University of Idaho 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: $18,700

Out-of-State & Other Costs

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The cost to attend University of Idaho 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

• 41% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $4,569. 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

• 51% 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 $7,502. 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 2008-2009 Full-time Beginning Students Receiving Each Type of Financial Aid

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

82% of new freshmen live in campus-based housing or residence halls.
33% of all undergraduates live on campus

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The personal safety and security of students, faculty and staff are high priorities at the University of Idaho. The goal of the University of Idaho is to provide a drug-, discrimination-, and violence-free campus and workplace where students can pursue their education. The University of Idaho forbids any practices or regulations that discriminate on the basis of race, color, national origin, religion, sex, age, or disability. Such practices will neither be condoned nor permitted in any area of University of Idaho operations, including "personnel appointments, student admissions, housing assignments, use of dining halls, classrooms, or other facilities, or in any activities of the faculty, staff, or students that may be commonly regarded as sponsored or sanctioned by University of Idaho." Concerning drugs and alcohol, specifically, the Regents Policy states that, "It is a violation of regents' policy for any member of the faculty, staff, or student body to jeopardize the academic operation or interest of University of Idaho through the use of alcohol or drugs." Furthermore, the University of Idaho has stated within its role that "University of Idaho does not condone or remain indifferent to any act or conduct that impairs the pursuit or dissemination of knowledge or that may be judged to have a deleterious effect upon the academic community." Information concerning University of Idaho policies that may be of interest can be viewed here. The University of Idaho campus is a safe campus. The University of Idaho has worked closely with law enforcement for the City of Moscow to create a Campus Division that specializes in University of Idaho security and policing (crime statistics for campus for the years 2008, 2009, and 2010 can be viewed here, under the "Annual Security Report"). We also have a Violence Prevention Programs Office that educates students on risk reduction as well as advocacy for victims of crimes. The University of Idaho Environmental Health & Safety Office, in conjunction with the Office of Risk Management, is responsible for overseeing safe workplace and research practices and the appropriateness of campus conditions for the safety and welfare of the campus community.

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

Research Universities (high research activity)

Size and Setting

Large four-year, highly residential

Enrollment Profile

High undergraduate

Undergraduate Profile

Full-time four-year, selective, higher transfer-in

Undergraduate Instructional Program

Professions plus arts & sciences, high graduate coexistence

Graduate Instructional Program

Doctoral, professional dominant

NOTE: Institutional classifications based on the Carnegie 2005 edition.

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The goal of assessment is to improve academic programs and services. One method we use to do this is to provide questionnaires to students during their time with the University of Idaho and after they have graduated. Survey data are information that can be used for the assessment of student learning outcomes. Some of the surveys we administer in the Office of Institutional Research and Assessment are listed below. All of our surveys are confidential, and data are used only in the aggregate.

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

• 93% percent of seniors worked with classmates on assignments outside of class.
• 70% of seniors tutored or taught other students
• 29% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports

Active Learning Experiences

• 87% of seniors spent at least 6 hours per week preparing for class
• 21% of seniors worked on a research project with a faculty member
• 51% of seniors participated in an internship, practicum, or field experience
• 59% of seniors participated in community service or volunteer work
• 13% of seniors participated in study abroad
• 95% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

• 94% of seniors believe this institution provides support for student success
• 60% 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

• 51% of seniors believed that the campus staff were helpful, considerate, or flexible
• 78% of seniors believed that faculty are available, helpful, or sympathetic
• 93% of seniors reported that faculty members provided prompt feedback on their academic performance
• 75% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

• 64% of seniors reported that they often tried to understand someone else's point of view
• 73% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
• 40% of seniors often had serious conversations with students of a different race or ethnicity

Student Satisfaction

• 79% of seniors would attend this institution if they started over again
• 80% of seniors rated their entire educational experience as good or excellent
• 80% of seniors reported that other students were friendly or supportive

Evaluation of Experiences

Survey Administration Process

Survey Information

Survey Administration Process

A 82% four-year success and progress rate means that 82% 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.

• 1,602 First-Time, Full-Time Students
• 665 Full-Time Transfer Students

Success & Progress Rate Table

First-time students in Fall 2009 that returned for their second year: 81%

More Information

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.

Student/Program Assessment The University of Idaho, along with all other public institutions of higher education in Idaho, is required by policy of the State Board of Education to assess student learning in general education and in the academic majors. In late 1991, the Northwest Commission on Colleges and Universities, which provides institution-wide accreditation for the university, issued similar guidelines requiring assessment. Effective teaching and learning are essential to meeting our long-held goal of producing responsible, well-prepared citizens and leaders in their professions. Our program of student outcomes assessment has been implemented to ensure that we continually improve the teaching and learning process and the programs that support that process. Information vital to effective assessment includes student performance as well as student opinions on the quality of university academic programs and services. Students are an integral part of course and program assessment and are asked to participate in assessment activities; these include, but are not limited to, examinations, performance assessments, interviews, surveys, focus groups, and follow-up studies after graduation. University Learning Outcomes University level learning outcomes broadly describe expected and desired consequences of learning through integrated curricular and co-curricular experiences. The outcomes become an expression of the desired attributes of an educated person and guide coherent, integrated and intentional educational experiences. They provide us with a basis for ongoing assessment to continuously improve teaching and learning. Learn and integrate - Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences, and social sciences, with disciplinary specialization and the ability to integrate information across disciplines. Think and create - Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems, and make consequential decisions. Communicate - Acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society. Clarify purpose and perspective - Explore one’s life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives. Practice citizenship - Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service-oriented commitment to advance and sustain local and global communities. These learning outcomes are further developed at the program and course level. Learning outcomes for undergraduate and graduate degree and approved certificate programs can be reviewed by clicking the links on the left.

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.

Learning outcome rubrics and assessment progress are available on a secure website only to persons affiliated with the University of Idaho.