Annual Diversity Report · 2018. 4. 23. · when her new technology discovered an ancient Roman fresco underneath the painting Trois hommes armes de lances at the Louvre. Jackson

Annual

Diversity

Report

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Office for Faculty Development and Diversity

May 2014

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Table of Contents Message from President Seligman Welcome from Dr. Vivian Lewis Leading Research University Equipping Students to Work in a More Diverse World Inclusive Community Building Diversity Initiative of the Meliora Campaign Appendix: Tables

Benjamin Todd Jealous delivers 2014 Martin

Luther King Jr. Commemorative Address

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Office for Faculty Development and Diversity 2014 Annual Diversity Report 3

Message from President Seligman

We continue to make progress in our diversity initia-

tives. At the start of the 2013–14 academic year, 33.1

percent of our faculty were women, compared to 28.6

percent in 2006. This represents an increase from 411

women faculty members in fall 2006 to 636 in fall 2013.

The proportion of faculty who identified themselves as

Joel Seligman, President

members of an underrepresented racial or ethnic minority group was 3.9

percent in fall 2013, compared to 2.6 percent in 2006. This represents an

increase from 37 underrepresented minority faculty members in fall 2006 to

75 in fall 2013.

We also have seen progress with those in Staff Pay Grades 50 and above.

Between 2006 and 2013, the percentage of underrepresented minority em-

ployees grew from 181 to 307 (5.1 to 6.6 percent).

Each school is responsible for its own admissions programs. In aggregate,

underrepresented minority enrollment has grown at the University from 7.6

to 9.2 percent between fall 2006 and fall 2013, simultaneous with improve-

ments in relevant quality metrics.

As valuable as this progress has been, the University still has far to go to

achieve our full aspirations as a diverse and inclusive community. Our fu-

ture as a University will increasingly be one of racial, gender, ethnic, and

intellectual diversity. I am gratified to be associated with a University where

a commitment to diversity is consistently reflected in the decisions of our

Board and our senior leadership.


Welcome from Dr. Vivian Lewis

By the Numbers

Sept 30, 2013 Women URM

Faculty

AS&E 23.9% 4.4%

Eastman 28.6% 4.8%

Simon 18.2% 0.0%

SMD 33.6% 3.6%

SON 86.2% 3.4%

Warner 58.6% 13.8%

Total 33.1% 3.9%

Staff

Paygrade 50+ 66.8% 6.6%

Students

Undergrad 51.6% 10.8%

Graduate 50.3% 7.1%

Total 51.1% 9.2%

broader University’s

“Aiming Higher” 2013-18 strategic plan. These

strategic plan goals are to fortify our position as

a leading research University; to strength-en education by equipping students to

work in a more diverse world; to build an inclusive community; and to complete the

Diversity Initiative of The Meliora Challenge. Achieving these goals will bring

us closer to our core vision of a University that strives to reflect and

celebrate the richness of diversity among individuals and groups.

The Office for Faculty Development and Diversity can only succeed through strong

partnerships with University leadership, campus organizations, and community

groups. These relationships are para-mount to achieving our diversity and

inclusion vision at the University. I am proud to highlight in this report some of

the accomplishments of our collective work on diversity.

Vivian Lewis

Vice Provost for Faculty Development and

Diversity

The year 2014 was a time of strategic planning for the entire

University of Rochester. The Office for Faculty Development and Diversity was no exception. By deepening existing collabora-

tions with key diversity leaders and exploring new relationships with faculty, administration, and staff groups, we created a

strategic plan for the next five years. In our Diversity Strategic Plan, the major goals and strategic objectives align with the

Leading Research University

A more diverse faculty is key to fortifying

our identity as a leading research Univer-sity. Since its inception, the Office for

Faculty Development and Diversity (OFDD) has focused directly on un-

derrepresented faculty recruitment and retention. It has become increasingly

clear that this can only be achieved through the long-term, broad-based

commitment from University leadership and faculty. Importantly, OFDD has

expanded to include the offices of the Senior Associate Provost and the Susan

B. Anthony Center for Women’s Leader-ship. Both offices play a critical role in

helping achieve our faculty development

and diversity mission. This section of the report describes the ongoing efforts

directed toward faculty recruitment and professional development for faculty, as

well as research directed towards under-standing and testing factors that promote

diversity.

Hiring the Best Faculty

The Office for Faculty Development and

Diversity works with Deans of each school and the Faculty Diversity Officers

to promote inclusive faculty hiring prac-tices. Arts, Sciences & Engineering is a

leader in this arena. Lead by Beth Olivares, Associate Dean for Diversity

Initiatives, the school has developed and implemented a workshop on inclusive

faculty recruitment that was given to 100 percent of faculty search committees in

the school this year. Faculty Diversity Of-ficers have now presented this recruit-

ment workshop to some of their faculty search committees across the University.

Increasingly, more experienced Faculty

Diversity Officers are mentoring less

experienced faculty on how to lead a faculty search committee in their

schools. We anticipate that more schools will make routine use of similar

material resulting in more diverse applicant pools.

OFDD administers a fund to support

recruitment and retention of un-derrepresented faculty. The Special Op-

portunities Fund is available on a com-petitive basis to departments and

schools to supplement hiring of individ-ual faculty, clusters of faculty in

specified areas, visiting faculty, or post-doctoral candidates. All six schools have

used the fund to recruit or retain indi-vidual faculty or to create or expand

programs to promote faculty diversity.

In the 2013-14 academic year, the Spe-

cial Opportunities Fund supported 19

individuals and programs. Most of the funding went to directly support faculty

(nine hires and one retention package). Productivity of faculty supported by the

fund has been excellent, and their im-

pact can be felt beyond their own department. In the School of Medicine

and Dentistry for example, the fund helped enable newly hired faculty to

engage in research areas ranging from molecular biology to disease states such

as cancer and HIV. These faculty mem-bers also contribute to medical student

education by directing diversity-related student pathways and working with stu-

dent groups such as Student National Medical Association and the Surgery

Special Interest Group.

Starting in 2011, part of the fund was

allocated to supplement hiring of post-

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doctoral scholars and visiting scholars to

promote building a pool of suitable faculty candidates and to help educate the

University community about issues related to diversity. Four schools have used the

fund in this way. In the 2013-14 academic year, six postdoctoral fellows and three

programs received support. Fellows sup-ported by the Special Opportunities Fund

have published research findings in highly respected, peer-reviewed journals and

have presented work at conferences in the United States and internationally.

Bianca Jackson, PhD, a leading researcher

on the use of terahertz imaging to exam-ine historical artifacts and paintings, was

a fellow in the Institute of Optics this year. Jackson made international news

when her new technology discovered an ancient Roman fresco underneath the

painting Trois hommes armes de lances at

the Louvre. Jackson has done seminal re-search in this field, and is now a Marie Cu-

rie Fellow at the University of Reading. Fellows have also contributed to the

Rochester community through their research. Maynor Gonzalez, PhD, focused

his projects this year on social determi-nants of health and researched ways of

improving utilization and engagement in HIV prevention and health services to

improve the health of marginalized groups in the community.

Retaining Excellent Faculty through

Career Development

University-wide faculty development pro-gramming continues for faculty at all lev-

els through the efforts of Carol Shuherk, Senior Associate Provost. The New Aca-

demic Leaders is a year-long series focused on deepening leadership capacity

for newly appointed department chairs,

division chiefs, and directors. The UR Year One program offers workshops, seminars,

and social events designed to reinforce the support new faculty receive from their

academic departments. The Phelps Colloquium series brings faculty and

academic leaders from across the Univer-sity to learn about interesting research

and interact with colleagues outside their normal spheres.

To assure and improve the advancement of women faculty at the School of Medi-

cine and Dentistry, the Advancing Women in Medicine and Science series was

instituted in September. The series includ-ed topics such as “Getting Where You

Want to Be: Setting Achievable Goals,” “How to Get What You Need: Improving

your Negotiation Skills,” and “Polish Up your CV.” The series received over-

whelmingly positive feedback, and all

workshops were well attended.

Understanding Factors that Promote Faculty Diversity and Excellence

To identify and address the perceived needs of all faculty for their professional

success, the University joined the Collabo-

rative on Academic Careers in Higher Edu-cation (COACHE), a comprehensive survey

of faculty based at the Harvard Graduate School of Education. Of the 481 pre-

tenure and tenured eligible faculty, 259 faculty responded to the survey (54

percent response rate). There were 191 tenured faculty and 68 pre-tenure faculty.

The demographics of respondents were similar to the total faculty with 31.3 per-

cent women and 13.9 percent faculty of color.1

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1 Faculty of Color as defined by COACHE includes Asian, Black, Hispanic, and

Native American


The COACHE survey was administered to

eligible faculty in five of six schools at Rochester; faculty in the School of Medi-

cine and Dentistry did not take part in COACHE, as they participated in the

Faculty Forward survey in 2012. COACHE data indicate that the University has

made progress for junior faculty in providing resources to support teaching

and facilitating a broader sense that the path to tenure is clear and understanda-

ble. For all faculty, there are generally high levels of satisfaction with collegiality,

quality of undergraduate students, sup-port for interdisciplinary work, and

departmental leadership.

The major areas of concern for faculty

who took the survey included facilities, certain types of benefits, mentoring, pro-

motion, and departmental engagement. OFDD approached prioritization of these

major challenges by looking for themes identified through the strategic planning

process; discussions with Deans and fac-ulty leaders from the Faculty Senate and

with Faculty Diversity Officers; reviewing previously conducted faculty interviews;

focus groups; and town hall meetings. The results provide an opportunity to in-

form, with data, the campus conversation

about the faculty experience here at Rochester and provide a starting point for

school-based action plans.

OFDD has identified mentoring, promo-tion, and faculty engagement as the pri-

ority areas for initial focus. Mentoring will be addressed on a school-by-school ba-

sis. OFDD will start with a pilot program in the School of Nursing by adapting ex-

isting innovations from the Rochester Clinical Translational Science Institute

and OFDD funded research. Although

New Faculty Picnic

Bianca Jackson, PhD Postdoctoral

Research Associate with the Zhang

Research Group


tenure issues were not identified broadly as problematic,

there were areas of concern for women faculty and facul-ty of color with respect to tenure. Women faculty rated

the tenure policies, clarity, and reasonableness less favorably. Faculty of color perceived tenure reasonable-

ness as an area of concern. During this academic year, OFDD met with individual faculty members, Faculty

Diversity Officers, and Deans to better understand the source of these differences.

An OFDD-based study funded by National Institutes of Health and led by Dr. Vivian Lewis, may offer additional

evidence in understanding ways to support diversity among early career scholars in the sciences through

mentoring initiatives. The study, which ended in Septem-ber 2013, was a collaboration with academic leaders at

two other medical schools and eight other higher educa-tion institutions in the region and enrolled 300 graduate

students and faculty members. The study was a randomized trial investigating the role of two different

types of trainee and faculty mentoring in the promotion of resilience among underrepresented minorities and

women in biomedical research careers. The study com-

pared an educational intervention aimed at the research mentors to the formation of peer mentoring groups to

advance the careers and improve workplace satisfaction of minority and women faculty and graduate students.

Three manuscripts have been submitted and are being reviewed. Vivian Lewis, principal investigator, has pre-

sented some of the findings at four national meetings: a National Institutes of Health meeting on interventions to

increase diversity in biomedical research, the Institute on Teaching and Mentoring—Compact for Diversity, the As-

sociation of American Medical Colleges, and the Associa-tion for Translational Science Annual Meeting.

These faculty recruitment, professional development, and

research efforts are critical to fortifying our identity as a

leading research university. These efforts are also inter-connected with the educational quality and program

offerings for students at Rochester. OFDD will continue to pursue funded research opportunities as one of its core

strategies for sustaining movement towards achieving the University’s vision for diversity and inclusion.

Equipping Students to Work in a More Diverse World

The challenges of recruiting and retain-

ing a diverse faculty and student body are not unique to Rochester. Nationally,

there are great disparities between the demographics of the population and stu-

dent bodies of undergraduate and graduate programs. Furthermore, only a

small proportion of graduate students pursue faculty careers in higher educa-

tion. In the long run, to create a more diverse faculty, universities need to

encourage and promote greater diversity among their student bodies. Rochester

has made tremendous progress in admitting and graduating a more diverse

student body. The Office for Faculty

Development and Diversity, while focused on faculty, also works closely

with allies around the University to en-courage a diverse student body. All six

schools have programs focused on outreach to promote student diversity.

Consistent with Rochester’s identity as a

research-intensive university, there are at least 11 programs for undergraduates

to participate in mentored scientific research. Each program works hard to

promote diversity. To begin to facilitate interaction between the students and

faculty in these programs, OFDD target-

ed educational pipeline programs for the second annual University-wide research

conference. The keynote speaker was Dr. Margarita Dubocovich, Senior Associ-

ate Dean for Inclusion and Cultural En-hancement, Chair of Pharmacology and

Toxicology at the University at Buffalo, and principal investigator of the NIH-

funded program Collaborative Learning and Integrated Mentoring in the Biosci-

ences. Along with her program director

and coordinator, she gave two work-

shops: “Academic Careers in Science and Health Care: What Faculty and

Staff Need to Know” and “Taking Advantage of Research Opportunities: A

Forum for Students and Faculty.” The conference also provided an opportunity

for students and faculty to informally discuss research opportunities at both

universities. Researchers, students, and postdoctoral fellows came together to

talk about ways to help students and junior faculty develop into leaders in

the sciences.

OFDD views faculty recruitment as a

long-range process, and our staff fre-quently attend national meetings that

include outreach to underrepresented students. The annual Institute on

Teaching and Mentoring—Compact for Diversity meeting has been the most

fruitful. It is one of the largest meetings for emerging minority scholars and

OFDD staff have attended with a small group of faculty and staff from Arts,

Sciences & Engineering and the School of Medicine and Dentistry for the past

five years.

From attending this meeting, we have

created a database of minority doctoral students interested in the University of

Rochester, which now totals 1,568 scholars. OFDD maintains contact with

these scholars by providing notification of opportunities for postdoctoral fellow-

ships and faculty openings at Roches-ter. Faculty and search committees

from across the University can access this database when looking to broaden

their applicant pool.

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Arts, Sciences & Engineering has enjoyed tremendous

success from its focus on outreach to promote diversity among graduate students. A Graduate Recruitment Spe-

cialist and a Graduate Retention Specialist have been part of the David T. Kearns Center team since 2009. The

recruiter attends upwards of 30 events each year to iden-tify and recruit a widely diverse group of applicants to

Arts, Sciences & Engineering graduate programs. In 2009, the school had 63 applicants to PhD programs from un-

derrepresented minority candidates; this fall there were 152 applicants. Admissions and enrollments have also

seen increases, up from an average of four enrollees each year to an average of 10. In 2013, the retention specialist

helped to create the University-wide Graduate Students of Color organization that is becoming an active and vital

presence on campus, as evidenced by their participation

in the Annual Diversity Conference. Professional schools also report progress on broadening educational access to

underrepresented populations.

The School of Medicine and Dentistry’s Clinical Transla-tional Science Institute, along with the National Technical

Institute for the Deaf, a college of Rochester Institute of Technology, received in September 2013 a $2.1 million

grant to jointly train deaf scientists. (Link) This National Institutes of Health grant is designed to build a model

program that integrates activities leading each institution to facilitate the transition from a master’s degree program

at Rochester Institute of Technology to PhD programs at the University of Rochester.

For the sixth consecutive year, the School of Nursing was selected as a grant recipient of the Robert Wood Johnson

(RWJ) Foundation New Careers in Nursing Scholarship Program to expand and diversify the nursing workforce.

Rochester’s School of Nursing is the only nursing school in the country to receive all six rounds of funding for both its

bachelor’s and master’s accelerated programs. During the 2013-2014 academic year, the School of Nursing support-

ed 13 students in the accelerated bachelor’s and master’s programs for non-nurses. This program attracts men and

women from a broad range of cultures and backgrounds who have been traditionally underrepresented in the field

of nursing.

RWJ Scholars

http://www.urmc.rochester.edu/news/story/index.cfm?id=3923

http://rochester.us2.list-manage2.com/track/click?u=a189cd9ed33688f25cd099a91&id=27457a2a8b&e=c0445325ad

http://rochester.us2.list-manage2.com/track/click?u=a189cd9ed33688f25cd099a91&id=27457a2a8b&e=c0445325ad

Student Services at the Simon Business

School sponsored the first annual Simon Business School Consortium for Graduate

Study in Management Basketball Tourna-ment. Twelve teams took part in the event

and all proceeds raised went to the consortium. The Consortium for Graduate

Study in Management is the country’s preeminent organization for promoting

diversity and inclusion in American busi-ness. Rochester was the fourth business

school to join the consortium and has remained a committed school partner to

this organization for more than 40 years.

Inclusive Curricular Offerings

Schools and offices University-wide are do-ing incredible diversity and inclusion work

that strengthens education for student and the entire University community. There are

excellent well-established programs in Arts, Sciences & Engineering that support

interdisciplinary scholarship and courses.

The Frederick Douglass Institute has de-veloped an interdisciplinary major and

offers a broad range of undergraduate courses in African and African-American

studies. The Susan B. Anthony Institute for Gender and Women’s Studies is dedicated

to addressing curricular and scholarly is-sues important for understanding the role

of women and gender throughout history and in contemporary society. Both insti-

tutes are supported by faculty in a broad range of disciplines in the humanities, so-

cial sciences, and sciences and bring dis-tinguished scholars to campus that make it

possible for the entire community to bene-

fit. The Office for Faculty Development and Diversity works to promote participation in

these events. Additionally, other offices and schools have explored ways to incor-

porate diversity and inclusion into their

traditional

programming.

In the fall, the Eastman School

of Music en-hanced diversity

in its curriculum by creating a course entitled “Musicians in an Era of Globaliza-

tion.” The course included both under-graduate and graduate students from

four departments and prepared them to communicate effectively with diverse

audiences. Students analyzed examples of cross-cultural awareness in musical

performance arenas and addressed

current issues regarding diversity and inclusion for a more global audience.

Eastman faculty are also working on promoting and identifying research and

performance areas to attract more di-verse students and faculty; the diversity

committee at the school is helping in the process of creating two new degree

tracks.

The Warner School is exploring integrat-ing diversity and inclusion into more

courses and supporting faculty as they begin to include these topics in their clas-

ses. Warner currently has at least seven

core courses that provide students with an understanding of diversity within their

content area. For example, the “Diversity and Equity in Higher Education” course

examines the educational history of non-dominant populations through the frame-

works of race theory and other power structures. Faculty Diversity Officers at

Warner have examined these diversity and inclusion courses, have reviewed

course titles across the school, and are planning the integration of diversity

within non-diversity based courses.


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Inclusive Community Building

The Office for Faculty Development and

Diversity envisions a University that "reflects and celebrates the diversity of

individuals and groups." Successfully achieving this vision demands continued

work on creating an inclusive community. In order to recruit and retain a diverse

faculty, OFDD must engage with the broader community, both within the Uni-

versity and beyond. To achieve this goal, OFDD works directly with community

leaders and through campus collabora-tions. This year OFDD connected with

more allies and strengthened networks through the work of: Catherine Cerulli

(Susan B. Anthony Center); Maggie

Cassie (Diversity and Inclusion Committee co-chair); Frederick Jefferson (Facing

Race, Embracing Equity); and the Office of Alumni Affairs.

Annual Diversity Conference: Cross-

roads an Opportunity for Progress

The centerpiece event of the year for OFDD is the annual University-wide diver-

sity conference. With more than 500 registrants, a record number of faculty,

staff, students, community members, and local alumni participated this year.

Keynote speaker Lee Bollinger, president of Columbia University, began the day

followed by 18 peer-reviewed concurrent workshops and a poster session. The con-

ference featured broader representation from community presenters (including the

YWCA; Wegmans School of Pharmacy at St. John Fisher College; Facing Race

Embracing Equity; and the Onondaga

Nation). Evaluations indicated that the diverse audience strengthened the impact

of the conference. The annual conference

promotes respectful dialogue, open-mindedness, and the acceptance of others

in the celebration of diversity and inclusiveness.

OFDD works with the community and Uni-

versity partners throughout the year, not just at the annual conference, in sponsor-

ing and promoting events with a similar purpose. In fact, OFDD co-sponsored 14

events this year, 10 of which included community partners or invited guests.

These events are helping to shape our campus climate into a more open and

inclusive environment.

Promoting Respectful Dialogue

The Conversation on Race project led by Michelle Thompson-Taylor, director of the

University of Rochester Intercultural Center and Kit Miller, director of the M.K.

Gandhi Institute, is an effort to provide a

safe space for students, faculty, and staff to explore the areas of racial identity and

belonging that are often controversial. Thompson-Taylor and Miller have facilitat-

ed discussions with more than 700 Monroe County residents and 100 Univer-

sity of Rochester students. This project is supported by many organizations at the

Lee Bollinger delivers 2014 Diversity Conference Keynote


University, including the Rochester

Center for Community Leadership. It is hoped that the project will be the first

step to undoing all forms of racism in our community. This important work can

impact the lives of our students, faculty, and staff for years to come.

Through the arts, the Office for Faculty

Development and Diversity and others in the University have stimulated

respectful dialogue about issues of diversity. In March, the Friends of

Ganondagan, along with faculty mem-bers from the School of Nursing and the

School of Medicine and Dentistry, orga-

nized opportunities for dialogue related to the Geva Theatre production

Informed Consent. The play explores the topic of research ethics and the

Havasupai Native American tribe in Arizona. Through discussions at the

School of Medicine and Dentistry, as well as at Geva Theatre, issues of com-

munication and respect for differences of perspective related to culture and

history were brought to light.

University Advancement and Rush Rhees Library recently held dialogues

about race as part of the visit from au-

thor Lawrence Hill. Hill’s book, Someone Knows My Name, is a novel about a fic-

titious character, Aminata, who is born in Africa in the 18th century. Aminata is

kidnapped into slavery in the United States, freed by the British to go to

Nova Scotia, and later becomes a mem-ber of the first back-to-Africa movement

that created the country of Sierra Leone. Eventually Aminata becomes a

spokesperson for abolition in London. Leading up to Hill's visit, OFDD partici-

pated in UReads by organizing and pro-moting small group discussions among

Shoulders to Stand On Through the advocacy of Catherine

Cerulli, the University co-sponsored the documentary Shoul-

ders to Stand On, which chronicles the origins and history of the Uni-

versity of Rochester’s LGBT

student organization. The film showcases the role of the Empty

Closet, New York State's oldest gay newspaper, which began as a

University of Rochester student publication in 1971. Digitally

preserved archives of 40 years of the newspaper are available

through the University’s rare books collection (link). Numerous

campus showings of the film and dialogues between students, ad-

ministration, and the community took place throughout the year.

To broaden participation in the

conversation and make our alumni aware of this unique history, a

showing of the film in Washington, D.C., is planned for May 2014.

http://www.lib.rochester.edu/index.cfm?PAGE=4769


community members, students, faculty, and staff at the

University.

Celebrations of Diversity

The Office for Faculty Development and Diversity recog-

nizes the importance of public celebrations of diversity in creating an atmosphere of inclusiveness. OFDD continues

to work with each school and numerous organizations and

offices to create and distribute University-wide posters detailing the various events on campus related to Hispan-

ic Heritage Month, Black History Month, Women's History Month, LGBTQI Awareness Month, Native American Herit-

age Month, and Asian Heritage Month.

The annual Presidential Diversity Awards have provided another opportunity to celebrate the achievements and

commitment of members of our community working to promote diversity and inclusiveness. The awards recog-

nize faculty, staff, students, units, departments, or teams that "demonstrate a commitment to diversity and

inclusion through recruitment and retention efforts, teach-ing, research, multi-cultural programming, cultural com-

petency, community outreach activities, or other initia-

tives." In 2014, the award recipients were Dr. John Cullen, advocate for policy changes to support the LGBT

community, and the Office of Minority Student Affairs in Arts, Sciences & Engineering.

Open-Mindedness: Engaging with Our Entire

Community

The Susan B. Anthony Center for Women’s Leadership launched a four-tier scholarship program last year for

high school, undergraduate, graduate, and faculty in women’s leadership. The inaugural recipients of the Urban

Scholar Awards included two students and two alumnae of the Rochester City School District. The four recipients,

Hani Abdulkadir Mohamud, Zhane Bennett, Sabata Harley, and Shalonda White, were recognized for their

passion for community service and dedication to higher education. Catherine Cerulli, director of the Susan B. An-

thony Center for Women’s Leadership said, "The four women chosen were selected based on their outstanding

achievement in their studies, employ-

ment, volunteer work, and activism. These women have overcome obstacles

that ensure their future success. They truly embody the spirit of Susan B.

Anthony.” All four women are college-bound to study fields ranging from

radiology technology to social work. The Center also awarded six University Wom-

en's Leadership Awards to undergradu-ate women at Rochester who have

distinguished themselves through their achievements, service, and contributions

to the common good.

An important effort through the Office of

Human Resources, Organizational Devel-opment and Staff Diversity unit is

recruitment and outreach with the great-er Rochester community. This year, the

office partnered with the City of Roches-ter on a three-day event to promote and

encourage minority recruitment and hir-ing. The career fair featured workshops

related to career training, including effective cover letters and resumes, find-

ing jobs and internships, applying and testing for civil service jobs, interview

techniques and strategies, and using the Internet to search for job openings. More

than 200 individuals took advantage of

the two days of training and more than 640 individuals attended the career fair.

The affinity groups have been an im-

portant force to help create a sense of inclusiveness, facilitating engagement of

all of the campus community with each other. This year, the University of Roch-

ester formally launched the Veterans Alli-ance at the University of Rochester in

November. The group seeks to address two issues among veterans: integration

and resource access for military veterans on campus and better outreach to veter-

ans interested in pursuing higher educa-

tion. The Veterans Alliance provides

military veteran students, staff, faculty, alumni, and their families with resources,

support, and advocacy needed to succeed in higher education. This is the seventh

affinity group at the University.

During the month of April, the University

of Rochester joined the local YWCA in its annual Stand Against Racism, a national

movement to eliminate racism by raising awareness. The University hosted many

activities and events to raise awareness about racism and highlight other social

justice issues, including a half-day “Celebrating Diversity at URMC” exhibit,

which featured the broad array of diversi-ty-related activities and resources at the

University of Rochester Medical Center. A Stand Against Racism event on April 25th

featured President Joel Seligman and Rochester Mayor Lovely Warren at the

Rochester Plaza Hotel.

Students from the Simon Business

School, School of Medicine and Dentistry, and Arts, Sciences & Engineering orga-

nized the Around the World: A Celebra-tion of Diversity fair in April. The event

brought together more than 300 Universi-ty and former refugee community mem-

bers for a celebration of song, dance, and culture. This first-of-its-kind event

connected and strengthened the bond between the University of Rochester

community and the former refugee community in Rochester by initiating

meaningful dialogues.

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The Stanton/Anthony Luncheon and Conversations, If You Like Ms., You’ll Love Pvt.: Women and the Making of the All-Volunteer Military.

Keynote speaker Beth Bailey, PhD, professor of history at Temple Uni-versity, focused her talk on the role of women in the military and how

women are perceived by the media and within the ranks. A panel discus-sion on gender in the military followed and included Aaron Belkin, PhD,

Melissa Dichter, PhD, and Stephanie Smart, JD.

The debut of the choreopoem, We’ve Come This Far By Faith. The performance, directed by Melany Silas ’99, ’01W (MS) took audiences on

an odyssey of discovery, reflection, and fellowship. Frederick Douglass’s writing was intertwined with elements of personal, social, and structural

pressures as well as student accomplishments on campus and the com-munity. The cast included Douglass Leadership House students,

University alumni Wade Norwood and Malik Evans, and other Rochester

community leaders.

The Susan B. Anthony Institute for Gender and Women’s Studies and the Pride Network presented a breakfast and panel discussion highlighting

the ever changing climate for Lesbian, Gay, Bisexual, Trans, Queer, and Questioning students on campus.

The Office of Minority Student Affairs networking

reception and Celebration of Diversity luncheon highlighted the office’s 45th anniversary.

The Spanish and Latino Students’ Association

hosted the 25th annual Tropicana dinner.

The A Palo Seco Flamenco dance and music ensemble, featuring artistic director Rebeca Tomas

’98, performed and held workshops.

Michelle Thompson-Taylor led an open discussion on cultural awareness during the College Diversity

Roundtable.

Meliora Weekend Diversity Events

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Diversity Initiative of the Meliora Campaign

The Diversity Initiative is an integral part of The Meliora Challenge: The Cam-

paign for the University of Rochester. The Diversity Initiative is a University-wide endeavor with three specific goals: scholarship and fellowship support to ensure

that the best and brightest can attend Rochester; attracting and retaining a diverse faculty who can teach on issues salient to a diversifying world; improving

the culture and climate on campus by supporting outside speakers, panels, workshops, and conferences that address diversity.

To support the work of the Diversity Initiative, staff in the Office of Alumni Rela-

tions and Advancement Office have worked closely to develop additional outreach opportunities. The offices collaborated on a wide array of events related to

diversity during Meliora Weekend 2013. Regional events for alumni and friends were held in Atlanta, Chicago, Los Angeles, New York, Rochester, San Francisco,

and Washington, D.C. In addition, now in its second year, the New York Metro Women’s group continues to develop a wide range of activities to connect

Rochester alumni in New York City.

Trustees Lance Drummond ’85S (MBA) and Kathy Waller ’80, ’83S (MBA) serve as

co-chairs of the Diversity Initiative and provide valued leadership to the campaign efforts. Additional volunteers include Noah Drezner ’00; Nan H. Johnson ’60 (MA);

Nathan Moser ’75; Kathy Murray ’74; Wade Norwood ’85; P’13, Lizette Perez-Deisboeck ’87; and Francis L. Price ’74, ‘75S (MBA), P’14.

Final Thoughts

The Office for Faculty Development and Diversity has strengthened existing net-

works and broadened our reach, positioning the University well to work toward our common vision of becoming a University that reflects and celebrates the

diversity of individuals and groups. We are confident that the Diversity Strategic Plan will help us become a more diverse and inclusive community through

academic endeavors, inclusive community building, and completing our capital campaign. The research and academic efforts of OFDD and the schools will raise

our profile nationally, inform a more inclusive curriculum, bolster our recruitment efforts, and help equip our students to function optimally in an increasingly

diverse world. We look forward to joining with the entire community in the con-versations and celebrations that will make our campus culture as inclusive as

possible. The progress reported on these goals highlight our commitment to diversity and a sustained effort towards diversity and inclusion throughout the

University.

18

Appendix

The following tables show the demographic trends of the entire University, indi-

vidual schools, staff, and students. These data are compiled from different sources. Different reporting agencies require different standard terminology, and

definitions of what constitutes an underrepresented minority group, along with terminology, have changed over time. Please read the footnotes carefully.

Table 1: University-wide Faculty Ethnicity Trends over Time

Table 1A: Faculty Ethnicity Trends over Time by School

Table 2: Special Opportunities Fund

Table 3: Staff Pay Grade 50 and above

Table 4: University-wide Student Ethnicity Trends over Time

Table 5: The College of Arts & Sciences—Student Ethnicity over Time

Table 6: Hajim School of Engineering & Applied Sciences—Student

Ethnicity over Time

Table 7: Eastman School of Music—Student Ethnicity over Time

Table 8: Simon School of Business Administration—Student Ethnicity over Time

Table 9: School of Medicine and Dentistry—Student Ethnicity over Time

Table 10: School of Nursing—Student Ethnicity over Time

Table 11: Warner School of Education—Student Ethnicity over Time

OFFICE FOR FACULTY DEVELOPMENT AND DIVERSITY UNIVERSITY OF ROCHESTER

YearTotal

FacultyMen Women Black

Native

American

Pacific

IslanderHispanic Asian White Multiple

Not

SpecifiedURM

931 306 18 0 0 11 84 1,124 -- 0 29

75.3% 24.7% 1.5% 0.0% 0.0% 0.9% 6.8% 90.9% 0.0% 2.3%

1,025 411 24 1 0 12 128 1,113 -- 158 37

71.4% 28.6% 1.7% 0.1% 0.0% 0.8% 8.9% 77.5% 11.0% 2.6%

1,047 439 27 2 1 11 142 1,119 -- 184 41

70.5% 29.5% 1.8% 0.1% 0.1% 0.7% 9.6% 75.3% 12.4% 2.8%

1,106 496 29 3 1 19 155 1,203 -- 192 52

69.0% 31.0% 1.8% 0.2% 0.1% 1.2% 9.7% 75.1% 12.0% 3.2%

1082* 491 28 3 17 2 182 1,282 -- 59 50

68.8% 31.2% 1.8% 0.2% 1.1% 0.1% 11.6% 81.5% 3.8% 3.2%

1,122 520 26 3 27 0 213 1,327 6 40 56

68.3% 31.7% 1.6% 0.2% 1.6% 0.0% 13.0% 80.8% 0.3% 2.4% 3.4%

1,292 613 33 4 0 29 262 1,572 5 0 66

67.8% 32.2% 1.7% 0.2% 0.0% 1.5% 13.8% 82.5% 0.3% 0.0% 3.5%

1,275 617 34 3 0 30 271 1,550 4 0 67

67.4% 32.6% 1.8% 0.2% 0.0% 1.6% 14.3% 81.9% 0.2% 0.0% 3.5%

1285 636 39 4 0 32 278 1563 5 0 75

66.9% 33.1% 2.0% 0.2% 0.0% 1.7% 14.5% 81.4% 0.3% 0.0% 3.9%

* Errors in the 2009 data were present in previous reports. The table above reflects corrected numbers.

1,436

2010

2011

Source: HRMS data. In 2009, To comply with new ethnicity/race categories for the Department of Education, new VETS100 categories, and to answer

the audit from the Department of Labor, our resurvey of all faculty and staff decreased the non-specified category. HRMS carried over whatever was in

the system, and those who were unresponsive could have been self-ID or visual observation as permitted by law to assign a category.

1,573

1,921

2012 1,892

Note: Faculty as defined by the Faculty Senate. The categories included changed from 2008 to 2009. Underrepresented Minorities (URM) is defined as

Black, Native American, Hispanic, and Pacific Islanders. URM does not include people who chose more than one race, or "multiple".

1,905

2013

1,642

Table 1University-wide Faculty Ethnicity Trends over Time

2001 1,237

2006

2009

2007 1,486

2008 1,602

TABLE 1 Annual Report on Diversity- May 2014

Total M W BlackNative

AmericanPacific Islander /

Native HawaiianHispanic Asian White Multiple

Non-

SpecifiedURM

1,436 1,025 411 24 1 0 12 128 1,113 158 3771.4% 28.6% 1.7% 0.1% 0.0% 0.8% 8.9% 77.5% 11.0% 2.6%

1,486 1,047 439 27 2 1 11 142 1,119 184 4170.5% 29.5% 1.8% 0.1% 0.1% 0.7% 9.6% 75.3% 12.4% 2.8%

1,602 1,106 496 29 3 1 19 155 1,203 192 5269.0% 31.0% 1.8% 0.2% 0.1% 1.2% 9.7% 75.1% 12.0% 3.2%

2009 *

AS&E 308 239 69 9 1 0 3 26 264 4 13Eastman 97 72 25 1 1 1 2 6 85 1 5Simon 38 31 7 0 0 0 0 6 30 1 0SMD 1059 721 338 14 0 0 10 140 844 53 24SON 40 7 33 1 0 1 1 4 33 0 3Warner 31 12 19 3 1 0 1 0 26 0 5

1573 1082 491 28 3 2 17 182 1282 0 59 5068.8% 31.2% 1.8% 0.2% 0.1% 1.1% 11.6% 81.5% 0.0% 3.8% 3.2%

2010 *

AS&E 333 253 80 8 1 0 5 30 285 1 3 14Eastman 104 76 28 1 1 0 4 6 91 0 1 6Simon 41 33 8 0 0 0 0 6 35 0 0 0SMD 1097 742 355 14 0 0 15 168 859 5 36 29SON 38 7 31 0 0 0 2 3 33 0 0 2Warner 29 11 18 3 1 0 1 0 24 0 0 5

1642 1122 520 26 3 0 27 213 1327 6 40 56

68.3% 31.7% 1.6% 0.2% 0.0% 1.6% 13.0% 80.8% 0.4% 2.4% 3.4%

2011


1905 1292 613 33 4 0 29 262 1572 5 0 66

67.8% 32.2% 1.7% 0.2% 0.0% 1.5% 13.8% 82.5% 0.3% 0.0% 3.5%

2012


1892 1275 617 34 3 0 30 271 1550 4 0 67

67.4% 32.6% 1.8% 0.2% 0.0% 1.6% 14.3% 81.9% 0.2% 0.0% 3.5%

2013


1921 1285 636 39 4 0 32 278 1563 5 0 75

66.9% 33.1% 2.0% 0.2% 0.0% 1.7% 14.5% 81.4% 0.3% 0.0% 3.9%

* Errors in the 2009 and 2010 data were present in previous reports. The table above reflects corrected numbers.

Note: Faculty as defined by the Faculty Senate. The Faculty Senate Definition of Faculty expanded to include specific clinical faculty in 2009. URM does

not include people who chose more than one race, or "multiple".

Source: HRMS data. In 2009, To comply with new ethnicity/race categories for the Department of Education, new VETS100 categories, and to answer

the audit from the Department of Labor, our resurvey of all faculty and staff decreased the non-specified category. HRMS carried over whatever was in

the system, and those who were unresponsive could have been self-ID or visual observation as permitted by law to assign a category.

2006

2007

2008

Note: Due to a resurveying the faculty we are now aware of 3 faculty in SMD who were unspecified, but are URMs in 2009 data.

Total

University

Total

University

Total

University

Faculty Ethnicity Trends over Time by SchoolTable 1A

Total

University

Total

University


Num

ber

of new

com

mitm

ents

Num

ber

of

continuin

g

com

mitm

ents

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ber

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com

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ents

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ber

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ents

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ber

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com

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ents

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ber

of

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g

com

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ents

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ber

of new

com

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ents

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ber

of

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g

com

mitm

ents

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ber

of new

com

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ents

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ber

of

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g

com

mitm

ents

Num

ber

of new

com

mitm

ents

Num

ber

of

continuin

g

com

mitm

ents

Num

ber

of new

com

mitm

ents

Num

ber

of

continuin

g

com

mitm

ents

Num

ber

of new

com

mitm

ents

Num

ber

of

continuin

g

com

mitm

ents

AS&E 0 3 2 1 1 2 1 2 0 2 0 1 7 1 0 7

Eastman 0 0 1 1 2 1 0 2 2 2 1 3 4 0 0 2

SMD 0 2 3 3 2 2 3 2 3 4 3 6 4 2 4 6

SON 0 0 2 0 0 2 0 1 0 0 0 0 0 0 0 0

Simon 0 0 0 0 0 0 2 0 0 1 0 0 0 0 0 0

Warner 0 2 1 0 1 1 1 2 0 1 1 0 1 0 0 0

TOTAL 0 7 9 5 6 8 7 9 5 10 5 10 16 3 4 15

Fiscal Year 2014

Special Opportunities Fund

Table 2

Fiscal Year 2011 Fiscal Year 2012 Fiscal Year 2013Fiscal Year 2007 Fiscal Year 2008 Fiscal Year 2009 Fiscal Year 2010



YearTotal Staff

50+M W Black

American

IndianHispanic

Pacific

IslanderAsian White Multiple

Not

SpecifiedURM*

852 1,908 88 12 39 0 49 2,570 -- 2 139

30.9% 69.1% 3.2% 0.4% 1.4% 0.0% 1.8% 93.1% 0.1% 5.0%

1,104 2,432 123 11 47 0 79 2,881 -- 395 181

31.2% 68.8% 3.5% 0.3% 1.3% 0.0% 2.2% 81.5% 11.2% 5.1%

1,193 2,601 155 12 63 0 107 3,198 -- 259 230

31.4% 68.6% 4.1% 0.3% 1.7% 0.0% 2.8% 84.3% 6.8% 6.1%

1,271 2,740 173 15 68 0 110 3,380 -- 265 256

31.7% 68.3% 4.3% 0.4% 1.7% 0.0% 2.7% 84.3% 6.6% 6.4%

1,280 2,845 175 19 76 1 126 3,718 -- 10 271

31.0% 69.0% 4.2% 0.5% 1.8% 0.0% 3.1% 90.1% 0.2% 6.6%

1,344 2,898 183 16 90 2 131 3,799 21 0 291

31.7% 68.3% 4.3% 0.4% 2.1% 0.0% 3.1% 89.6% 0.5% 0.0% 6.9%

1,435 2,948 181 12 96 1 137 3,931 25 0 290

32.7% 67.3% 4.1% 0.3% 2.2% 0.0% 3.1% 89.7% 0.6% 0.0% 6.6%

1,482 2,985 181 12 94 1 137 4,017 25 0 288

33.2% 66.8% 4.1% 0.3% 2.1% 0.0% 3.1% 89.9% 0.6% 0.0% 6.4%

1,539 3,097 202 13 89 3 147 4,155 27 0 307

33.2% 66.8% 4.4% 0.3% 1.9% 0.1% 3.2% 89.6% 0.6% 0.0% 6.6%

Source: Quarterly University Population Report, September 30 snapshot 2001, 2006, 2007, 2008, 2009, 2010, 2011, 2012, and 2013.

2011 4,383

2012 4,467

2013 4,636

2008 4011

2009 4125

Note: The data represent all active full-time and part-time staff in pay grades 50-59, 98, and 99 (non-faculty)

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander.) Effective March 2010, data reflects an additional

selection labeled, "multiple", consistent with recent regulation changes; employees may now self-identify as multiple races. Underrepresented Minority does not

include "multiple."

2010 4,242

2007 3794

Table 3Staff Pay Grade 50 and above

2001 2760

2006 3536



FallTotal

Students Me

n

Wo

me

n

Bla

ck

Am

eri

ca

n

Ind

ian

or

Ala

sk

an

Nati

ve

His

pan

ic

Haw

aii

an

an

d

Pa

cif

ic

Asia

n

Asia

n o

r

Pa

cif

ic

Isla

nd

er

Wh

ite

2+

Ra

ce

s

No

n-

res

ide

nt

Alie

n

Un

kn

ow

n

UR

M*

4,494 3,857 345 21 270 -- -- 771 4,843 -- 1,147 954 636

53.8% 46.2% 4.1% 0.3% 3.2% 9.2% 58.0% 13.7% 11.4% 7.6%

4,389 4,457 373 21 280 -- -- 734 5,157 -- 1,240 1041 674

49.6% 50.4% 4.2% 0.2% 3.2% 8.3% 58.3% 14.0% 11.8% 7.6%

4,625 4,687 392 21 293 -- -- 756 5,275 -- 1,355 1220 706

49.7% 50.3% 4.2% 0.2% 3.1% 8.1% 56.6% 14.6% 13.1% 7.6%

4,754 4,958 407 24 297 -- -- 775 5,329 -- 1,504 1376 728

48.9% 51.1% 4.2% 0.2% 3.1% 8.0% 54.9% 15.5% 14.2% 7.5%

4,849 5,100 419 27 330 -- -- 794 5,313 -- 1,540 1521 776

48.8% 51.3% 4.2% 0.3% 3.3% 8.0% 53.4% 15.5% 15.3% 7.8%

4,927 5,184 389 21 450 8 853 -- 5,716 239 1,588 847 868

48.7% 51.3% 3.8% 0.2% 4.5% 0.1% 8.4% 56.5% 2.4% 15.7% 8.4% 8.6%

5,050 5,240 416 13 447 8 847 -- 5,566 214 1,860 919 884

49.1% 50.9% 4.0% 0.1% 4.3% 0.1% 8.2% 54.1% 2.1% 18.1% 8.9% 8.6%

5,155 5,355 457 24 479 9 908 -- 5,380 216 2,079 958 969

49.0% 51.0% 4.3% 0.2% 4.6% 0.1% 8.6% 51.2% 2.1% 19.8% 9.1% 9.2%

5,166 5,393 461 20 486 6 882 -- 5,245 216 2,278 965 973

48.9% 51.1% 4.4% 0.2% 4.6% 0.1% 8.4% 49.7% 2.0% 21.6% 9.1% 9.2%

Source: Institutional Research EFI COL Report Data as of Fall 2013 Census

2011 10,290

2012 10,510

2013 10,559

2008 9,712

2009 9,944

Note: The data represent matriculated full-time and part-time students from all 6 schools of the University of Rochester, excluding BERN and Eastman Institute of Oral

Health students

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander) In 2010, according to Federal changes, there are new

categories separating Asian and Pacific Islanders and allowing for 2+ races. Pacific Islanders are now part of the URM category, but 2+ races are not considered URM in

student data.

2010 10,111

2007 9,312

Table 4

University-wide Student Ethnicity Trends over Time

2001 8,351

2006 8,846



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d P

acif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

ca

sia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

Ugrad 1,806 1,590 155 11 135 -- -- 444 2,079 -- 102 470 301Grads 382 244 12 0 15 -- -- 12 286 -- 282 19 27

% Total 54.4% 45.6% 4.2% 0.3% 3.7% 11.3% 58.8% 9.5% 12.2% 8.2%

Ugrad 1,921 1,888 184 9 174 -- -- 424 2,288 -- 151 579 367Grads 396 255 9 2 11 -- -- 18 287 -- 279 45 22

% Total 52.0% 48.0% 4.3% 0.2% 4.1% 9.9% 57.7% 9.6% 14.0% 8.7%

Ugrad 1,996 1,999 182 8 171 -- -- 423 2,296 -- 202 713 361Grads 414 247 7 2 14 -- -- 18 302 -- 271 47 23

% Total 51.8% 48.2% 4.1% 0.2% 4.0% 9.5% 55.8% 10.2% 16.3% 8.2%

Ugrad 2,076 2,159 195 9 167 -- -- 446 2,313 -- 271 854 371Grads 422 251 7 1 13 -- -- 20 329 -- 252 51 21

% Total 50.9% 49.1% 4.1% 0.2% 3.7% 9.5% 53.8% 10.7% 18.4% 8.0%

Ugrad 2,063 2,214 209 11 164 -- -- 454 2,234 -- 304 901 384Grads 417 262 6 3 14 -- -- 16 352 -- 233 55 23

% Total 50.0% 50.0% 4.3% 0.3% 3.6% 9.5% 52.2% 10.8% 19.3% 8.2%

Ugrad 2,127 2,217 187 6 245 7^ 491 -- 2676 159 409 164 445Grads 408 271 5 2 25 0 18 -- 332 6 224 67 32

% Total 50.5% 49.5% 3.8% 0.2% 5.4% 0.1% 10.1% 59.9% 3.3% 12.6% 4.6% 9.5%

Ugrad 2,113 2,234 194 7 231 6^ 478 -- 2542 126 515 248 438Grads 401 270 3 2 20 0 15 -- 318 8 230 75 25

% Total 50.1% 49.9% 3.9% 0.2% 5.0% 0.1% 9.8% 57.0% 2.7% 14.8% 6.4% 9.2%

Ugrad 2,158 2,306 231 12 261 6^ 516 -- 2412 125 614 287 510Grads 253 406 5 2 20 0 18 -- 304 11 229 70 27

% Total 47.1% 52.9% 4.6% 0.3% 5.5% 0.1% 10.4% 53.0% 2.7% 16.5% 7.0% 10.5%

Ugrad 2,248 2,401 248 12 292 5 511 -- 2358 132 739 352 557Grads 394 280 4 1 22 0 20 -- 322 11 236 58 27

% Total 49.6% 50.4% 4.7% 0.2% 5.9% 0.1% 10.0% 50.3% 2.7% 18.3% 7.7% 11.0%

^ In previous reports, 2010-2012 data did not include Pacific Islanders in the total URM category. The table above reflects corrected numbers.

Note: Full-time and Part-time students included

4,956

2010

4,460

2011 5,018



student data.


2007 4,656

2008 4,908

2009

5,023

2013 5,323

Table 5The College of Arts & Sciences -Student Ethnicity over Time

2001 4,022

2006

2012 5,123



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d

Pacif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

ca

sia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

Ugrad 410 124 22 0 25 -- -- 73 330 -- 16 68 47Grads 162 38 2 0 3 -- -- 7 76 -- 108 4 5

% Total 77.9% 22.1% 3.3% 0.0% 3.8% 10.9% 55.3% 16.9% 9.8% 7.1%

Ugrad 157 56 5 0 6 -- -- 16 147 -- 7 32 11Grads 250 97 1 0 3 -- -- 16 107 -- 201 19 4

% Total 72.7% 27.3% 1.1% 0.0% 1.6% 5.7% 45.4% 37.1% 9.1% 2.7%

Ugrad 184 57 6 0 7 -- -- 24 172 -- 8 26 13Grads 255 105 1 0 1 -- -- 17 109 -- 212 20 2

% Total 73.0% 27.0% 1.2% 0.0% 1.3% 6.8% 46.8% 36.6% 7.7% 2.5%

Ugrad 190 60 10 0 7 -- -- 24 149 -- 12 48 17Grads 292 115 1 0 2 -- -- 20 127 -- 230 27 3

% Total 73.4% 26.6% 1.7% 0.0% 1.4% 6.7% 42.0% 36.8% 11.4% 3.0%

Ugrad 232 84 6 0 12 -- -- 37 182 -- 15 64 18Grads 327 128 4 0 3 -- -- 20 135 -- 260 33 7

% Total 72.5% 27.5% 1.3% 0.0% 1.9% 7.4% 41.1% 35.7% 12.6% 3.2%

Ugrad 237 102 6 1 15 0 46 -- 214 17 19 21 22Grads 318 107 3 0 3 0 26 -- 142 5 223 23 6

% Total 72.6% 27.4% 1.2% 0.1% 2.4% 0.0% 9.4% 46.6% 2.9% 31.7% 5.8% 3.7%

Ugrad 276 103 6 0 18 0 56 -- 230 27 24 18 24Grads 348 118 4 0 7 0 22 -- 155 3 251 24 11

% Total 73.8% 26.2% 1.2% 0.0% 3.0% 0.0% 9.2% 45.6% 3.6% 32.5% 5.0% 4.1%

Ugrad 290 109 9 2 16 0 52 -- 245 23 41 11 27Grads 398 141 6 0 12 1^ 30 -- 174 3 287 26 19

% Total 73.3% 26.7% 1.6% 0.2% 3.0% 0.1% 8.7% 44.7% 2.8% 35.0% 3.9% 4.9%

Ugrad 354 139 10 3 17 0 54 -- 294 17 73 25 30Grads 439 161 8 0 14 0 25 -- 193 2 333 25 22

% Total 72.6% 27.4% 1.6% 0.3% 2.8% 0.0% 7.2% 44.6% 1.7% 37.1% 4.6% 4.8%

^ In previous reports, 2011 data did not include Pacific Islanders in the total URM category. The table above reflects corrected numbers.


938

2010 764

2012

2013 1,093



student data.

2007 601

2008 657

2009

2011 845

771

Table 6Hajim School of Engineering and Applied Sciences -Student Ethnicity over Time

2001 734

2006 560



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d

Pacif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

ca

sia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

Ugrad 236 239 20 1 10 -- -- 29 341 -- 52 22 31Grads 143 191 4 0 5 -- -- 18 173 -- 121 13 9

% Total 46.8% 53.2% 3.0% 0.1% 1.9% 5.8% 63.5% 21.4% 4.3% 4.9%

Ugrad 268 214 11 2 8 -- -- 29 318 -- 52 62 21Grads 180 218 4 0 3 -- -- 22 214 -- 127 28 7

% Total 50.9% 49.1% 1.7% 0.2% 1.3% 5.8% 60.5% 20.3% 10.2% 3.2%

Ugrad 267 237 9 2 11 -- -- 34 325 -- 67 59 22Grads 201 222 5 0 5 -- -- 25 231 -- 127 30 10

% Total 50.5% 49.5% 1.5% 0.2% 1.7% 6.4% 60.0% 20.9% 9.6% 3.5%

Ugrad 268 243 9 2 10 -- -- 34 322 -- 73 61 21Grads 188 222 3 0 5 -- -- 22 217 -- 131 32 8

% Total 49.5% 50.5% 1.3% 0.2% 1.6% 6.1% 58.5% 22.1% 10.1% 3.1%

Ugrad 269 239 11 2 16 -- -- 40 305 -- 76 58 29Grads 190 202 3 1 9 -- -- 21 205 -- 121 32 13

% Total 51.0% 49.0% 1.6% 0.3% 2.8% 6.8% 56.7% 21.9% 10.0% 4.7%

Ugrad 260 255 5 1 30 0 38 -- 317 12 77 35 36Grads 193 193 3 0 19 0 26 -- 205 5 111 17 22

% Total 50.3% 49.7% 0.9% 0.1% 5.4% 0.0% 7.1% 57.9% 1.9% 20.9% 5.8% 6.4%

Ugrad 267 227 5 0 29 0 34 -- 286 13 78 49 34Grads 191 183 4 0 17 0 27 -- 187 5 109 25 21

% Total 52.8% 47.2% 1.0% 0.0% 5.3% 0.0% 7.0% 54.5% 2.1% 21.5% 8.5% 6.3%

Ugrad 265 230 4 0 24 0 38 -- 271 15 82 61 28Grads 188 184 5 1 14 0 25 -- 194 4 109 20 20

% Total 52.2% 47.8% 1.0% 0.1% 4.4% 0.0% 7.3% 53.6% 2.2% 22.0% 9.3% 5.5%

Ugrad 269 265 6 0 24 0 43 -- 293 18 97 53 30Grads 193 185 7 1 6 0 27 -- 208 8 106 15 14

% Total 50.7% 49.3% 1.4% 0.1% 3.3% 0.0% 7.7% 54.9% 2.9% 22.3% 7.5% 4.8%

867

Note: Full-time and Part-time students included

2010 901

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander) In 2010, according to Federal changes, there

are new categories separating Asian and Pacific Islanders and allowing for 2+ races. Pacific Islanders are now part of the URM category, but 2+ races are

not considered URM in student data.


2012

2013 912

2007 927

2008 921

2009

2011 868

900

Table 7Eastman -Student Ethnicity over Time

2001 809

2006 880



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d

Pacif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

ca

sia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

Grad FT 402 146 19 1 13 -- -- 18 125 -- 244 128 33Grad PT 135 60 2 0 2 -- -- 13 114 -- 9 55 4% Total 72.3% 27.7% 2.8% 0.1% 2.0% 4.2% 32.2% 34.1% 24.6% 5.0%





Grad FT 395 210 16 1 8 0 21 -- 127 0 296 136 25Grad PT 180 106 8 3 3 0 11 -- 140 1 15 105 14% Total 64.5% 35.5% 2.7% 0.4% 1.2% 0.0% 3.6% 30.0% 0.1% 34.9% 27.0% 4.4%




These data exclude BERN students

2013 1,089

2012 1,026

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander) In 2010, according to Federal changes, there

are new categories separating Asian and Pacific Islanders and allowing for 2+ races. Pacific Islanders are now part of the URM category, but 2+ races

are not considered URM in student data.


2007 652

2008 725

2009 789

2011 958

2010 891

Table 8Simon School of Business Administration -Student Ethnicity over Time

2001 743

2006 548



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d

Pacif

ic

isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

ca

sia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

Grad FT 188 154 9 0 10 -- -- 24 146 -- 138 15 19Grad PT 32 57 3 0 5 -- -- 5 66 -- 6 4 8

MD 196 222 37 4 21 -- -- 86 268 -- 2 0 62% Total 49.0% 51.0% 5.8% 0.5% 4.2% 13.5% 56.5% 17.2% 2.2% 10.5%Grad FT 233 253 15 2 19 -- -- 41 223 -- 172 14 36Grad PT 25 58 5 0 0 -- -- 8 62 -- 1 7 5




MD 221 217 45 1 13 -- -- 79 257 -- 1 42 59% Total 46.8% 53.2% 5.7% 0.4% 3.2% 11.7% 55.1% 16.4% 7.4% 9.4%Grad FT 206 262 10 2 20 0 29 -- 228 4 144 31 32Grad PT 14 44 2 0 1 0 8 -- 37 3 3 4 3

MD 216 213 44 1 10 1^ 78 -- 261 1 1 32 56% Total 45.7% 54.3% 5.9% 0.3% 3.2% 0.1% 12.0% 55.1% 0.8% 15.5% 7.0% 9.5%Grad FT 189 260 19 0 20 0 26 -- 217 3 133 31 39Grad PT 17 45 1 0 0 0 6 -- 39 2 4 10 1



MD 220 211 39 0 22 1 73 -- 251 7 2 36 62% Total 44.8% 55.2% 6.5% 0.1% 4.3% 0.1% 12.0% 56.0% 0.9% 12.8% 7.4% 11.0%

^ In previous reports, 2010-2012 data did not include Pacific Islanders in the total URM category. The table above reflects corrected numbers.

2010 955

2011 943

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander) In 2010, according to Federal changes, there are new categories separating Asian

and Pacific Islanders and allowing for 2+ races. Pacific Islanders are now part of the URM category, but 2+ races are not considered URM in student data. These data exclude the Eastman

Institute of Oral Health


2012 918

2013 893

2007 960

2008 977

2009 957

Table 9School of Medicine & Dentistry -Student Ethnicity over Time

2001 849

2006 972



FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d

Pacif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

casia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*

2001 243 % Total 9.9% 90.1% 3.3% 0.4% 2.1% 0.8% 86.4% 2.9% 4.1% 5.8%

Ugrad FT 12 81 3 1 6 - - 3 56 -- 6 18 10Ugrad PT 7 92 8 0 4 - - 3 76 -- 0 8 12Grad FT 6 36 5 0 2 - - 4 26 -- 2 3 7Grad PT 15 112 10 1 3 - - 5 101 -- 0 7 14% Total 11.1% 88.9% 7.2% 0.6% 4.2% 4.2% 71.7% 2.2% 10.0% 11.9%




Ugrad FT 20 139 4 1 7 0 12 - 125 6 1 3 12Ugrad PT 7 68 2 0 4 0 1 - 65 2 1 0 6Grad FT 6 36 6 0 2 0 3 - 24 0 4 3 8Grad PT 13 156 11 0 2 0 3 - 136 5 3 9 13% Total 10.3% 89.7% 5.2% 0.2% 3.4% 0.0% 4.3% 78.7% 2.9% 2.0% 3.4% 8.8%


Ugrad FT 38 137 17 1 8 1^ 12 - 114 5 3 14 27Ugrad PT 14 76 5 0 2 0 3 - 78 0 0 2 7Grad FT 6 34 5 0 1 0 2 - 24 3 3 2 6Grad PT 7 165 10 0 4 0 4 - 136 1 3 14 14% Total 13.6% 86.4% 7.8% 0.2% 3.1% 0.2% 4.4% 73.8% 1.9% 1.9% 6.7% 11.3%


^ In previous reports, 2012 data did not include Pacific Islanders in the total URM category. The table above reflects corrected numbers.

Table 10

362

2011 472

2010

396

Annual Report on Diversity- May 2014

2012 477

* URM- Underrepresented Minorities (American Indian, Black/African-American, Hispanic, Pacific Islander) In 2010, according to Federal changes, there are new categories separating Asian

and Pacific Islanders and allowing for 2+ races. Pacific Islanders are now part of the URM category, but 2+ races are not considered URM in student data.


445

6102013

Table 10SON -Student Ethnicity over Time

2006 361

2007

2008 380

2009


FallTotal

Students Men

Wo

men

Bla

ck

Am

eri

can

Ind

ian

or

Ala

skan

Nati

ve

His

pan

ic

Haw

aiian

an

d P

acif

ic

Isla

nd

er

Asia

n

Asia

n o

r

Pacif

ic

Isla

nd

er

Cau

casia

n

2+

Races

No

n-

resid

en

t

Alien

Un

kn

ow

n

UR

M*









Grad FT 48 189 17 0 8 0 8 -- 85 4 78 37 25Grad PT 103 299 39 0 24 0 9 261 5 3 61 63% Total 23.6% 76.4% 8.8% 0.0% 5.0% 0.0% 2.7% 54.1% 1.4% 12.7% 15.3% 13.8%

2013 639

2012 575



student data.


2007 495

2008 571

2009 593

2011 524

2010 563

Table 11Warner-Student Ethnicity over Time

2001 273

2006 436


Office for Faculty Development and Diversity

149 Wallis Hall

www.rochester.edu/diversity

http://www.rochester.edu/diversity

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