AGENDA
University of Nevada, Reno
2012-13 Faculty Senate
September 20, 2012 1:15 p.m.
RSJ 304
All times are approximate
1:15
1.
Roll Call and Introductions
1:20
2.
Visit with President Johnson
Information/Discussion
1:50
3.
Information/Discussion
2:20
4.
Visit with Associate Vice President of Planning, Budget and
Analysis, Bruce Shively
Consent Agenda
2:30
Action/Enclosure
Break
2:40
5.
Chair’s Report
Information/Discussion
3:00
6.
Visit Vice President of Administration and Finance, Ron Zurek
Information/Discussion
3:30
7.
Visit with Associate Vice President for Research Services Gary
Snowder – Research Strategic Plan Process
Information/Discussion
4:00
8.
Professional Development Leave Committee Election:
Action/Enclosure
4:15
9.
UAM Revision - UAM Revision: Children in the Workplace
Action/Enclosure
4:45
10.
New Business
Information/Discussion
11.
Information Items:
UAM Revision – Syllabus Policy
Student Services Annual Report
Adjourn
Future Senate Meetings
UNR Faculty Senate Website
October 18, 2012
RSJ 304
Future Board of Regents Meetings
NSHE Website
October 19, 2012 – LV Special Meeting
Tentative
November 15 2012
RSJ 304
November 29 - 30, 2012
UNLV
UNR Faculty Senate Meeting
September 20, 2012
Agenda Item #4
Link to the Consent Agenda:
http://www.unr.edu/facultysenate/meetings/12-13/Agendas/9-20-12_Consentpkt.doc
UNR Faculty Senate Meeting
September 20, 2012
Agenda Item #8
Professional Development Leave Committee Election:
Current PDL Members and Units:
Grant Mastick
Swatee Naik
Kimberly Rollins
Patricia Swager
COS
COS
COB
SOM
2014
2014
2014
2014
Justin Blum
Jodi Herzik
Alex Kumjian
Paula Noble
LIB
EXT
COS
COS
2013
2013
2013
2013
The following faculty have agreed to serve if elected to this committee: Four members need to be elected.
Name
Jane Davidson
Stanley Omaye
Barry Spraggins
Sherman Swanson
Unit
CLA
CABNR
COBA
CABNR
Name
Colleen Murray
Raj Siddharthan
Paul Starrs
Virginia Vogel
Unit
CLA
EN
COS
CLA
Bios:
Name:
Jane Davidson
Title:
Professor History of Art
Department:
Art
Number of years at UNR:
35
Educational background:
.BA History, LSU 1969;MA United States History LSU 1970; MA History of Art
University of Kansas, 1973; MPhil. History of Art Univ. of Kansas 1974; PhD
History of Art Univ Kansas, 1975
Past service on the Professional Development Leave Committee (please indicate dates):
Previous past years ending in 2011.
Brief summary of other service or experiences that you think support your nomination:
Faculty Senate, numerous University and college committees including C and C in college and university
levels. Honors director, Dept Chair, ARt
Name:
Colleen Murray
Title:
Director, Interdisciplinary Social Psychology PhD Program and Professor,
Sociology
Department:
Sociology
Number of years at UNR:
26
Educational background:
PhD. The Ohio State University
MA & BS. The University of Akron
Past service on the Professional Development Leave Committee (please indicate dates):
1991 – 1994 (UNR Sabbatical Leave Committee)
Brief summary of other service or experiences that you think support your nomination:
I bring to the committee appreciation, understanding, and experience with diverse forms of scholarship and
role statements. As director of a large interdisciplinary PhD program (for 9 years), I have facilitated the work of
our program faculty who represent(ed) 10 home departments within 7 of the colleges and schools at UNR
(Liberal Arts, Health Sciences, Education, Business, Cooperative Extension, Agriculture, and Journalism). Last
year I also served as Interim Director of the School of Social Research and Justice Studies. Prior to campus
reorganization I was a Professor in the College of Health and Human Sciences (within Human Development &
Family Studies, a program where I am currently an Adjunct Professor), chaired one of the subcommittees
(Child, Adolescent, and Family Health) that developed the Masters in Public Health Program, and remain an
Affiliate Faculty member of the MPH program, as well as Affiliate Faculty in the Gender, Race and Identity
Program (and previously in Women’s Studies). In addition, I served a term on the Faculty Senate and one on
the University Promotion and Tenure Committee. I benefitted from a sabbatical leave during 1995-1996. Each
of these experiences serves to inform my understanding of the range of activities that can result in valuable
professional development leave experiences.
Name:
Stanley T. Omaye
Title:
Professor
Department:
Agriculture, Nutrition & Veterinary Sciences
Number of years at UNR:
21
Educational background:
Ph.D. University of California, Davis, California, 1975; major,
Biochemistry/Nutrition
M.S. University of the Pacific, Stockton, California, 1972; major, Pharmacology/Physiology
B.A. Sacramento State College, Sacramento, California, 1968; major, Chemistry; minor, Biological
Sciences
Yuba Junior College, Marysville, California, 1963 - 1965; major, Chemistry; minor, Biological
Sciences
Past service on the Professional Development Leave Committee (please indicate dates):
Member, University of Nevada, Reno’s Sabbatical/Development Leave Committee, 2005 – 2007
Brief summary of other service or experiences that you think support your nomination:
UNR Service includes: Outstanding Research, CABNR & Reagent’s, Chair for Personnel Committees
(University, College, Department), faculty senator, academic standards committee, and numerous faculty
search committees and advisory boards.
Name:
Raj V. Siddharthan
Title:
Professor
Department:
Civil and Environmental Engineering
Number of years at UNR:
28
Educational background:
Ph.D.
Past service on the Professional Development Leave Committee (please indicate dates):
I served twice (two 3-yr terms) in this committee (circa 1994 and 2004?) and once I was the chair
Brief summary of other service or experiences that you think support your nomination:
I applied three times for sabbatical leave and was approved every time. All three times I was invited to spend
my leave at a host institution. The institutions visited on those sabbaticals are: MIT (1992), Royal Military
Institute, Canada (1999), and Lawrence Livermore National Lab (2007). There have been many solid benefits,
which includes research funding and publications from my interaction. An abridged list of these activities is:
Grants
“Seismic Behavior of Reinforced Soil Walls,” Oct. 95 - Sept. 97, NSF, $149,444. (PI: R.V. Siddharthan, Co-PI:
B. Kutter and R.V. Whitman – MIT)
“Pavement Material Characterization and Modeling of Long-Term Airfield Pavements,” May 1999 - May 2002,
DOD-ARO, $273,300. (PI: R. V. Siddharthan, Co-PI: J.A. Epps and P.E. Sebaaly)
“3-D Evaluation of Ground Shaking in the Las Vegas Basin,” May 2003 - April 2004, Lawrence Livermore
National Laboratory, $130,000 (PI: J. Anderson, Co. PI: J.N. Louie and R.V. Siddharthan)
Papers
Siddharthan, R.V., Ganeshwara, V., Kutter, B.L., El-Desouky, M., and Whitman, R.V., “Seismic Deformation of
Bar Mat MSE Walls I: Centrifuge Tests,” Journal of Geotechnical and Geo-Environmental Engrg., ASCE, Vol.
130(1), ASCE, January 2004, pp. 14-25.
Siddharthan, R.V., Ganeshwara, V., Kutter, B.L., El-Desouky, M., and Whitman, R.V., “Seismic Deformation of
Bar Mat MSE Walls II: A Multi-Block Model,” Journal of Geotechnical and Geo-Environmental Engrg., ASCE,
Vol. 130(1), ASCE, January 2004, pp. 26-35.
Name:
H. Barry Spraggins
Title:
Chair & Professor
Department:
Managerial Sciences
Number of years at UNR: 25
Educational background: PhD. University of Minnesota
Past service on the Professional Development Leave Committee (please indicate dates):
Served two separate three year terms on the Professional Development Leave Committee. The last year of
the first term I served as chair of the committee. Exact dates uncertain…estimated:
2006-2009 & 2001-2004.
Brief summary of other service or experiences that you think support your nomination:
Department Chair (2nd Year); College personnel committee (17 years of service) University Promotion &
Tenure committee (3 years of service, the final year as chair).
Name:
Paul F. Starrs
Title:
Professor (Regents & Foundation Professor of Geography)
Department:
Geography
Number of years at UNR:
20
Educational background:
.PhD UC Berkeley; MA, UC Berkeley; BA, University of California, San Diego;
AA, Deep Springs College
Past service on the Professional Development Leave Committee (please indicate dates):
None
Brief summary of other service or experiences that you think support your nomination:
I’ve served on other Fac Senate committees, have written letters of support for faculty in my department and at
other institutions who contemplate fac prof dev leaves, and I’ve taken two myself, and so understand the
constraints and possibilities.
Name:
Sherman Swanson
Title:
Rangeland and Riparian Extension State Specialist
Department:
Natural Resources and Environmental Science
Number of years at UNR:
29
Educational background:
PhD Oregon State university in Rangeland Resources
Past service on the Professional Development Leave Committee (please indicate dates): 1999-2001
Brief summary of other service or experiences that you think support your nomination: Because my position
bridges all three missions of the Land Grant University, teaching, research and extension, I am well equipped to
appreciate applicants from the many parts of Campus.
Name:
Virginia L. Vogel
Title:
Professor
Department:
Art
Number of years at UNR:
35
Educational background:
BA in Speech, Communication & Theatre, English and Secongary Education
MFA in Theatre with an emphasis in costume design
Past service on the Professional Development Leave Committee (please indicate dates):
I have served, but can’t remember if it was the late 90’s or early 2000
Brief summary of other service or experiences that you think support your nomination:
I believe that I have served this university in a broad range of experiences from the Tibbets Committee, to
Faculty Senate, Department of Art Chair to director of the Core Curriculum. I understand research needs and
timelines from the perspectives of multiple disciplines. I believe that I bring a view from the trenches, a true
concern for our hard-working faculty, understanding the administrative perspective, potentials for international
and national research, honesty and integrity.
UNR Faculty Senate Meeting
September 20, 2012
Agenda Item #9
UAM Revision: Children in the Workplace
Children in the Workplace
2,030
Revised: July 2012
The University is supportive and understands the needs of working parents, grandparents, guardians, etc. As such, the
University provides allowances for children in the workplace in limited emergency situations. This policy addresses
emergency situations when children may be permitted in the workplace. Other than emergency situations, children are not
allowed in the workplace for extended periods of time.
For the purposes of this policy an emergency situation would generally be considered situations such as unexpected snow
delays for the start of school, unanticipated transportation issues, and other unexpected interruption of childcare
arrangements. If bringing a child to work with the employee is unavoidable, the employee must first contact his/her
supervisor as soon as possible to discuss the situation and obtain permission to have the child accompany the employee
while working. The child may not be in the workplace for more than two hours during an emergency situation. Factors
the supervisors will consider are the age of the child, how long the child needs to be present, the work environment in the
employee’s area, and any possible disruption to the employee’s and co-workers’ work. Consideration will not be given to
allowing a child with an illness to come to work with the employee under any circumstances. Additionally, a department
may prohibit children in the workplace at all times due to business and operational concerns, safety considerations or
customer needs.
A child brought to the workplace in unavoidable situations will be the responsibility of the employee parent and must be
accompanied and be under the direct supervision of the employee parent at all times.
Employees may bring their children to visit their worksite, provided that the visits are infrequent, brief and planned in a
fashion that limits disruption to the workplace. While children are in the workplace, they must be directly supervised by
the host/parent at all times. If the frequency, length or nature of visits becomes problematic, the employee will be advised
of the situation and will be expected to take corrective action.
The University is supportive of career exploration/development programs for children such as “Bring your child to work”
day and similar activities. Employees and their children are encouraged to participate in these structured programs.
UNR Faculty Senate Meeting
September 20, 2012
Informational Items #11
UAM Revision – Syllabus Policy
This UAM Revision Syllabus Policy will be explained in the Chair’s Report and will be agendized for a
future meeting.
6,501 – Syllabus Policy
RATIONALE FOR CHANGE: A policy was created to codify the university’s syllabi requirements and
guidelines.
Syllabus Policy
6,501
Revised: August 2012
For all courses, faculty members are required to distribute a course syllabus to students by the end of the first
week of class. Syllabi can be provided in paper form or by electronic means by e-mail or posting in a visible
location on the home page for the course in the University’s web-campus application.
The syllabus must include, but is not limited to the following information:

Instructor information: Name and contact information (office location, phone number, email address, office
hours, etc.)

Course identification: Course number, section, title

Course description and prerequisites

Course learning outcomes

List of required course materials for reading, in-class work, writing, homework, viewing, and listening,
including calculators, specialized materials or equipment, and computer software.

Unique class procedures/structures, such as web-based or web-assisted, cooperative exercises, panel
presentations, case study methods, class journals or learning logs, attendance at events outside of class, etc.

Topics outline or course calendar

Approximate schedule of exams and due dates of graded assignments, e.g., homework, quizzes, papers,
projects

Grading criteria, scale, and standards, including statements on whether or not plus/minus grading will be
used. See the Board of Regents’ policy on grading (link).

Policies regarding late work and make-up exams

Description of course requirements, e.g., exams, quizzes, projects, papers AND the proportion each counts
toward the final grade. If class participation and/or attendance are factored in, explain how these are
evaluated

Statement on Academic Dishonesty: "Cheating, plagiarism or otherwise obtaining grades under false
pretenses constitute academic dishonesty according to the code of this university. Academic dishonesty will
not be tolerated and penalties can include canceling a student's enrollment without a grade, giving an F for
the course or for the assignment. For more details, see the UNR General Catalog.”

Statement of Disability Services: "Any student with a disability needing academic adjustments or
accommodations is requested to speak with the Disability Resource Center (Thompson Building, Suite 101)
as soon as possible to arrange for appropriate accommodations."

Statement on Audio and Video Recording: “Surreptitious or covert video-taping of class or unauthorized
audio recording of class is prohibited by law and by Board of Regents policy. This class may be videotaped
or audio recorded only with the written permission of the instructor. In order to accommodate students
with disabilities, some students may be given permission to record class lectures and discussions.
Therefore, students should understand that their comments during class may be recorded.”
In addition to the required information listed above, it is strongly recommended that the syllabus include:

Methods for communicating with students outside the classroom regarding matters such as class
cancellations, meeting times, or room changes

More detail about what constitutes academic dishonesty, with a concrete list or examples of “dos and
don’ts” in the context of the class

Statement for Academic Success Services: "Your student fees cover usage of the Math Center (784-443
or www.unr.edu/mathcenter/ ), Tutoring Center (784-6801 or www.unr.edu/tutoring/ ), and University
Writing Center (784-6030 or http://www.unr.edu/writing_center/). These centers support your classroom
learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside
of class is the sign of a responsible and successful student."
Student Services Annual Report
Student Services Report to Faculty Senate
August 3, 2012
Submitted by Shannon Ellis, Vice President for Student Services
Increased National Merit Awardees and Presidential Scholars
We anticipate that 16 National Merit scholars will join our freshman class for the 2012-2013 academic year,
maintaining our total National Merit scholars at 46 students. These students qualify with high academic index
scores and represent the brightest high school graduates. UNR is the only institution in the state to be given
the distinction of a National Merit sponsoring institution. National Merit designation places UNR into a higher
level academically on par with other well respected and academically attractive universities throughout the
country.
We plan to welcome a record high number of 83 Presidential Scholars to our freshman class. This brings our
total of Presidential Scholars to 192. Students awarded at this level demonstrate a minimum high school unweighted cumulative GPA of 3.50 or better AND either a minimum ACT score of 31 or a combined math and
verbal SAT score of at least 1380. To maintain the scholarship over four years of undergraduate study,
students must earn a minimum of 3.50 UNR GPA and earn a minimum of 30 UNR credits between fall and
spring semesters.
Services for Student Veterans
The Veterans Integration To Academic Leadership Initiative (VITAL) grant has been awarded to the UNR
Veterans Office and VA Sierra Nevada Health Care System. It is designed to provide access and information to
student veterans regarding benefits offered by the Department of Veterans Affairs. Based out of the
University of Nevada, Reno, the grant-funded staff is tasked with conducting outreach to all Northern Nevada
institutions of higher education. Staff are working with the Student Veterans of America, the Reno Vet Center
and the Nevada Office of Veteran Services to generate a unified effort across Northern Nevada. VITAL
develops best practices and serves as a model for future development of VITAL Programs around the country
as well as programming at the University Level. Outreach includes frontline contact with student veterans
with the goal of providing them accurate information and ultimately vesting them into the Veterans
Administration system as well as faculty education across all campuses. The objective is to build a network of
success for student veterans.
In support of our mission and goals, we are developing programs that provide more opportunities for face-toface interaction with veterans including orientation and peer-to-peer transition assistance. At this time, the
only way a student is tracked as a veteran is by VA education benefit applications. In fall of 2011, 446 enrolled
veterans were seeking benefits and in spring of 2012, 399 veterans were seeking benefits. This was an
increase over the number enrolled in 2010-2011.
Increases in Financial Aid
The total amount of financial aid disbursed to students has significantly increased in the last five years. In
2011-12, the amount awarded to students was $108.5M, compared to $75M in 2007-08.
In 2011-12, over 70% of Nevada students received some kind of financial aid. Ninety percent (90%) of the new
freshmen received aid. The average awarded amount is $8,200. Institutional scholarships went to nearly 60%
of new freshmen.
The Pell Grant program was the largest source of gift aid for low-income students. In 2011-12, 27% of the
total undergraduate population and 30% of the new freshman class were awarded the Pell Grant. Since
tuition costs are outpacing the Pell Grant, the university continues its Pack Advantage Program, which ensures
that in-state Pell Grant recipients receive additional gift-aid awards enough to cover tuition, fees and books
costs.
Students rely heavily on federal student loans and low-interest education loans to help pay for educational
expenses. In 2011-12, 35% of undergraduate and 30% of graduate students took out loans. In 2007-08, these
numbers were 24% and 19% respectively.
Wait Listing Now Available in PeopleSoft
Wait list functionality for academic classes went live in summer 2012 with a test group of courses. Wait listing
allows students to put themselves on a wait list for a class that has reached its enrollment capacity through
MyNEVADA. In the same enrollment action they routinely use, students can elect to enroll in a wait list if the
department has enabled this feature. When a spot opens up through a capacity increase or another student
dropping the class, the student is automatically enrolled in the class assuming they meet the enrollment
requirements. For students, they will no longer have to keep checking to see if a spot opens up in a class that
they need.
Wait listing meets a desire from departments to increase enrollment management capabilities. Rather than
managing a separate wait list and juggling class capacities, the PeopleSoft system keeps track and
automatically moves students into the class. Departments still have the capability to allow a student into a full
course through class permissions. Some departments are also using this functionality as an indicator of course
demand when determining when to open new sections and in future planning.
Classes in Business, Chemistry, Biology, and Physics participated in the summer test group due to course
popularity and frequent capacity concerns. All of these departments have elected to continue using the
functionality for fall 2012. After minimal challenges with implementation and positive department feedback,
this functionality has been rolled out as an option to rest of the campus for fall 2012. A series of information
sessions, help sites, and FAQs were made available to assist departments.
Opening of the Nevada Living Learning Community Residence Hall
The 320-bed Nevada Living Learning Community Residence Hall is complete and opened during the summer of
2012. It is already inhabited by freshmen students and is an academically rich residential setting that includes
faculty offices, academic and cultural programs, academic advising, mentoring and on-site classrooms.
Our nine living learning communities include: Women in Science and Engineering, Honors Residential
Scholars, Arts, Business, Education, Engineering, Journalism, Pre-Nursing and First Year Undeclared.
The building design promotes faculty interaction, classroom learning, group study and out of class dialogue
that deepens the learning experience for our students. Faculty offices and classrooms are on the first floor of
the hall. The four floors above are designed with study lounges and libraries for every 18 to 20 residents.
The value of a specifically designed and constructed living learning community is:
 deeper academic engagement by students in and out of the classroom
 stronger academic and social connections to campus
 a more integrated faculty experience with offices and classrooms in the living learning community
 a more meaningful UNR experience resulting in higher rates of retention and graduation
 the ability to expand living learning communities to all colleges and many more academic programs
 a setting that is more conducive to seminars, discussions outside the classroom, use of faculty office
hours where students live, resulting in seamless learning
This building is a signature program for the University of Nevada, Reno. We are the only higher education
institution in the state to have such a facility which clearly attracts the best and brightest students along with
engaged faculty to UNR.
Portion of Tuition Increase Allocated to Student Services
In February of this year, the Regents approved the University’s plan for allocating funds generated by an 8%
undergraduate fee increase effective fall 2012. Student Services received $939,065 of the $4,235,000
generated by this increase. In addition, 15% was allocated directly to student financial aid funds. This is
consistent with Regents policy. Other divisions across the University received some of these funds, including
academics.
The $939,065 to Student Services was spent on two positions in Financial Aid, three positions in Admissions
and Records (one of the three is dedicated to taking on the additional work of certifying initial and ongoing
athletic eligibility), two positions in recruitment, a Greek Life Coordinator (previously funded by ASUN), and
increasing the half-time Native American Retention Coordinator back to a full-time position. Some operating
dollars were restored to Admissions and Records and the Center for Student Cultural Diversity. Funds are
being spent to purchase and subscribe to new recruitment software (Target X) to replace the end of
Recruitment Plus. The BASICS Alcohol Intervention Program Grant Funding that expired in spring 2012
received an amount totaling 75% of its current budget. The final allocation from the 8% increase is being
spent establishing the beginning of a cutting edge and innovative Career Services effort for our students.
Return of Career Services
The fall 2012 tuition increase will allow us to begin to reestablish a university-wide, undergraduate career
services effort. In the spring of 2012, more than 100 students provided input on what they need and would
like to have in terms of career assistance. These conversations led to the establishment of two positions
currently undergoing a search. The first is a Career Exploration Manager and the second is an
Employer/Internship Manager. Peer advisors will be trained to provide resume, interview and cover letter
assistance. The Writing Center will provide staffing to work with students on writing cover letters and
statements for graduate and professional school. February 2013, the Career Center is scheduled to be colocated in Thompson 101 with Service Learning. Until then, Career Services will be located on the third floor
of the Student Union in the ASUN suite of offices.
Off the Shelf Textbook Rental Program Growth
The Nevada Wolf Shop has increased its off-the-shelf textbook rental titles to over 500 and hopes to reach
1000 titles this upcoming fall semester. Rental options have expanded to all disciplines, including upper
division classes. This allows students an alternative way to purchase their class materials, and gives them
potential to save up to 60% of their yearly textbook costs.
Freshmen Retention
The most recent fall-to-fall retention rate for all new freshmen entering fall 2010 and returning fall 2011 was
78.1%.
All new freshmen
Hispanic/Latino
Black/Non-Hispanic
American Indian/Alaska
Native
White
Unknown
Asian/Pacific Islander
(new split starting 2010)
Pacific Islander
Non-resident Alien
Multi Ethnic (new as of 2010)
Percent
entering
fall 2010;
returning
fall 2011
78.1
78.1
75.8
Percent
entering
fall 2009;
returning
fall 2010
78.3
77.5
63.4
Percent
entering
fall 2008;
returning
fall 2009
79.6
77.3
64.3
Percent
entering
fall 2007;
returning
fall 2008
75.5
71.3
66.3
Percent
entering
fall 2006;
returning
fall 2007
78.5
78
73.9
Percent
entering
fall 2005;
returning
fall 2006
75.9
74.3
78.5
63.9
77.7
100.0
61.9
80.0
100.0
85.7
80.2
81.9
73.1
75.1
77.0
61.5
78.3
80.8
52.2
76.2
75.3
86.8
36.4
81.0
85.0
78.2
75.0
83.3
83.9
82.3
87.5
73.3
83.9
80.0
84.0
76.7
84.6
(University of Nevada, Reno Institutional Analysis)
Graduation Rates
The graduation rate for all first-time, full-time freshmen entering fall 2005 and graduating by August 2011 was
52.5%.
All first-time, fulltime freshmen
Hispanic/Latino
Black/Non-Hispanic
American
Indian/Alaska Native
White
Unknown
Asian/Pacific Islander
Non-resident Alien
Entering
2005;
graduating
by 8/11
1,235/2,361
52.3%
103/208
49.5%
33/65
50.8%
5/23
21.7%
833/1597
52.2%
148/283
52.3%
96/160
60.0%
17/25
68.0%
Entering
2004;
graduating
by 8/10
1,065/2,133
49.9%
63/151
41.7%
21/54
38.9%
14/24
58.3%
745/1,452
51.3%
124/270
45.9%
76/143
53.1%
22/39
56.4%
Entering
2003;
graduating
by 8/09
979/2,106
46.5%
63/144
43.8%
22/53
41.5%
8/22
36.4%
716/1,512
47.4%
88/212
41.5%
68/138
49.3%
14/25
56.0%
(University of Nevada, Reno Institutional Analysis)
Entering
2002;
graduating
by 8/08
1,052/2,128
49.4%
59/149
39.6%
52/65
80.0%
4/30
13.3%
780/1,599
48.8%
47/98
48.0%
89/150
59.3%
21/37
56.8%
Entering
2001;
graduating
by 8/07
943/2,003
47.1%
61/140
43.6%
34/59
57.6%
4/23
17.4%
705/1,523
46.3%
38/87
43.7%
79/131
60.3%
22/40
55.0%
Entering
2000;
graduating
by 8/06
944/1,930
48.9%
52/130
40.0%
19/56
33.9%
8/22
36.4%
722/1,454
49.7%
39/79
49.4%
76/140
54.3%
28/49
57.1%