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University of Delaware

The University of Delaware exists to cultivate learning, develop knowledge, and foster the free exchange of ideas. Founded in 1743 and chartered by the state in 1833, the University of Delaware today is a land-grant, sea-grant, and space-grant university.

The University of Delaware is a major research university with extensive graduate programs that is also dedicated to outstanding undergraduate and professional education. University faculty are committed to the intellectual, cultural, and ethical development of students as citizens, scholars, and professionals. University graduates are prepared to contribute to a global society that requires leaders with creativity, integrity, and a dedication to service.

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Living in the Community

The University of Delaware promotes an environment in which all people are inspired to learn, and encourages intellectual curiosity, critical thinking, free inquiry, and respect for the views and values of an increasingly diverse population.

Graphic Silhouette of College Students

An institution engaged in addressing the critical needs of the state, nation, and global community, the University of Delaware carries out its mission with the support of alumni who span the globe and in partnership with public, private, and nonprofit institutions in Delaware and beyond.

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The Big Picture: How many students were on campus in Fall 2011?

Undergraduate and Graduate Student Total
Total Students 20,737
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Undergraduate Snapshot

Undergraduate Student Demographic Breakdown
Total Undergraduate Students 17,120
 
Gender
Women 9,773 57%
Men 7,347 43%
 
Race/Ethnicity
American Indian / Alaskan Native 18 <1%
Asian 667 4%
African American / Black 807 5%
Hispanic 967 6%
Native Hawaiian or Other Pacific Islander 30 <1%
White 13,190 77%
Two or More Races 267 2%
International 727 4%
Race/Ethnicity Not Reported 447 3%
Geographic Distribution (Degree-Seeking)
Where do UD undergraduates call home?
 
Delaware 36%
Other US States & Territories 59%
Other Countries 4%
 
How old are UD undergraduates?
Average Age 20
Percent of Undergraduates Age 25 or Older 3%
 
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New Student Applications (Fall 2011)

Of the 23,647 new freshman applicants, 58% were admitted and 28% of the admitted students enrolled at University of Delaware in Fall 2011.
Of the 1,366 transfer applicants, 60% were admitted and 60% of the admitted students enrolled at University of Delaware in Fall 2011.
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New Freshmen High School Background and Test Scores

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

Shows middle 50% of testing range
Test Scores of Enrolled New Freshmen ACT SAT
Composite 25 - 29  
Math 24 - 29 560 - 660
English 24 - 30  
Critical Reading   540 - 640
50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.
High School Preparation
High School Background of Enrolled New Freshmen
 
Percent in top 25% of High School Graduating Class 79%
Percent in top 50% of High School Graduating Class 98%
Percent of New Freshmen who submitted HS GPA 51%
Average High School GPA (4-point scale) 3.62
Percent who submitted High School GPA 94%
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Sticker Price: How much does it cost on average?

Typical Undergraduate Costs for 2011-12 without Financial Aid (Full-Time, In-State Students)

Total Typical Cost of Attendance: $23,688.00

Tuition and Fees are released July 1.

The cost to attend University of Delaware 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

  • 34% of 2011-12 full-time undergraduates received need-based grants or scholarships; the average award for the year was $7,385.00. 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

  • 40% of 2011-12 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $8,014.00. 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 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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UD Classes & Instructors

Classroom Environment
 
Students per Faculty 15 to 1
Undergraduate classes with fewer than 30 students 64%
Undergraduate classes with fewer than 50 students 85%
 
Total Full-Time Instructional Faculty 1,190
% of Full-Time Instructional Faculty Who Are Female 39%
% of Full-Time Instructional Faculty Who Are Persons of Color 18%
% of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study 86%
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Campus-based Housing

94% of new freshmen live in campus-based housing or residence halls.
44% of all undergraduates live on campus

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Campus Safety

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.

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Carnegie Classification of Institutional Characteristics

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
Research Universities (very high research activity)
Size and Setting
Large four-year, primarily residential
Enrollment Profile
High undergraduate
Undergraduate Profile
Full-time four-year, more selective, lower transfer-in
Undergraduate Instructional Program
Balanced arts & sciences/professions, high graduate coexistence
Graduate Instructional Program
Comprehensive doctoral (no medical/veterinary)

NOTE: Institutional classifications based on the Carnegie 2005 edition.

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Student Activities and Involvement at UD

Students who are actively involved in their own learning and development are more likely to be successful in college. Colleges and universities offer students a wide variety of opportunities both inside and outside the classroom to become engaged with new ideas, people, and experiences. Institutions measure the effectiveness of these opportunities in a variety of ways to better understand what types of activities and programs students find the most helpful.

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

  • 94% percent of seniors worked with classmates on assignments outside of class.
  • 59% of seniors tutored or taught other students
  • 41% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports

Active Learning Experiences

  • 93% of seniors spent at least 6 hours per week preparing for class
  • 36% of seniors worked on a research project with a faculty member
  • 66% of seniors participated in an internship, practicum, or field experience
  • 75% of seniors participated in community service or volunteer work
  • 39% of seniors participated in study abroad
  • 96% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

  • 97% of seniors believe this institution provides support for student success
  • 73% of seniors rated the quality of academic advising at this institution as good or excellent
  • 60% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
  • 90% 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

  • 57% of seniors believed that the campus staff were helpful, considerate, or flexible
  • 81% of seniors believed that faculty are available, helpful, or sympathetic
  • 94% of seniors reported that faculty members provided prompt feedback on their academic performance
  • 67% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

  • 63% of seniors reported that they often tried to understand someone else's point of view
  • 83% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
  • 50% of seniors often had serious conversations with students of a different race or ethnicity

Student Satisfaction

  • 90% of seniors would attend this institution if they started over again
  • 92% of seniors rated their entire educational experience as good or excellent
  • 86% of seniors reported that other students were friendly or supportive
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Majors and Degrees

Degrees awarded at University of Delaware in 2010-11
Degrees awarded at University of Delaware in 2010-11
Associate's 252
Bachelor's 3,621
Master's 813
Doctoral 252
Total 4,938
Areas of Study with the largest number of bachelor's degrees awarded in 2010-11
Areas of Study with the largest number of bachelor's degrees awarded in 2010-11
 
BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES 20%
SOCIAL SCIENCES 12%
EDUCATION 9%
ENGINEERING 8%
HEALTH PROFESSIONS AND RELATED PROGRAMS 8%
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Future Plans of Bachelor's Degree Recipients

Survey Response Rate: 27%
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Student Success & Progress Rate

A 96% four-year success and progress rate means that 96% of students starting in Fall 2005 either graduated or are still enrolled at a higher education institution four years later.
Counts for the Fall 2005 entering class shown in the graph above.
  • 3,515 First-Time, Full-Time Students
  • 418 Full-Time Transfer Students
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Retention of Freshman Class

First-time students in Fall 2010 that returned for their second year: 93%

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Student Learning at University of Delaware

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.

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Pilot Project to Measure Core Learning Outcomes

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.

The ETS Proficiency Profile (formally MAPP) was administered during the 2010-11 academic year.

The ETS Proficiency Profile (formerly MAPP) measures critical thinking, analytic reasoning, and written communication and reports separate scores on critical thinking and written communication.

The Critical Thinking freshman score was 110 and the senior score was 115. The Written Communication freshman score was 114 and senior score was 117. The Quantitative Reasoning freshman score was 113 and senior score was 116.

In addition, students work samples were evaluated using the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergradudate Education (VALUE) Rubrics. 

 

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