FOUNDATION OF THE FUTURE
Academic Task Force
Description of Academic Program Data Provided
Freshmen Deposits by Program
Number of accepted undergraduate students declaring a particular major who sent in a deposit. Will not
include students who did not declare a major until after beginning their studies at the University of
Hartford.
Graduate Admissions
Number of applications, acceptances, and incoming students by graduate program from 2006 through
2011.
Trends in Undergraduate Majors by College
Number of undergraduate majors from Fall 2006 through Fall 2011, differentiated by full-time equivalent
(FTE) undergraduate majors, full-time enrollment, and part-time enrollment. FTE is the number of fulltime undergraduates in the major, plus the student credit hours generated by part-time students in the
major divided by 12 (a full-time load). Credit hours are determined by multiplying the number of
students in a course by the number of credits (e.g., 1 student taking a three-credit course generates 3 credit
hours). Full-time enrollment and part-time enrollment are head counts.
Trends in Graduate Majors by College
Number of graduate majors from Fall 2006 through Fall 2011, differentiated by full-time equivalent
(FTE) graduate majors, full-time enrollment, and part-time enrollment. FTE is the number of full-time
graduate students in the major, plus the student credit hours generated by part-time students in the major
divided by 9 (a full-time load). Credit hours are determined by multiplying the number of students in a
course by the number of credits (e.g., 1 student taking a three-credit course generates 3 credit hours).
Full-time enrollment and part-time enrollment are head counts.
First-to-Second-Year Program Retention
Number of first-year undergraduate students who declared the major by Census Date in Fall 2010 and the
number who were still the same major on Census Date in Fall 2011. Percent retained is the Fall 2011
number of students divided by the Fall 2010 number of students.
Credit Hours for 2010-2011
For each course code, the number of credit hours generated by majors and non-majors (both within the
same school/college and outside the school/college).
Full-time Faculty FTE, Full-time Faculty Number of Courses, Part-time Faculty Number of
Courses
This sheet is designed to indicate the full-time and part-time faculty resources dedicated to the program.
To determine FT FAC FTE, the following steps were used:
1) Calculate the full-time faculty salaries dedicated to the program. This was determined by
proportioning a full-time faculty member’s salary based on school/college teaching load and
on the number of majors versus non-majors in his/her classes. As an example, consider a
faculty member with a salary of $60,000 per year. If the teaching load in his/her
school/college is 6 courses, then $10,000 is allocated per course. In his/her first course,
he/she teaches 20 students but only half of them are majors. So, for that course, only half of
the $10,000 in salary (or $5,000) is dedicated to the major. These calculations are done for
each faculty member teaching in the program and every course they teach and summed for
the program. Teaching in the program includes not only courses in the major but also courses
that are required of the program, such as core courses (e.g., the BSBA core, the Engineering
Science (ES) courses required of undergraduate engineering students).
2) Divide the total salaries calculated in step 1 by the average salary in the department, division,
or college, as appropriate.
3) This provides the number of full-time faculty dedicated to the program.
To determine FT FAC No Crses, the following steps were used:
1) Multiply the FT FAC FTE by the university teaching load of 6 courses in an academic year.
The Hartt School’s teaching load is based on credit hours taught (Full-time faculty load is 36
contact hours per academic year, which is equivalent to 24 credit hours.)
2) This provides the number of courses taught by full-time faculty to students in the program.
To determine No of PT FAC Crses, the following steps were used:
1) Calculate the part-time faculty salaries dedicated to the program (using process outlined
above for full-time faculty salaries).
2) Divide the total salaries by $3300, which is the typical rate paid per course in 2010-11.
3) This provides the number of courses taught by part-time faculty to students in the program.
Minors and double majors
Number of minors who graduated in 2010-11 and number of double majors awarded in 2010-11.
Income/Costs
The Income/Cost analysis for the 2010-2011 academic year consists of the following components:
Income – The tuition and fees collected minus the financial aid received by students matriculated
in the program.
Expenses – These include full-time and part-time faculty salaries and benefits, full-time and parttime staff salaries and benefits, operating budget, the cost for credits consumed by the students in
the program but taken outside of the program (such as general education and elective courses),
and a charge for the space used by the program. If a faculty member as part of a specific program
teaches a course that contains students both from the specific program and from other programs,
the salary as a charge to the specific program was apportioned based on the fraction of credit
hours consumed in the course by the students in the program and the fraction of the teaching load
associated with teaching the course. Hence in a course with a student population of 25% from a
specific program, only 25% of the faculty salary times the fraction of the faculty member’s
teaching load associated with teaching that course is charged to the program (see example in FT
FAC FTE above). A related process was used to calculate the operating budget expenses and
staff support costs associated with a specific program. The total credit hours generated by a
specific program divided by the total credit hours generated by all of the programs sharing
operating budget or support staff generates a fraction which is used to apportion the operating
budget and support staff costs for each program.
There was a University Master Plan completed a few years ago. As part of that process, a survey
of space was completed and rooms, labs and offices were assigned to schools/colleges
and departments. This information from the Master Plan was used to assign space to programs.
General purpose classrooms were not included as a cost factor in the program analysis. The
University cost for space was determined to be $15.63 per square foot. The total expense was the
cost per square foot times the square footage used by a program. In the case of shared space
between programs the apportioning described previously was used to determine the cost of space
for each program.