|
Administrative staff used the non-compensation complaint process once in
2000 and once in 2001. Classified staff used their grievance procedure three
times each in 2000 and 2001. The unionized classified staff (International
Union of Police Association) used their grievance procedure not at all in
2000 and once in 2001.
RELATIONSHIPS WITH EXTERNAL CONSTITUENCIES
The University is committed to conducting ethical, responsible, and
enduring relationships with prospective students, institutions of higher
education, other external constituencies, and the public. Our commitment to
integrity is evident throughout the documents that articulate and guide
these relationships and their related activities.
Communications and Publications
The University has high expectations for developing ethical
relationships with its external publics as evidenced in its reliable,
accurate, and diverse external publications and communications. The Office
of Marketing and Communications has central responsibility for coordinating
marketing and communications efforts, including the review of public
information for accuracy and reliability. As the official liaison between
the University and the news media, the office coordinates all public
information activities designed to promote better understanding of and
support for the University and its programs. Largely for the benefit of
internal constituencies, the Student Union coordinates Campus Fact Line, a
telephone information service (419-372-2445).
Prospective Students. The
Office of Admissions communicates the university’s vision and mission
statements, tradition, values-oriented culture, and expectations to
prospective students in print documents and electronic formats. The major
informational publication used in the recruitment of first-year students is
known as the Guide for Prospective Freshmen and Application [AA2]. The
Office of Admissions issues a separate publication for the recruitment of
transfer students [AA3]. Similar documents have
been designed for use by students interested in attending BGSU Firelands [AA4]. These documents, as well as the
Undergraduate Catalog [CU1] and the Graduate Catalog
[CG1], contain
admissions policy information. The catalogs include clear descriptions of
all university requirements, regulations, programs, courses, and other
relevant information. These online publications receive careful review for
accuracy and reliability by the university’s academic areas and the Office
of Registration and Records before distribution to the public. Admissions
information [AI2] is available online .
Efforts and initiatives to establish ethical and
responsible relationships with prospective students include participation in
various recruitment activities as shown in the Office of Admissions 2001 -
2002 Itinerary Report [AI1]. These activities include high school
visitations, college fairs, and activities such as the biennial Preview Days
and the annual Presidents’ Day Open House.
The University actively recruits transfer students who
have attended two-year institutions or have made specific inquiry to the
Office of Admissions. We follow accepted practices and specific procedures
that provide for the seamless transfer of credit between Ohio institutions.
Specifically, the University follows the guidelines documented in the Ohio
Articulation and Transfer Policy [AT1] for transferring students to the
University from other state institutions. Colleges have developed transfer
guides that provide transferring students with information about specific
courses that may be used to meet degree requirements within that college [CU1]. Additionally, the University participates in the online Course
Applicability System developed by the Ohio Board of Regents, Miami
University, and Arizona Board of Regents to enable prospective student
transfers to determine how coursework they have taken elsewhere applies to
the University’s degree programs [CA3].
Courses
Offered. Lists of courses and programs offered are fully described
in the Undergraduate Catalog [CU1] and Graduate Catalog
[CG1]. Updates and
changes to the course offerings and course descriptions are supported by a
comprehensive curriculum modification process [CM2]. The undergraduate
course offerings are accessible through the online catalog, and are updated
monthly. A similar resource is being developed for graduate courses. The
list of courses offered in each semester is provided in the Schedule of
Classes [SC1 and
SC2], which is published on a semester by semester basis.
Academic Records. The
Office of Registration and Records holds as one of its primary goals the
accurate and confidential handling of student academic records, including
production and distribution of official transcripts. In support of this
goal, the Office has incorporated many steps and mechanisms for monitoring
these steps into its daily activities to ensure that student records are
handled in accordance with high record-keeping standards and in strict
compliance with academic policy. Policies that guide the actions of the
Office include those articulated in the Undergraduate Catalog [CU1],
Graduate Catalog [CG1], the Academic Charter
[AC1], and the Family
Educational Rights and Privacy Act of 1974 (FERPA), as amended.
In
exercising its responsibility for reporting information from student
academic records to off-campus agencies and organizations, the Office of
Registration and Records acts in strict compliance with FERPA. Primary among
the bodies requiring and receiving information from the Office are the Ohio
Board of Regents, the Ohio Student Loan Commission, the Veterans’
Administration, and the NCAA. Any information that is released off-campus
without prior student approval is either to organizations that have a legal
right to the information, such as those listed above, or after approval by
University General Counsel.
Institutions of Higher Education
The University actively engages in collaborations with other
institutions of higher education to optimize the use of institutional funds
in offering students a wide range of educational opportunities. Policies and
agreements specific to the relationship guide each relationship.
Transfer Articulation Agreements.
A comprehensive list of articulation agreements [AA7] indicates
relationships with other institutions, including Owens Community College,
Cuyahoga Community College, Lorain County Community College, Terra Community
College, and others. These agreements clarify not only the allocation of
credit, but also the provision and support of resources and oversight
mechanisms for monitoring the contractual arrangement.
Affiliation
Agreements and Joint Programs.
The University has established numerous affiliations, including
departmentally-based relationships, through agreements with state and
regional programs and institutions. For example, the Criminal Justice
Program has established affiliation agreements with more than 400 agencies
or sites since the inception of the Program in the mid-1970s. Approximately
40 to 50 students benefit from these affiliations each year. Copies of these
agreements are available in the College of Health and Human Services,
Department of Criminal Justice. Individual agreements are located in the
Office of the Provost and in college offices as appropriate. A summary list
of these agreements [AA5] is located in the Resource Room.
The University offers concurrent enrollment with two
other local universities: the University of Toledo and the Medical College
of Ohio at Toledo (MCO). For example, students earn credit for Nursing and
Physical Therapy course work offered by Bowling Green State University, but
with the instruction taking place at MCO.
A challenge revealed by the self-study process is the
absence of a centralized system with written guidelines for tracking and
monitoring the numerous affiliation agreements entered into by various
colleges within the University. We anticipate that an outcome of the
self-study will be the development of a centralized or coordinated process
and guidelines.
Education
Abroad and International Exchange Programs. The University is
building a strong reputation as an effective leader in education abroad and
international exchange opportunities. Continuing Education, International,
and Summer Programs is responsible for developing collaborative
relationships and maintaining agreements for all education abroad and
international exchange programs. The document BGSU
Exchange Agreements [CE2] lists the more than 40 exchange agreements
entered into in recent years.
The University adheres to NAFSA: Association of
International Educators’ Principles for Institutions [NA1], which provides
the code of ethics and general guidelines for engaging in our education
abroad and exchange programs. The University upholds and endorses NAFSA
principles as a baseline or benchmark for the administration of its
education abroad programs and the recruitment and admission of international
students. Additionally, NAFSA standards guide our efforts to provide
culturally sensitive and informed professionals in the area of international
exchange.
The number of students continuing their studies in
another country has increased steadily from 223 in 1998-1999 to 235 in
1999-2000 to 267 in 2000-2001 as shown in the document Education
Abroad Statistics [EA2]. In our efforts to expand education abroad
opportunities, the University has signed the Ohio Consortium Agreement for
Pooled Access to Study Abroad Programs [CA1], a proposal approved by the
presidents of Ohio public universities early in November 2001. The Ohio
International Consortium, which represents the international education
offices, will be responsible for implementing this program.
The self-study process found that coordination among
the many international exchange programs offered on campus was loose. The
programs in existence went through a variety of approval processes resulting
in some inconsistency in existing agreements.
To address this concern, CEISP is developing guidelines
and instructions for linkages with foreign academic institutions. Documents
currently under development include Instructions
for Building an Agreement of Cooperation [CE1], Bowling Green State University Exchange Program Guidelines [EP1],
and Guidelines for Establishing New
Education Abroad Programs [EA3]. The Academic International Programs
Council will review and coordinate these programs from an academic
perspective.
Other External Constituencies
The University has developed enduring, collaborative relationships with
business and industry, the federal government, and other agencies for the
cooperative sharing of resources and services to enhance the student
educational experience. The following programs and exchanges serve as
representative examples of cooperating and consortial relationships whose
measure of success, in large part, is due to the integrity of their
procedures.
The
Cooperative Education and Internship Program (CEIP). CEIP supports the
university’s vision through the establishment of partnerships with several
hundred organizations for the purpose of providing optional, alternative
learning environments for students. Staff members cultivate new
relationships and enhance existing ones through their interactions at
professional meetings and conferences, telemarketing initiatives, direct
mail campaigns, faculty referrals, on-site visits, internship fairs, and
direct contact by employers. The Employer Verification Form [CE4]
articulates the agreement between the cooperating employer and the CEIP. The
Summer 2000, Fall 2000, Spring 2001 Aggregate Report [CE3] shows that 1,002
students participated in cooperative or internship opportunities through
CEIP during summer 2000 through spring 2001.
The Washington Center. The
Washington Center, a nonprofit, independent educational organization
operating out of Washington, D.C., offers for-credit internships and
academic seminars to students of all majors. The university’s program
coordinator is a member of the National Liaison Board of the Washington
Center. Students enrolled in the program gain practical work experience in
academically relevant, supervised work positions in public and nonprofit
organizations throughout the Washington, D.C. area, as articulated in the
Washington Center Student Handbook [HW1] and in the university’s
affiliation agreement with the Washington Center [AA4].
The National Student Exchange (NSE).
NSE is a consortium of more than 120 four-year colleges and universities in
the United States and its territories, including the University, which have
joined together for the purpose of exchanging students among the member
institutions. NSE is a corporation established to assist member campuses in
providing opportunities for their students to exchange for up to one
calendar year at another member of the consortium. Exchanges are controlled
by the consortium members through a board of directors, the National Student
Exchange Council. The NSE mission statement and guiding policies and
procedures appear in the National Student Exchange Handbook [HN1]. The
university’s program coordinator interacts with other member campuses on
behalf of incoming and outgoing students who wish to progress toward their
degrees and develop a greater appreciation for the diversity of our country
and its cultures.
The Ohio Library and Information
Network (OhioLINK). OhioLINK, a cooperative venture of university
libraries and the Ohio Board of Regents, is a consortium of Ohio’s college
and university libraries and the State Library of Ohio. This statewide
electronic library system serves more than 500,000 students, faculty, and
staff at 79 institutions. In 1992, Bowling Green State University Libraries
was one of the first six university libraries to install OhioLINK systems.
Through this system, we have facilitated access to an average of 71,795
items annually during the last five years. The 13 member OhioLINK Governing
Board oversees the program, including the approval of its strategic
directions and financial expenditures.
The Northwest Ohio Regional Book
Depository (NWORBD). The NWORBD is a cooperative venture of Bowling
Green State University, the University of Toledo, and the Medical College of
Ohio to share a compact, high-density storage facility located in
Perrysburg, Ohio. Construction of the facility took place in 1996 as a
result of a recommendation by the Ohio Board of Regents in 1987 to academic
libraries for alleviating stack overcrowding of research materials. The
NWORBD is one in a system of five State of Ohio library depositories. The
document, Fundamental Principles
Northwest Ohio Regional Book Depository Participants: Bowling Green State
University, Medical College of Ohio, University of Toledo [NO1],
articulates guidelines for ownership of materials, use of space, and
administration of budget and operations. The NWORBD
Procedures Manual [NO2] outlines procedures for sending materials to the
facility and circulating materials from the facility. Additionally, the
manual articulates policies, including the borrowing policies, photocopying
policy, and patron reading room.
The Northwest Ohio Educational
Technology Foundation (NWOET). The NWOET is an Ohio non-profit
corporation governed by a 16-member Board of Directors elected annually by
the executive heads of the member schools [NF6]. NWOET provides educational
materials and services to educators and students in public and non-public
school districts in 21 Northwest Ohio counties. More than 250 elementary and
secondary teachers from member schools belong to curriculum committees that
annually assist NWOET in making decisions on instructional television
programming, media purchases, and Foundation services.
The
Bowling Green State University Foundation, Inc. The Foundation was
founded by the University Trustees in 1956. It is a non-profit corporation
governed by a 36-member board of directors, at least half of whom are
alumni, and many of whom are business leaders with a strong background in
finance. The Foundation has assets of over 54 million dollars in more than
1,100 fund accounts. The purpose of the corporation is to assist in
developing the advancement of the University, to further improve and extend
its properties, services, and activities; and to engage in scientific,
literary, historical, and other activities [BF1].
The
Alumni Association. The Bowling Green State University Alumni
Association, Inc, exists to maintain alumni connections to the University.
Its programs and services support the personal and professional success of
our alumni and promote alumni involvement with and support of the
University. The BGSU Alumni Association is governed by a 25-member Board of
Directors [AA9].
INTEGRITY IN RESEARCH
The Vice Provost for Research and the Office of
Sponsored and Research Programs (SPAR) share the primary responsibility for
implementation of policies that govern research, sponsored programs, and
intellectual property. This structure allows information requests and
responses to be streamlined and ensures the integrity of the policies and
procedures. The National Institutes of Health (NIH) Office of Management
Assessment, the Health and Human Services Office of the Inspector General,
and the NIH Office of Policy for Extramural Research Administration all play
a role in determining how research and sponsored programs are conducted at
the University. SPAR monitors university practice for compliance to
policies, which are described in the SPAR Handbook [HS2].
As part of the submission for external support, each
faculty member submitting a grant proposal must complete the university’s
internal routing process. This policy has been in place since the early
1970s and is considered the “best practice” among all institutions of
higher education receiving external funding. Internal endorsement provides
for university review; identification, authorization, and commitment of
matching resources; and tracking of university activity. Further, it
provides assurance of adherence to all applicable regulations: that
appropriate assurances have been established (e.g., human subjects and
animals, policies regarding age and sex discrimination, policies regarding
research data access, responsible conduct of research, inclusion
requirements, etc.); that budgets reflect allowable costs (e.g., regulations
regarding salaries and minimum wage, university approved stipend levels for
graduate students, travel restrictions, purchasing and acquisition
regulations, etc.); and that chairs, deans, and the Vice Provost for
Research have reviewed and approved the activity.
The university’s signed commitment provides a
guarantee that assures the availability of resources from the University.
Only the Office of Sponsored Programs and Research negotiates awards on
behalf of the institution. The Vice Provost for Research, as the authorized
representative, must sign all proposals and most awards, thus legally
binding the University to the conditions of grants and contracts.
Conflict of Interest
The policies in place at the University regarding conflict of interest
follow the guidelines provided by the federal government. A standard part of
the endorsement process requires that faculty members submitting proposals
to external funding sources complete and sign a form indicating they have
read and understand the university’s policy on potential conflict of
interest. For the years 1999-2002, no conflict of interest was identified
for any university-endorsed proposal.
Misconduct
Per federal requirements, the University enforces policies to provide
assurance of research integrity. The university policy is detailed and
provides an adequate process. Even though SPAR assures that proposals to
federal agencies reflect the University’s compliance with the federal
mandate, the Vice Provost for Research is responsible for administering the
process when an incident is reported. No incidents of misconduct in research
were reported to the Vice Provost for Research in 1999-2000 or in 2000-2001.
Human Subjects and Animals
Human subjects and animal policies are enforced through the joint
efforts of the Office of Compliance, the Human Subjects Review Board (HSRB),
and the Institutional Animal Use and Care Committee (IACUC). The Vice
Provost for Research has oversight of these committees; SPAR refers all
proposals containing research with human subjects to the HSRB and follows up
to assure completion before the time of award.
In compliance with federal regulations we require
mandatory training of all faculty, staff, and students who participate in
research and sponsored programs of any kind that include the use of human
subjects and/or animals. In 1999-2000, HSRB reviewed 293 proposals: 283
approved, 1 denied, and 9 withdrawn before final approval. In 2000-2001,
HSRB reviewed 280 proposals: 265 approved, 3 denied, and 12 withdrawn before
final approval.
All faculty members, staff, and students who are
involved in research utilizing animals are required to submit research
protocols to the IACUC. The Director of the Animal Facility and the Research
Compliance Officer are responsible for the mandatory training of faculty and
students. SPAR refers faculty members to the IACUC at the time of proposal
submission and follows up to assure completion before the award is made. In
1999-2000, IACUC reviewed and approved 22 proposals, and in 2000-2001,
reviewed and approved 33 and denied 1.
In cases of either human or animal non-compliance, the
consequences can range from temporary suspension of project activities until
the project is brought back into compliance to the termination of the
project by the HSRB or IACUC and the prohibition of the use of the collected
data by the researcher.
Intellectual Property
By Ohio law, any invention developed with the use of university
resources belongs to the institution; faculty are required to disclose any
relevant discovery to the University. The Patent Advisory Committee reviews
such discoveries and makes a recommendation on whether or not a patent
process should be initiated. Details on this procedure are in the Academic
Charter [AC1]. Our policy is a generous one that provides a large benefit to
the inventor. Currently there are three active patents, and three pending
applications. No patents have been licensed.
The University also generously supports copyrights and
licenses pertaining to copyrights. The Academic Charter outlines applicable
policy and procedures. The Copyright Committee meets to review copyright
issues with a scope beyond articles and publications.
Biohazards, Hazardous Waste, Radioactive Materials, etc.
Materials describing the university’s hazardous waste program are
available online [EH1]. The Safety and Health Coordinator monitors this
program by designating contact persons in departments that generate
hazardous waste, conducting periodic inspections of these areas, and
training laboratory personnel.
The Infectious Waste Program guides the university’s
management and disposal of such materials and it is the responsibility of
the Safety and Health Coordinator. The university’s Radiation Safety
Manual guides the management of radioactive materials via the Radiation
Safety Officer, who conducts quarterly inspections of laboratories that use
radioactive materials; the Officer makes informal checks of these areas
between the quarterly visits. The Radiation Safety Officer also approves,
checks in, and delivers all orders of radioactive materials for the
University. The Radiation Safety Officer oversees the use of radioactive
materials on campus. The Environmental Health and Safety office must review
research proposals involving the use of radioisotopes or other radioactive
materials.
The Vice Provost for Research administers the
Institutional Biosafety Committee (IBC), which ensures fulfillment of the
University’s legal and ethical responsibilities in regard to recombinant
DNA. Sponsored Programs and Research is responsible for referring proposals
to the IBC for review and follow-up before proposals are submitted to
funding agencies. One proposal was referred and approved in 2000-2001.
EQUITY AND SAFETY
Equity and safety are cornerstones of the
university’s aspiration to become a premier learning community. The
University is committed to an environment where learning and discovery can
occur free from unlawful harassment and discrimination, and where equal
opportunity is realized by all members of our community. We believe that
fair and accurate reporting of crime is a hallmark of a campus committed to
securing the safety of its community.
Equal Opportunity
The University reaffirmed its commitment to equal opportunity in
December 1997, when the Board of Trustees adopted new equal opportunity and
anti-harassment policies [EO1]. These policies are supported by an
aggressive training and outreach effort spearheaded by the Office of Equity,
Diversity, and Immigration Services (OEDIS).
The University is an affirmative action employer, and
is committed to the broad application of federal and state laws governing
equal opportunity. We place a special emphasis on training for hiring
committees to insure that the broadest applicant pools possible are
recruited. OEDIS monitors applicant flow during the recruitment process and
prior to the extension of an offer of employment. OEDIS, working in
conjunction with the university’s Equal Opportunity Committee, keeps our
affirmative action plan current [AA10].
Unlawful Discrimination and Anti-Harassment Policies
OEDIS is responsible for the enforcement of the university’s unlawful
discrimination and anti-harassment policies. The Office brought more than 73
complaints to resolution from January 1, 2000 through December 31, 2001.
OEDIS offers many training opportunities, workshops,
lectures, and panel discussions in cooperation with a variety of internal
and external constituencies. All faculty and staff are expected to
participate in sexual harassment training. New graduate students are
required to participate in sexual harassment prevention seminars conducted
every August. New administrative and classified employees participate in a
diversity awareness program and meet with representatives from OEDIS and the
university’s General Counsel to learn how to handle complaints of unlawful
discrimination and harassment.
Disability Services for Students
The Office of Disability Services provides equal educational access to
students with disabilities. The Office accommodates over 400 students
annually, assisting those with mobility challenges, learning disabilities,
and mental and physical impairments. Among the Office’s many
responsibilities are working with faculty to provide exam accommodations,
helping students negotiate disability related barriers, and accommodating
course substitution requests, to name just a few.
Safety on Campus
Preventing crime is critical to our goal of providing a safe and secure
learning and working environment. Crime statistics are thoroughly and
accurately reported in the University’s annual disclosures in compliance
with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime
Statistics Act [SS2].
Title IX Compliance in Intercollegiate Athletics
The University recently completed its second five-year equity plan for
Intercollegiate Athletics. This task was conducted in conjunction with our
NCAA Interim Certification Report. The University achieved many of the goals
of our first plan, which was inaugurated in 1997. Achievements made under
the 1997 plan include participation opportunities for women were increased
with the addition of women’s soccer; additional resources were made
available for recruitment, travel, and coaches salaries; and facilities and
equipment for women’s sports were enhanced.
Like many colleges and universities across the country,
we have struggled with our obligations under Title IX. In 1999, the
University executed a settlement agreement with the Department of Education
Office for Civil Rights (OCR) agreeing to provide scholarships for female
student athletes in a manner consistent with Title IX. In 2001, following
two years of monitoring, OCR found the University in compliance with Title
IX.
In March 2002, the University eliminated four men’s
sports. Predicated on the need to free up resources to better support all
sports and to stem the tide of an increasing budget deficit, the decision
was made with an eye toward achieving greater balance between the percentage
of women undergraduates and the percentage of women athletes. Preliminary
indications show that this goal may be attained in 2002-03.
EFFORTS TO ENHANCE AND SUSTAIN DIVERSITY
The University is committed to enhancing the diversity
of our community. Our official statement on diversity, approved by the Board
of Trustees, makes this clear:
Bowling Green State University embraces, as an
important educational value, the ideal of a diverse institution. The
University fosters an environment which reflects and celebrates diversity,
promotes tolerance and civility, encourages inclusion, embraces healthy
interdependence, and promises to all members a learning community free of
discrimination and harassment.
Our required curriculum includes coursework intended to
engender an understanding and appreciation of diverse cultures. We recognize
the need to have a variety of ethnic and cultural backgrounds represented in
our student body, faculty, and staff.
Student Diversity
The following is a summary of the most significant programs that are
intended to enhance the diversity of the student body. These programs relate
to recruitment and retention of minority, women, and international students.
Center
for Multicultural and Academic Initiatives. This Center
provides academic, personal, social, and cultural support to minority
students. In order to empower and retain students, the Center’s staff
enhances a campus environment where multiculturalism is understood and
embraced [MA1]. The Center serves more than 500 students each year. The
students supported by this office evaluate the quality of advising on a
regular basis [EF1]. Among the programs supported by this office are the
Freshman Development Program and the Pre-college Enrichment Program
described below.
Freshman
Development Program. The Freshman Development Program
attempts to monitor the academic progress of first-year students. During
individual advising sessions, the Program introduces students to academic
issues such as degree requirements and academic policies. Students are also
made aware of services available through such offices as the Registration
and Records, Bursar, Financial Aid, Student Employment, Public Safety,
Residence Life, and college advisors. Students are strongly encouraged to
visit with their program advisors several times each semester during the
freshman year. Once students have achieved 30 credit hours, they are
encouraged to become self-reliant and to use the Center for Multicultural
and Academic Initiatives as a campus resource. To insure that all Program
participants are making successful academic progress, the advisor sends a
mid-term report to each of their instructors. The advisor discusses the
content of these reports with the students individually. An evaluation
summary of Program advisors for fall 1999 is available in the resource room
[EF1].
Pre-college
Enrichment Program. The Pre-College Enrichment
Program is a six-week summer program designed to provide highly motivated,
minority, high school students with a well-rounded pre-college experience.
The Program challenges the student’s academic skills and exposes the
student to the intellectual rigors of college life. The Program’s
curriculum includes career and personal development, interpersonal skills,
mathematics, English, philosophy, biology, and computer science.
Since its inception in 1988, the Program has enhanced
the academic and personal development of 344 African-American and Hispanic
Ohio high school students. Of the 344 participants, 290 have graduated from
high school, more than 95% have enrolled in a post secondary institution,
and 107 have enrolled at the University.
Upward
Bound. The University was awarded its first grant for Upward
Bound in 1966. To be eligible, the students' parents must meet federal
low-income guidelines and the students must be in the first generation in
their families with the potential to graduate from college. Services offered
to Upward Bound students include diagnostic testing, individual instruction
and advising, and a summer residential and educational enrichment program.
The program currently serves 75 high school students each year. The U.S.
Department of Education provides funding for Upward Bound.
Multicultural
Services Librarian. This faculty librarian brings to the
attention of library staff and the campus community any minority,
disability, and multicultural issues that relate to the libraries’
collections and services. Responsibilities include making contact with and
serving on committees that play a role in multicultural diversity, adult
learner, commuter, and disability services; and coordinating programs or
services that may benefit these groups. This librarian also develops and
coordinates the libraries’ outreach programs and services related to
cultural diversity in which the university community participates.
Academic
Investment in Math and Science (AIMS). This scholarship
program identifies exceptionally capable underrepresented students who are
high school seniors interested in pursuing a degree program in mathematics
or science. Those who accept an invitation to join AIMS receive a stipend to
attend a tuition-free, five-week, summer program before starting the
freshman year at the University. Those who perform well during this session
receive scholarships that are renewable up to four years.
During the four years of study, AIMS students
participate in a weekly seminar that offers exploration of career paths in
math and science, research opportunities, and opportunities to meet science
professionals. Peer-learning and mentoring are also important components of
this program.
In its first year (beginning summer 2001), twelve
students matriculated into the AIMS program. All are pursuing a math or
science major at the University. Eighteen new students enrolled in the
program in summer 2002.
President’s
Leadership Academy. The President’s Leadership Academy (PLA)
is a four-year leadership development program for low-income students who,
without the benefit of the associated scholarship, would not have an
opportunity to attend a four-year institution of higher learning. The
composition of the Academy is 55% students of color, many of whom are from
the metropolitan Detroit area. During 2001-02, the Academy received three
grants to recruit students from financially disadvantaged and
underrepresented groups. The retention rate of students in the PLA is higher
than the university’s average retention rate.
Student
Exchange Programs. The University has established numerous
exchange programs with accredited colleges and universities throughout the
world. A complete list of the more than 40 exchange agreements entered into
in recent years is found in the Resource Room [CE2]. In addition to allowing
our students to continue their studies in another country, the programs
allow us to host students from around the world. There were 30 international
students on formal exchange programs at the University during calendar year
2000, and there were 45 during 2001.
Center
for International Programs. The Center for International
Programs coordinates the university’s recruiting efforts for international
students, and has primary responsibility for retention of these students.
The major recruitment efforts are department or program based; they rely on
professional contacts in various disciplines and existing exchange programs.
Increasingly, the Center advertises and recruits for international students
online.
Retention of international students is a key function
of the Center for International Programs; its immediate goal is not only to
respond to students’ perceived needs but also to their anticipated needs.
While the Program’s primary target is the socio-cultural and personal
needs of students, they also remain cognizant of the role played by
students’ academic needs.
The fall 2001 enrollment of 549 international students
represents a 7.4% increase over the fall 2000 enrollment of 511.
Additionally, the retention rate has continually been 95% or better for all
enrolled international students during the past three years.
Faculty and Staff Diversity
The following policy applies to recruitment efforts for both faculty and
staff.
Faculty
and Staff Diversity Recruitment and Retention Action Plan. We have
developed a comprehensive plan for recruiting a diverse faculty and staff [DP1]. Activities undertaken in response to this plan include:
|