SSRA College Accountability Metrics - Glossary
METRIC | DEFINITION |
|---|---|
Headcount by Level and Student Type - Fall | 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 |
| Annual Unduplicated Headcount by Diversity, Student Classification, Residency, and Level | This is the unduplicated student headcount for an academic year. Student Level: The categorization of the student’s progress, as defined by the institution, at the beginning of the term toward a specific degree program, as anticipated after all transcript evaluation and transfer hours are posted, including Freshman; Sophomore; Junior; Senior; Graduate; Unclassified, First Professional; and Correspondence Course Students. Student Classification: The categorization of the student’s progress at the beginning of the term toward a specific degree or certificate as it applies to the allocation of resources within the SUS. Categories include: Unclassified – a student who has not been admitted to a degree program. Lower Division: a student who has earned less than 60 credit hours, or a student who has not been admitted to Upper Division. Upper Division: a student who has earned 60 or more credit hours or has an associate of arts degree. Beginning Graduate: a graduate student who has been formally admitted to a degree program and is not an advanced graduate student. Advanced Graduate: a graduate student who has been formally admitted to a recognized Doctoral or Post-Masters degree program and who has accumulated 36 or more credit hours toward his or her degree or has a Masters's degree.Credit hours counted for this classification include 1) credit hours earned applicable to the current program and 2) credit hours earned prior to the current program but accepted by the university as applicable toward the student’s current degree program Diversity: Categories align with Federal IPEDS definitions of Ethnicity - 1. American Indian 2. Asian, 3. Black 4. Hispanic 5. Native Hawaiian or Other Pacific Islander 6. White 7. Two or More Races 8. Non-Resident Alien 9. Not Reported. Residency - The student's domicile, within or outside of the State of Florida, is identified for the purpose of assessing fees at the institution. For the purpose of assessing registration fees a student shall be classified as Florida or Non-Florida as of the first day of classes.A Florida resident for tuition purposes is a person who qualifies as provided in Florida Statutes 1009.21(10)(a) and 1009.21(2). https://prod.flbog.net:4445/pls/apex/f?p=112:30:704444865196:::RP:P30_ELEMENT_ID:91 |
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 |
| 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 and graduate credit hours by 24. 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 |
Net Tuition | 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. |
| Freshman Retention Rate: USF, Same College | 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 |
| Academic Progress Rate (2nd Year Retention with GPA above 2.0): USF, 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 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 |
| 4-Year Graduation Rate (Full-time, FTIC): USF, Same College | 4-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 students prior to high school graduation. Students who were enrolled in advanced graduate programs during their 4th year were excluded. Source: State University Database System (SUDS). PBF-4, PRE-D Pell Recipient Four-Year Graduation Rate [for Full-Time FTIC]: 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 degree-seeking students 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.Source:State University Database System (SUDS).KPI-7 |
| 6-Year Graduation Rates (FTIC), Various Metrics: USF, Same College | 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, PBF-10 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 |
| Transfer Student Graduation Rates | 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 2nd year were excluded. Source: State University Database System (SUDS). KPI-6 |
| Degrees Awarded by Type, Race/Ethnicity, and Gender | The number of Undergraduate or Graduate degrees awarded by student gender and ethnicity. .Bachelor's Degrees Awarded: This is a count of first-major baccalaureate 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 Graduate Degrees Awarded: : This is a count of graduate degrees awarded. KPI-9 Doctoral Degrees Awarded Annually: 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 |
| Percentage of Bachelor’s Degrees Awarded to African- American & Hispanic Students | Bachelor’s Degrees Awarded to African-American & Hispanic Students: 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 |
| Degrees Awarded in Areas of Strategic Emphasis (ASE) (includes STEM) (%) | Bachelor's Degrees within Programs of Strategic Emphasis::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-6 Graduate Degrees within Programs of Strategic Emphasis: 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 |
| Percent of Bachelor's 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. 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 |
| Average GPA and SAT Score for Incoming Freshmen (Fall) | 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 |
| Freshmen in Top 10% of High School Graduating Class for Incoming Freshmen (S/F) | 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 |
| University Access Rate (Percent of Undergraduates with a Pell Grant) (Fall) | This metric is based on 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 |
| Education Abroad: No. of Unduplicated Students - AY ( F + S + U) | Education Abroad provides information about the unduplicated number of degree-seeking USF students (undergraduate and graduate) by 'home' college engaging in any international credit-bearing experience. These international experiences comprise bilateral exchange, study abroad, faculty-led programs, international internships, service-learning programs, field experiences, and independent research and study. |
| Undergraduate Research Activity (Number of Students) - AY ( U + F + S ) | The data represents the headcount of students engaged in undergraduate research courses during the academic year by student college 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. |
| Percent of Undergraduates Engaged in Research | The 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-16 |
| Internships | Internships (Number of Students) by Course College - AY ( U + F + S ): This data represents the distinct number of undergraduate and graduate students enrolled in internship course sections by course college for the academic year. A student enrolled in more than one internship course within the same colleges during the academic year is counted once. A student enrolled in more than one internship course in different colleges during the academic year will be counted once for each course college. (Number of Students) by Student College - AY ( U + F + S ): This data represents the distinct number of undergraduate and graduate students enrolled in internship course sections by student college for the academic year. A student enrolled in more than one internship course within the same college during the academic year is counted once. |
| Service Learning (Number of Students) - AY ( U + F + S ) | 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) |
| Student to Faculty Ratio (Fall) | The ratio of FTE students to FTE instructional staff, i.e., students divided by staff. |
| Undergraduate Class Sections (Fall) | The 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.Exclude students in independent study, co-operative programs, internships, foreign language taped tutor sessions, practicums, and all students in one-on-one classes. Each class section should be counted only once and |
| Percent of Bachelor’s Graduates Enrolled or Employed ($40,000+) One year after Graduation (proxy data) | 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 |
| Median Wages of Bachelor’s Graduates Employed Full-time One year after Graduation (proxy data) | 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 |
| Professional Licensure & Certification Exam First-time Pass Rates | 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 |
| Public University National Ranking | 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, PRE-B |
METRIC | DEFINITION |
|---|---|
| Grant Proposal 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 Proposal Awarded | 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) | 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 |
| Science & Engineering Research Expenditures ($M) | Research expenditures within Science & Engineering disciplines. Source: As reported by each institution to the National Science Foundation (NSF) annual survey of Higher Education Research and Development (HERD) based on the NSF rules and definitions. PRE-M |
| Non-Medical Science & Engineering Research Expenditures ($M) | 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 |
| Total Research Expenditures ($M) | 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. PRE-F |
| Overall F&A Rate | 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) |
| Number of Broad Disciplines Ranked in Top 100 for Research Expenditures | 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 |
| Number of Postdoctoral Appointees (Fall) | 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 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. |
| Non-Faculty Researchers with PhD | This variable is the number of non‐faculty research staff in GSS‐eligible science, engineering, and health (SEH) units in the fall of the data collection year. Non‐faculty research staff include all doctoral scientists and engineers who are involved principally in research activities but are not considered either post-doctoral appointees or members of the regular faculty. (NSF‐NIH) |
| Invention Disclosures Received (FY) | The number of invention disclosures received in a given year as reported by the Association of University Technology Managers in the annual Licensing Survey. |
| METRIC | DEFINITION |
|---|---|
| Percentage of Full-Time Instructional Faculty with Highest Degree | Faculty - a person appointed to a position defined by the Florida Department of Education Personnel Classification system as in the faculty pay plan (at USF, that plan is “22”). Categories include Professor, Associate Professor, Assistant Professor, Instructor, and Lecturer, as well as non-instructional staff such as Counselor/ Advisors, and Librarians. Faculty Rank - a state-wide categorization of faculty positions. Ranked categories include Professor, Associate Professor, Assistant Professor, Instructor and Lecturer. |
| Citation Impact | The Category Normalized Citation Impact (CNCI) of a document is calculated by dividing the actual count of citing items by the expected citation rate for documents with the same document type, year of publication and subject area. Data represent the average of an institution's citation data for the most recent three overlapping five-year increments. |
| National Academy Memberships | National Academy Memberships held by faculty. Source: The Center for Measuring University Performance in the Top American Research Universities (TARU) annual report or the official membership directories maintained by each national academy. PRE-E, KPI-15 National Academy members reflect the number of USF faculty members who are members of a national academy as reported by TheCenter (Top American Research Universities). Membership in these organizations is reported annually: National Academy of Sciences (NAS), the National Academy of Engineering (NAE), or the Institute of Medicine (IOM). Academy memberships as reported by TheCenter are an eligibility measure for the Association of American Universities (AAU). |
| Faculty Awards (CY) | Faculty Awards provide information about the number of institutional-affiliated faculty members, per calendar year, receiving awards from 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 awards considered by the AAU is available in the AAU's Membership Policy. This is a Calendar Year metric. |
| METRIC | DEFINITION |
|---|---|
| First Destination Survey | The USF First Destination Survey (FDS) captures the initial post-graduation activities of Bachelor’s degree recipients. The survey is administered approximately 6-months post-graduation and captures a variety of information regarding employment, salary, continuing education, location of residence, student loan debt, and post-graduation satisfaction. |
| MyFloridaFuture | MyFloridaFuture is a program designed to bring awareness to students for intentional planning for the future. Students will have the opportunity to engage with it whenever they want and can use it as a resource to research different career fields. |
| Graduating Senior Survey | During the process of applying for graduation, undergraduate students at the University of South Florida complete the Graduating Senior Survey (GSS) to provide feedback regarding their perceptions of and experience at the university. With very few exceptions, the results of the survey represent all students who were awarded an undergraduate degree for the given academic year. The administration of this survey started in Academic Year 2014-2015. |
| Graduate School Exit Survey | During the process of applying for graduation, graduate students from the University of South Florida complete the Graduate School Exit Survey (GSES) to provide feedback to the Office of Decision Support regarding their perceptions and experiences at the university. This survey captures a background of the graduate student population, quality of services they received, their level of satisfaction in respect to their academic growth, and challenges they encountered throughout the course of their graduate student life while at the university. With very few exceptions, the results of the survey represent all students who were awarded a graduate degree for the given academic year. The administration of this survey started in Academic Year 2014-2015. For more detailed analyses |
| National Survey of Student Engagement (NSSE) | The questionnaire collects information in five categories: (1) participation in dozens of educationally purposeful activities, (2) institutional requirements and the challenging nature of coursework, (3) perceptions of the college environment, (4) estimates of educational and personal growth since starting college, and (5) background and demographic information. The survey also captures the scores and information on the NSSE Engagement Indicators and High Impact Practices. |
| New Bulls Intake Survey (NBIS) | USF began administering the NBIS in place of the BCSSE in the fall of 2022 to all first-year students during the first two weeks of the Fall semester. NBIS collects data about entering students' expectations for participating in educationally purposeful activities during the coming college year. |
| METRIC | DEFINITION |
|---|---|
| Academic Program Assessments Submitted | This report summarizes compliance with the assessment process at USF by the academic programs in each college. Every year, each program submits an Assessment Report for the previous year and an Assessment Plan for the upcoming year. Each program's plan and report are then reviewed by the Institutional Effectiveness team to identify whether or not the Report and Plan meet the requirements and expectations of the BOG and SACSCOC. |
| New Academic Programs Proposed | All the proposed new degree programs that are proceeding through the approval process at the university and, if appropriate, the Board of Governors. It does not include new majors or concentrations added under an existing degree program CIP Code. (BOG) |
| Terminated Academic Programs | The academic degree programs (i.e., the entire CIP Code) that have been or are in the process of being removed from the Board of Governors' inventory of programs. This does not include majors or concentrations terminated under an existing degree program. |
| Academic Program Reviews and External Accreditations Completed | Review required by BOG Regulation 8.015, Academic Program Review. Each program is reviewed on a seven-year cycle using criteria established by the BOG and USF. |
| METRIC | DEFINITION |
|---|---|
| Fall Employee Headcount, FTE, and Demographics | This report shows the fall employee headcount, FTE, and Demographics by type, rank, and level over the last 5 fall terms for the campuses/colleges/departments. Employee demography can be defined as “the study of the composition of a social entity in terms of its members’ attributes”. Demographics include such factors as gender, age, ethnicity, occupation, seniority, salary levels, marital and family status. Instructional Personnel - Academic Rank (as defined by IPEDS) Instructional Personnel - No Academic Rank Research Personnel - Academic Rank (as defined by IPEDS) Research Personnel - No Academic Rank Other Personnel- Administrators and Staff Other Personnel-Student Employees |
| Faculty Experience Survey | As part of USF’s ongoing Faculty Success Initiative, and to better understand the experiences of faculty, the Office of the Provost developed and administered a USF Faculty Experience Survey starting in the Spring of 2021. The Survey represented a university-wide collaboration and was designed in consultation with college deans and USF Faculty Senate leadership. It is intended to provide critical insights into the faculty experience, including teaching and learning, research, scholarly and creative activity, community engagement, work-life balance, along with mental health and wellness. Importantly, USF actions have been and will continue to be, informed by the findings. |
| COACHE Survey | In Spring 2020, USF partnered with the Collaborative on Academic Careers in Higher Education (COACHE) to administer a Faculty Job Satisfaction Survey. The job satisfaction survey provides insights into faculty satisfaction across a variety of aspects of the faculty role at USF and allows the data to be compared with data from faculty at peer institutions. For more information, please visit COACHE Faculty Job Satisfaction Survey . |
| METRIC | DEFINITION |
|---|---|
| Annual Fundraising | 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. |
| Endowment | Assets invested by an institution to support its educational mission. Source: National Association of College and University Business Officers (NACUBO) and Commonfund Institute's annual report of Market Value of Endowment Assets. PRE-L |