Internationalization and Diversity by The Daily Iowan

Task Force on Internationalization and Diversity

Final Report December 2009

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

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

Internationalization and Diversity Task Force Table of Contents Executive Summary …………………………………………………………………………...i I.

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

II.

Organizational Effectiveness and Recognition…………………………….....……3

III.

Recruitment and Outreach……………………………………………...…….….…4

IV.

Retention and Cultural Climate…………………..................................………...…6

Teaching and Research…………………………………………………...…………8

Appendices 1. Diversity Map 2. Budgetary Implications for Recommendations 3. Capital Campaign Funding Opportunities 4. Domestic Diversity – Students a. b. c. d. e. f. g. h. i.

Total student enrollment, 2004-2009 (Male/female, minority, international) Undergraduate student enrollment, 2004-2009 Undergraduate enrollment by residency and ethnicity, 2004-2009 First time, fulltime Freshmen retention by ethnicity, 2004-2008 Students with disabilities; students with veteran status, 2004-2009 Freshmen and transfer students by ethnicity, 2004-2009 Freshmen and transfer students with AA degree, by ethnicity, 2004-2008 Graduate and professional enrollment by ethnicity, international, 2004-2009 Graduate and professional female student enrollment, ethnicity, international, 20042009 j. Non-persisters, year one to year two, 1989-2007 k. Percentage of entering class that left within 1rst year, four years, five years, six years by ethnicity, 1989-2008

5. International – students and study abroad a. Current and historical statistics in relationship to recruiting efforts/International Students i. First-time International Students, 2006-2009 ii. International undergraduate degree transfers, 2006-09 iii. International degree-seeking graduate and professional students, 2006-2009 iv. Top countries of enrollment by rank, with change since 2006 b. Study Abroad Program participation, 2004-2009 c. Study Abroad Summary, 2008-2009

6. Workforce - gender, race/ethnicity a. UI workforce by occupational group, by gender, race/ethnicity, 2004-2009 b. The Iowa Promise strategic planning indicators, by Excutive/Administrative, Tenured/Tenure Track faculty, Professional & Scientific, by gender, race/ethnicity, 2005-2009

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

Task Force on Internationalization and Diversity FINAL REPORT Introduction Overview: The University of Iowa must prepare its students, faculty and staff to learn and work in a more diverse and internationalized academic environment, one in which a high degree of cross-cultural competence is expected. Such a university environment is an outgrowth of Iowa’s history of tolerance and international engagement, and a natural complement to a state political culture that values civic responsibility and broad-based participation. In this tradition, Provost Wallace Loh has called upon us to conceive a “university without borders.” We understand a “university without borders” to be a place of critical inquiry and ethical engagement that challenges each of its members to question cultural, racial, and national boundaries that have historically demarcated societies and to build a community that values diversity, embraces global understanding, and prepares its members through learning and experience to live in an inter-connected world. A “university without borders” should become an exemplary site of diversity and internationalization in its own right—a place where we learn to enact tolerance and live “at home in the world.” In making the following recommendations, the members of the Task Force on Internationalization and Diversity recognize the important work that has been done toward fulfilling the goals defined in the university’s strategic plan “The Iowa Promise” five years ago. Although much progress has been made in fulfilling the goals of “The Iowa Promise,” and many of the benchmarks have been met, the overarching goals and expectations have yet to be fulfilled. The Task Force has benefited from lengthy discussions with members of the university community in which a widespread commitment to making the university a more diverse and internationalized environment has been forcefully articulated. We view diversity and internationalization as different but deeply and profitably interconnected goals. A university must be representative of society’s diversity while simultaneously opening itself wider to the world within which we all must learn to function successfully. As an institution we must enact diversity and engage the world as we invite our students to do the same. We know from experience diversity fosters diversity: energy and resources devoted to one goal can be expected to reinforce efforts directed at the other. Fostering diversity and internationalization is thus something more than an unavoidable task. It is also a powerful engine of growth and understanding. As a university we have an obligation to learn to use this engine, and to pass our knowledge of it to our students while they are part of the university community. In so doing we become a better institution of higher learning. The University of Iowa has a special obligation to recognize the claims that historically underrepresented groups in the United States make to membership in The University of Iowa community. The heritage of our country and state includes discrimination, slavery, and genocide, but our state’s tradition of justice requires us to remain mindful of the special responsibility that American institutions of higher education bear to insure equal access to all and 1

an environment that is tolerant and welcoming. Cultural diversity is a fundamental feature of our history and of contemporary society. It enriches and deepens our understanding and enhances all we seek to accomplish. To fail to foster diversity diminishes our potential as a university community. As a public institution we carry a responsibility to insure access for students whose income and family educational background may impede their ability to attend the university. We are committed to creating strategies of recruitment, financial assistance, and retention that enable all students to succeed. We recognize that timely and effective mentoring is critical, along with adequate financial aid and a curriculum that acknowledges and welcomes the diverse experiences students bring to the campus community while challenging them to expand their horizons as they come to feel “at home in the world.” The essential first step toward building a more diverse and internationalized campus community must therefore be recruiting and retaining a critical mass of diverse students, faculty and staff and international students, faculty and staff. Overall Goal: To become a diverse university without borders The University of Iowa must prepare its students, faculty and staff to live and learn in a more culturally diverse and internationalized environment where cross-cultural understanding and collaboration are the norms. Concerns: Our discussions with members of the university community have led us to identify several areas of particular concern: 1. Many students from diverse and international backgrounds feel they need better and more sustained mentoring. 2. A cultural climate of respect for diversity on campus and in the community needs more concerted and effective cultivation to foster meaningful interaction. 3. Diversifying the faculty and staff is critical to creating and sustaining a more diverse and internationalized university. Recruitment of new faculty must include a tangible commitment to diversity, and promotion and tenure standards must recognize and reward faculty members for their work in these areas. 4. A diverse and international curriculum must reflect a commitment to sustaining minority studies programs and insuring the continuing vitality of foreign language and culture instruction through cluster hires. 5. A “university without borders” begins at home and the university must creatively engage its neighboring communities in a shared effort to promote domestic diversity and international understanding and tolerance. 6. Low-income students’ access to the university remains an area of concern. The pool of potential low income-students must be expanded through earlier and more effective recruitment and through the provision of adequate financial aid. 7. The university must look both inward to cultivate a community of tolerance and crosscultural understanding and outward to engage a diverse and complex world. 2

I. ORGANIZATIONAL EFFECTIVENESS AND RECOGNITION Goal 1: Strengthen central coordination of domestic diversity efforts through the office of the Chief Diversity Officer and by building greater institutional capacity with necessary staff and resources. Rationale: Better communication, coordination of effort, and careful planning are critical to the success in building a â&#x20AC;&#x153;university without borders.â&#x20AC;? Every unit of the university will need support to develop clear policies and strategies to promote cultural competence, build a supportive climate in which all faculty, staff and students can thrive, and raise levels of retention, engagement, and inclusion of everyone in the university community. Strategies: 1. Insure better communication and coordination between existing programs, offices and staff working in areas of diversity and internationalization by mapping current efforts and better defining lines of reporting. 2. Write an integrated plan for achieving excellence in diversity and internationalization incorporating the goals of other colleges and units on campus. 3. Expand recruitment-related and create retention-related assessment and accountability tools for every college and department. 4. Develop a central database to capture mechanisms, pipelines, and partnerships to identify and recruit under-represented students into graduate and professional programs. Goal 2: Recognize faculty and staff for contributions to enhancing diversity and internationalization as part of their reviews for promotion and tenure. Rationale: A university that seeks to enhance diversity and internationalization and build institutional capacity in ways that foster those goals must recognize and value the efforts of faculty and staff in these areas. Such work must be seen as integral to the life of the university and to the quality of the institution, not as work that is marginal or secondary. Strategies: 1. Revise the standards for tenure and promotion at collegiate and department levels to specifically recognize service to the university that enhances diversity and internationalization. 2. For new faculty and staff draft memorandums of agreement with supervisors and mentors that acknowledge and specify the legitimate place in the portfolios of faculty and staff for effort in these areas. 3. Encourage all university staff to contribute time every month, with consent of their supervisors, for work in the diversity and internationalization efforts of their colleges or departments. 3

Goal 3: Establish an annual accountability forum with university and college administrators for members of the university community to assess progress toward achieving the recommendations of this Task Force report. II. RECRUITMENT AND OUTREACH Goal 1: Strengthen recruitment from under-represented domestic minority groups. Rationale: The University of Iowa has historically been a leader in integration and is committed to supporting a diverse university community. Though The University of Iowa has made progress since the inception of the Iowa Promise, domestic minority groups, in particular, African Americans, Native Americans, and Latino/as, Native Hawaiians and Other Pacific Islanders remain under-represented at The University of Iowa. Strategies: 1. Coordinate undergraduate recruitment and retention efforts between the Center for Diversity and Enrichment, the Admissions office and the Colleges to improve collaboration and effectiveness. 2. Improve funding and academic support for expanded pipeline programs designed to identify, nurture and support prospective undergraduate students from underrepresented groups at earlier stages of their education. 3. Strengthen existing and explore new flexible learning options (e.g., weekend classes coupled with distance learning in cities with large minority populations) to encourage students in pursuing higher degrees. 4. Develop pipeline programs for older place-bound adult learners and parents in schools, community centers and churches. Partner with local community and religious leaders to promote participation. 5. Hire or dedicate a director of research to focus on diversity from within the Office of the Vice President for Research to identify and secure grants to fund a range of programs aimed at increasing diversity in post-secondary education (possible sources of such funding include TRIO programs, IGERT, Ford Fellowships, and NIH minority supplements). Allocate a portion of the Facilities and Administrative Cost (F & A) pool to provide matches for grant applications that seek to increase diversity and retention efforts on campus. 6. Create targeted recruitment and orientation materials geared toward underrepresented students following the model developed by International Programs for international students and scholars. 7. Building on current efforts directed at new students, offer mentoring for secondthrough-fourth-year undergraduates from under-represented groups with the goal of improving academic success. Possible mentors could include University of Iowa emeritus faculty and alumni, senior graduate students, and fellows from professional and graduate programs at The University of Iowa. 4

8. Expand graduate and professional support to aid recruitment of under-represented groups. Build on the success of some departments and programs, for example Mathematics, by creating effective networks at minority-serving institutions of higher education to recruit minority graduate students. Coordinate existing recruitment pipelines for graduate and professional students using mechanism already in place, like the UI SROP/McNair Scholars Program and the Iowa Bioscience Advantage Program. Goal 2: Strengthen recruitment of Latino/a students. Rationale: This is the largest and fastest growing minority population in Iowa and a population that is seriously under-represented in state institutions of higher learning. Language barriers and attachments to family and community make it imperative to develop specially targeted recruitment efforts. Strategies: 1. Expand efforts in the Office of Admissions in cooperation with the Center for Enrichment and Diversity to facilitate and coordinate work directed at the stateâ&#x20AC;&#x2122;s Latino population. 2. Give high priority to training and/or hiring Spanish-speaking people to work in recruitment, retention, and student advising at the University of Iowa. Goal 3: Strengthen recruitment of international students and scholars. Rationale: In an increasingly global society, universities will be successful precisely to the degree that they succeed in embodying international diversity in their student bodies, staff and faculty. The University of Iowa, as a leading public university, has much to offer students from around the world. International students and scholars also enrich the universityâ&#x20AC;&#x2122;s cultural and academic community. Strategies: 1. Increase scholarship funding for international students from underrepresented areas of the world where fewer resources are available to subsidize international education. 2. Coordinate international outreach and recruitment efforts to facilitate collaboration and decrease costs. Many professional and graduate colleges already have extensive and unique outreach and recruitment strategies. These can be enhanced by central coordination through International Programs. 3. Utilize the universityâ&#x20AC;&#x2122;s internationally-connected faculty as ambassadors. Create a comprehensive database of professors who have international academic connections and provide incentives for their recruiting efforts. 4. Improve the capacity of admissions offices at the undergraduate and graduate levels to assist international students. Provide enhanced orientation and advising and longer deadlines. Offer training in critical languages for advisors and hire multilingual advisors whenever possible. 5

5. Create more opportunities for virtual interaction with prospective international students, parents, and scholars by expanding currently-available tools such as live chat, social networking, blogs, and twitter. Staff these programs with multilingual staff, and involve faculty as appropriate. 6. Create interactive virtual campus tours and web-based admissions procedures in critical languages. Goal 4: Strengthen recruitment of students, staff and faculty with disabilities. Rationale: Like international students and scholars, people with disabilities constitute a population capable of enriching the campus community. They are also a population historically under-served by institutions of higher learning and traditionally of special concern for Iowans. In particular, it is expected that increasing numbers of newly-disabled veterans will be seeking higher education upon their separation from the military. Strategies: 1. Create pipelines for recruitment of students with disabilities in collaboration with school districts and Area Education Agencies. 2. Begin strategic recruitment of veterans with disabilities with the assistance of Iowa City VAMC, veterans’ service organizations, and county veterans’ affairs officers. 3. Assist admissions offices to better serve the recruitment needs of people with disabilities, especially older disabled veterans. 4. Require the acquisition and availability of universal access learning tools in all University of Iowa programs, a task which might be coordinated by the College of Education’s Iowa Center on Assistive Technology Education and Research. 5. Enhance the accessibility of the campus generally. Goal 5: Strengthen recruitment of women and minorities for tenure-track positions. Rationale: Despite the University of Iowa’s many successes increasing the number of women and under-represented minorities in the university’s graduate and professional schools, women and under-represented minorities still lag behind in tenure-track positions and in promotion to higher professorial and staff ranks. This fact denies students important role models and inhibits their recruitment and retention. Strategies: 1. Under-represented minorities and women should be a special recruitment focus for the 100 new tenure-track faculty lines proposed by the Provost. 2. Create mentoring programs for women and minorities in graduate programs to better prepare them for academic careers. Emeritus faculty and alumni would be an excellent resource in this regard. 6

3. Provide cultural competency and diversity training for recruitment and promotion committee chairs in all Colleges. 4. Provide more timely and effective mentoring at the departmental and collegiate level for women and minority tenure-track faculty. III. RETENTION AND CULTURAL CLIMATE Goal 1: Create a supportive climate for diverse and international students, faculty and staff. Rationale: The cultural climate at the University of Iowa is shaped by interpersonal encounters, classroom and workplace experiences, the messages we convey through our research, teaching and service, and the relationship between the members of the university community and the larger community. A climate that makes diverse and international students feel welcomed, supported and valued, that makes certain they are included in both the on- and off-campus communities, is a condition essential to the success of all our other efforts. Strategies: 1. Create mentoring programs in departments or colleges for new students, faculty and staff. These programs should provide support for students over at least four years, for faculty over at least three years, and for staff over periods of appropriate length. They should focus particular attention on the needs of people from under-represented ethnic and racial minorities, LGBT individuals, veterans, people with disabilities, low-income people, first-generation college students, transfer and non-traditional students, women, especially in fields where women are under-represented, and international students. 2. Offer high-quality cultural competency and diversity awareness training to faculty, staff, students, and preferred vendors. 3. Develop multilingual materials and access to key university functions. 4. Evaluate for effectiveness and fairness current language testing requirements for graduate instructors whose first language is not English. 5. Support Residence Life in its mission to provide affordable, sustainable, high-quality housing for students on and off campus that fosters a sense of community. 6. Develop strategies to enhance the experiences of students who live in residence halls including the development of living/learning centers. 7. Partner with city, county and surrounding communities to identify and address cultural climate issues. Goal 2: Provide opportunities for the campus community to critically examine issues related to diversity and gain competence in relating positively to others in the University of Iowa community and beyond. Rationale: As members of a community devoted to learning, students, faculty and staff must be given the chance to bring their talents to bear on diversity-related issues that include power, 7

privilege, and oppression. In doing so they will gain greater self-awareness, cultural competence, and participate in the university’s mandate to promote and support diversity everywhere on campus and off, and thereby bolster the university’s efforts to improve recruitment and retention of diverse and international people. Strategies: 1. Provide a variety of meaningful cultural competency and diversity awareness training opportunities for students, staff and faculty. Strongly promote campus-wide participation and assessment. 2. Expand the current critical cultural competence programs and diversity initiatives for undergraduates and graduate students that are offered through the various academic departments on campus, and coordinate these initiatives across campus to extend training opportunities to all faculty, staff, and students. 3. Promote curricular and co-curricular opportunities available to students through the university to expand their knowledge of issues related to internationalization and diversity. 4. Strengthen study-abroad programs and programs in diverse cross-cultural settings domestically and promote these programs especially vigorously among students who are at-risk, first generation college students, or from racial or ethnic minorities. IV. TEACHING AND RESEARCH Goal 1: Develop a curriculum that better prepares students for success in a diverse “university without borders.” Rationale: To benefit from and fully participate in the effort to build diversity and internationalization, students will need skill-building and knowledge-building opportunities. a) Skill-building opportunities: While the university’s current pre-enrollment programs make students aware of the diversity they will encounter on campus, these programs and activities do not presently prepare students for living, studying with, or learning from individuals from different cultural backgrounds. The open forums conducted by the Task Force reveal a need to better prepare students for these experiences. Strategies: 1. Develop orientation materials that prepare new students, faculty and staff for success in a diverse university without borders and emphasize understanding and respect for fellow students, faculty and staff from diverse backgrounds. These materials would become a component of new and transfer student orientation programs, and a topic in the College Transition courses. b) Knowledge-building opportunities: The creation of a diverse university without borders must include the development of a wider variety of curricular opportunities and 8

student experiences (both in and out of the classroom) that deepen and enhance studentsâ&#x20AC;&#x2122; understanding of, and ability to, participate in an increasingly diverse and internationalized world. Strategies: 1. Develop first-year seminars and general education courses that deliberately bring together diversity and internationalization by focusing on similarities and differences in the issues facing indigenous, migrant, diasporic and underrepresented populations throughout in the U.S. and the world. 2. Increase the number of general education program and major-level courses that introduce domestic diversity and international perspectives. 3 Expand courses that explore cultural differences, historical roots of racism and ethnic conflict, and relations between colonizing and colonized peoples for inclusion in existing First Year Seminars and 1-2 s.h. short/off-cycle intense courses. The Global Health Conference could serve as a model for such initiatives. 4. Establish domestic cross-cultural programs based in immigrant communities in Iowa and elsewhere in the U.S. that include both faculty-led academic programs and service-learning opportunities. 5. Expand funding for participation in domestic programs in diverse cross-cultural settings and study abroad programs by under-represented minority and lowincome students. 6. Develop new and expand existing programs that offer internships, and service learning and other experiential learning opportunities in the U.S. and abroad. 7. Create winterim and summer programs in diverse cross-cultural settings in the U.S. and abroad that fulfill general education program requirements to give students the opportunity to have these experiences earlier in their University of Iowa careers. 8. Develop courses that precede or follow domestic or international cross-cultural program participation and help students gain more from these experiences. Goal 2: Prepare faculty to teach and mentor students in a â&#x20AC;&#x153;university without borders.â&#x20AC;? Rationale: Instructors must possess the skills to work with international students and those from diverse domestic backgrounds. Success and retention of these critical student populations will depend heavily upon the relationships they form with their instructors. It is not exclusively the responsibility of the student services areas to assure a welcoming, tolerant environment. Such efforts must also be made integral to the curriculum and the reward process for University of Iowa faculty and teaching staff. Strategies: 1. Develop training workshops for graduate instructors and new faculty on teaching methods appropriate to a diverse and internationalized university. 9

2. Train faculty on mentoring undergraduate and graduate students from diverse backgrounds. 3. Expand professional-development workshops and ICON training for University of Iowa staff on working with diverse and international students, faculty and staff. Goal 3: Prepare the ground for expanded curriculum innovation and faculty research. Rationale: Diversity and internationalization are the future of our university and our state. Clusters of faculty teaching and researching new, key topics in these areas will be essential to creating an institution capable of competing in an increasingly diverse and globalized society. Enhancing collaborative teaching and research in the areas of diversity and internationalization will therefore be of critical importance. Strategies: 1. Inaugurate an interdisciplinary and comparative program in Ethnic Studies that would foster interconnections and collaboration between faculty and students in existing ethnic studies programs and in International Studies. 2. Seek a cross-disciplinary cluster-hire of scholars who share interests in critical race and ethnic studies and who would be jointly appointed with the goal of strengthening existing programs and departments and creating new intellectual alignments at the University of Iowa that encourage transnational collaborations. 3. Implement a curriculum development competition to foster the creation of the types of courses and experiences that link domestic and international diversity through the comparative study of such subjects as borderlands, indigenous peoples, migration, diasporic communities and cultural diffusion, the history and consequences of globalization, comparative colonization, and the experiences of under-represented minority peoples worldwide, with preference given to projects that would involve collaboration of several faculty across different disciplines. 4. Implement and support a competition for multi-disciplinary research grants that relate to the study of under-represented populations in the U.S. and around the world and that also hold promise for further curricular innovation.

Internationalization and Diversity Task Force â&#x20AC;&#x201C; Final Report

University of Iowa Diversity and Internationalization Map

Diversity Charter Committee

Appendix 1

Office of the President

Office of Vice President of Student Services

Office of the Provost and Executive Vice President

Office of Student Life Collegiate Deans

CLAS Programs: -African American Studies -American Indian and Native Studies -Gender, Womenâ&#x20AC;&#x2122;s and Sexuality Studies -Latin American Studies -[Latino Studies]

Associate Provost and Dean of International Studies

CLAS Education

Chief Diversity Officer

Graduate Public Health Law Nursing Dentistry

Office of International Studies and Scholars

Office for Study Abroad Center for Diversity and Enrichment

Pharmacy Libraries

Cultural Centers (Asian Pacific American, AfroAmerican, LGBT, Latino Native American)

Student Success Teams

Women's Resource and Action Center

Office of Equal Opportunity and Diversity

Engineering Academic Programs and Centers

Business Medicine

Director of Equity and Human Rights

Continuing Education

Investigations

Each entity organizes a diversity advisory committee. Committee activities and resources vary by college.

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

UI Commitee on Diversity (representation from each of the councils)

Diversity Councils and Committees

Council for Status of Women

African American Council

Council on Disability Awareness

Asian American Coalition

Council on the Status of Latinos

LGBT Staff and Faculty Council

Native American Council

Internationalization and Diversity Task Force – Final Report

Appendix 2 Budgetary Implications

Appendix 2 Budgetary Implications for Recommendations

Limited or No Investment Organizational Effectiveness: Goal 2—Recognize faculty and staff for internationalization and diversity efforts. Recruitment and Outreach: Goal 1: Strengthen recruitment of underrepresented minority groups  

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

Goal 3: Recruitment of international students and scholars  

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

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

Strategy 2: Create mentoring programs for women and minorities in graduate programs Strategy 3: Provide cultural competency and diversity training for Recruitment and promotion chairs Strategy 4: Promote more women to higher rank faculty and staff positions

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

Strategy 1: Create mentoring programs for new students, faculty and staff Strategy 2: Provide quality cultural competency and diversity awareness training Strategy 3: Develop multilingual materials and access to key university functions Strategy 5: Evaluate language testing requirements for new international graduate assistants Strategy 6: Develop new strategies to combat isolation and alienation of diverse students in dorm Strategy 7: Partner with city, county and surrounding communities to address cultural climate issues

Internationalization and Diversity Task Force – Final Report

Appendix 2 Budgetary Implications

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

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

Teaching and Research Goal 1: Develop curriculum to prepare students for success in a diverse “university without borders” Skill-building  Strategy 1: Develop orientation materials for new students, faculty and staff for success in a diverse university without borders  Strategy 2: Coordinate and expand pipeline recruitment for graduate and professional students using networking methods   

Knowledge-building Strategy 1: Develop first-year seminars and general education courses that combine internationalization and diversity Strategy 2 & 3: Increase GE and advanced undergraduate courses that introduce domestic diversity and international perspectives Strategy 8: Develop courses that follow domestic or international cross-cultural program participation and help students assimilate these experiences

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

Strategy 1: Develop training workshops for TAs and faculty on teaching in a diverse and internationalized university Strategy 2: Train faculty on mentoring diverse and international students Strategy 3: Expand professional development opportunities for staff on working with diverse and international students, faculty and staff

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

Strategy 5: Staff support in VPR office for research initiatives in diversity funding and matching funds for grant applications Strategy 6: Develop targeted recruitment materials

Internationalization and Diversity Task Force – Final Report

Appendix 2 Budgetary Implications

Goal 2: Latino/a recruitment  

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

Goal 3: Recruitment of international students and scholars 

Strategy 4: Better training and advising; enhance language capacity

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

Strategies 1, 2, 3: Create pipelines with school districts, VAMC and other organizations Strategy 4: Acquire universal access learning tools

Retention and Cultural Climate Goal 2: Provide opportunities to critically examine diversity issues and gain cultural competency  

Strategy 3: Promote curricular and co-curricular opportunities to expand knowledge of diversity and internationalization issues Strategy 4: Expand study abroad and domestic community study opportunities for minority, first-generation and at-risk students

Teaching and Learning Goal 1: Develop curriculum to prepare students for success in a diverse “university without borders” Knowledge-building  Strategy 4: Establish domestic cross-cultural academic and servicelearning programs in immigrant and minority communities  Strategy 6: Develop new and expanding existing programs for internships and service-learing opportunities here and abroad  Strategy 7: Create winterim and summer programs in diverse cross-cultural settings in the US and abroad Goal 3: Expand curriculum development and research support in diversity and internationalization  

Strategy 1: Inaugurate an interdisciplinary and comparative program in Ethnic Studies to build collaboration between existing ethnic studies programs Strategy 3, 4, 5: Promote curriculum development and research in areas that interconnect diversity and internationalization through competitive summer grants.

Internationalization and Diversity Task Force – Final Report

Appendix 2 Budgetary Implications

Significant Investment Recruitment and Outreach: Goal 1: Strengthen recruitment of underrepresented domestic minority groups (See Appendix 2: Capital Campaign Proposals)  

Strategies 2, 3, 4: Expand pipelines and flexible learning opportunities Strategy 8: Increase graduate and professional student financial aid

Goal 3: Strengthen recruitment of international students and scholars. 

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

Goal 4: Strengthen recruitment of disabled students and veterans 

Strategy 5: Enhance accessibility of the UI campus

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

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

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

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

Teaching and Learning Goal 1: Develop curriculum to prepare students for success in a diverse “university without borders” 

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

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

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

Internationalization and Diversity Task Force – Final Report

Appendix 3 Capital Campaign Funding Opportunities

Appendix 3 Capital Campaign Funding Opportunities 1) Create an endowed scholarship fund to support the recruitment and retention of students of low-income status: 50 domestic minority students and 50 international students from parts of the world currently under-represented in Iowa’s undergraduate and graduate population. (100 students @ $10,000 x 4 years=$4,000,000. Endowment: $80,000,000; if not endowed but as a five year initiative: 100 @$10,000 x 4 years x 5 years=$20 million) 2) Build new “sustainable global housing” to replace Hawkeye Court as a living/learning community for globally-engaged domestic and international students with facilities for married students (day care) and community activities. ($40 million--bonding) 3) Support a cluster hiring initiative in ethnic studies with an emphasis on strengthening interdisciplinary and transnational teaching and research in their respective departments and programs. [10 faculty lines @ $80,000 (salary and fringe) =$800,000. Initial subsidy for 3 years: $2.4 million; then picked up by colleges] 4) Endow a “Global Fund for International and Comparative Teaching and Research” to promote and strengthen institutional linkages between UI faculty and students and scholars and students at selected institutions of higher learning around the world—especially in poorer, developing countries. Five year initiative @ $1 million per year: $5 million)

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force - Final Report

Total Enrollment Female African American

TOTAL STUDENT ENROLLMENT 2004 2005 2006 29,745 29,642 29,979 15,765 15,558 15,654 692 695 697

2007 30,409 15,812 737

2008 30,561 15,697 736

2009 30,328 15,673 776

American Indian/Alaskan Native

141

136

143

145

156

Asian American/Pacific Islander

1102

1073

1097

1142

1178

1175

730

774

804

817

863

936

Total Minorites

2,665

2,678

2,741

2,841

2,922

3,043

International

2173

2095

2004

1968

2191

2423

White/Other

24,907

24,869

25,234

25,600

25,448

24,862

Hispanic/Latino(a)

Total Enrollment Female African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorites International White/Other

1 Yr 5 Yr Increase Increase ‐0.8% 2.0% ‐0.2% ‐0.6% 5.4% 12.1% 7.6% 10.6% ‐0.3% 6.6% 8.5% 28.2% 4.1% 14.2% 10.6% 11.5% ‐2.3% ‐0.2% TOTAL FEMALE STUDENT ENROLLMENT 2004 2005 2006 2007

2008

2009

Total Enrollment

15,765

15,558

15,654

15,812

15,697

15,673

African American

370

374

389

408

407

431

American Indian/Alaskan Native

Asian American/Pacific Islander

589

572

595

607

649

632

Hispanic/Latino(a) Total Minorites

392

429

464

452

459

518

1,428

1,450

1,530

1,543

1,594

1,666

International

981

931

909

917

1026

1200

White/Other

13,356

13,177

13,215

13,352

13,077

12,807

AS A PERCENTAGE OF TOTAL FEMALE ENROLLMENT 2004 2005 2006 2007 Total Enrollment 100.0% 100.0% 100.0% 100.0% African American 2.3% 2.4% 2.5% 2.6% American Indian/Alaskan Native 0.5% 0.5% 0.5% 0.5% Asian American/Pacific Islander 3.7% 3.7% 3.8% 3.8% 2.8% 3.0% 2.9% 2.5% Hispanic/Latino(a) Total Minorites 9.1% 9.3% 9.8% 9.8% International 6.2% 6.0% 5.8% 5.8% White/Other 84.7% 84.7% 84.4% 84.4%

2008 100.0% 2.6% 0.5% 4.1% 2.9% 10.2% 6.5% 83.3%

2009 100.0% 2.7% 0.5% 4.0% 3.3% 10.6% 7.7% 81.7%

Total Enrollment African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorites International White/Other

1 Yr 5 Yr Increase Increase ‐0.2% ‐0.6% 5.9% 16.5% 7.6% 10.4% ‐2.6% 7.3% 12.9% 32.1% 4.5% 16.7% 17.0% 22.3% ‐2.1% ‐4.1% 1

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force - Final Report

UNDERGRADUATE STUDENT ENROLLMENT 2004 2005 2006 2007 20,135 20,300 20,738 20,907 10,899 10,851 10,974 11,024 449 439 443 465

Total Enrollment Female African American

2008 20,823 10,764 466

2009 20,574 10,640 500 104

American Indian/Alaskan Native

102

Asian American/Pacific Islander

733

734

737

747

771

774

Hispanic/Latino(a)

459

500

527

544

580

659

Total Minorites

1,728

1,765

1,809

1,854

1,913

2,037

International

351

340

380

404

576

802

White/Other

18,056

18,195

18,549

18,649

18,334

17,735

1 Yr Increase ‐1.2% ‐1.2% 7.3% 8.3% 0.4% 13.6% 6.5% 39.2% ‐3.3%

5 Yr Increase 2.2% ‐2.4% 11.4% 19.5% 5.6% 43.6% 17.9% 128.5% ‐1.8%

Total Enrollment Female African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorites International White/Other

UNDERGRADUATE FEMALE STUDENT ENROLLMENT 2004 2005 2006 2007

2008

2009

Total Enrollment

10,899

10,851

10,974

11,024

10,764

10,640

African American

225

218

224

237

247

264

American Indian/Alaskan Native

Asian American/Pacific Islander

395

393

406

405

421

408

Hispanic/Latino(a)

264

289

317

311

316

373

Total Minorites

932

950

1,005

1,003

1,036

1,098

International

172

174

199

228

304

444

White/Other

9,795

9,727

9,770

9,793

9,424

9,098

AS A PERCENTAGE OF TOTAL UNDERGRADUATE FEMALE ENROLLMENT 2004 2005 2006 2007 2008 Total Enrollment 100.0% 100.0% 100.0% 100.0% 100.0% African American 2.1% 2.0% 2.0% 2.1% 2.3% American Indian/Alaskan Native 0.4% 0.5% 0.5% 0.5% 0.5% Asian American/Pacific Islander 3.6% 3.6% 3.7% 3.7% 3.9% Hispanic/Latino(a) 2.4% 2.7% 2.9% 2.8% 2.9% 8.6% 8.8% 9.2% 9.1% 9.6% Total Minorites International 1.6% 1.6% 1.8% 2.1% 2.8% White/Other 89.9% 89.6% 89.0% 88.8% 87.6%

2009 100.0% 2.5% 0.5% 3.8% 3.5% 10.3% 4.2% 85.5%

Total Enrollment African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorites International White/Other

1 Yr Increase ‐1.2% 6.9% 1.9% ‐3.1% 18.0% 6.0% 46.1% ‐3.5%

5 Yr Increase ‐2.4% 17.3% 10.4% 3.3% 41.3% 17.8% 158.1% ‐7.1% 2

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force – Final Report

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

Fall 2005

In‐State

Out‐of‐State

Ethnicity

Fall 2006

In‐State

Out‐of‐State

Ethnicity

1 Yr % Change

In‐State

Out‐of‐State

Ethnicity

In‐State

African American

246

203

African American

244

195

African American

253

190

African American

Asian

534

199

Asian

529

205

Asian

508

229

Asian

351

Intern'l

340

Intern'l

376

Intern'l

276

183

Latino(a)

306

194

Latino(a)

311

216

Latino(a)

Intern'l Latino(a) Native American Unknown

Native American Unknown

Native American

11.9%

1.9%

0.8%

‐0.4%

‐50.0%

39.9%

6.8%

23.1%

Native American

12.1%

2.6%

454

180

440

169

497

220

Unknown

14.7%

‐1.5%

White

12,233

5,189

White

12,341

5,245

White

12,366

5,466

White

‐5.3%

‐1.0%

Total

13,801

6,334

Total

13,919

6,381

Total

14,011

6,727

Total

‐3.6%

2.9%

Fall 2007 Ethnicity

Fall 2008

In‐State

Out‐of‐State

247

Asian

521 4 320

224

Latino(a)

Latino(a) Native American Unknown

218

Ethnicity

African American Intern'l

Unknown

Out‐of‐State

Fall 2009

In‐State

Out‐of‐State

252

226

Asian

530

400

Intern'l

4 338

242

Latino(a)

513

307

Native American Unknown

214

Ethnicity

African American

5 Yr % Change

In‐State

Out‐of‐State

241

Asian

534

240

Asian

0.0%

20.6%

Intern'l

800

Intern'l

0.0%

127.9%

361

298

Latino(a)

30.8%

62.8%

38 341

Native American Unknown

609

336

14.6%

Out‐of‐State

572

African American

In‐State

282

531

218

Ethnicity

African American

7.4%

Native American

12.1%

34.5%

Unknown

34.1%

86.7%

White

12,137

5,692

White

11,479

5,983

White

10,869

5,921

White

‐11.2%

14.1%

Total

13,808

7,099

Total

13,192

7,631

Total

12,722

7,852

Total

‐7.8%

24.0%

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force – Final Report

First Time, Full Time Freshmen Retention 1 ‐ Year Retention by Entry Year 2004 2005 2006 2007 2008 Ethnic Group African American American Indian Asian American Hispanic American Total Minority Caucasian

84% 87% 87% 75% 83% 84%

81% 69% 77% 87% 80% 84%

81% 67% 84% 79% 81% 83%

82% 89% 87% 83% 85% 83%

72% 86% 83% 83% 81% 83%

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force – Final Report

Session Undergraduate Fall 2004 371 Fall 2005 380 Fall 2006 333 Fall 2007 407 Fall 2008 360 Fall 2009 345

Students with Disabilities Graduate Professional Total w/Disabilities Total Enrollment % w/Disabilities 56 15 442 29,745 1.5% 61 13 454 29,642 1.5% 55 8 396 29,979 1.3% 68 9 484 30,409 1.6% 64 9 433 30,561 1.4% 61 9 415 30,328 1.4%

Session Undergraduate Fall 2004 173 Fall 2005 209 Fall 2006 241 Fall 2007 251 Fall 2008 222 Fall 2009 271

Students with Veteran Status Graduate Professional Total Veterans Total Enrollment 21 9 203 29,745 27 8 244 29,642 26 11 278 29,979 27 13 291 30,409 32 15 269 30,561 41 32 344 30,328

% Veterans 0.7% 0.8% 0.9% 1.0% 0.9% 1.1%

1 Yr Increase 5 Yr Increase ‐4.2% ‐6.1%

1 Yr Increase 5 Yr Increase 27.9% 69.5%

Appendix 4 Student Enrollment

Internationalization and Diversity Task Force – Final Report

Ethnicity

Fall 2004 Freshmen

African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorities International White/Other Total

Transfers

87 23 151 86 347 30 3640 4,017

Ethnicity

Fall 2004 Freshmen

African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorities International White/Other Total

Transfers

19.4% 26.4% 20.6% 18.7% 20.1% 8.5% 20.2% 20.0%

Ethnicity

9.4% 8.0% 4.1% 6.5% 6.3% 35.0% 6.6% 7.1%

1 Yr Increase Freshmen

African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorities International White/Other Total

42 7 30 30 109 123 1196 1,428

2.9% ‐23.8% ‐3.2% 30.0% 8.3% 46.3% ‐8.2% ‐4.3%

Transfers 55.2% 100.0% 21.4% ‐10.2% 20.0% ‐5.5% ‐1.3% 0.1%

Undergrad Freshmen Total 449 84 87 15 733 134 459 105 1,728 338 351 43 18,056 3,468 20,135 3,849

FRESHMEN AND ALL TRANSFER STUDENTS BY ETHNICITY Fall 2007 Fall 2008 Fall 2005 Fall 2006 Fall 2009 Undergrad Undergrad Undergrad Undergrad Undergrad Transfers Freshmen Transfers Freshmen Transfers Freshmen Transfers Freshmen Transfers Total Total Total Total Total 33 439 81 35 443 107 32 465 102 29 466 105 45 500 9 92 24 6 102 18 11 98 21 5 96 16 10 104 34 734 171 43 737 166 50 747 157 42 771 152 51 774 41 500 110 32 527 127 32 544 140 49 580 182 44 659 117 1,765 386 116 1,809 418 125 1,854 420 125 1,913 455 150 2,037 97 340 32 122 380 60 121 404 177 127 576 259 120 802 1,348 18,195 3,871 1,241 18,549 3,809 1,287 18,649 3,649 1,262 18,334 3,349 1,246 17,735 1,562 20,300 4,289 1,479 20,738 4,287 1,533 20,907 4,246 1,514 20,823 4,063 1,516 20,574

Fall 2005 Undergrad Freshmen Transfers Total 100.0% 19.1% 7.5% 100.0% 16.3% 9.8% 100.0% 18.3% 4.6% 100.0% 21.0% 8.2% 100.0% 19.2% 6.6% 100.0% 12.6% 28.5% 100.0% 19.1% 7.4% 100.0% 19.0% 7.7%

AS A PERCENTAGE OF ALL UNDERGRADUATES Fall 2006 Fall 2007 Fall 2008 Fall 2009 Undergrad Undergrad Undergrad Undergrad Undergrad Freshmen Transfers Freshmen Transfers Freshmen Transfers Freshmen Transfers Total Total Total Total Total 100.0% 18.3% 7.9% 100.0% 23.0% 6.9% 100.0% 21.9% 6.2% 100.0% 21.0% 9.0% 100.0% 100.0% 23.5% 5.9% 100.0% 18.4% 11.2% 100.0% 21.9% 5.2% 100.0% 15.4% 9.6% 100.0% 100.0% 23.2% 5.8% 100.0% 22.2% 6.7% 100.0% 20.4% 5.4% 100.0% 19.6% 6.6% 100.0% 100.0% 20.9% 6.1% 100.0% 23.3% 5.9% 100.0% 24.1% 8.4% 100.0% 27.6% 6.7% 100.0% 100.0% 21.3% 6.4% 100.0% 22.5% 6.7% 100.0% 22.0% 6.5% 100.0% 22.3% 7.4% 100.0% 100.0% 8.4% 32.1% 100.0% 14.9% 30.0% 100.0% 30.7% 22.0% 100.0% 32.3% 15.0% 100.0% 100.0% 20.9% 6.7% 100.0% 20.4% 6.9% 100.0% 19.9% 6.9% 100.0% 18.9% 7.0% 100.0% 100.0% 20.7% 7.1% 100.0% 20.5% 7.3% 100.0% 20.4% 7.3% 100.0% 19.7% 7.4% 100.0%

5 Yr Increase Undergrad Undergrad Freshmen Transfers Total Total 7.3% 20.7% 7.1% 11.4% 8.3% ‐30.4% 42.9% 19.5% 0.4% 0.7% 70.0% 5.6% 13.6% 111.6% 46.7% 43.6% 6.5% 31.1% 37.6% 17.9% 39.2% 763.3% ‐2.4% 128.5% ‐3.3% ‐8.0% 4.2% ‐1.8% ‐1.2% 1.1% 6.2% 2.2%

Internationalization and Diversity Task Force – Final Report

Ethnicity Freshmen African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorities International White/Other Total

87 23 151 86 347 30 3640 4,017

Ethnicity Freshmen African American American Indian/Alaskan Native Asian American/Pacific Islander Hispanic/Latino(a) Total Minorities International White/Other Total

19.4% 26.4% 20.6% 18.7% 20.1% 8.5% 20.2% 20.0%

Appendix 4 Student Enrollment

FRESHMEN AND TRANSFER STUDENTS WITH AA DEGREE BY ETHNICITY Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 AA Undergrad AA Undergrad AA Undergrad AA Undergrad AA Undergrad Freshmen Freshmen Freshmen Freshmen Degrees Total Degrees Total Degrees Total Degrees Total Degrees Total 15 449 84 10 439 81 13 443 107 10 465 102 9 466 3 87 15 1 92 24 1 102 18 5 98 21 4 96 4 733 134 7 734 171 5 737 166 13 747 157 10 771 9 459 105 8 500 110 10 527 127 12 544 140 19 580 31 1,728 338 26 1,765 386 29 1,809 418 40 1,854 420 42 1,913 6 351 43 1 340 32 6 380 60 4 404 177 6 576 364 18,056 3,468 449 18,195 3,871 421 18,549 3,809 400 18,649 3,649 370 18,334 401 20,135 3,849 476 20,300 4,289 456 20,738 4,287 444 20,907 4,246 418 20,823 AS A PERCENTAGE OF ALL UNDERGRADUATES Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 AA Undergrad AA Undergrad AA Undergrad AA Undergrad AA Undergrad Freshmen Freshmen Freshmen Freshmen Degrees Total Degrees Total Degrees Total Degrees Total Degrees Total 3.3% 100.0% 19.1% 2.3% 100.0% 18.3% 2.9% 100.0% 23.0% 2.2% 100.0% 21.9% 1.9% 100.0% 3.4% 100.0% 16.3% 1.1% 100.0% 23.5% 1.0% 100.0% 18.4% 5.1% 100.0% 21.9% 4.2% 100.0% 0.5% 100.0% 18.3% 1.0% 100.0% 23.2% 0.7% 100.0% 22.2% 1.7% 100.0% 20.4% 1.3% 100.0% 2.0% 100.0% 21.0% 1.6% 100.0% 20.9% 1.9% 100.0% 23.3% 2.2% 100.0% 24.1% 3.3% 100.0% 1.8% 100.0% 19.2% 1.5% 100.0% 21.3% 1.6% 100.0% 22.5% 2.2% 100.0% 22.0% 2.2% 100.0% 1.7% 100.0% 12.6% 0.3% 100.0% 8.4% 1.6% 100.0% 14.9% 1.0% 100.0% 30.7% 1.0% 100.0% 2.0% 100.0% 19.1% 2.5% 100.0% 20.9% 2.3% 100.0% 20.4% 2.1% 100.0% 19.9% 2.0% 100.0% 2.0% 100.0% 19.0% 2.3% 100.0% 20.7% 2.2% 100.0% 20.5% 2.1% 100.0% 20.4% 2.0% 100.0%

Ethnicity

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

Appendix 4 Student Enrollement

Internationalization and Diversity Task Force – Final Report

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

2009 9,754 276 52 401 277 1,006 1621 7,127

AS A PERCENTAGE OF TOTAL ENROLLMENT 2004 2005 2006 2007 Total Enrollment 100.0% 100.0% 100.0% 100.0% 2.7% 2.7% 2.9% African American 2.5% 0.5% 0.4% 0.5% American Indian/Alaskan Native 0.6% 3.6% 3.9% 4.2% Asian American/Pacific Islander 3.8% 2.9% 3.0% 2.9% Hispanic/Latino(a) 2.8% Total Minorites 9.8% 9.8% 10.1% 10.4% 18.8% 17.6% 16.5% International 19.0% White/Other 71.3% 71.4% 72.3% 73.2%

2009 100.0% 2.8% 0.5% 4.1% 2.8% 10.3% 16.6% 73.1%

2008 100.0% 2.8% 0.5% 4.2% 2.9% 10.4% 16.6% 73.1%

1 Yr 5 Yr Increase Increase Total Enrollment 0.2% 1.5% 13.6% African American 2.2% ‐3.7% American Indian/Alaskan Native 6.1% 8.7% Asian American/Pacific Islander ‐1.5% 2.2% Hispanic/Latino(a) ‐2.1% Total Minorites ‐0.3% 7.4% ‐11.0% International 0.4% White/Other 0.2% 4.0%

Appendix 4 Student Enrollement

Internationalization and Diversity Task Force – Final Report

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

2009 5,033 167 32 224 145 568 756 3,709

AS A PERCENTAGE OF TOTAL ENROLLMENT 2004 2005 2006 2007 Total Enrollment 100.0% 100.0% 100.0% 100.0% 3.3% 3.5% 3.6% African American 3.0% 0.5% 0.5% 0.5% American Indian/Alaskan Native 0.6% 3.8% 4.0% 4.2% Asian American/Pacific Islander 4.0% 3.0% 3.1% 2.9% Hispanic/Latino(a) 2.6% Total Minorites 10.2% 10.6% 11.2% 11.3% 16.1% 15.2% 14.4% International 16.6% White/Other 73.2% 73.3% 73.6% 74.3%

2009 100.0% 3.3% 0.6% 4.5% 2.9% 11.3% 15.0% 73.7%

2008 100.0% 3.2% 0.5% 4.6% 2.9% 11.3% 14.6% 74.1%

1 Yr 5 Yr Increase Increase Total Enrollment 2.0% 3.4% 15.2% African American 4.4% 10.3% American Indian/Alaskan Native 18.5% 15.5% Asian American/Pacific Islander ‐1.8% 13.3% Hispanic/Latino(a) 1.4% 1.8% 14.5% Total Minorites ‐6.6% International 4.7% White/Other 1.5% 4.2%

Internationalization and Diversity Task Force â&#x20AC;&#x201C; Final Report

Appendix 4 Student Enrollment

Non-persisters, year one to year two 40.0% 35.0%

Axis Title

30.0% 25.0% African-American

20.0%

White Non-Hispanic

15.0%

Hispanic

10.0% 5.0% 0.0% 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007

PLEASE DO NOT CIRCULATE!

Appendix 4 Student Enrollment Retentention Data 1989-2009

Internationalization and Diversity Task Force-Final Report

PERCENTAGE OF ENTERING CLASS THAT LEFT WITHIN THE FIRST YEAR 1994 1995 1996 1997 1998 1999 2000 2001 2002 41.2% 10.0% 8.3% 17.7% 17.6% 17.7% 33.3% 40.0% 18.2% 15.1% 26.0% 17.7% 22.5% 19.2% 19.8% 26.3% 19.8% 31.6% 18.9% 18.5% 22.9% 15.0% 12.5% 17.9% 15.0% 19.2% 17.5% 16.4% 25.0% 24.7% 8.0% 21.2% 20.9% 20.5% 15.5% 18.2% 16.4% 17.6% 16.7% 16.4% 16.4% 15.8% 17.0% 17.3% 17.2% 16.6% 18.0% 17.1% 16.3% 16.5% 16.1% 17.4% 17.5% 19.1%

YEAR OF ENTRY American Indian African-American Asian/Pacific Islander Hispanic White Non-Hispanic Overall

1989 16.7% 22.0% 11.2% 17.0% 17.7% 17.6%

1990 20.0% 27.4% 9.0% 22.0% 15.8% 16.1%

1991 16.7% 25.0% 18.1% 35.0% 14.9% 15.6%

1992 10.0% 19.8% 11.6% 24.6% 14.6% 14.9%

1993 7.7% 21.4% 13.3% 30.0% 16.2% 16.4%

YEAR OF ENTRY American Indian African-American Asian/Pacific Islander Hispanic White Non-Hispanic Overall

1989 16.7% 16.5% 21.4% 23.4% 31.5% 30.7%

1990 20.0% 8.9% 24.7% 22.0% 34.5% 32.9%

1991 33.3% 12.5% 25.7% 27.5% 33.0% 32.3%

1992 40.0% 14.3% 25.9% 29.8% 33.2% 32.3%

1993 38.5% 15.7% 25.7% 30.0% 35.4% 34.6%

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN FOUR YEARS 1994 1995 1996 1997 1998 1999 2000 2001 2002 0.0% 10.0% 41.7% 35.3% 29.4% 5.9% 22.2% 50.0% 36.4% 22.1% 16.0% 27.4% 9.8% 14.1% 18.7% 13.1% 19.8% 23.7% 27.9% 21.9% 22.1% 34.6% 27.7% 29.1% 36.5% 32.7% 31.4% 24.7% 22.2% 19.5% 40.0% 31.8% 24.4% 33.7% 31.8% 25.3% 35.3% 36.9% 39.1% 38.4% 36.8% 39.2% 40.8% 40.7% 41.6% 34.3% 35.3% 37.8% 37.6% 35.8% 37.7% 39.5% 39.6% 40.5%

YEAR OF ENTRY American Indian African-American Asian/Pacific Islander Hispanic White Non-Hispanic Overall

1989 50.0% 31.2% 36.0% 44.7% 57.4% 55.9%

1990 40.0% 30.9% 50.6% 46.0% 59.5% 57.8%

1991 83.3% 30.6% 51.4% 50.0% 59.2% 58.2%

1992 70.0% 37.4% 54.5% 50.9% 60.1% 58.9%

1993 46.2% 40.0% 55.8% 43.3% 58.8% 58.0%

YEAR OF ENTRY American Indian African-American Asian/Pacific Islander Hispanic White Non-Hispanic Overall

1989 50.0% 42.2% 44.9% 53.2% 62.1% 60.9%

1990 40.0% 39.8% 58.4% 54.0% 64.0% 62.6%

1991 83.3% 34.7% 56.2% 52.5% 64.2% 63.1%

1992 70.0% 40.7% 62.5% 54.4% 64.8% 63.7%

1993 76.9% 48.6% 67.3% 46.7% 63.2% 62.8%

12/11/2009@9:30 AM dg/h/aa/grad-ret09/table3.xls

2003 21.4% 30.2% 14.1% 21.3% 16.5% 16.8%

2004 13.0% 16.3% 13.2% 24.7% 15.7% 15.7%

2005 30.8% 19.3% 23.3% 13.5% 15.7% 15.9%

2006 33.3% 18.5% 16.1% 20.9% 17.2% 17.3%

2007 11.1% 17.8% 13.3% 16.5% 17.1% 16.9%

2008 14.3% 28.4% 16.8% 16.6% 17.0% 17.0%

2009

2003 21.4% 18.6% 37.7% 36.2% 42.7% 41.7%

2004 39.1% 29.1% 34.4% 38.8% 44.0% 43.1%

2005 23.1% 27.7% 36.8% 32.7% 47.7% 46.4%

2006

2007

2008

2009

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN FIVE YEARS 1994 1995 1996 1997 1998 1999 2000 2001 2002 5.9% 50.0% 58.3% 58.8% 52.9% 29.4% 27.8% 50.0% 63.6% 46.5% 39.0% 53.2% 33.8% 36.4% 42.9% 42.4% 40.6% 39.5% 54.1% 53.0% 49.3% 55.1% 59.8% 49.6% 57.9% 56.2% 64.1% 49.3% 48.6% 44.2% 61.3% 50.6% 50.0% 55.4% 55.5% 44.4% 60.8% 62.6% 62.4% 61.9% 62.0% 63.2% 63.7% 63.1% 63.7% 59.7% 61.1% 61.3% 61.2% 60.9% 61.8% 62.4% 62.0% 62.8%

2003 50.0% 47.7% 65.1% 53.2% 65.2% 64.5%

2004 56.5% 50.0% 58.9% 60.0% 66.1% 65.3%

2005

2006

2007

2008

2009

PERCENTAGE OF ENTERING CLASS THAT GRADUATED WITHIN SIX YEARS 1994 1995 1996 1997 1998 1999 2000 2001 2002 11.8% 60.0% 58.3% 58.8% 70.6% 41.2% 33.3% 50.0% 63.6% 53.5% 40.0% 59.7% 38.0% 43.3% 50.5% 45.5% 43.8% 43.4% 59.8% 59.6% 54.3% 65.4% 67.0% 54.3% 61.9% 63.4% 66.7% 53.4% 51.4% 46.8% 65.3% 58.5% 53.5% 60.2% 60.0% 54.5% 65.1% 66.4% 65.4% 65.1% 67.1% 67.4% 66.7% 66.9% 66.8% 64.0% 64.9% 64.4% 64.6% 66.2% 66.1% 65.5% 65.9% 66.0%

2003 57.1% 50.0% 71.2% 58.5% 69.6% 68.5%

2004

2005

2006

2007

2008

2009

Internationalization and Diversity Task Force â&#x20AC;&#x201C; Final Report

Appendix 5 International Programs Student Data

Appendix 5 Current and Historical Statistics in Relationship to Recruiting Efforts/International Students First Time International Undergraduate Students

International Undergraduate Degree Transfer

Fall Semester Applications Admissions

2006 397 225

2007 548 362

2008 1057 695

2009 1874 1237

Fall Semester Applications Admissions

2006 191 122

2007 205 117

2008 266 156

2009 366 244

Enrolled Students % of Applicants who Enrolled

177

259

8.1%

10.9%

16.7%

13.8%

Enrolled Students % of Applicants who Enrolled

19.4%

15.6%

14.7%

19.1%

Degree Seeking Graduate and Professional Fall Semester

2006

2007

2008

2009

Applications

3043

2960

3337

3104

Admissions

644

549

595

631

Enrolled Students % of Applicants who Enrolled

271

266

315

297

8.9%

9.0%

9.4%

9.6%

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

Undergraduate Degree Seeking Non degree Intensive English Only

Graduate & Professional Degree Seeking Non-degree Medical Residents/Fellows Post-Doctoral Scholars

Total

2006 380

2007 404

2008 576

2009 802

% change since 2006 111.1%

258 51 71

300 52 53

461 59 56

733 34 35

184.1% -33.3% -50.7%

1624

1564

1615

1621

-0.2%

1293 30 116 185

1210 52 110 192

1200 70 135 210

1216 63 135 207

-6.0% 110.0% 16.4% 11.9%

2004

1968

2191

2423

20.9%

Top Countries of Enrollment, by level, with change since 2006 Undergraduate Total Country 2009 China 443 South Korea 136 Malaysia 38 India 22 Taiwan 21 Japan 16 Canada 16 Hong Kong 8 UAE 8 Saudi Arabia 7

Total 2006 47 109 7 10 21 31 23 5 4 11

Graduate & Professional Total Total Country 2009 2006 China 411 422 India 301 290 South Korea 174 161 Taiwan 86 88 Turkey 41 48 Japan 39 49 Canada 29 50 Germany 26 32 Brazil 25 19 Jordan/Thailand 22 30/16

Total Enrollment Total Total Country 2009 2006 China 854 469 India 323 300 South Korea 310 270 Taiwan 107 109 Japan 55 80 Malaysia 47 15 Canada 45 73 Turkey 43 53 Germany 32 40 Brazil 27 20

Summary of Study Abroad Program Participation Academic Years 2004-05 through 2008-09

2004-05 Overview of Participation

2005-06

Undergrad

UI degree-seeking participants*

Grad & Prof

TOTAL

2006-07

Undergrad

Grad & Prof

TOTAL

2007-08

Undergrad

Grad & Prof

TOTAL

2008-09

Undergrad

Grad & Prof

TOTAL

Undergrad

Grad & Prof

TOTAL

717

381

1098

741

386

1127

820

386

1206

887

385

1272

928

425

Non-degree students

CIC students in CIC programs

101

844

391

1235

864

398

1262

948

427

1375

1020

1459

1055

441

1496

TOTAL PARTICIPATION

439

1353

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

2004-05 Regional Distribution

2005-06

Undergrad

Grad & Prof

2006-07

Undergrad

Grad & Prof

2007-08

Undergrad

Grad & Prof

2008-09

Undergrad

Grad & Prof

Undergrad

Grad & Prof

Western Europe

64.0%

33.9%

56.9%

34.4%

59.4%

38.1%

56.9%

37.1%

54.5%

30.1%

Latin American & the Caribbean

10.6%

37.4%

13.1%

23.1%

13.5%

24.1%

14.3%

21.3%

16.5%

21.6%

Asia

9.3%

8.6%

11.5%

21.9%

12.4%

22.8%

11.8%

22.1%

11.5%

26.4%

Oceania

8.8%

2.4%

8.3%

1.1%

5.5%

0.3%

5.7%

1.3%

8.3%

0.7%

Middle East & North Africa

1.7%

1.6%

3.6%

5.7%

2.6%

3.4%

3.8%

3.4%

2.5%

4.7%

Russia, Eastern Europe, Eurasia

1.4%

4.5%

1.4%

3.7%

2.2%

5.2%

2.7%

3.9%

2.4%

5.9%

Sub-Saharan Africa

1.1%

2.4%

0.8%

6.4%

1.7%

2.3%

2.5%

4.9%

2.2%

6.6%

North America (Canada)

1.1%

8.2%

0.9%

2.5%

0.2%

3.9%

0.1%

3.1%

0.1%

3.3%

Multiple Countries

2.0%

0.8%

3.6%

1.1%

2.5%

0.0%

2.0%

2.9%

2.0%

0.7%

Total

100%

100.0%

2004-05 Duration of Study

2005-06

Undergrad

Grad & Prof

2006-07

Undergrad

Grad & Prof

2007-08

Undergrad

Grad & Prof

2008-09

Undergrad

Grad & Prof

Undergrad

Grad & Prof

Summer Abroad

41%

34%

37%

40%

39%

34%

37%

39%

Semester Abroad

46%

12%

45%

15%

41%

13%

42%

17%

43%

15%

Academic Year Abroad

Winter Session Abroad

15%

11%

14%

12%

Short-term (<3 weeks) programs

48%

39%

30%

43%

30%

2004-05 Gender and Ethnicity

Undergrad

2005-06 Grad & Prof

Undergrad

2006-07 Grad & Prof

Undergrad

2007-08 Grad & Prof

Undergrad

2008-09 Grad & Prof

Undergrad

Grad & Prof

Female

71%

52%

70%

54%

66%

54%

66%

53%

68%

59%

Male

29%

48%

30%

46%

34%

46%

34%

47%

32%

41%

7.0%

11.6%

10.0%

10.1%

8.5%

10.4%

8.8%

15.1%

10.2%

12.6%

92.7%

88.4%

90.0%

89.9%

91.5%

89.6%

91.2%

84.9%

89.8%

87.4%

Minority White/Non-minority

Internationalization and Diversity Task Force – Final Report

Appendix 5 International Programs Student Data

Appendix 5 Study Abroad Summary 2008-09 Overview – Study Abroad

Undergraduate Graduate & Professional UI Study abroad participants 928 415 Non-degree students 26 16 CIC students participating in UI-administered CIC 101 0 programs TOTAL PARTICIPANTS 1,055 431 Multiple participation by UI students TOTAL UI PARTICIPANTS REGIONAL DISTRIBUTION Western Europe Latin America & the Caribbean Asia Oceania Middle East & North Africa Russia, Eastern Europe & Eurasia Sub-Saharan Africa North America (Canada) Multiple Countries TOTAL DURATION OF STUDY

44 844 UNDERGRADUATE 501 54.9% 152 16.7% 101 11.1% 77 8.4% 23 2.5% 18 2% 20 2.2% 1 0.1% 19 2.1% 912 100% Undergraduate

Semester Abroad Summer Abroad Academic Year Abroad Winter Session Programs Short-term program (< 3weeks) GENDER AND ETHNICTY1 Female Male White/Non-Minority Minority

TOTAL

16 399

1,343 42 101 1,486 60 1,283

GRADUATE 134 29.6% 113 25% 103 22.8% 3 22.8% 32 7.1% 30 6.6% 20 4.4% 14 3.1% 3 0.7% 452 100% Graduate

43% 37% 5% 14% 1% Undergraduate

15% 39% 4% 12% 30% Graduate

68% 32% 89.8% 10.2%

56% 44% 89.3% 12.7%

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

Internationalization and Diversity Task Force - Final Report

Primary Occupational Activity Group

Workforce Category Total Workforce Female Male Faculty: Asian/Pacific Islander Tenured/ Tenure African Amer/Black Hispanic/ Latino Track Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity Total Workforce Female Male Asian/Pacific Islander Faculty: NonAfrican Amer/Black Tenure Track Hispanic/ Latino Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity Total Workforce Female Male Executive, Asian/Pacific Islander Administrative, African Amer/Black and Managerial Hispanic/ Latino Staff Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity Total Workforce Female Male Asian/Pacific Islander Professional and African Amer/Black Scientific Staff Hispanic/ Latino Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity Total Workforce Female Male Asian/Pacific Islander Merit Staff African Amer/Black Hispanic/ Latino Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity Total Workforce Female Male Asian/Pacific Islander Total Faculty African Amer/Black and Staff Hispanic/ Latino Native Amer/Alaska Nat White, not Hispanic Unknown Race/Ethnicity

Appendix 6

UI Workforce by Gender Race/Ethnicity

October 1, 2004 1,557 427 27.4% 1,130 72.6% 148 9.5% 32 2.1% 42 2.7% 5 0.3% 1,322 84.9% 8 0.5% 537 238 44.3% 299 55.7% 46 8.6% 13 2.4% 12 2.2% 5 0.9% 457 85.1% 4 0.7% 327 116 35.5% 211 64.5% 10 3.1% 7 2.1% 4 1.2% 2 0.6% 302 92.4% 2 0.6% 6,467 4,495 69.5% 1,972 30.5% 251 3.9% 84 1.3% 77 1.2% 15 0.2% 6,016 93.0% 24 0.4% 5,311 3,554 66.9% 1,757 33.1% 104 2.0% 147 2.8% 87 1.6% 41 0.8% 4,922 92.7% 10 0.2% 14,199 8,830 62.2% 5,369 37.8% 559 3.9% 283 2.0% 222 1.6% 68 0.5% 13,019 91.7% 48 0.3%

October 1, 2008 1,488 437 29.4% 1,051 70.6% 172 11.6% 38 2.6% 46 3.1% 8 0.5% 1,199 80.6% 25 1.7% 703 339 48.2% 364 51.8% 61 8.7% 15 2.1% 24 3.4% 2 0.3% 568 80.8% 33 4.7% 380 143 37.6% 237 62.4% 9 2.4% 14 3.7% 4 1.1% 1 0.3% 348 91.6% 4 1.1% 7,596 5,416 71.3% 2,180 28.7% 316 4.2% 88 1.2% 102 1.3% 15 0.2% 6,956 91.6% 119 1.6% 5,408 3,617 66.9% 1,791 33.1% 113 2.1% 173 3.2% 110 2.0% 35 0.6% 4,916 90.9% 61 1.1% 15,575 9,952 63.9% 5,623 36.1% 671 4.3% 328 2.1% 286 1.8% 61 0.4% 13,987 89.8% 242 1.6%

October 1, 2009 1,493 455 30.5% 1,038 69.5% 177 11.9% 38 2.5% 46 3.1% 8 0.5% 1,203 80.6% 21 1.4% 719 343 47.7% 376 52.3% 73 10.2% 16 2.2% 23 3.2% 2 0.3% 578 80.4% 27 3.8% 375 140 37.3% 235 62.7% 8 2.1% 16 4.3% 6 1.6% 1 0.3% 342 91.2% 2 0.5% 7,610 5,379 70.7% 2,231 29.3% 323 4.2% 88 1.2% 100 1.3% 14 0.2% 6,967 91.6% 118 1.6% 5,079 3,368 66.3% 1,711 33.7% 107 2.1% 154 3.0% 103 2.0% 37 0.7% 4,632 91.2% 46 0.9% 15,276 9,685 63.4% 5,591 36.6% 688 4.5% 312 2.0% 278 1.8% 62 0.4% 13,722 89.8% 214 1.4%

One-Year Net Change: 2008-2009 +5 +0.3% + 18 +4.1% - 13 -1.2% +5 +2.9% 0 0 0 +4 +0.3% - 4 -16.0% + 16 +2.3% +4 +1.2% + 12 +3.3% + 12 +19.7% +1 +6.7% -1 -4.2% 0 + 10 +1.8% - 6 -18.2% -5 -1.3% -3 -2.1% -2 -0.8% - 1 -11.1% + 2 +14.3% + 2 +50.0% 0 -6 -1.7% - 2 -50.0% + 14 +0.2% - 37 -0.7% + 51 +2.3% +7 +2.2% 0 -2 -2.0% -1 -6.7% + 11 +0.2% -1 -0.8% - 329 -6.1% - 249 -6.9% - 80 -4.5% -6 -5.3% - 19 -11.0% -7 -6.4% +2 +5.7% - 284 -5.8% - 15 -24.6% - 299 -1.9% - 267 -2.7% - 32 -0.6% + 17 +2.5% - 16 -4.9% -8 -2.8% +1 +1.6% - 265 -1.9% - 28 -11.6%

Five-Year UI Workforce Net Change: 2005-2009 - 64 -4.1% + 28 +6.6% - 92 -8.1% + 29 +19.6% +6 +18.8% +4 +9.5% +3 +60.0% - 119 -9.0% + 13 +162.5% + 182 +33.9% + 105 +44.1% + 77 +25.8% + 27 +58.7% +3 +23.1% + 11 +91.7% -3 -60.0% + 121 +26.5% + 23 +575.0% + 48 +14.7% + 24 +20.7% + 24 +11.4% -2 -20.0% + 9 +128.6% +2 +50.0% -1 -50.0% + 40 +13.2% 0 + 1143 +17.7% + 884 +19.7% + 259 +13.1% + 72 +28.7% +4 +4.8% + 23 +29.9% -1 -6.7% + 951 +15.8% + 94 +391.7% - 232 -4.4% - 186 -5.2% - 46 -2.6% +3 +2.9% +7 +4.8% + 16 +18.4% -4 -9.8% - 290 -5.9% + 36 +360.0% + 1077 +7.6% + 855 +9.7% + 222 +4.1% + 129 +23.1% + 29 +10.2% + 56 +25.2% -6 -8.8% + 703 +5.4% + 166 +345.8%

Source: Compiled University of Iowa workforce data including all regular, full-time and part-time employees working 50% time or more (in accordance Regents guidelines) on October 1 of each year. Notes: This report uses federal guidelines prescribed by the Office of Federal Contracts Compliance Programs. Other University reports may use and definitions; thus, prudence should be used when comparing this data to other workforce-related reports. Deans, directors, and departmental executive officers are counted as Executive, Administrative, and Managerial Staff and are not included in regardless of whether they also hold faculty rank.

internationalization alld Diversity Task Force

Final Report

Appelldl~\ 6 Ul Workforce

THf IOWA PROMISf STRATEGIC PLANNING INDICATORS: TARGET EMPLOYMENT CATEGORIES female Executive. Administrative & Managerial Staff

Female Tenured/Tenure Track Fandty

Target by 2010: 37% 39%

37%

29%

::7%

25%

+n,

2008· lC09 CS 10

2005·

•

2G06 07

20C7,

2C0BC'i

2C()';;~

RacialjEthrll' Minority Professional & Scientific Staff

Target by 2010' 16%

Target by 2010' 7.5%

•

":,';"

~~'~ :V?

lCOS, 06

2GOb· 07

2007. 08

Rac!aI/Ethn!c Minority Tenured/Tenure Track faculty

Target by 2010: 8%

•

,-,~

2007· 08

Racial/Ethnic Minority Executive, Administrative & Managerial Staff

•

I 2005· ::006 06 07

•

35% 33% 31%

Target by 2010: 32%

2'~OS·

20·J~·

20':5

20~6-

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2007

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