Living location for St. Olaf specific data, trends, and terms/definitions related to diversity, equity, and inclusion.
Definitions
Student and faculty demographic information collected by St. Olaf is listed and defined in the following document: Demographic Category Definitions
Diversity, Equity and Inclusion Glossary of Terms presenting definitions of key terms for efforts in diversity, inclusion, and equity.
Data
The demographic codes used in the data presented below (e.g., domestic multicultural students, low income students) are defined above under “Definitions.” Where applicable, data are withheld for groups of fewer than five students to protect student privacy.
Note that much of the data below have been updated for the current year and have shifted to a permanent location on the Institutional Effectiveness and Assessment website. Interactive dashboards for enrollment data and religious affiliations can be found here, graduation rates here, retention rates here, demographics of majors/concentrations here, HIPs participation here, and faculty/staff data here. Additional information will be forthcoming under the “What we know about…” tab of the IE&A menu.
Enrollment, Graduation, and Retention Rates and Religious Affiliations Question: How do enrollment, graduation, and retention rates compare across different demographic groups and how have these changed over the years? Data: The first set of tables linked below show breakdowns by race/ethnicity and TRIO eligibility status (low income, first-generation, or both) of each incoming first-year cohort (full-time, first-time students only) from 2001-2018. The accompanying graphs show only the trends for the historically underrepresented groups to make it easier to “zoom in” on these trends. The second set of tables and graphs show the religious affiliations represented among each incoming first-year cohort since 2001, along with a more detailed breakdown of the religious affiliations of the most recent incoming class. The next set of tables and graphs show four- and six-year graduation rates for each of these demographic groups for the same time period (excluding cohorts for which four or six years have not yet transpired). The final set of tables and graphs show first-to-sophomore and first-to-junior year retention rates across each of these groups for the most recent cohorts (2013-2017). Note that much of this data is already tracked by St. Olaf and reported on our Institutional Effectiveness and Assessment website. Key Points – Enrollment Rates: Key Points – Graduation Rates: Key Points – Retention Rates: Key Points – Religious Affiliations: Diversity in Academic Majors Question: How are students from historically underrepresented groups represented across different majors? Data: The tables and graphs linked below show the representation of domestic multicultural and nonresident international students, as well as those meeting the federal TRIO designation for low income, first-generation, or both (referred to as “LIFG”), across majors. Specifically, the data are summarized by the Faculty in which each major is housed (i.e., Humanities – HUM, Interdisciplinary and General Studies – IGS, Fine Arts – FA, Social Sciences – SSF, Natural Sciences and Mathematics – NSM). Double- or triple-majors are counted in each of the relevant Faculties. Similar analyses were not done with concentrations as most are housed in IGS or NSM. Key Points: Access to High-Impact Practices (HIPs) Question: How are students from historically underrepresented groups represented across different high-impact practices (HIPs)? Data: The following graphs show the degree to which participation rates of domestic multicultural, international, low income, and first-generation students in HIPs–specifically, undergraduate research, learning communities (i.e., conversations) and off-campus study–matched their representation in the student body from 2010 to 2017. Key Points: Faculty and Staff Diversity Question: How has the diversity of St. Olaf’s faculty and staff changed over the years? Data: The tables and graphs linked below draw on data St. Olaf submits to the Integrated Postsecondary Education Data System (IPEDS). The faculty category includes all full-time instructional faculty, excluding individuals with faculty appointments if more than 50% of their time is devoted to administrative or other non-teaching duties. The staff category includes all full-time non-instructional staff, as well as the administrative/non-teaching faculty excluded from the instructional faculty counts. As reporting methods changed significantly in 2012, the data cover only the academic years from 2012-13 on. As with student enrollment data, the graphs depict only the trends for domestic multicultural and international faculty/staff. Key Points: Survey Data Question: How do the experiences of students from historically underrepresented groups differ at St. Olaf? Data – NSSE: The tables linked below show selected results from the 2018 National Survey of Student Engagement (NSSE), which is administered to first-years and seniors every three years. This survey measures various aspects of student engagement via student self-reports. The data below have been disaggregated for domestic, white, non-Hispanic; domestic multicultural; and international students, as well as for students who are low income; first-generation; both first-generation and low income (LIFG); or neither first-generation nor low income. The full NSSE results for 2018 are available on the IE&A website. Additional disaggregated data from the 2018 survey can be found in the Assessment Committee’s report to the Board of Regents. Key Points – NSSE: Data – HEDS Alumni Survey: The document linked below shows selected results from the 2018 HEDS Alumni Survey, which is administered every three years to St. Olaf alumni who graduated five to six years earlier. The survey asks alumni to reflect back on the impact of their experiences at the college. In the spring of 2019, the Assessment Committee conducted additional analyses of the HEDS Alumni Survey data from 2018 focused on the decline in alumni’s self-reported development of intercultural knowledge and competence from the 2015 administration of the survey. The full HEDS Alumni Survey results for 2018 are available on the IE&A website, and the complete Spring 2019 Assessment Report to the Board of Regents (the source of the data linked below) can be found here. Key Points – HEDS Alumni Survey: