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 • Teacher Education and Educational Leadership
Faculty Name 2009 2010 2011 2012 2013
April Adams N/A* 0.0 0.0 0.0 0.0
Christopher Amos N/A* 0.0 0.0 1.0 1.0
Jennifer Bailey N/A* 0.0 0.0 0.0 0.0
William Barnes N/A* 1.0 1.0 1.0 0.0
Leasha Barry N/A* 1.0 1.0 1.0 1.0
Dana Boddy N/A* 0.0 0.0 1.0 1.0
Charlotte Boling N/A* 1.0 1.0 1.0 1.0
John Carey N/A* 0.0 0.0 0.0 0.0
Sandra Davis N/A* 1.0 1.0 1.0 1.0
Ofelia Desposito N/A* 0.0 0.0 0.0 0.0
Melanie Diloreto N/A* 1.0 1.0 1.0 1.0
Karen Evans N/A* 0.0 1.0 1.0 1.0
William Evans N/A* 1.0 1.0 1.0 1.0
Richard Faessel N/A* 1.0 1.0 1.0 1.0
Trudi Gaines N/A* 0.0 1.0 1.0 1.0
Julie Gray N/A* 0.0 0.0 0.0 1.0
Amany Habib N/A* 1.0 1.0 1.0 1.0
Kathy Heineken N/A* 1.0 1.0 1.0 1.0
Kathleen Heubach N/A* 1.0 1.0 1.0 1.0
Wally Holmes-Bouchillon N/A* 1.0 0.0 0.0 0.0
Susan James N/A* 0.0 1.0 1.0 1.0
Kenneth Jones N/A* 1.0 1.0 1.0 1.0
Linda Manning N/A* 1.0 1.0 1.0 1.0
Robert Markowitz N/A* 1.0 1.0 1.0 1.0
Rebecca McBride N/A* 0.0 1.0 1.0 1.0
Giang-Nguyen Nguyen N/A* 0.0 1.0 1.0 1.0
Christine Ogilvie N/A* 1.0 1.0 1.0 1.0
John Pecore N/A* 0.0 0.0 1.0 1.0
Joseph Peters N/A* 1.0 0.0 0.0 0.0
Pearl Peters N/A* 0.0 0.0 0.0 0.0
John Platt N/A* 1.0 1.0 1.0 1.0
Anita Solarski N/A* 1.0 1.0 1.0 1.0
David Stout N/A* 1.0 1.0 1.0 1.0
Carol Tanksley N/A* 1.0 1.0 1.0 0.0
Laura Tissington N/A* 1.0 1.0 1.0 1.0
Wanda Wade N/A* 1.0 1.0 1.0 1.0
Keith Whinnery N/A* 1.0 1.0 1.0 1.0
Stacie Whinnery N/A* 1.0 1.0 1.0 0.0
Gwendolyn Williams N/A* 0.0 1.0 1.0 1.0
Sherri Zimmerman N/A* 0.0 1.0 1.0 1.0
Department Total N/A* 24.0 29.0 32.0 30.0

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: Teacher Education and Educational Leadership

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 proposed faculty line will teach and mentor/supervise in academic programs that produce graduates who will meet workforce demand and contribute to economic development:

      Reading/Literacy Specialist is a critical shortage area in Florida as well as 13 other states - (https://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf)

      According to the U.S. Bureau of Labor Statistics (BLS), job opportunities for instructional coordinators, particularly those who specialize in the development of reading curricula, should be favorable in the coming years, with a projected employment increase of 23% between 2008-2018 (www.bls.gov)

      Moreover, there is a continuing need for reading coaches locally, especially in high poverty schools. Escambia County alone reports that there will be 5-10 new positions a year for school-based reading specialists during the next few years.

      In recognition of the high demand for reading/literacy specialists, students who complete reading certification qualify for specific federal loan forgiveness programs.

    • Florida Board of Governors Areas of Strategic Emphasis      

      The proposed faculty line will contribute to two undergraduate programs in the BOG-designated critical workforce area of education (specifically, programs in Elementary Education/ESOL/Reading and Exceptional Student/Elementary Education/ESOL/Reading.

      At the graduate level, the proposed faculty line will contribute to two programs in the BOG-designated critical workforce area of education (specifically, M.Ed. programs in Curriculum and Instruction [Reading Specialization] and in Reading Education).

    • Accreditation Requirements

      Reading is a critical element of state approval for several programs in Teacher Education and Educational Leadership (TEEL). Reading Endorsement is a major component of both the Elementary and Dual (Elementary and Exceptional Student) undergraduate programs, empowering candidates with the knowledge and skills necessary for teaching, assessing, and differentiating reading instruction. Currently only one tenure track faculty member teaches Reading/Language Arts courses in the dual and elementary programs, with the majority of courses being taught by instructors and adjuncts. The Reading/Language Arts courses required for the dual and elementary undergraduate teacher education programs are:

      LAE 3314
      RED 3310
      RED 4542
      Field Experience 2 (Practicum)

      Two graduate programs also contain a state approved reading component. In the Curriculum & Instruction M.Ed. program, students can choose to complete the state approved Reading Endorsement specialization. The MED in Reading contains both Reading Endorsement and Reading Certification, providing the candidate with the instructional expertise and pedagogical knowledge needed for school and district-based leadership in literacy. There are currently 10 graduate literacy courses regularly taught and 2 tenure track faculty members.

      For UWF to maintain Florida DOE approval for these undergraduate and graduate programs, we must maintain high quality instruction and demonstrate continuous improvement. To accomplish this we need an additional faculty member with expertise in literacy instruction at the elementary grades level.

    • Community/Visibility

      There is a long history of community involvement with literacy faculty at UWF (e.g., the Santa Rosa Tutor/Mentor program, the Supplemental Educational Services (SES) program, the National Writing Project, etc.) that has resulted in both considerable external funding and positive community visibility. Future collaborations with local school districts on grants and projects require literacy faculty with the background and experiences in research and collaborative community projects.

      Of particular salience to visibility and community engagement is the recently initiated National Writing Project (NWP). The proposed faculty line will participate in the NWP, a program to develop a leadership cadre of local teachers who have participated in an intensive invitational summer institute in the teaching of writing. The NWP delivers customized in-service programs for local schools and institutions, and provides continuing education and research opportunities for UWF faculty and local teachers. One of only four NWP sites in Florida and the only one of its kind in the Panhandle, UWF recently hosted its first summer institute in which 26 K-5 teachers were selected by TEEL leadership and Escambia County District Schools as the charter cohort of NWP Fellows. The NWP will continue to expand with next summer’s training of a new group of approximately 25 K-5 teachers and 25 secondary educators. Future plans include programs for youth, parents, community members and administrators.

  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:

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

    The role to be played by the proposed faculty line is central to mission of TEEL programs, and merits recruiting an individual with whom we can develop a sustained relationship and provide support for productivity in teaching, scholarship, and service that will contribute to the long-term well-being of TEEL and UWF. Moreover, in the past few years TEEL has moved away from its historically heavy reliance on non-tenure-earning instructors (from 56% tenure-earning in 2009 to 67% tenure-earning in 2013). Reversing this trend by replacing a tenured associate professor with a non-tenure-earning faculty line would work against key goals of the the department, college, and university (e.g., increased and improved scholarly productivity).

  4. a. General Description of Workload Assignment:

    The proposed faculty line will teach a 3/3 load (with courses at the undergraduate and graduate level), along with scholarship and service activities commensurate with the expectations for a tenure-earning faculty member.



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

    The workload/courses have been covered using adjuncts and overloads for current faculty in the time period since Charlotte Boling went on leave beginning in January 2015 (she has since resigned from the university).

    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
    08023F: ELEMENTARY ED/ESOL  51   5   0   0   0  ↓ ∞
    08023H: ELEM ED/ESOL/READING  171   186   166   116   52  ↓ 70%
    08023I: ELEM ED/PENDING  139   142   138   100   123  ↓ 12%
    08023S: EDUC STUDIES/ELEM ED  11   13   15   8   10  ↓  9%
    08043F: MID-JR HS/PENDING  31   20   35   12   4  ↓ 87%
    08043J: MID-JR HS/ENG-MATH  3   3   1   3   2  ↓ 33%
    08043K: MID-JR HS/ENG-SCI  2   2   2   2   1  ↓ 50%
    08043L: MID-JR HS/ENG-SOC  14   11   8   2   1  ↓ 93%
    08043M: MID-JR HS/MATH-SCI  5   6   5   3   2  ↓ 60%
    08043O: MID-JR HS/MATH-SOC  2   5   5   5   2 
    =
    08043P: MID-JR HS/SOC-SCI  7   5   5   5   4  ↓ 43%
    08043S: EDUC STUDIES/MID LEV  2   3   1   1   2 
    =
    08083G: EXC STU ED/ESOL K-12  42   14   0   0   0  ↓ ∞
    08083H: EXCEP STU ED/PENDING  1   0   0   0   0  ↓ ∞
    08083I: EDUC STUDIES/ESE  0   0   0   16   13  ↑ ∞
    08083J: ESE/ELE/ESOL ED/PEND  112   115   157   212   226  ↑ 102%
    08083K: ESE/ELE/ESOL K-12  80   22   0   0   0  ↓ ∞
    08083M: ESE/ELEM/ESOL/RDG  153   199   0   0   0  ↓ ∞
    08083P: ESE/ELEM/ESOL/RDG  0   0   201   227   222  ↑ ∞
    08083S: EDUC STUDIES/SPEC ED  20   19   19   0   0  ↓ ∞
    08233C: PK/PRI ED PENDING  1   0   0   0   0  ↓ ∞
    08233G: PRE-K/PRI/ESOL/RDG  1   0   0   0   0  ↓ ∞
    08233S: EDUC STUDIES/PRIMARY  2   0   0   0   0  ↓ ∞
    †0802 U: ELEM ED/UG/NON-DEG  16   16   12   12   12  ↓ 25%
    †0808: SPECIAL ED/NON-DEG  1   0   0   0   0  ↓ ∞
    †0808 U: ESE/UG/NON-DEGREE  3   5   5   12   9  ↑ 200%
    †0829: C&I/NON-DEGREE  1   0   0   0   0  ↓ ∞
    †0830: READ ED/NON-DEG  1   0   0   0   0  ↓ ∞
    †0838 C: CAR&TECH/NON-DEG  2   0   0   0   0  ↓ ∞
    †0838 U: CAR&TECH/UG/NON-DEG  40   27   37   29   30  ↓ 25%
    TOTAL 914 818 812 765 715 ↓ 22%
    Specialization 2009 2010 2011 2012 2013 +/-
    Graduate
    08085K: EXCEP STU ED/CERT  2   0   0   0   0  ↓ ∞
    08085L: COMP SPECIAL ED  4   1   0   0   0  ↓ ∞
    08085M: EXCEP STU ED/COMPREH  34   41   64   105   100  ↑ 194%
    08275A: EDUC LEADRSHIP CERT  78   81   97   191   350  ↑ 349%
    08275O: ED LDRSHP/COMP  8   2   0   0   0  ↓ ∞
    08277S: ED LDSHP-ED SPECLST  43   60   51   28   19  ↓ 56%
    08295B: CUR&INS/PRIMARY ED  0   1   0   0   0 
    =
    08295R: CUR&INS/GUID & COUNS  12   6   2   1   0  ↓ ∞
    08297S: CUR & INS-ED SPECLST  11   11   11   14   8  ↓ 27%
    08298A: CURRICULUM & INSTRUC  1   1   1   1   0  ↓ ∞
    08298C: CUR&INS/EDUCTNL MGMT  1   0   0   0   0  ↓ ∞
    08298G: CUR&INS/SOCIAL SCI  0   1   0   0   0 
    =
    08298J: CUR&INS/ADMIN STDS  27   30   26   38   32  ↑ 19%
    08298K: CUR&INS/CUR&DIV STDS  52   45   37   39   38  ↓ 27%
    08298M: CUR&INS/TEACHER ED  16   17   12   18   13  ↓ 19%
    08298N: CUR&INS/SCI&SOC SCI  21   17   26   19   12  ↓ 43%
    08298P: CUR&INS/PHYS ED  4   7   13   15   11  ↑ 175%
    08305E: READING EDUCATION  40   10   20   23   20  ↓ 50%
    08995A: CUR&INS/ELEM COMP  30   40   45   44   26  ↓ 13%
    08995B: CUR&INS/PRIMARY COMP  8   4   2   1   0  ↓ ∞
    08995C: CUR&INS/MID LVL COMP  26   13   8   5   4  ↓ 85%
    08995D: CUR&INS/SECONDRY COM  24   34   17   18   25  ↑  4%
    08995F: CUR&INS/CAR&TECH CMP  2   2   0   0   0  ↓ ∞
    08995G: CUR&INS/ESOL COMP  3   1   0   0   0  ↓ ∞
    08995I: CUR&INS/APP BEHV ANL  2   0   0   0   0  ↓ ∞
    08995O: CUR&INS/READING END  10   5   0   0   0  ↓ ∞
    13115A: COL STU PERS ADM  33   36   29   33   19  ↓ 42%
    13115B: COLL STU AFFAIS ADM  0   0   0   0   18  ↑ ∞
    †0808 G: ESE/GRAD/NON-DEGREE  104   62   66   139   166  ↑ 60%
    †0813 G: IT/GRAD/NON-DEGREE  3   7   7   6   3 
    =
    †0827 G: ED LEADSP/GR/NONDEG  67   20   44   32   29  ↓ 57%
    †0829 G: C&I/GRAD/NON-DEGREE  23   12   11   13   22  ↓  4%
    †082D G: C&I/ELEM ED/GRAD/ND  0   0   0   1   0 
    =
    †082G G: C&I/SEC ED/GRAD/ND  0   0   0   1   0 
    =
    †0830 G: READ ED/GRAD/NON-DEG  1   3   1   5   4  ↑ 300%
    †0838 G: CAR&TECH/GR/NON-DEGR  3   1   0   0   0  ↓ ∞
    †1311 G: COL ST PER/GR/NON-DG  0   0   2   1   0 
    =
    TOTAL 693 571 592 791 919 ↑ 33%
    † indicates non-degree major


    Degrees Awarded (by specialization)
    Specialization 09/10 10/11 11/12 12/13 13/14 +/-
    Undergraduate
    08023F: ELEMENTARY ED/ESOL  27   12   1   0   0  ↓ ∞
    08023H: ELEM ED/ESOL/READING  96   93   52   63   29  ↓ 70%
    08023S: EDUC STUDIES/ELEM ED  10   12   15   8   13  ↑ 30%
    08043J: MID-JR HS/ENG-MATH  1   2   1   0   1 
    =
    08043L: MID-JR HS/ENG-SOC  2   4   4   3   0  ↓ ∞
    08043M: MID-JR HS/MATH-SCI  0   3   0   1   0 
    =
    08043O: MID-JR HS/MATH-SOC  0   2   2   2   0 
    =
    08043P: MID-JR HS/SOC-SCI  2   1   1   2   2 
    =
    08043S: EDUC STUDIES/MID LEV  0   5   2   2   3  ↑ ∞
    08083G: EXC STU ED/ESOL K-12  25   11   0   0   0  ↓ ∞
    08083I: EDUC STUDIES/ESE  0   0   3   10   23  ↑ ∞
    08083K: ESE/ELE/ESOL K-12  1   1   0   0   0  ↓ ∞
    08083M: ESE/ELEM/ESOL/RDG  65   90   3   0   0  ↓ ∞
    08083P: ESE/ELEM/ESOL/RDG  0   0   66   58   71  ↑ ∞
    08083S: EDUC STUDIES/SPEC ED  15   21   15   0   0  ↓ ∞
    TOTAL 244 257 165 149 142 ↓ 42%
    Graduate
    08085L: COMP SPECIAL ED  0   2   0   0   0 
    =
    08085M: EXCEP STU ED/COMPREH  19   11   26   27   43  ↑ 126%
    08275A: EDUC LEADRSHIP CERT  17   45   44   48   93  ↑ 447%
    08275O: ED LDRSHP/COMP  2   3   0   0   0  ↓ ∞
    08277S: ED LDSHP-ED SPECLST  14   24   19   22   10  ↓ 29%
    08295R: CUR&INS/GUID & COUNS  5   3   3   1   0  ↓ ∞
    08297S: CUR & INS-ED SPECLST  13   25   13   6   11  ↓ 15%
    08298A: CURRICULUM & INSTRUC  0   0   0   1   0 
    =
    08298C: CUR&INS/EDUCTNL MGMT  0   1   0   0   0 
    =
    08298G: CUR&INS/SOCIAL SCI  0   1   0   0   0 
    =
    08298J: CUR&INS/ADMIN STDS  2   4   4   2   2 
    =
    08298K: CUR&INS/CUR&DIV STDS  9   9   7   3   6  ↓ 33%
    08298M: CUR&INS/TEACHER ED  3   5   1   2   2  ↓ 33%
    08298N: CUR&INS/SCI&SOC SCI  2   1   1   3   4  ↑ 100%
    08298P: CUR&INS/PHYS ED  0   0   0   1   2  ↑ ∞
    08305E: READING EDUCATION  21   13   9   8   14  ↓ 33%
    08995A: CUR&INS/ELEM COMP  12   14   15   16   29  ↑ 142%
    08995B: CUR&INS/PRIMARY COMP  2   4   0   0   0  ↓ ∞
    08995C: CUR&INS/MID LVL COMP  5   12   4   1   3  ↓ 40%
    08995D: CUR&INS/SECONDRY COM  10   25   24   8   13  ↑ 30%
    08995F: CUR&INS/CAR&TECH CMP  0   2   0   0   0 
    =
    08995G: CUR&INS/ESOL COMP  2   1   0   0   0  ↓ ∞
    08995O: CUR&INS/READING END  7   3   0   0   0  ↓ ∞
    13115A: COL STU PERS ADM  14   17   17   14   17  ↑ 21%
    TOTAL 159 225 187 163 249 ↑ 57%


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

    With the exception of our Middle-JR HS programs, all undergraduate degrees with fewer than 15 specializations have either been deleted or combined with other specializations. The FL DOE approval of our Middle-JR HS programs is set to expire (at our request, based upon past enrollment trends) at the end of the 2015-16 academic year, at which point we will delete some or all of the programs. We are keeping the programs open at this time to allow seven remaining students to graduate, but we have not admitted any new students for at least two years. Decisions about which programs to close and which to keep open open will depend in part upon whether we are awarded an National Science Foundation (NSF) grant that will provide external funds to support curriculum work and recruitment efforts for a Middle Grades STEM teacher preparation. Feedback thus far suggests that we will be awarded the grant.

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

    Graduate degree specializations with fewer than 10 majors have been deleted or will be deleted in the next round of CCRs.

    * 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
    1332 1344 1569 1083 1203 ↓  9.68%
    Upper
    14691 13459 11957 11424 11433 ↓ 22.18%
    Graduate
    2563 1821 1816 2237 1916 ↓ 25.24%
    Total
    18586 16624 15342 14744 14552 ↓ 21.70%
    Weighted Total
    23062 20408 18823 18371 17988 ↓ 22.00%


    # of FTE Faculty by Tenure Status
      Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
    Tenure & Tenure Earning 15.0 16.0 19.0 21.0 20.0
    Non-Tenure Earning 12.0 8.0 10.0 11.0 10.0


    Departmental Growth Capacity
      2011/2012 2012/2013 2013/2014
    Weighted SCH/FTE 650 575 600
    Growth Capacity Rank 10 (of 11) 11 (of 11) 9 (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 34.0 28.4 0.0 35.0 31.0 29.8 28.0 0.0 25.0 28.7 34.6 33.3 0.0 34.0 34.1
    Upper 25.5 25.9 0.0 20.5 25.5 23.6 24.3 0.0 22.6 23.8 24.6 25.2 0.0 25.0 24.8
    Graduate 14.6 25.0 0.0 22.0 16.3 15.1 15.5 0.0 12.5 14.9 15.0 24.5 0.0 15.0 16.8


    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 32.6% 54.5% 0.0% 12.8% 47.5% 45.5% 0.0% 6.9% 36.6% 46.4% 0.0% 17.0%
    Upper 56.8% 39.6% 0.0% 3.6% 65.4% 30.7% 0.0% 3.9% 64.3% 33.8% 0.0% 1.9%
    Graduate 64.8% 12.7% 0.0% 22.5% 83.9% 11.2% 0.0% 4.8% 74.1% 19.7% 0.0% 6.2%
    Total 54.8% 38.3% 0.0% 7.0% 66.4% 29.4% 0.0% 4.3% 62.9% 33.1% 0.0% 4.0%


    # (%) of low enrollment courses
    (undergrad: <20, grad: <15)
      11/12 12/13 13/14
    Undergraduate 34 ( 23.0%) 43 ( 29.1%) 40 ( 26.0%)
    Graduate 15 ( 44.1%) 23 ( 51.1%) 27 ( 61.4%)