Report on Diversity and Equity 2004-2005nca-p/product/4_Criterion_1/Report_on_Diversity_and... ·...

Page � Office of the President

Report on Diversity and Equity

2004-2005

Northern Arizona University

Report on Diversity and Equity

2004–2005

From

The Office of the President

Page

Overview:AnEnvironmentofInclusion.................................................... 3

StructureforImplementationfor2005-2006.............................................. 5

Goals....................................................................................................... 5 GuidingPrinciplesforPlanningfortheFuture...................................... 5 FrameworkforImplementation.............................................................. 5 AcademicCouncilonDiversityandEquityPlan................................... 6 2004-2005DiversityInitiatives.................................................................. 8

AssessingCampusDiversityInitiatives.................................................... 11

AppendixA:2004-2005OperationsBudgets(StateandLocal).............. 12

AppendixB:NationalRecognitionsandRankings.................................. 13

AppendixC:Fall2004Employees........................................................... 15

AppendixD:FacultyHiresfor2004-2005and2005-2006...................... 19

AppendixE:NAUStudentEnrollment.................................................... 20

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Diversity Initiatives

Report for 2004-2005

Overview: An Environment of Inclusion

NorthernArizonaUniversityhasarichhistoryofservingtheneedsofadiversepopulation.Thisincludeseducationandoutreachinruralareas,communityservicetovariousunderrepresentedgroups,specialprogramofferingstobringeducationalopportunitiestominorities,fundingandprogrammaticsupport,integratingdiversityintothegeneralcurriculum,andmore.Thiscommitmenttodiversityiscentralto the University’s mission and realized in the many communitiesandindividualsthatmakeNorthernArizonaUniversityaninstitutionofdistinction.

Asdiversityissuesbecomemorecomplex—andatthesametimemoredeeplyintegratedinourculture—NorthernArizonaUniversityiswellpositionedtoeducateandserveinthisdynamicenvironment.ThisreportpresentsinformationondiversityandequityattheUniversity,highlightspastsuccesses,andaddressesactionsforthefuturethatwillcontinuetofosteranenvironmentofinclusion.

The important role of Native Americans, Hispanics, Blacks, and other minority groups is vital to the overall learning experience and has strong administrative support across constituencies. The following examples include:

• The Office of the Provost, with supporting funds from the Office of the President, continues to makemajorimprovementsintherecruitmentandretentionofadiversefaculty.These supportingfundssupplementsalaries,provideresearchandtravelopportunities,andhelp purchasecomputers. •Curriculumdevelopment,especiallythesixcreditsofdiversityrequirements,iscontributing toaparadigmshiftwherebyfacultymembersareencouragedtoadoptpedagogicalapproaches appropriateforadiversestudentpopulation. • New faculty are introduced to these pedagogical approaches and the Office of Faculty Developmentcontinuestoprovideworkshopsforinterestedfaculty. •TheCommissiononEthnicDiversity,CommissiononNativeAmericans,andCommissionon theStatusofWomencontinuetoserveimportantadvocacyandadvisoryroles. • Recruitment efforts on the part of the Office of Enrollment Management and Student Affairs haveresultedinamodestbutsteadyincreaseinenrollmentofminoritiesatatimewhenoverall studentenrollmentisdeclining.

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Diversityiscentraltothemissionandinstitutionalpracticesoftheuniversity.Accordingly,itisone of the most important topics for discussion in leadership retreats conducted by the Office ofthePresident,CommissiononEthnicDiversity,andtheCommissiononNativeAmericans.The Strategic Planning Council recognizes diversity an integral part of the university’s goals and objectives. And at the applied level, the Office of The Office of Affirmative Action and Equal Opportunity is working with units to design and define measures which will increase the presence of qualified women and minorities in applicant pools and ensure equal opportunity in hiring processes.ThroughthePilotProgramforFacultyandAcademicProfessionalSearches,unitswillbeevaluated,inpart,ontheireffortsandoutcomes.

The University has also made a significant financial commitment to diversity initiatives tosupportwidearangeofprogramsandservicesinhumanresources,academicaffairs,instructionalsupport,andstudentaffairs.NotableamongtheseinitiativesaretheAppliedIndigenousStudiesDepartment,Ethnic Studies Program, Women’s Studies Department,NativeAmericanStudentServices,andtheSuccessfulTransitionandAcademicReadiness(STAR)Programhousedin the Multicultural Student Center.

PresidentHaegerhasestablishedtheAdvisoryCouncilonDiversity(ACD)tocentralizediversityinitiativesthroughaninclusive,representativebodyofstakeholders.ThemainchargeoftheACDistodevelopauniversity-wideplanforaccess,equity,andmulticulturalaffairs.Theplanwillincludeauniversity-widevision,clearcommunicationofuniversityvaluesandgoals,andthedevelopmentofaccountabilitymeasuresandbenchmarks.TheACDmostrecentlywasrenamedtheAdvisory Council on Diversity and Equity (ACDE) to reflect the evolving and inclusive nature of organization.

Theseactivitiesarebynomeansall-encompassing.Acrosscampus,individualsaremakingadifferenceonepersonatatimeastheyincorporatethemessageofinclusionintheirdailyroutine.Thisreportisaworkingdocumentandisintendedasaresourcetobetterunderstandanddirectactionstobetterservestudents,faculty,staff,anduniversityconstituents.Discussionsmustnowtakeplacetoensureresourcescontinuetoalignwithpriorities,andongoingevaluationmusttakeplacetoassesstheeffectivenessofoutcomestodeterminenextsteps.

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Structure for Implementation 2005-2006

The Academic Council on Diversity and Equity

Goals

ThegoalsoftheACDEaremultifacetedandincludethefollowing:

1.Createanacceptingandsupportingcampusclimatethrougheducation,communication,and humaninteraction. 2.Recruitandretainadiverseadministration,faculty,staff,andstudentpopulation. 3.EnhanceddiversityissueswithinvariousunitsincludingAcademicAffairs,StudentAffairs, andtheCommissionontheStatusofWomen. 4.SupporttheeffortsoftheAdvisoryCouncilforDiversityandEquity. 5.Preparestudentstoengageincomplexhistorical,social,political,andeconomictrendsand issuesinunderstandinghumandifferences.

Guiding Principles for Planning for the Future

Thesegoalswillbeachievedbyfosteringacultureofdiversitythroughoutallareasoftheuniversity. Performance measures will be established, and since the Office of the President is responsibleforcoordinatingtheprograms,faculty,staff,andadministratorsatalllevelsoftheuniversitywillbeheldaccountable.

Framework for Implementation

Whileinstitutionsacrossthecountryareengagedindiversityinitiatives,NorthernArizonaUniversityusesaunique,integratedapproachtoensureactivitiesareexecutedinacomprehensive,holisticmanner.Thisisevidentinthecollaborationofrepresentativesfromacademicaffairs,studentaffairs,andinstructionalsupportservices,andincludestheparticipationofadministrators,faculty,staff,andstudents.

Thedifferenceisalsorealizedintheapplicationofthefourfundamentallevelsofimplementation.Combined,thisframeworkprovidesafoundationforplanningandassessingtheeffectivenessoftheUniversity’s diversity initiative. They are ideological, individual, structural, and procedural and are defined as follows. •Theideologicallevelreferstoimportanceofunderstandingprevailingvalues,belief,and attitudes that influence behavior. •Thestructurallevelreferstotheimportanceofcreatingstructuresthatareinclusiveand representativeofdifferentviewsandperspectives. •Theprocedurallevelreferstocommunicationandtheimplementationofprocesses. • The individual level encourages critical thinking, self-reflection, and action by the individual.

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Academic Council on Diversity and Equity Plan

ThepurposeoftheDiversityandEquityPlanistocreateandsustainacampusclimatethatisinclusive,respectful,andaccommodatingofhumandifferences.Tothisend,theDiversityandEquityPlandetailshowtheuniversitycommunity—students,faculty,staff,andadministrators—canincorporatedifferentwaysofunderstandinghumanrelationstosucceedinadynamic,globalsociety.

To that end, the following information outlines ACDE tactics that will ensure steady progress toward achieving an environment of inclusion at Northern Arizona University:

1.Workcollaborativelywithuniversityunitsinvolvedindiversityandequityprogramming. 2.Serveasliaisontoexternalcommunitiesservedbytheuniversity. 3.Participateinvarioustaskforcesassociatedwiththeformulation,implementation,and evaluationofdiversityandequityinitiatives. 4.StudyandrecommendgoalsandobjectivestotheStrategicPlanningCouncil. 5.Supportandpromoteprogramswhichstresseducationalawarenessandunderstandingof differencesrelatedtotheexperiencesoffaculty,students,andstaff. 6.StudyandrecommendpoliciestothePresident,includingprogrammingrelatedtotheneedsof faculty,students,andstaff.

Due to the complex issues associated with diversity issues, the responsibilities of the ACDE range from mission-oriented to individualistic and include:

•Providingadvicetothepresidentonthecoordinationofdiversityinitiatives. •AssistingtheExecutiveCommitteeoftheAdvisoryCouncilonDiversityandEquityin developingstrategicplansondiversity. •AssistingtheExecutiveCommitteeoftheAdvisoryCouncilonDiversityandEquityin coordinatingtheNCATaskForceontheannualassessmentoftheimpactofdiversityand equityprograms. •Servingonaleadershipcouncilfordiversityandequity. •PlanningandoverseeingtheannualLeadershipRetreatonDiversityandEquity. •Servingasanadvocatefordiversitythroughclearandconstantcommunicationwiththe universitycommunity. • Promoting the university’s diversity initiatives. • Ensuring that diversity initiatives are aligned with and contribute to the university’s mission. •SubmittinganannualDiversityandEquityReporttothepresident.

Those serving on the Executive Committee for the ACDE will have the following additional responsibilities:

•OverseeandfacilitatetheroleoftheACDE. • Inform the ACDE of university’s diversity and equity programming. •WorkwithunitanddivisionleaderstoensurerepresentationonACDE. •ReporttothepresidentontheactivitiesoftheACDEanditseffectivenessinadvancingthe University’s mission.

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And finally, membership in the ACDE will consist of the following representatives:

•SpecialAssistanttothePresident,ChairoftheACDE •Co-chair,CommissiononEthnicDiversity •Co-chair,CommissiononNativeAmericans •Co-chair,CommissionontheStatusofWomen •DeanofStudents • Director, International Office • Director, Office of Admissions •Director,GatewayCenter •Director,DisabilitySupportServices •AssociateDean,DistanceLearning •President,AssociatedStudentsofNorthernArizonaUniversity(ASNAU) • President, Associated Students for Women’s Issues (ASWI) • President, People Respecting Individuals and Sexual Minorities (PRISM) •FacultySenateRepresentative •Chair,DiversitySub-committee,UniversityCurriculumCommittee •Chair,DepartmentofAppliedIndigenousStudies •Director,EthnicStudiesProgram • Director, Women’s Studies Program

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2004–2005 Diversity Initiatives

Accomplishments

During2004-2005,theUniversityinitiatedanumberofsuccessfuldiversityinitiatives.Thefollowinginformationprovideshighlightsofthoseaccomplishments.

Human Resources • Changed and developed organizational culture in alignment with university’s goal of creating andacceptingandsupportingcampusclimate •ConductedanumberoftrainingstohelpraiseawarenessthatincludedSexualHarassment onlinetraining,AcademicChairtraining,andSupervisortraining

Academic Assessment • Facilitated and supported academic programs’ assessment of student learning •Assuredthatassessmentofstudentlearningoccurredinallacademicvenues(oncampusand distanceprograms,traditionallyandelectronically-mediatedclasses,undergraduateand graduateprograms) •Begancommunicatingwithcampusfaculty,staff,andstudentsregardingassessmentactivities, procedures/policies,andassessmentresults

Office of the Provost for Faculty and Academic Professionals—Pilot Program •Initiatedthepilotprogram

The Commission on Ethnic Diversity •ConductedLeadershipDay •HostedTheWomenofColorConference •Instituteddiversityrequirementcoursesinthegeneralcurricula •CollaboratedwiththeArizonaAssociationofChicanosforHigherEducation(AACHE) • Implemented the CED/President’s Diversity Awards

The Commission on Native Americans •Initiatedself-assessmentofNativeAmericanprograms • Initiated a consultant’s assessment of Native American programs •SecuredanoperatingbudgetforCommission •Securedanendowmentthatwillprovidefundsforprograms • Secured financial capacity •BuiltaNativeAmericancenter

The Commission on the Status of Women •Conductedacampus-widecampusclimatesurvey •Conductedastudyonpayequity •Securedfundingfordaycarecenter •Createdalocationforbreastfeedingmothers •PromotedandexpandedCivilityWeek

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Academics and Curriculum Development • Instituted academic alignment of Women’s Studies Program, Ethnic Studies Program, Applied IndigenousStudies,InstituteforNativeAmericans,andSouthwestStudiesPrograminCollege ofSocialandBehavioralSciences • Created a position for Women’s Studies Program •CreatedapositionforEthnicStudiesProgram •Createdapostdoctoralposition:StudyofGender •Createdapostdoctoralposition:StudyofRaceandEthnicity • Instituted Minority Student Programs in School of Forestry •InitiatedtherequirementofsixcreditsofUnitedStatesandGlobalDiversity •Executedrecruitmentandretentionstrategiestoensureadiversefaculty

Student Affairs • The Multicultural Student Center supported the following events, clubs, and programs:ßSTARProgramßBFScholarsßPeerAdvisingProgramßCulturalClubsandOrganizationsßOutreachßCommencementceremonies •TheDeanofStudentssupportedthefollowingactivities:ßHeritageWeek(5programs)ßLeadershipSeriesßSistersProgramßC.A.R.E.diversitytrainingprogramßAdviseBlackStudentUnionßAdviseASWI/SET(sexualassaultprogram)ßFacilitatetheSexualAssaultTaskForceßCoordinatetheanonymoussexualassaultprocess/forms •EducationalStudentSupportServicessupportedthefollowingactivities: ß Hispanic Mother-Daughter ProgramßUnitedStatesHispanicLeadershipInstitute:CollegiateLeadershipProgramßCulturaleventsßDiversityclassesßStudentsofcolorare65%ofstudentsservedßNetworkingwithDisabilitySupportServicesßUpwardBoundßNizhoniAcademyßEducationalTalentSearchßLearningAssistanceCenters

Residence Life conducted the following activities or events: •Diversityrequiredfocusofresidencehalldirectorsandstafftraining •TunnelofOppression •AIDsQuiltforWorldAIDsDay •TheHungerProject •BoxCityprojectonhomelessness •TheBeadProject:multicoloredbeadsonasafetypincreatedfordifferentdiversityobservation such as World AIDs Day, MLK Day, Black Heritage Month • Multicultural Student Reception

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The Office of the President sponsored the following events and programs:

•AdelanteParent-Studentreception • Black Heritage Month reception • Hispanic Heritage Month reception •Communitybreakfast •FlagstaffSymphonyOrchestra •AlumniAssociationDiversitymeeting •HispanicWomenLeadershipConference •WomenofColorConference •NavajoNationRodeo •UnitedStatesHispanicLeadershipInstitute •CollegiateLeadershipDevelopmentProgram • M.E.Ch.A. National Conference •WesternPoliticalScienceAssociation DiversityProgram

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Assessing Campus Diversity Initiatives

ContinuedandongoingassessmentmustnowtakeplacenowinordertoensureanenvironmentofinclusionattheUniversity.TheframeworkforthisassessmentcomesfromtheAmericanAssociationofCollegesandUniversities(AAC&U).Thisorganizationiscommittedtoextendingeducationopportunitiestoallstudentsandconductsconferences,publishesreports,andprovidesinformationtomemberinstitutionsonhowtoachievegoals.ThefollowinginformationincludestherecommendationsestablishedbytheAAC&Utosupportdiversityinhighereducation.Effectivelyimmediately,NorthernArizonaUniversitywillusetheAAC&Uassessmentframeworkinalldiversityinitiatives.

Access and Success Determined by: •Diversityoftheundergraduatestudentpopulation • Diversity of graduate student population in fields and levels •Successofstudents:persistence,performance,honors,graduation •Progressovertimeinrecruitingandretainingtraditionallyunderrepresentedstudents •Diversityofadministrators,faculty,staff •Retention,promotion,andtenurerates

Education and Scholarship Realized by: •Presenceofdiversityrelatedcourses •Degreetowhichcoursesincludediversityissuesandthelocationofsuchcourses(general education, major fields, electives) •Leveloffacultyexpertiseonissuesrelatedtodiversity •Leveloffacultyparticipationindiversityrelatedefforts,diversityoffacultyparticipating •Levelofstudentexposuretodiversitycoursesanddiversefaculty •Studentlearningoutcomes

Campus Climate and Intergroup Relations Represented by: •Perceptionsoftheinstitutionalclimate •Rangeofdiverseorganizationsandmultiplememberships •Levelsofqualityofinteractionamonggroups •Qualityofexperiencefordiversegroupsoncampus,inresidentiallife • Levels of use and engagement in a variety of activities, offices, and resources

Institutional Viability and Vitality Recognized by: •Institutionalhistorywithrespecttodiversityandequity •Progressovertime •Perceptionsofaccess,equity,andinclusionfromallconstituencies •Perceptionsofinstitutionalcommitmenttodiversitybyallconstituencies •Publicperceptionoftheinstitution •Alumniviewsfromdiversegroupsofalumni • Minority community views of the institution •Economicissuesfortheinstitution •Visibilityofdiversityinpublications •Centralityofdiversityintheplanningprocessandmissionstatements •Challengestomeetingcommitments

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Appendix A

2004-2005 STATE OPERATIONS BudgetDiversity - $2,��4,�46

Academic Programs and Departments AppliedIndigenousStudies 346,942 EthnicStudies 22,713 LatinAmericanStudies 12,525 WomenStudies 85,142

Academic and Instructional Support Programs DiversityInitiatives(OfficeofthePresident) 230,000 TheOfficeofAffirmativeActionand 193,122 EqualOpportunityOffice CenterforSustainableEnvironments 121,740 CenterforNativeAmericanEconomicDevelopment 116,871 Gerontology 29,512 FacultyRecruitment 80,713 InstituteforNativeAmericans 227,456 InstituteforTribalEnvironmentalProfessionals 67,426 InternationalOffice 177,628 MartinSpringerInstitute 50,000 NativeAmericanStudentServices 202,723 Pre-HealthProfessionals(MinorityStudentDevelopment) 4,269

Student Affairs DisabilitySupportServices 321,980 InternationalStudentInitiative 157,717 MinorityRecruitmentandRetention 388,972 MulticulturalStudentCenter 111,746

Office of the President 20,000

2004-2005 LOCAL FUNDS BudgetDiversity - $270,600

CommissiononEthnicDiversity 12,600CommissiononStatusofWomen 6,900AppliedIndigenousStudies 25,950CenterforNativeAmericanEconomicDevelopment 74,650DeanofStudents 31,850InstituteforTribalEnvironmentalProfessionals 110,400NativeAmericanStudentServices 8,250

Total Diversity Funding $3,244,797

For fiscal year 2005 budget data refer to Office of Planning, Budgeting & Institutional Research –http://www.nau.edu/pair/

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Appendix BNational Recognitions and Rankings

NorthernArizonaUniversitycontinuestomakeimportantstridesinservingadiversepopulation.Thefollowinginformationhighlightsnationalrecognitionsandrankingssince2003:

IntheJune2005edition,Black Issues in Higher Educationreportsthefollowingnationalrankingsforthe2003-2004academicyear:

• 4thingrantingbachelor’sinhealthprofessionstoNativeAmericans

• 7thingrantingbachelor’sdegreesineducationtostudentsofcolorasawhole—2ndto

NativeAmericansand9thtoHispanics

• 9thingrantingbachelor’sdegreesinbusiness/management/marketingtoNativeAmericans

• 13thingrantingbachelor’sdegreesinsocialsciencestoNativeAmericans

• 15thingrantingbachelor’sdegreesinEnglish/literaturetoNativeAmericans

• 61stingraduatingHispanicsnationally

IntheMay2005edition,Hispanic OutlooklistsNorthernArizonaUniversityas8thinthenationforgrantinggraduatedegreestoHispanicstudents.

NorthernArizonaUniversityhasalsobeenselectedasofeightnewmembersintheNationalCouncilforMinoritiesinEngineeringScholarshipsProgram.

M.E.Ch.A.,aHispanicstudentgroup,willhosttheSpring2006nationalconferencewithananticipated1000studentsvisitingthecampusandaddressingHispanicissues.

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The following pages provide statistical data on the diverse nature of the university population. These statistics will be used as a basis for discussion and serve an

important role in developing and assessing the diversity initiatives.

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Fall 2004 Employees

Fall 2004 Employees by Gender

10

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7

27

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45

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Fall 2004 Historically Underrepresented Employees by Ethnicity

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American Indian African American Asian Hispanic Not Specified

Fall 2004 Employees by Ethnicity

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PAIR/aat/12/21/05

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Appendix CFall 2004 Employees

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Appendix C–continued

Fall 2004 EmployeesOffice of Planning, Budgeting & Institutional Research

http://www.nau.edu/pair/

By EEO 6 Category, Ethnicity, Gender, Full-time or Part-time

Administrative NativeAmerican/AlaskanNative 11 5.0% Black 3 1.4% AsianorPacificIslander 2 0.9% Hispanic 17 7.8% White 182 83.5% Unknown 3 1.4% TOTAL 218 Female 100 45.9% Male 118 54.1%

Full-time 201 92.2% Part-time/Temporary 17 7.8%

Clerical NativeAmerican/AlaskanNative 28 8.0% Black 5 1.4% AsianorPacificIslander 1 0.3% Hispanic 49 14.0% White 261 74.6% Unknown 6 1.7% TOTAL 350 Female 302 86.3% Male 48 13.7%


Faculty NativeAmerican/AlaskanNative 29 2.2% Black 20 1.5% AsianorPacificIslander 29 2.2% Hispanic 71 5.4% White 1135 86.2% Unknown 33 2.5% TOTAL 1317 Female 647 49.1% Male 670 50.9%

Full-Time 710 54.0% Part-Time/Temporary 607 46.0%

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Graduate Assts. NativeAmerican/AlaskanNative 13 2.8% Black 8 1.7% AsianorPacificIslander 29 6.3% Hispanic 31 6.7% White 373 80.7% Unknown 8 1.7% TOTAL 462 Female 275 59.5% Male 187 40.5%

Professional NativeAmerican/AlaskanNative 46 6.0% Black 7 0.9% AsianorPacificIslander 26 3.4% Hispanic 52 6.8% White 619 80.8% Unknown 16 2.1% TOTAL 766 Female 455 59.4% Male 311 40.6%


Service Maintenance NativeAmerican/AlaskanNative 32 20.1% Black 11 6.9% AsianorPacificIslander 2 1.3% Hispanic 52 32.7% White 56 35.2% Unknown 6 3.8% TOTAL 159 Female 73 45.9% Male 86 54.1%


Skilled Craft NativeAmerican/AlaskanNative 4 5.3% Black 1 1.3% AsianorPacificIslander 0 0.0% Hispanic 6 7.9% White 65 85.5% TOTAL 76 Female 2 .03% Male 74 99.9% Full-time 74 Part-time/Temporary 2

Technical NativeAmerican/AlaskanNative 19 12.1% Black 1 0.6% AsianorPacificIslander 5 3.2% Latino 8 5.1% White 122 77.7% Unknown 2 1.3% TOTAL 157 Female 49 31.2% Male 108 68.8%


TOTALEMPLOYEES 3505 EthnicWhiteUnknownFemaleMaleFull-time

Administrative 218 15.1% 83.5% 1.4% 45.9% 54.1% 92.2%Clerical 350 23.7% 74.6% 1.7% 86.3% 13.7% 81.7%Faculty 1317 11.3% 86.2% 2.5% 49.1% 50.9% 54.0%GraduateAssistants 462 17.6% 80.7% 1.7% 59.5% 40.5% 100%Professional 766 17.1% 80.8% 2.1% 59.4% 40.6% 83.4%ServiceMaintenance 159 61.0% 35.2% 3.8% 45.9% 54.1% 95.6%SkilledCraft 76 14.5% 85.5% 0.0% .03% 99.9% 99.9%Technical 157 21.0% 77.7% 1.3% 31.2% 68.8% 89.2%

22.7% 75.5% 1.8% 47.2% 52.8% 100%

Appendix D

Faculty Hires2004-2005 and 2005-2006

For2004-2005 For2005-2006

Totalhires 75 Totalhires 81Whites 53(71%) Whites 56(69%)FacultyofColor 22(29%) FacultyofColor 11(14%)Females 53(71%) UnknownEthnicity 14(17%) Females 46(57%)

TenureTrackhires 16 TenureTrackhires 26White 11(69%) Whites 17(65%)FacultyofColor 5(31%) FacultyofColor 7(27%)Females 8(50%) UnknownEthnicity 2(8%) Females 10(38%)

Non-tenureTrackhires 31 Non-tenureTrackhires 24White 27(87%) Whites 21(88%)FacultyofColor 4(13%) FacultyofColor 0Females 24(77%) UnknownEthnicity 3(13%) Females 17(65%)

FacultyHired(Waivers) 28 FacultyHired(Waivers) 31Whites 15(54%) Whites 18(58%)FacultyofColor 13(46%) FacultyofColor 4(13%)Females 21(71%) UnknownEthnicity 9(29%) Females 19(61%)

Enrollment by Ethnicity

Fall 1999 vs. Fall 2004 Flagstaff Enrollment by Ethnicity2

08

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Fall 1999 vs. Fall 2004 Statewide Enrollment by Ethnicity

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Fall 2004

Fall 1999 vs. Fall 2004 Yuma Enrollment by Ethnicity

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Fall 2004

PAIR/aat/12/21/05


Appendix EEnrollment by Ethnicity

�

Fall 2004 Employees


10

0

30

2

64

7

27

5

45

5

73

2

49

11

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48

67

0

18

7

311

86

74 10

8

0

100

200

300

400

500

600

700

800

Ad

min

istr

ative

Cle

rica

l

Fa

cu

lty

Gra

du

ate

Assis

tan

ts

Pro

fessio

na

l

Se

rvic

e

Ma

inte

na

nce

Skill

ed

Cra

ft

Te

ch

nic

al

Female Male

Fall 2004 Historically Underrepresented Employees by Ethnicity

11

28 29

13

46

32

4

19

3 5

20

8 7

11

1 12 1

29

29

26

2 0

5

17

49

71

31

52

52

6 8

3

6

33

8

16

6

0 2

0

10

20

30

40

50

60

70

80

Ad

min

istr

ative

Cle

rica

l

Fa

cu

lty

Gra

du

ate

Assis

tan

ts

Pro

fessio

na

l

Se

rvic

e

Ma

inte

na

nce

Skill

ed

Cra

ft

Te

ch

nic

al

American Indian African American Asian Hispanic Not Specified

Fall 2004 Employees by Ethnicity

15

% 24

%

11

% 18

%

17

%

61

%

15

% 21

%

84

%

75

% 86

%

81

%

81

%

35

%

86

%

78

%

1%

2% 3%

2%

2% 4%

0% 1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Adm

inis

trative

Cle

rical

Faculty

Gra

duate

Assis

tants

Pro

fessio

nal

Serv

ice

Main

tenance

Skill

ed C

raft

Technic

al

Ethnic White Unknown


46

%

86

%

49

% 60

%

59

%

46

%

0%

31

%

54

%

14

%

51

%

41

%

41

%

54

%

10

0%

69

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Adm

inis

trative

Cle

rical

Faculty

Gra

duate

Assis

tants

Pro

fessio

nal

Serv

ice

Main

tenance

Skill

ed C

raft

Technic

al

Female Male

PAIR/aat/12/21/05


Appendix EEnrollment by Ethnicity

Appendix E–continued

NAU Student Enrollment

Fall 1999 Fall 2004 % ChangeGrand Total 19,981 19,147 -4.2

Ethnicity Fall 1999 Fall 2004 % Change

Black Campus Flagstaff 208 260 25 Statewide 113 160 41.6 Yuma 14 14 0

Total 335 434 29.6%

Full-/Part-time Full-time 199 305 53.3 Part-time 136 129 -5.2

Gender Female 186 252 35.5 Male 149 182 22.2

Residency AZResident 280 371 32.5 NonResident 55 63 14.6

AcademicLevel Freshman 57 82 43.9 Sophomore 52 58 11.5 Junior 30 49 63.3 Senior 41 79 92.7 Non-degreeUnd. 7 2 -71.4 Post-Bac.Und. 0 3 300 Graduate 120 150 25 Non-degreeGrad. 28 11 -60.7

Total 335 434 29.6%

�


Asian American Campus Flagstaff 252 286 13.5 Statewide 50 76 52 Yuma 11 15 36.4

Total 313 377 20.4%

Full/PartTime FullTime 235 286 21.7 PartTime 78 91 16.7


Residency AZResident 251 297 18.3 NonResident 62 80 29

AcademicLevel Freshman 64 81 26.6 Sophomore 51 56 9.8 Junior 57 65 14 Senior 60 70 16.7 Non-degreeUnd. 3 5 66.7 Post-Bac.Und. 3 7 133.3 Graduate 60 82 36.7 Non-degreeGrad. 15 11 26.7

Total 313 377 20.4%


Hispanic Campus Flagstaff 1,143 1,011 -11.5 Statewide 593 820 38.3 Yuma 253 368 45.5

Total 1,989 2,199 10.6%

Full-/Part-time Full-time 1,173 1,385 18.1 Part-time 816 814 -0.2

Gender Female 1,265 1,481 17.1 Male 724 718 -0.8

Residency AZResident 1,846 2,081 12.7 NonResident 143 118 -17.5

AcademicLevel HighSchoolCon. 1 0 -100 Freshman 305 333 9.2 Sophomore 216 241 11.6 Junior 309 433 40.1 Senior 435 404 -7.1 Non-degreeUnd. 36 19 -47.2 Post-bac.Und. 13 10 -23.1 Graduate 484 655 35.3 Non-degreeGrad. 190 104 -45.3

Total 1,989 2,199 10.6%


Native American Campus Flagstaff 925 896 -3.1 Statewide 383 398 3.9 Yuma 6 9 50

Total 1,314 1,303 -0.8

Full-/Part-time Full-time 864 918 6.3 Part-time 450 385 -14.4

Gender Female 911 955 4.8 Male 403 348 -13.6

Residency AZResident 1,266 1,262 -0.8 NonResident 48 41 -14.6

AcademicLevel HighSchoolCon. 9 0 -100 Freshman 199 199 0 Sophomore 133 133 0 Junior 228 293 28.5 Senior 383 346 -9.7 Non-degreeUnd. 18 12 -33.3 Post-bac.Und. 16 14 -12.5 Graduate 230 264 14.8 Non-degreeGrad. 98 42 -57.1

Total 1,314 1,303 -0.8


International Campus Flagstaff 276 316 14.5 Statewide 9 17 88.9 Yuma 0 2 200

Total 285 335 17.5%

Full/Part-time Full-time 250 310 24 Part-time 35 25 -28.6



AcademicLevel Freshman 87 143 64.4 Sophomore 26 30 15.4 Junior 32 34 6.3 Senior 42 30 -28.6 Post-bac.Und. 4 5 25 Graduate 81 90 11.1 Non-degreeGrad. 13 3 -76.9

Total 285 335 17.5%

�


White Campus Flagstaff 11,711 9,979 -14.8 Statewide 3,515 3,818 8.6 Yuma 385 308 -20

Total 15,611 14,105 -9.6%

Full/Part-time Full-time 10,529 9,972 -5.3 Part-tme 5,082 4,133 -18.7

Gender Female 9,342 8,671 -7.2 Male 6,269 5,434 -13.6

Residency AZResident 13,048 11,960 -8.3 NonResident 2,563 2,145 -16.3

AcademicLevel HighSchoolCon. 14 1 -92.9 Freshman 2,966 2,559 -13.7 Sophomore 2,100 1,888 -10.1 Junior 2,408 2,375 -1.4 Senior 3,143 2,736 -12.9 Non-degreeUnd. 165 130 -21.2 Post-bac.Und. 148 135 -8.8 Graduate 3,487 3,692 5.9 Non-degreeGrad. 1,180 589 -50.1

Total 15,611 14,105 -9.6

�


Unknown Campus Flagstaff 82 232 182.9 Statewide 43 157 265.1 Yuma 9 5 -44.4

Total 134 394 194%

Full/Part-time Full-time 80 269 236.3 Part-time 54 125 131.5

Gender Female 75 237 216 Male 59 157 166.1


AcademicLevel HighSchoolCon. 1 0 -100 Freshman 21 103 390.5 Sophomore 17 47 176.5 Junior 15 54 260 Senior 27 34 25.9 Non-degreeUnd. 2 30 1400 Post-bac.Undg. 3 5 66.7 Graduate 32 84 162.5 Non-degreeGrad. 16 37 131.3

Total 134 394 194%

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