Excellence - Key Measures

Faculty Teaching

	Fall 2000	Fall 2010	Fall 2011	Point Change Fall 2000 to Fall 2011
33. Tenured/tenure-track faculty teaching lower-division SCH	47.4%	47.0%	46.0%	- 1.4

Since 1996, the University has had in place a system to make the most effective use of faculty resources to meet the University's teaching mission by increasing the percent of undergraduate courses (and hence SCH) taught by tenured/tenure-track faculty. The goal is to have at least 60% of all undergraduate courses (both lower and upper division) taught by tenured/tenure track faculty. While the lower-division SCH taught by these faculty has remained flat in recent years, there is continued emphasis by the Administration to achieve this percentage while simultaneously decreasing the student/faculty ratio.

Student/Faculty Ratio

34. Full-time student equivalents (FTSE) divided by full-time equivalent (FTE) faculty.

Through management of headcount enrollment and the increase in number of faculty, we are making a concerted effort to reduce the student to faculty ratio to 16:1, a level consistent with the nation's top public universities headcount ratio. This effort is evidenced in a ratio that has improved steadily from 21 to 1 in Fall 2000 to 19 to 1 in Fall 2011. Due to recent increases in enrollment beyond the targeted 48,000 students, in addition to tightening of resources under serious financial constraints, the ratio trend flattened at 19:1 in 2010 and 2011. However, the long-term institutional goal remains 16:1.

State and National Exams Success

35. Certification and licensure rates

While the pass rate of the professional examinations in Law, Pharmacy, Nursing, and Engineering are excellent compared to peer institutions, we strive to keep these rates above 90% and to move them above 95% wherever possible.

Tenured/Tenure-Track FTE Faculty

Out-Of-State Peers	Fall 2000	Fall 2010	Fall 2011	Point Change Fall 2000 to Fall 2011
36. Percent of FTE teaching faculty who are tenured/tenure-track	74.0%	74.5%	72.8%	- 1.2

UT Austin remains committed to providing full-time permanent faculty support for an excellent educational experience at the undergraduate and graduate levels. Other teaching faculty are Lecturers, Specialists, and Visiting/ Adjunct/ Clinical/ Research faculty, and they also contribute to this excellent educational experience. Those in the latter category bring their academic experience from other institutions and/or their corporate professional experience to the classroom significantly enriching the educational experience for our students.

Quality Enhancement Plan

37. Quality Enhancement Plan, Including Reaffirmation Year

UT Austin’s QEP, Signature Courses, is an effort to strengthen the core curriculum while establishing a shared intellectual experience for students at UT-Austin. The first-year signature course is designed to introduce the University’s undergraduates to academic discussion and analysis of issues of contemporary real-world importance from an interdisciplinary perspective.
Signature courses will provide students a strong foundation for college-level learning by providing them first-year access to distinguished faculty and direct instruction in important skills such as oral communication, writing, reasoning, and the interpretation of data. Signature courses will also introduce first-year students to the unique resources of the university, such as libraries, research facilities, collections and museums, as well as enhance the intellectual climate on campus for first-year students through attendance and discussions of a common series of lectures.

Excellent Programs

38. Excellent Programs

Highlighted Excellent Programs 1

The Department of English attracts the nation's brightest scholars and is bolstered by an outstanding faculty, including 13 members of The University's Academy of Distinguished Teachers, 3 recipients of the 2012 Regents’ Outstanding Teaching Award, and many other prestigious teaching award recipients. The English Department is also active in Course Transformation, creating a national model for active student engagement in large humanities classes. http://www.utexas.edu/cola/depts/english/

Highlighted Excellent Programs 2

The Department of Computer Science (UTCS) is ranked as a top-ten Computer Science department nationally and produces 18% of all CS graduates from national top-tier departments and 20% of Texas CS graduates. The Perryman Group estimates that UTCS is responsible for $8.7 billion a year in regional economic activity. Faculty honors include over 150 National & International awards, including 2 Turing Awards, and numerous prestigious teaching awards. http://www.cs.utexas.edu/about-us

Excellence - Contextual Measures

	Fall 2000	Fall 2010	Fall 2011	Point Change Fall 2000 to Fall 2011
39. FTE tenured/tenure-track faculty demographics
Ethnicity
Total	74.0%	74.5%	72.8%*	- 1.2
White	74.4%	73.2%	72.0%	- 2.4
African American	82.6%	86.8%	84.2%	1.6
Hispanic	74.9%	72.4%	71.3%	- 3.6
Asian	80.1%	82.0%	80.8%	0.7
International	N/A	75.1%	57.7%	N/A
Other	57.2%	81.9%	85.8%	28.6
Gender
Male	81.9%	82.3%	80.4%	- 1.5
Female	57.0%	61.1%	59.8%	2.8
*Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category.

Faculty Rank

	Teaching Assistants	Other Faculty	Instructor	Assistant Professor	Associate Professor	Professor
40. Faculty Rank (Fall 2011)
Faculty Ethnicity
Total*	419	1,310	0	418	536	1,016
White	272	1,026	0	253	387	858
African American	13	33	0	29	38	26
Hispanic	48	115	0	34	37	48
Asian	14	77	0	48	62	73
International	67	51	0	53	5	5
Other	5	8	0	1	7	6
Faculty Gender
Male	188	645	0	241	330	799
Female	231	665	0	177	206	217
*Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category.

Faculty Salary by Rank

	FY 2002	FY 2011	FY 2012	% Change FY 2002 to FY 2012	National Average (FY 2012)	% National Average
41. Faculty Salary Comparisons
Professor	$98,838	$137,416	$141,820	43.5%	$110,366	128%
Associate Professor	$63,502	$88,636	$90,025	41.8%	$78,527	115%
Assistant Professor	$59,919	$82,655	$84,008	40.2%	$66,982	125%
Instructor	$45,807	$0	$0	-100.0%	$46,218	0%

	Fall 2000	Fall 2011	Fall 2012	%/Point Change Fall 2000 to Fall 2012
42. Endowed Professorships and Chairs	715	834	843	17.9%
Percent unfilled	24.5%	22.5%	22.7%	- 1.8
Percent of total tenured/tenure-track faculty	41.1%	42.5%	42.9%	1.8

43. Nobel Prize Winners and National Academies

	FY 2011	FY 2012	% Change FY 2011 to FY 2012
National Academy of Science	1	1	0.0%
National Academy of Engineering	1	0	-100.0%
American Academy of Nursing	2	0	-100.0%

44. Other Faculty Awards

	FY 2011	FY 2012	% Change FY 2011 to FY 2012
American Council of Learned Societies (ACLS) Fellows	1	0	-100.0%
Fulbright American Scholars	4	3	- 25.0%
Guggenheim Fellows	1	0	-100.0%
National Endowment for the Humanities (NEH) Fellows	0	1	N/A
National Humanities Center Fellows	0	1	N/A
NSF CAREER Award winners (excluding those who are also PECASE winners)	32	35	9.4%
Presidential Early Career Awards for Scientists and Engineers (PECASE)	2	1	- 50.0%
Sloan Research Fellows	2	5	150.0%

We strive to provide an educational experience on our campus that prepares students for the society in which they will live and work. We also strive to have highly qualified, talented, diverse, and adequately compensated and rewarded faculty providing that educational experience. While faculty salaries are above the national average, they are significantly lower than our national comparison group average at the professor and assistant professor levels, in particular. Class size trends are influenced by enrollments, faculty numbers, and curricular changes. While baccalaureate graduates are well prepared for the workforce, their employment or enrollment in graduate school is determined heavily by the economy.