Strategic Measures
Summary
Retention Rates Goal #1
The retention rates of first-time, full-time undergraduates (commonly referred to as freshmen) are national standard metrics used by institutions of higher education. These metrics are principally useful for traditional institutions like The University of Alabama. The University tracks the second-year and third-year retention rates. These rates reflect the percentage of the entering fall cohort of first-time, full-time undergraduate students that return to the University for their second and third fall semesters.
Metric | Cohort | Performance | Annual Change |
---|
2-Year Retention Rate | 2020 | 88.6% | 1.4% |
3-Year Retention Rate | 2019 | 81.7% | 1.1% |
Graduation Rates Goal #1
The graduation rates of first-time, full-time undergraduates (commonly referred to as freshmen) are national standard metrics used by institutions of higher education. These metrics are principally useful for traditional institutions like The University of Alabama. The University tracks the four-year and six-year graduation rates. These rates reflect the percentage of the entering fall cohort of first-time, full-time undergraduate students that graduate with a bachelor’s degree by the summer semester of their fourth and sixth years at the University.
Metric | Cohort | Performance | Annual Change |
---|
4th-Year Graduation Rate | 2017 | 56.2% | 1.4% |
6th-Year Graduation Rate | 2015 | 72.2% | 0.1% |
First Semester Completion Rates Goal #1
Internal analyses of the academic persistence of the first-time, full-time undergraduates (commonly referred to as freshmen) suggest that students completing their first semester with at least 12 earned credit hours are twice as likely to graduate as those with fewer earned hours. The 12 credit hour minimum places the student on a path to graduate within five years, while the 15 hour minimum sets the student on a path to graduate in four years.
Metric | Cohort | Performance | Annual Change |
---|
At least 12 Earned Credits | 2021 | 72.5% | -9.3% |
At least 15 Earned Credits | 2021 | 37.3% | -7.3% |
Faculty Headcount Goal #1 & #2
Maintaining a sufficient number of faculty to support the instructional, research, and service functions of The University of Alabama mission is essential to the institutional success. The University monitors the faculty headcount for the fall semester (Goal #1), as well as the percentage of tenure path (tenured and tenure-track, Goal #2) and full-time faculty.
Metric | Cohort | Performance | Annual Change |
---|
Faculty Headcount | 2021 | 2,025 | 39 |
Percent of Tenure Path | 2021 | 49.5% | 0.9% |
Percent Full-Time | 2021 | 77.0% | 0.5% |
Sponsored Program Awards Goal #2
Growing the sponsored program awards is important for maintaining and increasing the research and service functions of The University of Alabama. In addition, it provides direct learning and experience opportunities for undergraduate and graduate students. The University monitors the number of submitted proposals, the number of awards, and the dollar amount of awards per year.
Metric | Cohort | Performance | Annual Change |
---|
Submitted | 2020-21 | 1,212 | 125 |
Awarded | 2020-21 | 814 | 127 |
Amount Awarded | 2020-21 | $171,030,660 | $2,624,422 |
Graduate Student Enrollment Goal #1
Increasing the quality and number of graduate students is a primary objective of The University of Alabama Strategic Plan. The University continues to monitor the enrollment of graduate students.
Metric | Fall Semester | Performance | Annual Change |
---|
Graduate Students | 2021 | 6,152 | 422 |
Degrees Awarded Goal #1 & #2
With graduation as the ultimate goal, our degree-seeking students have opportunities to engage in co-curricular activities that encourage collaboration among students, faculty, and the community. Receiving more than just a degree, our graduates will help to strengthen communities and promote innovation (Goal #1). Increasing the percentage of science, technology, engineering, and mathematics (STEM) degrees is an essential component of the University mission and preparing our graduates for careers to compete in the world market (Goal #2).
Metric (Degrees Awarded) | Degree Year | Performance | Annual Change |
---|
Undergraduate | 2021-22 | 6,740 | -627 |
Undergraduate % STEM | 2021-22 | 20.8% | -0.2% |
Masters | 2021-22 | 2,180 | 321 |
Masters % STEM | 2021-22 | 13.6% | 1.6% |
Doctoral | 2021-22 | 266 | 21 |
Doctoral % STEM | 2021-22 | 32.0% | 3.1% |
Minority Enrollment Goal #3
Increasing the number of minority students is a primary objective of The University of Alabama Strategic Plan.
Metric | Fall Semester | Performance | Annual Change |
---|
Undergraduate | 2021 | 6,863 | 246 |
Professional | 2021 | 94 | 5 |
Graduate | 2021 | 1,390 | 93 |
Total | 2021 | 8,347 | 344 |
Minority Student Retention Rates Goal #3
Increasing the retention of minority students is key to the objective of The University Strategic Plan.
Metric | Cohort | Performance | Annual Change |
---|
2-Year Retention Rate | 2020 | 83.8% | 1.3% |
3-Year Retention Rate | 2019 | 75.1% | -0.7% |
Minority Student Graduation Rates Goal #3
Increasing the graduation rate of minority students is key to the objective of The University Strategic Plan.
Metric | Cohort | Performance | Annual Change |
---|
4th-Year Graduation Rate | 2017 | 45.1% | 2.1% |
6th-Year Graduation Rate | 2015 | 62.1% | -1.7% |
Minority Faculty Headcount Goal #3
Metric | Fall Semester | Performance | Annual Change |
---|
Minority Faculty | 2021 | 376 | 14 |
Tenure Path Minority Faculty | 2021 | 227 | 10 |
Full-Time Minority Faculty | 2021 | 80 | 6 |
Work-Life Balance Goal #4
In the spring of 2018, the University conducted the Chime-In Workplace Experience survey with the help of a third party vendor, ModernThink. Findings from this survey provide a baseline for measuring the current state of the work-life balance for University employees. The figures below represent the percentage of ‘strongly agree’ or ‘agree’ responses to each associated statement. The University will administer the survey again in three years to measure possible improvement. For additional information about the Chime-In survey and its findings, see http://oira.ua.edu/chime-in/.
Statement | 2018 | | |
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This institution’s benefits meet my needs. | 77% | | |
My supervisor/department chair supports my efforts to balance my work and personal life. | 77% | | |
My efforts to balance my work and personal life are accepted and respected by colleagues in my department. | 73% | | |
This institution’s policies and practices give me the flexibility to manage my work and personal life. | 69% | | |