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Tennessee Board of Regents Campus

Diversity Plan

Tennessee Tech University 2011 - 2015

September 2011 Revision

TTU Diversity, Equity and Access Council

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Plan Contents

I. Organization A. History and Charge B. Council Organization

II. TTU Strategic Goals

Access Student Access Quality Resourcefulness Efficiency

III. Definition and Statements

A. Definition B. TTU Statements

IV. Diversity, Equity and Access Council Campus Diversity Plan, 2011-2015

A. Vision Statement B. Mission Statement C. TTU Diversity Statement D. Goals E. Objectives

V. Scholarships

TTU Scholarship Graduate Diversity Assistantships and Fellowships

VI. Outreach Activities

A. Policies Dedicated to Improving Access B. Programs Dedicated to Improving Access

1. Extended Programs & Regional Development 2. TTU Strategic Planning Initiatives 2008-2009 3. Other Programs

VII. Retention Activities

A. Partial Inventory of Current Campus Organizations Dedicated to Improving Access

B. Student Subpopulations C. Minority Affairs

VIII. TBR Grants

TBR Access and Diversity Grants (2007) TBR Access and Diversity Grants (2008) TBR Access and Diversity Grants (2009)

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TBR Access and Diversity Grant Proposals for 2011 (all three denied funding)

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IX. Appendices

Appendix 1. DEAC Original Organization A. History and Charge B. Council Composition Appendix 2. TTU Human Resource Services Policies and Procedures

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I. Organization

A. History and Charge. See Appendix 1 for the more detailed “History and Charge” of the Tennessee Technological University’s Diversity, Equity and Access Council, provided with the inaugural Diversity Plan, which was submitted in 2008. Tennessee Technological University’s Diversity, Equity and Access Council was organized to address diversity, access and equity issues on campus. From the inception, the University President, Provost and Chief Academic Affairs officers have been pivotal in its organization and operation. The Diversity, Equity and Access Council reports directly to the President of Tennessee Technological University. The Diversity, Equity and Access Council is chaired by TTU’s TBR Diversity Contact who serves as the Access/Diversity Coordinator for TTU. The Diversity Contact is appointed by the TTU President. The Council was provided with a $6,000 budget for the 2010-2011 academic year. The Council is subject to oversight by an Executive Committee, which is chaired by the TBR Diversity Contact. The Executive Committee operates as an advisory group, whose members further serve on the Diversity, Equity and Access Council.

The original Executive Committee and Diversity, Equity, and Access

Council were appointed by the Executive Committee Chair with the approval of the President. The chair and/or Council members may nominate new members, who may be screened by the Executive Committee, and approved by the President.

Members are chosen on the basis of their involvement in diversity, access, and equity issues and their position relevant to other diversity, access, and equity groups on campus. The goal is to develop a system which allows information to flow easily on campus and which encourages and facilitates collaborations among campus groups.

Subcommittees and their chairs are appointed by the Council chair. Any future “Partner Groups” will be suggested by the Council and

approved by the Executive Committee. Student groups will be periodically invited to report to the Council,

allowing them to voice any concerns, present any programs/initiatives, etc.

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The charge of the Diversity, Equity, and Access Council was put forth by the President of Tennessee Technological University during its organizational meeting in 2007. The eight point charge remains in effect. Charge: 1. Develop short term and long term objectives 2. Identify strategies for accomplishing goals 3. Collect and monitor data re: student recruitment, retention and graduation 4. Monitor and evaluate progress 5. Identify successful programs/practices and apply them where needed 6. Identify any institutional barriers that hinder diversity 7. Advise TTU Administrators re: future programs/goals 8. Compile Annual Report to President with recommendations and priorities

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B. The Council is organized as follows:

Diversity, Equity and Access Council Organization

President Robert Bell // // //

Executive Committee—Diversity, Equity and Access Council Chair—Wali R. Kharif, (History Department)

Director, Diversity and Legal Affairs—Rachel Rader Director, Minority Affairs/Exec. Off., Comm. on the Status of Blacks—Robert Owens

VP, Student Affairs—Marc Burnett Interim Associate VP, Academic Affairs—Sharon Huo

VP, Extend. Programs and Reg. Develop./Dean, Interdisciplinary Studies—Susan Elkins Commission on the Status of Women, Chair—Colleen Hays

Women’s Center, Director—Gretta Stanger // // //

Diversity, Equity and Access Council Chair—Wali R. Kharif

Members of Executive Committee Dean of Students—Ed Boucher

Disability Services, Director—Chester Goad Faculty Representative—Paula Hinton

Enrollment Management, Exec. Director—Robert Hodum Graduate Studies, Assoc. VP for Research and Grad. Studies—Francis Otuonye

International Student Affairs, Director—Charles Wilkerson Non-Traditional Students Representative—Lachelle Norris, Political Science and

Sociology Dept. Director, Advancement Services – Sharon Rader

Director of Oracle, Eagle Yearbook, WTTU – Brenda Wilson Associate VP, Information Technology Services – Danny Reese

Student Government Association, President—Lee Gatts Women and Gender Studies Curriculum Committee, Comm. Member—Lisa Zagumny,

Curriculum and Instruction Dept. Associate VP, Communications and Marketing – Karen Lykins

Scholarship Coordinator – Kelly Chambers

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II. TTU Strategic Goals Tennessee Technological University is committed to establishing identifiable objectives to promote greater Access, Diversity, and Equity. These issues are a concern on our campus, have been identified in our campus Strategic Goals, 2010-2015 and have been identified as key priorities: Access: Increase the diversity of student body through increase in underrepresented groups including minority students, international students, out of state students, and non-traditional students. Student Access: Increase retention and the number of students who complete a Baccalaureate or graduate degree.

2.1 Enhance the rate and diversity of participation in higher education by focusing recruitment and marketing effort on underrepresented sub-populations, including minority, international, out of state, transfer, geographically under-represented, low income and non-traditional students.

Quality: Enhance the learning environment for students. 3.1 Increase alumni involvement in activities that promote life-long learning, program improvement, and the mentoring of current students. 3.2 Enhance student involvement to promote healthy social relationships, academic success, and a sense of community within the university. 3.3 Develop and implement a QEP that is focused on improving critical thinking/real world problem-solving skills through the use of active learning strategies. 3.4 Enhance the campus infrastructure to effectively support all programs and objectives. 3.5 Improve campus and community interest in, understanding of, and appreciation for other cultures, to enhance our students’ success in international environments.

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Resourcefulness: Generate external resources to maintain and enhance Quality. Efficiency: Develop more efficient and cost-effective administrative processes. For the academic year 2008-2009 the University targeted two areas in the Strategic Plan with special incentives to assist units with implementing activities and awards to encourage innovation. These areas include the following strategic goals and measurable objectives.

• 2.1 “Enhance the rate and diversity of participation in higher education by Tennesseans.”

• 3.1 “Increase alumni involvement in activities that promote life-long learning, program improvement, and the mentoring of current students.”

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III. A. Definition Definition of Diversity: Human diversity is variety in group presence and interactions. It includes, but is not limited to, race, ethnicity, culture, age, gender identity, color, religion, disability, socioeconomic status, sexual orientation, and national origin.

III.B. TTU Statements Tennessee Technological University has already addressed the issue of diversity, access, and equity in the TTU Mission Statement. Paragraph four of the Mission Statement reads:

“The University is as supportive of women as of men and as supportive of those in the minority as of those in the majority. The University provides educational opportunities to all eligible persons without regard to age, gender, ethnicity, race, religion, national origin, disability, or sexual orientation. The institution is committed to an inclusive and diverse campus that enriches the educational experience, promotes personal growth and a healthy society, prepares students for success in a global economy, and enhances America’s economic competitiveness.”

A commitment to greater diversity and access is also present in policy statements at TTU: “The recruitment and enrollment of students at Tennessee Technological University is based on the philosophy of admitting all qualified Tennessee students regardless of race or national origin, ethnicity, disability, and gender to produce a diverse student body. Out-of-state and international students increase the University’s diversity to a limited extent. This diversity of enrollment enriches the educational experience and is a compelling interest of higher education. We learn from those whose beliefs and perspectives are different from our own, and these lessons can be taught best in the richly diverse intellectual and social environment of a heterogeneous student body.” For more detailed policies and procedures see Appendix 2. A commitment to greater diversity and access is also present in brochures and promotional information at TTU: In the University’s recruiting materials, including its website, the scholarship or grant programs are utilized to enhance the academic experience by recruiting persons who will increase the academic strength and diversity to promote a quality education on our campus. Awards are made to the academically gifted and those with special talents, those

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exhibiting leadership qualities, service to their community, and/or financial need. In addition, awards to underrepresented groups are given special consideration in order to increase the critical mass of persons who have historically been underserved and to promote cross-cultural understanding and the breaking down of stereotypes.

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IV. Diversity, Equity and Access Council Campus Diversity Plan, 2011-2015

The Diversity, Equity and Access Council has embraced the existing commitment to diversity and expanded upon it, with the aid and strong support of the TTU administration. This is a “living” Diversity Plan—it will evolve over time. A. Vision Statement (Diversity, Equity and Access Council) Our vision is a more inclusive and diverse campus that enriches the educational experience, promotes personal growth and prepares individuals for an increasingly diverse world. B. Mission Statement (Diversity, Equity and Access Council) Our mission is to develop, support, and monitor the progress of vigorous and proactive diversity, equity and access programs, policies, strategies and planning at TTU. C. TTU Diversity Statement

In accordance with Tennessee Technological University’s Mission and Strategic Goals, the University is as supportive of women as of men and as supportive of those in the minority as of those in the majority. The University provides educational opportunities to all eligible persons without regard to age, gender, ethnicity, race, religion, national origin, disability, or sexual orientation. The institution is committed to an inclusive and diverse campus that enriches the educational experience, promotes personal growth and a healthy society, prepares students for success in a global economy, and enhances America’s economic competitiveness. Since diversity is the range of differences in a population that may affect communication and understanding among individuals and groups it is essential that the University embrace a broad and receptive approach to promoting individual and collective growth. Tennessee Technological University understands the value that a diverse student body, faculty, staff, and administration bring to its educational environment, the communities it serves, and beyond. In fostering, promoting and embracing diversity, TTU pledges to value and respect the personal uniqueness and differences of everyone; attract and retain diverse faculty, staff, and students; challenge and reflect on stereotypes; and promote sensitivity and inclusion across our circle of influence.

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D. Goals

1. Improve the diversity of the student body, staff, faculty and administration. 2. Improve the accessibility of the campus. 3. Enhance equity on campus. 4. Enhance communication of diversity, equity and access efforts on campus.

E. Objectives For Goal #1—Increase the diversity of the student body, staff, faculty and administration by 2015. Malcolm Forbes defined “diversity” as “the art of thinking independently together.” Diversity is about both appreciating and respecting the differences we have with each other. Differences include such things as race, ideology, ethnicity, gender, sexual orientation, age, disabilities, socio-economic status, and religious and political beliefs. Accepting and respecting these differences improves learning outcomes, enhances the understanding of and respect for other groups, eliminates stereotypes, and prepares the individual for a more heterogeneous society and work environment.

• Monitor and periodically review admission practices. • Develop a functional inventory of the current campus organizations, resources,

policies and programs dedicated to promoting diversity by 2012. • Follow up conducted formal campus climate studies and determine whether to

implement diversity training, cultural awareness, or other activities as needed or desired by 2012.

• Increase the representation of under-served populations in the student body by recruitment of under-represented populations, minorities, international, Hispanic, veteran, and non-traditional students by 2015. (Refer to the Goal #1 Chart Below)

• Increase the number of minorities and underrepresented groups in staff positions by 2015. (Refer to the Goal #1 Chart Below)

• Increase the number of minorities and underrepresented groups in faculty positions by 2015. (Refer to the Goal #1 Chart Below)

• Increase the number of minorities and underrepresented groups in administrative positions by 2015. (Refer to the Goal #1 Chart Below)

For Goal #2—Improve the accessibility of the campus by 2015. New definitions of Access go beyond removing or reducing obstacles to postsecondary education; it is also about developing initiatives to increase retention and graduation. Access to knowledge is critical in order to provide better opportunities for our students and better prepare them for a competitive world. We will accomplish this by identifying

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barriers to enrollment, retention, and graduation and through initiatives designed to improve outreach and recruitment.

• Monitor and periodically review scholarship language. • Develop a functional inventory of the current campus organizations, resources,

policies and programs dedicated to promoting access by 2012. • Enhance and maintain a Diversity, Equity, and Access Council web-site with

links to appropriate TTU and TBR information, 2012. • Increase funding for scholarships by 2015. • Increase number of need-based academic scholarships by 2015. • Increase recruiting initiatives by 2015.

For Goal #3—Enhance equity on campus by 2015. Equity is a key component in our plan and is only possible when access is improved and diversity is embraced. A just and impartial environment where all are treated without prejudice is imperative.

• Develop a functional inventory of the current campus organizations, resources, policies and programs dedicated to improving equity by 2012.

• Review hiring, pay and promotion practices by 2015. For Goal #4—Promote and enhance communication of diversity, equity and access efforts on campus by 2015.

• Improve communication among campus organizations dedicated to diversity, access and equity by 2012.

• Increase exposure to other local, national, and international communities by 2012. • Partner with existing organizations dedicated to diversity, access and equity by

2013. • Prepare a “Campus Diversity, Equity and Access Status Report” by 2013 • Provide off-campus networking opportunities by 2015

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. Goal #1: Improve the diversity of the student body, staff, faculty and administration.

Objectives Assessment Actions Timeline Date

Accomplished 1. Periodically review and monitor admission practices.

1. Analyze quantitative data (statistics, policies, programs). 2. Gather qualitative data via interviews and document analysis

1. Ascertain status of diversity in the university community 2. Make concrete recommendations to expand diversity. 3. Monitor progress and adjust

By March 2012 By Dec. 2012 By March 2013

2. Develop a functional inventory of the current campus organizations, resources, policies and programs dedicated to promoting diversity by 2012.

1. Gather quantitative data (statistics, policies, programs) 2. Gather qualitative data via interviews and document analysis

1. Compile a census of university clubs and organizations with promotion of diversity as part of the mission 2. Coordinate multicultural and diversity activities on campus 3. Publish information to Diversity, Equity and Access website

By Dec. 2011 By Sept. 2013 By Sept. 2013

Ongoing Ongoing

3. Increase Diversity of student body by 2015.

1. Identify specific minorities and other

1. Increase 2010 African American population 4 percent, from 449 to

By Aug. 2012

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groups constituting “underserved populations” 2. Gather and analyze enrollment demographics 3. Gather qualitative data via interviews and document analysis

467 2. Increase 2010 Hispanic population 4 percent, from 239 to 249 3. Establish baseline enrollments figures for veterans 4. Establish baseline enrollments for other under-represented populations (such as women in STEM and students from underserved counties in Tennessee

By Aug. 2012 By Aug. 2012 By Aug. 2012

4. Follow up conducted formal campus climate studies and conduct new ones if mandated to implement training, cultural awareness, or other activities as needed or desired to promote greater diversity, by 2015.

1. Gather quantitative data via survey 2. Analyze survey data.

1. Determine if re-survey is required 2. Collaborate with university clubs to improve campus climate 3. Conduct new survey if needed 4. Analyze new survey results 5. Publicize results

By Feb. 2012 By Oct. 2011 By Aug. 2012 By April 2013 By Sept. 2013

5. Increase Diversity of staff by 2015

1. Identify specific minorities and other groups constituting “underserved

1. Increase 2010 African American clerical/secretary numbers by 20 percent, from 5 to 6

By July 2015

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populations” 2. Gather and analyze employment demographics 3. Gather qualitative data via interviews and document analysis

2. Increase 2010 Hispanic clerical/secretarial numbers by 25 percent, from 4 to 5 3. Establish baseline employment numbers for other under-represented populations 4. Develop initiatives to increase diversity

By July 2015 By Aug. 2012 By Aug. 2014

6. Increase Diversity of faculty by 2015 1. Identify specific minorities and other groups constituting “underserved populations” 2. Gather and analyze employment figures 3. Gather qualitative data via interviews and document analysis

1. Increase 2010 African American faculty, from 12 to 13, and increase 1 more each subsequent year to 2015 2. Increase 2010 Hispanic faculty numbers by 15 percent, from 7 to 8 3. Establish baseline faculty numbers for other under-represented populations 4. Identify problem areas 5. Develop initiatives to increase diversity of faculty

By Aug. 2012 By Aug. 2012 By Aug. 2012 By Aug. 2012 By Aug. 2012

7. Increase Diversity of administrators and non-faculty

1. Identify specific minorities and other

1. Increase 2010 African American administrators 50 percent, from 2 to

By July 2015

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professionals by 2015 groups constituting “underserved populations” 2. Gather and analyze employment figures 3. Gather qualitative data via interviews and document analysis

3 2. Increase 2010 Hispanic administrators from 0 to 1 3. Increase 2010 African American non-faculty professionals, from 14 to 15; then add 1 per year to 2015 4. Increase 2010 Hispanic non-faculty professionals from 2 to 3 5. Establish baseline non-faculty professional numbers for other under-represented populations 6. Identify problem areas

By July 2015 By July 2012 By July 2015 By Aug. 2012 By Aug. 2012

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Goal #2: Improve the accessibility of the campus. Objectives Assessment Actions Timeline Date

Accomplished 1. Utilize the functional inventory of

the current campus organizations, resources, policies and programs (being developed under Goal #1), identify where effort is most needed, and improve accessibility by 2012.

1. Gather quantitative data (statistics, policies, programs) 2. Gather qualitative data via interviews and document analysis

1. Make concrete recommendations 2. Encourage collaboration among organizations and coordinate public awareness activities 3. Publish helpful information to Diversity, Equity and Access website

By Aug. 2012 By March 2013 By Sept. 2013

2. Monitor and periodically review scholarship language.

1. Coordinate with appropriate University committees

1. Sub-committee will be Monitor scholarship requirements

By Nov. 2012, and annually thereafter

3. Increase funding for scholarships by 2015

1. Gather quantitative data (statistics, policies, programs) 2. Monitor financial aid practices

1. Monitor Funding 2. Gather information 3. Analyze information

Annually Annually Annually

4. Increase minority and under-

represented populations student

1. Gather quantitative data

1. Increase retention rates of 2010 African American

By Aug. 2012

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retention rates freshmen by 2 percent from 75 percent to 77 percent 2. Establish baseline retention rates for under-represented groups and minorities

By Aug. 2012

5. Increase number of need-based academic scholarships by 2015

Gather quantitative data (statistics, policies, programs) Monitor financial aid practices

1. Establish a baseline of funding and the number of need based scholarships supported by the university in 2010. 2. Increase the number of scholarship four percent each year from 2011 – 2015. 3. Sub-committee to Identify problem areas 4. Report to Diversity Council 5. Council will assess and redirect efforts as needed

By August 2012 Beginning in Aug. 2012 By Oct. 2012 By Mar. 2013 By Aug. 2013

6. Increase recruiting initiatives by

2015

1. Gather relevant quantitative recruitment data (statistics, policies, programs)

1. Determine resources required for funding and staffing current recruitment of minorities and under-represented groups

By June. 2012

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2. Analyze existing data and identify problem areas. 3. Review outreach initiatives 4. Research best practices utilized by comparable institutions of higher learning

2. Increase recruitment allocation for recruitment personnel and financial resources by 10 percent 3. Sub-committee to monitor progress and report to Council

By Aug. 2012 By Aug. 2012

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Goal #3: Enhance equity on campus. Objectives Assessment Actions Timeline Date

Accomplished 1. 1. Utilize the functional inventory of the

current campus organizations, resources, policies and programs (being developed under Goal #1), identify where effort is most needed, and improve equity by 2012. 2. Review hiring, pay and promotion practices by 2015.

1. Update quantitative data (statistics, policies, programs) 2. Update qualitative data via interviews and document analysis 1. Gather quantitative data (statistics, policies, programs) 2. Sub-committee to research the best hiring, pay and promotion practices at comparable institutions of higher education

1. Publish information to Diversity, Equity and Access website 1. Analyze information 2. Sub-committee to determine the status of hiring, pay and promotion and recommend best practices to promote equity

By March 2012 By Dec. 2012 By June 2013

Goal #4: Enhance communication of diversity, equity and access efforts on campus. Objectives Assessment Actions Timeline Date

Accomplished 1. Improve communication among

campus organizations dedicated to 1. Utilize data collected by various subcommittees

1. Maintain Diversity, Equity and Access Website

By Jan 2011

Jan. 2010

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diversity, access and equity by 2013.

2. Review successful programs at other institutions

2. Partner with existing organizations dedicated to diversity, access and equity 3. Create committee of representatives from organizations 4. Create brochures 5. Distribute brochures 6. Establish a newsletter

By Sept. 2012 By Sept. 2012 By Jan. 2013 By Sept. 2013 By Sept. 2013

2. Provide off-campus networking opportunities by 2015.

Gather quantitative data (statistics, policies, programs)

1. Post information to website 2. Share information in newsletter

By Sept. 2013 By Sept. 2013

3. Increase exposure to other local, national, and international communities by 2015.

Gather quantitative data (statistics, policies, programs)

1. Post information to website 2. Circulate in newsletter

By Sept. 2013 By Sept. 2013

4. Initiate preparation and circulation of an annual “State of Diversity, Equity and Access at TTU Report,” beginning in 2013

1. Gather quantitative data (statistics, policies, programs) 2. Gather qualitative data via interviews and document analysis

1. Gather information from other subcommittees 2. Prepare report 3. Present draft to Diversity Council

By June. 2012 By Sept. 2012 By Nov. 2012

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4. Edit if necessary 5. Send copies to faculty and administrators via email 6. Provide hard copies to those who request them 7. Solicit feedback

By Feb. 2013 By April. 2013 By April. 2013 By April 2013

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V. Scholarships

“More than 400 types of TTU scholarships are available to selected students based on academics, leadership, or other criteria. ScholarWeb is TTU's online scholarship application and personalized search database which allows students to not only apply for all scholarships, but also find scholarships of which they are eligible. This system allows students to search for scholarships based on certain criteria. You can search the system as a guest to find scholarships they are eligible to receive, or you may login and register to perform a more thorough search.” (Go to www.tntech.edu/scholarships/home/

*The link below leads to a comprehensive listing of minority student scholarships (African American, Hispanic, etc.) offered at Tech. www.tntech.edu/bcc/minscholarship/

Most academic units offer scholarship assistance to potential majors.

Other scholarships of interest include those sponsored by civic organizations, clubs or for special interest (such as minority scholarships), honors and teaching support. www.tntech.edu/bcc/otherminscholarship/

TTU Scholarships

Golden Eagle Excellence Scholarship: The Golden Eagle Excellence Scholarship is designed to promote Tennessee Technological University’s commitment to a more inclusive and diverse campus that enriches the educational experience, promotes personal growth and a healthy society, strengthens communities and the workplace, and enhances America’s economic competitiveness. This is a competitive scholarship designed to attract the underrepresented groups who are academically gifted and those with special talents, those exhibiting leadership qualities and service to their community. This scholarship is also designed to attract regionally rural Upper Cumberland students to the University in an effort to improve the college attainment rates in the 24 Upper Cumberland counties outside of Putnam County. The percentage of the population who has earned a bachelor’s degree is below the national and state average in all of these counties. This program strives to support statewide initiatives to improve this condition in our region. In order to be considered for this competitive scholarship, the student must meet all of the following qualifications:

• Apply for admission as an entering freshman or transfer student for the Fall semester

• Apply for scholarships by the priority deadline date

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• Be a graduate of a Tennessee high school • Submit a FAFSA prior to deadline • Enroll as a full-time student

Also, he/she must meet at least one of the following criteria:

• Underrepresented ethnic population • First-generation college student • Be a resident of one of the 24 Upper Cumberland educationally underrepresented

counties • Be an underrepresented gender population specific to major

Each application will receive a holistic review to determine whether the applicant meets the criteria. Every effort will be made to address diversity awards in a manner consistent with the needs of the University, the academic departments, and the student population. Each year, the University will assess how this program is helping us to attain our diversity objectives. Riggio Scholarship: Donor: Leonard Riggio Criteria: No additional donations. Two students currently have this scholarship. Once they graduate (in three years) the funds will be used and the scholarship will be inactive. Steve and Milah Lynn Endowed Engineering Scholarship: Donor: Steve Lynn Criteria: Must be a high school senior and/or community college sophomore who have applied to study engineering at TTU; and undergraduate TTU students who have previously held the scholarship; first consideration to Industrial Engineering major, thereafter any engineering majors qualify; ;minority applicants will be given strong consideration; recipients must be a U.S. citizens; financial need is a requirement. Mary Patterson Scholarship Endowment in Computer Science: Donor: Miss Mary A. Patterson Criteria: The recipient must be a prospective or current female, African-American, or Native American student in good standing in accordance with current institutional policies; the recipient must be a full-time student enrolled in a curriculum leading to the Bachelor of Science degree in computer science; the recipient must have and continue to maintain a cumulative GPA of at least a 3.0; the recipient must demonstrate a commitment to the field of computer science and show promise of being successful as subjectively determined by the Department of Computer Science faculty.

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Dr. Leo and Gloria McGee Scholarship Endowment: Donor: Dr. Leo and Gloria McGee Criteria: Must be a student in good standing in accordance with current institutional policies; be of African American descent; be preparing to be a teacher of young children (Early Childhood, PK-4 or Elementary Education, K-4) Minority Engineering Program Endowment: Donor: Engineering Endowment Donors Criteria: Must be a prospective or current engineering student in good standing in accordance with current institutional policies with selection made by the Director of Minority Engineering.

Graduate diversity assistantships and fellowships:

The diversity fellowship is designed to promote Tennessee Technological University's commitment to a more inclusive and diverse campus that enriches the educational experience, promotes personal growth and a healthy society, strengthens communities and the workplace, and enhances America's economic competitiveness. This diversity can be developed through exposure to diverse persons, cultures, social, political, and economic ideas, and better prepares students as professionals in an increasingly diverse workforce and society. The diversity of enrollment enriches the educational experience and is a compelling interest in higher education. We learn from those whose beliefs and perspectives are different from our own, and these lessons can be best taught in the richly diverse intellectual and social environment of a heterogeneous student body.

A flexible, holistic, and individualized approach will be adopted in awarding the diversity fellowships on a competitive basis. In order to become eligible, applicants must be admitted in full standing to the TTU Graduate School, demonstrate appreciation for and commitment to diversity, and meet at least two of the following criteria.

• Belong to an underrepresented racial/ethnic minority group (African-Americans/Blacks, Hispanics, American Indians/Alaskan Native, and Pacific Islanders)

• Be a resident of one of the educationally underserved/underrepresented areas (refer to list below)*

• Be a U.S. citizen or permanent resident and belong to an underrepresented/underserved gender in science, technology, engineering, mathematics, business, and nursing

• Demonstrate character, motivation and ability to succeed in graduate studies based on academic record and a written essay.

An applicant is expected to have identified a graduate faculty member who has agreed to serve as his or her advisor prior to applying for an award.

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Submit an application, describing your eligibility for an award and endorsed by your advisor, to the TTU Graduate School.

* List of educationally underserved/underrepresented counties are: Bledsoe, Campbell, Cannon, Clay, Cumberland, DeKalb, Fentress, Grundy, Hamilton, Jackson, Macon, Marion, McMinn, Meigs, Monroe, Morgan, Overton, Pickett, Rhea, Scott, Sequatchie, Smith, Trousdale, Van Buren, Warren, White.

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VI. Outreach Activities

A. Policies dedicated to improving access:

• Currently TTU has a policy pertaining to Affirmative Action, Equal Employment Opportunity and Discrimination. While not specifically geared toward increasing accessibility, the policy does address discrimination. Awareness as to the consequences of discrimination based on race, color, religion, sex, national origin, disability status, age or status as veteran can make the university more attractive to potential students, thereby improving accessibility. (See Appendix 2)

• 2008-2009 TTU Strategic Planning Initiatives. One of the two areas in the strategic plan specifically pertains to enhancing the rate and diversity of participation in higher education by Tennesseans

• Other policies to improve accessibility include those that allow for compass exams, “academic fresh start,” senior citizen fee waivers, state employee fee waivers, diverse test acceptance for international students

B. Programs dedicated to improving access: 1. Extended Programs & Regional Development and the School of Interdisciplinary Studies is a TTU-wide outreach and service unit whose mission is to provide greater access to education through innovative, high quality educational opportunities in response to changing needs of the diverse population within TTU’s service area and beyond. This mission is carried out by creating and maintaining partnerships with campus academic units and external entities to provide:

° Credit and non-credit off-campus courses ° Campus evening and weekend courses ° Distance learning offerings ° Special courses and events ° Service activities ° Interdisciplinary degrees The service area includes the following, and additional information about specific

goals and accomplishments may be found at http://www.tntech.edu/images/stories/extendeded/1026_87_Annual_Report_2009-10.pdf

Community Colleges: Tennessee Technology Centers: 1. Chattanooga State Technical—Hamilton 1. TTCA—Athens 2. Cleveland State—Bradley 2. TTCC—Crossville 3. Motlow State—Lincoln, Moore, Warren 3. TTCH—Harriman 4. Nashville State—Putnam 4. TTCH—Hartsville 5. Pellissippi State Technical—Knox 5. TTCH—Oneida/Huntsville 6. Roane State—Anderson, Cumberland, 6. TTCL—Livingston Roane, Scott 7. TTCM—McMinnville 7. Volunteer State—Overton, Sumner 8. TTCS—Shelbyville

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Results: Increasing Access and Enrollment through Innovative Programs Through partnerships with academic and administrative units across campus, the following innovative programs have increased access for students and resulted in the following enrollment increase for the University:

Off-Campus and Distance Education Full-Time-Equivalent Enrollment

2000 ’01 ’02 ’03 ’04 ’05 ’06 ’07 08 09 2+2 Program 69 147 214 278 335 326 287 Other Off-Campus 287 341 359 370 425 433 244 278 313 234 Regents Online Degree Program 17 55 89 121 136 170 199 221 299 Distance MBA 7 30 38 57 71 81 94 82 Distance EXPW 8 13 15 25 24 31 26 Other Online Instruction 35 14 4 38 29 222 254 210 340

ALL 287 392 436 572 782 884 1,010 1,170 1,195 1,268

• Other programs include:

o 2+2 Program o STEM Center programs o Fast Track in Engineering o Programs in Nursing and Engineering designed to bring potential students

to campus (e.g. Engineering a Future) o Various programs/scholarships which improve access by providing

opportunity to underserved groups (see attachment) 2. TTU Strategic Planning Initiatives 2008-2009: Incentives to Support the TTU Strategic Plan Overview For the academic year 2008-2009 the University targeted two areas in the Strategic Plan with special incentives to assist units with implementing activities. The two were:

• 2.1 “Enhance the rate and diversity of participation in higher education by Tennesseans.”

• 3.1 “Increase alumni involvement in activities that promote life-long learning, program improvement, and the mentoring of current students.”

Guidelines

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Planning units will have until September 30, 2008 to update their 2009 strategic plan with goals that relate to the University strategic goals noted above.

• The unit goal must relate to one of the strategic goals noted above and have the appropriate check box(s) selected in the Institutional Effectiveness Support System.

• Up to $500 must be entered in the “Dollar Amount Requested” filed if related to goal 3.1.

• Up to $1000 may be entered in the “Dollar Amount Requested’ field. • An explanation of how the funds will be used must be included in the

action plan. • The number of alumni , students, and TTU personnel that will be involved

should be clearly explained. • Funds received must be expended by the end of the fiscal year. • The effects of these incentives must be explained in the end-of-the-year

progress updates. The funds will be made available in the 2008-2009 fiscal year. Proposals will be funded that have the greatest likelihood of positively impacting progress on the strategic plan. Academic Program Innovation Award This award is described in detail on the planning website (www.tntech.edu/planning) Planning units should develop ideas for Innovative Academic Programs. These ideas can be interdisciplinary or within a discipline. Units should include this goal in their unit strategic plan. The award will be for $1000. A description of the innovative program should be developed during Fall semester and added to the description of progress on the unit goal. The proposal should be sent to Academic Affairs by December 1, 2008. 3. Other Programs:

The Office of Admissions periodically sends TTU ambassadors to high schools throughout the region. They attend career day activities and similar functions to inform high school juniors and seniors of what TTU has to offer.

The graduate school, in particular, has several contractual relations with community colleges and technical schools that allow it to serve the educational needs of individuals who cannot commute regularly to TTU’s main campus.

The TTU Summer Scholars Program is a scholarship program of sorts, but its function – bridging the gap between high school and college for high school graduates – also makes it an outreach program.

Summer Camps: More than 7,000 people visit TTU in the summer season for cheerleading and dance, music or sports camps, or science and engineering workshops. ACE Camp (African-American College and Career Camp) No longer being funded by TBR post Geier—Was a summer camp for African-American high school students.

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“Engineering a Future” program encouraging young women to enter the fields of Engineering, Science, and Math—(7th and 8th grade students) Minority Affairs

• Newly developed Black Alumni Association (www.ttublackalumni.org) • Newly developed black alumni reunions at homecoming • Recruiting at predominantly minority high schools in Chattanooga, Memphis, and

Nashville

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VII. Retention Activities A. Partial Inventory of current campus organizations dedicated to improving access:

• Still seeking feedback as to which campus organizations work to improve access. Those responding include:

o Alpha Phi Mu (Jessica Matson, adv) Industrial engineering honors society; increasing accessibility by focusing on the academic climate within the Industrial and Systems Engineering Department and through activities aimed at student retention and career development (peer advising, assistance, workshops, tutoring, review sessions)

o American Institute of Chemical Engineers (Holly Stretz, adv) Has teamed with SWE and the Dept of Chemical Engineering to generate and implement a program to retain women engineers through a variety of activities (mentoring, tutoring, etc); nominates chemical engineers for minority awards at the national AIChE level

o Chi Alpha Christian Fellowship (Scott Northrup) Weekly worship and Bible studies attracts large number of ethnic minorities

o Institute of Industrial Engineers (Jessica Matson, adv) IE typically attracts a higher percentage of students from underrepresented groups than do other engineering majors. IIE assists in recruiting and outreach; invites undecided majors to attend tours, recruits from area high schools and community colleges, assists with Engineering a Future, conducts area service projects, offers peer advising/workshops/tutoring

o National Society of Black Engineers (Tony Marable, adv) Works with the College of Engineering in assisting with new student retention through peer mentoring

o Nontraditional Student Organization (Lachelle Norris, adv) The NTSO serves as a club for nontraditional students and assists the NTS Mentoring Center. The Center was created, and exists, to assist nontraditional students in reaching their goal of securing a college degree. This mission is accomplished by providing resources to address their issues and answer questions they might have, or provide a means by which to find the information on their own. We also strive to complete our mission by creating a sense of community among nontraditional students, by providing mentors, forums and opportunities for students to connect with and support one another. As many nontraditional students are from

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the Upper Cumberland area, these two organizations assist in making the university more accessible to this underserved population. The NTSO also sponsors a Transformations Conference annually to bring adults from the area to campus to learn more about higher education.

o TTU Baja SAE (Dale Wilson) Numerous outreach events, which brings people from all over the Upper Cumberland region to campus

o TTU Chess Club (Paul Semmes) Hosts tournaments bringing players K-12 from all over the state to TTU, particularly from the Upper Cumberland area

o Numerous international student clubs provide support and mentoring to international students, and education to the public thereby improving access by improving the collegiate and community environment. Such organizations include the Indian Association, Muslim Students Organization, One World, Saudi Club, and XI

B. Student subpopulations: African American Students Asian American Students Student Athletes Students with Disabilities First Generation College Students Gay/Lesbian/Bisexual/Transgender Students Greek Students Hispanic/Latino Students Honors Students International Students Native American Students Nontraditional Students Residence Hall Students Transfer Students Military Veterans and their families Working Students C. Minority Affairs

• Reaching Achievement and Committed to Excellence (RACE) Peer Mentoring program

• Tutoring program • Professional Development Series (Minority TTU Alumni speak to students

periodically throughout the school year) • Academic Rescue Program

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VIII. TBR Grants TBR Access and Diversity Grants (2007)

• Summer Bridge Program for Ethnic Minorities and the Economically Disadvantaged (Awarded to Robert Owens, Director, Minority Affairs) ($37,000)

• P-16 Outreach partnerships: Increasing Diversity and Enrollment in Engineering and STEM Disciplines (Awarded to Susan Elkins, VP and P-16 Campus Contact, Extended Programs and Regional Development) ($50,000)

• Academic Development Learning Center (ADLC) Enhancement (Awarded to Janet Whiteaker, Coordinator/Director, Academic Development Program) ($10,000)

• Professional Development Opportunities: Strategies for Attracting and Retaining Underrepresented Faculty and Staff (Awarded to Marc Burnett, VP for Student Affairs) ($18,750)

TBR Diversity Grants (Research) (2008)

• Determination of Predictors and Barriers to Minority Enrollment in Undergraduate Exercise Science and Allied-Health majors (Awarded to J. P. Barfield and M. Rhonda Folio, Department of Exercise Science, Physical Education and Wellness) ($41,798.56)

TBR Diversity Grants (2009)

• Academic Development Learning Center (ADLC) Enhancement – Student Retention (Awarded to Janet Whiteaker, Coordinator/Director, Academic Development Program) ($3,000)

• Global Studies Immigration Colloquium – Campus Climate (Awarded to Julia Baker, Assistant Professor, Foreign Languages) ($3,000)

Pending Diversity Grant Applications (2011)

• Access to English: Providing Skills for Tennessee’s Limited English Proficient Immigrants - Student Retention (Charles Wilkerson, Director of International Student Affairs)

• TTU Summer Scholar Program - Student Retention (Robert Owens, Director of Office of Minority Affairs)

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• Diversity Professional and Social Support Program for Faculty, Administrators and Staff: A Proactive Step for Recruitment and Retention –Faculty Recruitment and Retention (Marc Burnett, Vice President for Student Affairs)

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IX. APPENDICES

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Appendix 1. [History and Charge as contained in the Original Diversity Plan]

I. Organization

A. History and Charge Tennessee Tech University’s Diversity, Equity and Access Council is a new organization on campus. In August of 2007, at the request of TTU President Robert Bell, TTU’s Access/Diversity Coordinator, Paula Hinton, was tasked with organizing a group to oversee diversity, access and equity issues on campus. Meetings with Dr. Bell, Provost Jack Armistead, and Associate Vice President of Academic Affairs Mark Stephens followed during the early weeks of planning. With their guidance and support the following Organization was created: The Diversity, Equity and Access Council reports directly to TTU’s President, Dr. Robert Bell. Dr. Paula Hinton, TBR’s Access/Diversity Coordinator for TTU, was appointed Chair of the Diversity, Equity and Access Council Executive Committee. The Council was provided with a $10,000 budget for the 2007-2008 academic year. The Executive Committee met several times prior to the February 2008 meeting of the entire council and continued to meet frequently throughout the academic year.

The Executive Committee and Council were appointed by the Executive

Committee Chair with the approval of the President. In the future, Council members will nominate new members with the approval of the Executive Committee.

Members are chosen on the basis of their involvement in diversity, access, and equity issues and their position relevant to other diversity, access, and equity groups on campus. The goal is to develop a system which allows information to flow easily on campus and which encourages and facilitates collaborations among campus groups.

Subcommittees and their chairs are elected by the Council. Any future “Partner Groups” will be suggested by the Council and

approved by the Executive Committee. Student groups will be invited to report to the Council (if they wish) once

or twice a year, allowing them to voice any concerns, present any programs/initiatives, etc.

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President Bell attended the first meeting Of the Executive Committee and provided the Committee with its charge. Charge: Develop short term and long term objectives Identify strategies for accomplishing goals Collect and monitor data re: student recruitment, retention and graduation Monitor and evaluate progress Identify successful programs/practices and apply them where needed Identify any institutional barriers that hinder diversity Advise TTU Administrators re: future programs/goals Compile Annual Report to President with recommendations and priorities

C. The Council is organized as follows:

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Diversity, Equity and Access Council Organization

President Robert Bell // // //

Executive Committee—Diversity, Equity and Access Council Chair—Paula Hinton, (History Dept., Chair of Wm. and Gender Studies Curr. Comm.)

Coordinator, Affirmative Action—Rachel Rader Director, Minority Affairs/Exec. Off., Comm. on the Status of Blacks—Robert Owens

VP, Student Affairs—Marc Burnett Associate VP, Academic Affairs—Mark Stephens

VP, Extend. Programs and Reg. Develop./Dean, Interdisciplinary Studies—Susan Elkins Commission on the Status of Women, Chair—Patricia Campion

Women’s Center, Director—Gretta Stanger // // //

Diversity, Equity and Access Council Chair—Paula Hinton

Members of Executive Committee Dean of Students—Ed Boucher

Disability Services, Director—Sammie Young (Assistant Director Kim Ochsenbein will be filling in for Young)

Faculty Representative—Wali Kharif, History Dept. Enrollment Management, Exec. Director—Robert Hodum

Graduate Studies, Assoc. VP for Research and Grad. Studies—Francis Otuonye International Student Affairs, Director—Charles Wilkerson

Minority Affairs, Director—Robert Owens Non-Traditional Students Representative—Lachelle Norris, Political Science and

Sociology Dept. Orientation and Student Success, Director—Dustin Rawls

Student Government Association, President—Ashley Warrington Women and Gender Studies Curriculum Committee, Comm. Member—Lisa Zagumny,

Curriculum and Instruction Dept.

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Appendix 2

TENNESSEE TECHNOLOGICAL UNIVERSITY

HUMAN RESOURCE SERVICES POLICIES AND PROCEDURES

1. Affirmative Action, Equal Employment Opportunity and Discrimination

1.1 Introduction

It is the intent of Tennessee Technological University to fully comply with Executive Order 11246, as amended; Title VI and Title VII of the 1964 Civil Rights Act, as amended; the Rehabilitation Act of 1973; Americans with Disabilities Act of 1990; and the Vietnam Era Veterans Readjustment Act of 1974, as amended; the Equal Pay Act of 1963, as amended; the Age Discrimination in Employment Act of 1967, as amended; the Age Discrimination Act of 1975; the Pregnancy Discrimination Act; applicable state statutes and all regulations promulgated pursuant thereto. Tennessee Technological University will promote and ensure equal opportunity for all persons without regard to race, color, religion, sex, national origin, disability status, age, or status as qualified veteran with a disability or veteran of the Vietnam era.

It is the intent of Tennessee Technological University that the campus shall be free of harassment on the basis of sex, race, color, religion, national origin, age, or any other protected status and shall fully comply with the anti-harassment provisions of Titles VI and VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972, as amended; the federal and state constitutions; and all other applicable federal and state statutes.

1.2 Statement of Policy

Tennessee Technological University hereby reaffirms the policy of the TBR System that the University will not discriminate against any employee or applicant for employment because of race, color, religion, national origin, sex (except where sex is a bona fide occupational qualification), disability, age, or because of his/her status as a qualified veteran with a disability, veteran of the Vietnam era, or other protected veteran.

Similarly, the University shall not, on the basis of a protected status, subject any student to discrimination under any educational program. No student shall be

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discriminatorily excluded from participation nor denied the benefits of any educational program on the basis of a protected status.

Tennessee Technological University specifically finds that diversity of students, faculty, administrators, and staff is a crucial element of the educational process and reaffirms its commitment to enhancing education through affirmative action to increase diversity at all levels.

Tennessee Technological University will take affirmative action to ensure that all individuals are treated during the employment process without regard to their race, color, religion, national origin, sex (except where sex is a bona fide occupational qualification), disability (where he/she is a qualified person with a disability), age, or status as a veteran with a disability or veteran of the Vietnam era. Such action shall include, but not be limited to, actions to:

1.2.1 Recruit, hire, train and promote persons in all job titles, without regard to any of the foregoing prohibited factors.

1.2.2 Base decisions on employment so as to further the principles of affirmative action and equal employment opportunity.

1.2.3 Ensure that promotion decisions are in accord with principles of equal employment opportunity by imposing only valid requirements for promotional opportunities.

1.2.4 Ensure that all personnel actions such as compensation, benefits, transfers, layoffs, return from layoff, and institution or school sponsored training, education, tuition assistance, and social and recreation programs, will be administered without regard to any of the foregoing prohibited factors.

It is and has been the policy of Tennessee Technological University to maintain its campus as a place of work and study for faculty, staff, and students, free of sexual harassment and harassment on the basis of race, color, religion, national origin, age, or other protected status. Harassment is a form of discrimination, and harassment in the workplace or the educational environment is unacceptable conduct and will not be tolerated.

The University prohibits any retaliatory action against an employee for opposing a practice that he or she believes to be discriminatory, including the filing of an internal complaint or grievance or charge with a state or federal civil rights enforcement agency.

1.3 Sexual Orientation

It is the policy of Tennessee Technological University that neither its students nor its employees be discriminated against on the basis of that individual’s sexual orientation.

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Such a policy helps ensure that only relevant factors are considered and that equitable and consistent standards of conduct and performance will be applied.

For the purpose of this policy, sexual orientation shall be defined as the direction of an individual’s emotional, physical, and /or sexual attraction to others, which may be the same sex (homosexual), the opposite sex (heterosexual), or both sexes (bisexual).

This policy shall not be construed to (1) infringe upon the free exchange of ideas essential to the academic environment, (2) limit the freedom of religious association, or (3) establish a duty to engage in affirmative action measures on the basis of sexual orientation. Further, this policy shall not be construed to require the compliance of external government agencies, University programs governed by external agencies in which non-discrimination does not includes sexual orientation (i.e., R.O.T.C.), or programs that discriminate as a matter of policy (i.e., Boy Scouts). Notwithstanding the language in this policy, it is also understood that, the eligibility of employees for employment benefits is determined by the laws and regulations of the state of Tennessee and is not affected by this policy.

For the purpose of this policy, a student who has an academic complaint involving discrimination based on his or her sexual orientation should contact the Office of the Provost, and Vice President for Academic Affairs. All other student complaints involving sexual orientation should be directed to the Office of the Dean of Students.

Any individual who has an employment discrimination complaint based upon his or her sexual orientation should contact the University’s Affirmative Action Coordinator.

1.4 Administrative Responsibility

The President of Tennessee Technological University is committed to affirmative action and equal employment opportunity and has assigned the overall responsibility for planning, monitoring and reporting the University's progress in implementing policies of equal employment opportunity and affirmative action to the Affirmative Action Officer. The Affirmative Action Officer will receive, review, and investigate equal opportunity complaints and appeals and make recommendations to the President regarding their disposition. Any inquiries or charges of violation concerning the application of the above referenced policies should the be directed to Affirmative Action Officer, 314D Derryberry Hall, P.O. Box 5164, Cookeville, TN 38505, 931-372-3016. The University's written affirmative action plan is on file in that office. Requests for accommodation of a disability should be directed to Human Resource Services, 931-372-3034 (TTY available).

Complaints filed against TTU involving grants/projects funded by the Tennessee Department of Transportation, Tennessee Department of Human Services or other agencies having jurisdiction are forwarded within five (5) working days to that agency for investigation and resolution.