Marshall University College Portrait
Marshall UniversityOne John Marshall Drive Huntington WV, WV 25755
304-696-3170
Marshall University
Named after John Marshall, the great Chief Justice, Marshall Academy was established in 1837. Marshall became a university in 1961 and has since grown as an innovative institution building leadership, character, and critical thinking skills.
Marshall University is a public, state-supported institution in West Virginia. Located along the scenic Ohio River and the wooded hills, the Huntington campus encompasses 100 acres of winding, tree-lined walkways and an impressive mix of traditional red-brick and ultra-modern facilities. Combining technologically advanced facilities with personalized learning, Marshall has graduated some of the brightest doctors, teachers, and journalists. Our mission continues to focus on individualized learning, with a student–faculty ratio of 20 to 1. Marshall offers exceptional undergraduate, master’s, and doctoral programs, as well as programs in the Joan C. Edwards School of Medicine. Small classes, affordability, championship athletic teams, and a national reputation make our university unique.
Living in the Thundering Herd Community
Marshall University’s Huntington campus is located in Huntington, WV and the surrounding tri-state area on the Ohio River, serving a local population of more than ¼ million people. This vibrant, progressive city offers an unparalleled quality of life.
Marshall University is the place to find your niche. Whether you want to join a club, a fraternity or sorority, participate in Student Government, perform in a talent show, produce a major concert, enroll in a leadership course, find a tutor, or mentor a child at a local school--or if you just need to talk to someone--we have the place for you. With a student-faculty ratio of 20 to 1 at Marshall, you won’t get lost in the crowd. Our professors are here to make the journey through college with you, every step of the way. We offer many forms of academic support, including two free hours of individual tutoring in one or two of your classes or unlimited “drop-in
The Big Picture: How many students were on campus in Fall 2010?
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| Total Students | 14,192 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 10,018 | |
|---|---|---|
| Gender | ||
| Women | 5,618 | 56% |
| Men | 4,400 | 44% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 41 | <1% |
| Asian | 93 | 1% |
| African American / Black | 557 | 6% |
| Hispanic | 140 | 1% |
| Native Hawaiian or Other Pacific Islander | 4 | <1% |
| White | 8,685 | 87% |
| Two or More Races | 18 | <1% |
| International | 143 | 1% |
| Race/Ethnicity Not Reported | 337 | 3% |
| Where do MU undergraduates call home? | |
|---|---|
| West Virginia | 78% |
| Other US States & Territories | 21% |
| Other Countries | 1% |
| Residency Unknown | <1% |
| How old are MU undergraduates? | |
| Average Age | 23 |
| Percent of Undergraduates Age 25 or Older | 22% |
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 | ACT | SAT |
|---|---|---|
| Composite | 19 - 25 | |
| Math | 17 - 24 | 440 - 560 |
| English | 20 - 26 | |
| Critical Reading | 450 - 560 |
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 of graduating class Data Not Available | ||
| Average High School GPA (4-point scale) | 3.3 | |
| Percent who submitted High School GPA | 100% | |
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: $15,375
Out-of-State & Other Costs
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The cost to attend Marshall 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
- 45% of 2010-11 full-time undergraduates received need-based grants or scholarships; the average award for the year was $5,933. 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
- 45% 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 $55. 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.
MU Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 20 to 1 |
| Undergraduate classes with fewer than 30 students | 75% |
| Undergraduate classes with fewer than 50 students | 96% |
| Total Full-Time Instructional Faculty | 485 |
| % of Full-Time Instructional Faculty Who Are Female | 41% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 13% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 80% |
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Campus-based Housing
56% of new freshmen live in campus-based housing or residence halls.
21% of all undergraduates live on campus
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Campus Safety
At Marshall University, the safety and well-being of our students, faculty and staff is always a top priority. We have hundreds of people involved maintaining a safe and secure campus. By West Virginia state law, university police officers have the same authority as that of any other law enforcement officers. A staff of uniformed officers provides 24-hour-a-day patrol of the campus, adjacent University-owned facilities and parking lots.
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
- Large four-year, primarily nonresidential
- Enrollment Profile
- High undergraduate
- Undergraduate Profile
- Full-time four-year, selective, higher transfer-in
- Undergraduate Instructional Program
- Arts & sciences plus professions, 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 MU
Students who are actively involved in their own learning and development are more likely to be successful in college. Marshall University administers the National Survey of Student Engagement (NSSE) to assess how students perceive their overall educational experiences at Marshall. NSSE data are supplemented with the results of locally developed surveys given by the Office of Assessment and Program Review to graduating seniors, recent graduates and alumni. Additionally, most university offices that provide services to students administer satisfaction surveys each year as part of the University’s annual Assessment Day. Many academic programs also conduct focus groups each year on Assessment Day to continually assess students’ satisfaction with their educational experiences at Marshall.
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
- 90% percent of seniors worked with classmates on assignments outside of class.
- 53% of seniors tutored or taught other students
- 21% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 85% of seniors spent at least 6 hours per week preparing for class
- 17% of seniors worked on a research project with a faculty member
- 52% of seniors participated in an internship, practicum, or field experience
- 60% of seniors participated in community service or volunteer work
- 10% of seniors participated in study abroad
- 92% 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
- 69% of seniors rated the quality of academic advising at this institution as good or excellent
- 64% 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
- 53% of seniors believed that the campus staff were helpful, considerate, or flexible
- 78% of seniors believed that faculty are available, helpful, or sympathetic
- 98% of seniors reported that faculty members provided prompt feedback on their academic performance
- 73% of seniors discussed readings or ideas with faculty members outside of class
Experiences with Diverse Groups of People and Ideas
- 68% of seniors reported that they often tried to understand someone else's point of view
- 85% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 53% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 81% of seniors would attend this institution if they started over again
- 85% of seniors rated their entire educational experience as good or excellent
- 84% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at Marshall University in 2009-10 | |
|---|---|
| Associate's | 69 |
| Bachelor's | 1,359 |
| Master's | 867 |
| Doctoral | 78 |
| Total | 2,373 |
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| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| LIBERAL ARTS AND SCIENCES, GENERAL STUDIES AND HUMANITIES | 16% |
| EDUCATION | 10% |
| PSYCHOLOGY | 7% |
| BIOLOGICAL AND BIOMEDICAL SCIENCES | 7% |
| BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES | 6% |
| Links to degree programs at Marshall University |
|---|
Associate'sBachelor'sMaster'sDoctoral |
Student Success & Progress Rate
A four-year success and progress rate means that of students starting in Fall either graduated or are still enrolled at a higher education institution four years later.
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Counts for the Fall entering class shown in the graph above.
- 0 First-Time, Full-Time Students
- 0 Full-Time Transfer Students
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 70%
Student Learning at Marshall 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.
Marshall University uses multiple measures to assess student learning. Based on a critical examination of assessment results, we make appropriate revisions to our curriculum and to student services, ensuring the best learning outcomes and collegiate experiences for our students. A sampling of measures used to assess student learning include standardized measures such as the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE), licensure exams, authentic assessments, and student and alumni satisfaction surveys. Additionally, all programs on campus, both graduate and undergraduate, measure their programs’ student learning outcomes annually to ensure continuous improvement of their respective curricula.
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.
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 at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 1066
Senior Score: 1205
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 1027
Senior Score: 1120
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: 1085
Senior Score: 1273
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 1027
Senior Score: 1120