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Annual Report & Statistical Analysis 2003
 


TABLE OF CONTENTS

  1. LIST OF TABLES
  2. LIST OF FIGURES
  3. THE GRADUATE COUNCIL
  4. STAFF DIRECTORY
  5. BURNUM DISTINGUISHED FACULTY AWARD
  6. BLACKMON-MOODY OUTSTANDING PROFESSOR
  7. GRADUATE STUDENT PROFILES
  8. NEW MINORITY FELLOWSHIPS AWARDS
  9. INTRODUCTION AND REVIEW OF THE YEAR
  10. RECRUITMENT ACTIVITIES
  11. APPLICATIONS AND ADMISSIONS
  12. ENROLLMENT
  13. AFRICAN-AMERICAN ENROLLMENT
  14. INTERNATIONAL ENROLLMENT
  15. CREDIT HOURS
  16. DEGREES CONFERRED
  17. TECHNOLOGY AND THE GRADUATE SCHOOL
  18. GRADUATE FACULTY
  19. GRADUATE STUDENT FINANCIAL SUPPORT
  20. MINORITY GRADUATE STUDENT FINANCIAL SUPPORT
  21. GRADUATE ASSISTANTSHIPS
  22. WORKSHOP FOR NEW GRADUATE TEACHING ASSISTANTS
  23. GRADUATE STUDENT AWARDS
  24. ACADEMIC COMMON MARKET

1. LIST OF TABLES
1. GRADUATE APPLICATIONS SPRING TO FALL 2003
2. GRADUATE APPLICATIONS BY DEGREE LEVEL SPRING TO FALL 2003
3. GRADUATE APPLICATIONS BY DEPARTMENT SPRING TO FALL 2003
4. GRADUATE APPLICATIONS RECEIVED - BY PROGRAM, SPRING TO FALL 2003
5. GRADUATE APPLICATIONS WITH ACCEPTANCE AND ENROLLMENT RATES FALL 2003
6. GRADUATE ENROLLMENT FALL 2003
7. GRADUATE ENROLLMENT FALL 2003 BY GENDER
8. ON-CAMPUS GRADUATE ENROLLMENT FALL 2003 BY DEGREE
9. ON-CAMPUS GRADUATE ENROLLMENT FALL 2003 BY ACADEMIC PROGRAM
10. AFRICAN-AMERICAN GRADUATE ENROLLMENT FALL 2003 BY GENDER
11. GRADUATE ENROLLMENT FALL 2003 BY STATE OF ORIGIN
12. GRADUATE ENROLLMENT FALL 2003 OF INTERNATIONAL STUDENTS BY DEPARTMENT
13. GRADUATE ENROLLMENT FALL 2003 OF INTERNATIONAL STUDENTS BY ORIGIN
14. ON-CAMPUS GRADUATE STUDENT CREDIT HOUR PRODUCTION 2002-03
15. COMMENCEMENT ACTIVITY 2002–03
16. NUMBER OF DEGREE RECIPIENTS 1998-99 TO 2002-03
17. DEGREES AWARDED 2002-03
18. DEGREES AWARDED BY ACADEMIC PROGRAM, 2001-02 AND 2002-03
19. FINANCIAL SUPPORT 2002-03
20. FINANCIAL AID 2002-03
21. GRADUATE SCHOOL FELLOWSHIPS NUMBER OF AWARDS 2002-03
22. GRADUATE SCHOOL FELLOWSHIPS NUMBER OF AWARDS 2002-03 BY DEPARTMENT
23. GRADUATE SCHOOL FELLOWSHIPS VALUE OF AWARDS 2002-03
24. GRADUATE SCHOOL FELLOWSHIPS VALUE OF AWARDS 2002-03 BY DEPARTMENT
25. NUMBER AND TYPE OF 0.50 FULL TIME EQUIVALENT GRADUATE ASSISTANTS FALL 2003, BY FUNDING SOURCE, BY COLLEGE
26. NUMBER AND TYPE OF 0.50 FULL TIME EUIVALENT GRADUATE ASSISTANTS FALL 2003, BY FUNDING SOURCE, BY DEPARTMENT
27. GRADUATE ASSISTANTS TOTAL STIPEND PAYMENTS 2002-03, BY FUNDING SOURCE BY COLLEGE
28. GRADUATE ASSISTANTS TOTAL STIPEND PAYMENTS 2002-03, BY FUNDING SOURCE BY DEPARTMENT
29. GRADUATE ASSISTANTS AVERAGE 0.50 FULL TIME EQUIVALENT STIPENDS 2002-03 BY FUNDING SOURCE BY COLLEGE
30. GRADUATE ASSISTANTS AVERAGE 0.50 FULL TIME EQUIVALENT STIPENDS 2002-03 BY FUNDING SOURCE BY DEPARTMENT
31. EXTERNAL FUNDING 2002-03
32. ACADEMIC COMMON MARKET PROGRAMS
33. CURRENT GRADUATE DEGREE PROGRAMS

2. LIST OF FIGURES
1.  KEY INDICATOR TRENDS
2.  FALL ENROLLMENT
3.  ON-CAMPUS AFRICAN-AMERICAN ENROLLMENT
4.  INTERNATIONAL ENROLLMENT
5.  ON-CAMPUS CREDIT HOURS
6.  DEGREES CONFERRED
7.  GRADUATE ASSISTANTS

3. THE GRADUATE COUNCIL

Judy L. Bonner, Ph.D., Provost and Vice President for Academic Affairs (ex officio)

Ronald W. Rogers, Ph.D., Assistant Vice President for Academic Affairs and Dean of the Graduate School (ex officio and chairman)  

Louis A. Pitschmann, Ph.D., Dean of University Libraries (ex officio)

Tavan T. Trent, Ph.D., Faculty Senate Representative (ex officio)

 

 

 

TERM

Natalie Adams, Ph.D., College of Education

2005

Bruce E. Barrett, Ph.D., College of Commerce & Business Adm

2006

Sharon E. Beatty, Ph.D., College of Commerce & Business Adm

2005

Sheila R. Black, Ph.D., College of Arts & Sciences*

2006

David W. Cordes, Ph.D., College of Engineering*

2005

Martyn R. Dixon, Ph.D., College of Arts & Sciences

2006

Barbara Fischer, Ph.D., College of Arts & Sciences*

2004

Timothy A. Haskew, Ph.D., College of Engineering

2005

Marsha L. Houston, Ph.D., College of Communication & Infor Sc*

2004

D. Jeff Jackson, Ph.D., College of Engineering

2004

Diane E. Johnson, Ph.D., College of Commerce & Business Adm*

2006

Olivia W. Kendrick, Ph.D., College of Human Environmental Sc

2006

Jordan I. Kosberg, Ph.D., School of Social Work

2005

Michael D. Murphy, Ph.D., College of Arts & Sciences

2004

Yorgo Pasadeos, Ph.D., College of Communication & Infor Sc

2004

Carol J. Pierman, Ph.D., College of Arts & Sciences

2006

Harry E. Price, Ed.D., College of Education

2006

Eric E. Roden, Ph.D., College of Arts & Sciences

2005

David R. Roskos-Ewoldsen, Ph.D., College of Comm & Infor Sc

2004

Nancy J. Rubin, Psy.D., College of Community Health Sciences

2006

Edward J. Schnee, Ph.D., College of Commerce & Business Adm

2006

Forrest R. Scogin, Ph.D., College of Arts & Sciences

2005

B. Joyce Stallworth, Ed.D., College of Education*

2005

Marietta P. Stanton, Ph.D., M.S., Capstone College of Nursing

2004

Pieter B. Visscher, Ph.D., College of Arts & Sciences

2005

Harold M. Weber, Ph.D., College of Arts & Sciences

2004

John M. Wiest, Ph.D., College of Engineering

2004

S. Allen Wilcoxon, Ed.D., College of Education

2004

Elizabeth K. Wilson, Ph.D., College of Education

2005

M. Seth Burgess, Mr., College of Arts & Sciences **

2004

Atokie Boman, Mr., College of Commerce & Business Adm  **

2004

________________________________
*Appointed  
**Student Representative  

The Graduate Council is the body responsible for recommending new policies and reviewing existing regulations governing advanced programs at the University. It comprises 25 elected, 6 appointed, and 4 ex-officio members. Each elected or appointed member serves on one of five committees: Research and New Programs, Financial Aid, Admissions and Recruitment, Program and Degree Requirements, or Teaching and Research Awards. [Back to Table of Contents]


 
Dean of the Graduate School Ronald W. Rogers, Ph.D.  
Executive Secretary Kathleen G. Nodine  
Associate Dean John F. Schmitt, Ph.D.
Associate Dean Patti L. Harrison, Ph.D.  
Director of Administration John E. Chambers, A.C.A.  
Administrative Support Secretary Ineice M. Lee
Director of Graduate Admissions & Recruitment Carl F. Williams, Ph.D.
Graduate Admissions Officer Louise Labosier  
International Graduate Admissions Officer Mary S. Williams  
Secretary Gayla S. Harwell  
Admissions Assistant Deborah E. Eads  
Admissions Assistant Sheryl T. Tubbs  
Registrar Beverly H. York
Records Officer/Publications Coordinator Dianne C. Teague

[Back to Table of Contents]


5. BURNUM DISTINGUISHED FACULTY AWARD

Established by Dr. and Mrs. John F. Burnum of Tuscaloosa to recognize and promote excellence in research, scholarship and teaching, the Burnum Award is one of the highest honors the University bestows on its faculty.  This prestigious award is given each year to a faculty member who has demonstrated superior scholarly or artistic achievements and profound dedication to the art of teaching.  

The 2003 recipient of the Burnum Distinguished Faculty Award is Professor Robin Behn from the Department of English in the College of Arts and Sciences.  As a distinguished poet of national stature, Professor Behn is widely recognized for her versatility and deep seriousness of purpose.  According to her department chairperson, Dr. John W. Crowley, she “has staked out a unique position between language poetry and traditional lyric forms.”  Her accomplishments have not gone unrecognized—she has been honored with major grants and awards from the National Endowment for the Arts, the John Simon Guggenheim Foundation, the Associated Writing Programs, the Alabama State Council on the Arts, New England Review, the University of Wisconsin (Brittingham Poetry Prize), and Pushcart.  
Professor Robin Behn

Professor Behn’s work with her students can be summed up in one colleague’s statement about her teaching and mentoring which praises her willingness to “go the extra mile.”  She encourages students to develop their own work and to explore their talent in whatever direction it takes them.  Before ever coming to The University of Alabama in 1988, Professor Behn received a distinguished teaching award at Knox College.  Additionally, her pedagogical textbook, The Practice of Poetry, presents her ideas on the craft of teaching to a national audience.

As the latest recipient of the Burnum Distinguished Faculty Award, Professor Behn joins a remarkable group of faculty who exemplify the integration of teaching, scholarship/creative activity, and service.  [Back to Table of Contents]


6. BLACKMON-MOODY OUTSTANDING PROFESSOR

Dr. George C. Rable, professor of History in the College of Arts and Sciences at The University of Alabama, has been named Blackmon-Moody Outstanding Professor for 2003.

The Blackmon-Moody Award is for a faculty member whose “singular, exceptional, or timely work, whether in the form of research, a product, a program, or published material, reflects credit on the faculty member, the field of study, students and The University of Alabama.”  The award was created by Frederick Moody Blackmon of Montgomery to honor the memory of his grandmother, Sarah McCorkle Moody of Tuscaloosa.  

Dr. Rable is the author of Fredericksburg!  Fredericksburg! (UNC Press, 2002), which was awarded the prestigious 2003 Lincoln Prize for the best book on the era of the American Civil War.  This prize is the most generous book prize given to American historians.  As a recipient, Dr. Rable joins the ranks of distinguished former winners, four of whom are Pulitzer Prize laureates.  The success of Fredericksburg!  Fredericksburg! won Dr. Rable the Jefferson Davis Prize of the Museum of the Confederacy and made the book a History Book Club Selection.  Described by Dr. Larry Kohl, Associate Professor of History, as “massively researched and elegantly written” the book looks beyond the battlefield to assess how military successes and failures changed the lives of an entire people.
Dr. George C. Rable

The publication of Dr. Rable’s book has brought great distinction and honor to the Department of History and to The University of Alabama.  According to Dr. James M. McPherson of Princeton, one of the most important Civil War scholars today,  Dr. Rable’s awards for Fredericksburg!  Fredericksburg! were “long overdue” and that “George is without question one of the finest historians in my field in this generation.”   [Back to Table of Contents]


7. GRADUATE STUDENT PROFILES  

 

 
Liliana Loofbourow
Creative Writing
“I have always been interested in the phenomenon of linguistic cross-fertilization, how one language enriches the other.  I look forward to a future in writing, and, while a graduate student here at The University of Alabama, I hope to make my first steps toward a future as a college professor.” Liliana Loofbourow , UA Master’s Student in Creative Writing and Graduate Council Fellow
Aimee Edison
Mass Communication
“My doctoral studies at UA will give me a better understanding of theories that explain how communication works and provide increased knowledge and tools that I can use to test new theories and reexamine old theories.” Aimee Edison, UA Ph.D. Student in Mass Communication and Graduate Council Fellow.
Zenobia Harris
Communication Studies
“I believe that a UA graduate degree in communication studies will help me to accomplish my goal of influencing people to become educated and passionate about their own viewpoints.  After I obtain my master’s degree, I plan to continue with a Ph.D., which will allow me to become an educator and teach students about culture and diversity in the media.” Zenobia Harris, UA Master’s Student in Communication Studies, Ph.D. Student in Mass Communication, and  Future Faculty Fellow:  
Shaoyi Wang
Industrial Engineering
“In my graduate studies at the University of Alabama, I hope to draw on my previous research and work background as a foundation for learning more advanced concepts of operations research.  I am particularly interested in research about optimization algorithms and improving the performance of complex systems.”  Shaoyi Wang, UA Master’s Student in Industrial Engineering and Graduate Council Fellow  
Jonathan Newby
Aerospace Engineering
“After my undergraduate studies and internship with a missile systems development company, I am pursuing my UA graduate degree in aerospace engineering to help me better understand my field and become competent in my future career.” Jonathan Newby, UA Master’s Student in Aerospace Engineering and Graduate Council Fellow
Kim Cross
Journalism
“What I expect to take away from my graduate studies at The University of Alabama is not only an advanced degree, but also the skills, experience, and confidence necessary to continue a meaningful career in journalism.” Kim Cross, UA Master’s Student in Journalism and Graduate Council Research and Creative Activity Fellow  
Michael Mansfield
History
“My doctoral education at The University of Alabama will allow me to conduct important research about the struggle of African Americans to retain some measure of control over their lives in the Jim Crow South.” Michael Mansfield, UA Ph.D. Student in History and Graduate Council Research and Creative Activity Fellow
David Arrington
Chemistry
“After my undergraduate studies, I knew there was still more that I wanted to know about chemistry.  My graduate study at UA has helped me to strengthen myself in terms of discipline and practical research skills.  I plan to become a professor of chemistry, in order to inspire others as I myself was inspired.” David Arrington, UA Ph.D. Student in Chemistry, Alabama Commission on Higher Education/Southern Regional Education Board Doctoral Scholar, and UA Graduate Council Research and Creative Activity Fellow

 [Back to Table of Contents]


8. NEW MINORITY FELLOWSHIPS AWARDS

The University of Alabama Graduate School recently awarded four fellowships to graduate students through programs designed to increase and retain the number of minorities in college or university faculty positions, with a special emphasis on graduate students who plan to become faculty members at colleges and universities in Alabama.  With the four new fellowship recipients, UA currently has over 35 graduate students on campus who are participants in the minority fellowship programs.  Over 90 graduate students have participated in the programs in the last 15 years. 

Future Faculty Fellowships

Zenobia Harris, of San Angelo, TX; Latronia Lovell of Clayton, AL; and Rosianna Gray of Tuscaloosa, AL received Future Faculty Fellowships, one of the UA Graduate School's most successful fellowship programs. Based on departmental nominations, the program provides stipends and tuition scholarships for minority graduate students who plan to become college or university professors.

Zenobia Harris is in the UA master’s degree program in Communication Studies and will continue her graduate studies in UA’s Ph.D. program in Mass Communication. She received her bachelor’s degree in Mass Communication-Broadcasting from West Texas A&M University in 2003, where she was a McNair Scholar and general manager of KWTS-FM.  Harris was the 2003 individual events national champion of the American Forensics Association. Latronia Lovell is in the UA master’s degree program in Computer Science and received her bachelor’s degree in Computer Science from UA in 2003.  Rosianna Gray is in UA’s Ph.D. program in Biological Sciences and is specializing in molecular biology. She has received an academic honors award from the UA Black Faculty-Staff Association.  Gray received her bachelor’s degree in Biology from Stillman College in 2001, where she was an LSAMPS Scholar, MARC Scholar, and NIH Scholar.

Joint Faculty Development Fellowship

Kimberly Nixon, of Mobile, AL and a current faculty member at Tuskegee University, was awarded the Joint Minority Faculty Development Fellowship. Implemented in 1989, this program is for active college teachers in Alabama who do not have a terminal degree in their field of instruction.  Faculty members receiving this fellowship receive support from both their home institution and a stipend and scholarship from The University of Alabama Graduate School.  Nixon is in UA’s Ph.D. program in Social Work. She received her bachelor’s degree in Social Work from Tuskegee University in 1988 and her master’s degree in Social Work from UA in 2002.

Left to right: Future Faculty Fellows Zenobia Harris, Latronia Lovell, and Rosianna Gray, and Joint Faculty Development Fellow Kimberley Nixon.

[Back to Table of Contents]


9. INTRODUCTION AND REVIEW OF THE YEAR

This Report is issued annually, is published for the purpose of providing as much information as possible about the Graduate School of The University of Alabama, and serves as a primary reference source about and for the Graduate community.

The material is divided into two main sections; firstly, a narrative that covers the highlights from the key areas of our activities during the current and preceding years. In the second section there is a comprehensive set of data tables covering all aspects of our applications, enrollment, degrees awarded, and financial support. In most cases, the sources for the data are computerized databases, however some information is obtained from other University offices, for which the Graduate School is appreciative.

In collating the information presented here many judgments have been made as to inclusion, exclusion, and form of presentation. As always, suggestions, based on actual use of the material, for modifications or corrections are welcome and should be directed to the Graduate School Office.

Once again our number of total applications received in a year reached record levels with 7,163 processed (last year 6,064). A combination of increasing use of our on-line application systems by prospective students, recruitment visits to more institutions during the year, and a more volatile economy has fed this year’s total. Acceptance rates stayed in line with last year and combined with the higher number of applications generally resulted in acceptances rising from 3,194 to 3,549, an increase of 11%. There was also a significant increase in the number of applications received for our off-campus programs. Total applications for Gadsden, QUEST, and other off-campus programs were 1,430, which was over 7% higher than last year.

Enrollment levels were also significantly higher than last year. Total for fall 2003 was 3,763, which is an increase of around 6% (last year 3,542). International student enrollment was 613 compared with 564 last year, representing an increase of around 9%.

A total of 1,165 new students were enrolled this fall, around 31% of our total enrollment. Within that new enrollment over 61% (712) were women.

The number of credit hours enrolled increased by over 6% compared with last year. A total of 60,181 hours were registered against 56,305, which reflects the increased enrollment data for 2001-02 and 2002-03 (3,340 and 3,542 respectively).

Total financial support for graduate students was $21,429,445 which was broadly in line with last year’s $21,163,736 (increase of just over 1%). Increased funding for additional fellowships was partially offset by the increased cost of tuition support for assistantships’ and fellowships’ higher tuition charges. FIGURE 1: KEY INDICATOR TRENDS [Back to Table of Contents]


10. RECRUITMENT ACTIVITIES

The 2002-2003 academic year saw significant recruitment travel by the UA Graduate School. Our recruiters made visits over 30 recruitment events attended by students at over 50 colleges and universities. A number of historically black institutions were targeted for recruitment visits. Following each visit, the Graduate School representative developed a list of prospective graduate applicants and wrote each a follow-up letter.

The Graduate School organizes a large number of on-campus recruitment activities.  In September 2002 and September 2003, the Graduate School sponsored its annual Preview Day on “Applying to Graduate School,” which was attended each year by 350-400 undergraduates at UA and other colleges and universities. The Preview Days consisted of presentations by Graduate School recruiters on the application process and by UA departmental representatives on graduate opportunities in specific fields of study.  Breakout sessions included the Arts & Sciences divisions of Physical Sciences/Mathematics, Social Sciences, and Fine Arts/Humanities; Commerce and Business Administration; Communication and Information Sciences; Education; Engineering; Human Environmental Sciences; Law; Nursing; and Social Work.  The Preview Days concluded with practice administrations of graduate admissions tests, provided at no charge by Kaplan, Inc. The attendees continue to be monitored regularly to ensure that as many as possible decide to enroll in graduate school.

On October 8, 2002 and September 26, 2003, the annual Graduate and Professional School Days were held in the Ferguson Center.  Universities from across the country exhibited and provided information to prospective graduate students.

On the first Wednesday of every month, the Graduate School conducts a seminar on “Applying to Graduate School.” The seminar is listed on the Graduate School’s virtual site and is promoted by the various departments and support groups across the UA campus. The seminar is also advertised widely on other campuses across the state.

Graduate School staff members conduct presentations for a large number of campus organizations, including honor societies, undergraduate organizations, undergraduate classes, and many other units. For example, in 2002-03, Graduate School representatives conducted presentations for prospective graduate students at the UA English Language Institute, National Science Foundation Research Experiences for Undergraduates Summer Program, McNair Scholars Program, housing groups, various classes, honor societies and other UA groups and organizations. Emphasis continues on maintaining links and dialogue with all undergraduate organizations concerning graduate admissions procedures and highlighting the benefits of investing in graduate education.  The Graduate School stresses the importance of developing a personal contact with all outstanding undergraduate students (those who have maintained a 3.00 or better GPA) and encourages them to consider attending the Graduate School at the UA.

Graduate School staff members conduct a number of admissions and recruitment activities on a daily basis in our office in 102 Rose Administration Building, activities that include phone calls, voice mail messages, sessions with individual students in our offices, processing applications, mailing applications and catalogs to prospective students, phone calls from faculty and other units, and responding to e-mail inquiries from faculty and prospective students.  During this past year (June 2002 through May 2003) the Graduate School received and processed almost 33,000 pieces of mail related to applications.  The Graduate School admissions staff conducted over 1,700 in-office guidance sessions with prospective graduate students and had over 2,900 additional office visits from students with application questions.  The admissions staff had over 8,500 phone calls and responded to over 11,000 e-mails from applicants. In addition, the graduate admissions team had over 3,500 ‘phone conversations with faculty and staff from UA graduate departments.

The success of graduate student recruitment is dependent upon the active involvement of individual graduate departments and faculty.  Graduate students often select a university based on the research and scholarly record and reputation of each department’s faculty.  Prospective graduate students who have been contacted directly by department chairs or faculty are more likely to apply to a university.  Thus, the Graduate School has implemented a number of activities to assist departments with their own departmental graduate recruitment programs. Every fall semester, the Graduate School holds a seminar for new department chairs and graduate program directors and provides information about possible recruitment activities.  Each semester, the Graduate School sponsors a recruitment focus group or seminar for Graduate Program Directors.  Graduate School staff members routinely are invited to attend departmental faculty meetings to discuss graduate student recruitment, application, and admission.

As part of the continuing process of assisting departments, the Graduate School maintains and uses several prospect databases. Numerous inquiries from prospective graduate students are entered into the database each month. The Graduate School actively solicits national databases of prospective graduate students (e.g., the McNair Scholars Program for undergraduates who are from disadvantaged groups or are first-generation college students) and forwards the information to departments. The Graduate School also routinely sends reports to departments about potential outstanding applicants who have submitted parts of their applications (e.g., transcripts, test scores) and who can be encouraged by departments to complete their applications and attend The University of Alabama Graduate School.

Developments and improvements within the application cycle also contribute to keeping graduate application and enrollment levels high.  In particular, the use of technology in communication further enhances the recruiting process.  The Graduate School has an electronic version of its application on its virtual site.  The online graduate application facilitates rapid processing of applications while reducing the amount of paperwork usually associated with the admissions process.  During 2002-03, around two thirds of our graduate applications were submitted on our web site and one third using our printed applications.  Students who wish to apply electronically can do so by visiting http://graduate.ua.edu.

In recent years, a number of enhancements have been made to the Graduate School online application, and additional enhancements are planned. We request online submission of applications from all applicants, including international applicants and U.S. citizens.  We have implemented procedures to allow better tracking and recruitment of applicants who apply using our online application.  When applicants submit an online application, an email is sent automatically to the department to which they have applied; departments are encouraged to use the data for recruitment of the students.  Applicants are automatically sent emails immediately and several weeks following their submission of the online application. The emails thank applicants for their applications and encourage them to consider enrolling at UA.  Data from online applications are uploaded automatically into the university’s student information system. Online graduate applicants now may submit credit card numbers for their application fees.   UA has enhanced its virtual site for students (http://tideguide.ua.edu), and students may check the status of their graduate applications on this site.  In the coming months, we are planning to add a workflow feature that will allow departments to view online all components of application materials for each applicant and submit department admission decisions online.

 [Back to Table of Contents]


11. APPLICATIONS AND ADMISSIONS

The University of Alabama Graduate School continues to benefit from its extensive recruitment activities.  The Graduate School received 6,075 applications to degree programs in 2003, which is over 21% higher than 5,014 degree applications in 2002.  A large number of degree applications were completed and reviewed by departments --- 4,342 in 2003 compared with 3,837 in 2002. The quality of degree applications was similar to last year, and an acceptance rate of 60.02% was maintained in 2003, compared to 59.2% in 2002. The degree applications completed in 2003 resulted in 2,606 acceptances, 1,442 rejections, and 294 awaiting finalization. A total of 1,088 non-degree applications and 905 off-campus degree applications were received in 2003.  For a more detailed analysis of admissions and applications, please refer to Tables 1, 2, 3, 4 and 5. [Back to Table of Contents]


12. ENROLLMENT

As shown in Figure 2, total graduate enrollment at the University of Alabama for fall 2003 reached an all time high of 3,763, and represents a second year of increase of around 6% (last year 3,542).  The highest levels of enrollment in 1994 of 3,600 students and 1995 of 3,530 students were followed by a drop to 3,322 in 1996 and 3,253 in 1997. Since 1997, enrollment has steadily increased.

Total on-campus enrollment in the Graduate School in fall semester 2003 was 3,181 (last year 3,039). Off-campus enrollment was 582 (last year 503). Total new students for the fall were 1,029 or 32% of total on-campus enrollment. The ratio of men to women enrollees continued to be at the same level as in previous years – 45% men and 55% women (last year 46% men and 54% women).

For a more detailed analysis of enrollment for 2003, please refer to Tables 6, 7, 8, 9, 10, 11, 12 and 13. [Back to Table of Contents]


13. AFRICAN-AMERICAN ENROLLMENT

The Graduate School continues to be committed to the recruitment, enrollment, retention, and graduation of minority graduate students. While efforts supporting this commitment involve individuals from a variety of underrepresented groups, African-Americans receive particular attention. During 2002-03, the Graduate School recruitment staff continued to visit historically black institutions and engage in other activities to recruit minority students. Recognizing the benefits of recruiting UA undergraduate students, the Graduate School also personally contacts outstanding UA minority students and hosts a reception for them. The Graduate School continues actively to recruit students through services and publications directed toward minority students.

African-Americans comprised 10 % of total graduate enrollment in the fall of 2003, with 362 students enrolled, compared to 338 in fall 2002.  Similarly African-Americans comprised 10% of on-campus graduate enrollment in the fall of 2003, with 325 students enrolled. Enrollment of African-American graduate students has steadily increased from 81 students in 1987 (3% of the total on campus graduate enrollment) and remained stable with 200-225 students (6-7% of the total on campus enrollment) from 1994 to 1997, as seen in Figure 1. The last few years have seen high even higher on campus enrollment of African-American graduate students, with 245 students in fall 1998, 262 in fall 1999, 289 in fall 2000, 272 in fall 2001, 304 in fall 2002, and now 325 in fall 2003.

The number of minority students receiving graduate degrees at the University also remains high. In 2002-03 (summer, fall, and spring terms), we awarded graduate degrees to 145 minority students, or 11.1% of our total of 1,301 graduate degree recipients.

The UA Graduate School has received national recognition for its graduation rates for African American students.  The Graduate School was recognized in the July 3, 2003 issue of the journal Black Issues in Higher Education, which contained the annual report of the “Top 100 Degree Producers.”  The data reflected numbers of graduate degrees awarded in 2001-02.  The University of Alabama Graduate School tied for the rank of 70 for all Disciplines Combined—African American Doctorate.

To increase minority graduate enrollment and graduation, the University of Alabama Graduate School makes substantial efforts to ensure that minority students receive needed financial assistance. Since 1988, the Graduate School has provided scholarships, fellowships, and stipends for over 170 minority graduate scholars and has funded minority graduate students for well over $2 million in stipends and tuition scholarships. In 2002-03 (summer, fall, and spring terms), a total of 34 students were supported through stipends and/or tuition scholarships.

Several programs are in place to provide financial assistance for minority groups. For example, the Southern Regional Education Board (SREB) Minority Doctoral Scholars program is in its eighth year and provides stipends for minority students at the University, while the Graduate School funds tuition scholarships.  For some Minority Doctoral Scholars, the Graduate School has a partnership with SREB to provide half of a $12,000 annual stipend plus full tuition support.  Similar forms of support include the Joint Faculty Development Program and the Future Faculty Fellows Program, which provide substantial assistance to African-American students who plan to become college or university professors.  Financial support is also provided for participants in the Joint Faculty/Staff Development Program with Stillman College, an historically black institution in Tuscaloosa. The numerous Graduate School fellowship and scholarship programs are described in detail in following sections. In addition, prospective minority students are directed to external fellowships, assistantships, scholarships, and other sources of financial aid for which they may apply.

The Minority Graduate Student Assistance Office offers a variety of support services for students.  The Graduate School provides funds and support for the UA African-American Graduate Student Association, which had been inactive for several years before becoming active again in fall 1998.  The group sponsors panel discussions, information fairs, and receptions. The African-American Graduate Student Association remains a very active association on campus. The association’s president serves as a representative to the Graduate Council. The Graduate School provides travel funds for officers to attend the National Black Graduate Student Conferences each year.

The Graduate School assisted the UA TRIO office in obtaining a U.S. Department of Education grant for the Ronald E. McNair Post Baccalaureate Achievement Program, a research-training program for undergraduates who wish to pursue graduate study, and was active in implementation of the UA McNair program during 2002-03. An Associate Dean of the Graduate School serves on the UA McNair Scholars Advisory Board. The Graduate School has agreed to provide tuition scholarships for any UA McNair scholar who attends graduate school at UA and to assist UA McNair scholars with identifying and applying for departmental graduate assistantships.  We have conducted recruitment activities for McNair fellows in the Southern region and pay the graduate application fee for any McNair scholar in the country who applies to UA Graduate School. The UA Student Support Services Program is another U.S. Department of Education TRIO program for undergraduate scholars from disadvantaged groups.  The Graduate School also pays the application fees and provides assistance on applying to graduate programs for participants in the UA Student Support Services Program. FIGURE 3: ON-CAMPUS AFRICAN-AMERICAN ENROLLMENT [Back to Table of Contents]


14. INTERNATIONAL ENROLLMENT

The total number of international students enrolled for fall 2003 was 613, comprising 140 new and 473 continuing students. This was up almost 9% on last year’s total of 564. The largest contingent of overseas students came from China (187) and India (159). The programs that enrolled the most international students this fall were Chemistry (39), Mechanical Engineering (39), and Computer Science (31). Please refer to tables 12 and 13 for more information. FIGURE 4: INTERNATIONAL ENROLLMENT

[Back to Table of Contents]


15. CREDIT HOURS
 

Credit hours increased again in 2002-03 to 60,181, which was significantly higher than the previous year (56,306). The average number of hours per student enrolled was 19. These credit hours generated a contribution to the university’s tuition income of over $17million. FIGURE 5: ON-CAMPUS CREDIT HOURS [Back to Table of Contents]


16. DEGREES CONFERRED 
 

The total numbers of degrees conferred during the academic year 2001-02 was 1,301, comprising 141 Ph.D.’s, 60 Ed.S.’s, 27 Ed.D.’s, and 1,063 Master’s. Tables 14, 15, 16 and 17 show details of degrees awarded. [Back to Table of Contents]


17. TECHNOLOGY AND THE GRADUATE SCHOOL

The Graduate School provides up-to-date information to faculty and students through our website (http://graduate.ua.edu). Copies of all of our principal publications – including this report – are included on the website. In addition, copies of administrative updates, informative communiqués, and other important documents are similarly maintained electronically.  There are many links to graduate departments, on-line forms and checklists for students, a graduate school calendar with all the important deadlines, and numerous other documents.

An electronic version of the Graduate School application is available on our website at http://graduate.ua.edu/application/index.html and this is used by more and more of our prospective students. The ability to pay the application fee online has also enhanced the functionality and effectiveness of our application procedures.

Work is also underway to develop and install two major improvements using technology to further assist our customers. Trials are due to start on using the latest imaging systems to record some of our documentation that we receive from external sources and to make the records available to the departments to assist with processing applications. In addition, we are developing an on-line workflow system for Graduate School and departments use that will compliment the electronic application, payment, and image scanning system. [Back to Table of Contents]


18. GRADUATE FACULTY 


The purpose of the graduate faculty of The University of Alabama is to set standards for graduate work and to provide graduate instruction. It is the responsibility of the graduate faculty in each division to elect its representative(s) to the Graduate Council, which acts for the faculty in matters relating to graduate work. There are three categories of members: full, associate, and temporary. Only members of the graduate faculty may teach courses numbered 500 or above, and only members of the graduate faculty may chair thesis and examining committees. Only full members may chair dissertation committees. 

Criteria for full and associate members. The dean of each academic division has the annual responsibility of nominating members who meet the following criteria to serve on the graduate faculty:

I. Hold the Ph.D. or other terminal degree, and Hold the rank of at least assistant professor in a full-time, tenure-track position. 
II. Full and associate members must demonstrate ability and continuing interest in the graduate program and in research or creative activity. Full members must show a strong, continuing record of productive research, publication, creative activity, and scholarly activity appropriate to the discipline. These broad requirements are best interpreted by each department and college considering their unique aspects. 
III. A. Be recommended by the departmental graduate faculty, department chairperson, and dean of the academic division. 
III. B. The chairperson of the Graduate Council’s Committee on Graduate Faculty Membership will then act upon these nominations, in consultation with the dean of the Graduate School.

Terms of appointment. Full and associate members are appointed for six-year, renewable terms. 
Temporary membership. Temporary membership may be extended to well-qualified individuals who do not satisfy the above criteria, to perform specific functions for specific time periods, not to exceed one calendar year. The departmental graduate faculty, department chairperson, and dean of the academic division should recommend them. The chairperson of the Graduate Council, the dean of the Graduate School, will then act upon these nominations. 

Administrative appointments. Faculty members currently on administrative appointments, or returning to the faculty from such appointments, are eligible for full or associate membership on the graduate faculty. They should show, at a minimum, promise of satisfying the appropriate departmental as well as University membership criteria. The individual’s record of teaching and research before becoming an administrator should be considered. Retirement. Members of the graduate faculty are automatically permitted to retain graduate faculty status for one year after retirement. After a graduate faculty member retires, he or she may need to continue to serve as chair or committee member on students’ thesis and/or dissertation committees. These graduate faculty members may be appointed as temporary members of the graduate faculty for these purposes and/or to perform other specific functions. The nomination and appointment procedure for these temporary appointments are the same as those adopted by the academic unit and the University. [Back to Table of Contents]


 

19. GRADUATE STUDENT FINANCIAL SUPPORT

The Graduate School provides a variety of types and levels of support for graduate students. Departments are invited to nominate students for fellowships, scholarships, tuition awards, and travel and research grants. Federal programs specifically for graduate students are monitored and publicized to students to ensure that all possible financial assistance can be given. In the academic year 2002-2003, a total of $21,429,445 was awarded to graduate students--an average of $7,128 for every qualifying graduate student enrolled on campus.

Perkins Loans and Work-Study Support. In the 2002-2003 academic year, no loans were made to students under this program. Under the work-study support program, 45 assignments were given to graduate students for a total value of $362,602.

Travel and Research Awards. Twice each year the Dean of the Graduate School invites nominations for awards to support graduate research and travel. For research awards, priority is given to thesis, pre-dissertation, and dissertation research. For travel awards, priority is given to (a) graduate students who have been accepted to present personally their own research at the national meeting of their discipline’s major academic/professional organization, and (b) those whose department or college indicates its own support of the student by agreeing to cost share the necessary funding. In 2002/2003, 152 students received awards. A total of $26,050 was awarded to these successful students, representing an average of $171 per student.

Graduate Council Fellowships. During the 2002-2003 academic year, 63 graduate students held Graduate Council Fellowships, awarded by the Graduate Council Committee on Financial Aid. Of this total, 7 students held thesis/dissertation fellowships, 7 held research fellowships, and 49 held regular fellowships. For 2002-03 the level of stipend for each category was $14,000 with an additional full tuition scholarship.

License Tag Fellows. Under the provisions of the National Alumni Association Collegiate License Tag Program, 80% of the proceeds received by the university are endowed, and the income generated is used to support graduate fellowships. In 2002-03 sufficient funds were available to provide 28 fellowships with a stipend of $12,000 each.

Graduate Fellowship Supplements. Each year additional amounts are awarded to graduate students from a special Presidential Graduate Fellowship Supplemental Fund. The fund is financed from logo and licensing fees received by the University’s Office of Auxiliary and Support Services. In 2002-2003 a total of $145,000 was awarded from this source.

Alumni Association Graduate Scholarship Program. The National Alumni Association also funds a varying number of graduate fellowships in each college or school that offers a post-baccalaureate degree.

Alabama Heritage Graduate Scholarship Program. This is a one year tuition scholarship for Alabama residents who are children or grandchildren of UA graduates. In 2001-03, 23 graduate students received this scholarship.

Graduate and Faculty Scholarship Committee. As in previous years, the Committee contacted over 600 students to determine their eligibility for and interest in Rhodes, Marshall, Truman, and Fulbright fellowships. 7 students were formally interviewed resulting in 7 nominations, as follows:        

Scholarship

Number Interviewed

Number Nominated

Rhodes

              1

             1

Marshall

              1

             1

Truman

              0

             0

Fulbright

              5

             5

The interviews for the Truman Scholarships  are not being held until late November and applications are not yet finalized.

Minority Support. There are several programs aimed specifically at minority student groups and these are discussed in detail in a separate section of this Report.

Graduate Assistant Stipends. Departments are allocated a budget each year to appoint graduate teaching or research assistants and pay them stipends up to any level that they are able to fund. The Graduate School establishes minimum pay levels dependent upon the assigned work hours and gives guidance on the minimum and maximum number of enrolled hours that each student requires in order to maintain their full-time student status.

For 2002-2003 the minimum stipend levels were increased compared to the previous year:  

0.25 FTE  -  $4,339
0.50 FTE  -  $8,678
0.75 FTE  -  $13,017

For the new academic year 2003-2004 no increase has been awarded for these minimum levels.

In addition, the Graduate School awards grants equal to the full tuition charge for 0.50 FTE or higher appointments, and prorated amounts for FTE appointments below 0.50 FTE. For fall semester 2003, the total number of 0.50 full time equivalent assistants awarded actually increased by over 3% from 1,102 to 1,138. There were 595 teaching assistants (last year 573) and 543 research, administrative, and other assistants (last year 529).  [Back to Table of Contents]


20. MINORITY GRADUATE STUDENT FINANCIAL SUPPORT

The Graduate School continues to maximize the amount of financial support available for minority students, primarily though four fellowship programs that support full-time and part-time students. In fall 2003 UA enrolled and provided stipends for 26 graduate students on campus in the minority fellowship programs.  A large number of additional students received continuing financial support through department assistantships or received tuition scholarships.  All fellowship programs place a special emphasis on encouraging graduate students to become faculty members at colleges and universities in Alabama or retaining those already holding college faculty positions within the state.

SREB Fellowships. The SREB Minority Doctoral Scholars Program encourages ethnic minority students to pursue doctoral degrees and become college professors.  The UA Graduate School has held the  #1 ranking for number of SREB doctoral scholars during the past few years.  Since 1993, the Graduate School has enrolled 36 SREB Minority Doctoral Scholars, and 16 have received their degrees.   SREB scholars receive $12,000 annual stipends plus tuition scholarships for up to 5 years of graduate study through a combination of SREB, Graduate School, and departmental funding (fellows beginning Graduate School in fall 2003 received a stipend of $15,000). A total of 18 SREB scholars in 2002-03 and 14 in 2003-04 were supported with fellowships, scholarships, and department assistantships.

Future Faculty Fellows Program. This program is for African-American students who plan to become college or university professors.  Each Future Faculty Fellow receives an annual stipend of $12,000, a departmental assistantship, and a full tuition scholarship for up to four years of full-time graduate study.  A total of 29 doctoral students have received Future Faculty Fellowships since 1991, and 13 have received their degrees.  In 2002-2003, the Graduate School supported six Future Faculty Fellows with stipends and scholarships.  Similarly, in s003-04 the Graduate School is supporting six Future Faculty Fellows.

Joint Minority Faculty Development Program Fellowships. The Joint Faculty Development Program was implemented in Alabama HBCUs for practicing college teachers who do not have a terminal degree.  Faculty members participating in this program receive support from their home institution and an annual stipend of $14,000 and full tuition scholarship from The University of Alabama Graduate School.  Institutions participating in this program include Alabama State University, Alabama A & M University, and Oakwood College.  A total of 25 fellows have participated in the program since 1989, and 11 have received degrees. In 2002-2003, a total of four Joint Faculty Development Fellowships supported faculty members of partner institutions.  Six HBCU faculty members are participating in the Joint Faculty Development Program in  2003-04.

UA/Stillman College Joint Faculty Staff Development Program. The major objectives of the program are to provide support for Stillman College faculty and staff to complete degree requirements for a graduate degree and to provide in-service and staff development.  In 2002-2003, the Graduate School provided tuition scholarships totaling $11,958 for seven faculty and staff members of Stillman College. [Back to Table of Contents]


 

21. GRADUATE ASSISTANTSHIPS

In the fall 2003 semester a total of 1,138 0.50 full time equivalent (FTE) graduate assistantships were awarded compared with 1,102 last year. For this year, the number of assistantships with formal teaching responsibilities was 247 (last year 246), and those who are assisting instructors of record was 348 (last year 327).

Of the total number of students receiving assistantships 930 (906) were supported with university funds and 208 (last year 196) were supported on contracts, grants, or gifts from third parties. For a more detailed analysis of assistantships please see tables 25 through 30.

The total stipend paid to assistants during 2002-03 was $12,859,876.  Average stipends rose from $9,553 last year to $10,035 for 2002-03, an increase of about 5%. Please see tables 27 through 30 for more information on stipends. FIGURE 7: GRADUATE ASSISTANTS [Back to Table of Contents]


22. WORKSHOP FOR NEW GRADUATE TEACHING ASSISTANTS

The seventeenth annual workshop for new Graduate Teaching Assistants (GTAs) was held at the Bryant Conference Center on August 14-15, 2003.  The Workshop serves multiple purposes, including familiarizing new students with the campus and University policies, assisting in new GTAs’ preparation to conduct classes, providing guidance about how to handle various classroom situations, and directing them to campus resources for ongoing improvement of teaching skills. During the Workshop, University faculty and staff members spoke on a wide range of areas related to teaching.  Topics included syllabus and course preparation, conducting lab and discussion sessions, using multimedia and the Internet in college teaching, collaborative learning techniques as alternatives to the traditional lecture format, instructional support services for GTAs, effective communication in college teaching, and important policies and legal issues for GTAs and professors alike.  Each new GTA received a copy of 2000-2002 Graduate Assistant Guide and numerous handouts on a variety of topics related to teaching.

Graduate Teaching Fellows, who are experienced GTAs recognized for superior teaching in their respective colleges, led eight simultaneous breakout sessions for a full day at the Workshop.  The Fellows videotaped the new GTAs who each had prepared a short presentation.  Each GTA received written and verbal analyses of teaching strengths and areas for improvement.  The new GTAs also had the opportunity to analyze videos in order to “troubleshoot” some of the most frequently occurring problems in the classroom.  The Fellows led the new GTAs in discussions of important issues such as services for students with disabilities, sexual harassment, academic misconduct, academic grievances, and the confidentiality of student records. [Back to Table of Contents]


23. AWARDS

On Honors Day the Dean of the Graduate School presented the following University-wide awards; each student received a plaque and a check for $500.

Award

Student

Division

Department

Thesis

Yongjun Chu

A&S

Chemistry

Dissertation

Susan Thompson

CCIS

Mass Communication

Teaching-Master’s

Baker Lawley

A&S

English/Creative Writing

Teaching-Doctoral

Andrea Porter

A&S

English

Research-Master’s

Jennifer Myers

A&S

Anthropology

Research-Doctoral

Ann Visser

A&S

Chemistry

 [Back to Table of Contents]


24. ACADEMIC COMMON MARKET

The Academic Common Market is an interstate association of 16 Southern states that permits out-of-state students to enroll in selected programs at participating institutions while paying in-state tuition rates. This program is designed to both help the student by reducing his tuition cost and also the institutions from having to offer duplicate courses. The Graduate School is charged within the University with supervising both the graduate and undergraduate programs. Table 32 shows the current programs and participating institutions.

For the academic year 2002-2003 the data for ACM support were as shown in the table below. The total value of scholarships awarded under this program was $761,409 up 20% on last year’s ($624,868).

  Fall 2002 Spring 2003 Summer 2003
Number of undergraduate students 110 127 36
Number of graduate students 12 12 5
Total students 122 139 41
Value of undergraduate scholarships awarded $316,819 $329,879 $46,574
Value of graduate scholarships awarded $25,432 $29,916 $12,789
Total value of scholarships awarded $342,251 $359,795 $59,363
Most popular ACM majors
International Marketing 39 50 15
Aerospace Engineering 11 10 0
Dance 10 10 3
The numbers of students from each state in the program (ranked by highest 5 states) taking advantage of these awards at this University were as follows:
Louisiana 60 73 17
Tennessee 21 23 7
Kentucky 13 14 5
Georgia 8 11 4
South Carolina 6 5 3

                     


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Last Updated: 03/01/2004