Planning, Performance, and Accountability (PPA)

This section of report  displays the the metrics for the numbers of students enrolled. The numbers are broken out by Undergraduate Lower Level FTE, Undergraduate Upper Level FTE, Graduate Beginner Level FTE, and Graduate Advance 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)

• Undergraduate Upper Level FTE
  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)

• Graduate Beginner Level FTE
  A graduate student who has been formally admitted to a graduate degree program and is not an advanced graduate student.(BOG)

• Graduate Advanced Level FTE 
  A graduate student who has been formally admitted to a recognized Doctoral or Post - Masters's degree program.(BOG)

• Total FTE - Gross
  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 Federal definition, which divides undergraduate credit hours by 30 and graduate credit hours by 24. (BOG)

This section of report provides metrics for online enrollment, broken out by undergraduate and graduate levels. 

Online Enrollment

• Undergraduate 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)

• 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) 

This section of report displays the metrics for  high impact practices including the number of students participating in education abroad, undergraduate research activity, internships and service learning

• Education Abroad: Number of Unduplicated Students (includes non-credit experiences)
  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.

• Undergraduate Research Activity (Number of Students)  - AY ( F + S + U)
  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.

• 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 for OneUSF.

• 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 with the 'SLCC' and 'CEL' attributes.
  (Office of Community Engagement and Partnerships)

This section of report displays the metrics for graduate and undergraduate net tuition with numbers broken out by in-state and out-of-state students. 

• Undergraduate In-state
  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 students.

• Undergraduate Out-of-state
  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 out-of-state students.
  
  
• 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.
  
  
• Graduate In-state
  The actual average of the total graduate 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 students.
  
  
• Graduate Out-of-State
  The actual average of the total graduate 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 out-of-state students.
  
  
• Graduate Total
  The actual average of the total graduate 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.
  
  
• Grand Total
  The actual average of the total 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. (BOG) Tuition dollars reflected exclude the portion of differential tuition that is associated with Financial Aid.

This section of report displays the metrics for Student Access, Student Success, Faculty Excellence,  Research Productivity, Research and Philanthropic Support

A. Student Access

• Average GPA and SAT Score for Incoming Freshmen (Fall)
  This metric  measures 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.

• Freshmen in Top 10% of High School Graduating Class for Incoming 
  This metric measure the 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).

• Freshman Acceptance Rate for Incoming Freshmen (Fall)
  This metric measures acceptance rate of incoming freshman and  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. 

• University Access Rate (Percent of Undergraduates with a Pell Grant)
  This metric measures the number of undergraduates who received a Pell Grant during the Fall term. Pell Grants provide financial assistance to students with financial need who have not earned their first bachelor's degree or who are enrolled in certain post-baccalaureate programs. 

• Average Cost to the Student
  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.

B. Student Success

Academic Retention/Progress Rate

• Freshman Retention Rate (Full-time, FTIC): Same College
  FTIC undergraduate students who enter the institution in the Fall term (or Summer term and continue into the Fall term). (BOG).

• Freshman Retention Rate (Full-time, FTIC): USF 
  FTIC undergraduate students who enter the institution in the Fall term (or Summer term and continue into the Fall term). (BOG)

• Academic Progress Rate (2nd Year Retention with GPA above 2.0): Same College
  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. Retained with GPA>=2.0 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). (BOG)

• Academic Progress Rate (2nd Year Retention with GPA above 2.0): USF
  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.  Retained with GPA>=2.0 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). (BOG)

• 4-Year Graduation Rate (Full Time, FTIC): SAME COLLEGE
  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 4th year were excluded. (BOG)

• 4-Year Graduation Rate (Full Time, FTIC): USF
  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 4th year were excluded. (BOG)

• 6-Year Graduation Rate (Full Time, FTIC): SAME COLLEGE
  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. Only full-time students are included in this calculation. FTIC also includes ‘early admits’ students who were admitted as degree-seeking students prior to high school graduation. (BOG).

• 6-Year Graduation Rate (Full and Part Time): SAME COLLEGE
  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 a degree-seeking student prior to high school graduation

• 6-Year Graduation Rate (Full Time, FTIC): USF
  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. Only full-time students are included in this calculation. FTIC also includes ‘early admits’ students who were admitted as degree-seeking students prior to high school graduation. (BOG).

• 6-Year Graduation Rate (Full and Part Time): USF
  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 a degree-seeking student prior to high school graduation

6-Year PELL Graduation Rate

• 6-year PELL Graduation Rate : USF
  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 who received a Pell Grant during their first year and who 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 flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree were excluded. (BOG)

• 6-year PELL Graduation Rate : SAME COLLEGE
  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 who received a Pell Grant during their first year and who 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 flagged as enrolled in advanced graduate programs that would not earn a bachelor’s degree were excluded. (BOG)

2-Year Graduation Rate for Transfers

• 2-year Graduation Rate (Full-Time, FCS AA Transfers): SAME COLLEGE
  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 second academic year. Full-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 were not excluded.

• 2-year Graduation Rate (Full-Time, FCS AA Transfers): USF
  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. Full-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 were not excluded. (BOG).

3 Year Graduation Rate for Transfers

• 3-year Graduation Rate (Full-Time and Part-Time, FCS AA Transfers): USF
  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)

• 3-year Graduation Rate (Full-Time and Part-Time, FCS AA Transfers): SAME COLLEGE
  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.

Degree Productivity

• Bachelor's Degree 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)

• 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)

• 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)

• Percent of Bachelor's Degrees Awarded in STEM and Health
  The percentage of baccalaureate degrees that are classified as STEM by the Board of Governors in the SUS program inventory as reported in the annual Accountability Report.

• 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)

• 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.

• 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

• Percent of Bachelor's Degrees Without Excess Hours
  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).

• Student Awards
  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.

• Student to Faculty Ratio (Fall)
  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.

• Undergraduate Class Sections (Fall) fewer than 20
  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 and 10-19 are listed in this metric.

• Undergraduate Class Sections (Fall) 20-29
  The number of class sections with the number of students ranging from 20 to 29 are listed in this metric.

• Undergraduate Class Sections (Fall) 30-39
  The number of class sections with the number of students ranging from 30 to 39 are listed in this metric.

• Undergraduate Class Sections (Fall) 40-49
  The number of class sections with the number of students ranging from 40 to 49 are listed in this metric.

• Undergraduate Class Sections (Fall) 50+
  The number of class sections with the number of students ranging from 50 tor more are listed in this metric.

• Undergraduate Class Sections (Fall) Total
  Total number of undergraduate class sections are listed in this metric.

C. Faculty Excellence

• Faculty Awards (CY)
  The number of institutional affiliated faculty members, per calendar year, receiving awards from 24 prominent grant and fellowship programs in the arts, humanities, science, engineering, and health fields as reported by The Center's Top American Research Universities (TARU). A list of these faculty awards is available in the TARU's source notes. The number reported is for the academic year that preceded the reporting year. The number of faculty awards is also a membership eligibility requirement for the Association of American Universities (AAU). A list of the 27 awards considered by the AAU is available in the AAU's Membership Policy. (TARU)

• Number of Postdoctoral Appointees
  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).

• Number of Full-time Instructional Faculty (Fall)
  Comprised of staff who are either (1) primarily instruction, or   (2) instruction combined with research and/or public service defined by IPEDS. 

D. Research: Productivity (FY)

• 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.

• Grant Proposals Awarded  (new and continuing) 
  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).

• Total Sponsored Research Expenditures ($M) 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.

• Federal Research Expenditures ($M) (Sum of Federal Expenditures + Federal Flow Through Expenditures)
  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).

• Overall F&A Rate (%): College
  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 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)

E. Research: Innovation & Commercialization

• 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. 

F. Philanthropic Support

• Gifts Received ($1000s) (total commitment) (FY)
  Reflects contributions (in current dollars) given to the institution. The annual giving data include all contributions actually received during the institution’s fiscal year in the form of cash, securities, company products, and other property from alumni, non-alumni individuals, corporations, foundations, religious organizations, and other groups. Not included in the totals are public funds, earnings on investments held by the institution, and unfulfilled pledges. The amount shown is in thousands.