network). Contact: Ms. Magdalini Z. Lagoudas, Director of Engineering Student Services and Academic Programs, 204 ZACH Women in Engineering Faculty Interest Group. Contact: Dr. Robin Autenrieth, Professor of Civil Engineering and Associate Dean for Graduate Programs; Minority Engineering Faculty Group. Contact: Dr. Cesar Malavé, Professor of Industrial and Systems Engineering and Associate Dean of Engineering; The departmental search committees were also advised to promote advertisements by mailing letters and a flyer to department heads at major universities, and sending and making personal contacts with faculty at other universities. Other departmental faculty members were also encouraged to make contacts at professional conferences and other service activity events. The College also purchases and makes available to department heads the Minority & Women Doctoral Directory (MWDD), a registry which maintains up-to-date information of employment candidates who have recently received, or are soon to receive, a doctoral or master s degree in their respective field from one of approximately 200 major research universities in the U.S. The current edition of the directory lists approximately 4,500 Black, Hispanic, American Indian, Asian American, and women students in nearly 80 fields in the sciences, engineering, social sciences and the humanities. The Dean s staff has established a relationship with the faculty candidate schedulers in the departments to keep them informed of the College s practices and to supply calendar information to aid with scheduling of candidates. The EAD closely monitored the recruitment process for each hire to ensure a diverse applicant pool. The College also distributed sample itineraries to make the faculty candidate schedulers aware of multidisciplinary and diversity promoting ideas for the interviews. One of these is promoting a community tour as part of the interview process. The university atmosphere is obviously a diverse one, but we want our candidates to know that the community is also multicultural and open to a diverse population. This was also an exciting time for recruitment because of the university-wide faculty reinvestment program. I made it clear to the department heads that the College of Engineering s newly granted 100+ faculty hires was an unprecedented opportunity to change the face of Texas A&M Engineering faculty to that of a diverse and multidisciplinary populous. As part of this initiative, I tasked the Assistant Vice Chancellor for Public Relations with creating a media campaign to convey this idea to potential hires. 3

5 Think Big Campaign: The premise of this campaign was to invite potential faculty hires and students to become a part of the big experience of Texas A&M Engineering. This was achieved by connecting on the following points: Promoting Texas A&M University Promoting the College of Engineering by highlighting our rich history and top 10 ranking, level and diversity of research being conducted, excellent facilities and diversity/quality of recently hired faculty Promoting the quality of engineering students Promoting the community and the region Promoting the Aggie Spirit Before creating the materials, interviews were conducted with department heads and with 21 new and tenured faculty members to determine what information would be helpful to potential candidates. The promotional items of this campaign were presented and explained to department heads and faculty schedulers. The items were made readily available to the departments and they were encouraged to use them for every facet of recruiting. The packets could be easily customized by the departments for their specific needs. The brochure includes information on topics that research participants indicated were important to making an informed decision to join the College and move their families to the community. A special web page was also created for prospective faculty to obtain additional information on the College, department and Bryan/College Station. Guidelines were also developed to assist recruitment staff plan the potential candidate visit. This included recommendations on accommodations, campus and community tours, and follow-up correspondence. As a point of reference, the Dwight Look College of Engineering Guidelines for Faculty Recruiting Process is also attached. This document officially charges our department heads with the responsibility of monitoring the applicant pool to ensure that it includes applicants from under-represented groups. These guidelines are distributed to engineering department heads each year. The College of Engineering is proud of its coordinated efforts to increase diversity. Since fall 2003 we have increased the number of women tenure/tenure-track faculty by 73%; the number of Hispanic tenure/tenure-track faculty by 41%; the number of African-American tenure/tenuretrack faculty by 33%; and the number of Asian tenure/tenure-track faculty by 37%. Two of our female faculty members serve as associate deans in the college and one serves as department head. We are now faced with the challenge of retaining the excellent faculty recruited over the past several years. Our departments are keenly aware of this challenge and many have put mentoring programs in place, where junior faculty are assigned a senior faculty member to help them with day-to-day challenges. An engineering representative for the Women s Faculty Network keeps in touch with our office for contact information on newly hired women faculty in 4

6 order to draw them into their support network. The College of Engineering helps promote and support interdisciplinary research to create an exciting environment for creative research. The College also has many award programs that junior faculty are eligible for, as well as a limited number of career development professorships. In summary, the College of Engineering continues its efforts to recruit and retain a diverse faculty and student population. We are pleased to be able to share our best practices and remain open to other ideas and programs that will enhance our diversity. G. Kemble Bennett, Ph.D., P.E. Vice Chancellor and Dean of Engineering Director, Texas Engineering Experiment Station Harold J. Haynes Dean s Chair Professor Attachments c: NK Anand Cesar Malave 5

7 September 10, 2010 Dr. Christine Stanley Vice President and Associate Provost for Diversity Texas A&M University 607 Rudder Tower College Station, TX Dear Dr. Stanley: I am pleased to submit to you a hard copy of the Dwight Look College of Engineering Accountability Data Report. I am also submitting this report to your office electronically. This report presents peer information at the college and departmental levels for most of our programs. Our department heads did an outstanding job seeking information from their respective peer institutions. This was not an easy job, and in some cases, the timing of the request prevented some of our units from obtaining all the information by the requested due date. Nevertheless, we will continue working with our peers until we are able to obtain their full information. We will also engage them in a dialog that will lead, not only to the sharing of the information, but also to the sharing of best practices in all areas related to climate, accountability and access. As you will be able to see in this report, compared to our peers the Dwight Look College of Engineering continues to be a leader in diversity of students, faculty and administrative leadership. At the undergraduate level (2008 and 2009 data), our targeted diversity groups are women, Hispanics, and African-American students. We are just below UT- Austin and Georgia Tech in the enrollment of women, are better than Penn State, and on par with Purdue. However, our FTIC data indicates that our freshman class is 24% women, so we are moving in the right direction. In the enrollment of Hispanic students, we are just below UT-Austin, but considerably ahead of our other peer institutions. Our goal is to be the national school of choice for top Hispanic engineering students. Our enrollment of African-American students is 2.4%, with all our peers having single-digit percentages in this category. Our targeted recruitment programs are assisting us with improving this area. For example, this year our recruitment team was able to recruit a National Achievement female who was considering attending Purdue. 6

8 Our enrollment of women is around 20% at the MS and PhD levels, which puts us on par with UT-Austin (PhD level), but below Penn State at both levels. With Hispanic students, we are leaders at the PhD level, and just below UT-Austin at the MS level. Our enrollment of African-American graduate students is low compared to our peers, especially at the PhD level. We continue to make progress in the diversification of our graduate programs, with programs such as our Undergraduate Summer Research Grant (USRG), Graduate Invitational, and participation in the SHPE and NSBE national conferences targeting diversifying enrollment at the graduate levels. Our numbers have significantly improved in the past few years and the trends indicate that we will continue to improve in the future. Our improvements in the diversity of the student body have been possible due to the implementation of strong recruitment programs, the leadership of our deans and department heads, and the invaluable support of our industry partners. At the faculty level, we are very strong leaders nationally in the employment of women and Hispanic faculty. For African-American faculty, data indicates that the national numbers are not good. Georgia Tech is the leader of our peers with 4.45%. We will continue working in this area using the strategies presented in the Best Practices for Recruiting and Retaining a Diverse Faculty memo included in this report. Additionally, the College s involvement on the newly funded NSF ADVANCE will assist in the recruitment and retention of women engineering faculty. We had limited data for administrators and professional staff for this report. Purdue was the only peer school that provided us with detailed information for these two categories. We obtained some information from publications on the web, but not at a level that made comprehensive comparison possible. However, based on this limited data, we see that the Dwight Look College of Engineering has the most diverse administration (dean, associate and assistant deans). We are low in ethnic diversity at the professional staff level, just like Purdue. This is an area we will monitor to ensure that when positions become open, search committees ensure that applicant pools are diverse. Finally, our advisory boards are not as diverse as I would like to see. In their plan, the department heads indicated that they will work with their industry partners and alumni to find diverse candidates. These plans are included with the report. The climate in the COE is very good and conducive to inclusion and academic excellence. We have an active Women in Engineering Faculty Interest Group led by Dr. Robin Autenrieth, Associate Dean for Graduate Programs. This group has a strong mentoring program, in which junior women faculty are paired with senior women faculty in different departments. Issues related to professional development, personal development, and advancement, among others, are addressed through this mentoring program. We also have a Minority Engineering Faculty Group led by Dr. César Malavé, Associate Dean for Engineering. This second group has been less active, but our plan is to reinvigorate it as 7

9 part of our commitment to the vision of the University Diversity Plan. Climate issues related to students and staff are addressed at regular meetings of the Associate Deans. These meetings are led by Dr. N. K. Anand, Executive Associate Dean. Strategic discussions on student diversity are also part of the agenda in these meetings. Another forum for constructive dialog on climate issues is the Engineering Faculty Advisory Committee (EFAC). The Dean and/or the Executive Dean meet with this committee every month. The only staff climate study we have in the COE is the one conducted by the University in Based on the summary report we have concluded that in all categories the lowest score for the COE is no more than 0.3 points (on a scale from 1 to 6) from the TAMU mean. Moreover, in many categories, the highest mean score for the COE is over 1.0 point above the mean score for TAMU. Further analysis indicates that the least satisfied group is white-males, but the differences are not statistically significant. Given the aggregation of the data and the limited sample size, we decided not to take further action, but will continue to monitor the climate for our professional staff. Please do not hesitate to contact me if you need further information. Sincerely, G. Kemble Bennett, Ph.D., P.E. Vice Chancellor and Dean of Engineering Director, Texas Engineering Experiment Station Harold J. Haynes Dean s Chair Professor 8

10 COLLEGE OF ENGINEERING STUDENT DIVERSITY INITIATIVES The Dwight Look College of Engineering (COE) has four objectives to increase the number of students pursuing science, technology, engineering, and math (STEM) careers. These objectives are designed to: 1) attract more students into STEM (outreach), 2) encourage students to enroll in the College of Engineering at Texas A&M University (recruitment), 3) help students to successfully complete an engineering degree (retention), and 4) provide students with experiences and opportunities that not only improve their undergraduate experience, but also uniquely prepare them for their STEM career (enhancement). Throughout all four objectives there is a consistent thread of increasing the diversity of the college and aligning with University goals as stated in Vision 2020 ( In particular these objectives directly address Imperative 3: Enhance the undergraduate academic experience, Imperative 6: Diversity and globalize the A&M community, Imperative 9: Build community and metropolitan connections, and Imperative 12: Meet our commitment to Texas. The COE plan also aligns with the Texas A&M University Campus Diversity Plan ( ), and details of this alignment are given below by program. OUTREACH PROGRAMS These programs are designed for secondary STEM teachers, who are recruited from schools all over the state of Texas. Given that it is estimated that 1 teacher will reach 1000 students in his/her career, it is clear that these programs will have tremendous impact in encouraging young people into technology fields, and preparing teachers to equip them for success in their journey. These programs will also increase the pool of engineering applicants and build a vast network of recruiting partners in the teachers that are served through this initiative. These programs currently include an annual professional development conference ( and a summer enrichment experience (NSF funded Research Experience for Teachers, In both these programs, new experiential learning techniques are developed and evaluated for teaching high school STEM subject matter in a way that increases interest in these fields. These programs are designed to increase the diversity of the COE because the participating teachers are primarily recruited from majority minority schools, and approximately 120 teachers per year participate in these programs. The programs are done in collaboration with the Colleges of Science, and Education and Human Development. Other colleges are also sometimes a part of these programs as appropriate. There are measurable outcomes of teacher interest in Texas A&M and the 9

11 COE, and the use of the curriculum and projects developed through the program. The outcomes are tracked and evaluated. These programs specifically address the Texas A&M University Campus Diversity Plan. In particular, Action Area 4: Develop school and community partnerships, and Action Area 5: Recruit more students from underrepresented groups are addressed by these programs. RECRUITMENT PROGRAMS The COE has developed a detailed undergraduate recruitment plan that makes use of a set of 12 targeted majority minority partner schools in regions all over the state of Texas. Recruitment is concentrated on the following groups of students: 1) African Americans, 2) Hispanics, 3) National Students, and 4) women. This program includes visits by these high schools to TAMU campus, visits by engineering faculty, staff, and students to the high school campuses, and receptions for prospective students and their parents and teachers. Additionally, the recruitment plan includes three summer camps; one for students from the 12 schools; one for females; and one for the pre-engineering students at Texas A&M International University (in Laredo). The program also includes increasing our contact with these targeted students by using our student organizations and industry partners. Finally, our program involves intense efforts to raise scholarship money for these prospective students. Because the COE is enrollment managed, the entire recruitment program is a diversity initiative. The outcomes are increased interest in pursuing STEM careers and in particular coming to Texas A&M COE. These outcomes are measurable and are tracked and evaluated. The graduate program is actively pursuing increased diversity through teaming with the Louis Stokes Alliance for Minority Participation (LSAMP, for undergraduate research and a graduate invitational. The outcomes of these programs are increased interest in Texas A&M COE graduate school. These outcomes are measurable and are tracked and evaluated. The nature of recruitment is such that direct collaboration with other colleges is not needed/appropriate. However, whenever students express an interest in other colleges, that interest is passed along to the college. These programs are designed to directly address the Texas A&M University Campus Diversity Plan. In particular, Action Area 4: Develop school and community 10

12 partnerships, and Action Area 5: Recruit more students from underrepresented groups are addressed by these programs. RETENTION PROGRAMS The COE is aware that it is important not just to get a diverse group of students in the door, but to keep them to graduation. Therefore, two programs have been developed for this purpose. Learning to Excel in Engineering through Preparation (LEEP, is a 5 week summer bridge program designed to increase the academic success of students who are at risk (have a score of between 550 and 600 on the math portion of the SAT). About 50 students participate in LEEP per year. The Engineering Living Learning Community ( is a residence hall program (currently ~600 students in Mosher) for first year engineering students. It is designed to create a community of scholars to help in the transition to college and the commitment to academic excellence. Due to the success of this program, a new ELLC residence hall has been proposed that expands on this concept. To make sure that the underrepresented groups take advantage of the ELLC, the recipients of Regents and CONNECTS scholarships, as well as LEEP participants are required to live in the ELLC. The outcomes for these retention programs are retention in engineering and retention at TAMU. These outcomes are tracked and evaluated. These programs are designed to directly address the Texas A&M University Campus Diversity Plan. In particular, Action Area 1: Improve the campus climate for all faculty, administrators, staff, and students, and Action Area 2: Expand and improve mentoring and retention program for faculty, administration, staff, and students. ENHANCEMENT PROGRAMS The COE offered four Study Abroad Programs in the Summer 2008 including: Brazil, Panama, Spain, and Singapore. In order to ensure that a diverse group has the opportunity to participate in this activity designed to enhance the undergraduate experience, scholarships are given from the College of Engineering to National Hispanics and Achievement students. In addition, Engineering Study Abroad teams with LSAMP to provide additional scholarships. The outcome for this program is students participating and gaining an increased understanding of global diversity. This outcome is measurable and is tracked and evaluated. 11

13 Dwight Look College of Engineering, Dr. Cesar Malave, Associate Dean of Engineering Benchmarks to COE Peer Institutions: Georgia Institute of Technology Penn State Purdue University University of Texas-Austin FINDINGS indicate the following: Undergraduate Students WOMEN 1. Ga Tech 1, TEXAS A&M 1, Purdue 1, Penn State 1, UT-Austin 1,096 Graduate Students (M.S. & Ph.D.) WOMEN 1. Ga Tech TEXAS A&M UT-Austin Purdue Penn State Faculty WOMEN 1. Purdue TEXAS A&M Ga Tech Penn State UT-Austin 30 HISPANICS 1. TEXAS A&M UT-Austin Ga Tech Penn State Purdue HISPANICS 1. TEXAS A&M GA Tech UT-Austin Purdue Penn State - 27 HISPANIC 1. TEXAS A&M Purdue Penn State UT- Austin Ga Tech 10 AFRICAN AMERICAN 1. Ga Tech Penn State TEXAS A&M Purdue UT-Austin AFRICAN AMERICAN 1. Ga Tech Purdue TEXAS A&M Penn State UT-Austin - 15 AFRICAN AMERICAN 1. Ga Tech Purdue TEXAS A&M Penn State 5 5. UT-Austin 5 Administrators Women: 1) Purdue 4; 2) Ga Tech 3; 3) TEXAS A&M 2; 4 ) UT-Austin 1 Hispanic: 1) TEXAS A&M - 2 Professional Staff Texas A&M: Women 31/32; African Am. 1/32; Hispanic 3/32 Purdue: Women 35/44; African Am. 2/44; Hispanic 1/44 Ga Tech : Women 15/23 Mechanisms for Diversity Efforts UG Recruitment E12 Program; G Recruitment Graduate Invitational, USRG, SHPE & NSBE National. Faculty Recruitment and Retention Practices Search committees and pools certification. Staff Recruitment and Retention Affirmative Action Plan. Climate Studies Engineering Faculty Advisory Committee; Women Engineer Faculty Interest Group; Minority Engineer Faculty Group; Executive Associate Dean meetings. Advisory Boards Collaborations with development officers and industry partners. 12

14 Dwight Look College of Engineering Diversity Standing among Peer Institutions Presentation to the: - Diversity Operations Council - Council on Climate and Diversity by Dr. César O. Malavé Associate Dean 13

15 Summary Accountability Data Report The College seeks to implement Best Practices in all areas related to accountability, climate, and equity Benchmarks with Peer Institutions: Georgia Institute of Technology Penn State Purdue University University of Texas - Austin 14

16 Undergraduate Students Women, percentage enrolled is: Below UT-Austin and Georgia Tech Above Penn State On par with Purdue Hispanics, percentage enrolled is: Below UT-Austin Considerably ahead of other peer institutions African-Americans, percentage enrolled is: Georgia Tech has highest enrollment at 6.5% On par with peers but all from 2.0% to 2.9% 15

17 Graduate Students Women: On par with UT-Austin but below others at the PhD level On par with all except Penn State at MS level Hispanics: TAMU leader at PhD level Below UT-Austin at MS level but better than others African-Americans: On par with UT-Austin but below others at MS level Below Georgia Tech but ahead of others at PhD level 16

18 Student Recruitment E12 Recruitment and Success Program Diversity efforts for Graduate programs Undergraduate Summer Research Grant (USRG) Graduate Invitational (GI) Active participation at national conferences Society of Hispanic Professional Engineers (SHPE) National Society of Black Engineers (NSBE) 17

19 Faculty Comparison to peers indicates: Strong leader in the recruitment and retention of Women Hispanics Must improve for African-American Georgia Tech leads all peers at 4.45% 18

20 Faculty Recruitment Advertisement via National Association of Minority Engineering Program Administrators Women in Engineering Program Advocates Network Women in Engineering Faculty Interest Group Minority Engineering Faculty Group NSF Funded ADVANCE Programs Network TAMU has just been awarded an NSF ADVANCE project to recruit and retain women faculty in STEM disciplines 19

21 Best Practices Faculty Recruitment College uses strategies for Recruiting and Retaining a Diverse Faculty Dean and Executive Associate Dean (EAD) met with department heads and informed them that a diverse applicant pool was expected for faculty hires. Department heads request approval to recruit for each hire, including advertisement for the position, stated research area for hire, and named search committee (in that research area) required. Departments instructed to schedule applicant interviews for dates EAD is available to allow EAD one-on-one contact with the applicant, allowing monitoring of candidate pool. List of interviewees for all departments created and monitored to show status of each candidate. 20

22 Limited Data Administration and Professional Staff Only Purdue provided detailed data Administration Dwight Look College has one of the most diverse administrations Professional Staff Low in ethnic diversity but similar to Purdue Will use best practices strategies developed for faculty 21

23 Other Diversity Efforts Other strategies include: Seek increased diversity of advisory boards. Recruit and retain women faculty through participation in new NSF funded ADVANCE. Include diversity indicators in COE policies, procedures and strategic plan. Engage key faculty groups Women in Engineering Faculty Interest Group Minority Engineering Faculty Group Engineering Faculty Advisory Committee 22

24 Department Strategies Active collaboration in diversity interest groups in technical societies. Hire consultant to address climate issues. Engage women and minority faculty. Change advisory board by-laws. Maintain high levels of interaction between faculty, staff and students. 23

25 Next Steps Review consistency in the data Continue working with departments Develop indicators Facilitate engagement with peers Monitor progress of faculty groups Align diversity initiatives with strategic plan Assess and evaluate progress 24

26 The Engineering 12 (E12) Recruitment Program Program Description: The Engineering 12 (E12) Program is a comprehensive undergraduate engineering recruitment program which focuses on the recruitment of: 1) African Americans, 2) Hispanics, 3) women, and 4) high achieving (National Merit, National Achievement, and National Hispanic) students. The goal of this program is to increase the number of students from these groups attending the College of Engineering (COE) at Texas A&M University (TAMU). A secondary goal is to increase the number of these students at TAMU, regardless of major because these underrepresented groups are also targeted by TAMU in general. The E12 program is facilitated through a strong partnership with 12 majority minority high schools in regions all over the state of Texas. These schools were selected based on their Texas Education Agency acceptability rating, school demographics, SAT scores of graduating seniors, number of students already attending TAMU, advanced math and science classes offered, and interest in participating in the program. The program recruits students very individually, in the same manner as athletes are normally recruited. Therefore, the teachers and administrators at these high schools select 12 junior and senior level students to participate (144 total, with 12 from each of the 12 schools). Student selection for the program is based on academic excellence, demonstrated work ethic, interest in TAMU, and interest in engineering. The E12 program piques the interest of these selected high school students through intensive interaction with TAMU engineering students, faculty, and staff. These interactions begin with specialized visits by the students, along with teachers, administrators, and counselors from each high school to TAMU campus. The cost of this visit is covered by the COE with money raised through proposal writing to state and federal agencies, and corporate and private donations. During this visit, the students visit engineering facilities and laboratories, shadow engineering students in a class, and tour the campus including the engineering dorm. Because each high school has an individual visit (only 12 students), the visit does not have the feel of a field trip, but is seen by the students as a recruitment trip. Additionally, it is well documented that parents and teachers are influential in student s decisions of both majors and colleges, and this is especially true for students from underrepresented groups. Therefore, the E12 program also includes interactions with teachers, counselors and administrators in as many activities as possible. One such activity is receptions for prospective students and their parents and teachers, held in a geographic region near the schools. Each reception hosts the students from one or two partner schools and is sponsored by the COE industry partners most of them active members of the COE External Advisory Board. Each reception includes resource tables from Admissions, Scholarships and Financial Aid, and the COE. The receptions are often held at the sponsor s place of business to give the attendees an opportunity to see the work environment. There is an inspirational speaker, usually from the industrial sponsor. The attendees also have the opportunity to interact with COE faculty, staff, and administrators as well as numerous engineers (usually TAMU graduates) that work at the sponsoring company. A drawing is held at the end of the night for one $1000 scholarship donated by the industry sponsor, and one $1000 scholarship from Financial Aid. Finally, E12 program involves intense efforts to raise scholarship money for the participating students. These efforts are as important as any other component of the program 25

27 because most of these students are economically disadvantaged and sought after by many schools. Scholarship dollars are sought through proposals to state and federal agencies, and donations from corporate and private sponsors. It should be noted that although the E12 program is designed to target a small number of selected students, the significant interactions with the partner schools also results in an excellent relationship with the school. These relationships have been used synergistically with other diversity, recruitment, and outreach efforts. For instance, a high level engineering design summer camp for all students from the partner schools is hosted each summer. Also, teachers from these schools are targeted for our teacher outreach program, which includes a Summit in the spring and a summer professional development activity. Program Results: The table below demonstrates that E12 program has been successful at recruiting high school students from targeted groups into the COE. Also, an additional 10 students enrolled at TAMU in colleges other than the COE. Thus, 52% of the recruited students enrolled at TAMU (44/85). E12 Program Statistics # students enrolled in COE/ # recruited students Fall 2009 Total 34/85 (40%) African Americans 6/85 (7%) Hispanics 17/85 (20%) Women 12/85 (14%) Additionally, this program and the relationships developed with the partner schools, combined with other diversity and outreach efforts has contributed to an increase of 37% more students (First Time in College, FTIC) enrolling in the COE from these schools in Fall 2009 than enrolled in Fall Finally, the number of underrepresented groups enrolling in the COE (FTIC) has been positively affected as shown below. Fall FTIC Comparison Statistics for COE Fall 2008 # students in group/ # students in COE Fall 2009 # students in group/ # students in COE African Americans 49/1817 (2.7%) 60/1765 (3.4%) Hispanics 259/1817 (14.3%) 271/1765 (15.4%) Women 353/1817 (19.4%) 424/1765 (24.0%) 26

28 TEXAS A&M Dwight Look College of Engineering Dean's Office Dean and Vice Chancellor Executive Associate Dean Associate Dean Assistant Dean Total Women 1 1 Men African Am Am Ind Asian Hispanic 1 Int'l 1 White Two or more races 27

29 University of Texas Cockrell School of Engineering Dean's Office Dean Associate Dean for Academic Affairs Associate Dean for Research Associate Dean for School and Alumni Relations Assistant Dean for Student Affairs Total Women 1 Men African Am Am Ind Asian Hispanic Int'l White 1 Two or more races

30 Total Women Men African Am Am Ind Asian Hispanic Int'l White Two or more races Pennsylvania State University - No information available College of Engineering Dean's Office Dean Associate Dean Assistant Dean Other 29

31 Purdue University College of Engineering Dean's Office Dean Associate Dean Assistant Dean Total Women Men 3 African Am Am Ind Asian Hispanic Int'l White Two or more races 30

32 Georgia Institute of Technology College of Engineering Dean's Office Dean Associate Deans Assistant Dean Total Women 2 1 Men 1 2 African Am Am Ind Asian Hispanic Int'l White Two or more races 31

33 Texas A&M Name of the Advisory Dwight Look Collge Board Advisory Board Total 53 Women 7 Men 46 African Am Am Ind Asian Hispanic 1 Int'l White 52 Name of the Advisory Board Total Women Men African Am Am Ind Asian Hispanic Int'l White University of Texas Cockrell School of Engineering 32

34 Name of the Advisory Board Total Women Men African Am Am Ind Asian Hispanic Int'l White Pennsylvania State University College of Engineering Advisory Board Purdue University No information available. Name of the Advisory Board College of Engineering Advisory Board Total 27 Women 12 Men 15 African Am 3 Am Ind 1 Asian Hispanic 1 Int'l 1 White

35 Name of the Advisory Board Total Women Men African Am Am Ind Asian Hispanic Int'l White Georgia Institute of Technology College of Engineering Advisory Board No information available. 34

36 (a) Describe the current climate in your unit. The climate in the COE is very good. We a very active Woman in Engineering Faculty Interest Group lead by and a Minority Engineering Faculty Group lead by Dr. Robin Autenrieth the Associate Dean for Graduate Programs. We also have a Minority Engineering Faculty Group lead by Cesar Malave the Associate Dean for Engineering. Both of these faculty groups sever as forums for dialogs on issues related to climate in the COE. Climate issues related to students are addressed at the regular meetings of the Associate Deans. These meetings are lead by Dr. NK Anand the Execute Associate Dean. Strategic discussions on student diversity are always part of the agenda in these meetings. (b) What evidence supports your climate assessment? Reports from the Chairs of the faculty interest groups. Reports from the Engineering Faculty Advisory Committee. Limited Climate studies conducted by TAMU. 35

37 TEXAS A&M Dwight Look College of Engineering All Faculty Professors Associate Professors Assistant Professors Non TT (not Visiting or TA's) Total Women Men Black Am Ind Native Hawaiian/Other Pac Is. Asian Hispanic Int'l White Two or more races 36

38 University of Texas at Austin Cockrell School of Engineering All Faculty Professors Associate Professors Assistant Professors Non TT (not Visiting or TA's) Total 266 Women 30 Men 236 Black 0.6% 3.3% 2.0% Am Ind 1.3% 1.6% 2.0% Native Hawaiian/Other Pac Is. Asian 9.1% 8.2% 1.5% 3.9% Hispanic 0.6% 4.9% 3.1% Int'l 13.0% 29.5% 49.2% 21.6% White 75.3% 52.5% 46.2% 70.6% Two or more races 37

39 Total 273 Women 45 Men 228 Black 5 Am Ind 1 Native Hawaiian/Other Pac Is. Pennsylvania State University College of Engineering All Faculty Professors Associate Professors Assistant Professors Non TT (not Visiting or TA's) Asian 53 Hispanic 11 Int'l 9 White 181 Two or more races

40 Purdue University College of Engineering All Faculty Professors Associate Professors Assistant Professors Non TT (not Visiting or TA's) Total Women Men Black Am Ind 1 1 Native Hawaiian/Other Pac Is. Asian Hispanic Int'l White Two or more races

41 Georgia Institute of Technology College of Engineering All Faculty Professors Associate Professors Assistant Professors Total 449 Women 62 Men 387 Black 1.0% 7.3% 6.7% Am Ind Native Hawaiian/Other Pac Is. Non TT (not Visiting or TA's) Asian 22.5% 15.6% 17.8% 13.3% Hispanic 1.9% 1.0% 3.3% Int'l 1.0% 3.1% 23.3% 6.7% White 73.7% 72.9% 48.9% 80.0% Two or more races 40

42 Administrative Assistant Administrative Coordinator Agency Deputy Director Assoc. Dean Graduate Programs Assoc. Dean Recruitment & Intl. Programs Assoc. Vice Chancellor Admin. & Legal Affairs Assoc. Director Education Development Assoc. Vice Chancellor External Affairs Asst. to Assoc. Agency Director Asst. to Associate Dean-Graduate Programs Asst. Dean Asst. to Vice Chancellor Total Asst. Vice Chancellor Finance Women Men Asst. Vice Chancellor External Affairs Business Coordinator I, II Development Relations Coordinator Director, Engr. Student Services & Academic Programs Black Am Ind Native Hawaiian/Other Pac Is. TEXAS A&M Dwight Look College of Engineering Exec. Assoc. Dean Managers Program Coordinator Project Manager Recruiting Coordinator, Engr. Program Sr. Associate Dean Sr. Database Systems Administrator I Sr. Program Specialist Vice Chancellor Engr. Asian 1 1 Hispanic Int'l White Two or more races 1 41

43 University of Texas Cockrell School of Engineering Dean's Office Total Women Men Black Am Ind Native Hawaiian/Other Pac Is. Asian Hispanic Int'l White Two or more races 42

44 Pennsylvania State University - No information available College of Engineering Dean's Office Total Women Men Black Am Ind Native Hawaiian/Other Pac Is. Asian Hispanic Int'l White Two or more races 43

45 Academic Affairs Coordinator Account Assistant Admin. Asst. Administrative Assistant Administrative Director Assessment Director Assistant Director- Undergrad Recruitment Facilities Manager Faculty & Staff Employment Specialist Graduate Programs Director P-16 Outreac h Coord. Retention Consultant Stewardship Manager SURF Program Manager UG Programs Coordinator UG Recruitment Director Clerk Assoc. Dean of Graduate Education Dean Director of Strategic Planning Assoc. Dean of Resource Planning Associate Dean of Academic Affairs Data Manager Building Deputy Dir of Dev. Total Women Men Black 1 1 Am Ind Native Hawaiian/Other Pac Is. Asian Hispanic 1 Int'l Two or more races White Purdue University College of Engineering Dean's Office Associate Dean of Research Associate Dean of UG Education Asst. Dean of Undergraduate Education Safety Director 44

46 Administrative Assistant Administrative Coordinator Administr ative Manager Assoc. Director Director Facility Manager Financial Manager Financial Specialist Program Director Program Support Manager Total Women Men Black Am Ind Native Hawaiian/Other Pac Is. Asian Hispanic Int'l White Two or more races Georgia Institute of Technology College of Engineering Dean's Office System Analyst Web Developer 45

47 COLLEGES OF ENGINEERING (TECHNOLOGY PROGRAMS ARE NOT INCLUDED) Fall 2008 Total Undergraduate Enrollment Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. Total 6, % 5, % 8, % 6, % 8, % Women 1, % 1, % 1, % 1, % 1, % Men 5, % 4, % 7, % 5, % 6, % Black % % % % % Am Ind % % 3 0.0% % % Nat. Hawaiian/Other Pac Is. Asian % 1, % % % 1, % Hispanic % % % % % Int'l % % % 1, % % White (+ unknown/oth) 5, % 2, % 6, % 4, % 5, % Two or more races Source: Engineering & Technology Enrollments - Fall 2008; Engineering Workforce Commission of the American Association of Engineering Societies, Inc. 46

48 COLLEGES OF ENGINEERING (TECHNOLOGY PROGRAMS ARE NOT INCLUDED) Fall 2009 Total First Time in College (FTIC) Undergraduate Enrollment Total Women Men Black Am Ind Nat. Hawaiian/Other Pac Is. Asian Hispanic Int'l White (+ unknown/oth) Two or more races Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. 47

49 COLLEGES OF ENGINEERING (SUMS FROM MS + PHD TABLES) Fall 2008 Total Graduate Enrollment Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. Total 2, % 2, % 1, % 2, % 4, % Women % % % % % Men 2, % 1, % 1, % 1, % 3, % Black % % % % % Am Ind 4 0.1% 1 0.0% 1 0.1% 3 0.1% 3 0.1% Nat. Hawaiian/Other Pac Is. Asian % % % % % Hispanic % % % % % Int'l 1, % 1, % % 1, % 2, % White (+ unknown/oth) % % % % 1, % Two or more races Source: Engineering & Technology Enrollments - Fall 2008; Engineering Workforce Commission of the American Association of Engineering Societies, Inc. 48

50 COLLEGES OF ENGINEERING Fall 2009 Total FTIC Graduate Enrollment Total Women Men Black Am Ind Nat. Hawaiian/Other Pac Is. Asian Hispanic Int'l White (+ unknown/oth) Two or more races Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. 49

51 COLLEGES OF ENGINEERING (TECHNOLOGY PROGRAMS ARE NOT INCLUDED) Total Bachelors Degree Completions Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. Total 1, % % 1, % 1, % 1, % Women % % % % % Men % % 1, % % 1, % Black % % % % % Am Ind 2 0.2% 3 0.3% 0 0.0% 2 0.2% 5 0.3% Nat. Hawaiian/Other Pac Is. Asian % % % % % Hispanic % % 9 0.6% % % Int'l % % % % % White (+ unknown/oth) % % 1, % % 1, % Two or more races Source: Engineering & Technology Degrees ; Engineering Workforce Commission of the American Association of Engineering Societies, Inc. 50

52 COLLEGES OF ENGINEERING Total Masters Degree Completions Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. Total % % % % 1, % Women % % % % % Men % % % % 1, % Black % 3 0.6% 5 1.1% 8 1.9% % Am Ind 1 0.2% 1 0.2% 0 0.0% 0 0.0% 1 0.1% Nat. Hawaiian/Other Pac Is. Asian % % % % % Hispanic % % 2 0.4% 4 1.0% % Int'l % % % % % White (+ unknown/oth) % % % % % Two or more races Source: Engineering & Technology Degrees ; Engineering Workforce Commission of the American Association of Engineering Societies, Inc. 51

53 COLLEGES OF ENGINEERING Total Doctoral Degree Completions Texas A&M Univ. Univ. of Texas - Austin Penn State Univ. Purdue Univ. Georgia Inst. of Tech. Total % % % % % Women % % % % % Men % % % % % Black 3 1.6% 1 0.5% 0 0.0% 6 2.8% % Am Ind 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Nat. Hawaiian/Other Pac Is. Asian 7 3.8% % 3 1.7% 6 2.8% % Hispanic 5 2.7% 3 1.6% 1 0.6% 1 0.5% 9 2.5% Int'l % % % % % White (+ unknown/oth) % % % % % Two or more races Source: Engineering & Technology Degrees ; Engineering Workforce Commission of the American Association of Engineering Societies, Inc. 52

54 COLLEGES OF ENGINEERING - MS Fall 2008 Total Graduate Univ. of Texas - Georgia Inst. of Texas A&M Univ. Penn State Univ. Purdue Univ. Enrollment Austin Tech. Total 1, % 1, % % % 2, % Women % % % % % Men 1, % % % % 1, % Black % % % % % Am Ind 2 0.1% 1 0.1% 1 0.2% 2 0.2% 1 0.0% Nat. Hawaiian/Other Pac Is. Asian % % % % % Hispanic % % % % % Int'l 1, % % % % % White (+ unknown/oth) % % % % % Two or more races 53

55 COLLEGES OF ENGINEERING - PHD Fall 2008 Total Graduate Univ. of Texas - Georgia Inst. of Texas A&M Univ. Penn State Univ. Purdue Univ. Enrollment Austin Tech. Total % 1, % 1, % 1, % 2, % Women % % % % % Men % % % 1, % 1, % Black % 3 0.3% % % % Am Ind 2 0.2% 0 0.0% 0 0.0% 1 0.1% 2 0.1% Nat. Hawaiian/Other Pac Is. Asian % % % % % Hispanic % % % % % Int'l % % % % 1, % White (+ unknown/oth) % % % % % Two or more races 54