Virginia Polytechnic Institute and State University College Portrait
Virginia Polytechnic Institute and State UniversityBlacksburg, VA 24061
(540) 231-6267
Virginia Polytechnic Institute and State University
Virginia Tech
Founded in1872 as a small land-grant college named Virginia Agricultural and Mechanical College, Virginia Tech has evolved into a comprehensive, innovative research university with the largest number of degree offerings of any institution of higher education in Virginia. Through a combination of its mission of teaching and learning, research and discovery, and service and engagement, the university continually strives to accomplish the charge of its motto: Ut Prosim (That I May Serve). Virginia Tech’s nationally and internationally recognized faculty, known for groundbreaking research and eminent scholarship, sets challenging academic standards for the motivated, high-achieving students who turn to the university for the skills and knowledge to invent the future.
Living in the Virginia Tech Community
The Hokie Community
Globally renowned faculty, groundbreaking research, inestimable service to society, eminent scholarship, worldwide technological leadership. challenging academic standards, a pervasive Hokie Spirit, and a heartfelt motto of service—these hallmarks of Virginia Tech create a university of national and international prominence where students gain the skills and knowledge to invent the future. On a campus where the atmosphere is challenging and exhilarating, students have ample opportunities for learning and personal growth and a multitude of campus offices to assist them in numerous ways. At Virginia Tech, students are given the opportunity to interact with people of diverse backgrounds and cultures, become involved in any of the more than 600 student clubs and organizations, engage in campus offerings, and give something of themselves to the local community. Taking advantage of these resources helps students to grow, both as individuals and as citizens of the world, and inspires them to explore new territory, set new goals, and establish a lifetime thirst for knowledge.
The Big Picture: How many students were on campus in Fall 2010?
More Information
| Total Students | 31,006 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 23,690 | |
|---|---|---|
| Gender | ||
| Women | 10,000 | 42% |
| Men | 13,680 | 58% |
| Gender Not Reported | 10 | <1% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 57 | <1% |
| Asian | 1,874 | 8% |
| African American / Black | 880 | 4% |
| Hispanic | 898 | 4% |
| Native Hawaiian or Other Pacific Islander | 12 | <1% |
| White | 17,878 | 75% |
| Two or More Races | 401 | 2% |
| International | 509 | 2% |
| Race/Ethnicity Not Reported | 1,181 | 5% |
| Where do VT undergraduates call home? | |
|---|---|
| Virginia | 74% |
| Other US States & Territories | 24% |
| Other Countries | 1% |
| Residency Unknown | 1% |
| How old are VT undergraduates? | |
| Average Age | 20 |
| Percent of Undergraduates Age 25 or Older | 3% |
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 | 580 - 680 |
| Critical Reading | 540 - 640 |
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 | 85% | |
| Percent in top 50% of High School Graduating Class | 99% | |
| Percent of New Freshmen who submitted HS GPA | 57% | |
| Average High School GPA (4-point scale) | 3.88 | |
| Percent who submitted High School GPA | 99% | |
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2009-10 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $20,865
Out-of-State & Other Costs
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The cost to attend Virginia Polytechnic Institute and 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
- 30% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $6,445. 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 2009-10 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $4,539. 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.
VT Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 17 to 1 |
| Undergraduate classes with fewer than 30 students | 52% |
| Undergraduate classes with fewer than 50 students | 79% |
| Total Full-Time Instructional Faculty | 1,306 |
| % of Full-Time Instructional Faculty Who Are Female | 32% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 16% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 88% |
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Campus-based Housing
99% of new freshmen live in campus-based housing or residence halls.
37% of all undergraduates live on campus
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Campus Safety
Virginia Tech works diligently to make the campus a safer place, not just for students, but for the entire campus community. The security infrastructure involves cooperation and sound agreements between the university and local police, fire, and EMS jurisdictions. The university has its own police force and student-operated volunteer rescue squad. Virginia Tech continues to make improvements to enhance campus safety, both to facilities and to emergency communications.
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 (very high research activity)
- Size and Setting
- Large four-year, primarily residential
- Enrollment Profile
- High undergraduate
- Undergraduate Profile
- Full-time four-year, more selective, lower transfer-in
- Undergraduate Instructional Program
- Professions plus arts & sciences, high graduate coexistence
- Graduate Instructional Program
- Doctoral, STEM dominant
NOTE: Institutional classifications based on the Carnegie 2005 edition.
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Student Activities and Involvement at VT
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
- 97% percent of seniors worked with classmates on assignments outside of class.
- 61% of seniors tutored or taught other students
- 42% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 84% of seniors spent at least 6 hours per week preparing for class
- 26% of seniors worked on a research project with a faculty member
- 66% of seniors participated in an internship, practicum, or field experience
- 71% of seniors participated in community service or volunteer work
- 19% of seniors participated in study abroad
- 97% of seniors made at least one class presentation last year
Institutional Commitment to Student Learning and Success
- 97% of seniors believe this institution provides support for student success
- 68% of seniors rated the quality of academic advising at this institution as good or excellent
- 77% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
- 91% 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
- 60% of seniors believed that the campus staff were helpful, considerate, or flexible
- 76% 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
- 60% of seniors reported that they often tried to understand someone else's point of view
- 87% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 56% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 92% of seniors would attend this institution if they started over again
- 94% of seniors rated their entire educational experience as good or excellent
- 87% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at Virginia Polytechnic Institute and State University in 2009-10 | |
|---|---|
| Associate's | 40 |
| Bachelor's | 5,523 |
| Master's | 1,548 |
| Doctoral | 490 |
| Total | 7,601 |
More Information
| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| Biology, General | 7% |
| Finance and Financial Management Services | 5% |
| Psychology, General | 5% |
| Mechanical Engineering | 5% |
| Marketing | 4% |
| Links to degree programs at Virginia Polytechnic Institute and State University |
|---|
Associate'sBachelor'sMaster'sDoctoral |
Student Success & Progress Rate
A 95% four-year success and progress rate means that 95% 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.
- 4,878 First-Time, Full-Time Students
- 660 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 92%
More Information
Student Learning at Virginia Polytechnic Institute and 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.
All degree programs have developed assessment processes to improve student learning. These continuous improvement processes consist of identifying student learning outcomes, identifying/developing measures of those outcomes, measuring the outcomes, using the results to identify areas of change, making appropriate changes, and continuing the process by measuring student learning again. The process has developed differently for different programs. For example, the majority of programs have collected data to measure their outcomes and to inform change. Other programs have used the process initially to make explicit changes in focus and direction and have spent more time re-writing outcomes, developing measurement instruments, and, in several cases, rewriting curriculum to map on to those more explicitly developed outcomes.
In addition to assessment in degree programs, the University also evaluates student learning in six core areas of competency as specified by the State Council for Higher Education in Virginia (SCHEV). These areas include Written Communication, Oral Communication, Quantitative Reasoning, Critical Thinking, and Information Technology Literacy.
As a result of this work, many stories have emerged which provide evidence of how assessment looks at Virginia Tech and how the ultimate goal of improving teaching and learning is accomplished. A small sampling of these stories is presented in our publication, Assessment in Action.
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.
Virginia Tech's Office of Academic Assessment is currently evaluating the VSA-approved learning outcomes instruments for use at the university.