Page Comparison

Headcount by Level - Fall Headcount Enrollment by Student Level and Student Type 

This is the number of students enrolled by student type categories. These headcounts only include those students who were seeking a degree – unclassified students (e.g., dual enrolled) are not included. The student type for undergraduates is based on the ‘Type of Student at Most Recent Admission’. The first-time-in-college (FTIC) student was admitted in the same fall term or in the preceding summer term, including those who were re-admitted as FTICs. Source: State University Database System (SUDS).  ENRL1

Undergraduate Distance Learning FTE (Gross)

Full-time equivalent (FTE) student is a measure of instructional activity that is based on the number of credit hours that students enroll. FTE is based on the Integrated Postsecondary Education Data System (IPEDS) definition, which divides undergraduate credit hours by 30. Online, or distance learning, courses provide at least 80 percent of the direct instruction using some form of technology when the student and instructor are separated by time or space, or both per Section 1009.24(17), Florida Statutes. Source: State University Database System (SUDS). ENRL, PBF

Graduate Distance Learning FTE (Gross)

Online course 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).  ENRL

Percentage of Adult (Aged 25+) Undergraduates Enrolled

This metric is based on the age of the student at the time of their fall term enrollment, not their age upon entry.  As a proxy, age is based on birth year, not birth date. Unclassified students with a high school diploma (or GED) and above are included in this calculation.  Source: State University Database System (SUDS). KPI-11

Freshman Retention Rate (full-time, FTIC) cohorts are based on first-year undergraduate students who enter the institution in the fall term (or summer term and continue into the fall term). Percent retained is based on those who are enrolled during the second fall term.  Source:  State University Database System (SUDS). PRE-C

This metric is based on the percentage of first-time-in-college (FTIC) students who started in the fall (or summer continuing to fall) term and were enrolled full-time in their first semester and were still enrolled in the same institution during the next fall term with a grade point average (GPA) of at least 2.0 at the end of their first year (fall, spring, summer).  Source:  State University Database System (SUDS).  PBF-5

Four Year FTIC Graduation Rate:  This metric is based on the percentage of first-time-in-college (FTIC) students who started in the fall (or summer continuing to fall) term and were enrolled full-time in their first semester and had graduated from the same institution by the summer term of their fourth year.  FTIC includes ‘early admit’ students who were admitted as a degree-seeking student prior to high school graduation.  Students who were enrolled in advanced graduate programs during their 4^th year were excluded.  Source:  State University Database System (SUDS). PBF-4.

4-year Graduation Rate:  This metric is based on the percentage of first-time-in-college (FTIC) students who started in the fall (or summer continuing to fall) term and were enrolled full-time in their first semester and had graduated from the same institution by the summer term of their fourth year.  FTIC includes ‘early admit’ students who were admitted as degree-seeking students prior to high school graduation.  Students who were enrolled in advanced graduate programs during their 4^th year were excluded.  Source:  State University Database System (SUDS). PRE-D

Pell Recipient Four-Year Graduation Rate [for Full-Time FTIC]: 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 second academic year. Only full-time students are used in the calculation. Students who were flagged as enrolled in advanced graduate programs in their 2nd year were excluded. Source: State University Database System (SUDS).  PBF-

Six-Year FTIC Graduation Rates [full-& part-time students]:  The first-time-in-college (FTIC) cohort is defined as undergraduates entering in fall term (or summer continuing to fall) with fewer than 12 hours earned since high school graduation.  The rate is the percentage of the initial cohort that has either graduated from the same institution by the summer term of their sixth academic year.  Both full-time and part-time students are used in the calculation. FTIC includes ‘early admits’ students who were admitted as degree-seeking students prior to high school graduation.  Source:  State University Database System (SUDS). KPI-5

FTIC Pell Recipient Six-Year Graduation Rate [Full- and Part-time students]:  This metric is based on the percentage of first-time-in-college (FTIC) students who started in the fall (or summer continuing to fall) term and were enrolled full-or part-time in their first semester and who received a Pell Grant during their first year (summer to spring) 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.  Source:  State University Database System (SUDS).  PBF-9b  

USF:  6-Year Graduation Rates (FT/PT):  The first-time-in-college (FTIC) cohort is defined as undergraduates entering in fall term (or summer continuing to fall) with fewer than 12 hours earned since high school graduation.  The rate is the percentage of the initial cohort that has either graduated from the same institution by the summer term of their sixth academic year.  Both full-time and part-time students are used in the calculation. FTIC includes ‘early admits’ students who were admitted as degree-seeking students prior to high school graduation.  Source:  State University Database System (SUDS).  PBF-10

FCS AA Transfer Three-Year Graduation Rate [Full- and part-time students]:  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.  Source:  State University Database System (SUDS).  PBF-9a

FCS AA Transfer Two-Year Graduation Rate [full-time students]:  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 second academic year.  Only full-time students are used in the calculation.  Students who were flagged as enrolled in advanced graduate programs in their 2^nd year were excluded.  Source: State University Database System (SUDS).  KPI-6

Bachelor's Degrees Awarded: This is a count of first-major baccalaureate and graduate degrees awarded.  First majors include the most common scenario of one student earning one degree in one Classification of Instructional Programs (CIP) code.  In cases where a student earns a baccalaureate degree under two different degree CIPs, a distinction is made between “dual degrees” and “dual majors.”  Also included in first majors are “dual degrees,” which are counted as separate degrees (e.g., counted twice).  In these cases, both degree CIPs receive a “degree fraction” of 1.0.  The calculation of degree fractions is made according to each institution’s criteria.  Source:  State University Database System (SUDS).   KPI-8

Master's Degrees Awarded: This is a count of first-major baccalaureate and graduate degrees awarded.  First majors include the most common scenario of one student earning one degree in one Classification of Instructional Programs (CIP) code.  In cases where a student earns a baccalaureate degree under two different degree CIPs, a distinction is made between “dual degrees” and “dual majors.”  Also included in first majors are “dual degrees,” which are counted as separate degrees (e.g., counted twice).  In these cases, both degree CIPs receive a “degree fraction” of 1.0.  The calculation of degree fractions is made according to each institution’s criteria.  Source:  State University Database System (SUDS).   KPI-9

Doctoral Degrees Awarded: Includes doctoral research degrees and professional doctoral degrees awarded in medical and health care disciplines.  Also includes veterinary medicine.  Source:  State University Database System (SUDS).  PRE-J

Race/Ethnicity data is self-reported by students to each university.  The non-Hispanic, African-American, and Hispanic categories do not include students classified as Non-Resident Alien or students with a missing race code.  Degree data is based on first-major counts only; second majors are excluded.  Percentage of degrees is based on the number of baccalaureate degrees awarded to non-Hispanic African-American and Hispanic students divided by the total degrees awarded, excluding those awarded to non-resident aliens and unreported.  Source:  State University Database System (SUDS).   KPI-10

This metric is based on the number of baccalaureate degrees awarded within the programs designated by the Board of Governors as ‘Programs of Strategic Emphasis.’  A student who has multiple majors in the subset of targeted Classification of Instruction Program codes will be counted twice (i.e., double-majors are included).  Source:  State University Database System (SUDS).  PBF-6The percentage of degrees that are classified as STEM or Health disciplines

This metric is based on the number of graduate degrees awarded within the programs designated by the Board of Governors in the Academic Program Inventory. These counts include second majors. Second majors include all dual/second majors (e.g., degree CIP receive a degree fraction that is less than 1). The calculation of degree fractions is made according to each institution’s criteria. The calculation for the number of second majors rounds each degree CIP’s fraction of a degree up to 1 and then sums the total. Second majors are typically used when providing degree information by discipline/CIP, to better conveys the number of graduates who have specific skill sets associated with each discipline. Source: State University Database System (SUDS). KPI-12

This metric is based on the number of graduate degrees awarded within the programs designated by the Board of Governors as ‘Programs of Strategic Emphasis.’  A student who has multiple majors in the subset of targeted Classification of Instruction Program codes will be counted twice (i.e., double majors are included).  Source:  State University Database System (SUDS).  PBF-8

The percentage of degrees that are classified as STEM or Health disciplines by the Board of Governors in the Academic Program Inventory. These counts include second majors. Second majors include all dual/second majors (e.g., degree CIP receive a degree fraction that is less than 1). The calculation of degree fractions is made according to each institution’s criteria. The calculation for the number of second majors rounds each degree CIP’s fraction of a degree up to 1 and then sums the total. Second majors are typically used when providing degree information by discipline/CIP, to better conveys the number of graduates who have specific skill sets associated with each discipline. Source: State as ‘Programs of Strategic Emphasis.’  A student who has multiple majors in the subset of targeted Classification of Instruction Program codes will be counted twice (i.e., double majors are included).  Source:  State University Database System (SUDS).  KPIPBF-138

This metric is based on the percentage of baccalaureate degrees awarded within 110% of the credit hours required for a degree based on the Board of Governors Academic Program Inventory.  This metric excludes the following types of student credits:  accelerated mechanisms, remedial coursework, non-native credit hours that are not used toward the degree, non-native credit hours from failed, incomplete, withdrawn, or repeated courses, credit hours from internship programs, credit hours up to 10 foreign language credit hours, and credit hours earned in military science courses that are part of the Reserve Officers’ Training Corps (ROTC) program.  Starting in 2018-19, the calculation for this metric included a new type of statutory exclusion of up to 12 credit hours for students who graduated in four years or less.  This metric does not report the number of students who paid the “Excess Hour Surcharge” (Section 1009.286, Florida Statutes).  Source:  State University Database System (SUDS).  KPI-4

An average weighted grade point average of 4.0 or higher on a 4.0 scale and an average SAT score of 1200 or higher on a 1600-point scale or an average ACT score of 25 or higher on a 36 score scale, using the latest published national concordance table developed jointly by the College Board and ACT, Inc., for fall semester incoming freshmen, as reported annually.  PRE-A

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.  Source:  As reported by each university on the Common Data Set.  KPI-2

This metric is based the number of undergraduates enrolled during the fall term who received a Pell Grant during the fall term.  Students who were not eligible for Pell Grants (e.g., unclassified, non-resident aliens, post-baccalaureate students) were excluded from the denominator for this metric.  Source:  State University Database System (SUDS).   PBF-7

Unduplicated number of degree and non-degree seeking USF students (undergraduate and graduate) by 'home' college, engaging in any international 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.

The data represents the head counts for the level of undergraduate research engagement for the academic year as monitored by the Office of Undergraduate Research (OUR) using specific courses to capture research activity. This data is pulled from benchmarked student data in SID.

The data represents the number of students enrolled in Internship course sections (and equivalent courses, such as preceptorship) for the academic year for OneUSF.

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 with the 'SLCC' and 'CEL' attributes. 

(Office of Community Engagement and Partnerships)

Numerator includes graduating seniors who completed an honors thesis, worked on their own research and/or creative activity topic with the guidance of a faculty member (individually or jointly), submitted an article or research for publication or exhibited research at a professional/academic conference (individually or jointly).  The denominator includes graduating seniors who complete the survey.  While senior exit surveys are traditionally administered in the spring term, institutions may include senior exit surveys from other terms in a given academic year if they are available.  Source:  Student survey data reported to the Florida Board of Governors.  KPI-17

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/staffs staff plus 1/3 the number of part-time students/staffsstaff.

GOAL 1

This metric is based on the percentage of a graduating class of bachelor’s degree recipients who are enrolled or employed (earning at least $40,000) somewhere in the United States. This data includes non-Florida data from all states and districts, including the District of Columbia and Puerto Rico; and military enlistment as reported by the institutions.  Students who do not have valid social security numbers and are not found enrolled are excluded.  Students not found enrolled following graduation and/or employed are also excluded.  Sources:  State University Database System (SUDS), Florida Department of Economic Opportunity (DEO) analysis of State Wage Interchange System (SWIS), and National Student Clearinghouse (NSC).  PBF-1

GOAL 1

This metric is based on annualized Unemployment Insurance (UI) wage data from the fourth fiscal quarter after graduation for bachelor’s recipients.  This data does not include individuals who are self-employed, employed by the military, those without a valid social security number, or making less than minimum wage.  This data now includes non-Florida data from all states and districts, including the District of Columbia and Puerto Rico.  Sources:  State University Database System (SUDS) and Florida Department of Economic Opportunity (DEO) analysis of State Wage Interchange System (SWIS).  PBF-2

GOAL 1

The average pass rates as a percentage of all first-time examinees for Nursing, Law, Medicine, Veterinary, Pharmacy, Dental, Physical Therapy, and Occupational Therapy, when applicable.  The average pass rate for the nation or state is also provided as a contextual benchmark.  The Board’s 2025 System Strategic Plan calls for all institutions to be above or tied the exam’s respective benchmark.  The State benchmark for the Florida Bar Exam excludes non-Florida institutions.  The national benchmark for the USMLE exams is based on rates for MD degrees from U.S. institutions.  Source: BOG staff analysis of exam pass rates provided by institutions or licensure/certification boards. KPI-14

GOAL 1

A top-50 ranking on at least two well-known and highly respected national public university rankings, reflecting national preeminence, using the most recent rankings.  Sources:  Princeton Review, Fiske Guide, QS World University Ranking, Times Higher Education World University Ranking, Academic Ranking of World University, U.S. News and World Report National University, U.S. News and World Report National Public University, U.S. News and World Report Liberal Arts Colleges, Forbes, Washington Monthly Liberal Arts Colleges, Washington Monthly National University, and Center for Measuring University Performance.  KPI-1

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.

Total expenditures for all research activities, including non-science and engineering activities.  Source:  As reported by each institution to the National Science Foundation annual survey of Higher Education Research and Development (HERD) based on the NSF rules and definitions.  PBF-10

Research expenditures within Science & Engineering disciplines.  Source:  As reported by each institution to the National Science Foundation (NSF) annual survey of Higher Education Research and Development (HERD) based on the NSF rules and definitions.  PRE-F

This metric reports the research expenditures funded from federal, private industry, and other (non-state and non-institutional) sources.  Source: As reported by each institution to the National Science Foundation annual survey of Higher Education Research and Development (HERD) based on the NSF rules and definitions. KPI-19

Research expenditures within Science & Engineering in non-medical sciences.  Source:  As reported by each institution to the National Science Foundation annual survey of Higher Education Research and Development (HERD) based on the NSF rules and definitions.  PRE-G

The NSF identifies eight broad disciplines within Science & Engineering:  Computer Science, Engineering, Environmental Science, Life Science, Mathematical Sciences, Physical Sciences, Psychology, and Social Sciences.  The rankings by discipline are determined by BOG staff using the NSF online database.  PRE-H

The number of postdoctoral appointees awarded annually.  Source:  National Science Foundation/National Institutes of Health Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS).  PRE-K

The number as reported to AUTM, is a record of what was invented and the circumstances under which the invention was made.