I.
EXECUTIVE SUMMARY
Montana Tech of The University of Montana continues to strive to reach
the goals of our Diversity Plan and through this effort to meet the diversity
goals of the Board of Regents.� We
include ADA issues in our diversity efforts and strive to foster positive
attitudes towards diversity.
Course Work and Programs: A
three-credit course entitled �History of Indians of the Northwest � is taught
each year.� Other courses have some
emphasis on diversity issues.
Future Directions: The 1996
revision of the 1991 �Minority and Gender Equity Achievement Plan� lists five
goals for increasing diversity.� This
plan will continue to be reviewed and emphasis will be placed on increasing the
number of American Indians enrolling in both undergraduate and graduate
engineering programs.���
Montana Tech of The University of Montana bases its plans, programs, and
actions to meet this requirement on its policy statements. These policies are
reviewed and endorsed by each constituent group in the governance of the
institution. Policy statements are approved by the Chancellor and become
binding on the entire institution. Montana Tech has developed meaningful policy
in the areas of personnel management, hiring practices, grievance procedures,
ADA, EEO, and Affirmative Action. These policies are codified in the Faculty
and Staff Handbook and associated documents. The most meaningful policy related
to Regents Policy 1902 is the �Montana Tech Minority Achievement and Gender
Equity Plan�. The Chancellor, as the Appointing Authority, assisted directly by
the EEO/Affirmative Action Officer, has delegated specific responsibility for
the implementation of the �Minority Achievement Plan� to the Vice Chancellors
for Academic Affairs and Administrative and Student Affairs.
Each Vice Chancellor is responsible for ensuring that constant attention
is given to achieving diversity at all levels of the institution. Montana Tech
adheres to its own policies and formally endorses the Regents Policy 1902. It
should be noted that the institution includes gender equity along with minority
achievement in its policies and diversity action plans. More recently ADA
issues have also been included. Tech believes that EE0/AA, non-discriminatory
practices, and fostering positive attitudes about diversity follow similar
paths for all underrepresented groups.
III.
CAMPUS
REPORT
The goal is to enroll American Indians and other minorities who are Montana residents in proportion to their representation in the state population at both the undergraduate and graduate levels.
Montana Tech has established an Upward Bound Program that includes in
its clientele representation of minorities. The Outreach Program coordinates
this program during the summer and offers support for minority students who
ultimately matriculate. The American Indian Science & Engineering Society
(AISES), Tech�s primary American Indian student organization, provides a good
support group function and works closely with the Outreach Program. Staff and
students visit Reservations and Tribal Colleges to encourage students to attend
college.� The STEP program provides mentoring,
social activities and tutoring for students from underrepresented groups.
The Admissions Program and the Registrars Office work with Tribal
Colleges, and other schools with a predominant minority enrollment, in its
recruitment activities and in the development of articulation agreements. The
Admissions Office places special attention on applicants who identify
themselves as minority persons. An affirmative action approach is followed in
making admission decisions, particularly as exceptions to admissions
requirements may need to be made with some of these applicants. The Financial
Aid Office and the Admissions Office actively assist and recruit students who
are eligible for Indian Fee Waivers.
The recruitment of minority students to engineering and technical
programs can be challenging due to the unfortunate lack of preparation on the
part of low-income, first-generation college students which includes a large
percentage of the minority population in Montana. The statistics for Montana
Tech do not reflect a record of achievement that is satisfactory to us, but
every effort is made within budget constraints to recruit and admit minority
persons.
The enrollment tables indicate a consistent pattern of attendance by
minority students, most especially American Indian students. In fact, the
numbers have been increasing slightly, which is a good trend. Indian fee
waivers have been rising commensurately. It needs to be stated that Montana
Tech is not satisfied with these enrollment trends; it is the goal of the
institution to make significant gains. Nevertheless, there is evidence of
intentional inclusiveness.
B.������ COMPLETIONS
The goal is to graduate American
Indians and other minorities who are Montana residents at the same rate as the
general college population and ultimately in proportion to their
representation in the state population.
Campus support programs are especially important in achieving this goal.
Upward Bound, STEP, AISES, the Student Life Office, and Residence Hall Programs
are all expected to demonstrate a sensitivity and support for minority students
toward their successful completion. The Tech Learning Center and the College of
Technology (Perkins) Learning Center are important resources for minority
students. The MT101 College Success course is available to all students and is
required of those experiencing academic difficulty. Throughout the year,
beginning with orientation, a number of self-help courses (such as study
skills) are offered.
Montana Tech staff and its faculty have a demonstrated commitment to
working with minority students on a number of college success issues. It is a
combination of in-class and out-of-class efforts and social and
academic measures that contribute toward the effort of helping minority persons
achieve success.� A number of support
structures are in place for all students and the faculty and staff take a
special interest in encouraging minority students to take full advantage of
these resources. What is most disturbing is the very low frequency of completions.
While recruitment will remain a very active endeavor, it is in the area of
retention that Montana Tech needs to place more emphasis.
C.
FUNDING
Montana Tech of The University of Montana uses whatever dollars are
available in its regular programs to accomplish these diversity objectives.
Candidly, Montana Tech does not have discretionary dollars to commit and has to
rely on federal and private funding to establish special programs committed to
diversity goals. Our regular recruitment program involves the use of
institutional funds to work directly with the Tribal Colleges and other schools
where minorities are a significant part of the enrollment. The Dean of Students
and the Vice Chancellor for Student and Administrative Affairs often play an ombudsmen/advocate
role in assisting Indian students by marshalling whatever support does exist or
intervening in bureaucratic decisions, which, though properly made, may not be
sufficiently sensitive to giving a struggling student that �affirmative action second
chance.��
D.������
FACULTY
The goal is to increase the employment of American Indians and other
underrepresented minorities in administrative, faculty, and staff positions to
achieve representation equal to the work force and to employ American Indians
and other minorities in positions of senior leadership.
Montana Tech of The University of Montana has adopted and complies with
EE0/AA policies and procedures in its hiring practices. Montana Tech has one of
the best ratios of women to men in engineering of any engineering institution
in the nation.� The ratio is 5 women to
32 men.� Many engineering institutions
are happy to have one or two women faculty members that hold doctoral degrees.
The recruitment of minority faculty in technical disciplines is extremely
difficult because the available pool is very small.� Montana Tech has been reasonably successful in recruiting faculty
who are of foreign origin.� We have not
been successful in recruiting faculty who are American Indians, African
Americans or Hispanics. Virtually no trend data exists for Montana Tech faculty
and staff employees. The Chancellor and the Director of Personnel have recently
initiated a process that will collect minority status data on a systematic
basis.
�
E.�����
COURSEWORK AND PROGRAMS
The goal is to enhance the overall curriculum by infusion of content
that enhances multicultural awareness and understanding.
A three credit, elective history course, entitled �History of Indians of
the Northwest,� is taught each year. Issues of diversity, equity, justice, and
multicultural appreciation are embedded in other general studies courses.
Faculty and staff have also collaborated to establish the Campus Diversity
Issues Round Table, which is open to the entire campus for specific topical
discussions of diversity and inclusiveness. Periodically, �special topics�
courses that deal with issues of diversity are taught.� For example, during the spring of 2000, Dr.
Henry Gonshak taught �Gay and Lesbian Literature� which was reasonably well
received on campus and at least tolerated by the community. A program named
�Diversity Roundtable� has been a popular program that occurred once a month
last year.� The goal of this program is
to sensitize the campus to issues of diversity.���
IV.��
FUTURE DIRECTIONS
Over the next five years Montana Tech of The University of Montana will
continue to review, update and implement its diversity plan.� As courses on diversity from other campuses
of the University become available electronically, we will recommend these
courses as part of the general education requirements of our students.
Budget constraints will continue to be the enemy of program and support
resource development related to minority achievement and diversity goals. The
institution will naturally use all existing programs and resources to improve
upon the efforts and outcomes of the past. The Chancellor has directed an extra
effort in securing grants to support these purposes. For example, Montana Tech
of The University of Montana is Title III eligible, which means we can submit a
Strengthening Institutions Program grant application.� Based on one goal of our recently completed strategic plan, we
will submit an application for a grant to support our enhanced marketing plan
that contains a component devoted to marketing Montana Tech to minority
groups.�
A position recommended in the institution's action plan has not been
funded but would be extremely helpful. It has been recommended that we hire a
1.0FTE professional staff member (along with at least a .5FTE support staff
person) dedicated to the recruitment of American Indian students. The position
would work in concert with Admissions and the Dean of Students Office. This
would be a position that would work to establish effective relations with
Tribal Colleges and other schools with high proportions of Indian Students. It
has been suggested that one-half to two-thirds of the time, this staff member
would be engaged in these activities. At least a third of the time, this
position would be dedicated to establishing more effective on-campus support
systems for minority students. Collaboration with other offices in academic and
student support services will be expected. An adequate operations and travel
budget would need to be established as well as a programming budget for
activities, events, and special topics discussions.