Annually, the Provost and college leadership engage in a review of the highlights, challenges, opportunities and goal setting of each college and unit in Academic Affairs. Throughout the year colleges are provided data updates (PPAs) on goals established in consultation with the Provost and the leadership team, culminating in a final report of actual performance to goal.
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| Undergraduate Lower Level FTE |
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| Undergraduate Lower Level FTE |
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A student who has earned less than 60 credit hours, or a student who has not been admitted to the upper division. (BOG) |
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| Undergraduate Upper Level FTE |
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| Undergraduate Upper Level FTE |
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A student who has earned 60 or more credit hours or has an associate of arts degree and has completed requirements in English and Mathematics as prescribed by FAC 6A ‐10.030 or is working toward an additional baccalaureate degree.(BOG) |
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| Graduate Beginner Level FTE |
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| Graduate Beginner Level FTE |
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A graduate student who has been formally admitted to a graduate degree program and is not an advanced graduate student.(BOG) |
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| Graduate Advanced Level FTE |
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| Graduate Advanced Level FTE |
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A graduate student who has been formally admitted to a recognized Doctoral or Post ‐ Masters's degree program.(BOG) |
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| Total FTE ‐ Fundable Only |
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| Total FTE ‐ Fundable Only |
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Full‐time Equivalent (FTE) student is a measure of instructional effort (and student activity) that is based on the number of credit hours that students enroll by course level. FTE is based on the Florida definition, which divides undergraduate credit hours by 40 and graduate credit hours by 32 (US definition based on Undergraduate FTE = 30 and Graduate FTE = 24 credit hours). In 2013‐14, the Florida Legislature chose to no longer separate funded non‐resident FTE from funded resident FTE. Funded enrollment is as reported in the General Appropriations Act and Board of Governors’ Allocation Summary.(BOG |
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| Online Enrollment |
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Online Enrollment
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| Undergraduate Distance Learning FTE (Gross) |
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| Undergraduate Distance Learning FTE (Gross) |
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Online Enrollment
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| Undergraduate Graduate Distance Learning FTE (Gross)Undergraduate |
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| Graduate Distance Learning FTE (Gross) |
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This metric reflects the Distance Learning FTE for Undergraduate Level. Full‐time Equivalent (FTE) student is a measure of instructional activity (regardless of fundability) that is based on the number of credit hours that students enroll. FTE is based on the standard national definition, which divides undergraduate credit hours by 30 and graduate credit hours by 24. Distance Learning is a course in which at least 80 percent of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time or space, or both (per 1009.24(17), F.S.).(BOG) Source: ODS Internal - Student Instruction File (SIF) |
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| High Impact Practices |
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| High Impact Practices |
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High Impact Practices
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| Education Abroad Number of Unduplicated Students |
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| Education Abroad Number of Unduplicated Students |
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4 Enrollments |
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| Graduate Distance Learning FTE (Gross) | Graduate Distance Learning FTE (GrossUndergraduate Research Activity (Number of Students) |
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| Undergraduate Research Activity (Number of Students) |
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| | Graduate Distance Learning FTE (Gross) |
This metric reflects the Distance Learning FTE for Graduate Level. Full‐time Equivalent (FTE) student is a measure of instructional activity (regardless of fundability) that is based on the number of credit hours that students enroll. FTE is based on the standard national definition, which divides undergraduate credit hours by 30 and graduate credit hours by 24. Distance Learning is a course in which at least 80 percent of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time or space, or both (per 1009.24(17), F.S.).(BOG) |
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| Internships (Number of Students) |
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| Internships (Number of Students) |
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NA: College Group, Course Campus, Course College PPA Metrics: Tab 4: Enrollments |
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| Education Abroad Number of Unduplicated Students | Education Abroad Number of Unduplicated StudentsService Learning (Number of Students) |
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| Service Learning (Number of Students) |
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| | Education Abroad: Number of Unduplicated Students |
Unduplicated number of degree seeking USF students (undergraduate and graduate) by 'home' college, engaging in any international credit‐bearing and (a small number of) non‐credit bearing experiences. These international experiences include participation in University‐sponsored exchanges, faculty‐led programs, international internships, and service learning programs as well as international experiences sponsored by another university or third party entity.This excludes independent study. Source: External - Education Abroad NA: College Group, |
Net Tuition
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| Undergraduate In‐state |
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| Undergraduate In‐state |
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| Undergraduate Research Activity (Number of Students)Out‐of‐state |
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| Undergraduate Research Activity (Number of Students)Out‐of‐state |
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| | Research Activity (Number of Students) |
This data reflects the number of students enrolled in specific courses for the academic year (monitored by OUR using Banner data) with activities or assignments in support of undergraduate research: an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. Source: Student Instruction File (SIF) - External Review - Undergraduate Research |
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| Internships (Number of Students) | Internships (Number of Students)Undergraduate Total |
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| Undergraduate Total |
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| | Internships (Number of Students) |
The data represents the number of students enrolled in Internship course sections (and equivalent courses, such as preceptorship) for the academic year. Source: Student Instruction File (SIF) - External Review - Office of Internships and Career Readiness AY (U+F+S) |
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| Service Learning (Number of Students) | Service Learning (Number of Students)Graduate In-state |
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Net Tuition
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Undergraduate In‐state | Undergraduate In‐state | The actual average of the total Undergraduate costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount for In‐State students.
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Undergraduate Out‐of‐state | Undergraduate Out‐of‐state | The actual average of the total Undergraduate costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount for Out‐of‐State students.
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Undergraduate Total | Undergraduate Total | The actual average of the total undergraduate costs of tuition and fees (which varies by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount for in-state and out-of-state students.
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Graduate In-state | Graduate In-state | The actual average of the total Graduate costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount for In‐State students.
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| Graduate Out‐of‐state | Graduate Out‐of‐state | The actual average of the total Graduate costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount for Out‐of‐State students.
Filters: College Group, Course Campus, Course College, Course Delivery Method| Panel |
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| Service Learning (Number of Students) |
Service‐learning is a form of community engaged learning that explicitly connects academic courses with civic engagement, which includes individual and collective actions designed to identify and address issues of public concern, and to make a difference in the civic life of our communities. The key components of service learning are: (1) that it enhances the understanding of course content and is tied to specific learning goals through consciously designed reflection, (2) that one of the learning goals is civic engagement, intended to enhance students' sense of personal responsibility to participate in the public realm to address current pressing social problems, and thus going beyond the academic or skill based goals of the course, and (3) that it develops a reciprocal relationship through which the experiential activities are planned and implemented through a collaboration with a community partner so that they meet needs specifically identified by that partner. The data resource is Banner designated service‐learning courses and courses forwarded from each of the schedulers that should have been designated in banner as service‐learning. (Office of Community Engagement and Partnerships)
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| Graduate Out‐of‐state |
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| Grand Grand
The actual average of the total costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount.(BOG) Tuition dollars reflected exclude the portion of differential tuition that is associated with Financial Aid. |
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Performance
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Student Access
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Average GPA and SAT Score for Incoming Freshmen | Average GPA and SAT Score for Incoming Freshmen | An average weighted grade point average of 4.0 or higher and an average SAT score of 1800 or higher for fall semester incoming freshmen, as reported annually in the admissions data that universities submit to the Board of Governors. This data includes registered First‐Time‐In‐College students.
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| Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen | Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen | Percent of all degree‐seeking, first‐time, first‐year (freshman) students who had high school class rank within the top 10% of their graduating high school class. As reported by the university to the Common Data Set (C10).
Performance
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Student Access
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| Average GPA and SAT Score for Incoming Freshmen |
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| Average GPA and SAT Score for Incoming Freshmen |
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Freshman Acceptance Rate | Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen |
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Freshman Acceptance Rate | Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen |
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| | Freshman Acceptance Rate for Incoming Freshmen |
Acceptance rate is determined by the ratio of the number of students who are admitted to a university to the number of total applicants that applied to that Fall term. Fall |
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| University Access Rate (Percent of Undergraduates with a Pell Grant) | University Access Rate (Percent of Undergraduates with a Pell Grant) | | Freshman Acceptance Rate for Incoming Freshmen | | Freshman Acceptance Rate for Incoming Freshmen |
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| University Access Rate (Percent of Undergraduates with a Pell Grant) |
This metric is based the number of undergraduates, enrolled during the fall term, who received a Pell‐grant during the fall term. Unclassified students, who are not eligible for Pellgrants, were excluded from this metric. Source: Accountability Report
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For each of the last four years of data, the annual undergraduate total full expenditures (includes direct and indirect expenditures) were divided by the total fundable student credit hours to create a cost per credit hour for each year. This cost per credit hour was then multiplied by 30 credit hours to derive an average annual cost. The average annual cost for each of the four years was summed to provide an average cost per degree for a baccalaureate degree that requires 120 credit hours. Sources: State University Database System (SUDS), Expenditure Analysis: Report IV. Source: | Average Cost to the Student | Average Cost to the Student | | University Access Rate (Percent of Undergraduates with a Pell Grant) | | University Access Rate (Percent of Undergraduates with a Pell Grant) |
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Student Success
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| Freshman Retention Rate (Full‐time, FTIC) USF | Freshman Retention Rate (Full‐time, FTIC) USF | | Average Cost to the Student | | Average Cost to the Student |
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| Freshman Retention Rate (Full‐time, FTIC): USF |
Freshman Retention Rate (Full‐time, FTIC) as reported annually to the Integrated Postsecondary Education Data System (IPEDS). The retention rates that are reported in the Board's annual Accountability report are preliminary because they are based on student enrollment in their second fall term as reported by the 28th calendar day following the first day of class. When the Board of Governors reports final retention rates to IPEDS in the Spring (usually the first week of April), that data is based on the student enrollment data as reported after the Fall semester has been completed. The preliminary and final retention rates are nearly identical when rounded to the nearest whole number.
Student Success
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| Freshman Retention Rate (Full‐time, FTIC) USF |
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| 3‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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| 3‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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This transfer cohort is defined as undergraduates entering in fall term (or summer continuing to fall) from the Florida College System with an Associate in Arts (AA) degree. The rate is the percentage of the initial cohort that has either graduated from the same institution by the summer term of their third academic year. Both full-time and part-time students are used in the calculation. Students who were flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree are excluded. (BOG) |
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| 3‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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| 3‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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This transfer cohort is defined as undergraduates entering in fall term (or summer continuing to fall) from the Florida College System with an Associate in Arts (AA) degree. The rate is the percentage of the initial cohort that has either graduated from the same college at USF by the summer term of their third academic year. Both full-time and part-time students are used in the calculation. Students who were flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree are excluded. |
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| 4‐year Graduation Rate (AA Transfers) USF |
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| 4‐year Graduation Rate (AA Transfers) USF |
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AA Transfer cohort is defined as undergraduates entering in the fall term (or summer continuing to fall) and having earned an AA degree from an institution in the Florida College System. For comparability with FTIC cohorts, AA Transfer cohorts are based on undergraduate students who enter the institution in the Fall term (or Summer term and continue into the Fall term) and graduate from the same institution within four years.(BOG) |
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| 6-year PELL Graduation Rate USF |
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| 6-year PELL Graduation Rate USF |
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This metric is based on the percentage of students who started in the Fall (or summer continuing to Fall) term and were enrolled full-time or part-time in their first semester and who received a Pell Grant during their first year and who graduated from the same institution by the summer term of their sixth year. Students who were flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree were excluded. (BOG) |
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| 6-year PELL Graduation Rate SAME COLLEGE |
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| 6-year PELL Graduation Rate SAME COLLEGE |
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This metric is based on the percentage of students who started in the Fall (or summer continuing to Fall) term and were enrolled full-time or part-time in their first semester and who received a Pell Grant during their first year and who graduated from the same college at USF by the summer term of their sixth year. Students who were flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree were excluded. (BOG) |
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| Bachelors Degrees Awarded |
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The number of Undergraduate degrees awarded is a count of graduates with certain skill sets (not an unduplicated count of degrees), so we include all of the disciplines/CIP codes that a student completes – this includes first majors, second majors, and dual degrees. (BOG) |
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| Student Awards |
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| Student Awards |
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Highly competitive national scholarships/fellowships awarded to USF students. Notification to recipients occur from first week of December till last week of August of the following year. |
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| Student‐to‐Faculty Ratio |
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| Student‐to‐Faculty Ratio |
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The ratio of FTE students to FTE instructional staff (i.e., students divided by staff) as defined by IPEDS. Each FTE value is equal to the number of full‐time students/staff plus 1/3 the number of part‐time students/staff. Source: ODS Internal - Integrated Postsecondary Education Data System (IPEDS) |
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| Undergraduate Class Sections (Fall) ‐ 2‐9 |
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| Undergraduate Class Sections (Fall) ‐ 2‐9 |
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Definition aligns with that of the Common Data Set Initiative (www.commondataset.org). In sum, a class section is defined as an organized undergraduate course offered for credit, identified by discipline and number, meeting at a stated time or times in a classroom or similar setting, and not a subsection such as a laboratory or discussion session. Excludes distance learning classes and noncredit classes and individual instruction such as dissertation or thesis research, music instruction, or one‐to‐one readings. The number of class sections with the number of students ranging from 2 to 9 are listed in this metric. |
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| Undergraduate Class Sections (Fall) ‐ 10‐19 |
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| Undergraduate Class Sections (Fall) ‐ 10‐19 |
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The number of class sections with the number of students ranging from 10 to 19 are listed in this metric. |
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| Undergraduate Class Sections (Fall) ‐ 20‐29 |
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| Undergraduate Class Sections (Fall) ‐ 20‐29 |
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The number of class sections with number of students ranging from 20 to 29 are listed in this metric. |
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| Report: Undergraduate Class Sections (Fall) ‐ 30‐39 |
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| Report: Undergraduate Class Sections (Fall) ‐ 30‐39 |
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The number of class sections with number of students ranging from 30 to 39 are listed in this metric. |
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| Report: Undergraduate Class Sections (Fall) ‐ 40‐49 |
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| Report: Undergraduate Class Sections (Fall) ‐ 40‐49 |
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The number of class sections with number of students ranging from 40 to 49 are listed in this metric. |
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| Undergraduate Class Sections (Fall) ‐ 50‐99 |
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| Undergraduate Class Sections (Fall) ‐ 50‐99 |
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The number of class sections with number of students ranging from 50 to 99 are listed in this metric. |
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| Undergraduate Class Sections (Fall) ‐ 100+ |
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| Undergraduate Class Sections (Fall) ‐ 100+ |
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The number of class sections with number of students with 100 or more are listed in this metric. |
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| Undergraduate Class Sections (Fall) ‐ Total |
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| Undergraduate Class Sections (Fall) ‐ Total |
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Total number of undergraduate class sections are listed in this metric. |
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| Faculty Excellence |
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| Faculty Awards (CY) |
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| Faculty Awards (CY) |
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This metric is based on the number of awards that faculty have earned in the arts, humanities, science, engineering and health fields as reported in the annual 'Top American Research Universities' report. Twenty‐three of the most prominent awards are considered, including: Getty Scholars in Residence, Guggenheim Fellows, Howard Hughes Medical Institute Investigators, MacArthur Foundation Fellows, National Endowment for the Humanities (NEH) Fellows, National Medal of Science and National Medal of Technology, Robert Wood Johnson Policy Fellows, Sloan Research Fellows, Woodrow Wilson Fellows, to name a few awards. Source: Center for Measuring University Performance, Annual Report of the Top American Research Universities (TARU). The metric is the number of institutional affiliated faculty members, per calendar year. Data Source: USF Faculty Awards Database |
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| Number of Postdoctoral Appointees (Fall) |
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| Report: Number of Postdoctoral Appointees (Fall) |
This metric is based on the number of post‐doctoral appointees at the beginning of the academic year. A postdoctoral researcher has recently earned a doctoral (or foreign equivalent) degree and has a temporary paid appointment to focus on specialized research/scholarship under the supervision of a senior scholar. Source: National Science Foundation/National Institutes of Health annual Survey of Graduate Students and Post doctorates in Science and Engineering (GSS). |
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| Grant Proposals Submitted |
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| Grant Proposals Submitted |
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An application submitted to a grant sponsor for funding that contains all information necessary to describe project plans, staff capabilities, and funds requested. Formal proposals are officially approved and submitted by an organization in the name of a PI. |
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| Grant Proposals Awarded (new and continuing) |
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| Grant Proposals Awarded (new and continuing) |
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Funds that have been obligated by a funding agency for a particular project. Any instrument, signed by a contracting officer, providing government funds or other resources to an offeror that permits expenditure of such government funds or use of such government resources. The provision of funds by a sponsor, based on an approved application and budget, to an organizational entity or an individual to carry out an activity or project. This includes both direct and indirect costs (F & A) unless otherwise indicated. |
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| Total Sponsored Research Expenditures ($M) |
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| Total Sponsored Research Expenditures ($M) |
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Total expenditures for all research activities (including non‐science and engineering activities) as reported in the National Science Foundation annual survey of Higher Education Research and Development (HERD). |
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| Federal Research Expenditures ($M) |
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| Federal Research Expenditures ($M) |
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Federal expenditures for all research activities (including non‐science and engineering activities) as reported in the National Science Foundation annual survey of Higher Education Research and Development (HERD). |
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| Overall F&A Rate (%) College |
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| Overall F&A Rate (%) College |
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Facilities and administrative cost rates are applied to a Modified Total Direct Cost (MTDC) base. MTDC consists of all salaries and wages, fringe benefits, materials and supplies, services, travel and the first $25,000 of each sub-grant and subcontract regardless of the period covered by the sub-grant or subcontract. Equipment, alterations and renovations, charges for patient care and tuition remission, space rental costs, scholarship, and fellowships, as well as the portion of each sub-grant or subcontract in excess of $25,000 are excluded from the MTDC calculation. (USF) |
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| Research Innovation & Commercialization |
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| Research Innovation & Commercialization |
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| Invention Disclosures Received (FY) |
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| Invention Disclosures Received (FY) |
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The number as reported to AUTM, is a record of what was invented and the circumstances under which the invention was made. |
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| Philanthropic Support |
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| Philanthropic Support |
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| Gifts Received ($1000s) (total commitment) (FY) |
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As reported in the Council for Aid to Education’s Voluntary Support of Education (VSE) survey in the section entitled “Gift Income Summary,” this is the sum of the present value of all gifts (including outright and deferred gifts) received for any purpose and from all sources during the fiscal year, excluding pledges and bequests. (There’s a deferred gift calculator at www.cae.org/vse.) The present value of non‐cash gifts is defined as the tax deduction to the donor as allowed by the IRS. |