Federal Requirement: 4.1
The institution evaluates success with respect to student
achievement consistent with its mission. Criteria may include enrollment
data; retention, graduation, course completion, and job placement
rates; state licensing examinations; student portfolios; or other means
of demonstrating achievement of goals. (Student achievement)
UNF evaluates student achievement in relation to its mission
primarily in the following areas: retention and graduation rates,
degrees awarded by level, proficiency performance, state licensing
examinations, and job placement rates.
Retention and Graduation Rates
For many years, UNF has monitored the first-year retention rates
of FTIC (First Time in College, or freshmen) student cohorts. It has also
monitored the graduation rates of FTIC cohorts who started at UNF, plus that of
students transferring from Florida state colleges to UNF with AA degrees. A summary of the five most recent years of first-year
retention rates [FY Retention] shows that FTICs who started at UNF between
Fall 2008 and Fall 2012 achieved retention rates in their second Fall term
between 81% to 84%. These rates represent an improvement over the previous
years; for example, the first-year retention rate for the Fall 2007 FTIC cohort
was only 77%. However, the percent of FTICs who were retained in the second
Fall with a GPA of 2.0 or higher (i.e., with a passing grade) ranged from only
74% to 78% for the Fall 2008 to Fall 2012 cohorts [FY Retention]. Thus, about 6% to 8% of these FTICs were
retained but with unsatisfactory results. The steps UNF has taken to assist
these at-risk students are discussed below.
A review of the recent trends in graduation and
retention rates for FTICs [Grad Rates] shows that the six-year graduation rates for
the latest five FTIC cohorts ranged from 46% to 49% for those who graduated
from UNF. These graduation rates place UNF at approximately the midpoint of
performance for the State University System (SUS) institutions. If we add those
students who started at UNF but graduated elsewhere in the SUS, the six-year
rates were extended to 53%-57%. And if we also add those who did not graduate
yet but were still enrolled either at UNF or elsewhere in the SUS, then the overall
success rate (graduated plus still enrolled) ranged from 64% to 66%. Further, if all colleges that participated in
the Voluntary System of Accountability (VSA) are included in the graduation
rate, then the success rate increased to about 82% [see VSA Chart and VSA Table for College Portrait snapshots from the Fall
2007 fulltime FTIC cohort]. A similar review of the graduation and retention
rates for Florida state college AA transfers [Grad Rates] shows that the four-year graduation rates for
the latest five AA transfer cohorts graduating from UNF were higher than those
for FTICs, ranging from 63% to 70%; the corresponding figures for AA Transfers
who first transferred to UNF but later graduated anywhere in the SUS ranged
from 65% to 72%; and the corresponding success rates (graduated plus still
enrolled) including other SUS institutions ranged from 75% to 80%. The College
portrait four-year rates for the Fall 2007 cohort of fulltime AA Transfers was
84% (graduated from any VSA institution), with a success rate of 89% [VSA Chart and VSA Table]. Graduation rates are further discussed in the
“Graduation Rates” section of President John Delaney’s 2012-13 annual self
report to the UNF Board of Trustees [President]. UNF’s efforts to improve our retention and graduation rates are
Retention and Graduation Rate Efforts
UNF has established a number of programs to
ensure that students both progress and graduate in a timely manner. Many
programs provide fundamental academic skill building, while others provide
access to an array of academic support services. The Academic Center for Excellence
(ACE) has established early intervention programs at the freshman/sophomore
levels to help meet students’ needs. UNF offers the following academic support programs to all students unless otherwise noted:
Success Skills courses focus on areas of student need, which include time
management, textbook reading, effective note taking, study habits, test
anxiety, learning styles, essay writing, and stress management. Additional
topics are added as necessary.
- The Early Academic
Alert System allows faculty, through an online system, to refer underperforming
students to academic advisors in ACE. The system enables advisors to intervene with students and provide appropriate assistance and/or refer students to additional
support resources if necessary.
grade reports for all freshmen alert ACE advising staff to students who are not
earning at least a “C” grade in coursework. The advising staff then intervenes
with each student to determine why the student is not succeeding and then
identifies alternatives, options, and behavior changes that may increase the
student’s opportunities for success.
- ACE offers peer tutoring in
a variety of subject areas. ACE also provides sessions and individual classroom assistance to interested faculty.
- ACE and
Career Services collaborate to offer yearly programming for undecided students, giving them
opportunities to learn about majors and careers through coursework, special
events, publications, and online resources.
Division of Student Affairs provides a full complement of offices that assist
students with various personal and social needs to support their academic
performance. These offices include: Career Services, Child Development Research
Center, Counseling Center, Disability Resource Center, English Language Program,
Health Promotion, Housing Operations, International Center, Intercultural
Center for PEACE, LGBT Resource Center, Medical Compliance, Residence Life,
Student Conduct, Student Life, Student Medical Services, Student Ombudsman,
University Police, and the Women’s Center.
Academic Affairs, working with college Deans,
encourages faculty to make appropriate and necessary student referrals to the
College Success Skills and Early Warning programs. For upper division students, Academic Affairs
works with college Deans to develop faculty contact and mentoring programs for
transfer students and majors, thereby encouraging greater student-faculty
UNF is committed to raising the graduation rates of
all students. For this reason, the university has developed Academic Roadmaps
for each academic program that guide students toward completion of their
academic programs and also serve to monitor student progress. When students are
identified as falling off-track, advisors will contact the students and provide
appropriate guidance and assistance. UNF is also restructuring its advising
system to better provide both professional advising services and faculty
mentoring. The most significant of these changes is that sophomore students will now be advised in the college of their chosen major, rather than centrally in the Academic Center for Excellence. This restructuring is designed to connect students with their major advisors earlier in order to facilitate stronger connections and engagement with academic programs. Beginning fall 2013, UNF implemented the Education Advisory Board's (EAB) Student Success Collaborative (SSC) application. This is a sophisticated software system that uses predictive analytics and data mining to guide students toward greater success. This system is expected to positively impact UNF's retention and graduation rates, and lead to greater student efficiency (time to degree) and greater student success. SSC's predictive modeling provides advisers and students with data that demonstrate where a student is likely to be more successful, and alternatives (if necessary) to his or her current field of study. Together, these modifications to the student support infrastructure
should enhance graduation rates for the undergraduate student population.
The colleges have developed Academic Learning
Compacts (for each baccalaureate major) and Graduate Academic Learning Compacts
(for each graduate program), which identify both expected learning outcomes and
methods for assessing the extent to which students have achieved these
outcomes. Assessment data are used by
academic departments to monitor their curriculum and, when necessary, undertake
curricular changes to help students achieve expected outcomes.
to graduation and retention rates, the Office of Institutional Research tracks
the number of baccalaureate, masters, and doctoral degrees awarded as a
measurement of student achievement.
Please refer to [Degrees Awarded] for the number of degrees awarded by
level for the latest ten-year period, from 2004-05 to 2013-14. This chart shows that the number of
bachelor’s degrees awarded increased monotonically by about 3.85% per year, but
showed a slight decrease in 2013-14. Doctoral degrees awarded also increased
fairly regularly, with a “bump” in 2008-09, when the DPT and DNP programs were added.
The number of master’s degrees awarded has been more erratic, with a high of
622 in 2004-05 and a low the following year (2005-06).
At a more detailed level, [Degrees by Level & Gender] shows the number of degrees awarded by gender
for the latest five-year period (2009-10 to 2013-14); it also shows the number
of degrees awarded by race/ethnic group. Finally, [Degrees by Major] shows the number of degrees awarded by College
UNF’s primary method of assessing student proficiency
is the Educational Testing Service Proficiency Profile (ETS-PP).
Administered on a triennial basis, UNF tests samples of its freshmen and
seniors to measure their performance in three areas: critical thinking and
reading, written communication, and mathematics. In each of these categories,
there are three levels of difficulty, from Level 1 (least difficult) to Level 3
(most difficult). Each student is scored as Proficient, Marginal, or Not
Proficient on each item.
The resulting scores allow us to measure (a) how well
UNF performs compared to similar institutions across the country, and (b) the
increment in skill levels between our freshmen and our seniors.
A summary of ETS-PP Proficiency percentages for
UNF freshmen compared to National (Master’s-level) freshmen for the 2012-13
test year is charted in [ETS Freshmen]. The
results show that UNF freshmen were more proficient than freshmen at Master’s-level
institutions on all three dimensions. Similarly, UNF
seniors were compared to National (Master’s level) seniors; the results are charted
in [ETS Seniors]. Again, UNF outperformed the Master’s-level
institutions on all tests, with the exception of Writing Level 3.
A third comparison was made between UNF freshmen and UNF seniors, the assumption being that proficiency should increase from the freshmen to the senior year. The results are shown in [ETS Freshmen v. Seniors]. As anticipated, UNF seniors did, in fact, show an absolute increase in proficiency compared to the UNF freshmen, with the exception of Writing Level 3.
The increment in
proficiency from the freshman to the senior year was further assessed by the
Learning Gains Report provided by Educational Testing Services. This report
also provides the expected
proficiency scores for UNF freshmen and seniors, based on a regression
algorithm using the SAT/ACT scores of these students. The Learning Gains Report
for all UNF seniors is presented in [Learning Gains: All
results show that UNF freshmen were “Below Expected” in proficiency in Critical
Thinking and Writing, while UNF seniors were “At Expected” levels on these two
dimensions. The discrepancy between the absolute values of proficiency (prior paragraph) and the learning gains results is that freshmen typically have higher SAT/ACT scores than seniors as UNF's admission profile improves year to year.
The increase from the freshman to the senior scores was
“Well Above Expected” for Critical Thinking, and “Above Expected” for Writing.
The learning gains were slightly better for native
seniors (i.e., only those seniors who started as freshmen at UNF), as shown
in [Learning Gains: Native
]. This outcome is to be expected if the UNF
learning experience actually enhances proficiency.
State Licensing Examinations
The UNF programs with certification/licensure exams
are Nurse Practitioner, Nursing, Dietetics, Athletic Training, Physical
Therapy, Nurse Anesthesia, and Mental Health Counseling.
Teaching are also subject to certification exams. Recent changes to the administration of the accounting exam make it difficult to report
data as a single passing rate and also make comparisons over time
ineffective. With regard to teacher
certification, Florida law requires students to pass all parts of the Florida
Teacher Certification Examination before they can graduate; thus, the passage
rate for teacher education program graduates is 100 percent. Therefore, historic data on these two
programs are not included in this section.
The remaining certification/licensure exam passage
rates listed above and presented here apply to Brooks College of Health
programs. As part of the assessment process and commitment to quality, the
strategic plan of the Brooks College of Health calls for each program to
identify and implement strategies to ensure that licensing/certification
passing rates remain above the national average. Chart [State Licensure] shows the state licensing exam passing
rates from 2004 to 2013.
Practitioner (Family Nurse Practice)
pass rate has been at 100% for the last two years, with an average of 97.6%
over the last ten years. The program
will continue to provide the excellent education its previous graduates have
The School of
Nursing continually reviews the National Council Licensure Examination
(NCLEX) pass rate for the Bachelor of Science in Nursing prelicensure
graduates. The Nursing NCLEX licensure exam passage rate, averaged over the ten
years of data presented in the table, is 92.5 percent. Following a downward pattern in 2004-2005,
the school invested in a program that tests students as they complete the main
clinical areas, and then again as they exit the program. Students are offered
remedial work, when needed, based on the results of these tests. In addition,
the school revised the adult health course to align with current
practice trends. NCLEX pass rates have increased since these actions were
implemented, with the last two years at 97% or better.
examination passage rates have exhibited quite a bit of variance over the last
ten years. The bachelor’s program produced an average pass rate of 80.4% for
this time period, and the master’s program generated an average rate of 89.3%. With regard to the master’s program, the pass
rates were 100% in 2012 and 2013. It
should also be noted that both programs reaffirmed their accreditation status
with ACEND in 2014.
As for the bachelor’s program, the examination used
is the Registered Dietitian (RD) examination administered by the Commission on
Dietetic Registration. Eligible alumni take the exam after completing 1200
hours of supervised practice, which occurs after they graduate from the program. The benchmark is an average 5-year pass rate of 80% but the program strives for
The 2014 pass rate was 91%, for the time period through June 30, 2014. Data is not yet available for
the second half of the year.
There are many
factors that affect the RD pass rate, including uncontrolled growth of the program. With 393 current majors, departmental resources are
stretched to the limit. The program has taken steps to control growth by placing
“B” grade requirements on three program prerequisites and is currently researching a selective admission process. The program initiated a robust assessment of student
learning in the undergraduate program. The assessment helps ensure that course
objectives and accreditation competencies are met and that standardization in
student learning across different sections of the same course takes place. Data
collection is on-going and is reported via the UNF TracDat system and to the Accreditation Council for Education in Nutrition and
Even though UNF
exceeds the national average on the athletic training certification exam, with
an average pass rate of 97.5% for the last three years, the Athletic Training Education
Program (ATEP) continues to analyze the Board of Certification (BOC)
scores for curricular improvements. The main emphasis will continue to focus on
meeting the National Athletic Trainers' Association (NATA) Athletic
Training Educational Competencies regarding curriculum content. The program
uses multiple evaluation methods:
Graduate Exit, Alumni, and Employer Surveys; Competency and Proficiency
Assessment Manuals; and individual course evaluations. Recent changes
include developing additional laboratory sessions, implementing additional
teaching strategies, increasing exposure in the didactic setting to a variety
of allied health care professionals, increasing exposure to uncommon injuries
and general medical conditions, and maintaining the involvement of clinical
instructors in the didactic setting.
Pass rates by graduates of the Physical Therapy Program are commendable and exceed the
state and national averages, with an average pass rate of 98.1% over the last
ten years. The Brooks College of Health wants to ensure that it continues this
Anesthesia students have performed admirably, yielding a
perfect (100%) pass rate for the last five years.
Finally, the Mental Health Counseling
tested with an average pass rate of 77.5% for the past four years -- the only
years these data were available. Before
graduates may sit for the licensure exam they must complete a required 1500
hour post-masters registered internship. This internship takes approximately 2 years of full time work
post-masters. For example, graduates who took the licensure exam in 2013 would have
graduated from the program in 2011. In an effort to improve licensure pass
rates, the following program changes were implemented in 2011:
- The program moved from part-time to
full-time in Fall 2011. These students graduated in 2013 and will take
the licensure exam in 2015.
- In Fall 2011, the course schedule was
changed from the last class ending at 10:15 pm to the last class ending
at 8:45 pm to encourage student engagement.
- The cohort model was implemented in Fall 2011 for the following benefits:
- encouraging mutual academic and emotional support;
- providing a space of collaborative learning;
- increasing trust to enable a safe learning environment for taking risks; and
- advising students more holistically.
- The electronic portfolio (iwebfolio),
implemented in 2012, challenges students to demonstrate an understanding
of core counselor competencies on which the licensing exam is based.
The examination consists of 10 simulated clinical mental health
counseling cases that are designed to sample a broad area of
competencies, not merely recall of isolated facts.
- Clinical course (practicum &
internship) are primarily taught by core faculty who assist students in
integrating counselor competencies, coursework, and practice.
- Faculty will use the results of the
Counselor Preparation Comprehensive Examination (CPCE) that students
take at midpoint in the program to target content areas and competencies
that need remediation prior to graduation.
Job Placement Rates
For many years, the Florida Education Training and
Placement Information Program (FETPIP) has provided information on our
graduates’ employment in Florida.
FETPIP’s ability to track employment is limited to those individuals
employed within the state of Florida, and their data exclude those who are
self-employed, those working for very small employers, and those working for
the federal government (e.g., military and postal workers). Despite these shortcomings, FETPIP’s data
provide an excellent profile of the employment rates of university graduates,
together with estimates of their quarterly earnings. The most recent data
published by FETPIP was for the 2011-12 graduates (i.e., those who graduated
from Summer 2011 to Spring 2012). The employment statistics were measured in
the fourth quarter (October to December) of 2012, which allows less than one
year for most graduates to find a job.
The 2011-12 FETPIP summary information for UNF
baccalaureate graduates, compared to those of other SUS institutions, show that
the employment rate of UNF’s baccalaureate graduates within Florida ranked
first among the 11 SUS institutions, and the percentage of graduates found
employed (73%) was more than 11 percentage points above the SUS average (62%).
These data are summarized in [FETPIP: Bachelor’s
]. The data also show that, of those UNF
baccalaureate graduates who were employed in Florida, UNF was tied for second
place for the percentage employed full-time (78%). [FETPIP: Master’s
] demonstrates that this pattern of results aligns with masters graduates, where UNF ranked second (74%) in the
SUS in the percent employed (the SUS average was 59%), and was again tied for
second place for the percentage employed full-time (93%). Finally, [FETPIP: Doctoral
] shows that UNF’s doctoral graduates ranked
third in the SUS in the percentage employed (60%, compared to the SUS’s 37%),
and tied for first place, at 100%, for the percentage who were employed
full-time.These relatively lower employment rates may be attributable to the fact that positions requiring doctoral degrees are fewer in
number, and as such graduates may take more than a year to find an appropriate job.
FETPIP also provides more detailed information
on employment of UNF graduates by discipline and by degree level. The overall
and full-time employment rates are shown in tabular form in [FETPIP: Discipline]. This table also shows the average quarterly
earnings by discipline, as well as the percentage of students who were
continuing their education at a Florida college or university but were not
necessarily employed. UNF’s full-time employment rates are also displayed
graphically in [FETPIP: Full-time], with a separate chart for each degree level.
The horizontal axis shows the major (discipline), with the cohort size in
parentheses; the majors are sorted in descending order by percent employed
There was only one doctoral discipline with ten
or more graduates in 2011-12, and that was Physical Therapy (DPT), with a 55%
full-time employment rate. Perhaps ironically, this was the lowest full-time
employment rate of the three doctoral degree programs offered by UNF.
The final exhibit related to job placement is a
document compiled by the Florida Board of Governor’s (BOG) Office, which deals
with baccalaureate post-graduation metrics from FETPIP and the National Student
Clearinghouse (NSC) for 2011-12 [BOG: Job Placement]. The “continuing education” data from the NSC
are an improvement over the data from FETPIP, as the latter only counts
students continuing their education in Florida colleges or universities,
whereas the former counts students who enroll in any higher education
institution that provides data to the NSC. The BOG’s table also takes steps to
ensure that the headcounts are not duplicated, as it is quite possible for a
person to be employed as well as enrolled in a higher education institution
during the same time period.
According to the table on Page 1 of [BOG: Job Placement], if the students who were employed
full-time are added to those who continued their education at an NSC
institution, and this numerator is corrected for duplicated headcounts and
divided by the unduplicated total cohort size, UNF’s “Percent Enrolled and/or
Employed” was 69%. This ties for second place in the SUS (not counting USF’s
branch campuses), and is three points higher than the SUS average of 66%.
Finally, Page 2 of [BOG: Job Placement] shows the 25th, 50th,
and 75th percentiles of wages of SUS baccalaureate graduates in
Florida for 2011-12, one year after graduation, for each of the institutions.
These data show that UNF wages were above the SUS figures for all three
quartiles. Indeed, UNF’s median wages outperformed most other SUS institutions,
including UF, FSU, and UCF. Understandably, UNF’s median wages fell below those
of FIU and FAU, as the cost of living in south Florida is so much higher. UNF’s
median wage was only $412 less than USF’s.