William Paterson University College Portrait
William Paterson University300 Pompton Road Wayne, NJ 07470
973.720.2125
William Paterson University
William Paterson offers an environment rich in possibilities. We put student success first; providing a supportive and challenging environment that encourages students to push themselves, gain confidence and come away with the knowledge that remarkable things are within their reach. One of our key points of distinction is our faculty and staff who understand both the challenges and opportunities facing today’s students and, at the same time, share in their dreams and aspirations. William Paterson believes that quality in education is defined by the individual connections you make. We do everything in our power to give students those experiences – and make them feel tailor-made, never letting a student just sit on the sidelines.
Living in the Pioneers Community
The strength of our academic programs and the daily interactions with our outstanding faculty are at the core of the William Paterson University experience. William Paterson offers students courses of study in more than 250 undergraduate and graduate academic programs in the liberal arts and sciences, education, business, health professions, communications, and the arts. The high quality of our academic programs is evidenced by the national accreditations held by many of our programs, including NCATE for programs in our College of Education and AACSB for programs in the College of Business. Nursing, art, music and computer science are other examples of accredited programs. Most of our undergraduate programs offer internship and other professional or research experiences in the workplace prior to graduation. We couple strong academic programs with support services offered through the Academic Support Center, Education Enrichment Center, and discipline-based learning centers.
The Big Picture: How many students were on campus in Fall 2010?
| Total Students | 11,361 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 9,860 | |
|---|---|---|
| Gender | ||
| Women | 5,370 | 54% |
| Men | 4,490 | 46% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 20 | <1% |
| Asian | 647 | 7% |
| African American / Black | 1,380 | 14% |
| Hispanic | 2,000 | 20% |
| Native Hawaiian or Other Pacific Islander | 0 | <1% |
| White | 4,991 | 51% |
| Two or More Races | 44 | <1% |
| International | 73 | 1% |
| Race/Ethnicity Not Reported | 705 | 7% |
| Where do WPUNJ undergraduates call home? | |
|---|---|
| New Jersey | 98% |
| Other US States & Territories | 1% |
| Other Countries | 1% |
| Residency Unknown | <1% |
| How old are WPUNJ undergraduates? | |
| Average Age | 23 |
| Percent of Undergraduates Age 25 or Older | 19% |
New Student Applications (Fall 2010)
New Freshmen High School Background and Test Scores
Test(s) Required for Admission: SAT or ACT recommended
| Test Scores of Enrolled New Freshmen | SAT |
|---|---|
| Math | 460 - 545 |
| Critical Reading | 440 - 530 |
50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.
| High School Background of Enrolled New Freshmen | ||
|---|---|---|
| Percent in top 25% of High School Graduating Class | 27% | |
| Percent in top 50% of High School Graduating Class | 61% | |
| Percent of New Freshmen who submitted HS GPA | 57% | |
| Average High School GPA Data Not Available | ||
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2010-11 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $28,141
Out-of-State & Other Costs
The cost to attend William Paterson 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
- 37% of 2010-11 full-time undergraduates received need-based grants or scholarships; the average award for the year was $8,850. 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
- 55% 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 $4,518. 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.
WPUNJ Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 16 to 1 |
| Undergraduate classes with fewer than 30 students | 77% |
| Undergraduate classes with fewer than 50 students | 99% |
| Total Full-Time Instructional Faculty | 380 |
| % of Full-Time Instructional Faculty Who Are Female | 48% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 34% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 93% |
Campus-based Housing
49% of new freshmen live in campus-based housing or residence halls.
23% of all undergraduates live on campus
More Information
Campus Safety
Providing a safe and secure community is the highest priority of the men and women who serve as members of the Public Safety Department. Staffed by Police, Security Officers, Guards, Student Patrol and other support personnel, the Department of Public Safety provides a variety of services, and employs measures intended to enhance the safety of the University community. Members of the Department are committed to working together with faculty, students and staff to maintain the quality of life and high degree of security and safety enjoyed at William Paterson.
Campus Crime Statistics
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
- Master's Colleges and Universities (larger programs)
- Size and Setting
- Medium four-year, primarily nonresidential
- Enrollment Profile
- Very high undergraduate
- Undergraduate Profile
- Full-time four-year, selective, higher transfer-in
- Undergraduate Instructional Program
- Balanced arts & sciences/professions, some graduate coexistence
- Graduate Instructional Program
- Postbaccalaureate comprehensive
NOTE: Institutional classifications based on the Carnegie 2005 edition.
More Information
Student Activities and Involvement at WPUNJ
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. William Paterson has chosen to use NSSE.
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
- 89% percent of seniors worked with classmates on assignments outside of class.
- 49% of seniors tutored or taught other students
- 17% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 78% of seniors spent at least 6 hours per week preparing for class
- 16% of seniors worked on a research project with a faculty member
- 41% of seniors participated in an internship, practicum, or field experience
- 41% of seniors participated in community service or volunteer work
- 6% of seniors participated in study abroad
- 97% 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
- 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
- 97% 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
- 45% of seniors believed that the campus staff were helpful, considerate, or flexible
- 74% 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
- 64% of seniors reported that they often tried to understand someone else's point of view
- 91% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 62% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 72% of seniors would attend this institution if they started over again
- 74% of seniors rated their entire educational experience as good or excellent
- 79% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at William Paterson University in 2009-10 | |
|---|---|
| Bachelor's | 1,538 |
| Master's | 288 |
| Total | 1,826 |
More Information
| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES | 24% |
| EDUCATION | 15% |
| SOCIAL SCIENCES | 14% |
| COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS | 13% |
| PSYCHOLOGY | 12% |
| Links to degree programs at William Paterson University |
|---|
Bachelor'sMaster's |
Future Plans of 2010-11 Bachelor's Degree Recipients
Survey Administration Process
Student Success & Progress Rate
A 80% four-year success and progress rate means that 80% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.
Counts for the Fall 2004 entering class shown in the graph above.
- 1,407 First-Time, Full-Time Students
- 786 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 79%
Student Learning at William Paterson University
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.
Learning Assessment Examples
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.
As part of William Paterson's new general education program, the University Core Curriculum, the Collegiate Learning Assessment (CLA), a core learning outcomes measurement, is being piloted as a potential measurement of the program's student learning outcomes.