\doc\web\98\10\unh.txt Arthur Hu NEW HAMPSHIRE DIVERSITY GOALS FOUNDED ON "DEFICIENCY OF COLOR", NOT SIMPLY REFLECTING POPULATION New Hampshire is a state that is 98% white, with only 2.7% minorities and 0.6% blacks. Yet the university president has acceded to demands that the university admit 3% blacks and 7.5% minorities by 2005 because "our most striking deficiency as a community is in students and faculty of color". In other words, they seek to remedy the state's sadly lacking "diversity" not just mirror it. This is a "problem" faced by many overwhelmingly white states and cities. So why is even 3% black "diverse???" Why not aim to transform UNH into a predominantly minority institution like UC Berekeley? Or a predominantly African American institution? Can anybody tell me what "diverse" is if it's not based on a state or city's population? 1990 Population of New Hampshire: white nhwhite black AmInd As/PI Other Hispanic New Hampshire 98.0% 97.3% 0.6% 0.2% 0.8% 0.3% 1.0% Goals and Current Status Minority Undergraduate Students Goals Current Status 1995 3.0% 1994 3.0% (312/10,268) 2000 5.0% 1995 3.3% (329/9,980) 2005 7.5% 1996 3.4% (342/10,057) Population 2.7% Black Student Union / President Goals: 1. A Black student population of 300 students by the year 2004, adding approximately 50 students each year starting in the year 2000. (3% black) vs. 0.6% population Date sent: Mon, 16 Nov 1998 12:01:47 -0800 Send reply to: AADAP-L-Request@HOME.EASE.LSOFT.COM From: ADP Subject: Message from Joan R. Leitzel, President, University of New Hampshire, to the Black Student Union and members of the UNH community To: AADAP-L@HOME.EASE.LSOFT.COM The following is a message from the president of the University of New Hampshire about an agreement she has made on behalf of UNH with the university's Black Student Union. Tom Wood, Moderator, AADAP-L. %%%%%%%%%% November 13, 1998 TO: The Black Student Union and Concerned Members of the UNH Community FROM: Joan R. Leitzel, President SUBJECT: Diversity Agreements I am pleased to attach the goals which the Black Student Union and the University of New Hampshire have agreed to after discussions on November 10, 1998 (Attachment 1). These goals, together with those of the 1994 document, Building a New University Community, describe the University's commitment to building an effective diverse community and curriculum. We believe that diversity in our student body, faculty, and staff is important to providing quality education because people from different backgrounds with different beliefs learn from one another and because our students are likely to live and work in pluralistic societies when they graduate. The statement issued last year by the leading higher education organizations in the United States speaks clearly about the need for racial and ethnic diversity on the nation's campuses (Attachment 2). Our commitment extends to all racial and ethnic groups, and we seek a community that is diverse with respect to gender, geographic origin, class, religion, sexual orientation, and age. When I came to UNH in the fall of 1996, I asked Elizabeth Lewis, who was at that time the Affirmative Action Director, to do an audit on the University's diversity plan, Building a New University Community (Attachment 3). What was clear from her report was that the University had made progress toward its goals in some areas but in several areas there had been little progress. I observed then--as regrettably I must say now--that the University has not met its own goals in the area of diversity. My judgment was that the University lacked an organizational structure to move effectively in this area. For this reason, I hired a full-time Affirmative Action Director, created the position of Vice Provost for Enrollment Management, and appointed the President's Commission on the Status of People of Color. UNH's Affirmative Action Director, Patricia Gormley, has held the position now for more than one year and has put in place policies and programs appropriate to the diversity goals. The Vice Provost for Enrollment Management, Mark Rubinstein, assumed his position in August, 1998, and has quickly begun to reshape recruitment and retention efforts through the offices of Admissions, Financial Aid, Registration, and Academic Support. Last spring I received the recommendations from the President's Commission on the Status of People of Color and responded to these recommendations on behalf of the University program (Attachment 4); most of these recommendations are now being implemented. I believe we are now much better positioned to meet the University's challenging diversity goals. The responsibility for oversight and coordination of the commitments the University has made are the President's, and I welcome that opportunity those commitments provide to UNH. /cec Attachments ===================================== AADAP-L, a free, moderated email list with daily postings, is a project of Americans Against Discrimination and Preferences (http://www.aadap.org). You can subscribe, unsubscribe, or get information on AADAP-L by sending electronic mail to LISTSERV@HOME.EASE.LSOFT.COM. In the message body (not the header), type the following commands (capitalized text only): SUBSCRIBE AADAP-L [to subscribe] SIGNOFF AADAP-L [to unsubscribe] INFO AADAP-L [to receive more information on the list] Please feel free to forward this to anyone you think might be interested. Date sent: Mon, 16 Nov 1998 12:01:33 -0800 Send reply to: AADAP-L-Request@HOME.EASE.LSOFT.COM From: ADP Subject: From the University of New Hampshire web site: The University of New Hampshire and the Black Student Union agree to the following goals... To: AADAP-L@HOME.EASE.LSOFT.COM >From the University of New Hampshire web site: The University of New Hampshire and the Black Student Union agree to the following goals... ********* http://www.unh.edu/president/revised-demands.html UNIVERSITY OF NEW HAMPSHIRE OFFICE OF THE PRESIDENT / BLACK STUDENT UNION NOVEMBER 10, 1998 The University of New Hampshire and the Black Student Union agree to the following goals: 1. A Black student population of 300 students by the year 2004, adding approximately 50 students each year starting in the year 2000. 2. The creation of a six-year university plan for the recruitment and retention of Black students by April 15, 1999, including the involvement of Black students in the development and communication of the plan. 3. There will be no fewer than a total of 10 Black tenure track faculty by the year 2003; as well as no fewer than two Black visiting scholars per year through 2003. 4. A fulltime minority student recruiting team, under the leadership of the Vice Provost for Enrollment Management, by spring, 1999. 5. The creation of a diversity and multicultural presentation offered at freshman orientation in June, 1999; outside consultation on the content of the program will be sought. The presentation will be previewed by the Black Student Union in the spring. 6. A prejudice reduction workshop will be developed and delivered to faculty, staff and administrators, including the President's staff and college deans, by fall l999. University Police will participate in prejudice reduction training offered by outside experts. Proper channels of reporting incidents of insensitivity and prejudice will be put in place so that the Director of Affirmative Action is made aware of such incidents. 7. The university is committed to support curricula that address the fields of race, culture, power, and African American Studies. In addition, the history department will be asked to submit entry -level African American history courses for review by the General Education Committee. 8. The hiring of a fulltime counselor at the Counseling Center, who has practical experience in dealing with African American issues. Vice President for Student Affairs Leila Moore will work within the student fee process to secure the funding for this new position. 9. Black Student Union members will be included in the selection committee for the counselor and will have input on the writing of the job description for this position. 10. A written admission of the university's failure to fulfill the committment to a diverse campus and curriculum. 11. A signed commitment from President Leitzel to assume responsibility to coordinate the agreements above. ===================================== AADAP-L, a free, moderated email list with daily postings, is a project of Americans Against Discrimination and Preferences (http://www.aadap.org). You can subscribe, unsubscribe, or get information on AADAP-L by sending electronic mail to LISTSERV@HOME.EASE.LSOFT.COM. In the message body (not the header), type the following commands (capitalized text only): SUBSCRIBE AADAP-L [to subscribe] SIGNOFF AADAP-L [to unsubscribe] INFO AADAP-L [to receive more information on the list] Please feel free to forward this to anyone you think might be interested. http://www.unh.edu/president/building.html April 2, 1997 TO: Dr. Joan Leitzel, President FR: Elizabeth C. Lewis RE: Building a New University Community Audit At your request, I examined each of the separate initiatives proposed in the 1994 document, Building a New University Community: Minority Student and Faculty Recruitment and Retention at the University of New Hampshire. My earlier report provided some background and context for that document which I have not duplicated here. In my own work at the University I have found one of the document's first principles most meaningful: In our efforts to enhance cultural diversity at the University of New Hampshire, we are best served by the broadest possible definitions. That is, while our most striking deficiency as a community is in students and faculty of color--and that is where we will focus our efforts primarily--we will achieve lasting cultural change in the University only as we are able to include the full spectrum of American ethnic minority and international students and faculty. Likewise, differences in religion, physical ability and disability, sexual orientation, and economic background should not only be tolerated or accommodated, but welcomed (p. 3). Building a New University Community established some goals and a timetable for increasing the numbers of students and faculty of color. Goals and Current Status Minority Undergraduate Students Goals Current Status 1995 3.0% 1994 3.0% (312/10,268) 2000 5.0% 1995 3.3% (329/9,980) 2005 7.5% 1996 3.4% (342/10,057) * Minority undergraduate enrollments were 1.6% (144) in Fall 1986; 1.7% (167) in Fall 1990. * Fall 1996, 47.1% of minority undergraduates were Asian/Pacific Islander, 30.4% Hispanic, 20.5% Black/non-Hispanic and 5.3% Native American. * Minority graduate enrollments changed from 1.8% (28/1,553) Fall 1992 to 3.5% (57/1,662) in Fall 1994, but are down in Fall 1996, 44/1,805, or 2.4%. Minority Faculty Goals Current Status 1996 5.9% 1994 4.72% (29/614) 1998 6.5% 1995 4.44% (27/608) 2000 7.5% 1996 4.4% (27/613) * During AY 1995-96, 4 minority tenure track faculty were hired, 4 minority faculty left, 2 retired, 2 did not receive tenure. * Minority faculty numbered 22 in Fall 1986, 31 in Fall 1993, and 27 in Fall 1995. Specific Initiatives The original document specified several action steps in a section labeled "Means." Quoting from that section: This section of this report outlines the various interrelating means that we will employ in the short term and long term to achieve the goal of greater cultural diversity in the University. To overcome past frustrations and the problems of inertia and the lack of "critical mass," we "jump start" the engine: we will take some immediate steps, including the hiring of part-time and temporary faculty to help start up new curricula. We will also need to commit start-up funding on a one-time basis from existing resources. Such steps are not to be perceived as replacing long-term strategies; on the contrary, they are meant to make long-term success possible (p.6). Listed below is each specific step, with a brief status report. Administration Continuing the formal charge of the Senate Extraordinary Committee to monitor minority student and faculty recruitment and retention. * Done 1994-95; 1995-96. * Provost's office and Affirmative Action Office jointly prepared reports for Deans and Chairs, April 1995 and 1996. * Academic Senate Extraordinary Committee on Affirmative Action needs to be renamed and reformatted. See draft of Affirmative Action Committee Workgroup, November 1996. * In 1991-92, (almost) every academic department prepared a five-year affirmative action plan. This academic year is the last year of those plans. Budget difficulties over the same time frame have changed the assumptions of many departments about number of positions and hiring timetable. Hiring of Director and Program Assistant of the Multicultural Student Center. * Director hired spring 1994 to head the office called Office of Multicultural Student Affairs (OMSA). * Mission expanded fall 1995 to include gay, lesbian, bisexual and transgender populations. * Hourly assistant hired spring 1997 to focus on gay, lesbian, bisexual and transgender programming needs. * Additional staffing for OMSA planned for AY 1997-98 likely using graduate assistantship(s). Expansion of the duties of the Coordinator of Minority Student Recruitment and Retention; clarification of this role; supplemental funding for graduate assistants to support this role. * Position now 60% time, year round. The Coordinator has built relationships with several Boston area high schools, and has begun to visit schools in metropolitan New York. * The Graduate School supports travel expenses of minority graduate students who assist in recruitment of other students. * Counselors from Massachusetts schools with significant minority enrollments, including Dorchester H.S., West Roxbury H.S. and O'Bryant H.S. of Science and Mathematics, now attend the fall Counselor Workshops run by the Admissions Office. Groups of juniors and seniors from these schools are brought up for campus visits and tours. * Coordinator helped establish and maintains a mentorship program. AY 1996-97 a Peer Mentorship program was added, at suggestion of several students. * Current graduate students visit selected recruitment fairs with the Coordinator, including the AHANA Minority Recruitment Fair in Albany, the Howard University Recruitment Fair, and the Educational Testing Service Graduate Recruitment Fair in New York City. Hiring of one additional Admissions staff member to enhance minority recruitment; formation of a minority recruitment "team" and student advisory group; involvement of this group in staff searches. * Hiring of additional Admissions staff done in AY 1994-95. * Admissions Office works to coordinate its minority recruitment efforts around the efforts of the Coordinator of Minority Recruitment and Retention, who reports directly to the Provost. * No information on the status of a student advisory group, planned to be "engaged in discussions of policy and in minority recruitment efforts broadly." Spring 1996 and fall 1996 several of the Diversity Support Coalition students stated publicly their resentment at being made "responsible" for recruitment of more minorities. Implementing new curricula in Race, Culture, and Power and African-American Studies; associating these new curricula with the Multicultural Student Center. * Both minors approved. African-American Studies minor coordinated by John Ernest, English Department. Race, Culture, and Power was originally funded by the Provost's office. Fall 1995 that minor was assigned to the College of Liberal Arts. Development and coordination of RCP has been difficult to achieve. That minor has yet to find a permanent department home. * No formal ties exist between these two new minors and OMSA, although John Ernest is a member of the OMSA Advisory Board. Appointment of a fundraising position for multicultural activities. * Volunteer fund-raiser works part-time out of the Affirmative Action Office. The volunteer opportunity was created by Pres. Nitzschke and is primarily funded from the President's Office, i.e. telephone access, travel reimbursement, some printing and postage; the Affirmative Action Office provides the space and clerical support, some postage and copying. * Funds raised are handled by the UNH Foundation through the Multicultural Recruitment and Retention Scholarship Fund. The Corporate Gift Officer and the Coordinator of Minority Recruitment and Retention have authority to assign scholarships and grants-in-aid from this fund. The Multicultural Recruitment and Retention Fund is established at the University of New Hampshire Foundation with the support of New Hampshire corporations. The purpose of the Fund is to provide financial assistance to undergraduate, minority students, at the University of New Hampshire. The Fund may be used to recruit new minority students and/or make awards to minority students who are continuing students. Awards from the fund will be made in consultation with the coordinator of minority recruitment and retention and the corporate gift officer. Established 1994. * Total funds raised over the life of the Fund, $50,150; total disbursements to date, $29,400. This fund is treated as a gift account, not an endowment. The volunteer corporate gift officer and the coordinator of minority recruitment and retention are supposed to be consulted on awards; $27,000 of the AY 1995-96 awards were made without their consultation. The process for awarding funds from this account is being clarified. Develop an educational program that will provide students, faculty, and staff, an orientation to the subject of diversity. * Program was to be coordinated by the Affirmative Action Office. Some work done, AY 1994-95. Director of Affirmative Action resigned May 1995. Position vacant until January 1996. Renewed development of such a program not made a priority for the term position, January 1996-June 1997. Direct involvement of the USNH Board of Trustees. * No information on this initiative. President Nitzschke, charged with responsibility for this step, resigned August 1994. Undergraduate Student Recruitment Continuing greater investments in minority student financial aid. * Until recently, information on this initiative had not been systematically reported. See the following summary.Five-Year Summary of Financial Support for Undergraduate Students of Color at UNH Fund 1000 Accounts Balance FY93 FY94 FY95 FY96 FY97 5-Year Summary University Opportunity Scholarship 1000-ufa-sc08 Expenditure for scholarship awards $142,950 $243,325 $753,253$921,094 $838,473$2,899,095 Number of award recipients 37 60 124 184 195 Current available balance n/a Sojourner Truth Scholarship 1000-ufa-sc07 Expenditure for scholarship awards $45,000 $47,350 $37,450 $24,800 $14,350 $168,950 Number of award recipients 13 12 9 5 3 Current available balance n/a Fund 1000 Total FY Award Expenditure $187,950 $290,675 $790,703 $945,894 $852,823$3,068,045 Fund 1000 Total No. Beneficiaries 50 72 133 189 198 Fund 1000 Total Available Balance n/a Q-Fund Accounts Melbourne W. Cummings Scholarship 5435-yfa-qabq/qabq-uaz-es13 Expenditure for scholarship awards $9,000 $51,950 $53,000 $79,770 $50,190 $243,910 Number of award recipients 2 9 7 14 10 Current available balance $11,319 Alberta Curry Virgil Mem. Scholarship 54am-yfa-qagz/qagx-uaz-es3x Expenditure for scholarship awards $3,950 $1,400 $1,400 $1,685 $0 $8,435 Number of award recipients 2 1 2 2 0 Current available balance $1,523 Peterson-Carsey Minority Scholarship qf46-uaz-pcms Expenditure for scholarship awards $0 $0 $0 $0 $18,750 $18,750 Number of award recipients 0 0 0 0 3 Current available balance $31,750 Phil Kenney Scholarship qanc-uaz-gs4r Expenditure for scholarship awards $2,200 $0 $0 $3,150 $0 $5,350 Number of award recipients 2 0 0 2 0 Current available balance $5 Multicultural Recruitment & Retention qbju-uaz-mrrf Expenditure for scholarship awards $0 $0 $0 $29,400 $1,323 $30,723 Number of award recipients 0 0 0 6 1 Current available balance $19,427 Clark Terry Music Scholarship qavg-uac-mu65 Expenditure for scholarship awards $0 $0 $0 $0 $0 $0 Number of award recipients 0 0 0 0 0 Current available balance $6,026 Andrew and Jean Young Scholarship qf39-uaz-ajyf Expenditure for scholarship awards $0 $0 $0 $10,000 $7,500 $17,500 Number of award recipients 0 0 0 4 4 Current available balance $3,200 Ambassador Andrew Young Scholarship qaor-uaz-gs41 Expenditure for scholarship awards $11,950 $0 $0 $0 $0 $11,950 Number of award recipients 5 0 0 0 0 Current available balance $7 Q-Fund Total FY Award Expenditure $27,100 $53,350 $54,400 $124,005 $77,763 $336,618 Q-Fund Total No. Student Beneficiaries 11 10 9 28 18 Q-Fund Total Available Fund Balance $73,257 Total FY Award Expenditure $215,050 $344,025 $845,103 $1,069,899 $930,586$3,404,663 Total no. Student Beneficiaries 61 82 142 217 216 Total Available Fund Balance n/a * Ground rules for the Opportunity Grants have changed over time. Initially, at President Nitzschke's request, the Opportunity Grants were to "spend what it takes" to enable minority students to enroll at UNH. At first, these grants replaced the students' unmet need, covering the self-help portion, any Stafford Loans, and $1000 of work-study money. Average package was about $11,000 per out-of-state student. * Currently, the Opportunity Grants average $3,500, covering the Perkins Loan portion and $1000 of work-study money. Current academic year there are 195 students receiving approximately $839,000. * Sojourner Truth Scholarship, established in 1988 to commemorate the legacy and spirit of the 19th century African-American abolitionist and feminist, Sojourner Truth. Scholarships given to students from ethnically diverse backgrounds, with preference given to New Hampshire residents. * In August 1996, a committee was formed to address issues of policy, first step being a draft statement of our philosophy, commitment, and policy on minority financial aid. Second meeting not yet scheduled. Recent confusion around use of Multicultural Recruitment and Retention Fund raises the importance of convening this committee. * Sources of financial aid for students of color include the following: 1. Andrew and Jean Young Scholarship Fund, recipients selected by President of the University of New Hampshire or by her/his designated representative. First preference given to students whose primary residence is in Roxbury-Dorchester-Mattapan area of Boston. This scholarship fund is expected to be funded annually at the $10,000 level for another four years. Current-Use Scholarship Funds Current Available Balance: $1250 FY95: N/A FY96: 4 scholarship recipients FY97: 4 scholarship recipients 1. Melbourne W. Cummings Scholarship, established "to assist the University in recruiting and retaining a diverse student body by providing scholarship awards to non-New-Hampshire resident undergraduate students." Endowed Scholarship Market Value of Endowment: $1,533,340 Estimated Revenue for FY98: $ 62,000 FY95: 7 scholarship recipients FY96: 14 scholarship recipients FY97: 10 scholarship recipients 1. Alberta Curry Virgil Scholarship, established in memory of her mother by Elizabeth Ann Virgil, first African-American female graduate (1926), to "provide assistance to needy undergraduates who have achieved a satisfactory academic record. Preference is given to disadvantaged or minority students." Endowed Scholarship Market Value of Endowment: $47,128 Estimated Revenue for FY98: $ 1,600 FY95: 2 scholarship recipients FY96: 2 scholarship recipients YTDFY97: 0 scholarship recipients 1. Phil Kenney Scholarship, "scholarships will be awarded to NH residents who demonstrate financial need, with preference given to Hispanics and other minorities." (Annual Gift Scholarship; account to be closed.) 2. Multicultural Recruitment and Retention Fund. (Annual Gift Scholarship; see page four.) 3. Peterson Carsey Minority Scholarship, is intended by the donor to annually fund these scholarships for four years (beginning 1995-96) while at the same time build an endowment (approximately $100,000) to permanently fund the scholarship awards. Current-Use Scholarship Funds Current Available Balance: $31,750 Anticipated FY98 Revenue: $25,000 FY96: N/A FY97: 3 scholarship recipients (approx. $6,000 per student) 1. Clark Terry Music Scholarship Fund, has no permanent funding source and no awards have been made from this fund since FY 90. Current-Use Scholarship Fund Current Available Balance: $6,026 Expansion of private funding for merit-based minority student aid. * Little information exists on this topic, although the volunteer Corporate Gift Officer is seeking to establish this type of funding. Development of our philosophy statement would be helpful to his efforts. * Coordinator of Minority Recruitment and Retention attends recruitment activities for both Army and Air Force ROTC programs at Hyde Park High School, English High School and Charleston High School. Early identification of prospective minority undergraduates, including campus visits. * The Director of UNH Admissions is now the liaison to Educational Talent Search (ETS). ETS focuses on NH low income, first-generation college students. Of the class of 1996, 325/372 enrolled in post-secondary schools, 62 at UNH and UNHM. * Upward Bound works with in-state students from 14 New Hampshire high schools. The program makes efforts to recruit minority students, accounting for 15-20% of group. Recently Upward Bound has included eastern European immigrants. Federal regulations prohibit direct recruitment of these students by UNH, although a number of former Upward Bound students do attend UNH. Upward Bound has contact with the Office of Multicultural Student Affairs and Jim Washington, Director of Admissions, and does attempt to recruit UNH minority students as summer staff. * Londonderry High School has the state's one minority guidance counselor, and she has just joined the Admissions Office Advisory Board. * Currently we run two summer programs for high school students: Project SMART, a program in science and mathematics; and SYMS, Summer Youth Music School. 1. Project SMART: Prof. Subhash Minocha Plant Biology, coordinates the program. Enrollment data tracks gender, not ethnicity. Publicity is in the form of pamphlets four (4) posters sent to each high school in NH (principal, guidance counselor, science dept. head, math dept. head), as well as to about 100 high school teachers who attend Prof. Minocha's summer workshops. Some news media (Campus Journal) is used, but the program is promoted mostly through word of mouth. Total M F # Towns 1992 100 42 58 63 1993 60 22 38 47 1994 60 25 35 43 1995 53 32 21 37 1996 39 19 20 31 1. SYMS: Prof. Mark Deturk is currently the contact person. Approximately 475 students have participated the last few years. The program is mostly classical with some jazz. Very few students of color have participated; data is not formally available. * Admissions, working with the Coordinator of Minority Recruitment and Retention, the Center for Academic Resources, Project Connect staff, and OMSA, is planning a pilot overnight program for admitted/prospective students Spring 1997. Invitations will be targeted to Londonderry, Nashua, and Manchester, all cities with sizable minority student populations. An expansion of the size and scope of the Summer Select Program. * The Select Summer Program in Music and English for minority students was piloted in Summer 1991 for a group of 18 students. It was then offered in the summers of 1992, 1993, and 1994, for 30-43 students. Funding came from Marcy Carsey who contributed $400,000 for the program. The program was supported by enormous amounts of volunteer time from faculty members of both the Music and English departments. Marcy Carsey has continued to be a generous supporter of the University, but this particular program was not a special interest of hers. The $400,000 commitment ran out in 1994, no replacement funding was identified by the University. Focused recruitment in the Boston schools (including but not restricted to the Metco program). * As noted above, the Coordinator of Minority Recruitment and Retention has build relationships with several Boston schools. Efforts this year have been expanded to Weston, Concord-Carlisle, and Reading high schools. Admission's Office staff members now routinely visit the urban high schools and attend college fairs in minority high schools. Focused recruitment in the New York metropolitan area. * The coordinator of minority recruitment and retention and the volunteer corporate gift officer began visits to New York City high schools, fall 1996. * As noted above some graduate student recruitment efforts are targeted to New York. Exchange program and academic collaborations with historically Black and other universities with greater minority populations, including Howard University, the University of New Mexico, and the University of Massachusetts-Boston. * Faculty from UNH departments of Education and Communication jointly developed and taught a summer institute, "Cultural Differences: Implications in Communication and Education," with Howard University faculty, summer 1996. Plans are underway for a second institute at Howard this summer. * UNH Education Department collaborated with faculty from Boston College to jointly place student teachers from each institution at the Southeast Lawrence School, an urban school rich in diversity. * Over the past five years, 232 UNH students have worked with the National Student Exchange to spend time at other US colleges and universities. Popular destinations are Florida, South Carolina, New Mexico and California. One white woman attended an historically black institution in Virginia. A current student seeks an exchange to the South to have greater resources for a thesis on slavery. Articulation in minority student recruitment between UNH-Durham and UNH-Manchester. * UNH-Manchester is one of the six baccalaureate colleges of the University. The Director of Admissions was formerly at UNH-M and supervises the Manchester admissions functions. * UNH-M admissions counselors work closely with the three Manchester high schools which have significant enrollments of racial and ethnic minorities. The College Opportunity Program attracts high school juniors and seniors to UNH-M from Manchester, Londonderry, Hudson, Merrimack and Nashua. * The Interim Dean of UNH-M is exploring offering courses from the RCP minor in Manchester to capture the diversity of the city in the classroom. A new recruiting emphasis on transfer students, to include two- and four-year colleges with high minority populations. * Not yet done, the Admissions Office historically has had a focus on first-year undergraduate recruitment. Development of a first articulation agreement with a Boston area community college is a goal for AY 1997-98. Incentive scholarship funding to committed academic departments. * Not yet done in a systematic way. Individual departments, Music for example, do this on their own initiative. Some colleges may use the Dean's Scholarship money for minority recruitment. These awards are driven by academic achievement and designed to improve yield on academically talented out-of-state students. High achieving minority students are eligible for inclusion. Graduate Student Recruitment Expansion of Presidential assistantships. * Here is background to development of Presidential Assistantships. 1. From FY 79-FY 91, the Graduate School had two Martin Luther King Assistantships budgeted each year. In any given year no more than one was actually awarded. 2. In FY 92, these assistantships were replaced by two "black assistantships," funded from a Q-account. Per President Nitzschke's requests, these were internally promoted to deans and chairs. 3. FY 93, three Presidential Assistantships were available, and a decision was made to limit the number to three for FY 94. I cannot determine how these were funded. If from a Q-account, records should exist in your office. 4. By FY 95, the three Presidential Assistantships were being paid from Fund 1000, at $9050 each. The Graduate School absorbed the cost of two of these. 5. FY 96, one Presidential Assistantship remained, Fund 1000, Graduate School budget. 6. FY 97, any minority graduate students aid is paid from the Graduate School's discretionary assistantships. Currently the Graduate School uses its assistantships to support diversity in its largest definition: a woman in engineering, a man in family studies, two students of color, and a strong international candidate. * According to Building a New University Community, three of these assistantships were originally funded through private sources in the President's Office, 1992. I believe by 1994 the funding was gone, and these assistantships had to be paid from Fund 1000. By AY 1994-95, there was a decision that the program was too expensive. The Graduate School has been able to use some of its graduate assistantship pool specifically for minority support. Initial discussion of these assistantships produced great excitement and enthusiasm; fact that the Presidential Assistantships no longer exist is widely known and a frequent source of complaint. Institution of the NEBHE Dissertation Program. * This program, maintained at one fellow per year, has been successful. Last year's dissertation fellow currently has a faculty-in-residence position with the English Department. The Graduate School is currently recruiting for the AY 1997-98 dissertation fellow, our fourth. Expansion of the McNair Graduate Program. * The McNair Graduate Opportunity Program was refunded for four more years, effective October 1995. The first graduates of the program are approaching the end of their graduate programs. The following number of McNair students have enrolled in Ph.D. programs and have not yet completed their doctoral requirements. 1992 3 1993 3 1994 2 1995 5 1996 n/a * No information on the Whittemore School's efforts to link the McNair program with corporate-sponsored graduate assistantships, assume no efforts have been made. Dissertation-year fellowships with collaborating institutions. * Not yet done. * The Graduate School is actively involved in two other initiatives, not mentioned in Building a New University Community. 1. NEBHE Doctoral Scholars Program (see attached). The Chemistry Department is committed to enrolling 4 or 5 minority Ph.D. students under this program. Currently, there is one student in his second year. Offers are outstanding to two students for Fall 1997. 2. UNH is a founding member of the Institute for Recruitment of Teachers (IRT), held each summer since 1990 at Phillips Academy, Andover Massachusetts. Similar to the McNair Graduate Opportunity Program, IRT identifies talented minority students in their junior year of college and encourages their interest in graduate degrees to support careers in teaching at secondary or college level. Several IRT students have enrolled in UNH graduate programs, including Education and English. Student Retention Leadership identification and training. * Currently our leadership development programs are campus based. Emerging Leaders and Links to Leadership are two programs in fledgling stages. Links to Leadership began in AY 1995-96 with seven women undergraduates participating; in AY 1996-97 24 women are enrolled. * WSBE has nominated a student for the Minority Leaders Fellowship Program run by The Washington Center for Internships and Seminars, Fall 1997, with some funding support to be provided by the President's Office. * The NEBHE Minority Student Network Program was last run at UNH in 1995. Initially this effort was spearheaded by the Affirmative Action Office. Given the intent of the networking conference to both support current minority students and attract prospective minority students, OMSA and the Admissions Office are coordinating the next conference scheduled for October 1997. Budget responsibility for the program is not clear. A small fund of $490 does exist, established from previous donations of participating institutions. Anticipated budget need, $5000. Early warning and monitoring of students in academic difficulty; commending students of academic distinction. * An early warning system has been developed, coordinated by the Coordinator of Minority Recruitment and Retention. The Director of OMSA as well as the Coordinator stay in close personal contact with individual students of color. The mentoring programs involving faculty and staff and student peers are helpful as well. * Retention of minority students needs to be measured, reported, and evaluated. The Office of Multicultural Student Affairs Director has begun to collect and publish data on our retention and graduation rates. Our student numbers are small, making percentage comparisons potentially misleading. For comparison: Retention & Graduation Rates for Students of Color at UNH First-year class of Fall 1990 2031 total 44 minority as of 10/96: graduated 1492 (73.5%) 29 (65.9%) active 23 (1.1%) 0 First-year class of Fall 1991 2310 total 72 minority as of 10/96: graduated 1590 (68.8%) 46 (63.9%) active 58 (2.5%) 3 (4.17%) First-year class of Fall 1992 2251 total 63 minority as of 10/96: graduated 1105 (49.1%) 21 (33.3%) active 425 (18.9%) 16 (25.4%) First-year class of Fall 1993 2324 total 72 minority as of 10/96: graduated 11 (0.05%) 0 active 1696 (73%) 50 (69.4%) First-year class of Fall 1994 2305 total 78 minority as of 10/96: graduated 1 (0.04%) 0 active 1760 (76.4%) 57 (73.1%) First year class of Fall 1995 2232 total 76 minority as of 10/96: graduated n/a n/a active 1865 (83.6%) 58 (76.3%) Academic and non-academic support services, including mentoring, tutoring, and exit interviews. * Beginning Fall 1996 the Writing Center and the Math Center both offer regular evening hours in the OMSA space. * Exit interviews are anecdotal in nature. Currently there is no systematic reporting or analysis of student reasons for leaving that result in changes to our policies, practices or ways of doing business. Provide focused orientation programs. * Project Connect, a three-day pre-orientation program for students of color, is now in its fourth year. Each year a minority graduate student assumes a principal role in administering the program, and undergraduate students of color work as "counselors." * Project Connect staff are currently involved in the planning of an overnight experience for prospective minority students, Spring 1997. Insure minority student participation in programs of leadership development. * Existing and emerging leadership development programs are developing plans for active involvement of minority students. * The Whittemore School of Business and Economics has an active chapter of the Minority Students in Business organization. There are currently 52 students of color invited to meetings; 15-25 usually attend. WSBE receives funding from Digital Equipment Corporation to help support this group. * Members of WSBE's minority student group serve as peer advisors in the Whittemore School and as student mentors in Roger Beattie's program. WSBE is cooperating with the Admissions Office effort to have minority students join its student representative group. Improving the climate for minority students. * Residential Life and Health Services both provide specific diversity education units in their training of Resident Assistants and Peer Educators. Residential Life does targeted recruitment of students of color and other minorities to become RA's. Typically the training is delivered by campus staff: Mary Cullen was consulted by Residential Life two years ago; Cheryl Daly has helped in the Spring; central residence staff have facilitated discussion groups; hall directors also conduct discussion on an individual basis. For Health Education, both Kimberly Allen (hall director) and Peter Welch have facilitated groups for the Peer Education program. * Freshmen Orientation and the Student Life Workshops include diversity education units. They have been assisted by Cheryl Daly and Safe Zones volunteers; Cheryl is also a member of the Student Life Workshop committee. * Each Student Affairs unit has responsibility for improving the campus climate for ALL students. Faculty Recruitment Active recruiting of qualified minority faculty. * Efforts are made, results are slight. * More and more candidate pools do include minority applicants. What is not happening is conversion of the minority applicants into finalists and hires. * Deans and the Provost all express commitment to increasing faculty diversity. * Building a New University Community suggested success would be adding three minority faculty per year, that was accomplished in the last completed round of searches. Actual number of minority faculty has decreased since 1993. Tenure Track Faculty Counts by Ethnicity-FY96* Total Black, Asian Native Hispanic non-Hispanic American tenure/track M F M F M F M F M F ceps 114 12 7 1 1 colsa 97 16 3 liberal arts 141 95 3 3 2 1 shhs 24 37 1 2 wsbe 40 9 2 unh-m 15 4 vp res. - other 7 0 total tenure/track 438 173 4 0 15 4 0 0 2 1 Other Faculty Counts by Ethnicity-FY96* Total Black, Asian Native Hispanic non-Hispanic American other faculty M F M F M F M F M F ceps 72 24 7 2 colsa 53 33 4 2 liberal arts 60 84 1 1 1 dce 25 27 1 shhs 21 42 wsbe 17 6 unh-m 32 38 library 2 2 vpaa - other 14 6 1 1 vp res. - other 44 17 3 2 1 total other 340 279 1 1 14 5 0 0 3 3 total all 778 452 5 1 29 9 0 0 5 4 * This report includes all individuals with personnel classification of "faculty" as of end FY96. Hiring of visiting and exchange faculty, associated specifically with new programs. * No systematic effort on this initiative. Central funding of incentives to academic departments. * Not done, due to financial crisis. * Provost has offered a central funding pool to help support salary package incentives for minority hires made this academic year; as yet, no department has applied for support. Curriculum Institution of two new interdisciplinary minors in Race, Culture, and Power and African-American Studies. * See discussion above. The Diversity Requirement. * On September 21, 1992, the Academic Senate passed the following motion: Motion on Diversity Acknowledging our obligation to prepare our students for the growing complexity of American Society and a global environment, it is moved that the Commission on Diversity in the Curriculum be charged as follows: Through consideration of the actions of the Academic Senate in March, 1991, the subsequent endeavors of the General Education Committee, and relevant structures at other institutions, to develop a comprehensive vision of "diversity" for use in the possible implementation of a diversity requirement at UNH. To make recommendations concerning the curricular and co-curricular context in which such implementation should take place, including consideration of academic experiences other than formal courses. To recommend a time frame for implementation, recognizing scheduling deadlines and the lead time necessary for the development of new courses. To make a preliminary report at the November 16, 1992, meeting of the Academic Senate. Building a New University Community suggests that efforts were underway to implement a diversity requirement for the entering class of 1995. That has not happened. Attached are two articles from the Spring of 1995 which reflect some of the passion and debate around the diversity issue. Group 5 of the General Education requirements, Foreign Culture, includes courses which address some diversity issues. Examples: Dept. Course Course Title # ANTH 500 Peoples and Cultures of the World ANTH 515 Anthropology and Contemporary Issues HIST 425 Foreign Cultures INTR 438 A Sociocultural Perspective on the Deaf Community* POLT 557 Politics in Japan and Southeast Asia SPAN 525 Spanish Civilization and Culture SPAN 526 Latin American Civilization and Culture * offered at UNH-M only Course development support. * No designated funding made available. As I wrote in my first draft report, Building a New University Community is a well researched and well-written document, prepared with broad campus involvement. Loss of three of the document's original champions, significant budget problems, and a lack of sustained presidential leadership, all account in part for lack of dramatic progress in achieving a more diverse university community. I continue to believe the original goals and timetable were realistic and achievable. As you know from my earlier report, I have some ideas on why we are where we are in accomplishing our goals, and some suggestions on what the institution might do to again "jump start" the process. I look forward to conversations on these issues.