A 89% four-year success and progress rate means that 89% of students starting in Fall 2003 either graduated or are still enrolled at a higher education institution four years later.

Counts for the Fall 2003 entering class shown in the graph above.

• 3,795 First-Time, Full-Time Students
• 513 Full-Time Transfer Students

First-time students in Fall 2008 that returned for their second year: 91%

Typical Undergraduate Costs per Year without Financial Aid (Full-Time, In-State Students)

Total Typical Cost of Attendance: $20,852

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

Financial Aid Awarded to Undergraduates

Annual Need-Based Scholarships & Grants

• 39% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $6,398

Annual Need-Based Loans

• 48% 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 $7,697

Percent of 2007-08 First-Time Students Receiving Each Type of Financial Aid

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

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.

93% of new freshmen live on campus

46% of all undergraduates live on campus

It is the goal of the University of Delaware Department of Campus and Public Safety to do everything possible to create an environment where people can feel safe to learn, work, live, and visit.

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 National Survey of Student Engagement (NSSE). 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

• 95% percent of seniors worked with classmates on assignments outside of class.
• 52% of seniors tutored or taught other students
• 37% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports

Active Learning Experiences

• 88% of seniors spent at least 6 hours per week preparing for class
• 31% of seniors worked on a research project with a faculty member
• 70% of seniors participated in an internship, practicum, or field experience
• 67% of seniors participated in community service or volunteer work
• 45% of seniors participated in study abroad
• 95% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

• 95% of seniors believe this institution provides support for student success
• 61% of seniors rated the quality of academic advising at this institution as good or excellent
• 58% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
• 93% 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

• 51% of seniors believed that the campus staff were helpful, considerate, or flexible
• 79% of seniors believed that faculty are available, helpful, or sympathetic
• 95% of seniors reported that faculty members provided prompt feedback on their academic performance
• 70% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

• 61% of seniors reported that they often tried to understand someone else's point of view
• 82% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
• 56% of seniors often had serious conversations with students of a different race or ethnicity

Student Satisfaction

• 84% of seniors would attend this institution if they started over again
• 87% of seniors rated their entire educational experience as good or excellent
• 80% of seniors reported that other students were friendly or supportive

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.

The University of Delaware is committed to implementing and institutionalizing a University-wide student learning outcomes assessment program. The student outcomes assessment program has one central goal: to create a University of Delaware culture of continuous academic improvement that is focused upon student learning. Through the campus-wide student learning outcomes assessment program, academic units will define clear, concise and measurable student learning outcomes, identify opportunities within and outside of the classroom and the curriculum for students to achieve those outcomes, apply measures to assess whether the desired outcomes are being achieved, and use the results of the assessment for decision-making that improves instruction, strengthens the curriculum, and forms the basis for policy development and resource allocations. To be successful, the program requires full faculty and department/school engagement in the design and practice of student learning outcomes assessment.

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.

This university is in the process of collecting and analyzing learning outcomes test results.