University of Alaska

Transcription

1 University of Alaska Key Indicators Change Student Participation FY10 FY11 FY12 FY13 FY14 FY10-FY14 FY15 Annual Number of Students Taking For-Credit Courses 49,005 49,939 50,628 48,494 46,062-6% Associate and Certificate 8,962 9,951 10,266 9,845 9,656 8% Bachelor's 14,548 15,436 16,089 16,250 15,942 10% Graduate 3,290 3,393 3,458 3,439 3,396 3% Non-Degree Seeking 22,205 21,159 20,815 18,960 17,068-23% Average Student Credit Hour Load % % of Recent College Bound Alaska High School Graduates (Biennial) 47.5% 46.4% % of Recent Alaska High School Graduates who Attend UA 29.4% 29.0% 29.4% 29.3% 29.4% 0% 29.4% % of Alaskans who took UA Class 8.4% 8.4% 8.1% 7.9% 7.6% -10% Student Learning Outcomes Degree, Certificates, Endorsements Awarded 3,754 3,983 4,174 4,491 4,908 31% High Demand Job Area (HDJA) Degrees Awarded 2,731 2,910 2,918 3,067 3,343 22% % of UA Degree Recipients Employed 1 Year Later 78.6% 78.3% 78.5% 73.7% Available January 2016 Vocational Pre- to Post-Training Change in Average Wage Per Quarter 25.9% 30.7% 28.9% 33.3% Available January 2016 Bachelor's 150% Graduation Rate (Full-Time Only) 27.7% 28.6% 28.2% 31.6% 32.1% 16% Associate and Certificate 150% Graduation Rate (Full-Time) 12.4% 12.4% 12.7% 11.3% 14.2% 15% Research & Creative Activity Grant Funded Research Expenditures (Millions) $131.0 $138.0 $132.7 $129.8 $ % Service Non-Credit Instructional Units Delivered 16,049 15,541 15,498 12,922 10,394-35% Outreach Contacts/Publications 177, , , , ,474 54% Facilities Sq. Ft. Per Faculty FTE 2,334 2,296 2,221 2,407 2,383 2% 2,447 Deferred Maintenance & Revitalization Backlog in $ Per Sq. Ft. ($1000s) % Finance Viability Ratio % Return on Net Assets Ratio % Alumni Giving ($1000s) $671 $788 $1,123 $897 $1, % Corporate Giving ($1000s) $10,375 $24,868 $14,282 $8,120 $11,809 14% Note: In the version of this document located under Recent Updates at clicking on the name of the metric category links to a corresponding brief interpretation and definition. Each arrow, under the change column, indicates the long-term, five-year, direction of a measure. Green arrows indicate measures that are trending in the desired direction while red arrows indicate those that may be trending differently than desired. UA Institutional Research and Planning 1 May 2015

2 Change Theme I: Student Achievement & Attainment FY10 FY11 FY12 FY13 FY14 FY10-FY14 FY15 Grads who Earned Subsequent Graduate Degrees in 5 Years 15.6% 15.1% 15.7% 16.7% 17.0% 9% % of Degree-Seekers who Successfully Complete 30 Credits or More Per FY Bachelor's 13.0% 12.9% 13.7% 15.0% 15.2% 17% Associate 4.0% 3.7% 3.5% 4.2% 3.9% -3% Bachelor's 14.4% 19.6% 18.1% 19.3% 19.7% 37% Associate & Certificate 13.9% 13.9% 15.1% 18.6% 13.2% -5% 150% Graduation Rates: Bachelor's Full-Time 27.7% 28.6% 28.2% 31.6% 32.1% 16% Bachelor's Full-Time Pell Recipients 16.0% 18.9% 21.1% 17.2% 20.3% 27% Bachelor's Full-Time Minority Students 19.1% 17.9% 15.4% 20.4% 17.4% -9% Bachelor's Part-Time 7.5% 6.5% 7.5% 9.0% 6.7% -11% Bachelor's Part-Time Pell Recipients 5.0% 2.9% 6.7% 3.1% 7.7% 54% Bachelor's Part-Time Minority Students 10.4% 3.6% 3.3% 3.9% 4.8% -54% Associate Full-Time 9.0% 10.6% 11.7% 11.4% 12.5% 39% Associate Full-Time Pell Recipients 10.2% 7.5% 7.8% 8.9% 10.9% 7% Associate Full-Time Minority Students 4.1% 4.5% 4.8% 4.9% 6.5% 59% Associate Part-Time 2.9% 2.3% 3.7% 3.2% 4.0% 38% Associate Part-Time Pell Recipients 1.4% 3.6% 3.6% 2.2% 3.4% 143% Associate Part-Time Minority Students 2.8% 0.0% 1.6% 1.9% 4.0% 43% Graduate Students with Externally Funded Assistantships 9.1% 10.3% 8.6% 8.0% 6.9% -24% Theme II: Productive Partnerships with Alaska's Schools APS Recipients Meeting Annual SCH Requirements 74.9% 80.5% 83.9% First-Time Freshmen Taking Math or English Developmental Class University of Alaska Shaping Alaska s Future Measures (Continued on Next Page) Developmental Students who Successfully Complete College-Level Class in Math or English Within 1 Year Bachelor's 47.3% 47.9% 49.8% 47.5% 46.4% -2% 43.2% Associate 61.6% 57.9% 65.4% 64.1% 60.1% -2% 57.7% First-Time Freshmen with Dual-Enrollment Credits 26.6% 23.7% 23.4% 27.1% 28.3% 6% Proportion of UA Educated New Teacher Hires 23.4% 24.0% 21.0% 23.7% 16.6% -29% Theme III: Productive Partnerships with Public Entities and Private Industry % of UA Degree Recipients Employed 1 Year Later 78.6% 78.3% 78.5% 73.7% Available January 2016 Industry Investments in Workforce Education ($1000s) $4,612 $4,073 $4,593 $3,858 $2,057-55% Industry Investments in Research & Extension ($1000s) 30,511 $31,115 $33,733 $34,224 $30,945 1% Baccalaureate Engineering Degrees Earned at UA % Health Related Degrees Earned at UA % Note: In the version of this document located under Recent Updates at clicking on the name of the metric category links to a corresponding brief interpretation and definition. Each arrow, under the change column, indicates the long-term, five-year, direction of a measure. Green arrows indicate measures that are trending in the desired direction while red arrows indicate those that may be trending differently than desired. UA Institutional Research and Planning 2 May 2015

3 University of Alaska Shaping Alaska s Future Measures, Cont. Theme IV: Research & Development (R&D) and Scholarship to Sustain Alaska's Communities & Economic Growth FY10 FY11 FY12 FY13 FY14 Change FY10-FY14 FY15 Ratio Non-General Fund: General Fund Research Revenue % Annual Number of Invention Disclosures % External Funding Per Research Faculty Full-Time Equivalent ($1,000s) $629.2 $665.7 $629.7 $588.0 $ % Outreach Contacts/Publications 177, , , , ,474 54% Theme V: Accountability to the People of Alaska Average Non-Loan Aid ($) for Financial Aid Eligible Undergraduates Bachelor's $3,583 $4,008 $4,142 $4,422 $4,569 28% Associate & Certificate $2,660 $2,950 $2,963 $3,026 $3,048 15% % of Degree Seeking Undergraduates Receiving Pell 28.0% 35.3% 36.3% 36.1% 35.4% 26% Average Loan Debt for those with Loans Bachelor's $28,593 $29,996 $28,735 $28,757 $28,416-1% Associate & Certificate $19,493 $19,525 $19,349 $20,207 $19,912 2% Number of Programs Available by e-learning 50+% UA continues to refine classification of e-learning programs, % UA continues to refine classification of e-learning programs, 95 Average e-learning Credits per Student % Loan Default Rate 12.2% 12.2% Available October 2015 % of UA reported as minority: Available October 2016 Available October 2017 Faculty 10.4% 10.6% 10.7% 10.6% 11.2% 8% 11.8% Staff 15.3% 15.4% 14.7% 15.2% 14.4% -6% 14.9% Bachelor's 26.2% 26.4% 26.8% 26.8% 27.7% 6% 28.0% Associate & Certificate 30.5% 28.6% 28.5% 29.2% 29.2% -4% 28.6% Graduate Students 18.0% 17.3% 17.3% 18.0% 17.4% -3% 17.2% Degree Recipients 22.7% 20.7% 22.2% 22.0% 24.2% 7% UA Tuition & Fees Compared with Peer Institutions so comparable trend data is not available. so comparable trend data is not available. 4-Year as percent of WICHE Average 87.0% 82.8% 76.7% 78.3% 78.0% -10% 80.9% 2-Year as percent of WICHE Average 212.8% 211.9% 191.6% 183.8% 183.9% -14% 191.5% Total Cost of Risk per $1,000 in Operating Expenses % Note: In the version of this document located under Recent Updates at clicking on the name of the metric category links to a corresponding brief interpretation and definition. Each arrow, under the change column, indicates the long-term, five-year, direction of a measure. Green arrows indicate measures that are trending in the desired direction while red arrows indicate those that may be trending differently than desired. UA Institutional Research and Planning 3 May 2015

4 University of Alaska Key Indicators Student Participation Brief Interpretations and Definitions* Annual Number of Students Taking For-Credit Courses The university served 5 percent fewer students in FY14 than in FY13, and 6 percent fewer than five years earlier. Challenges in maintaining current enrollment levels include little projected growth in the number of annual Alaska high school graduates through 2015, declines in unemployment rates in Alaska regional centers, and declining level of fiscal s upport at the state and federal levels. Annual Number of Associate and Certificate Students Taking For-Credit Courses There has been an overall rise of 8 percent in the number of associate and certificate students sin ce FY10, with a 6 percent decrease from FY12 to FY14. Annual Number of Bachelor s Students Taking For-Credit Courses There has been an overall rise of 10 percent in the number of Bachelor s students since FY10, with a slight decrease from FY13 to FY14. Annual Number of Graduate Students Taking For-Credit Courses There has been an overall rise of 3 percent in the number of graduate students since FY10, with a slight decrease from FY13 to FY14. Annual Number of Non-Degree Seeking Students Taking For-Credit Courses There has been an overall decline of 23 percent in the number of non-degree seeking students since FY10, and a decline of 10 percent from FY13 to FY14. Defined as: Unduplicated fiscal year headcount of students taking at least one credit course anytime in the fiscal year, incl uding auditors. Fiscal year consists of consecutive summer, fall, and spring semesters. Students are classified based on the most recent degree-seeking status within the fiscal year, i.e. a student who is non-degree seeking in the fall and seeking an associate degree in the spring is counted as an associate degree seeker. Average Student Credit Hour Load The average student credit hour load attempted by degree-seeking students over the course of a fiscal year remained steady between FY10 and FY14. Sustained incremental increases are expected in the future as a result of initiatives such as the Stay on Track campaign and targeted student advising. Defined as: Fiscal year measure, indicating total number of non-audit student credit hours attempted during the fiscal year divided by the distinct fiscal year headcount of students taking at least one credit course anytime in the fiscal year, exclu ding auditors. Percent of Recent College Bound Alaska High School Graduates (Biennial) Alaska has historically had one of the lowest college going rates in the nation, and was ranked second to last for percentage of high school graduates going to college directly from high school in See Defined as: Fall measure only. Headcount of college-bound recent Alaska high school graduates divided by the total number of Alaska public high school graduates. College-bound recent Alaska high school graduates attend any post-secondary institution, in state or out of state, immediately after graduating from high school. Figures for college bound Alaska high school graduates are available for odd fiscal years from the Digest of Education Statistics, National Center for Education Statistics ( The Alaska Department of Education and Early Development provides the annual number of recent public Alaska high school graduates ( *Unless otherwise noted in the definition, all metrics are fiscal year based, and source data is supplied by Universities via UA Information Systems: UA Decision Support Database (RPTP.DSDMGR) FY10-FY15. UA Institutional Research and Planning 4 May 2015

5 Percent of Recent Alaska High School Graduates who Attend UA The percentage of recent Alaska high school graduates attending UA has remained almost constant since FY10. In 2014, 7,668 students graduated from the Alaska public school system, a decrease of 2.5 percent from the previous year. WICHE predicts that the number of high school graduates from Alaska will reach a new high of 8,600 by 2028 ( Defined as: Fall measure only. Total number of recent Alaska public high school graduates who enroll as first -time freshman at any University of Alaska location and who are less than 20 years old on September 1 of the reporting year, divided by the total annual number of Alaska public high school graduates. The Alaska Department of Education and Early Developmen t provides the annual number of Alaska public high school graduates ( Percent of Alaskans who took UA Class More than 7 percent of all adult Alaska residents took at least one course from the University of Alaska during 2014, continuing a declining trend since Defined as: Total number of Alaskans 18 and older who received a Permanent Fund Dividend (PFD) are matched to UA data, over each calendar year, to calculate how many of those PFD recipients enrolled at UA during that year. PFD data is provided by the Alaska Department of Revenue, Permanent Fund Division. Student Learning Outcomes Degree, Certificates, Endorsements Awarded University of Alaska numbers of degrees, certificates, and licensu res continued to rise in FY14, driven by historical growth in majors and growth in baccalaureate, occupational endorsement, and licensure -seeking student enrollments. Defined as: Count of Degrees, Certificates, and Endorsements awarded. Some students earn multiple degrees within a fiscal year. See UA in Review table 2.03a. High Demand Job Area (HDJA) Degrees Awarded The number of degrees awarded in High Demand Job Areas has grown steadily since FY10. Alaska Department of Labor and Workforce Development projected modest occupational growth in oil, fishing, tourism, and mining in FY14, and declines in federal government jobs. Defined as: Number of degrees awarded to students in degree programs related to high demand and specified occupational areas as defined by the Alaska Department of Labor and Workforce Development (DoLWD). Programs included in the High Demand Job Area list are determined by the universities. Some students earn multiple degrees within a fiscal year. Percent of UA Degree Recipients Employed 1 Year Later Graduates of UA who remain and work in Alaska forge important partnerships with public entities and private industry across the state. Defined as: Percent of UA graduates who were employed in the state of Alaska within one year after graduation. Graduates working outside the state of Alaska, for the federal government, or in sole proprietorships are not included. Reported by Alaska Department of Labor and Workforce Development (DoLWD). Employment outcomes for FY14 degree recipients will be available from DoLWD approximately 6 months after FY15 closes, January Vocational Pre- to Post-Training Change in Average Wage Per Quarter FY13 UA workforce training participants overall average wage per quarter increased 33 percent after leaving UA. Wages for participants who graduated from their programs increased an average of 77 percent; those who left UA without graduating experienced a 24 percent average increase in quarterly wages. Defined as: Percent change in the average salary of UA vocational education students. UA vocational education students are defined two ways: (1) Students enrolled in a vocational degree program (Occupational Endorsement Certif icate, Certificate or Associate of Applied Science) who attempted at least 3 credits and earned at least 1 credit in GPA-eligible courses; and (2) Non degree-seeking students who attempted at least 3 credits and earned at least 1 credit in vocational, GPA-eligible courses. The students must not have returned to the university to take another class in the following fall. Employment data is provide d UA Institutional Research and Planning 5 May 2015

6 by Alaska Department of Labor and Workforce Development (DoLWD). Employment outcomes for FY14 students will be available approximately 6 months after FY15 closes. Bachelor s 150 Percent Graduation Rate (Full-Time Only) The proportion of first-time, full-time Bachelor s degree seeking students that graduate within six years increased by 16 percent from FY10 to FY14, and 2 percent from FY13 to FY14. Improved placement and advising contribute to this increase. The nationwide six-year graduation rate of Bachelor s degree seeking students at public, four -year, open admission institutions was 32.9 percent in FY13. (NCES 2014, Defined as: Percent first-time, full-time Bachelor s degree seeking freshmen enrolled in the fall six years prior who earned a Bachelor s degree. Based on opening data consistent with federal definitions. UA System level graduation rates represent students graduating from any university in the UA System. A student is counted the first time he or she receives a degree, and if multiple degrees are earned in one year, the highest degree is selected. See UA in Review table 2.02a. Associate and Certificate 150 Percent Graduation Rate (Full-Time) The proportion of first-time, full-time associate degree and certificate seeking students graduating within three years increased 26 percent from FY13 to FY14. The national 3-year graduation rate of associate and certificate se eking students at public, twoyear institutions was 19.5 percent in 2013 (NCES 2014, Defined as: Percent of first-time, full-time associate, certificate, or occupational endorsement certific ate seeking freshmen enrolled in the fall three years prior to earning the degree. Based on opening data consistent with federal definitions. See UA in Review table 2.02 b. Research and Creative Activity Grant Funded Research Expenditures (Millions) Grant Funded Research Expenditures have declined 9.4 percent since FY10, and a decline of 8.6 percent from FY13 to FY14. Defined as: Research Expenditures paid for by grants including indirect cost recovery and capital expenditures. Represents actual expenditures and not the awarded grant amount. See UA in Review table Service Non-Credit Instructional Units Delivered Non-credit instructional units (NCUs) include courses and programs such as mine safety, diesel technology, pesticide safety and marine technology. Data for many, if not most, non-credit activities are not readily or consistently available from SW, UAA, UAF and UAS via UA information systems. Efforts underway define and create consistent mechanisms to collect and routinely report this information in a fashion that allows for valid reporting. According to available data, NCUs have declined 35 percent from FY10 to FY14, and 20 percent from FY13 to FY14. Defined as: Number of non-credit instructional units delivered including workforce, special interest, professional, and continuing education courses. Number is calculated by dividing contact hours by 10 for no n-credit courses. Outreach Contacts/Publications UAF Cooperative Extension Service continues to publish and distribute research in a form useful and understandable to the general public. In FY14 alone the Extension distributed over 273,000 publications in print and from its website. Defined as: Total number of outreach contacts/publications UAF Cooperative Extension Service (CES) distributed to the general public during the fiscal year. Provided by UAF Cooperative Extension Service. Facilities Sq. Ft. Per Faculty FTE This ratio measures the amount of space allocated per faculty full -time equivalent. Research institutions with significant amounts of laboratory space tend to have a higher ratio than those primarily devoted to teaching. Overall, UA s ratio of square feet per faculty FTE has decreased 1 percent from FY13 to FY14. UA Institutional Research and Planning 6 May 2015

7 Defined as: Fall measure only. Square feet is based on assignable space (UA in Review Table 6.03). Faculty FTE is regular faculty FTE (Table 3.01b) plus adjunct faculty FTE. Adjunct faculty FTE i s defined as the number of adjunct faculty (Table 3.08) divided by three; i.e. one adjunct faculty FTE is equivalent to three adjunct faculty. Deferred Maintenance & Revitalization Backlog in $ Per Sq. Ft. (1000s) Deferred maintenance and revitalization is the practice of postponing maintenance and repair activities on real properties typically due to budgetary constraints. The dollar amount of such deferred maintenance and revitalization per gross square foot of real estate decreased by 16 percent from FY10 to FY13. Defined as: Dollar amount of deferred maintenance and revitalization per 1,000 gross square feet of UA facilities. Square fee t is based on gross square feet. See UA in Review Table 6.05a for deferred maintenance and revitalization and 6.01c fo r total gross square feet. Provided by UA Statewide Budget Office. Finance Viability Ratio The viability ratio is a standard measure of the university s financial health. Any ratio greater than 1 indicates that the university has a sufficient amount of expendable assets to cover its debt. Higher ratios imply greater financial health. The university s viability ratio increased 9 percent from FY10 to FY14. Defined as: Compares expendable net assets to debt. This data is from UA s annual financial statements ( available each December following the close of the fiscal year. Return on Net Assets Ratio This ratio measures total economic return and indicates whether the university is financially better off now than i t was in the past. A higher ratio means the university has greater financial flexibility to meet its mission. The university s return on n et assets has risen incrementally over the past several years, but declined 14 percent from FY13 to FY14. Defined as: Compares change in net assets to total net assets. This data is from UA s annual financial statements ( available each December following the close of the fiscal year. Alumni Giving ($1000s) Alumni giving and financial support to the university increased 106 percent over the last five years, and 54 percent since FY13. Defined as: Total amount of donations UA received from alumni during the fiscal year. Numbers provided by UA Foundation. Corporate Giving ($1000s) Corporate giving and financial support to the university increased 45 percent from FY13 to FY14. Overall, since FY10, corporate giving has increased 14 percent. Defined as: Total amount of donations UA received from corporate sources during the fiscal year. Numbers provided by UA Foundation. UA Institutional Research and Planning 7 May 2015

8 Shaping Alaska s Future Measures Theme I: Student Achievement & Attainment Baccalaureate Recipients who Earned Subsequent Graduate Degrees in 5 Years The proportion of students who earned a Bachelor s degree at UA and went on to earn either a Master s or a doctoral degree within 5 years at a U.S. postsecondary institution increased 9 percent from FY10 to FY14. Defined as: Proportion of all baccalaureate recipients within a fiscal year that e arned either a Master s or a doctoral degree within 5 years. This is based on a distinct headcount rather than count of degrees, i.e., a student who received multiple subsequent graduate degrees is counted only once. Information on degrees from universitie s outside the UA system comes from the National Student Clearinghouse as of December Previously reported numbers from all fiscal years have been restated to include all baccalaureate degree recipients who earned a higher degree, rather than only thos e who started at UA as first-time freshmen. Percent of Bachelor s Degree-Seekers who Successfully Complete 30 Credits or More Per FY The percentage of Bachelor s degree seekers who complete 30 credits or more continued to rise in FY14, increasing 17 perce nt from FY10. These increases are due, in part, to increased advising and the Stay on Track Campaign, which informs students of the financial advantages of completing 30 or more credits per year. Defined as: Percent of students seeking a Bachelor s degree during the fiscal year who earned 30 or more credits. The level of degree sought is determined by most recent status a student held during the fiscal year, as students may change degree seekin g status within a fiscal year. Fiscal year consists of summer, fall, and spring semesters. Audit hours and non-credit courses are not included. Non-degree seeking and year-long students are not included. A passing grade is defined as a C or higher or a P. Percent of Associate Degree-Seekers who Successfully Complete 30 Credits or More Per FY The percentage of associate degree seekers who complete 30 credits or more decreased 7 percent from FY13 to FY14. Defined as: Percent of students seeking an associate degree during the fiscal year who earned 30 or more credits. The level of degree being sought is determined by most recent status a student held during the fiscal year, as students may change degree seeking status within a fiscal year. Fiscal year consists of summer, fall, and spring semesters. Associate d egrees are defined as the following degrees: Associate of Arts, Associate of Applied Science, Associate of Business, Associate of Fine Arts, Associate of Science, and Bachelor s Intended. Audit hours and non -credit courses are not included. Non-degree seeking and year-long students are not included. A passing grade is defined as a C or higher or a P. Percent of Developmental Students who Successfully Complete College-Level Class in Math or English Within 1 Year - Bachelor s The percentage of Bachelor s degree seeking first-time freshmen who completed a developmental course in a fall semester and successfully completed a college-level class within one year, i.e. the following spring or summer semester, increased 37 percent from FY10 to FY14. Defined as: Percent of Bachelor s degree seeking first-time freshmen enrolled in developmental math or English courses in their first fall semester who complete a college level course within one year, i.e. the following spring or summer semester. Students enrolled in both developmental math and developmental English must complete college level courses for both subjects. Completion is defined as a letter grade of C or higher or a P. A college level course is defined as a course with t he subject code of MATH or ENGL that is not developmental. Developmental courses provide basic or supplemental preparation for introductory college courses and are available in several areas, with those in math and English making up the vast majority of courses taken. To address varying degrees of remediation needed by students, most subjects for which the UA system offers developmental coursework are delivered at three levels: Nearly College Ready, Some Remediation, and Significant Remediation. Developmental coursework is not applicable to transcripted certificates or to associate, baccalaureate, or graduate degrees, even by petition. Percent of Developmental Students who Successfully Complete College-Level Class in Math or English Within 1 Year - Associate The percentage of associate degree seeking first-time freshmen who completed a developmental course in a fall semester and successfully completed a college-level class within one year, i.e. the following spring or summer semester, declined 5 percent from FY14 to FY14. UA Institutional Research and Planning 8 May 2015

9 Defined as: Percent of associate degree seeking first-time freshmen enrolled in developmental math or English courses in their first fall semester who complete a college level course within one year, i.e. the following spring or summer semester. Students enrolled in both developmental math and developmental English must complete college level courses for both subjects. Completion is defined as a letter grade of C or higher or a P. Only students who are seeking an Associate of Arts (AA) or Associate of Science (AS) are included. Bachelor s Intended (BI) and Associate of Applied Science (AAS) are not included. MATH A105 is not counted as a developmental course here; however, it is counted as a developmental course for students in a baccalaureate program. Developmental courses provide basic or supplemental preparation for introductory college courses and are available in several areas, with those in math and English making up the vast majority of courses taken. To address varying degrees of remediation needed by students, most subjects for which the UA system offers developmental coursework are delivered at three levels: Nearly College Ready, Some Remediation, and Significant Remediation. A college level course i s defined as a course with the subject code of MATH or ENGL w hich is not developmental. Developmental coursework is not applicable to transcripted certificates or to associate, baccalaureate, or graduate degrees, even by petition. 150 Percent Graduation Rate Bachelor s 150 percent Graduation Rate Bachelor s (Full-Time Only) The proportion of first-time, full-time Bachelor s degree seeking students that graduate within six years increased by 16 percent from FY10 to FY14, and 2 percent from FY13 to FY14. Improved placement and advising contribute to this increase. The nationwide six-year graduation rate of Bachelor s degree seeking students at public, four-year, open admission institutions was 32.9 percent in FY13. (NCES 2014, Percent Graduation Rate Bachelor s (Full-Time Pell Recipients) Six year graduation rates for first-time, full-time Bachelor s degree seeking Pell Grant recipients increased by 27 percent from FY10 to FY14, and 18 percent from FY13 to FY14. Despite the increase, this rate remained lower than that of overall first-time, full-time Bachelor s degree seeking students. 150 Percent Graduation Rate Bachelor s (Full-Time Minority Students) The proportion of first-time full-time minority Bachelor s degree seeking students that graduate within six years decreased by 9 percent from FY10 to FY14, and 15 percent from FY13 to FY Percent Graduation Rate Bachelor s (Part-Time Only) The proportion of first-time, part-time Bachelor s degree seeking students that graduate within six years decreased by 11 percent from FY10 to FY14, but decreased 26 percent from FY13 to FY Percent Graduation Rate Bachelor s (Part-Time Pell Recipients) Six-year graduation rates for first-time, part-time Bachelor s degree seeking Pell Grant recipients increased by 54 percent from FY10 to FY14, and more than doubled from FY13 to FY14. In FY14, the graduation rate for first-time, part-time Bachelor s degree seeking Pell Grant recipients surpassed that of first-time, part-time Bachelor s degree seeking students. 150 Percent Graduation Rate Bachelor s (Part-Time Minority Students) The proportion of first-time part-time Bachelor s degree seeking minority students that graduate within six years decreased by 54 percent from FY10 to FY14, but increased by 23 percent from FY13 to FY14. Defined as: Percent first-time Bachelor s degree seeking freshmen enrolled in the fall six years prior who earne d a Bachelor s degree. Based on opening data consistent with federal definitions. UA System level graduation rates represent students graduating from any university in the UA System. A student is counted the first time he or she receives a degree, and if multiple degrees are earned in one year, the highest degree is selected. See UA in Review table 2.02a. Pell recipients are defined as students who received a Pell grant during the first financial aid year in which they enrolled. Minority students are defin ed as all students who self-report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. UA Institutional Research and Planning 9 May 2015

10 150 Percent Graduation Rate Associate 150 Percent Graduation Rate Associate (Full-Time Only) The proportion of first-time, full-time associate degree seeking students that graduate within three years increased by 39 percent from FY10 to FY14, and 10 percent from FY13 to FY14. Improved placement and advising contribute to this increase. 150 Percent Graduation Rate Associate (Full-Time Pell Recipients) Three-year graduation rates for first-time, full-time associate degree seeking Pell Grant recipients increased by 7 percent from FY10 to FY14, and 22 percent from FY13 to FY14. Despite the increase, this rate is lower than that of overall first-time, full-time associate degree seeking students since FY Percent Graduation Rate Associate (Full-Time Minority Students) The proportion of first-time full-time associate degree seeking minority students that graduate within three years increased by 59 percent from FY10 to FY14, and 33 percent from FY13 to FY14. Despite the increase, this rate remained lower than that of overall first-time, full-time associate degree seeking students. 150 Percent Graduation Rate Associate (Part-Time Only) The proportion of first-time, part-time associate degree seeking students that graduate within three years increased by 38 percent from FY10 to FY14, and 25 percent from FY13 to FY Percent Graduation Rate Associate (Part-Time Pell Recipients) Three-year graduation rates for first-time, part-time associate degree seeking Pell Grant recipients more than doubled from FY10 to FY14, and increased by 55 percent from FY13 to FY14. Despite the increase, this rate remained lower than that of overall first-time, part-time associate degree seeking students. 150 Percent Graduation Rate Associate (Part-Time Minority Students) The proportion of first-time part-time minority associate degree seeking students that graduate within three years increased by 43 percent from FY10 to FY14, and more than doubled from FY13 to FY14. Defined as: Percent of first-time associate degree seeking freshmen enrolled in the fall three years prior who earned an associate degree. Based on opening data consistent with federal defi nitions. BIs, certificates, and OECs are not included. Pell recipients are defined as students who received a Pell grant during the first financial aid year in which they enrolled. Mino rity students are defined as all students who self-report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Graduate Students With Externally Funded Assistantships The proportion of graduate students with externally funded assistantships decreased 24 percent from FY10 to FY14, and 14 percent from FY13 to FY14. Defined as: Proportion of all graduate students who received funding from an external source during the year. Theme II: Productive Partnerships with Alaska s Schools APS Recipients Meeting Annual SCH Requirements Awarded for the first time in FY12, the Alaska Performance Scholarship provides an opportunity for Alaska high school students to earn a degree at UA. An important factor for success is whether recipients remain eligible for an award during th eir entire tenure at the university; however students who lose eligibility may continue at the university. Defined as: Proportion of students who received the APS and met the credit hour requirement to continue receiving the APS. First-year APS recipients must enroll in at least 12 student credit hours (SCH) to receive the full-time award each term, and those who enroll in less than 12 SCH receive the half-time award. If a first-year APS recipient received the full-time award for both award disbursements, then that student must have a cumulative SCH earned of at least 24 SCH by the end of term during which the recipient received the 2nd award disbursement. However, if a first-year APS recipient received the half-time award for both terms, that student must have a cumulative SCH earned of at least 12 SCH. If a first-year APS recipient received one full-time award and one half-time award, then that student must have a cumulative SCH earned of at least 18 SCH. Second - year (and later) APS recipients must enroll in at least 15 SCH to receive the full -time award each term; otherwise, they receive the half-time award. For each full-time award received, 15 SCH are added to a recipient s cumulative SCH earned requirement, and for each half-time award, 8 SCH are added to a recipient s cumulative SCH earned requ irement. UA Institutional Research and Planning 10 May 2015

11 Percent of First-Time Freshmen Taking Math or English Developmental Class - Bachelor s Board of Regents policy regarding developmental education (P ) affirms the offering of developmental courses in basic skills to assist students in the successful completion of their educational goals. The proportion of Bachelor s degree seeking first-time freshmen taking such courses decreased 2 percent from fall 2013 to fall Defined as: Fall measure only. Percent of first-time, Bachelor s degree seeking freshmen taking developmental courses in their first semester. Developmental courses provide basic or supplemental preparation for introductory college courses and are available in several areas, with those in math and English making up the vast majority of courses taken. To address varying degrees of remediation needed by students, most subjects for which the UA system offers developmental coursework are delivered at three levels: Nearly College Ready, Some Remediation, and Significant Remediati on. Developmental coursework is not applicable to transcripted certificates or to associate, baccalaureate, or graduate degrees, even by petition. Percent of First-Time Freshmen Taking Math or English Developmental Class - Associate Board of Regents policy regarding developmental education (P ) affirms the offering of developmental courses in basic skills to assist students in the successful completion of their educational goals. The proportion of associate degree seeking first-time freshmen taking such courses decreased 6 percent from fall 2013 to fall Defined as: Fall measure only. Percent of first-time, associate degree seeking freshmen taking developmental courses in their first semester. Associate degree seeking students are defined as those seeking an AA or AS. Bachelor s Intended (BI) and Associate of Applied Science (AAS) are not included. MATH A105 is not counted as developmental for these students. Developmental courses provide basic or supplemental preparation for introductory co llege courses and are available in several areas, with those in math and English making up the vast majority of courses taken. To address varying degrees of remediation needed by students, most subjects for which the UA system offers developmental coursew ork are delivered at three levels: Nearly College Ready, Some Remediation, and Significant Remediation. Developmental coursework is not applicable to transcripted certificates or to associate, baccalaureate, or graduate degrees, even by petition. First-Time Freshmen with Dual-Enrollment Credits Studies have shown that dual enrolled students have higher high school graduation rates, higher rates of persistence in colle ge and accrue more college credits ( esearch&info=dual+enrollment). The proportion of UA students with dual enrollment credits rose 4 percent from FY13 to FY14. Defined as: Fall measure only. Percent of first-time freshmen who earned dual enrollment credits at any time before becoming a first-time freshman. Dual enrollment students include participants in tech prep programs, Alaska Middle College students, and students of high school age. A student is considered to be of high school age if they are between 14 and 18. Proportion of UA Educated New Teacher Hires The proportion of new teacher hires varies and is affected by many factors, including tight budgets for school districts that result in fewer total teacher hires. Defined as: Proportion of the total of all fall new Alaska public school teacher hires who graduated from UA initial teacher preparation programs during any previous fiscal year. For example, in FY14, the proportion reflected is new teacher hires in Fall 2013 that were UA initial teacher preparation students, and who graduated one or several years ago. Source is Center for Alaska Education Policy Research (CAEPR). Theme III: Productive Partnerships with Public Entities and Private Industry Percent of UA Degree Recipients Employed 1 Year Later Graduates of UA who remain and work in Alaska forge important partnerships with public entities and private industry across the state. Defined as: Percent of UA graduates who were employed in the state of Alaska within one year after graduation. Graduates working outside the state of Alaska, for the federal government, or in sole proprietorships are not included. Reported by Alaska Department of Labor and Workforce Development (DoLWD). Employment outcomes for FY14 degree recipients will be available from DoLWD approximately 6 months after FY15 closes. UA Institutional Research and Planning 11 May 2015

12 Industry Investments in Workforce Education ($1000s) Industry investments in workforce education help close the skills gap in Alaska s growing economies. Such investments show some year-to-year variation, but have diminished significantly in FY14. Defined as: Total dollar amount in thousands of restricted expenditures received from private sources plus indirect cost recovery. The measure includes both capital and non-capital expenditures and incorporates grants with the following program themes: Adult and Continuing Education, Education, Education or Instruction (Health or Safety or Medical), Education or Instructional Programs, Nursing Education, Training and Development and Vocational or Technical Education. Industry Investments in Research & Extension ($1000s) Industry investments in research and extension sustain important partnerships between UA and Alaska s private industries. There is some year-to-year variation in this measure, but overall such investments are down ten percent from FY13 to FY14. Defined as: Total dollar amount in thousands of restricted expenditures received from private sources plus indirect cost recovery. The measure includes both capital and non-capital expenditures and includes all grants except those with the following program themes: Adult and Continuing Education, Education, Education or Instruction (Health or Safety or Medical), Education or Instructional Programs, Nursing Education, Training and Development and Vocational or Technical Education. In addition, expenditures associated with the Cooperative Extension Service are excluded. Baccalaureate Engineering Degrees Earned at UA Baccalaureate engineering degrees continue to rise to meet Alaska s sustained demand in a wide range of areas, from arctic to mining and petroleum engineering, and reached an all-time high of 185 degrees awarded in FY14. Defined as: Total number of baccalaureate engineering degrees awarded in a fiscal year that allow graduates to pursue licensi ng as a Professional Engineer in the State of Alaska. Health Related Degrees Earned at UA The number of health related degrees continues to climb to meet persistent high demand for health care jobs in Alaska, and reached an all-time high of 988 degrees awarded in FY14. Defined as: Number of degrees awarded in a fiscal year that are identified as health-related high demand job area programs. Theme IV: Research and Development (R&D) and Scholarship to Sustain Alaska s Communities and Economic Growth Ratio Non-General Fund: General Fund Research Revenue The ratio of Non-General Fund to General Fund Research Revenue provides a helpful way of understanding the return on investment for research at UA. This measure shows that, in FY14, for every $1 received from the state, the university generated revenue of $4.70 from non-state sources. Defined as: Ratio of research revenue from sources other than the state, compared with research revenue from state appropriations. Revenue includes indirect cost recovery. See UA in Review table Annual Number of Invention Disclosures An invention disclosure is the start of a process that may lead to commercialization of technologies valuable to inventors, t he university, and state citizens. UA has over 50 research centers in a wide range of fields includ ing agriculture, climate science, biology, computing, ocean science, geophysics, energy, and engineering. The number of invention disclosures has increased more than ten-fold from FY10 to FY14. Defined as: Number of invention disclosures received by the Office of Technology Commercialization at UAA and the Office of Intellectual Property and Commercialization at UAF. This measure is not applicable to UAS. External Funding Per Research Faculty Full-Time Equivalent External funding per research faculty decreased 17 percent from FY10 to FY14, and 11 percent from FY13 to FY14. Defined as: Ratio of direct research expenditures from grants including ICR and capital expenditures divided by research faculty FTE. See UAR 3.01b and UA Institutional Research and Planning 12 May 2015

13 Outreach Contacts/Publications UAF Cooperative Extension Service continues to publish and distribute research in a form useful and understandable to the general public. In FY14 alone the Extension distributed over 273,000 publications in print and from its website. Defined as: Total number of outreach contacts/publications UAF Cooperative Extension Service (CES) distributed to the general public during the fiscal year. Provided by UAF Cooperative Extension Service. Theme V: Accountability to The People of Alaska Average Non-Loan Aid ($) for Financial Aid Eligible Undergraduates- Bachelor s Non-loan financial aid includes grants, scholarships and other monetary education support that does not need to be paid back. Defined as: Aid year measure. Average dollar amount of non-loan aid paid per Bachelor s student identified to be financial aid eligible. Students were determined to be financial aid eligible if they received any type of financial aid payments including loans and non-loans. All types of non-loan aid are included: grants, scholarships, waivers, and work study. The level of degree sought is determined by most recent status a student held during the aid year. Average Non-Loan Aid ($) for Financial Aid Eligible Undergraduates- Associate and Certificate Non-loan financial aid includes grants, scholarships and other monetary education support that does not need to be paid back. Defined as: Aid year measure. Average dollar amount of non-loan aid paid per associate or certificate student identified to be financial aid eligible. Students were determined to be financial aid eligible if they received any type of financial aid payments including loans and non-loans. All types of non-loan aid are included: grants, scholarships, waivers, and work study. The level of degree sought is determined by most recent status a student held during the aid year. Percent of Degree Seeking Undergraduates Receiving Pell Pell Grants are the federal government s largest grant to students from low income families. The proportion of UA students receiving this type of grant increased 26 percent from FY10 to FY14. This is part of a national trend which has seen the numbers of Pell recipients increase significantly ( Changes in the Expected Family Contribution (EFC), leading to increased eligibility, and many people pursuing higher education because of the poor job market, are some of the reasons that may have contributed to this change. In Aid Year , the maximum number of semesters of eligibility was reduced from 18 to 12, which may have an impact on this metric in the future. Defined as: Aid year measure. Aid year consists of consecutive fall, spring, and summer semesters. Degree seeking undergraduates is a total headcount of all undergraduates pursuing a degree, certificate, or endorsement in the fall semester. See UA in Review Table Average Loan Debt for those with Loans- Bachelor s In FY14, 51 percent of all baccalaureate degree recipients took out student loans. By way of comparison, seven out of 10 college seniors (69 percent) who graduated in 2013 had student loan debt, with an average of $28,400 per borrower. From 2008 to 2012, debt at graduation (federal and private loans combined) increased an average of six percent each year. ( Defined as: Average dollar amount of loan aid received by Bachelor s degree recipients durin g that fiscal year. The average only includes students who received loans and includes all types of loans. For students who have earned multiple degrees, onl y the loans taken out for the most recent degree are counted. Average Loan Debt for those with Loans- Associate and Certificate In FY14, 41 percent of all associate and certificate degree recipients took out student loans. Defined as: Average dollar amount of loan aid received by associate and certificate recipients during that fiscal year. The average only includes students who received loans and includes all types of loans. For students who have earned multiple degrees, only the loans taken out for the most recent degree are counted. UA Institutional Research and Planning 13 May 2015

14 Number of Programs Available by e-learning 50 Percent+ Some UA programs are possible to complete partially or fully online, however it is not always the case that a delivering academic department actively intends to deliver a particular degree online - at least half of the courses required for a degree may simply be available via e-learning primarily as a result of the broad availability of required, general education courses. Each university is intentionally focusing on the expansion and marketing of cohesive online degree programs. UA continues to refine classification of e-learning programs, so comparable trend data is not available at this time. Defined as: Number of programs in which students can complete more than 50 percent of the coursework through e - Learning. UA has defined e-learning as planned learning that predominantly occurs in situations where a student is not required to be in a predetermined location. UA programs have been categorized into hybrid delivery or distance delivery categories, based on the ability to complete percent, or 100 percent of program course requirements by e-learning, respectively. Programs that do not provide for at least half of the required courses to be completed by e -Learning are classified as traditionally delivered for reporting. Number of Programs Available by e-learning 100 Percent UA continues to expand its programs that can be completed through e -Learning, i.e. those where students need not be in a predetermined location. E-Learning refers to planned learning that predominantly occurs in situations where a stude nt is not required to be in a predetermined location. A course delivered entirely via e -Learning is referred to as a distance course, while a course delivered predominantly via e-learning with a lesser traditional component is referred to as a hybrid course. UA continues to refine classification of e-learning programs, so comparable trend data is not available at this time. Defined as: Number of programs in which students can complete 100 percent of the coursework through e -Learning. UA has defined e-learning as planned learning the predominantly occurs in situations where a student is not required to be in a predetermined location. UA programs have been categorized into hybrid delivery or distance delivery categories, based on the ability to complete percent, or 100 percent of program course requirements by e-learning, respectively. Programs that do not provide for at least half of the required courses to be completed by e -Learning are classified as traditionally delivered for reporting. Average e-learning Credits per Student Over the last five years UA students have, on average, continued to take significantly more credits via e -Learning, and this number is expected to rise as more programs are made available through this medium. Students tend to add e-learning credits onto a more traditional course load in order to remain on track to timely graduation. Defined as: Total e-learning credits are divided by total annual headcount, whether or not a student was enrolled in an e - Learning course. Only includes students who were credit enrolled and were not auditing; includes students in year long courses. e-learning refers to planned learning that predominantly occurs in situations where a student is not required to be in a predetermined location. A course delivered entirely via e-learning is referred to as a distance course, while a course delivered predominantly via e-learning with a lesser traditional component is referred to as a hybrid course. Loan Default Rate The national 3-year default rate for federal loans in FY10 was 14.7 percent and FY11 was The 3-year default rate is the percentage of borrowers to entered repayment on certain federal loans programs and then defaulted to meet the conditions of the loan within two fiscal years. See Three-year Official Cohort Default Rates for Schools retrieved in March 2014 in Defined as: Default rate is calculated by taking the number of students whose student loans come due within a particular fisc al year and comparing that to how many of those students default on their loans within three years. Rates are based on federal fiscal years which run from October 1st of a calendar year to September 30th of the following calendar year. Federal fiscal y ear refers to the calendar year in which it ends. Breakdown by degree types is not available. Data is sourc ed from US Department of Education: FY12 numbers available in October Percent of Minority Faculty The percentage of faculty that self-reports as minority increased 8 percent from FY10 to FY14. Defined as: Fall measure only. Percent of all faculty who self -report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Faculty are identified as those with an EEO code of faculty. UA Institutional Research and Planning 14 May 2015

15 Percent of Minority Staff The percentage of staff that self-reports as minority decreased 6 percent from FY10 to FY14. Defined as: Fall measure only. Percent of all non-faculty staff who self-report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Staff includes employees with EEO codes of administrative, professional, technical, clerical, crafts/trades, and maintenance. Percent of Minority Bachelor s The percentage of Bachelor s students that self-report as minority has increased 6 percent over the last five years. Defined as: Fall measure only. Percent of all Bachelor s students who self-report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Auditors are included. Percent of Minority - Associate and Certificate The percentage of associate and certificate students that self-reports as minority has decreased 4 percent over the last five years. Defined as: Fall measure only. Percent of all associate and certificate students who self -report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Auditors are included. Percent of Minority Graduate Students The percentage of graduate students that self-report as minority has decreased 3 percent over the last five years. Defined as: Fall measure only. Percent of all graduate students who self-report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Auditors are included. Percent of Minority Degree Recipients The percentage of degree recipients that self-report as minority has increased 7 percent over the last five years. Defined as: Fiscal year measure. Percent of all degree recipients who self -report as AK Native/Am. Indian, Black, Asian, or HI Native/Pacific Islander. Because the degree recipient measure is based on a count of individuals rather than degrees, it uses a distinct headcount to calculate the percentage. UA Tuition and Fees 4-Year as percent of WICHE Average Compared to other universities in WICHE, tuition at UA is rising at a slower rate. Between FY10 and FY14, tuition increased at UA by 19 percent compared to 33 percent for the WICHE average. Defined as: Average tuition and fees for a four year degree at UA compared to the average tuition and fees at all four -year WICHE institutions ( Historical numbers for California and Colorado were recently restated by WICHE, affecting UA s resulting percentages. UA Tuition and Fees 2-Year as percent of WICHE Average Compared to other universities in WICHE, tuition at UA is rising at a slower rate. Between FY10 and FY14, tuition increased at UA by 18 percent compared to 37 percent for the WICHE average. Defined as: Average tuition and fees for a two year degree at UA compared to the average tuition and fees at all two -year WICHE institutions ( Two year WICHE numbers have been restated due to the addition of Northern Mariana Islands. While Alaska no longer has a public 2 year institution as of FY14, this comparison is still included for reporting purposes. Total Cost of Risk per $1,000 in Operating Expenses This includes insurance, losses, expenses, broker s fees and commissions, opportunity costs, costs of capital, benefits, compliance, safety programs, global programs, and student safety. Defined as: Total cost of risk is defined as the total cost to UA over a fiscal year due to risk. Operating expenses are taken from UA Financial Statements: Cost of risk reported by UA Office of Risk Services. UA Institutional Research and Planning 15 May 2015