The University of Texas of the Permian Basin 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: $14,460

Out-of-State & Other Costs

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The cost to attend The University of Texas of the Permian Basin 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

• 46% of 2010-11 full-time undergraduates received need-based grants or scholarships; the average award for the year was $6,632. 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

• 32% 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 $3,524. 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.

35% of new freshmen live in campus-based housing or residence halls.
15% of all undergraduates live on campus

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The University Police Department is responsible for law enforcement, security and emergency response at all UTPB facilities. The primary office of the University Police Department is located on the first floor of the Mesa Building, MB1200. The University Police Department is open 24 hours a day, 365 days a year, staffed by commissioned Texas Police Officers and supported by civilian personnel and non-commissioned security guards.

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

Master's Colleges and Universities (medium programs)

Size and Setting

Small four-year, primarily residential

Enrollment Profile

High undergraduate

Undergraduate Profile

Medium full-time four-year, selective, higher transfer-in

Undergraduate Instructional Program

Arts & sciences plus professions, some graduate coexistence

Graduate Instructional Program

Postbaccalaureate comprehensive

NOTE: Institutional classifications based on the Carnegie 2005 edition.

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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

• 89% percent of seniors worked with classmates on assignments outside of class.
• 51% of seniors tutored or taught other students
• 10% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports

Active Learning Experiences

• 76% of seniors spent at least 6 hours per week preparing for class
• 11% of seniors worked on a research project with a faculty member
• 34% of seniors participated in an internship, practicum, or field experience
• 55% of seniors participated in community service or volunteer work
• 2% of seniors participated in study abroad
• 96% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

• 93% of seniors believe this institution provides support for student success
• 84% of seniors rated the quality of academic advising at this institution as good or excellent
• 62% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
• 96% 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

• 62% of seniors believed that the campus staff were helpful, considerate, or flexible
• 80% of seniors believed that faculty are available, helpful, or sympathetic
• 99% of seniors reported that faculty members provided prompt feedback on their academic performance
• 71% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

• 54% of seniors reported that they often tried to understand someone else's point of view
• 90% 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

• 85% of seniors would attend this institution if they started over again
• 69% 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 72% four-year success and progress rate means that 72% 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.

• 259 First-Time, Full-Time Students
• 280 Full-Time Transfer Students

Success & Progress Rate Table

First-time students in Fall 2009 that returned for their second year: 61%

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 Texas of the Permian Basin

Assessment of Educational Programs

The University of Texas of the Permian Basin maintains an institutional effectiveness system that gathers information on student learning outcomes, their assessment, and the improvements that are made based on the assessment results for every major program. Faculty members establish the learning goals for each degree and develop the student learning outcomes that they intend to measure. The faculty members discuss the results of the assessments and decide what actions need to be taken to maintain the quality of the degree program.
The general education program is evaluated by individual faculty members using a set of indicators developed by the Texas Higher Education Coordinating Board. Each of the indicators used as the basis for assessment in a class has been evaluated by the disciplinary faculty and outcomes specific t the course have been established. The outcomes are evaluated most frequently through embedded test questions in examinations and rubric driven evaluations of student work. The extent to which the outcomes have been attained is ascertained by the faculty member and reviewed by the General Education Oversight Committee, a committee of the Faculty Senate.

Assessment of Other Programs and Services

All administrative and support programs must also participate in the institutional effectiveness program. Student Services offices frequently also assess student learning outcomes, and their results and improvements based on results are kept in the centralized database maintained by the institution. Other offices and services also develop and implement assessment plans.

National Survey of Student Engagement (NSSE)

The university participates in the NSSE as a part of the University of Texas System. The survey seeks to understand how students take advantage of the opportunities that a college education provides both in the classroom and outside the classroom. A sample of freshmen and seniors is selected each year by the sponsor of the questionnaire and invited to participate. The results of the assessment are shared throughout the university and with the Board of Regents of the University of Texas System. Results of this assessment at UTPB are available from the Institutional Research, Planning, and Effectiveness website at http://aa.utpb.edu/institutional-research-planning/.

Collegiate Learning Assessment (CLA)

Each year a selected group of freshmen and seniors are invited to participate in the CLA as part of the University of Texas System. The CLA is a measure of critical thinking and writing. Results are shared throughout the university and with the Board of Regents of the University of Texas System. As a result of the scores on the CLA the university has initiated a plan to enhance the critical thinking skills of students beginning in September 2011.

Noel Levitz Student Satisfaction Inventory

The survey is given to students at all levels. It evaluates the extent to which students are satisfied with the academic and student support programs available at the university. Results are shared within the university community and used to make improvements to a variety of offices, services, and programs on campus.

The University of Texas of the Permian Basin is committed to an intensive and wide ranging program of assessment in order to provide the highest possible educational and service quality. Every office, department, discipline, school, college is charged with evaluating the quality of their programs and services and making improvements to what they do and how they do it. For more information on the institutional effectiveness program, contact Dr. Denise Watts, Director of Institutional Effectiveness at watts_de@utpb.edu.

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.

2009-10 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.

Test Administration Process

Test Information

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

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

Freshman Score: 988
Senior Score: 995
CLA score range: 400 to no maximum score.

Average EEA scores for tested students
Freshman Score: 995
Senior Score: 986

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: 1009
Senior Score: 1124
CLA score range: 400 to no maximum score.

Average EEA scores for tested students
Freshman Score: 995
Senior Score: 986