University of Houston-Clear Lake Accountability Report January 2011 File Print Created 01/26/2011 3:47 PM 1 of 22
Participation - Key Measures 1. Fall headcount (unduplicated) Enrollment Fall 2000 Fall 2009 % Change Institutional Closing the Closing the Gaps Gaps Completion Target- Fall 2015 Total* 7,580 7,643 8,099 6.8% 9,000 90% White 4,893 (64.6%) 4,004 (52.4%) 3,972 (49.0%) - 18.8% 3,708 107% African American 630 (8.3%) 801 (10.5%) 826 (10.2%) 31.1% 900 92% Multi-racial one of which is African American 0 (0.0%) 0 (0.0%) 35 (0.4%) N/A N/A 0% Hispanic 894 (11.8%) 1,493 (19.5%) 1,768 (21.8%) 97.8% 2,700 65% Asian 526 (6.9%) 486 (6.4%) 538 (6.6%) 2.3% International 611 (8.1%) 775 (10.1%) 786 (9.7%) 28.6% N/A 0% Other 26 (0.3%) 84 (1.1%) 174 (2.1%) 569.2% *Federal reporting of race/ethnicity categories changed effective fall 2010. The new reporting categories will make longitudinal comparisons problematic. Hispanics are identified by an ethnicity question that is separate from the racial question. Hispanic students, except international ones, are identified by the ethnicity question. In addition to the "African American" non-hispanic category, there is a listing for "Multi-Racial one of which is African American." "Asian" includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown separately and excluded from the race/ethnicity breakouts. Source: Coordinating Board Management (CBM) Report 001 Source: Coordinating Board Management (CBM) Report 001 Note that UHCL internal data breaks ethnicity out using Census definitions - slight variances exist. UHCL experienced a 6.0% increase in overall enrollment comparing Fall 2009 to. Enrollment and recruiting activities are a top priority at the institution and each school has been an active participant in goals to increase enrollment at UHCL for each program offered. Community demographics predict even greater increases in diversity. The UH-Clear Lake Hispanic FTE exceeded 25% (actual 27%)for which qualifies our instituion for HSI status. 2. Uniform Recruitment and Retention Strategy (URRS) URRS Peer tutoring on selected topics at the Student Success Center was piloted in Spring 2009 with 103 students using the services. The usage of peer tutoring in Spring 2010 grew by 212%. On average, 40% of the students are either African American or Hispanic. Typically, 80% of the students using the services have a GPA of below 3.0. At the end of the semester, 85% of the students had earned a grade of C+ or above. As of November, usage of the service had increased by 45% over Spring 2010 usage. As a long-term recruitment strategy, we are in our second year of sending transfer advisors to work with 300 Pasadena ISD AVID high school students as early as 9th grade. Advisors administer the Strength Quest test and over the academic year discuss the results and topics such as choosing college majors to match strengths, career planning, developing academic skills, and developing leadership skills. UHCL covers the cost of the exams. This strategy is scalable to other districts. Full-Time Equivalent Enrollment 3. Fall semester credit hours (SCH) includes undergraduate(15), master's(12), doctoral(9), special-professional(12), and optometry(17). Fall 2000 Fall 2009 % Change Total FTSEs 4,463 4,679 4,961 11.2% State-Funded FTSEs 4,463 4,659 4,917 10.2% NOTE: The percentage change is based on the actual FTE numbers and may vary slightly from the calculation produced by the rounded numbers. Post-baccalaureate students are counted separately from master s for headcount enrollment and are counted with master s for FTE enrollment calculations. UHCL has experienced a greater increase in part-time student enrollment and our FTE reflects this trend. Hispanic FTE exceeds 25 percent for. File Print Created 01/26/2011 3:47 PM 2 of 22
Participation - Contextual Measures Fall 2000 Fall 2009 %/Point Change 4. First-time undergraduates from Texas top 10% % 0% 0% N/A 5. First-time entering applicants accepted % 0% 0% N/A 6. First-time accepted, enrolled % 0% 0% N/A FY 2000 FY 2008 FY 2009 Point Change FY 2000 to FY 2009 7. Racial and Ethnic composition of Texas public high school graduates White 51.5% 47.2% 47.0% -4.5 African American 12.9% 13.7% 13.4% 0.5 Hispanic 32.1% 35.3% 35.5% 3.4 Asian 3.2% 3.5% 3.8% 0.6 Other 0.3% 0.3% 0.3% 0.0 8. Transfers from Texas 2-year colleges Transfers from Texas 2-year colleges Entering Fall Cohort FY 2000 FY 2009 Point Rate Entering Fall Cohort Rate Entering Fall Cohort Rate Change FY 2000 to Cohort 1994 3,670 (100%) 2002 3,970 (100%) 2003 4,326 (100%) 0-12 hours 293 (8.0%) 250 (6.3%) 264 (6.1%) - 1.9 13-24 hours 250 (6.8%) 268 (6.8%) 274 (6.3%) - 0.5 25-29 hours 120 (3.3%) 109 (2.7%) 125 (2.9%) - 0.4 30-42 hours 301 (8.2%) 283 (7.1%) 308 (7.1%) - 1.1 43+ hours 2,453 (66.8%) 2,743 (69.1%) 2,980 (68.9%) 2.1 All Transfers Total 3,417 (93.1%) 3,653 (92.0%) 3,951 (91.3%) - 1.8 Awarded Core 0 (0.0%) 1,709 (43.0%) 1,993 (46.1%) 46.1 Fall 2000 Fall 2009 %/Point Change 9. Semester Credit Hours Total undergraduate semester credit hours 42,100 43,402 46,357 10.1% Total graduate semester credit hours 19,870 21,279 22,279 12.1% Percentage graduate SCH to total SCH 32.1 % 32.9 % 32.5% 0.4 UH-Clear Lake experienced an increase of 6.0% in total enrollment and an increase of 6.1% in total SCH comparing Fall 2009 to. With a strong focus on community college transfer agreements and recruitment activities at the local community colleges our first time transfer total undergraduate enrollments increased about 8% from Fall 2009 to. Participation - Out-of-State Peers Master's Group Out-of-State Peers Institution's Out-of-State Peers University of Houston-Clear Lake GOVERNORS STATE UNIVERSITY UNIVERSITY OF ILLINOIS AT SPRINGFIELD INDIANA UNIVERSITY-SOUTH BEND UNIVERSITY OF BALTIMORE UNIVERSITY OF MICHIGAN-DEARBORN Headcount Enrollment Total 7,643 5,674 4,977 8,394 6,265 8,379 White 4,004 2,712 3,579 6,604 2,549 5,279 African American 801 1,981 555 595 1,788 831 Hispanic 1,493 492 135 389 133 256 Asian 486 85 168 95 287 492 Other 859 358 540 711 1,508 1,521 Full-Time Equivalent Enrollment File Print Created 01/26/2011 3:47 PM 3 of 22
Total 4,926 3,188 3,414 6,063 4,416 6,292 Source: IPEDS Fall 2009 File Print Created 01/26/2011 3:47 PM 4 of 22
Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 10. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from the same institution or another Texas public or independent institution. FY 1999 FY 2007 FY 2008 FY 2009 Point Change Entering Entering Entering Entering FY 1999 to Fall Num Rate Fall Num Rate Fall Num Rate Fall Num Rate FY 2009 Cohort Cohort Cohort Cohort Upper division institution. No first-time entering undergraduates for this institution. UHCL does not enroll first time freshmen students since we are an upper-level institution. This indicator is not applicable to our institution. File Print Created 01/26/2011 3:47 PM 5 of 22
Degrees Awarded 11. Number of degrees awarded. FY 2000 FY 2009 % Change FY 2000 to Total Degrees* 1,817 2,335 2,167 19.3% White 1,215 1,289 1,088-10.5% African American 117 250 198 69.2% Hispanic 196 397 415 111.7% Asian 129 153 113-12.4% Other 6 10 28 366.7% Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion Level Associates N/A N/A N/A N/A 0 N/A Baccalaureate 1,052 1,204 1,124 6.8% 1215 93% Master's 765 1,131 1,040 35.9% Doctoral N/A N/A 3 N/A 20 15% Professional N/A N/A N/A N/A *Federal reporting of race/ethnicity categories changed effective fall 2010. The new reporting categories will make longitudinal comparisons problematic. Hispanics are identified by an ethnicity question that is separate from the racial question. Hispanic students, except international ones, are identified by the ethnicity question. In addition to the "African American" non-hispanic category, there is a listing for "Multi-Racial one of which is African American." "Asian" includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown separately and excluded from the race/ethnicity breakouts. Gender Male 663 803 748 12.8% Female 1,154 1,532 1,419 23.0% Source: CBM009 Source: CBM009 Please note that race/ethnicity is calculated using the Census methodology for IR internal reports and differs from the methodology used in the Accountability reports. UHCL continues to demonstrate improved student success in our continued increase in the number of students who complete degrees. Our goal is to continue to encourage student retention and success as we prepare students for careers with a focus on community engagement and involvement. UHCL also shows increases in the number of minority degrees awarded and we expect that trend to continue, especially in the number of Hispanic awards. File Print Created 01/26/2011 3:47 PM 6 of 22
12. Undergraduate Degrees to At-Risk Students FY 2000 FY 2009 Change FY 2000 to Undergraduate Degrees to At-Risk Students 480 769 701 221 13. Degrees awarded in STEM fields. Closing the Gaps Critical Fields: STEM Awards FY 2000 FY 2008 FY 2009 % Change FY 2000 to Institutional Closing the Gaps Target- Fall 2015* Closing the Gaps Completion* Computer Science* 56 34 26 21-62.5% 61 34% Engineering* 4 6 4 10 150.0% 8 125% Math* 13 29 16 26 100.0% 17 153% Physical Science* 15 12 5 6-60.0% 17 35% Level Associates 0 0 0 0 N/A Baccalaureate 88 81 51 63-28.4% 103 61% Master's 118 102 118 168 42.4% Doctoral 0 0 0 0 N/A * Includes baccalaureate and associate degrees. UHCL, in a collaborative effort with the National Science Foundation, hopes to improve on the number of degrees awarded and scholarships available to students in these critical fields. In our efforts to increase the level of degrees awarded in STEM fields, recruitment efforts extend to intense recruitment activities outside of the USA as well. Recruitment and new grant initiatives are also geared towards increasing enrollment in these fields of study. File Print Created 01/26/2011 3:47 PM 7 of 22
Nursing 14. Degrees and certificates awarded in nursing. FY 2000 FY 2008 FY 2009 % Change FY 2000 to Institutional Closing the Gaps Target- FY 2015* Closing the Gaps Completion* Total Nursing Degrees 0 0 0 0 N/A Certificate 0 0 0 0 N/A Associates 0 0 0 0 N/A Baccalaureate 0 0 0 0 N/A 0 N/A Master's 0 0 0 0 N/A Doctoral 0 0 0 0 N/A Professional 0 0 0 0 N/A * Includes baccalaureate and associate degrees and certificates. UHCL continues to focus on recruitment activities for the Allied Health fields, as the job market for graduates of Health degree programs continues to increase, particularly in the Houston metro area. UHCL is engaged with the community in order to prepare students for careers in this competitive and fast paced field and we expect enrollment increases for these programs to continue. 15. Degrees and certificates awarded in allied health. FY 2000 FY 2008 FY 2009 % Change FY 2000 to Institutional Closing the Gaps Target- FY 2015* Closing the Gaps Completion* Total Allied Health Degrees 45 70 86 66 46.7% Certificate 0 0 0 0 N/A Associates 0 0 0 0 N/A Baccalaureate 31 24 36 25-19.4% 34 74% Master's 14 46 50 41 192.9% Doctoral 0 0 0 0 N/A Professional 0 0 0 0 N/A * Includes baccalaureate and associate degrees and certificates. Teacher Production and Certification 16. Students taking and passing the certification exams for teacher education. FY 2007 FY 2008 FY 2009 Total number taking exam 508 490 495 Race/Ethnicity White 325 302 283 African American 49 50 57 Hispanic 115 113 131 Other 19 25 24 Gender Male 55 72 59 Female 453 418 436 Total percent passing exam 99.6% 100% 99% Race/Ethnicity White 100.0% 100% 100% African American 96.7% 100% 99% Hispanic 99.5% 100% 98% Other 100.0% 100% 100% Gender Male 100.0% 100% 100% Female 99.6% 100% 99% Note: The data for teacher production and certification was provided by SBEC. In some cases, the sum of the categories does not add up to the total. Numbers less than 10 in a category are suppressed. The total number of graduating undergraduates pursuing initial teaching certification decreased in 2008-2009 (to 206) due to the following: There was a 24% increase in the number of School of Education undergraduates choosing to graduate with a degree but without pursuing certification, (38 in 2007-2008; 47 in 2008-2009). There was a 30% decrease in the combined number of Human Science and Humanities and Science and Computer Engineering undergraduates choosing to graduate with a degree and certification, (23 in 2007-2008; 16 in 2008-2009). The certification rate for 2008-2009 (96.6) decreased slightly in comparison to 2007-2008 (97.7) due to three students pursuing certification who chose not to test. The degree plan does not require passing the state assessments in order to receive a diploma. Graduation and Persistence Rate: 6-Year 17. First-time, full-time students enrolled in a minimum of 12 SCH their first fall semester who have graduated or are still enrolled at the same institution or another Texas public or independent institution. FY 1999 FY 2007 FY 2008 FY 2009 Point Change File Print Created 01/26/2011 3:47 PM 8 of 22
Entering Fall Cohort Entering Entering Cohort Rate Fall Cohort Rate Fall Cohort Cohort Upper division institution. No first-time entering undergraduates for this institution. Entering Cohort Rate Fall Cohort Change FY Cohort Rate 1999 to FY 2009 UHCL does not enroll freshmen students as we are an upper-level institution. This indicator is not applicable to our institution. File Print Created 01/26/2011 3:47 PM 9 of 22
Success - Contextual Measures 17. First-time, full-time students enrolled in a minimum of 12 SCH their first fall semester who have graduated or are still enrolled at the same institution or another Texas public or independent institution. Fall 2000 Fall 2009 Point Change Upper Division Institution. No first-time entering undergraduates for this institution. Fall 2000 Fall 2007 Fall 2008 Point Change Fall 2008 19. Financial Aid: Percent of students receiving Pell Grants 21.8% 28.9% 28.2% 6.4 20. Part-time first-time, degree seeking, undergraduates Fall 2000 Fall 2009 Point Change Entering Cohort Fall 2000 Entering Cohort Fall 2008 Entering Cohort Fall 2009 Point Change Fall 2009 Cohort Rate Cohort Rate Cohort Rate 21. Persistence rate of first-time, degree-seeking undergraduates: One-Year Total 0 N/A 9 77.8% 5 20.0% N/A Same institution N/A 77.8% 20.0% N/A Other institutions N/A 0.0% 0.0% N/A Upper division institution. No first-time entering undergraduates for this institution. 22. Persistence rate of first-time, degree-seeking undergraduates: Two-Year Entering Cohort Fall 2000 Entering Cohort Fall 2007 Entering Cohort Fall 2008 Cohort Rate Cohort Rate Cohort Rate Point Change Fall 2008 Upper division institution. No first-time entering undergraduates for this institution. File Print Created 01/26/2011 3:47 PM 10 of 22
Developmental Education 23. Students who successfully complete a college-level course in math, reading and writing. Prepared students are given 1 year. Under-prepared students are given 3 years. Received Credit Total pre-matriculation Number attempting college level course Fall 2006 Cohort Percent attempting college level course College level course completion (grade A, B, or C) College level course completion (grade A, B,C) (percent of those attempting college level) College level course completion(grade A, B,C) or pre-matriculation credit (percent of total) Number of FTIC students N/A Met state standards in all areas Math N/A N/A N/A % N/A % % Reading N/A N/A N/A % N/A % % Writing N/A N/A N/A % N/A % % All students below state standard Math N/A N/A N/A % N/A % % Reading N/A N/A N/A % N/A % % Writing N/A N/A N/A % N/A % % Not met state standards: In all three areas Math N/A N/A N/A % N/A % % Reading N/A N/A N/A % N/A % % Writing N/A N/A N/A % N/A % % Math Not requiring developmental education N/A N/A N/A % N/A % % Requiring developmental education N/A N/A N/A % N/A % % Unknown / Not tested N/A N/A N/A % N/A % % Reading Not requiring developmental education N/A N/A N/A % N/A % % Requiring developmental education N/A N/A N/A % N/A % % Unknown / Not tested N/A N/A N/A % N/A % % Writing Not requiring developmental education N/A N/A N/A % N/A % % Requiring developmental education N/A N/A N/A % N/A % % Unknown / Not tested N/A N/A N/A % N/A % % 24. Underprepared students who satisfied TSI obligation within 2 years. Total Number attempting developmental education Percent attempting developmental education Fall 2006 Cohort TSI obligations met (of those attempting developmental education) TSI obligations met (of total) TSI obligations met (percent of those attempting developmental education) TSI obligations met (percent of total) Number of FTIC students N/A Met state standards in all areas Math N/A N/A % N/A N/A N/A N/A Reading N/A N/A % N/A N/A N/A N/A Writing N/A N/A % N/A N/A N/A N/A All students below state standard Math N/A N/A % N/A % % Reading N/A N/A % N/A % % Writing N/A N/A % N/A % % Not met state standards: In all three areas Math N/A N/A % N/A N/A % % Reading N/A N/A % N/A N/A % % Writing N/A N/A % N/A N/A % % Math Not requiring developmental education N/A N/A % N/A N/A N/A N/A Requiring developmental education N/A N/A % N/A N/A % % Unknown / Not tested N/A N/A % N/A N/A % % Reading Not requiring developmental education N/A N/A % N/A N/A N/A N/A Requiring developmental education N/A N/A % N/A N/A % % Unknown / Not tested N/A N/A % N/A N/A % % Writing Not requiring developmental education N/A N/A % N/A N/A N/A N/A Requiring developmental education N/A N/A % N/A N/A % % Unknown / Not tested N/A N/A % N/A N/A % % File Print Created 01/26/2011 3:47 PM 11 of 22
25. Percent of students who return the following fall. Total Fall 2006 Cohort Number returning (Fall 2007) Percent returning (Fall 2007) Number of FTIC students 0 Met state standards in all areas 0 0 % Not met state standards: In all three areas 0 0 % Math Not requiring developmental education N/A N/A % Requiring developmental education N/A N/A % Unknown / Not tested N/A N/A % Reading Not requiring developmental education N/A N/A % Requiring developmental education N/A N/A % Unknown / Not tested N/A N/A % Writing Not requiring developmental education N/A N/A % Requiring developmental education N/A N/A % Unknown / Not tested N/A N/A % Fall 2000 Fall 2009 Point Change 26. Graduation of two-year college students Less than 30 SCH 52 (52.5%) 52 (56.5%) 34 (45.9%) - 6.6 30 SCH or more 384 (61.1%) 444 (63.2%) 451 (65%) 3.9 Source: CBM001 and CBM009. 27. Percentage of baccalaureate graduates by SCH completed at two-year colleges before transfer: Less than 30 SCH 24.7% 24.8% 24.9% 0.2 30 SCH or more 69% 68.2% 68.7% - 0.3 Cohort Rate Cohort Rate Cohort Rate 28. Graduation Rates Master's Fall 1996 40.0% Fall 2004 52.6% Fall 2005 49.7% Doctoral FY 1992 % FY 2000 % FY 2001 % Baccalaureate graduate success 29. Percent of baccalaureate graduates who are employed or enrolled in a Texas graduate program or professional school FY 2006 FY 2008 FY 2009 Point Change FY 2006 to FY 2009 84.2% 87.1% 83.4% - 1.6 FY 2007 FY 2008 FY 2009 Point Change FY 2007 to FY 2009 Baccalaureate Graduates Employment/Enrollment Status 30. Employed in 4th quarter in which program year ends 66.7% 72.5% 71% 4.3 31. In graduate or professional school in Texas in fall of the next FY 3.5% 3.7% 4.5% 1.0 32. Employed in Texas and enrolled in a graduate or professional school in Texas 11.4% 10.9% 7.9% - 3.5 UH-Clear Lake offers a variety of online and in-person services for students and alumni seeking employment as well as to local employers interested in qualified candidates for positions. Programs are geared towards preparing students for career opportunities after graduation. Fall 2000 Fall 2008 Fall 2009 %/Point Change Fall 2009 33. Course Completion Rate for State-Funded Semester Credit Hours UG Beginning semester credit hours 42,100 40,872 43,093 2.4% UG Ending semester credit hours 38,823 38,326 40,542 4.4% UG Completion rate 92.2% 93.8% 94.1% 1.9 Graduate beginning SCH 19,870 22,301 21,279 7.1% Graduate ending SCH 18,741 21,074 20,348 8.6% Graduate Completion rate 94.3% 94.5% 95.6% 1.3 UH-Clear Lake maintains a high completion rate and student retention is a major institution-wide priority. For Fiscal Year 2010, the course completion rate is about 95% at UH-Clear Lake and our efforts have show continued improvement for this measure. File Print Created 01/26/2011 3:47 PM 12 of 22
Success - Out-of-State Peers University of Houston-Clear Lake GOVERNORS STATE UNIVERSITY Master's Group Out-of-State Peers UNIVERSITY OF ILLINOIS AT SPRINGFIELD INDIANA UNIVERSITY-SOUTH BEND Institution's Out-of-State Peers UNIVERSITY OF BALTIMORE UNIVERSITY OF MICHIGAN-DEARBORN Graduation Rate 4-Year Rate N/A% N/A% 47% 7% N/A% 18% 5-Year Rate N/A% N/A% 64% 20% N/A% 44% 6-Year Rate N/A% N/A% 67% 27% N/A% 49% Degrees Awarded Total Degrees 2,370 1,768 1,170 930 1,265 1,778 White 1,299 916 895 757 637 1,197 African American 254 508 88 59 310 113 Hispanic 397 147 17 21 36 43 Asian 153 25 25 13 93 116 Other 267 154 145 80 189 309 Level Associates 0 0 0 114 0 0 Bachelors 1,217 767 618 661 528 1,139 Master's 1,153 1,001 546 155 429 639 Doctoral 0 0 N/A 0 N/A 0 Professional 0 0 N/A 0 N/A 0 Gender Male 821 585 471 337 559 870 Female 1,549 1,183 699 593 706 908 Graduation Rate Total N/A% N/A% 67% 27% N/A% 49% White N/A% N/A% 71% 27% N/A% 50% African American N/A% N/A% 20% 16% N/A% 34% Hispanic N/A% N/A% 67% 23% N/A% 33% Asian N/A% N/A% 50% 0% N/A% 49% American Indian or Alaska Native N/A% N/A% N/A% 0% N/A% 20% Unknown N/A% N/A% 33% 29% N/A% 41% Nonresident Alien N/A% N/A% 100% 47% N/A% 83% Graduates in Key Fields Computer Science 84 100 388 14 44 68 Engineering 48 0 0 0 0 367 Math 36 1 20 8 N/A 29 Physical Science 16 30 3 10 0 10 Nursing and Allied-Health Graduates Total Degrees 87 184 7 144 0 5 Certificate 0 0 0 19 0 0 Associates 0 0 0 39 0 0 Bachelors 38 67 7 86 0 5 Master's 49 117 0 0 0 0 Doctoral 0 0 0 0 0 0 Source: IPEDS Fall 2009 File Print Created 01/26/2011 3:47 PM 13 of 22
Excellence - Key Measures Faculty Teaching Fall 2000 Fall 2009 Point Change Upper division institution. No first-time entering undergraduates for this institution. Upper division institution. No first-time entering undergraduates for this institution. This indicator is not applicable to our institution. Student/Faculty Ratio 35. Full-time student equivalents (FTSE) divided by full-time equivalent (FTE) faculty. FTSE Fall 2000 FTFE Ratio FTSE Fall 2007 FTFE Ratio FTSE Fall 2009 FTFE Ratio FTSE FTFE Ratio % Change Fall 2000 to FTSE/FTFE Ratio 4,463 244 18:1 4,566 307 15:1 4,679 306 15:1 4,961 317 16:1-14.6% UHCL continues to monitor the student/faculty ratios each year and study classroom and lab utilization rates as well. We predict a 13:1 ratio for. This fall we produced numerous reports that focused on the average class size and disaggregated data by on-campus, on-line and off-campus sites to determine how to better utilize and predict growth for the courses we offer. 36. Certification and licensure rates State and National Exams Success FY 2007 FY 2009 Point Change FY 2007 to Law N/A N/A N/A N/A Pharmacy N/A N/A N/A N/A Nursing N/A N/A N/A N/A Engineering N/A N/A N/A N/A This measure does not apply to the programs offered at UH-Clear Lake. Tenured/Tenure-Track FTE Faculty Fall 2000 Fall 2009 Point Change 37. Percent of FTE teaching faculty who are tenured/tenure-track 61.9% 64.6% 64.6% 2.7 UH-Clear Lake makes every effort to retain qualified faculty and offer opportunities to faculty for tenured/tenure-track status. UH-Clear Lake addresses this issue with the formation of special committee's to ensure that faculty meet standards for this measure. 38. Quality Enhancement Plan Quality Enhancement Plan The next reaffirmation for UH-Clear Lake will take place in 2012. A QEP plan will be approved by SACS at that time and this item will be updated. 39. Excellent Programs Highlighted Excellent Programs 1 M.A in BEHAVIOR ANALYSIS Excellent Programs http://prtl.uhcl.edu/portal/page/portal/hsh/home/hsh%20programs/psychology%20programs/behavior%20analysis The goal of the master s program in behavior analysis is to provide students with a well-rounded foundation in psychology and behavior analysis through an integrated sequence of coursework, practicum, and research activities. Students obtain competency in the basic principles of learning and the application of these principles with particular emphasis on interventions for children with developmental disabilities. Practicum and research experiences are provided in home, school, and clinic settings. All students complete a major research project prior to graduation. The program, which is accredited by the Association for Behavior Analysis-International, includes a course sequence and practicum that have been approved by the Behavior Analyst Certification Board, Inc. Highlighted Excellent Programs 2 UHCL Teacher Training Program and McWhirter Professional Development Laboratory School http://prtl.uhcl.edu/portal/page/portal/soe/centers/professional_development_lab_school The University of Houston-Clear Lake and the Clear Creek Independent School District (CCISD) have entered into a partnership to create and maintain a professional development laboratory school (PDLS). The PDLS is located at McWhirter Elementary School in Webster, Texas, which used to be one of the poorest performing schools in CCISD before the partnership. Since the establishment of the partnership in 2002-2003, the program has helped McWhirter achieve Recognized status by Texas Education Agency. Through this partnership, UHCL School of Education (SOE) and CCISD set forth a mission to provide exemplary, research-based professional development and education practice to improve student achievement. File Print Created 01/26/2011 3:47 PM 14 of 22
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Excellence - Contextual Measures Fall 2000 Fall 2009 Point Change 40. FTE tenured/tenure-track faculty demographics Ethnicity Total % % %* N/A White 61.2% 60.5% 61.5% 0.3 African American 23.7% 73% 67.9% 44.2 Multi-racial one of which is African American % % 45.5% N/A Hispanic 55.6% 63.5% 64% 8.4 Asian 80.6% 82.7% 79.2% - 1.4 International % 89.7% 85.4% N/A Other % 0% 83.3% N/A Gender Male 71.1% 70.4% 71.1% 0.0 Female 49.1% 57.9% 57.5% 8.4 *Federal reporting of race/ethnicity categories changed effective fall 2010. The new reporting categories will make longitudinal comparisons problematic. Hispanics are identified by an ethnicity question that is separate from the racial question. Hispanic students, except international ones, are identified by the ethnicity question. In addition to the "African American" non-hispanic category, there is a listing for "Multi-Racial one of which is African American." "Asian" includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown separately and excluded from the race/ethnicity breakouts. Teaching Assistants Other Faculty Instructor Assistant Professor Associate Professor Professor 41. Faculty Rank () Faculty Ethnicity Total* 189 337 1 72 83 62 White 58 265 1 44 64 48 African American 5 24 0 7 4 1 Multi-racial one of which is African American 0 2 0 1 0 0 Hispanic 8 22 0 3 6 2 Asian 7 20 0 9 9 11 International 110 3 0 7 0 0 Other 1 1 0 1 0 0 Faculty Gender Male 72 131 0 34 49 45 Female 117 206 1 38 34 17 *Federal reporting of race/ethnicity categories changed effective fall 2010. The new reporting categories will make longitudinal comparisons problematic. Hispanics are identified by an ethnicity question that is separate from the racial question. Hispanic students, except international ones, are identified by the ethnicity question. In addition to the "African American" non-hispanic category, there is a listing for "Multi-Racial one of which is African American." "Asian" includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown separately and excluded from the race/ethnicity breakouts. FY 2003 FY 2011 % Change FY 2003 to FY 2011 National Average () % National Average 42. Faculty Salary Comparisons Professor $77,691 $99,026 $101,588 30.8% $107,831 92% Associate Professor $65,503 $71,507 $72,834 11.2% $76,921 93% Assistant Professor $51,941 $64,015 $63,445 22.1% $64,952 99% Instructor $40,000 $46,013 $64,768 61.9% $45,057 102% Fall 2000 Fall 2009 %/Point Change 43. Endowed Professorships and Chairs 0 3 0 N/A Percent unfilled 0 % 0% 0% 0.0 Percent of total tenured/tenure-track faculty 0 % 1.4% 0% 0.0 44. Nobel Prize Winners and National Academies 0 0 0 N/A Although, UH-Clear Lake does not list faculty members with the National Academies as defined by this measure, many of our faculty have been awarded with outstanding Professor, Research, Environmental and Teaching honors, as well as other distinguished awards. File Print Created 01/26/2011 3:47 PM 16 of 22
Excellence - Out-of-State Peers University of Houston-Clear Lake GOVERNORS STATE UNIVERSITY Master's Group Out-of-State Peers UNIVERSITY OF ILLINOIS AT SPRINGFIELD INDIANA UNIVERSITY-SOUTH BEND Institution's Out-of-State Peers UNIVERSITY OF BALTIMORE UNIVERSITY OF MICHIGAN-DEARBORN Percent of Tenured/Tenure-Track faculty 87% 75% 85% 66% 68% 88% * The previous year survey was used for these institutions. Source: IPEDS Fall 2009 File Print Created 01/26/2011 3:47 PM 17 of 22
Research - Key Measures Federal and Private Research FY 2001 FY 2008 FY 2009 % Change FY 2001 to FY 2009 45. Federal and private research expenditures per FTE faculty $72,738 $1,780 $1,287-98.2% Research Expenditures FY 2001 FY 2008 FY 2009 % Change FY 2001 to FY 2009 Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion 46. Research expenditures ($ Million) $ 11.928 $ 1.016 $ 1.244-89.6% $ 2.072 60.0% Sponsored Research Funds FY 2006 FY 2008 FY 2009 Point Change FY 2006 to FY 2009 47. Federal and private (sponsored) research funds per revenue appropriations. 1.33% 0.92% 0.67% - 0.7 Source: THECB Annual Research Expenditures Report and Sources & Uses Source: THECB Annual Research Expenditures Report and Sources & Uses With a greater focus on grant activities and initiatives at UH-Clear Lake and continued engagement with the community and local industry, we hope to see this figure increase for future fiscal years. File Print Created 01/26/2011 3:47 PM 18 of 22
Research - Contextual Measures FY 2001 FY 2008 FY 2009 % Change FY 2001 to FY 2009 48. Research Expenditures by Source ($ Millions) $11.928 $1.016 $1.244-89.6% Federal $10.844 $0.111 $0.119-98.9% State $0.550 $0.655 $0.857 55.8% Private $0.156 $0.224 $0.135-13.5% Institutional $0.378 $0.026 $0.134-64.6% FY 2004 FY 2008 FY 2009 % Change FY 2004 to 49. Faculty holding extramural research grants Number 18 22 24 N/A Percent % 12% 10% 11% N/A FY 2001 FY 2008 FY 2009 % Change FY 2001 to Patents 50. Patents issued 0 0 0 N/A 51. Number of new patent applications 0 0 0 N/A This figure will be calculated by the UH-System office as UHCL does not track the number of patents. Research - Out-of-State Peers Master's Group Out-of-State Peers Institution's Out-of-State Peers University of Houston-Clear Lake GOVERNORS STATE UNIVERSITY UNIVERSITY OF ILLINOIS AT SPRINGFIELD INDIANA UNIVERSITY-SOUTH BEND UNIVERSITY OF BALTIMORE UNIVERSITY OF MICHIGAN-DEARBORN Research Expenditures ($ million) $1,244,098 $1,663,614 $1,864,254 $311,654 $5,424,139 $4,395,000 Federal Research Funds ($ millions) $1,775,984 $4,728,201 $3,042,475 $726,572 $2,003,295 $6,477,000 Source: IPEDS Fall 2009 File Print Created 01/26/2011 3:47 PM 19 of 22
Institutional Efficiency and Effectiveness - Key Measures Administrative Cost FY 2000 FY 2009 Point Change FY 2000 to 52. Administrative costs as a percent of operating budget 19% 15.1% 14.9% - 4.1 UH-Clear Lake continues to exercise a conservative and efficient methodology when administering administrative costs at the institution. UH-Clear Lake, a nationally accredited, upper-level university, partnered with the City of Pearland to bring career-building higher education to the Pearland community. We opened our new beautiful Pearland campus in fall 2010. The increase indicated in administrative cost is due to anticipated administrative need and operational support for the new facility. Space Usage Efficiency (SUE) 53. Space usage efficiency measure of the effectiveness and efficiency of existing teaching space utilization. Classroom and lab passing score is 75 and overall passing score is 150. Fall 2009 Classroom space use efficiency 58 50 Lab space use efficiency 59 76 Overall space use efficiency 117 126 UH-Clear Lake continues to monitor our use of classroom and lab space with student learning and student success a high priority at the institution. This fall special measures were taken to review current classroom efficiency and average classroom size. Appropriated Funds per FTE Faculty and FTE Student 49. State appropriations divided by full-time equivalent students and annual full-time equivalent teaching faculty. FY 2001 FY 2009 % Change FY 2001 to Appropriated funds per FTE student $4,549 $7,209 $6,857 50.7% Appropriated funds per FTE faculty $49,421 $62,444 $61,738 24.9% Historically Underutilized Business (HUB) FY 2000 FY 2009 %/Point Change FY 2000 to 55. HUB Expenditures without construction (Millions) $ 1.621 $ 3.920 $ 3.658 125.6% Percent of total expenditures 24.7% 31.3% 32% 7.3 HUB Expenditures with construction (Millions) $ 1.685 $ 4.293 $ 4.585 172.1% Percent of total expenditures 25.7% 34.2% 40.1% 14.4 UH-Clear Lake will continue to track these figures with planning and efficiency being a major goal at the institution. Operating Expenses per FTE Student FY 2001 FY 2009 % Change FY 2001 to 56. Operating expenses per FTE student $11,801 $18,188 $16,082 36.3% Total Revenue per FTE Student and FTE teaching Faculty FY 2000 FY 2009 % Change FY 2000 to 57. Total revenue Per FTE student $12,558 $16,506 $16,446 31.0% Per FTE faculty $136,434 $142,969 $148,077 8.5% UH-Clear Lake will continue to track these figures with planning and efficiency being a major goal at the institution. Full-time/part-time ratio for coverage of SCH for organized courses by school are also monitored each year utilizing the 65/35 report. File Print Created 01/26/2011 3:47 PM 20 of 22
Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2009 % Change Class Size Upper Division Institution. No first-time entering undergraduates for this institution. 59. Percentage of undergraduate classes with less than 20 students 24.6% 52% 49.7% 25.1 60. Percentage of undergraduate classes with more than 50 students 3.8% 1.4% 2.2% - 1.6 UH-Clear Lake monitors this indicator by utilizing a report that includes trends of the distribution of organized course sections by class size by school and by student classification. The Deans use the report to organize classs each term. FY 2000 FY 2011 % Change FY 2000 to FY 2011 61. Average cost of resident undergraduate tuition and fees for 30 SCH. $2,855 $5,798 $6,188 116.7% Fall 2000 Fall 2009 % Change 62. E&G Square footage E&G classroom per FTE student 12.83 11.70 11.32-11.7% E&G lab per FTE student 5.79 5.56 4.45-23.1% FY 2006 FY 2008 FY 2009 % Change Endowment FY 2006 to 63. True and Term Endowment ($ millions) N/A N/A $7 $7 64. Quasi Endowment ($ millions) N/A N/A $6 $5 65. Total Endowment ($ millions) $12 $14 $12 $12-2.5% 66. Total Endowment - Per FTE student $2,187 $2,559 $2,331 $2,102-3.9% FY 2001 FY 2009 % Change FY 2001 to 67. Total Revenue* $67,826,973 $87,085,456 $91,521,925 34.9% Tuition and fees $18,002,539 $34,157,945 $34,590,266 92.1% State appropriations (General Revenue) $32,093,098 $38,036,017 $38,158,456 18.9% Federal funds $13,449,701 $6,368,992 $9,951,511-26.0% Institutional funds $4,281,635 $8,522,502 $8,821,692 106.0% Constitutional funds $3,853,447 $5,355,874 $5,355,874 39.0% Revenue Total with Const. Funds $71,680,420 $92,441,330 $96,877,799 35.2% *Does not include Constitutional Funds UH-Clear Lake continues to closely monitor revenue generating from tuition and fees, state appropriations, institutional funds and other federal funds. Internally generated reports are used to track revenue trends and set budget goals by student level and student residence status. Institutional Efficiency and Effectiveness - Out-of-State Peers Master's Group Out-of-State Peers Institution's Out-of-State Peers University of Houston-Clear Lake GOVERNORS STATE UNIVERSITY UNIVERSITY OF ILLINOIS AT SPRINGFIELD INDIANA UNIVERSITY-SOUTH BEND UNIVERSITY OF BALTIMORE UNIVERSITY OF MICHIGAN-DEARBORN Administrative costs as a percent of operating budget 16% 15% 7% 5% 22% N/A Appropriations per FTE student $6,654 $6,486 $6,465 $5,310 $7,435 $4,016 Instruction expenses per FTE student $6,280 $9,065 $7,290 $5,483 $7,661 $7,194 Tuition and Fee Revenue per FTE student $7,036 $6,403 $5,430 $5,365 $11,283 $9,406 File Print Created 01/26/2011 3:47 PM 21 of 22
Source: IPEDS Fall 2009 File Print Created 01/26/2011 3:47 PM 22 of 22