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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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Enrollment
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Enrollment
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| Undergraduate Lower Level FTE | Undergraduate Lower Level FTE | A student who has earned less than 60 credit hours, or a student who has not been admitted to the upper division. (BOG)
Metric Data: AY
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| Undergraduate Upper Level FTE |
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| Undergraduate Upper Level FTE |
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| Graduate Beginner Level FTE |
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| Graduate Beginner Level FTE |
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| Graduate Advanced Level FTE |
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| Total FTE ‐ Fundable Only |
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| Total FTE ‐ Fundable Only |
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| Undergraduate Distance Learning FTE (Gross) |
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| Undergraduate Distance Learning FTE (Gross) |
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| Graduate Distance Learning FTE (Gross) |
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| High Impact Practices |
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| Education Abroad Number of Unduplicated Students |
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| Undergraduate Research Activity (Number of Students) |
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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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Undergraduate Upper Level FTE | Undergraduate Upper Level FTE | Service Learning (Number of Students) | | Service Learning (Number of Students) |
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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 ODS Internal - NA: College Group, Course Campus, Course College PPA Metrics: Tab 4: Enrollments
Net Tuition
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Graduate Beginner Level FTE | Graduate Beginner Level FTE | Undergraduate In‐state | | Undergraduate In‐state |
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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) ODS Internal - Student Instruction File (SIF) 4 Enrollments
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| Graduate Advanced Level FTE | Graduate Advanced Level FTEUndergraduate Out‐of‐state |
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| Graduate Advanced Level FTE |
A graduate student who has been formally admitted to a recognized Doctoral or Post ‐ Masters's degree program.(BOG) Source: ODS Internal - Student Instruction File (SIF) 4 Enrollments |
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| Undergraduate Total FTE ‐ Fundable Only |
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| : Total FTE ‐ Fundable Only |
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) Source: ODS Internal - Student Instruction File (SIF) |
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| Graduate In-state |
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| Undergraduate Distance Learning FTE (Gross) | Undergraduate Distance Learning FTE (Gross) |
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Online Enrollment
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| Graduate Total |
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| Undergraduate Distance Learning FTE (Gross) |
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) |
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Graduate Distance Learning FTE (Gross) | 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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High Impact Practices
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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
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College
Report: PPA Metrics: Tab 5: Education Abroad
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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: ODS Internal - Student Instruction File (SIF)
Metric Data: AY (U+F+S)
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The data represents the number of students enrolled in Internship course sections (and equivalent courses, such as preceptorship) for the academic year.
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: AY (U+F+S)
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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)
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: AY (U+F+S)
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Net Tuition
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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.
Source: External
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College, Course Delivery Method
Report: PPA Metrics: Tab 2: Net Tuition
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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.
Source: External
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College, Course Delivery Method
Report: PPA Metrics: Tab 2: Net Tuition
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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.
Source: External
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College, Course Delivery Method
Report: PPA Metrics: Tab 2: Net Tuition
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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.
Source: External
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College, Course Delivery Method
Report: PPA Metrics: Tab 2: Net Tuition
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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.
Source: External
Metric Data: AY (U+F+S)
Prompts: NA
Filters: College Group, Course Campus, Course College, Course Delivery Method
Report: PPA Metrics: Tab 2: Net Tuition
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Performance
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Student Access
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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.
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: Fall
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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).
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: Fall
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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.
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: Fall
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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
Source: ODS Internal - Student Instruction File (SIF)
Metric Data: Fall
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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: External
Metric Data: Fall
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Freshman Retention Rate (Full‐time, FTIC) USF | 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.
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| Freshman Retention Rate (Full‐time, FTIC) SAME COLLEGE | Freshman Retention Rate (Full‐time, FTIC) SAME COLLEGE | Freshman Retention Rate (Full‐time, FTIC) in the same college 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.
Performance
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| Average GPA and SAT Score for Incoming Freshmen |
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| Fall NA: College Group, Course Campus, Course College PPA Metrics: Tab 1: PPA Metrics |
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Academic Progress Rate (2nd Year Retention with GPA above 2.0) USF | Academic Progress Rate (2nd Year Retention with GPA above 2.0) USF | Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen | | Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen |
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Academic Progress Rate (2nd Year Retention with GPA above 2.0): USF |
Percent Retained with GPA Above 2.0 is based on student enrollment in the Fall term following their first years for those students with a GPA of 2.0 or higher at the end of their first year (Fall, Spring, Summer). The most recent year of Retention data is based on preliminary data (SIFP file) that is comparable to the final data (SIF file) but may be revised in the following years based on changes in student cohorts. (BOG)
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| Freshman Acceptance Rate for Incoming Freshmen |
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| NA: College Group, Course Campus, Course College: PPA Metrics: Tab 1: PPA Metrics |
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| Academic Progress Rate (2nd Year Retention with GPA above 2.0) SAME COLLEGE | Academic Progress Rate (2nd Year Retention with GPA above 2.0) SAME COLLEGE | Percent Retained in same college with GPA Above 2.0 is based on student enrollment in the Fall term following their first years for those students with a GPA of 2.0 or higher at the end of their first year (Fall, Spring, Summer). The most recent year of Retention data is based on preliminary data (SIFP file) that is comparable to the final data (SIF file) but may be revised in the following years based on changes in student cohorts. (BOG)
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| University Access Rate (Percent of Undergraduates with a Pell Grant) |
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| 4‐Year Graduation Rate (Full‐time, FTIC) USF | 4‐Year Graduation Rate (Full‐time, FTIC) USF | Panel |
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Report: 4‐Year Graduation
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| Average Cost to the Student |
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| Freshman Retention Rate (Full‐time, FTIC) |
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| : USFThis metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 200% of normal time (or four years).This metric does include students who enrolled as part‐time students (in their first year).This metric does not include student transfers into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within four years.(BOG)USF | | Freshman Retention Rate (Full‐time, FTIC) USF |
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| Degrees Awarded SIFD AY (U+F+S) |
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4‐year Graduation | Freshman Retention Rate (Full‐time, FTIC) SAME COLLEGE |
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| 4‐year Graduation | Freshman Retention Rate (Full‐time, FTIC) SAME COLLEGE |
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This metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 200% of normal time (or four years).This metric does include students who enrolled as part‐time students (in their first year).This metric does not include student transfers into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within four years.(BOG) Degrees Awarded SIFD AY (U+F+S) |
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| 6‐Year Graduation Rate (Full‐time, FTIC) USF | 6‐Year Graduation Rate (Full‐time, FTIC) USF | This metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 150% of normal time (or six years).This metric does include students who enrolled as part‐time students (in their first year).This metric does not include student transfers into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within six years.(BOG) | Academic Progress Rate (2nd Year Retention with GPA above 2.0) USF |
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| Academic Progress Rate (2nd Year Retention with GPA above 2.0) USF |
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Degrees Awarded SIFD AY (U+F+S)
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| 6‐year Graduation Rate (Full‐time, FTIC) SAME COLLEGE | 6‐year Graduation Rate (Full‐time, FTIC) SAME COLLEGE | This metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 150% of normal time (or six years).This metric does not include students who enrolled as part time students (in their first year), or who transfer into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within six years.(IPEDS) | Academic Progress Rate (2nd Year Retention with GPA above 2.0) SAME COLLEGE |
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| Academic Progress Rate (2nd Year Retention with GPA above 2.0) SAME COLLEGE |
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Degrees Awarded SIFD AY (U+F+S)
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| 6‐year Graduation Rate (Full‐ and Part‐time, FTIC) USF | 6‐year Graduation Rate (Full‐ and Part‐time, FTIC) USF | This metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 150% of normal time (or six years).This metric does include students who enrolled as part‐time students (in their first year).This metric does not include student transfers into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within six years.(BOG) | 4‐Year Graduation Rate (Full‐time, FTIC) USF |
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| 4‐Year Graduation Rate (Full‐time, FTIC) USF |
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6‐year Full‐ and Part‐timeFull‐time, FTIC) SAME COLLEGE |
| 6‐year Full‐ and Part‐timeFull‐time, FTIC) SAME COLLEGE |
| This metric complies with the requirements of the federal Student Right to Know Act that requires institutions to report the completion status at 150% of normal time (or six years).This metric does not include students who enrolled as part time students (in their first year), or who transfer into the institution. Percent Graduated reports the percent of FTICs who graduated from the same institution within six years.(IPEDS) |
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| 2‐year Graduation Rate (AA Transfers) USF | 2‐year Graduation Rate (AA Transfers) USF | 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 inthe 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 two years.(BOG) |
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| 6‐Year Graduation Rate (Full‐time, FTIC) USF |
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2‐year AA TransfersFull‐time, FTIC) SAME COLLEGE |
| 2‐year AA TransfersFull‐time, FTIC) SAME COLLEGE |
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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 two years.(BOG) |
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| 4‐year Graduation Rate (AA Transfers) USF | 4‐year Graduation Rate (AA Transfers) USF | 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) | 6‐year Graduation Rate (Full‐ and Part‐time, FTIC) USF |
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| 6‐year Graduation Rate (Full‐ and Part‐time, FTIC) USF |
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4‐year AA TransfersFull‐ and Part‐time, FTIC) SAME COLLEGE |
| 4‐year AA TransfersFull‐ and Part‐time, FTIC) SAME COLLEGE |
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| 4‐year Graduation Rate (AA Transfers): SAME COLLEGE | 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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Bachelors Degrees Awarded | Bachelors Degrees Awarded | 2‐year Graduation Rate (AA Transfers) USF | | 2‐year Graduation Rate (AA Transfers) USF |
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Bachelors Degrees Awarded |
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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Masters Degrees Awarded | Masters Degrees Awarded | 2‐year Graduation Rate (AA Transfers) SAME COLLEGE | | 2‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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Masters Degrees Awarded |
The number of Graduate 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) Course College
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| Doctoral Degrees Awarded | Doctoral Degrees Awarded | The number of Graduate 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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| 3‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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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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| AY (U+F+S) NA College Group, Course Campus, Course College PPA Metrics: Tab 1: PPA Metrics |
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Bachelor's Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) | Bachelor's Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) | 4‐year Graduation Rate (AA Transfers) USF | | 4‐year Graduation Rate (AA Transfers) USF |
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Bachelor's Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) |
This metric is based on the number of Undergraduate or 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). (BOG)
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Percent of Bachelor's Degrees Awarded in STEM and Health | Percent of Bachelor's Degrees Awarded in STEM and Health | 4‐year Graduation Rate (AA Transfers) SAME COLLEGE | | 4‐year Graduation Rate (AA Transfers) SAME COLLEGE |
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| Report: Percent of Bachelor's Degrees Awarded in STEM and Health |
The percentage of Graduate degrees that are classified as STEM by the Board of Governors in the SUS program inventory as reported in the annual Accountability Report (Table 5C).: NA
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| Graduate Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) | Graduate Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) | 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: Accountability Report (Table 5C)
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| 6-year PELL Graduation Rate USF |
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| Bachelors Degrees Awarded |
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Percent of Graduate in STEM and HealthPercent of Graduate in STEM and Health Panel |
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| Percent of Graduate Degrees Awarded in STEM and Health | The percentage of Graduate degrees that are classified as STEM by the Board of Governors in the SUS program inventory as reported in the annual Accountability Report (Table 5C). |
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Percent of Bachelors Degrees Without Excess Hours ( 1‐year lag) | Percent of Bachelors Degrees Without Excess Hours ( 1‐year lag) | Doctoral Degrees Awarded | | Doctoral Degrees Awarded |
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: Percent of Bachelors Degrees Without Excess Hours ( 1‐year lag) |
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. Note: It is important to note that the statutory
provisions of the “Excess Hour Surcharge” (1009.286, FS) have been modified
several times by the Florida Legislature, resulting in a phased‐in approach that
has created three different cohorts of students with different requirements. The
performance funding metric data is based on the latest statutory requirements
that mandates 110% of required hours as the threshold. In accordance with
statute, this metric excludes the following types of student credits (ie,
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). Source: State University Database System (SUDS).
Source: ODS Internal - Hours To Degree File (HTD
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| Bachelor's Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) |
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| Percent of Bachelor's Degrees Awarded in STEM and Health |
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| Student Awards | Student Awards |
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| Graduate Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) |
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| Graduate Degrees Awarded in Areas of Strategic Emphasis (includes STEM) (%) |
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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. Source: External |
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| Student‐to‐Faculty Ratio | Student‐to‐Faculty Ratio | 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. | Percent of Graduate Degrees Awarded in STEM and Health |
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| Percent of Graduate Degrees Awarded in STEM and Health |
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Integrated Postsecondary Education Data System (IPEDS Fall
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Undergraduate Class Sections (Fall) ‐ 2‐9 | Undergraduate Class Sections (Fall) ‐ 2‐9 | Percent of Bachelors Degrees Without Excess Hours ( 1‐year lag) | | Percent of Bachelors Degrees Without Excess Hours ( 1‐year lag) |
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Metric Data: Fall Panel |
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: Undergraduate Class Sections (Fall) ‐ 2‐9 |
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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| Student Awards |
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| Student Awards |
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Undergraduate Class Sections (Fall) ‐ 10‐19 | Undergraduate Class Sections (Fall) ‐ 10‐19 | Student‐to‐Faculty Ratio | | Student‐to‐Faculty Ratio |
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The number of class sections with the number of students ranging from 10 to 19
are listed in this metric.Source: ODS Internal -
Student Instruction File Preliminary (SIFPIntegrated Postsecondary Education Data System (IPEDS)
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| Undergraduate Class Sections (Fall) |
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| ‐ 20‐29 ‐ 2‐9 | | Undergraduate Class Sections (Fall) |
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| ‐ 20‐29The number of class sections with number of students ranging from 20 to 29 are listed in this metric. |
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Report: Undergraduate | Undergraduate Class Sections (Fall) |
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| ‐ 30‐39Report: Undergraduate | Undergraduate Class Sections (Fall) |
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| ‐ 30‐39The number of class sections with number of students ranging from 30 to 39 are listed in this metric. |
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Report: Undergraduate | Undergraduate Class Sections (Fall) |
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| ‐ 40‐49Report: Undergraduate | Undergraduate Class Sections (Fall) |
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| ‐ 40‐49The number of class sections with number of students ranging from 40 to 49 are listed in this metric. |
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Undergraduate | Report: Undergraduate Class Sections (Fall) |
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| ‐ 50‐99Undergraduate | Report: Undergraduate Class Sections (Fall) |
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| ‐ 50‐99 Panel |
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| Class Sections (Fall) ‐ 50‐99 |
The number of class sections with number of students ranging from 50 to 99 are listed in this metric. |
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Undergraduate | Report: Undergraduate Class Sections (Fall) |
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| ‐ 100+Undergraduate ‐ 40‐49 | | Report: Undergraduate Class Sections (Fall) |
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| ‐ 100+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) |
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| ‐ Total ‐ 50‐99 | | Undergraduate Class Sections (Fall) |
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| ‐ TotalTotal number of undergraduate class sections are listed in this metric. |
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Faculty Excellence
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Faculty Awards (CY) | Faculty Awards (CY) | Undergraduate Class Sections (Fall) ‐ 100+ | | Undergraduate Class Sections (Fall) ‐ 100+ |
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Faculty Awards (CY) |
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
Metric Data: Calendar Year
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| Undergraduate Class Sections (Fall) ‐ Total |
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| Undergraduate Class Sections (Fall) ‐ Total |
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| Faculty Excellence |
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| Faculty Excellence |
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Faculty Excellence
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Number of Postdoctoral Appointees (Fall | Number of Postdoctoral Appointees (Fall) | Faculty Awards (CY) | | Faculty Awards (CY) |
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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 Postdoctorates in Science and Engineering (GSS). Fall NA: College Group, Course Campus, Course College: PPA Metrics: Tab 3 Faculty Excellence
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Full‐time Instructional Faculty Postdoctoral Appointees (Fall) | | Number of |
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| Full‐time Instructional Faculty Postdoctoral Appointees (Fall) |
|
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| Report: Number of Full‐time Instructional Faculty Postdoctoral Appointees (Fall) |
Comprised of staff who are either (1) primarily instruction, or (2) instruction combined with research and/or public service defined by IPEDS. Source: External |
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Grant Proposals Submitted | Grant Proposals Submitted | Number of Full‐time Instructional Faculty (Fall) | | Number of Full‐time Instructional Faculty (Fall) |
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Grant Proposals Submitted |
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. Fiscal Year (July-June)
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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.
Research Productivity | | Research Productivity |
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Research Productivity
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| Grant Proposals Submitted |
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| Grant Proposals Submitted |
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Total Sponsored Research Expenditures ($M | Total Sponsored Research Expenditures ($M) | Grant Proposals Awarded (new and continuing) | | Grant Proposals Awarded (new and continuing) |
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| Total Sponsored Research Expenditures ($M) |
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| Total |
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| expenditures for all research activities (including non‐science andengineering activities) as reported in the National Science Foundation annual survey of Higher Education Research and Development (HERD). Source: ExternalSponsored Research Expenditures ($M) |
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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). Source: External |
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Overall F&A Rate (%) College |
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| Overall F&A Rate (%) College |
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Report: Overall ): CollegeFacilities 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 subgrant and
subcontract regardless of the period covered by the subgrant 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 subgrant or subcontract in excess of $25,000 are excluded from the MTDC
calculation. (USF)
Source: External
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| Research Innovation & Commercialization |
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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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| : Invention Disclosures Received (FY) |
The number as reported to AUTM, is a record of what was invented and the circumstances under which the invention was made. Source: External |
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| Philanthropic Support |
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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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| Gifts |
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| Received ($1000s) (total commitment) (FY)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. Source: ExternalReceived ($1000s) (total commitment) (FY) |
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