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Bowling Green State University College Portrait

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Bowling Green State University

Bowling Green State University is a premier learning community, committed to student success, lifelong personal and career growth and engaged learning.  BGSU provides exceptional educational opportunities inside and outside the classroom that prepare students for lifelong intellectual growth, career development, lives of engaged citizenship and leadership in a global society.  Through academic, research, public and private partnerships, BGSU students enrich their classroom learning with real-world experiences such as service learning, coops, practicums and internships, education abroad, fieldwork, undergraduate research, and community involvement.  BGSU emphasizes discovery, creativity, real-world experiences, achievement, collaboration and a culture of respect in a welcoming, supportive community.   


Living in the Falcons Community

Graphic Silhouette of College Students

A primarily residential campus, BGSU provides a supportive and welcoming environment for students as they personalize, reinforce, and extend learning by applying in their own lives what they have learned in the classroom -- moving beyond awareness and understanding to application, performance, synthesis, and integration. BGSU students use the rich educational opportunities found inside and outside the classroom to broaden their knowledge and develop real-world skills. Through high impact activities that foster a positive living and learning community focused on success, students are supported and challenged academically, emotionally, socially, spiritually, physically, and otherwise in building knowledge, values and identity. Through a dynamic partnership between Academic Affairs and Student Affairs, students are supported in their personal growth in such areas as career preparation, leadership development, effective global citizenship, and successful engagement with others through nationally recognized programs.


The Big Picture: How many students were on campus in Fall 2015?

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Undergraduate and Graduate Student Total
Total Students 16,908

Undergraduate Snapshot

Undergraduate Student Demographic Breakdown
Total Undergraduate Students 14,334
Women 8,174 57%
Men 6,160 43%
American Indian / Alaskan Native 33 <1%
Asian 105 1%
African American / Black 1,371 10%
Hispanic 589 4%
Native Hawaiian or Other Pacific Islander 9 <1%
White 11,102 77%
Two or More Races 486 3%
International 306 2%
Race/Ethnicity Not Reported 333 2%
Geographic Distribution (Degree-Seeking)
Where do BGSU undergraduates call home?
Ohio 86%
Other US States & Territories 12%
Other Countries 2%
Residency Unknown <1%
How old are BGSU undergraduates?
Average Age 21
Percent of Undergraduates Age 25 or Older 6%

New Student Applications (Fall 2015)

Of the 14,887 new freshman applicants, 76% were admitted and 30% of the admitted students enrolled at Bowling Green State University in Fall 2015.
Of the 1,687 transfer applicants, 52% were admitted and 79% of the admitted students enrolled at Bowling Green State University in Fall 2015.

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 20 - 25  
Math 18 - 25 460 - 580
English 19 - 25  
Critical Reading   460 - 580
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 35%
Percent in top 50% of High School Graduating Class 71%
Percent of New Freshmen who submitted HS GPA 77%
Average High School GPA (4-point scale) 3.32
Percent who submitted High School GPA 99%

Sticker Price: How much does it cost on average?

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

Total Typical Cost of Attendance: $23,984

Out-of-State & Other Costs

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The cost to attend Bowling Green 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

  • <1% of full-time undergraduates received need-based grants or scholarships; the average award for the year was $0. 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

  • <1% of full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $0. 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 2014 Full-time Beginning Students Receiving Each Type of Financial Aid

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


BGSU Classes & Instructors

Classroom Environment
Students per Faculty 19 to 1
Undergraduate classes with fewer than 30 students 70%
Undergraduate classes with fewer than 50 students 91%
Total Full-Time Instructional Faculty 679
% of Full-Time Instructional Faculty Who Are Female 48%
% of Full-Time Instructional Faculty Who Are Persons of Color 14%
% of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study 81%

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Campus-based Housing

90% of new freshmen live in campus-based housing or residence halls.
42% of all undergraduates live on campus

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Campus Safety

BGSU is dedicated to providing students with the resources they need to be successful members of the community. This includes the implementation of timely and appropriate intervention strategies and programs when students do not follow university policies. BGSU is dedicated to modeling responsibility AND character development. Through the integration of new learning, the reflection of one's behavior, AND ACCOUNTABILITY FOR ONE'S ACTIONS, students at BGSU learn what it means to be a responsible citizen in a community.

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

NOTE: Institutional classifications based on the Carnegie 2005 edition.


Student Activities and Involvement at BGSU

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 v2 (NSSE2). 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

  • 96% of senior worked with other students on course projects (1h)
  • 96% of seniors explained course material to one or more students (1f)
  • 37% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports (15b)

Active Learning Experiences

  • 82% of seniors spent at least 6 hours per week preparing for class (15a)
  • 26% of seniors worked on a research project with a faculty member (11e)
  • 64% of seniors participated in an internship, co-op, field experience, student teaching, or clinical placement (11a)
  • 19% of seniors spent at least 6 hours doing community service or volunteer work (15e)
  • 11% of seniors participated in study abroad (11d)
  • 92% of seniors made at least one course presentation last year (1i)

Institutional Commitment to Student Learning and Success

  • 97% of seniors who believe this institution emphasizes providing support to help students succeed academically (14b)
  • 64% of seniors who rated the quality of interactions with academic advisors to be positive (13b)
  • 69% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities (14g)
  • 82% of seniors reporting that their course challenged them to do their best work most of the time (10)

Student Interaction with Campus Faculty and Staff

  • 93% of seniors reported that faculty members provided prompt and detailed feedback on tests or completed assignments (5e)
  • 79% of seniors discussed course topics, ideas, or concepts with a faculty member outside of class (3c)

Experiences with Diverse Groups of People and Ideas

  • 70% of seniors reported that they often tried to understand someone else's point of view (2e)
  • 91% of seniors reported their experiences at this institution contributed to their understanding people of other backgrounds (17h)
  • 64% of seniors often had serious conversations with students of a different race or ethnicity (8a)

Student Satisfaction

  • 86% of seniors would attend this institution if they started over again (19)
  • 88% of seniors rated their entire educational experience as good or excellent (18)
  • 84% of seniors who rated the quality of interactions with other students to be positive (13a)
  • 80% of seniors who rated the quality of interactions with faculty to be positive (13c)

Evaluation of Experiences

Survey Administration Process

Survey Information


Majors and Degrees

Degrees awarded at Bowling Green State University in 2014-15
Degrees awarded at Bowling Green State University in 2014-15
Bachelor's 2,893
Master's 753
Doctoral 82
Total 3,728
Areas of Study with the largest number of bachelor's degrees awarded in 2014-15
Areas of Study with the largest number of bachelor's degrees awarded in 2014-15
Liberal Arts and Sciences/Liberal Studies. 5%
Education, Other. 4%
Psychology, General. 4%
Kindergarten/Preschool Education and Teaching. 4%
Biology/Biological Sciences, General. 4%
Links to degree programs at Bowling Green State University
Links to degree programs at Bowling Green State University





Future Plans of Bachelor's Degree Recipients


Student Success & Progress Rate

A 82% four-year success and progress rate means that 82% of students starting in Fall 2009 either graduated or are still enrolled at a higher education institution four years later.
Counts for the Fall 2009 entering class shown in the graph above.
  • 3,079 First-Time, Full-Time Students
  • 514 Full-Time Transfer Students

Success & Progress Rate Table


Retention of Freshman Class

First-time students in Fall 2014 that returned for their second year: 78%

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Student Learning at Bowling Green State 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.