item: 9 florida gulf coast university board of trustees … · 2014. 9. 2. · 2 florida...

ITEM: __9___

Florida Gulf Coast University Board of Trustees September 16, 2014

SUBJECT: Florida Educational Equity Report

PROPOSED BOARD ACTION Approve Florida Educational Equity Report for Florida Gulf Coast University

BACKGROUND INFORMATION Florida law requires each university president and its board of trustees annually approve a Florida Educational Equity Report. The report reviews various university programs, activities and services with respect to enrollment and retention, gender equity in athletics and achievement of goals and objectives in 2012 – 2013. It has been reviewed and is recommended for approval by President Wilson Bradshaw, and is submitted for approval consideration by the FGCU Board of Trustees. The report is also subsequently submitted to the Office of Academic and Student Affairs Departments of the Florida Board of Governors. In addition to the attached materials, a presentation on the Florida Educational Equity Report will be made by Director of Equity and Diversity Jimmy Myers at the FGCU Board of Trustees meeting on September 16, 2014. Supporting Documentation Included: Florida Educational Equity Report – Data Year: July 2012 – June 30, 2013 and Fall 2013 Prepared by: Director of Equity and Diversity Jimmy Myers Legal Review by: N/A Submitted by: President Wilson Bradshaw

Florida Educational Equity Report

Presented September 2014

2 FLORIDA EDUCATIONAL EQUITY ACT REPORT

Florida Gulf Coast University

Data Year: July 1, 2012 – June 30, 2013, and Fall 2013

Certification

Approved by Florida Gulf Coast University Board of Trustees September 16, 2014

______________________________________________________________

Approved by Wilson G. Bradshaw, Ph.D. Florida Gulf Coast University President

Prepared By: Jimmy Myers, Director

Office of Equity and Diversity Florida Gulf Coast University

10501 FGCU Boulevard South Fort Myers, FL 33965-6565 Telephone: (239) 590-7406

Fax: (239) 590-7407 E-mail: [email protected]


FLORIDA EDUCATIONAL EQUITY REPORT

Table of Contents

PART I: EXECUTIVE SUMMARY 5

PART II: REVIEW OF POLICIES AND PROCEDURES 10

PART III: ACADEMIC PROGRAM REVIEWS 14

Chart 1 Full-time First-Time-in-College Enrollment, Fall 2013 and

Early Admits 15

Chart 2 Full-time Florida College System A.A. Transfers, Fall &

Summer 2013 16

Chart 3 Retention of Full-Time FTICs Entering Fall 2012, or

Summer 2012 And Continuing into Fall, After One Year 16

Chart 4 Graduation Rate of Full-Time FTIC’s Beginners and Early

Admits Entering Fall 2007, or Summer 2007 and Continuing

into Fall after Six Years 17

Chart 5 Bachelor’s Degrees Awarded, AY 2012-13 17

Chart 6 Master’s Degrees Awarded, AY 2012-13 18

Chart 7 Doctoral Degrees Awarded, AY 2012-13 18

Chart 8 First Professional Degrees Awarded, AY 2012-13 19

PART IV: EQUITY IN INTERCOLLEGIATE ATHLETICS 39

Chart 1 Sex Equity in Athletics Update 39

Chart 2 Sex Equity in Athletics – Areas for Improvement 44

PART V: EMPLOYMENT REPRESENTATION 45

Chart 1 Category Representation – Tenured Faculty 45

Chart 2 Category Representation Tenured Track Faculty

(Not Applicable) 46

Chart 3 Category Representation – Non-Tenure – Earning Faculty or

Faculty at Non-Tenure Granting Universities 46

Chart 4 Category Representation – Executive/Administrative/Managerial 46

PART VI: AREAS OF IMPROVEMENT/ACHIEVEMENT

REPORTED IN 2013 47


PART VII: REPRESENTATION IN THE PROMOTION PROCESS 49

PART VIII: PROMOTION AND TENURE COMMITTEE COMPOSITION 50

PART IX: OTHER REQUIREMENTS 51

President’s Performance Measures 51



FLORIDA GULF COAST UNIVERSITY

PART I: EXECUTIVE SUMMARY

BACKGROUND

This Florida Educational Equity Report (“Equity Report”) has been developed and

presented in accordance with Section 1000.05, Florida Statutes, of the K-20 Education

Code, which prohibits unlawful discrimination against students and employees in the

Florida K-20 public education system, and mandates equality of access in athletics,

retention, and graduation rates for underrepresented populations. This Equity Report

is adopted and implemented in good faith to fulfill such requirements and also to fulfill

our commitment to equity and diversity at Florida Gulf Coast University.

This Equity Report is prepared by the Office of Equity and Diversity at Florida Gulf

Coast University. For further information, please contact Mr. Jimmy Myers, Director, by

telephone at (239) 590-7406; by fax at (239) 590-7407; via e-mail at [email protected]

or via mail addressed to Florida Gulf Coast University, 10501 FGCU Boulevard South,

Ben Hill Griffin Hall, Room 150, Fort Myers, Florida 33965-6565. FGCU will maintain

and update this Equity Report annually.

In accordance with the State’s Education Code, Florida Gulf Coast University (FGCU)

annually reviews its progress towards meeting its commitments and expectations with

respect to achieving equal educational opportunity goals for students, faculty and

executive/administrative/managerial staff.

The University’s Equity Report reflects steps made over the past year towards

engagement and inclusiveness that enriches the educational experience of students,

promotes a professional work environment for faculty and staff, and strengthens the

local communities where a university presence exist, services are provided, and

activities and programs are conducted. This document serves as a management tool

for those who have the responsibility of ensuring the implementation of policies,

procedures, and practices aligned with the University’s commitment to equity and

diversity throughout the University.

Information for this Equity Report was compiled based on a format derived from the

Florida Board of Governors.

The current year’s Equity Report was completed with submittals from offices within the

following organizational units: Office of the President, Office of the Vice President and

General Counsel, Academic Affairs, Administrative Services and Finance, and Student

Affairs.

mailto:[email protected]


DIVERSITY PRIORITIES

Florida Gulf Coast University is dedicated and committed to increasing diversity among

its faculty, staff, and students.

Institutional diversity directly contributes to the educational mission of the University

and leads to improved educational quality and improved academic outcomes for

students.

In support of this priority, President Wilson G. Bradshaw has approved the formation of

a University Diversity Council comprised of a representative group of faculty, staff,

students, and members of the regional community to serve in an advisory capacity to

the Office of Equity and Diversity. Members of the Diversity Council are appointed by

the President for a two-year term.

In addition to achieving greater institutional diversity, two other diversity priorities have

been added: 1) demonstrating the University’s value of diversity and, 2) effectively

managing the University’s diversity.

The University’s ability to provide leadership in the areas of valuing diversity, achieving

greater diversity, and effectively managing its diversity contributes to and supports the

University’s ongoing legacy of excellence. Effectiveness in these areas will become

part of the University’s 21st Century legacy and have a lasting impact on the lives and

futures of all FGCU students. Florida Gulf Coast University is responding to the unique

opportunity to make a strategic contribution to the University community, the State of

Florida, and the nation.

DIVERSITY AT FLORIDA GULF COAST UNIVERSITY

At Florida Gulf Coast University, our diversity refers to individuality, the individual

qualities and characteristics that form our individual and distinct identity. FGCU

recognizes and acknowledges each person as an individual and includes them as a

valued member of the University community.

Creating such an individually diverse learning environment on campus is a necessary

and important part of educating students in the twenty-first century. A more diverse

learning environment will help prepare FGCU’s students for citizenship and leadership

in the new, emerging global environment.

Along with such a diverse learning environment can come a new sense of community

on campus, a community that includes and engages us all. The objective then

becomes to break down organizational barriers, stereotypes, mythologies, mistaken


assumptions, outdated rules and procedures, and institutional practices that can have

the effect of separating, rather than bringing closer together, the community.

DIVERSITY OF THE STUDENT EXPERIENCE: THE NEW NORMAL

The creation of a more diverse learning environment will help FGCU students increase

their diversity skills and better prepare them for work in the new, more diverse

workplace.

The challenges facing FGCU students and graduates require thoughtful preparation

because, the diversity challenges are real and significant and require the best efforts of

all those involved in preparing them for their new world.

The University offers services and programs in place to develop students and support

them throughout their university experience. Such services and programs include:

The Office of International Services, which allows FGCU students to participate

in Study Abroad Programs and “Connect with the World.” President Bradshaw

appointed the Director of the Office of International Services to the University

Diversity Council for a two-year term to provide additional leadership and

guidance in these efforts

The Exchange Visitor Program, a program of the U.S. Department of State,

authorized under the Mutual Educational and Cultural Exchange Act of 1961,

also known as the Fulbright-Hays Act. Its purpose is to enhance understanding

between the people of the United States and the people of other countries

through educational and cultural exchanges.

The American Democracy Project is a project that helps students increase their

understanding of democracy’s conceptual and historical roots and provides

opportunities to learn and experience core processes of civic engagement.

The Brighton Reservation Summer Enrichment Program is a two-week summer

enrichment program for the elementary children of the Brighton Seminole

community. As partners, paired Seminole aides and FGCU student teachers

plan, execute, evaluate, and mentor each other. Seminole teachers’ aides will

develop competencies in teaching/tutoring skills that can be applied to tutor

Seminole students. Florida Gulf Coast University education students gain

practical experience in cross-cultural teaching.

Florida Gulf Coast University provides additional Veteran’s Education Services

for America’s veterans. Operated from within the Office of the Registrar, the


University provides several ongoing services to addresses the unique needs of

veterans in support their social and academic development while studying at

FGCU.

Several departments within the Division of Student Affairs provide ongoing

services and opportunities for students that enhance their entire experience at

FGCU. Such services prepare them to maximize their employment value as

they enter the workforce or continue on to Graduate and Professional Schools.

Students participate in opportunities to develop leadership skills and personal

life skills, and receive valuable services that will provide learning opportunities

outside the classroom

The University also has professional employees to administer a full range of

internal regulatory protections for students and other members of the campus

community, which includes applicable state and federal protections, such as

Title IX of the Education Amendments of 1972 and Title VII of the Civil Rights

Act of 1964. Additional internal resources including, judicial services, counseling

and psychological services, the Dean of Students’ Care Team, are available to

assist students and help them adjust to living away from home. Resources also

include a full range of support services for those with disabilities, as well as

protection against illegal discrimination and harassment, including sexual

harassment

The Office of Multicultural and Leadership Development cultivates a campus-

wide community which celebrates diversity, empowers students to grow beyond

their personal barriers, strengthens students’ understanding of diversity and

social responsibility, and develops students’ leadership skills. The office

promotes academic, leadership and personal growth. Their vision is to nurture a

generation of ethical and knowledgeable leaders who contribute to the ever

changing global society

Also, through the Offices of Community Outreach, Student Support Services and

Undergraduate Studies additional resources are available to assist students and

connect them with off-campus experiences to help in their development.

Additionally, through the University’s Eagles Connect program, students have

access to more than 300 community agencies. In 2013 – 2014, students

completed 192,703 total hours of service-learning. This year, FGCU surpassed

1,589,542 in total service-learning hours since its inception.


Through all such engagement and involvement programs and activities, students

interact with those from diverse backgrounds and different lifestyles and develop

additional communication skills, better citizenship skills, and better diversity skills, all

while being prepared for work. By their involvement in such inclusive activities, they

also develop the capacity to live in a more diverse and more global society.




PART II: REVIEW OF POLICIES AND PROCEDURES

Florida Gulf Coast University is committed to building and

maintaining a diverse, accessible, civil, and supportive learning

community. It fosters respect and understanding among all cultures

and all individuals who work, study, live, and teach within this

community. Bigotry, expressions of hatred or prejudice, behaviors

that infringe upon the freedom and respect that every individual

deserves, and harassment of any kind transgress the university's

purposes and values. Just as learning benefits from the interplay of

teaching and scholarship in a variety of disciplines, so does the

university community learn and profit from diverse cultures and

perspectives. (FGCU’s Diversity Statement)

INTERNAL DISSEMINATION

Florida Gulf Coast University disseminates its equity and diversity related regulations,

policies and procedures through campus websites and publications, and provides

information during various campus gatherings such as orientation sessions for faculty,

staff and students and training and departmental meetings. In addition, the FGCU

Office of the General Counsel electronically transmits notices of new University-wide

regulations, policies, and procedures to faculty and staff. University-wide

communication to students is conducted through the Division of Student Affairs. The

Equity Report will be broadly disseminated to ensure that all members of the University

community know about the Equity Report and have access to it. In general, information

about the Equity Report will be published regularly in university documents and will be

referenced in regular and special meetings of administrators, faculty, and staff.

Specifically, the Office of Equity and Diversity will:

1. Publish and circulate the Equity Report throughout the University;

2. Include information about the Equity Report in relevant policy manuals;

3. Frequently place Equity Report items on the agenda of the regularly scheduled

meetings of the President's Cabinet, Dean's Council, the Directors meetings,

and meetings with chairpersons, and faculty, as well as other meetings involving

Administrative and Professional, and Support Personnel staff members;

4. Inform union officials of the University's policies and practices regarding equity

and diversity and recommend the inclusion of nondiscrimination clauses in all


union agreements, and review all contract provisions to ensure that they are

nondiscriminatory.

5. Communicate and discuss Equity Report items at regularly scheduled faculty

and staff orientation meetings; and

6. Schedule special meetings of administrators, faculty, and staff to discuss the

University's policy commitment and to explain each individual's responsibility.

Reference to FGCU's equity and diversity policy and practices will be included in the

following FGCU publications and documents distributed, where appropriate to faculty,

staff and/or students, and members of the public:

1. University Faculty Handbook

2. Human Resource Regulations and Guidelines

3. University Search and Screen Guidelines

4. University Student Guidebook

5. University Undergraduate and Graduate Catalogs

6. Parent Guidebook

FGCU’s Equal Employment Opportunity statement is prominently displayed in all

locations where applications for University employment are accepted. Furthermore, the

University's equal opportunity will be posted on employee and general information

bulletin boards in every campus building. In addition, the Office of Equity and Diversity

also provides recommendations for improving employment, working conditions and

educational opportunities for traditionally underrepresented individuals, including

women and ethnic minorities at the University.

EXTERNAL DISSEMINATION

In addition to the internal communication of the Equity Report, the University will

broadly disseminate its policies and practices to all relevant external agencies.

Specifically, the University will:

1. Include the equal opportunity clause in purchase orders, leases and contracts;

2. Notify interested parties, community agencies, community leaders, and colleges

of the University policy;

3. Ensure that all external advertising reflects the University's multi-ethnic and

multi-cultural workforce and student body; and

4. Work to achieve greater supplier diversity.

The University also will periodically issue publications that advertise the services and

benefits it delivers to the Florida Gulf Coast University service region.


As required, select links to various policies and procedures in support of equity are

provided below:

Name of Policy/Procedure Web Address

Non-Discrimination, and

Anti-Harassment and Sexual

Misconduct Regulation

http://www.fgcu.edu/generalcounsel/files/regulations

/FGCU_PR_1_003_Non_Disc_Anti_Harass_Sex_M

isc.pdf

Non-Discrimination and Anti-

Harassment Complaint

Policy and Procedure

http://www.fgcu.edu/generalcounsel/files/policies/PLCY_1_006_NonDiscrimination_AntiHarassment_02

_12_10.pdf

Non-Discrimination and

Equal Opportunity

Institutional Statement

See next page.

Consensual Relationship


http://www.fgcu.edu/generalcounsel/files/policies/1_

007_Consensual_Relationship_Policy_09_25_09.p

df

Disability Access and

Reasonable Accommodation


http://www.fgcu.edu/generalcounsel/files/policies/Po

licy1_008_Disability_Access102213.pdf

Degree Waiver Policy http://www.fgcu.edu/generalcounsel/files/policies/3_

020_Degree_Waiver_08_11_09.pdf

Policy and Procedure on Waiver of Position Vacancy

Announcement and Advertising

http://www.fgcu.edu/generalcounsel/files/policies/1_

009_Position_Vacancy_051810.pdf

http://www.fgcu.edu/generalcounsel/files/regulations/FGCU_PR_1_003_Non_Disc_Anti_Harass_Sex_Misc.pdf



http://www.fgcu.edu/generalcounsel/files/policies/PLCY_1_006_NonDiscrimination_AntiHarassment_02_12_10.pdf



http://www.fgcu.edu/generalcounsel/files/policies/1_007_Consensual_Relationship_Policy_09_25_09.pdf



http://www.fgcu.edu/generalcounsel/files/policies/Policy1_008_Disability_Access102213.pdf

http://www.fgcu.edu/generalcounsel/files/policies/Policy1_008_Disability_Access102213.pdf

http://www.fgcu.edu/generalcounsel/files/policies/3_020_Degree_Waiver_08_11_09.pdf

http://www.fgcu.edu/generalcounsel/files/policies/3_020_Degree_Waiver_08_11_09.pdf

http://www.fgcu.edu/generalcounsel/files/policies/1_009_Position_Vacancy_051810.pdf

http://www.fgcu.edu/generalcounsel/files/policies/1_009_Position_Vacancy_051810.pdf




PART III: ACADEMIC PROGRAM REVIEWS

ACADEMIC PROGRAM REVIEWS

In this section, as many as eight (8) areas of review are required of each university with

programs at the specified levels. Enrollment and conferring of degrees for students by

gender and race/ethnicity are analyzed in six (6) areas that pertain to FGCU. In

addition, the official total includes students classified as non-resident aliens and those

who are not reported as part of the total number. Specifically, the University reviewed

and assessed:

First-Time-in-College (FTIC) Enrollment (Chart 1)

Full-Time Transfers (Chart 2)

Retention of Full-time FTICs After One Year (Chart 3)

Graduation Rate of Full-Time FTICs After Six Years (Chart 4)

Bachelor’s Degrees Awarded (Chart 5)

Master’s Degrees Awarded (Chart 6)

Doctoral Degrees Awarded (Chart 7)

The following areas are not applicable to FGCU:

First Professional Degrees Awarded (New program – No degrees to date)

(Chart 8)

Key for following tables and charts:

Non Resident Alien (NRA)

Black or African American (B)

American Indian or Alaskan Native (AI/AN)

Asian (A)

Hispanic (H)

Native Hawaiian / Other Pacific Islander (NH/OPI)

White (W)

Two or More Races (≥Two)

Other, Not Reported (Unk)


ASSESSMENT

Full-time First-Time-In-College Enrollment, Fall 2013 and Early Admits

We at Florida Gulf Coast University continued our practice of admitting students from

ethnically diverse backgrounds who bring diverse perspectives, interests, and personal

experiences to the University community. The University continued to increase its

diversity outreach efforts during the year, and progress is being made in several

categories in attracting and enrolling all students, including those students who add

diversity at FGCU.

FGCU’s experience with women student enrollment is consistent with the national trend

and FGCU’s enrollment in this category remained essentially unchanged since the last

Equity report. The total number of women students in this category this year was 1,544

and last year was 1,548, essentially unchanged.

Also in the same category, multiracial students or students with two or more races saw

a half-percent decrease from 3% of the total enrollment in the category to 2.5%.

Hispanic student enrollment increased marginally from 19.3% to 20% over previous

levels. Black student enrollment also showed a very marginal increase from 7.4% to

7.5% over previous levels. White students went from 66.7% last year to 65.9% this

year. In every group, women students outnumbered men. Overall 32% of all students

in this category were students who added diversity to FGCU.

Full-Time A.A. Transfer, Fall 2013 and Summer 2013

There were small changes within the various groups this year with a decrease of 36

students overall. Black students went from 11.3% to 6.9% this year. The Hispanic

student percent was relatively unchanged, from 18.5% last year to 18.7% this year.

White students showed an increase, going from 62.3% last year to account for 66.7%

of all students in this category this year. Asian students decreased slightly, from 2.7%

NRA B AI/AN A H NH/OPI W ≥ Two Unk T

Men 23 72 1 19 223 1 752 24 9 1124

Women 11 127 4 27 311 2 1007 44 11 1544

Total 34 199 5 46 534 3 1759 68 20 2668

Category % of Total 1.3% 7.5% 0.2% 1.7% 20.0% 0.1% 65.9% 2.5% 0.7% 100.0%

Chart 1. Full-time First-Time-In-College Enrollment, Fall 2013 and Early Admits

Source: IPEDS 2013-14 Part A, Fall enrollment by race, ethnicity, and sex. Column 1, First time students.


to 2.2% this year. Those reporting two or more races rose from 1.4% last year to 2.5%

this year. Even with a small decrease within some of the student groups, overall,

30.2% of the transfer students added diversity to FGCU.

Retention of Full-Time FTICs Entering Fall 2012 or Summer 2012 and Continuing

into Fall After One Year1

While several factors influence a student’s decision to stay in college, FGCU has a

significant record of student retention. American Indians and Alaskan Natives and also

Native Hawaiians and Other Pacific Islanders led the way, each with 100% retention.

Black students were second with a retention rate of 85.1%. Female students had a

retention rate of 77.7% and males were at 74.7%. White student retention came in at

76.4% with an overall FGCU total student retention rate of 76.4%, which amounts to a

6% increase over last year.

Graduation Rate of Full-Time FTICs After Six Years Beginners and Early Admits

Entering Fall 2007 or Summer 2007 and Continuing into Fall After Six Years2

In this category after six years, the Non-Resident Alien (NRA) graduation rate was

57.1%, which was a 17.9% decrease from last year. The Black student graduation rate

1 Data for this section was obtained from FGCU’s Office of Planning and Institutional Performance

2 Data for this section was obtained from FGCU’s Office of Planning and Institutional Performance


Men 14 4 32 137 3 4 194

Women 5 14 5 44 134 7 4 213

Total 5 28 0 9 76 0 271 10 8 407


Chart 2. Full-time Florida College System A.A. Transfers, Fall 2013 and Summer 2013

Source: IPEDS 2013-14 Part A, Fall enrollment by race, ethnicity, and sex. Column 2, Transfer-In

NRA B AI/AN A H NH/OPI W ≥ Two Unk Female Male Total

Cohort 22 201 5 38 521 3 1794 79 31 1549 1145 2694

Category % of Total 0.8% 7.5% 0.2% 1.4% 19.3% 0.1% 66.6% 2.9% 1.2% 57.5% 42.5% 100.0%

After 1 year 16 171 5 32 380 3 1371 55 26 1204855

2059

Retention Rate 72.7% 85.1% 100.0% 84.2% 72.9% 100.0% 76.4% 69.6% 83.9% 77.7% 74.7% 76.4%

Chart 3. Retention of Full-Time FTICs Entering Fall 2012, or Summer 2012 and Continuing into Fall, After One Year

Source: Local File


declined by 5.7% going from 42.1% last year to 36.4% this year. Graduation rates of

American Indians and Alaskan Natives went from 50% last year to 28.6% amounting to

a 21.4% decrease. The graduation rates of Asian and Pacific Islanders remained

stable, going from 36.4% last year to 36.7% this year and, the graduation rate of

Hispanic students remained stable at 42.5% last year and 42.6% this year. White

student graduation rates declined slightly by 1.1% going from 46.1% to 45%. The

graduation rates of male students declined by 2.2% from 40.3% to 37.5%. The

graduation rate of female students showed a very slight one-half percent increase

going from 48.9% to 49.4%. FGCU’s graduation rates continue to need improvement.

Bachelor’s Degree Awarded Annual Year 2012-2013

Overall, Bachelor’s degrees awarded to all students increased by 7.5%, going from

1,744 last year to 1,875 degrees this year. FGCU’s female students showed a 5.5%

increase in the number of Bachelor’s degrees awarded over last year’s total. The

number of Bachelor’s degrees awarded to males increased by 9.1% over last year.

Even though the increase for males was larger than the increase for female students,

females received 30% more Bachelor’s degrees than males.

White students received 71.9% of all Bachelor’s degrees awarded, which was down

3% from last year’s total of 74.9%. Hispanic students received 16.5% of the Bachelor’s

degrees, which included a 3.5% increase over last year’s total. Black students received

6.3% of the Bachelor’s degrees, which was a 1.8% increase. FGCU’s Bachelor’s

Degrees awarded continue to rise, year-by-year.

NRA B AI/AN A/PI H W Unk Female Male Total

Cohort 21 66 7 30 169 1360 36 935 754 1689


After 6 years

Number of Graduates 12 24 2 11 72 612 12 462 283 745

Percent Graduated 57.1% 36.4% 28.6% 36.7% 42.6% 45.0% 33.3% 49.4% 37.5% 44.1%

Category % Graduated 1.6% 3.2% 0.3% 1.5% 9.7% 82.1% 1.6% 62.0% 38.0% 100.0%

Number Retained 12 29 2 13 84 703 14 504 353 857

Percent Retained 57.1% 43.9% 28.6% 43.3% 49.7% 51.7% 38.9% 53.9% 46.8% 50.7%

Category % Retained 1.4% 3.4% 0.2% 1.5% 9.8% 82.0% 1.6% 58.8% 41.2% 100.0%

Source: Local Files

Chart 4. Graduation Rate of Full-Time FTICs, Beginners and Early Admits Entering Fall 2007, or Summer 2007 and Continuing into Fall

After Six Years


Men 9 42 12 116 2 570 8 7 766

Women 16 76 6 19 193 2 779 9 9 1109

Total 25 118 6 31 309 4 1349 17 16 1875


Chart 5. Bachelor's Degrees Awarded, AY 2012-2013

Source: IPEDS Completions 2013-14 report (degrees awarded AY 2012-13), GRAND TOTAL BY FIRST MAJOR, Bachelor's degrees. Chart for 99.0000, all

disciplines.


Master’s Degrees Awarded Annual Year 2012-2013

Female graduate students at FGCU are keeping pace with female graduate students

nationally by receiving more Master’s degrees than male graduate students, year-by-

year. During this current period however, both female and male graduate students

received fewer Master’s degrees than last year. Females were down by 7.5% and

males were down by 20%. Overall Master’s degrees awarded to all students at FGCU

fell by 11% from previous levels, from 371 to 334 for the current period.

Master’s degrees awarded to Black students increased marginally from 4% to 4.2%

while Hispanic students receiving Master’s degrees increased by 5%. White students

receiving Master’s degrees decreased by 7.2% from last year going from 312 to 257.

Doctoral Degrees Awarded Annual Year 2012-2013

Those receiving Doctoral degrees during the current period increased significantly over

last year’s total, going from 19 to 32, accounting for an increase of 68%. Of the 32

Doctoral Degrees awarded, 12 were awarded to males and 20 were awarded to

females. One was awarded to a Black male student and two were awarded to

multiracial students, students identifying with two or more races, one was a female the

other, a male. White students received 87.5% of the Doctoral degrees awarded, which

was an increase of 3.3% over last year.


Men 3 6 2 12 68 1 2 94

Women 4 8 4 27 1 189 3 4 240

Total 7 14 0 6 39 1 257 4 6 334

Category % of Total 2.1% 4.2% N/A 1.8% 11.7% 0.3% 76.9% 1.2% 1.8% 100.0%

Chart 6. Master's Degrees Awarded, AY 2012-2013

Source: IPEDS Completions 2013-14 report (degrees awarded AY 2012-13), GRAND TOTAL BY FIRST MAJOR, Master's degrees. Chart for 99.0000, all

disciplines.


Men 1 10 1 12

Women 18 1 1 20

Total 0 1 0 0 0 0 28 2 1 32

Category % of Total N/A 3.1% N/A N/A N/A N/A 87.5% 6.3% 3.1% 100.0%

Chart 7. Doctoral Degrees Awarded, AY 2012-2013

Source: IPEDS Completions 2013-14 report (degrees awarded AY 2012-13), GRAND TOTAL BY FIRST MAJOR, Doctoral degrees. Chart for 99.0000, all

disciplines.


First Professional Degrees Awarded (New Program) No Degrees Awarded to Date

AREAS FOR IMPROVEMENT

Florida Gulf Coast University’s outcomes are consistent with national developments

and FGCU continues to assess each of the outcomes and make the necessary

adjustments to improve performance in each of the areas. Several effective programs

and initiatives have been put in place to support and improve these efforts and include

such enhancements as the following:

STUDENT ENROLLMENT

Enrollment Enhancements

While enrollment at FGCU has remained relatively stable this year, the environment for

student admissions has become more competitive. As a result, the University is

placing more emphasis on its outreach and recruitment efforts, which includes the

Admissions office’s Accelerated Collegiate Experience (ACE) program. This program is

designed to bring a unique educational experience to qualified junior and senior high

school students who are looking for advanced study options. The program provides

part-time or full-time study at Florida Gulf Coast University in which students earn

college credit while simultaneously completing a high school diploma. This program

introduces the students to real-life college experiences and encourages ongoing

participation and admission to the University as full-time students upon graduation from

high school.

FGCU’s Office of Community Outreach and the NAACP of Collier County have

designed a two-week Science Technology Engineering Mathematics (STEM) camp

program for 40 minority students in the Lee and Collier county areas. The objective of

the program is to improve the students’ skills in mathematics by exposing them to real-

world math and its application in the related career fields, increase the students’

awareness of STEM fields, expose students to the processes that will increase their


Men 0

Women 0

Total 0 0 0 0 0 0 0 0 0 0

Category % of Total N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Source: IPEDS Completions 2013-14 report (degrees awarded AY 2012-13), GRAND TOTAL BY FIRST MAJOR, First professional degrees. Chart for 99.0000, all

disciplines.

Chart 8. First Professional Degrees Awarded, AY 2012-2013


likelihood of being accepted into college (specifically Florida Gulf Coast University),

expose them to practicing professionals in the STEM fields, and create potential

internship opportunities for each camp participant.

The Office of Community Outreach’s Eagle Edge Workshops offers monthly

workshops to scholarship recipients from several nonprofit organizations. These

workshops are designed to provide the necessary skills to boost interest and

participation in FGCU related courses, Registered Student Organizations,

leadership opportunities, and networking.

Office of Community Outreach also promotes strong University-community

partnerships that increase the visibility, accountability, and FGCU’s participation

in the surrounding Southwest Florida community, assists with the recruitment

and retention efforts of the University, and creates a cohesive support system

for students from traditionally underserved or underrepresented

backgrounds. In keeping with this mission, the Office has introduced a lecture

series featuring diverse community members and leaders from Southwest

Florida. These lectures support a student’s sense of self-esteem, address health

and wellness, money and finances and more.

STUDENT RETENTION

Retention Enhancements

To address matters of student enrollment and student retention, the Planning

and Budget Council administers a committee to provide information and advice

on enrollment and retention management for all FGCU students. The committee

monitors undergraduate and graduate enrollment and provides guidance on best

practices and procedures that support student diversity and persistence to

graduation.

Dr. George Kuh, a nationally recognized researcher and scholar on student

success and persistence in higher education was recently invited to campus as

guest speaker at the committee’s annual conference on Student Engagement

and Persistence. Dr. Kuh provided Best Practice information for the Committee

to consider implementing at FGCU.

In addition, FGCU offers the Step Ahead Program, a bridge program for at-risk

freshmen offered during the summer B term. Over the course of the six-week

session, students complete a Math Workshop (to fulfill their developmental

coursework needs) and ENC 1101 in cohorts. During the program, students also


are required to complete one-on-one meetings, success skill workshops, tutoring

sessions, and visits to the Writing Center. Students also are grouped into

courses in their subsequent fall semester. The Step Ahead Program has grown

and developed each summer, with new practices being employed to enhance

student success and retention.

Also, FGCU’s Dean of Students presented a workshop showing how a student’s

active involvement in the University’s programs and activities has a positive

correlation to retention.

Other factors such as the student’s academic goals, their academic-related

skills, and their academic self-confidence also contribute to and improve their

retention and graduation rates.

In support of student development and retention, all such information will be considered

for implementation. Additionally the University will continue to monitor its progress and

make the necessary adjustments in support of student success, retention, and

graduation.

NEW DEVELOPMENTS

Many changes are occurring in our society and year-by-year all of our lives are

becoming more globalized. The U.S. Census Bureau informs us that new immigrants

will soon be the main driver of population growth in the United States. New American

births will no longer be the main source of our nation’s population growth. Such new

developments and new challenges inspire us to make new commitments and move in

new directions. We recognize the impact of such developments on the careers and the

lives of our students and accordingly, we will continue to inform and support them.

STUDENT SERVICES

Student services require periodic review by the institution to determine compliance with

equity statutes. Non-discrimination on the basis of race, gender, national origin, marital

status, or disability is required. Student services include:

1. Academic Advising 2. Admission to Academic Programs (Undergraduate) 3. Admission to Academic Programs (Graduate) 4. Counseling and Health Services 5. Club and Intramural Athletics (report on gender only) 6. Housing and Residence Life 7. Student Employment


Academic Advising

Guidance and Counseling:

FGCU utilizes a 1 + 3 advising model. First-time-in-college (FTIC) students who

have earned less than 18 hours of credit (through dual enrollment or credit by

examination) prior to their first semester of enrollment receive centralized academic

advising in the Office of New Student Programs.

Those FTIC students who earn 18 or more credits prior to their first semester of

enrollment at FGCU are advised directly by their college advising office, beginning

at Eagle View Orientation.

First Year Advising (FYA) in the Office of New Student Programs:

The FGCU advising model allows for a “period of transition” when academic

counselors in FYA work developmentally with first-year students to assist with

understanding general education objectives, clarifying state and university policies,

connecting students to needed services and programs, and developing clear and

purposeful educational goals. An academic advising syllabus assists first year

students in understanding their role and responsibilities in the advisor-student

relationship. Major tracks of study have been developed for each major at the

university and outline suggested sequencing of courses for the first two years.

These major tracks are also available online. The Office of New Student Programs

co-sponsors the annual Majors Fair, provides presentations on career and major

selection as well as other programs on how to achieve success in college. In

addition, the office supports FASTRACK, a web-based early warning program

designed to assist faculty with early academic interventions.

A coordinated transition from First Year Advising to college advising occurs during

the second semester at FGCU for students in good academic standing. Students

beginning their studies in the summer or fall semesters are transitioned to college

advising during the following spring semester; students beginning their studies in

the spring are transitioned during the following fall. Advisors in each college then

monitor student progress and complete degree audits to ensure completion of state

and University requirements. Program tracking sheets are available to students as

well as comprehensive online information. College advisors also participate in the

annual Majors Fair.

All academic counselors work closely to support the Title IV equal opportunity

program called Student Support Services (SSS) at FGCU. This selective program


supports first generation students, low-income students, and/or students with

disabilities to enhance their achievement in college. In addition, academic

counselors work directly with staff in the Center for Academic Achievement (CAA)

whose mission supports the retention and success of all FGCU students.

The Center sponsors a math and science walk-in tutor lab, Supplemental Instruction

(SI), time management and study skills workshops, and online study lessons.

Counselors also utilize the Writing Center as a resource for students needing

assistance with written assignments and projects.

ADVISING AND SUPPORT WEBSITES:

General advising reference: http://www.fgcu.edu/Info/Advising.asp

First-Year advising: http://enrollment.fgcu.edu/advising/

First-Year to College Advising Transition:

http://enrollment.fgcu.edu/advising/transition.htm

Academic Advising Handbook:

http://enrollment.fgcu.edu/advising/fashandbook/

Student Support Services (SSS): http://studentservices.fgcu.edu/SSS/

Center for Academic Achievement: http://www.fgcu.edu/caa/

The Writing Center: http://www.fgcu.edu/cas/english/writingcenter/

First Year Advising (FYA)

FYA has developed assessment tools for Eagle View Orientation (and individual

advising sessions during the academic year) that include demographic information

collection in adherence to Integrated Postsecondary Education Data System

(IPEDS) parameters. The 2013 Orientation assessment indicated that FTIC

students rated their advising experiences very positively.

FYA continues to offer information and support to the Office of Outreach Programs

to help its staff better assist their students in understanding the FGCU advising

model and resources therein.

http://www.fgcu.edu/Info/Advising.asp

http://enrollment.fgcu.edu/advising/


http://enrollment.fgcu.edu/advising/fashandbook/

http://studentservices.fgcu.edu/SSS/

http://www.fgcu.edu/caa/

http://www.fgcu.edu/cas/english/writingcenter/


In 2013, FYA once again participated in the First Year Residence Experience

(FYRE) program, by operating a satellite advising office for South Village residential

students in Everglades Hall during the academic year.

In 2013, FYA once again hired five peer advisors to assist the professional staff in

providing enhanced outreach and advising services to FTIC students throughout the

academic year.

In 2013, FYA continued its collaboration with the Center for Academic Achievement

(CAA) and the Office of the Registrar to allow equal access for online registration to

students on academic notice, warning, or probation, to increase the likelihood that

students could register for courses needed to improve their academic

standing. Students are required to meet compliance standards developed by the

Academic Advising Council (AAC) and CAA prior to receiving access to online

course registration.

FYA has continued to partner with the Center for Academic Achievement to help its

staff work more effectively with students on the Academic Standing List, which is a

list maintained by the Office of the Registrar and includes all students with an

institutional Grade Point Average (GPA) of below 2.0 to create a more intrusive

advising model for students in academic difficulty.

FYA continues to offer advising and University resource referrals to students who

have had academic early warning reports submitted on their behalf by faculty

members through FYA’s FASTRACK early warning online report tool. FYA receives

approximately 100-200 faculty submissions per semester.

FYA continues to offer major exploration workshops to assist FTIC students in self-

discovery of interests, abilities, and personal values…and in understanding how this

information ties to the selection of a major program of study.

During the fall 2013 semester, FYA staff (with the assistance of staff across the

University) once again addressed first-year students in their Composition I courses

about the resources and opportunities that exist on campus to help them make a

decision about a choice of major (or confirm their choice of major).

During the fall 2013 semester, FYA offered a series of pre-registration workshops to

assist FTIC students in understanding degree requirements and in making sound

choices for course enrollment for the spring 2013 semester.


Website references that provide critical information about the advising process and

that contribute to retention and timely student progress to degree:

FYA website home page:


FYA First Year Student Advising Contract:

http://enrollment.fgcu.edu/advising/FirstYearStudentAdvisingContract.pdf

FYA Academic Advising Syllabus:

http://enrollment.fgcu.edu/advising/FYAsyllabus.pdf

FYA resource page for undeclared majors:

http://enrollment.fgcu.edu/advising/undecidedstudents.htm

FYA remedial student resource website:

http://enrollment.fgcu.edu/advising/RemedialGuidance.htm

FYA lower level curriculum major track course recommendations:

http://enrollment.fgcu.edu/advising/majortrackcourse.htm

FYA general education checklist sheet:

http://enrollment.fgcu.edu/advising/Images/GenEdSheet.pdf

FYA Advising Transition website:


FYA initiatives for students on academic notice:

http://enrollment.fgcu.edu/advising/academicnoticeFYA.htm

FYA Advising handbook:

http://enrollment.fgcu.edu/advising/fashandbook/Toc2.html

FYA pre-orientation testing preparation website:

http://enrollment.fgcu.edu/advising/mathtest.htm

FYA FAQ’s:

http://enrollment.fgcu.edu/advising/faq.htm


http://enrollment.fgcu.edu/advising/FYAsyllabus.pdf

http://enrollment.fgcu.edu/advising/undecidedstudents.htm

http://enrollment.fgcu.edu/advising/RemedialGuidance.htm

http://enrollment.fgcu.edu/advising/Images/GenEdSheet.pdf


http://enrollment.fgcu.edu/advising/academicnoticeFYA.htm

http://enrollment.fgcu.edu/advising/fashandbook/Toc2.html

http://enrollment.fgcu.edu/advising/mathtest.htm

http://enrollment.fgcu.edu/advising/faq.htm


FYA Freshman Tips:

http://enrollment.fgcu.edu/advising/freshmantips.htm

FYA Fast-track reporting tool:

http://enrollment.fgcu.edu/advising/FASTrackTutorial.htm)

Admission to Academic Program (Undergraduate)

The undergraduate marketing and recruitment plan is reviewed each year based on

the results from the most recent enrollment term and available resources for the

upcoming year. Data that is reviewed includes geo-demographic data on inquiries,

applicants, admitted students and enrolled students. The Office of Undergraduate

Admissions tracks local high school demographic data and graduation rates in

support of FGCU’s recruitment efforts. While FGCU seeks to attract students

nationally and globally, the University’s primary focus is on serving the needs and

providing access to the local five-county region that includes Glades, Hendry,

Charlotte, Lee, and Collier counties. The frequency of high school visits, contacts,

and allocation of resources reflects this priority.

Strategies are in place to attract and enroll a diverse student body. These

strategies include targeted recruitment efforts to traditionally underrepresented

populations, collaboration with other university programs in their outreach efforts

and developing programs to encourage students, including students from

historically underrepresented populations to apply, enroll and ultimately graduate.

The Office of Community Outreach is part of the Office of Undergraduate

Admissions. The mission of the Office of Community Outreach is multifaceted. It is

to create a cohesive outreach and support system for students from underserved

and underrepresented backgrounds through the following means:

1. Foster strong University/Community partnerships;

2. Increase visibility and participation of the University in the Southwest Florida

community; and

3. Assist with the recruitment and retention efforts of the University.

Recruitment

The Office of Undergraduate Admissions:

Leverages relationships with local high schools that have a high proportion of

underrepresented students to conduct more frequent visits in an effort to

http://enrollment.fgcu.edu/advising/freshmantips.htm

http://enrollment.fgcu.edu/advising/FASTrackTutorial.htm


encourage students to consider post-secondary educational opportunities at

FGCU and provide assistance with the application/admission process;

Attends college fairs throughout the state of Florida and at select locations

outside of Florida that impact recruiting diversity;

Ensure diversity among recruitment staff, including those speaking languages

other than English and various nationalities; and

Works closely with the Office of Community Outreach to improve post-

secondary educational awareness and recruitment among historically

underrepresented/underserved populations.

Education and Awareness


Supports University outreach programs by presenting admissions workshops

and making college awareness presentations

Hosts students involved in mentorship programs, such as Take Stock in

Children and the Advancement Via Individual Determination (AVID), program to

half-day visits, which include workshops on admissions, college life, and

financial aid.

The Office of Community Outreach held the first annual Attain to Retain

conference for underrepresented students of higher education institutions of

FGCU, Florida Southwestern State, and Hodges. The objective of the

conference is to help these students to be successful and understand the many

opportunities that are available to them.

Enrollment Support


Provides several tuition waiver and scholarship programs that support students

in outreach programs such as AVID, College Reach-Out Program (CROP),

Scholars Club, and Take Stock in Children.


Facilitates FGCU’s HOPE AdvancED pipeline initiative as the next tier for

Florida Southwestern State College’s Hope Scholarship students to increase

state and community college transfers at FGCU.

These programs have served to enhance student diversity by assisting students

who otherwise may not have considered, or been able to attend, FGCU.

Admission to Academic Programs (Graduate)

The changing demographics of the U.S. population require new and added

emphasis regarding recruitment and retention efforts of underrepresented groups.

The Office of Graduate Studies has begun this effort by determining the degree to

which FGCU’s graduate student enrollment currently reflects the population of the

five counties within our primary service area. With this information, we have worked

to develop strategies to attract a more diverse graduate student body. Outlined

below, and on the following pages, are strategies, which are currently in place or

scheduled to launch.

Depicting Description of Recruitment Efforts Designed to Promote Diversity (Chart 9)

Activity Description Status

Electronic Information System/ Brochures

Personalized emails and full color, program-specific brochures featuring faculty and students of diverse ethnicity are mailed to all inquiring potential students.

Ongoing

Student Support Services

Each semester a Graduate Studies staff member provides a seminar or presentation to Student Support Services (SSS) students designed to demonstrate the importance and availability of graduate programs to all students. Each participant is provided contact information for personal assistance with the graduate admissions process. SSS provides services to a diverse group of students made up of first-generation college graduates.

Updated Annually

Faculty Initiative Funding

Faculty initiative funds provide financial support to the colleges to develop program-specific recruitment materials that demonstrate diversity. These funds also allow faculty members to attend recruitment events including those with highly diverse populations.

Ongoing

Fall & Spring Recruitment Expos

Fall and Spring Recruitment Expos provide opportunities for prospective students to visit with faculty and staff regarding available programs and to explore the admissions process. The invitation list for these events is developed through community contacts, business and community partnerships, Chambers of Commerce, the

Ongoing


Activity Description Status

FGCU Alumni Association, the Graduate Studies’ electronic inquiry system, and graduate program contact lists. By incorporating contacts from many schools, organizations, and businesses throughout the five county region, the recruitment expos attract a highly diverse audience.

Area Events/Fairs

Graduate Studies staff participates in recruitment events held throughout the five-county area including city, county, and private business benefit and education fairs. These events cater to a collection of diverse employees allowing FGCU graduate program information to reach our target audience.

Ongoing

Latin American Caribbean Scholarship

As funding permits, the Latin American Caribbean Scholarship (LACS) is awarded to international students from designated Latin American and Caribbean countries. The scholarship allows FGCU to classify LACS recipients as Florida residents for tuition and fee purposes; in accordance with section 1009.21 (10)(e) Florida Statutes. By infusing these students into FGCU’s graduate programs, local students with similar cultural backgrounds are encouraged and supported within the campus culture.

Ongoing

Gerace Bahamian Scholarship

The Gerace Research Centre has leased its facilities on San Salvador Island from the Ministry of Education of the Bahamas Government for the past thirty-five years. In exchange for the use of these facilities by its faculty and staff, FGCU provides a full out-of-state tuition waiver to select Bahamian scholars.

Ongoing

Counseling and Health Services

Student Health Services

The mission of FGCU Student Health Services (SHS) is to facilitate the retention,

academic advancement, and graduation of students by providing efficient,

professional, and compassionate primary health care and by promoting individual

and community health and wellness on campus.

SHS provides medical care, immunizations, and laboratory services to any eligible

student. Clinical Services are provided by Physicians, Advanced Registered Nurse

Practitioners (ARNPs), and Registered Nurses (RNs).


Appointment-based visits for all of Student Health Services in FY 2012-13 and the

Fall 2013 semesters was 20,370 out of which 5625 appointments were for males

and 14,745 appointments were for females.

Table 1:

Completed Appointments July 1, 2012 - June 30, 2012 and Fall

2013

Gender Count Percentage

Female 14,745 72.39%

Male 5,625 27.61%

Total 20,370 100.00%

The total number of student visits (unduplicated headcount) to SHS in 2013 was

8,804 where male patients totaled 2,991 and female patients totaled 5,813 across

all ethnic backgrounds.

Table 2:

Unduplicated Headcount July 1, 2012 - June 30, 2012 and Fall 2013

Ethnicity Male Female Total Percentage

Hispanic 281 662 943 10.71%

African American 147 395 542 6.16%

American Indian 4 22 26 0.30%

Asian Pacific Islander 41 93 134 1.52%

Missing Not Indicated/Reported 977 1,436 2,413 27.41%

White 1,541 3,205 4,746 53.91%

Sub Total 2,991 5,813 Total 8,804 100.00%

SHS utilizes Pyramed, an Electronic Medical Records (EMR) system to gather

clinical data. The total number of full-time employees at SHS is 16. Currently SHS

does not offer radiology, dental or specialty services. Referrals are provided if these

services are necessary.

SHS’s use of an EMR allows for a deeper analysis of its patient base.


Counseling and Psychological Services

Counseling and Psychological Services (CAPS) provides counseling, therapy, and

educational services for all currently enrolled Florida Gulf Coast University students.

The mission of these services is to promote holistic wellness while nurturing all

students of the University community in their emotional, social, intellectual, and

cultural development. This objective is met through personal, career, and group

counseling; outreach, consultation, referral and assessment services. Services are

provided by full- and part-time staff including licensed psychologists, licensed

mental health counselors, mental health and social work interns, and psychiatrists.

The ratio of professional staff to students enrolled was 1:1445.

For 2012, there were 8,434 clinical service appointments attended, a 3.93%

increase over 2011. CAPS saw 1,206 students, which represented 9.38 % of all

FGCU students. The average age was 23.1; 83.3% of CAPS clients were between

18 and 24. Sixty-four percent were female and thirty-six percent were male.

Demographics by race/ethnicity on students seen at CAPS are as follows:

Fall 2012 Demographics by Race/Ethnicity on Students (Chart 10)

Fall 2013 Demographics by Race/Ethnicity on Students (Chart 11)

Club and Intramural Sports (Report on Gender Only)

Intramurals

The goal of the FGCU Intramural Sports Program is to provide students, faculty,

and staff with the opportunity to participate in organized recreational sports. The

Black/African American 6.9% Asian/Pacific Islander 0.9%

White 71.7%

Hispanic 13.1%

American Indian 0.5%

Other/Mixed Heritage 4.6%

Not Reported 3.2%

Black/African American 5.2% Asian/Pacific Islander 2.8%

White 70.0%

Hispanic 14.8% American Indian 0.4%

Other/ Mixed Heritage 4.3% Not Reported 2.0%


Intramural Program promotes sportsmanship and the development and/or

improvement of social skills through many individual and team activities. The

information below represents demographic data comparing July 2012- June 2013

and Fall 2013:

INTRAMURAL SPORTS PARTICIPATION

July 2012-June 2013 Fall 2013

Females 1,618 Females 1,206

Males 7,393 Males 3,902

Total 9,011 Total 5,108

Sport Clubs

Sport clubs are formed by groups of FGCU students motivated by a common

interest and desire to participate in a specific sport activity. The club exists to

promote and develop skills, engage in competition, encourage peer leadership, and

enjoy the recreational and social fellowship of a specific sport. Any student may

join a club at any time. A sport club elects officers, raises funds, schedules

practices, and secures their respective coaches/instructors. Such clubs are not

affiliated with NCAA sports nor with intramural sports.

SPORT CLUBS PARTICIPATION

July 2012-June 2013 Fall 2013

Females 266 Females 310

Males 444 Males 434

Total 710 Total 744

Again, the Sport Clubs numbers reflect individual participants

Student Financial Assistance

The Financial Aid and Scholarships Office (FASO) is a service-oriented unit within

the Division of Administrative Services and Finance. Its primary responsibility is

assisting students in their efforts to secure the funds necessary to pursue an

education at Florida Gulf Coast University. The FASO staff assumes a proactive

role in reaching out to all enrolled and prospective students regarding availability of

financial assistance at FGCU.


The FASO provides services to both traditional and non-traditional students

pursuing an undergraduate, graduate, or doctoral degree. Financial aid programs

available for these students include scholarships, grants, work-study employment,

and loans from federal, state, private, and institutional sources of funding.

In recent years, FGCU has established various programs to attract all students,

including, but not limited to, first generation students and underrepresented

populations.

College Goal Sunday

Three Financial Aid staff members participated in the annual College Goal Sunday

event. Financial Aid staff members assisted students on an individual basis to

complete the Free Application for Federal Student Aid (FAFSA). Students were

informed about the Financial Aid process in general, as well as important deadlines

to be able to maximize their financial aid opportunities and eligibility. The majority of

these students are from underrepresented populations, and first generation college

families, who benefit greatly from the one-on-one assistance.

Bilingual Financial Aid Staff and Literature

FASO provides FAFSA information in English and Spanish, which is available

online and/or paper. Additionally, there are three full-time staff members who speak

Spanish and are always available to assist students and/or parents.

Eagle HOPE Scholarship

FGCU in conjunction with Florida Southwestern State College established the Eagle

HOPE Scholarship. The Eagle HOPE Scholarship serves students from the

surrounding five-county area. The Florida Southwestern State College Project

HOPE (Help One Person Excel) Scholarship Program was created in 1993. Its

vision is that through a scholarship incentive program, Edison State College could

inspire “at risk” and first-generation middle and high school students to stay in

school.

In 2007, FGCU established The Eagle HOPE Scholarship, which presents qualified

HOPE graduates with the opportunity to transfer to Florida Gulf Coast University

continue their education, and graduate with a Bachelor’s Degree. Through campus


involvement and leadership activities, graduates are encouraged to lead productive

lives and become positive, contributing members of society.

Eagle Take Stock in Children Scholarship

In conjunction with the Take Stock in Children Foundation, FGCU established the

Eagle Take Stock in Children Scholarship program (Eagle TSIC). The Eagle Take

Stock in Children Scholarship serves students from the surrounding three-county

area. This scholarship was created in an effort to continue to provide educational

opportunities for a wide range of students. This Scholarship assists low-income

students succeed in life by providing them with financial assistance to obtain a

College education.

Specific Financial Aid Activities – July 1, 2012 thru June 30, 2013

Financial Aid Presentations to groups touring FGCU:

Community Organization Day 10-04-12

Immokalee Foundation group 10-11-12

Dunbar High School - adult students 10-24-12

Dunbar High School - AVID 10-25-12

Port Charlotte High School 02-12-13

Alpha Kappa Alpha Sorority 03-25-13

Ft. Myers Middle School Academy 05-01-13

Puerto Rican High Schools 06-04-13

Annual Financial Aid Awareness Nights encouraging early FAFSA completion:

Moore Haven High School 12-17-12

Palmetto Senior High School 01-18-12

Coral Reef High School 01-19-12

Gulf Coast HS (combined event with 3 other High Schools) 01-22-13

Lely High School 01-28-13

Immokalee High School 02-04-13

Eagle TSIC, Eagle HOPE, and Student Support Services Programs:

Upward Bound from Florida Southwestern State College 07-06-12

Take Stock in Children (TSIC) – 1st Workshop 10-18-12

Florida Southwestern State College

Project HOPE students - Lee County 11-13-12

HOPE, TSIC & Immokalee Foundation Outreach Lunch 01-10-13

CROP Outreach Event with High School Coordinators 01-12-13


TSIC Mentor Meeting on campus 01-14-13

CROP & Scholars students from Immokalee High School 01-24-13

Florida Southwestern State College

Project HOPE students - Collier & Charlotte Co. 02-19-13

Collier County TSIC Graduation Ceremony 04-23-13

CROP and Scholars Senior Recognition Ceremony 05-07-13

Miscellaneous Financial Aid Presentations, Workshops & Representation:

First Baptist Bridge-Elevation Ministries 11-03-12

Infinite Scholars Program for Juniors & Seniors 11-12-12

Spring Involvement Fair for all current students 01-17-13

Juvenile Detention Center via Jr. Women’s League 02-12-13

College Goal Sunday at Golden Gate High School 02-24-13

College of Business students on campus 04-03-13

Office of Outreach Celebration 04-19-13

Immokalee High School Awards Ceremony 05-08-13

College Fairs - provide information to potential students o Lee County College Fair 09-19-12 o Collier County College Fair 09-20-12

Eagle Expos – also provided Spanish Presentations o Fall Eagle Expo 10-20-12 o Spring Eagle Expo 02-16-13

Graduate Studies Events o Fall Grad Expo - session 1 10-02-12 o Fall Grad Expo - session 2 10-11-12 o Spring Grad Fair - session 1 03-13-13 o Spring Grad Fair - session 2 03-14-13 o Spring Grad Expo 03-21-13

Housing and Residence Life

At FGCU, campus living combines the essential elements for a successful college

experience. The Office of Housing & Residence Life offers opportunities for

residents to participate in programs that enhance their personal and academic

development. These programs are designed to highlight the University’s ten

learning goals. The learning goal pertinent to the Florida Educational Equity Report

is Goal 2 – culturally diverse perspective (“know and understand the diversity of the

local and global communities, including cultural, social, political and economic

differences”).

The Office of Housing and Residence Life provides numerous academic, cultural,

educational, social, and recreational programs each semester. These programs are


conveniently located within the residence halls. In addition to providing dynamic

opportunities to build community, student residents get to meet and interact with

peers and learn new skills in an excellent living environment.

In 2010, the Office of Housing and Residence Life created a Diversity Statement.

This statement serves as a foundation for all of FGCU’s housing staff and residents

to demonstrate what they strive to provide for each of the community’s members

with respect to diversity. The statement reads,

The Office of Housing and Residence Life at Florida Gulf Coast University

recognizes the value in embracing and celebrating individual differences. As a

community of learners, we seek to create an inclusive environment where all

students are active participants in shaping the culture of our community. We

accomplish this by:

Promoting a set of community standards that encourage an understanding of

what it means to live with and learn from others with varying perspectives;

Designing a variety of programs and activities that encourage social, cultural,

and intellectual engagement; and

Committing ourselves to recruiting, hiring, and retaining a diverse staff.

All residents who live on campus complete a Housing Agreement. The Housing

Agreement includes the following statement regarding to how assignments are

performed:

9. ASSIGNMENTS: Assignments are made by the Office of Housing and

Residence Life without regard to race, religion, national origin, sexual

orientation, age, or disability, except as needed to accommodate a disabled

student.

Gender is considered in the assignments process because FGCU does not house

students of the opposite gender in the same apartment/suite. Age also is often

considered to assign similar students for developmental reasons. Research reflects

that residents of similar age improve compatibility with roommates.

Below is a summary of demographic data for all residential populations on campus

for fall 2013-spring 2014.


Fall 2013 Spring 2014

Number % Of Total Number % of Total

Total Number of Residents 4240 100% 4149 100%

Age of Resident Students 17 18 19 20 21 22

>=23

74 1764 1213 612 345 140 92

1.75% 41.60% 28.61% 14.43% 8.14% 3.30% 2.17%

10 1175 1421 826 407 179 131

0.24% 28.32% 34.25% 19.91% 9.81% 4.31% 3.16%

Sex of Resident Students Female

Male

2475 1765

58.37% 41.63%

2418 1731

58.28% 41.72%

Ethnicity of Resident Students African-American

American Indian/Alaskan Asian/Pacific Islander

Hispanic Not Reported

White Non-Hispanic Multiple

440 8 75 740 104 2763 111

10.38% 0.19% 1.78% 17.45% 2.45% 65.16% 2.62%

466 9 78 707 104 2672 113

11.23% 0.22% 1.88% 17.04% 2.51% 64.40% 2.72%

Student Employment (On-Campus), 2013

In addition to assisting students in the career search process and internship

opportunities, FGCU’s Office of Career Development Services (CDS) serves as the

clearinghouse for on-campus jobs for students. Through the Office’s web-based job

listing system, College Central Network, University departments are encouraged to

list on-campus job opportunities.

CDS actively promotes the College Central Network system to students, and

advocates the benefits of working on campus, which includes gaining work

experience and developing professional skills. Demographic data for student

employees is as follows.


Comparison of Student Employee Demographics

by Race/Ethnicity and Gender for Fall 2013

Student Employees

Race/Ethnicity # %

Hispanic or Latino 162 19.17

American Indian/Alaskan Native 2 0.24

Asian 11 1.30

Black/African American 105 12.43

Native Hawaiian/Other Pacific Island 1 0.12

White 549 64.97

Two or more races 15 1.78

Total 845 100.00

Gender # %

Male 358 42.37

Female 487 57.63

Total 845 100.00


Florida Equity Reports Florida Gulf Coast University

2012 - 2013 PART IV: Sex Equity in Athletics

Chart 1. Sex Equity in Athletics Update

Chart 1: Sex Equity in Athletics Update

Element Assessment

Area for improvement? (mark if yes, and describe

on form below)

1. Sports offerings FGCU offers 15 intercollegiate sports: 6 for males (baseball, basketball, cross country, golf, soccer and tennis) and 9 for females (basketball, cross country, golf, sand volleyball [started spring 2012], soccer, softball, swimming and diving, tennis, and volleyball).

2. Participation rates, male and female, compared with full-time undergraduate enrollment

Using the NCAA "first day of contest" standard, there were 109 (42%) male and 150 (58%) female participants in intercollegiate athletics. This compares to the institution's 56% full-time female and 44% full-time male undergraduate populations according to the FGCU Office of Planning and Institutional Performance. Based on the above, the participation rate for females is actually higher than the enrollment rate for females.

3. Availability of facilities, defined as locker room, practice, and competitive facilities

Men's and women's basketball and women's volleyball have exclusive locker rooms in the same building as their practice/competition site (Alico Arena). Sand volleyball's roster is comprised of student-athletes who mostly played indoor volleyball. Also housed in Alico Arena are the men's and women's tennis locker rooms that are respectively shared with men's and women's cross country and also used as visiting team quarters. Baseball, softball and men's and women's soccer have exclusive locker rooms in the Outdoor Sports Complex, which is centrally located to all fields. The swimming and diving team has a private locker room located at the aquatics facility. Sand volleyball practiced on campus (facility is run by the Office of Campus Recreation) as well as Estero Community Park.

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Their competition site is at Estero Community Park. Each team has comparable locker rooms and facilities within each sport. All teams practice in the same facility in which they compete (except for sand volleyball) and all facilities are on campus (with the exception of golf and cross country) so the availability of the facilities is excellent.

4. Scholarship offerings for athletes

The male student-athletes received $1,153,882 (39%) in

athletic scholarships (includes waivers and other countable

aid). The female student-athletes received $1,767,405

(61%) in athletic scholarships, including waivers and other

countable aid. The Department of Athletics had several

out-of-state waivers left over to award; however, no male

student-athletes qualified for the waiver. Instead of

wasting the waiver resources they were then given to any

female student-athletes that qualified. The total value for

those left over waivers that were used was $34,561. If

they were not used, our female scholarship total would

have been $1,732,844 (60%) and the male student-

athletes still received $1,153,882 (40%). Because female

athletes are 58% of the total number of athletes, the

scholarship designation should be more in line with this

percentage. A plan is in place to annually close this gap

(was 63% female athletic aid in 2010-11). Unfortunately,

despite the apparent disparity, due to NCAA maximum

scholarship limits that witness most women's sports higher

than their male counterparts (i.e., tennis is 8 for women,

4.5 for men; golf is 6 for women, 4.5 for men; basketball is

15 for women, 13 for men); although our women have

more athletic aid in nearly all sports where there is a men's

counterpart, most have less "purchasing power" (i.e.,

women's tennis have 5.2 of NCAA limit of 8 or 65%

compared to men's tennis having 3.94 of 4.5 or 88% of

allowable limit).

X

5. Funds allocated for:

a) the athletic program as a whole

A majority of the department's revenue is received through student fees; however, the department does a good deal of its own fundraising and currently provides 25% of its current budget from outside contributions (donations, ticket sales, corporate sales, and NCAA revenue distributions).

b) administration The administrative staff includes the Director of Athletics,

the Senior Associate Athletic Director for External Affairs,

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the Associate Athletic Director for Student-Athlete

Services/SWA, the Associate Athletic Director for Internal

Affairs, the Associate Athletic Director for Health

Performance, the Assistant Athletic Director for

Communications and the Assistant Athletic Director for

Academics and Regulatory Affairs. Funds are allocated for

the administration to have professional development as

well as travel costs to attend necessary conferences and

meetings. Each administrator's oversight responsibilities

are involved with all 15 sports programs.

c) travel and per diem allowances

The state of Florida mandates a maximum daily per diem

of $36/day ($6 for breakfast, $11 for lunch and $19 for

dinner). However, the department policy is to spend

$30/day on meals when traveling because coaches try to

get accommodations at a hotel that serves a

complimentary hot breakfast. Modes of transportation

were fairly consistent across men's and women's teams.

Almost all teams took chartered buses for trips within the

state of Florida and up to Macon and Atlanta, GA (except

smaller teams such as golf and tennis who primarily took

vans) and flights for trips outside the state. Both the men's

and women's teams stay in moderately-priced hotels of

similar quality.

d) recruitment Recruitment budgets for 2012-13 show $111,700 (54%)

allocated for the women's teams and $95,200 (46%)

allocated for the men's teams. Recruiting budgets are

determined by the Director of Athletics, sport coordinators

and the Associate Athletic Director for Internal Affairs

based on the number of student-athletes each team needs

to replace.

e) comparable coaching

.All teams are provided a full-time head coach with men's and women's cross country, as well as volleyball and sand volleyball, sharing a coach. During the 2012-13 academic year, the women's teams were allocated 56% of the total funds to compensate coaches in the athletics department.

f) publicity and Funds for publicity and promotion are provided to the

sports information office and the marketing office.

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promotion These two offices support all athletic teams and care take

separate team pages on our fgcuathletics.com website

(rosters, bios, schedules, statistics, news, etc.) Programs

for home events, posters, and schedule cards are just

some of the printed and online publications that are

produced. Game day promotions are provided as well in

an equitable fashion.

g) other support costs

Funds are provided for other support costs such as administrative, clerical, athletic training, strength & conditioning, academic advising services and compliance. All of these support services provide equivalent service to all sports teams.

6. Provision of equipment and supplies

According to feedback from our annual student-athlete

surveys and coaches through the Specific Sports Needs

Evaluation, the men's and women's programs receive high

quality equipment and supplies. Coaches receive an

operating budget and purchase the necessary equipment

and supplies for their team. The amount and quality of

equipment and supplies are determined by the individual

coach, based on their preferences and budget. In 2009-10

a rotation system of replacing uniforms was implemented

based on the condition and age of current uniforms.

7. Scheduling of games and practice times

NCAA Bylaws dictate the maximum number of contests

and dates of competition for each sport, as well as the

minimum contests and participant requirements for sports

sponsorship. The number of conference games is

determined by the Atlantic Sun Conference. (No such

requirement exists for the Coastal Collegiate Swimming

Association other than mandated participation at the

annual end of season CCSA Championship meet.) Those

sports that have their own facilities for practice and

competition (softball, baseball, men's and women's cross

country, men's and women's golf, swimming and diving,

sand volleyball, and men's and women's tennis) select

practice times that are most conducive to the student-

athletes' class schedules. The coaches of those sports

that share a facility (men's and women's soccer; volleyball

and men's and women's basketball) meet each semester

to decide on practice times once class schedules have

been ascertained for their student-athletes. These

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discussions are coordinated by the Director of Facilities

and Operations. In regards to game times, the most

preferred slots (i.e., second game of a basketball

doubleheader) are shared.

8. Opportunities to receive tutoring

Tutoring, supplemental instruction and other academic assistance programs are equally available to all female and male student-athletes. This was enhanced for all student-athletes this year with the addition of an athletic academic intern (third member of staff).

9. Compensation of coaches and tutors

Compensation for tutors: Tutors are provided by the

Department of Athletics to the student-athletes who

request the assistance. The tutors hired go through

special training and are paid $10/hour unless otherwise

designated from the Assistant Athletic Director of

Academics & Regulatory Affairs. Some tutors may earn

community service hours through their tutoring service.

Compensation for coaches: Rates of compensation are

determined by a number of factors including experience

and market conditions for the position. During the 2012-13

academic year, the women's teams were allocated 56% of

the total funds to compensate coaches in the athletics

department.

10. Medical and training services

Each athletic team is assigned a certified/licensed athletic trainer whose responsibility includes providing basic medical attention to student-athletes and making referrals for urgent/emergency medical care.

11. Housing and dining facilities and services

Male and female student-athletes are provided the same housing and dining facilities available in the same manner that they are to the general student body.

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Chart 2. Sex Equity in Athletics - Areas for Improvement

Areas for Improvement

Program for Improvement Timetable

The scholarship dollar allocation is not proportional to male and female participation ratios.

Increase scholarship allocation to male teams 1% each year until equity is achieved. If female scholarship allocation increases, the male teams will be increased by that same amount plus 1%.

2014-15

Check one basis below for assuring that the University is in compliance with the Florida

Educational Equity Act:

________ Accommodation of Interest and Abilities

___X____Substantial Proportionality

________History and Practice of Expansion of Sports

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PART V: EMPLOYMENT REPRESENTATION

The guidelines for the employment part of this Equity Report measure achievement of

appropriate representation in selected faculty and administrative employment

categories. Employment data is derived from the Integrated Postsecondary Education

Data System (IPEDS) Fall Staff Report, which is completed annually by each

university.

Florida Gulf Coast University provided an assessment and data details on the

following:

Category Representation: Tenured Faculty (tenured faculty refers only to those

applicable faculty who transferred from the University of South Florida-Fort

Myers to Florida Gulf Coast University at its inception).

Category Representation: Tenure-Track Faculty

Category Representation: Faculty Not on Tenure Track or Faculty Employed at

a Non-Tenure-Granting University

Category Representation: Executive/Administrative/Managerial employees

Chart 1- Category Representation – Tenured Faculty

Indicator NRA B AI/AN A

(2012

and

A/PI

(2008)

H NH/OPI

(2012

and

W ≥ Two

(2012 and

2013)

Not

Reported

Female Total

Number, Fall 2013 N/A 1 6 4 7

Number, Fall 2012 N/A 1 7 4 8

Percentage Change

From Fall 2012 to 2013N/A N/A N/A N/A N/A 0.0% N/A -14.3% N/A N/A 0.0% -12.5%

Number, Fall 2008 1 N/A 1 N/A 10 N/A 5 12

Percentage Change

From Fall 2008 to 2013N/A -100.0% N/A N/A N/A 0.0% N/A -40.0% N/A N/A -20.0% -41.7%

Area for improvement,

compared with national

standards? (Check if yes)

Chart 1. Category Representation – Tenured Faculty

Source: IPEDS Fall Staff 2013, 2012 and 2008


Chart 2- Category Representation - Tenured Track Faculty

Chart 3 - Category Representation – Non-Tenure-Earning Faculty or

Faculty at Non-Tenure Granting Universities

Chart 4 - Category Representation – Executive/Administrative/Managerial


(2012

and

A/PI

(2008)

H NH/OPI

(2012

and

W ≥ Two

(2012 and

2013)

Not

Reported

Female Total

Number, Fall 2013 N/A n/a

Number, Fall 2012 N/A n/a

Percentage Change

From Fall 2012 to 2013N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Number, Fall 2008 N/A N/A N/A n/a

Percentage Change

From Fall 2008 to 2013N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A




Chart 2. Category Representation – Tenure-Track Faculty



(2012

and

2013)

A/PI

(2008)

H NH/OPI

(2012

and

2013)

W ≥ Two

(2012 and

2013)

Not

Reported

Female Total

Number, Fall 2013 14 15 2 25 N/A 24 340 2 189 422

Number, Fall 2012 17 2 31 N/A 23 342 3 185 418

Percentage Change

From Fall 2012 to 2013N/A -11.8% 0.0% -19.4% N/A 4.3% N/A -0.6% -33.3% N/A 2.2% 1.0%

Number, Fall 2008 12 4 N/A 20 17 N/A 259 N/A 149 312

Percentage Change

From Fall 2008 to 2013N/A 25.0% -50.0% N/A N/A 41.2% N/A 31.3% N/A N/A 26.8% 35.3%





Chart 3. Category Representation – Non-Tenure-Earning Faculty or Faculty at Non-Tenure Granting Universities


(2012

and

A/PI

(2008)

H NH/OPI

(2012

and

W ≥ Two

(2012 and

2013)

Not

Reported

Female Total

Number, Fall 2013 1 12 5 N/A 16 140 3 99 177

Number, Fall 2012 1 11 3 N/A 15 131 3 93 164

Percentage Change

From Fall 2012 to 20130.0% 9.1% N/A 66.7% N/A 6.7% N/A 6.9% 0.0% N/A 6.5% 7.9%

Number, Fall 2008 12 4 N/A 20 17 N/A 259 N/A 149 312

Percentage Change

From Fall 2008 to 2013N/A 0.0% -100.0% N/A N/A -5.9% N/A -45.9% N/A N/A -33.6% -43.3%





Chart 4. Category Representation – Executive/Administrative/Managerial




PART VI: AREAS OF IMPROVEMENT/ACHIEVEMENT REPORTED IN 2013

ACADEMIC SERVICES, PROGRAMS, AND STUDENT ENROLLMENT

When a numerical disparity in the data in this Equity Report is identified, the University

considers various factors, such as the availability of eligible underrepresented students

having the requisite academic preparation within the geographical area the University

can reasonably recruit, or admit as transfer students, as appropriate. The Office of

Undergraduate Admissions leverages relationships with local high schools that have a

high proportion of underrepresented students to conduct more frequent visits in an

effort to encourage students to consider post-secondary educational opportunities at

FGCU and provide assistance with the application/admission process. Some visits also

will include participation from other offices on campus such as Financial Aid who will:

Attend college fairs throughout the state of Florida and at select locations

outside of Florida that impact diversity;

Ensure diversity among recruitment staff, including diversity of languages

spoken other than English as well as various nationalities;

Participate in direct advertising to publications and local media with a diverse

readership/viewership to broaden FGCU’s visibility and awareness; and

Work closely with the Director of Community Outreach to improve post-

secondary educational awareness and recruitment among historically

underrepresented/underserved populations, and other activities as appropriate.

For a more complete description, see Part III - IV of this Equity Report.

SEX EQUITY IN ATHLETICS

See Part IV of this Equity Report for a detailed description of the response.

EMPLOYMENT

Revise and update the University’s “Search and Screen Guidelines” as a way of

introducing process improvements to the search procedure;

Communicate goals and diversity objectives to the various search committees

regarding the employment of underrepresented minorities and women;

Identify internal promotional opportunities at all employment levels for qualified

individuals who would add diversity to an available position, prior to external


recruitment efforts when there is a diversity goal or opportunity in the job

classification, job group, and/or unit;;

Since many disciplines have professional associations, annual conferences,

web sites and electronic communication networks for their members, FGCU will

contact such resources during a search for assistance in diversity outreach and

posting and publicizing the employment announcement;

Extend outreach efforts by directly contacting specific Listserves made available

through professional associations to advertise employment opportunities;

Inform other peer institutions of the various vacancies and solicit their

cooperation in circulating the Position Announcement; and

Measure the rate of response from all efforts in order to efficiently and effectively

maximize activities for the next fiscal year.




PART VII: REPRESENTATION IN THE PROMOTION PROCESS 2012-2013

FGCU University-wide Faculty Promotions

Total Total

Withdrawn Total Forwarded

to the Provost Total Denied Total Promoted Applicants

MALES

# % # % # % # %

American Indian or Alaskan Native

0%

Asian or Pacific Islander 1

1

1 100%

Black, Not Hispanic 1 1

0%

Hispanic

0%

White, Not Hispanic 20 4

16

5

11 69%

Other, Not Reported or Unknown 2

2

1

1 50%

TOTAL 24 5

19

6

13 68%

Total Total

Withdrawn Total Forwarded

to the Provost Total Denied Total Promoted Applicants

FEMALES

# % # % # % # %

American Indian or Alaskan Native

0%

Asian or Pacific Islander 1

1

1

0%

Black, Not Hispanic 4 4

0%

Hispanic 1

1

1 100%

White, Not Hispanic 27 3

24

6

18 75%

Other, Not Reported or Unknown

0%

TOTAL 33 7

26

7

19 73%

LEGEND APPLICANTS: Faculty who submitted their names for promotional review to respective College Committee(s). WITHDRAWN: Faculty who withdrew from consideration for promotion after applying for review. FORWARDED: Faculty for whom application is forwarded to the Provost for promotional consideration. DENIED: Faculty for whom promotion was denied during the review process. PROMOTED: Faculty for whom promotion is forwarded to the University Board of Trustees (UBOT) for approval.




PART VIII: PROMOTION AND TENURE COMMITTEE3 COMPOSITION

ANNUAL YEAR 2012-2013

Black, not Hispanic

American Indian/ Alaskan Native

Asian or Pacific

Islander Hispanic

White, not

Hispanic

Other, Not

Reported

Total including

Other, Not

Reported

Committee

M F M F M F M F M F M F M F

Library Services 1 4 1 4

College of Arts & Sciences 1 6 2 7 2

College of Health Professions and Social Work 1 1 4 1 5

Whitaker

College of Engineering 4 1 4 1

Lutgert College of Business 6 1 6 1

College of Education 1 1 3 2 3

Total 0 1 0 0 2 1 0 0 18 15 0 0 21 16

3 FGCU does not have a Tenure Committee




PART IX: OTHER REQUIREMENTS

FGCU’s outreach and recruitment efforts are coordinated with the Office of Equity and

Diversity and reflect a University-wide commitment and a team approach to increasing

diversity among its employees. The recruitment team consists of the respective hiring

department, the Office of Human Resources, the Office of Equity and Diversity, the

General Counsel’s office and the Search Committee/Interview Panel.

The recruitment effort begins by identifying the advertising venues specific to the

position to be filled. Such venues presently consist of specific online job-search

engines such as Academic Careers Online, Academic Diversity Search and many

more, as well as professional associations connected to the respective disciplines.

This effort also includes advertising within the publications of various minority caucuses

and sub-groups within the discipline (e.g., the Black Women of the American

Psychological Association, etc.). Local, regional, and national affinity groups and

constituency groups are contacted and informed of FGCU’s employment opportunities.

President’s Evaluation

Each state university president shall be evaluated on the results of the Florida

Educational Equity Reports. The annual performance goals of the FGCU president

include equity and diversity and are included in the performance evaluation conducted

by the Florida Gulf Coast University Board of Trustees each year.

President’s Performance Measures for July 1, 2013 – June 30, 2014

http://www.fgcu.edu/Trustees/AgendaFile/2013/6-2013/TABREV_29.pdf

http://www.fgcu.edu/Trustees/AgendaFile/2013/6-2013/TABREV_29.pdf


10501 FGCU Boulevard South, Fort Myers, FL 33965-6565

(239) 590-1000 or (800) 590-3428 / www.fgcu.edu

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