To continue to align state university degree programs with the economic development and workforce needs of the state, the Florida Board of Governors has identified several Areas of Programmatic Strategic Emphasis. These targeted degree areas include:

Click here to see a list of UWF degree programs which have been identified as serving these areas of emphasis.

Student credit hours are calculated by multiplying course enrollment by course credit hours. The numbers included in this table represent the student credit hours generated from courses offered by the department in the Fall and Spring semesters. In CICS, this is determined using the DPT1 and/or DPT2 field listed on the course section (see RCSO).

The weighted student credit hour totals displayed in the table are calculated using the following weighting factors:

Lower Divisionx1.0
Upper Divisionx1.2
Graduatex1.6

For more detail on the numbers displayed in this table, see the Academic Affairs Budget Office website. Student credit hour reports are in the Financial Information section under Student Credit Hours Per Semester.

Please note that the table does not include student credit hours generated from student exchange courses (those with a location code of "IE" or "NE") while the student credit hour reports on the website include these hours. For some departments this will cause a small discrepancy between the two sources. You may click on any row in the student credit hour reports on the website to see a complete breakdown of each course included in the total. The location code for each course is displayed in that breakdown.

Faculty FTE History • History
Faculty Name 2009 2010 2011 2012 2013
William Belko N/A* 1.0 1.0 1.0 1.0
Marie Champagne N/A* 1.0 1.0 1.0 1.0
Matthew Clavin N/A* 1.0 0.0 0.0 0.0
John Clune Jr N/A* 1.0 1.0 1.0 0.0
Amy Cook N/A* 1.0 1.0 1.0 1.0
Daniel Miller N/A* 1.0 1.0 1.0 1.0
Patrick Moore N/A* 1.0 1.0 1.0 1.0
Matthew Pursell N/A* 0.0 1.0 1.0 1.0
Katelynn Riesenberg N/A* 0.0 0.0 1.0 1.0
Timothy Roberts N/A* 0.0 0.0 0.0 1.0
Derek Zumbro N/A* 1.0 1.0 1.0 1.0
Department Total N/A* 8.0 8.0 9.0 9.0

Tenured Faculty Tenure Earning Faculty Non-Tenure Earning Faculty
 
* Line detail is not available for Fall 2009

Departmental growth capacity represents a department's ability to support more students by offering more courses or raising course enrollment. The growth capacity rank identifies the departments with the greatest need of more faculty lines to support its current student credit hour load. This ranking is determined by dividing the department's weighted fall/spring student credit hours by the number of regular line-item instructional faculty in the department at the start of that academic year. These numbers are displayed in the Student Credit Hours table and the # of FTE Faculty by Tenure Status table, respectively. Departments with lower rank values have less capacity for growth based on this calculation than those with higher rank values.

The complete growth capacity ranking of all academic departments is available for each year displayed in the table. To see the complete ranking, click on the academic year in the heading of the table.

The instructor types used for the Average Class Size table and the Percent of student credit hours taught by instructor type table do not correspond directly to the instructor type listed on the instructor's record on the course offering in CICS (see RIND and/or RCSO). The instructor type listed in CICS is referred to as the reported instructor type and the instructor type used for the tables is referred to as the effective instructor type. The effective instructor type is calculated as follows:

If the reported instructor type is:

The low enrollment courses table displays the number of courses at the undergraduate and graduate level which have enrollment beneath the standard benchmark value for that level. The standard benchmark value is 20 students for undergraduate courses and 15 students for graduate courses. The following rules apply to both the count and the percentage of low enrollment courses:

  Faculty Line Search Request Template -- 2014 - 2015 Faculty Searches Help

Department Name: History

Replacement Line Request
  1. Describe how this faculty line will advance UWF's legislative and strategic priorities in the applicable categories:
    • Economic Development/Workforce Demand

      The Department of History is requesting a replacement tenure-track line in Latin American Studies. This request is to move the visiting assistant professor into a tenure-track line. This line is necessary to provide diversity content for the department in the form of Latin American, Caribbean, Atlantic World and Native American studies. This line is integral to the Early American Studies program and is a necessary component of content for Northwest Florida/Gulf Coast. In addition, this person has the ability to provide hands-on skills in areas of paleography and translation.

    • Florida Board of Governors Areas of Strategic Emphasis      

      None that are identified by the Board of Governors though the department could argue that this position fits into the area of Global competitiveness.

    • Accreditation Requirements

      None

    • Community/Visibility

      The Department of History has a strong tradition of community engagement and the Latin American position has the ability to expand those opportunities. High-impact practices concerning hands-on translations of Spanish documents, as well as possible overseas programs will provide students with valuable skill sets. The content area for a Latin Americanist has broad appeal to the Gulf Coast and is a thriving specialization within History. This individual will be able to interact with the local community, as well as nationally and internationally, in ways that are not available to existing faculty.

  2. Any additional information to further explain the request such as comments on evidence of quality, general education requirements, significant pressure points, Emerald Coast offerings, online courses, etc:

    In the fall of 2014, the Department of History started an interdisciplinary program in Early American Studies. This program articulates with English, Anthropology and Government, and builds off of the strengths already in place. One of those strengths is a focus on the Spanish periods of American history. This position will not only support this program but research ongoing in other departments.

    This person is also able to teach paleography and translations, which is a valuable skill set and can tie into UWF's emphasis on high-impact practices.

    One criticism the department has received is the lack of diversity courses. A Latin Americanist is an essential step in meeting that criticism. These courses can be offered on-line as well as face-to-face. Such an individual could potentially teach any of the department's general education courses and therefore provide a faculty member with flexibility in teaching courses as required by SACS.

  3. If this request is for a tenure-earning position, explain why a tenure-earning position is needed:

    To maintain growth and quality of the department's programs, and to meet various requirements of SACS this position must be tenure-track. The faculty member is expected to teach undergraduate as well as graduate programs, and should be chair of various theses and research papers.

  4. a. General Description of Workload Assignment:

    Most faculty teach a 3/3 load that is a mix of general education, upper-level and graduate courses. In some semesters, faculty may teach one general education and two upper-level courses while in other semesters they teach one general education, one upper-level and one graduate course. Faculty are expected to hold office hours and advise students, as well as supervise theses or research papers. Tenure-track faculty are also expected to be active in scholarly activities and service, as outlined in the department's by-laws.



    b. Explain how the workload/courses are currently being covered by the department:

    We currently have a visiting Assistant Professor who is teaching a 4/4 load. This individual is teaching 3 sections of general education with one-upper level course. While this is working as a short-term solution, the undergraduate and graduate students need additional courses and so for the long-term we would to provide a wider array of courses.

    5. Please review the enrollment data for the department shown below. Refer to this data to answer the questions that follow.

    Fall Headcount (# of majors by specialization)
    Specialization 2009 2010 2011 2012 2013 +/-
    Undergraduate
    22053A: HISTORY  164   155   168   153   160  ↓  2%
    22053D: HISTORY/PRE-LAW  14   19   18   11   17  ↑ 21%
    22053F: HISTORY/EUROPEAN STU  9   7   6   2   1  ↓ 89%
    22053I: HISTORY/PUBLIC HIS  11   6   4   1   1  ↓ 91%
    22053J: HISTORY/GENDER&DIVER  2   0   0   0   0  ↓ ∞
    †2205: HIS/NON-DEGREE  3   3   3   2   2  ↓ 33%
    †2205 U: HIS/UG/NON-DEGREE  3   4   5   3   5  ↑ 67%
    TOTAL 206 194 204 172 186 ↓  10%
    Graduate
    22055A: HISTORY  19   17   21   16   8  ↓ 58%
    22055C: HISTORY/HIS PRESERV  2   2   0   0   0  ↓ ∞
    22055D: HISTORY/MILITARY HIS  0   0   1   1   0 
    =
    22055I: HISTORY/PUBLIC HIS  16   24   19   24   29  ↑ 81%
    †2205 G: HIS/GRAD/NON-DEGREE  6   2   2   1   5  ↓ 17%
    TOTAL 43 45 43 42 42 ↓  2%
    † indicates non-degree major


    Degrees Awarded (by specialization)
    Specialization 09/10 10/11 11/12 12/13 13/14 +/-
    Undergraduate
    22053A: HISTORY  41   35   50   35   44  ↑  7%
    22053D: HISTORY/PRE-LAW  0   4   5   2   2  ↑ ∞
    22053F: HISTORY/EUROPEAN STU  1   0   3   2   0  ↓ ∞
    22053I: HISTORY/PUBLIC HIS  1   1   2   0   1 
    =
    TOTAL 43 40 60 39 47 ↑  9%
    Graduate
    22055A: HISTORY  4   7   8   5   4 
    =
    22055C: HISTORY/HIS PRESERV  2   2   0   0   0  ↓ ∞
    22055D: HISTORY/MILITARY HIS  0   0   0   1   0 
    =
    22055I: HISTORY/PUBLIC HIS  4   7   9   9   6  ↑ 50%
    TOTAL 10 16 17 15 10
    =


  5. Please explain why any undergraduate degree specializations* with fewer then 15 majors have not been deleted:

    All undergraduate specializations with fewer than 15 majors has been deleted. The pre-law specialization is being deleted in the current CIM//CCR cycle to allow greater focus at the undergraduate level. The only specialization in the department of History at the undergraduate level is the traditional history major.

  6. Please explain why any graduate degree specializations* with fewer then 10 majors have not been deleted:

    All graduate programs, except for the traditional track, with fewer than 10 students has been deleted. Historically, the public history program has been a popular draw for incoming students. The department has renewed its efforts to recruit graduate students, which is apparent in the summer/fall 2014 data.

    * Does not include non-degree specializations (indicated with a † above)

  7. Additional information that will be used to evaluate capacity:

    Student Credit Hours - Fall/Spring
    09/10 10/11 11/12 12/13 13/14 +/-
    Lower
    3495 4014 4497 4545 3885 ↑ 11.16%
    Upper
    2988 2919 2836 2389 2385 ↓ 20.18%
    Graduate
    601 567 515 478 552 ↓  8.15%
    Total
    7084 7500 7848 7412 6822 ↓  3.70%
    Weighted Total
    8042 8424 8724 8177 7630 ↓  5.12%


    # of FTE Faculty by Tenure Status
      Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
    Tenure & Tenure Earning 7.0 8.0 7.0 8.0 7.0
    Non-Tenure Earning 0.0 0.0 1.0 1.0 2.0


    Departmental Growth Capacity
      2011/2012 2012/2013 2013/2014
    Weighted SCH/FTE 1091 909 848
    Growth Capacity Rank 3 (of 11) 6 (of 11) 6 (of 11)
    Departmental Growth Capacity Ranking: 2011/2012
    Department Weighted
    SCH     		FTE SCH
    FTE     		Rank
    Public Health, Clinical and Health Sciences 9024 4.0 2256 1
    Biology 16733 10.5 1594 1
    Mathematics and Statistics 19067 14.0 1362 1
    Art 9133 7.0 1305 2
    Computer Science 12818 11.0 1166 2
    Anthropology 8127 7.0 1162 2
    Exercise Science and Community Health 17036 15.3 1114 3
    History 8724 8.0 1091 3
    Psychology 16253 15.0 1084 3
    English and World Languages 17307 16.0 1082 4
    Philosophy 6006 6.0 1001 4
    Criminal Justice 6951 7.0 993 4
    Electrical and Computer Engineering 4952 5.0 991 5
    Finance 3858 4.0 965 5
    Legal Studies 2771 3.0 924 5
    Communication Arts 12916 14.0 923 6
    Marketing 6387 7.0 913 6
    Environmental Studies 6273 7.0 897 6
    Management 9366 11.0 852 7
    Physics 3371 4.0 843 7
    Chemistry 6730 8.0 842 7
    Research and Advanced Studies 5818 7.0 832 8
    Economics 3291 4.0 823 8
    Social Work 7981 10.0 799 8
    Accounting 7560 10.0 757 9
    Government 3606 5.0 722 9
    Theatre 3523 5.0 705 9
    Applied Science, Technology and Administration 7485 11.0 681 10
    Teacher Education and Educational Leadership 18823 29.0 650 10
    Music 4414 7.0 631 10
    Nursing 4903 9.0 545 11
    Management Information Systems 1461 3.0 487 11
    Clinical Laboratory Sciences 1350 3.0 450 11
    Departmental Growth Capacity Ranking: 2012/2013
    Department Weighted
    SCH     		FTE SCH
    FTE     		Rank
    Public Health, Clinical and Health Sciences 11819 6.0 1970 1
    Mathematics and Statistics 22668 15.0 1512 1
    Art 9311 7.0 1331 1
    Biology 17727 13.5 1314 2
    Philosophy 6383 5.0 1277 2
    Economics 3502 3.0 1168 2
    Anthropology 8391 8.0 1049 3
    English and World Languages 17654 17.0 1039 3
    Criminal Justice 7000 7.0 1000 3
    Finance 3958 4.0 990 4
    Computer Science 12644 13.0 973 4
    Psychology 15498 16.0 969 4
    Environmental Studies 6673 7.0 954 5
    Exercise Science and Community Health 18081 19.3 937 5
    Communication Arts 12971 14.0 927 5
    History 8177 9.0 909 6
    Physics 3504 4.0 876 6
    Government 4232 5.0 847 6
    Chemistry 7148 9.0 795 7
    Management 9426 12.0 786 7
    Electrical and Computer Engineering 6086 8.0 761 7
    Social Work 7415 10.0 742 8
    Nursing 6563 9.0 730 8
    Music 4716 7.0 674 8
    Legal Studies 2678 4.0 670 9
    Marketing 5813 9.0 646 9
    Research and Advanced Studies 3840 6.0 640 9
    Applied Science, Technology and Administration 7642 12.0 637 10
    Theatre 3080 5.0 616 10
    Accounting 7867 13.0 606 10
    Teacher Education and Educational Leadership 18371 32.0 575 11
    Clinical Laboratory Sciences 1187 3.0 396 11
    Management Information Systems 1171 3.0 391 11
    Departmental Growth Capacity Ranking: 2013/2014
    Department Weighted
    SCH     		FTE SCH
    FTE     		Rank
    Public Health, Clinical and Health Sciences 14612 6.0 2436 1
    Mathematics and Statistics 20268 13.0 1560 1
    Economics 3915 3.0 1305 1
    Legal Studies 2492 2.0 1246 2
    Biology 16742 13.5 1241 2
    Art 7799 7.0 1115 2
    Philosophy 5327 5.0 1066 3
    Computer Science 13429 13.0 1033 3
    Finance 3897 4.0 975 3
    English and World Languages 16479 17.0 970 4
    Psychology 15464 16.0 967 4
    Anthropology 7458 8.0 933 4
    Environmental Studies 6500 7.0 929 5
    Management 10801 12.0 901 5
    Criminal Justice 7146 8.0 894 5
    Exercise Science and Community Health 17666 20.0 884 6
    Communication Arts 12284 14.0 878 6
    History 7630 9.0 848 6
    Physics 3306 4.0 827 7
    Chemistry 7333 9.0 815 7
    Marketing 5653 7.0 808 7
    Electrical and Computer Engineering 6419 8.0 803 8
    Government 4383 6.0 731 8
    Social Work 7703 11.0 701 8
    Accounting 7334 11.0 667 9
    Teacher Education and Educational Leadership 17988 30.0 600 9
    Music 4177 7.0 597 9
    Nursing 6823 11.8 581 10
    Applied Science, Technology and Administration 6941 12.0 579 10
    Clinical Laboratory Sciences 1127 2.0 564 10
    Research and Advanced Studies 3342 6.0 558 11
    Theatre 2711 5.0 543 11
    Management Information Systems 1104 3.0 368 11


    Average Class Size
      Fall 2011 Fall 2012 Fall 2013
    Reg Adj TA ESC All Reg Adj TA ESC All Reg Adj TA ESC All
    Lower 83.2 59.8 47.3 0.0 67.7 72.9 66.0 80.0 0.0 70.8 75.7 55.5 0.0 0.0 65.6
    Upper 27.6 27.4 0.0 0.0 27.6 26.5 24.8 0.0 0.0 25.9 27.5 27.0 0.0 0.0 27.4
    Graduate 12.8 0.0 0.0 0.0 12.8 14.2 16.0 0.0 0.0 14.5 14.8 0.0 0.0 0.0 14.8


    Percent of student credit hours taught by instructor type
      11/12 12/13 13/14
    Reg Adj TA ESC Reg Adj TA ESC Reg Adj TA ESC
    Lower 61.3% 29.2% 9.5% 0.0% 59.9% 34.9% 5.3% 0.0% 61.7% 38.3% 0.0% 0.0%
    Upper 63.5% 36.5% 0.0% 0.0% 71.2% 28.8% 0.0% 0.0% 72.8% 27.2% 0.0% 0.0%
    Graduate 100.0% 0.0% 0.0% 0.0% 79.5% 20.5% 0.0% 0.0% 91.9% 8.1% 0.0% 0.0%
    Total 63.9% 30.6% 5.5% 0.0% 64.6% 32.1% 3.3% 0.0% 68.0% 32.0% 0.0% 0.0%


    # (%) of low enrollment courses
    (undergrad: <20, grad: <15)
      11/12 12/13 13/14
    Undergraduate 0 ( 0.0%) 4 ( 7.3%) 2 ( 4.0%)
    Graduate 6 ( 66.7%) 4 ( 44.4%) 6 ( 46.2%)