Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
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]
3 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
4 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
5 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
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.
6 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
7 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
8 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
9 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
10 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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
11 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
12 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
Policy and Procedure
http://www.fgcu.edu/generalcounsel/files/policies/1_
007_Consensual_Relationship_Policy_09_25_09.p
df
Disability Access and
Reasonable Accommodation
Policy and Procedure
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
13 FLORIDA EDUCATIONAL EQUITY ACT REPORT
14 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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)
15 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
16 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
NRA B AI/AN A H NH/OPI W ≥ Two Unk T
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
Category % of Total 1.2% 6.9% 0.0% 2.2% 18.7% 0.0% 66.6% 2.5% 2.0% 100.0%
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
17 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
Category % of Total 1.2% 3.9% 0.4% 1.8% 10.0% 80.5% 2.1% 55.4% 44.6% 100.0%
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
NRA B AI/AN A H NH/OPI W ≥ Two Unk T
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
Category % of Total 1.3% 6.3% 0.3% 1.7% 16.5% 0.2% 71.9% 0.9% 0.9% 100.0%
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.
18 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
NRA B AI/AN A H NH/OPI W ≥ Two Unk T
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.
NRA B AI/AN A H NH/OPI W ≥ Two Unk T
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.
19 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
NRA B AI/AN A H NH/OPI W ≥ Two Unk T
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
20 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
21 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
22 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
23 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
24 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
25 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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:
http://enrollment.fgcu.edu/advising/
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:
http://enrollment.fgcu.edu/advising/transition.htm
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
26 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
27 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
The Office of Undergraduate Admissions:
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
The Office of Undergraduate Admissions:
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.
28 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
29 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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).
30 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
31 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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%
32 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
33 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
34 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
35 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
36 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
37 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
38 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
38 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
39 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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,
40 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
41 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
42 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
43 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
45 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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
46 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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
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 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
Area for improvement,
compared with national
standards? (Check if yes)
Chart 2. Category Representation – Tenure-Track Faculty
Source: IPEDS Fall Staff 2013, 2012 and 2008
Indicator NRA B AI/AN A
(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%
Area for improvement,
compared with national
standards? (Check if yes)
Source: IPEDS Fall Staff 2013, 2012 and 2008
Chart 3. Category Representation – Non-Tenure-Earning Faculty or Faculty at Non-Tenure Granting Universities
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 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%
Area for improvement,
compared with national
standards? (Check if yes)
Source: IPEDS Fall Staff 2013, 2012 and 2008
Chart 4. Category Representation – Executive/Administrative/Managerial
47 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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
48 FLORIDA EDUCATIONAL EQUITY ACT REPORT
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.
49 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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.
50 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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
51 FLORIDA EDUCATIONAL EQUITY ACT REPORT
FLORIDA EDUCATIONAL EQUITY REPORT
FLORIDA GULF COAST UNIVERSITY
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
52 FLORIDA EDUCATIONAL EQUITY ACT REPORT
10501 FGCU Boulevard South, Fort Myers, FL 33965-6565
(239) 590-1000 or (800) 590-3428 / www.fgcu.edu