University of Arkansas at Monticello College Portrait

Test(s) Required for Admission: SAT or ACT recommended

50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.

Typical Undergraduate Costs for 2009-10 without Financial Aid (Full-Time, In-State Students)

Total Typical Cost of Attendance: $15,104

Out-of-State & Other Costs

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The cost to attend University of Arkansas at Monticello varies based on the individual circumstances of students and may be reduced through grants and scholarships.

How much would I pay?

Financial Aid: How much help is there to pay?

Scholarships & Grants

• 72% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $3,952. Scholarships and grants are financial aid that does not need to be repaid and is sometimes referred to as gift aid.

Annual Need-Based Loans

• 57% of 2009-10 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $3,443. Loans need to be repaid. Typically, repayment starts once you are no longer enrolled full-time. Please refer to page 12 of the Funding Education Beyond High School guide on the US Department of Education's Federal Student Aid website for more information about Financial Need.

Percent of 2009-2010 Full-time Beginning Students Receiving Each Type of Financial Aid

NOTE: Students may receive aid from more than one source.

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44% of new freshmen live in campus-based housing or residence halls.
18% of all undergraduates live on campus

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The Department of Public Safety helps provide an environment conducive to the educational pursuits of the University. The department provides parking and traffic control, criminal investigation, information, and gun storage among other services. The Department of Public Safety may be reached 24 hours a day at 460-1000.

Campus Crime Statistics

The Carnegie Classification's were created "to reference the great diversity of colleges and universities in the United States, and ... enable [people] to identify groups of roughly comparable institutions." For information on the Carnegie Classifications system, please visit their website: http://classifications.carnegiefoundation.org/

Basic Type

Master's Colleges and Universities (smaller programs)

Size and Setting

Small four-year, primarily residential

Enrollment Profile

Very high undergraduate

Undergraduate Profile

Full-time four-year, inclusive

Undergraduate Instructional Program

Professions plus arts & sciences, some graduate coexistence

Graduate Instructional Program

Postbaccalaureate professional (education dominant)

NOTE: Institutional classifications based on the Carnegie 2005 edition.

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Students evaluate each instructor and course near the end of each semester. That information is presented for review and consultation to the Dean of each academic unit, and to the faculty member once the semester ends.  The Office of Financial Aid also surveys students; contact the Office of Financial Aid for more information.

Institutions participating in the VSA program measure student involvement on campus using one of four national surveys. Results from the one survey are reported for a common set of questions selected as part of VSA. Following are the selected results from the College Student Experiences Questionnaire (CSEQ). The questions have been grouped together in categories that are known to contribute to student learning and development. The results reported below are based on the responses of seniors who participated in the survey.

Group Learning Experiences

• <1% of seniors participated in discussions with other students and faculty members outside of class
• <1% of seniors worked on class assignments and projects with other students
• <1% of seniors managed or provided leadership for a club or organization

Active Learning Experiences

• <1% of seniors spent at least 6 hours per week outside of class on academic activities
• <1% of seniors worked with a faculty member on a research project
• <1% of seniors worked on an off-campus committee, organization, or project
• <1% of seniors applied material learned in class to other areas such as jobs or internships

Institutional Commitment to Student Learning and Success

• <1% of seniors discussed career plans with a faculty member
• <1% of seniors discussed academic programs or course selections with a faculty member
• <1% of seniors used a learning lab or center to improve skills
• <1% of seniors talked with a faculty or staff member about personal concerns
• <1% of seniors reported working harder than they thought they could to meet an instructor's standards or expectations

Student Interaction with Campus Faculty and Staff

• <1% of seniors worked harder after receiving feedback from an instructor
• <1% of seniors discussed grades, make-up work, or assignments with their instructor
• <1% of seniors discussed ideas for term papers or other class projects with a faculty member
• <1% of seniors requested feedback from instructors about academic performance
• <1% of seniors found campus staff to be helpful, considerate, or flexible

Experiences with Diverse Groups of People and Ideas

• <1% of seniors had discussions with students from a different country than their own
• <1% of seniors had discussions with students whose philosophy of life and personal values were very different from their own
• <1% of seniors had discussions with students whose race or ethnic background was different than their own

Student Satisfaction

• <1% of seniors would attend the same university again if they started over

Evaluation of Experiences

Survey Administration Process

Survey Information

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Survey Administration Process

A 49% four-year success and progress rate means that 49% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.

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Counts for the Fall 2004 entering class shown in the graph above.

• 562 First-Time, Full-Time Students
• 176 Full-Time Transfer Students

Success & Progress Rate Table

First-time students in Fall 2009 that returned for their second year: 42%

All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.

Annually, each academic unit submits an Assessment Report to the Provost and Council on Assessment of Student Academic Achievement (CASAA) Committee. Reports are reviewed by the committee and minutes are available to the public.

Learning Assessment Examples

Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.

Assessment of student learning outcomes is completed independently by each academic unit. The URL above links to the assessment webpage.