Fort Hays State University 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 2010-11 without Financial Aid (Full-Time, In-State Students)

Total Typical Cost of Attendance: $13,671.00

The cost to attend Fort Hays State University 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

• 58% of 2010-11 full-time undergraduates received need-based grants or scholarships; the average award for the year was $4,315.00. 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

• 56% of 2010-11 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $3,775.00. 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.

71% of new freshmen live in campus-based housing or residence halls.
10% of all undergraduates live on campus

Crime statistics that are provided in this annual report are based upon incidents reported by the University Police Department, Office of Student Affairs and Residential Life. Each entity provides updated information on their educational efforts and programs to comply with the Act. This annual report is prepared by the Assistant Vice President of Student Affairs. FHSU annually reports statistics for the three most recent calendar years concerning the occurrence on campus, in residence halls, and on public property. Campus crime, arrests, and referral statistics include those reported to the FHSU Police, Residential Life and the Office of Student Affairs.

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 (larger programs)

Size and Setting

Medium four-year, primarily nonresidential

Enrollment Profile

High undergraduate

Undergraduate Profile

Higher part-time four-year

Undergraduate Instructional Program

Arts & sciences plus professions, some graduate coexistence

Graduate Instructional Program

Postbaccalaureate comprehensive

NOTE: Institutional classifications based on the Carnegie 2005 edition.

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

• 74% percent of seniors worked with classmates on assignments outside of class.
• 43% of seniors tutored or taught other students
• 15% 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
• 13% of seniors worked on a research project with a faculty member
• 29% of seniors participated in an internship, practicum, or field experience
• 51% of seniors participated in community service or volunteer work
• 7% of seniors participated in study abroad
• 78% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

• 96% of seniors believe this institution provides support for student success
• 82% of seniors rated the quality of academic advising at this institution as good or excellent
• 68% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
• 95% 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

• 64% of seniors believed that the campus staff were helpful, considerate, or flexible
• 80% of seniors believed that faculty are available, helpful, or sympathetic
• 97% of seniors reported that faculty members provided prompt feedback on their academic performance
• 62% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

• 65% of seniors reported that they often tried to understand someone else's point of view
• 86% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
• 42% of seniors often had serious conversations with students of a different race or ethnicity

Student Satisfaction

• 86% of seniors would attend this institution if they started over again
• 88% of seniors rated their entire educational experience as good or excellent
• 79% of seniors reported that other students were friendly or supportive

A 72% four-year success and progress rate means that 72% 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.

• 765 First-Time, Full-Time Students
• 395 Full-Time Transfer Students

First-time students in Fall 2010 that returned for their second year: 64%

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.

As one of the founding members of AQIP (the Academic Quality Improvement Program), FHSU holds a long committment to measuring and improving student learning outcomes.  Our strategy is multi-layered in an effort to provide the most meaningful data to help faculty and students improve learning.  Faculty conduct assessment within courses and for overall program outcomes.  FHSU is a noted leader as a result of the best practice strategies employed by many departments.  In addition, the University learns a great deal from the institutional assessment activities we conduct (NSSE, FSSE, and CLA).  Institutional data is distributed to departments in an effort to help them understand what majors are reflecting about their educational experience.  Departments "close the loop" by isolating key data points and reporting on the prioritized changes they implement to respond to these student responses.

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.

2010 - 11 Results from the Collegiate Learning Assessment

The Collegiate Learning Assessment (CLA) measures critical thinking, analytic reasoning, problem solving, and written communication using a performance task and an analytic writing task. The scores from the tasks are reported separately below.

Performance Task Results for First-time, Full-time Students

The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 931
Senior Score: 1116
CLA score range: 400 to no maximum score.

Average EAA scores for tested students
Freshman Score: 80
Senior Score: 152

Analytic Writing Task Results for First-time, Full-time Students

The increase in learning on the analytic writing task is at or near what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 935
Senior Score: 1091
CLA score range: 400 to no maximum score.

Average EAA scores for tested students
Freshman Score: 80
Senior Score: 152

Performance Task Results for Full-time Transfer Students

The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 0
Senior Score: 0
CLA score range: 400 to no maximum score.

Analytic Writing Task Results for Full-time Transfer Students

The increase in learning on the analytic writing task is at or near what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 0
Senior Score: 0
CLA score range: 400 to no maximum score.