• TABLE OF CONTENTS
HIDE
 Front Cover
 Title Page
 Table of Contents
 List of Tables
 List of graphs
 Introduction
 Plans to increase hispanic...
 Retention
 Conclusion






Title: Hispanic review 2000 - 2001
CITATION THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00076666/00001
 Material Information
Title: Hispanic review 2000 - 2001
Physical Description: Book
Language: English
Creator: Office of the Vice Provost, University of Florida
Publisher: Office of the Vice Provost, University of Florida
Publication Date: 2000
 Subjects
Subject: University of Florida.   ( lcsh )
Spatial Coverage: North America -- United States of America -- Florida
 Record Information
Bibliographic ID: UF00076666
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved, Board of Trustees of the University of Florida

Table of Contents
    Front Cover
        Front Cover
    Title Page
        Title Page
    Table of Contents
        Page i
    List of Tables
        Page ii
    List of graphs
        Page iii
    Introduction
        Page 1
        Page 2
    Plans to increase hispanic enrollment
        Page 3
        Undergraduate recruitment activities
            Page 4
            Page 5
            Page 6
            Page 7
            Page 8
            Page 9
            Page 10
            Page 11
            Page 12
            Page 13
            Page 14
            Page 15
            Page 16
            Page 17
            Page 18
            Page 19
            Page 20
            Page 21
            Page 22
            Page 23
            Page 24
        Assessment of undergraduate applications, acceptance and enrollment
            Page 25
            Page 26
            Page 27
            Page 28
            Page 29
        Graduate recruitment activities
            Page 30
            Page 31
            Page 32
            Page 33
            Page 34
            Page 35
            Page 36
            Page 37
            Page 38
            Page 39
            Page 40
        Professional school recruitment activities
            Page 41
            Page 42
            Page 43
        Assessment
            Page 44
        Enrollment
            Page 45
            Page 46
            Page 47
            Page 48
            Page 49
            Page 50
            Page 51
    Retention
        Page 52
        Page 53
        Academic retention by college
            Page 54
            Page 55
            Page 56
            Page 57
            Page 58
            Page 59
            Page 60
            Page 61
            Page 62
            Page 63
            Page 64
            Page 65
            Page 66
            Page 67
            Page 68
            Page 69
        Counseling center programs
            Page 70
        Training and academic tracking
            Page 71
            Page 72
            Page 73
        Division of housing
            Page 74
        Dean of students office
            Page 74
            Page 75
        Degrees awarded
            Page 76
            Page 77
            Page 78
    Conclusion
        Page 79
Full Text








The

Hispanic

Review

2000-2001

The University's Initiatives:
Promoting a Multiracial/Cultural Environment and
Sustaining Institutional Responsiveness


UNIVERSITY OF
FLORIDA


The Office of the Vice Provost


L











UNIVERSITY OF FLORIDA
HISPANIC REVIEW
2000-01

Table of Contents


List of Tables ii

List of Graphs iii

I. INTRODUCTION 1

II. PLANS TO INCREASE HISPANIC ENROLLMENT 3

A. Recruitment Activities 3

1. Undergraduate Recruitment Activities ........................... 4
2. Assessment of Undergraduate Applications
Acceptance and Enrollment __ __ 25
3. Graduate Recruitment Activities ...__.... 30
4. Professional School Recruitment Activities 41
5. Assessment 44

B. Enrollment 44

III. RETENTION 52

A. Academic Retention Programs 52

1. University-wide Retention Programs _......___ ... ......... 52
2. Academic Retention by College .......................................................................... 54

B. Retention Programs in Social and Student Life 71

1. Counseling Center Programs ------------------ -- 71
2. Training and Academic Teaching --.--..---......-....-- 71
3. Division of Housing ................ ------- ............... 75
4. Office for Student Services ----------.-..--......... 75

C. Degrees Awarded 76

IV.CONCLUSION 79











UNIVERSITY OF FLORIDA
HISPANIC REVIEW
2000-01


List of Tables

Table Title Page

1 Hispanic/White Applications, Acceptances Enrollment
First-Time-In-College 1988-89 to 2000-01 26

2 Undergraduate Student Enrollment Hispanic vs. White
1987-2000 28

3 Graduate Student Enrollment Hispanic vs. White 1987-2000 46

4 Professional Student Enrollment Hispanic vs. White 1986-2000 48

5 Overall Enrollment Data Hispanic vs. White 1984-2000 50

6 Degrees Awarded Hispanic vs. White 1991-92 to 2000-01 77










UNIVERSITY OF FLORIDA
HISPANIC REVIEW
2000-01


List of Graphs



Table Title Page

1 Acceptance Rates for Hispanic and White FTIC Students
1988-89 to 2000-01 27

2 Undergraduate Student Enrollment Data Hispanic vs. White
1987-2000 29

3 Graduate Student Enrollment Data Hispanic vs. White
1987-2000 47

4 Professional Student Enrollment Data Hispanic vs. White
1987-2000 49

5 Overall Enrollment Data Hispanic vs. White 1984-2000 51

6 Degrees Awarded Hispanic vs. White 1991-2000 78












I. INTRODUCTION

The University of Florida remains unparalleled in its mission of promoting equality of

educational opportunity for all students. Its commitment to such is evident in the myriad of

plans, programs and activities. This report outlines the vast majority of the university's most

recent initiatives as it strives to create racial and cultural diversity proportionate to the State of

Florida's demographics.

The University of Florida maintains its commitment to increase its Hispanic student

enrollment and to the belief that Hispanic student enrollment is significantly impacted by two

key elements: recruitment and retention. Enrollment data is reflective of the interrelatedness

among recruitment, admissions, and enrollment. Consistently, retention activities have a

favorable effect on a student's well being, motivation to succeed academically, and perception of

the university's commitment to its minority students. Each of these factors is key in affecting the

matriculation of minority students.

This review includes tables and graphs, which provide a picture of the current status of

students of Hispanic origin at the University of Florida. The university's unparalleled

commitment to increase its minority population is consistently evidenced with increased

enrollment of Hispanic students over the past twelve years. First-Time-In-College level

enrollments have been positive over this time span. These enrollments are reflective of the

growth of the Hispanic community in the State of Florida.

According to the American Council on Education's Report on Minorities in Higher

Education, the state of Florida continues to experience a significant increase of residents of












Hispanic origin. Consequently, the University of Florida, like other institutions within the state,

is committed to equal opportunity and is engaged in the active pursuit of this goal.

The University of Florida continually conducts exhaustive evaluations of its numerous

programs and activities designed to increase the enrollment and retention rate of minority

students. This Annual Report presents a comprehensive view of the university's initiatives

designed to benefit Hispanic students during the 2000-01 academic year. It should be noted that

most of the programs and activities developed with a focus on minority students serve Hispanic

students through their designation as minorities. While there are many factors that could be

considered, this report reviews those that the university considers to be of primary importance.













II. PLANS TO INCREASE HISPANIC ENROLLMENT

The admissions process is a primary component in increasing Hispanic student

enrollment. The University of Florida continually reviews its admissions policies, procedures,

and practices in an effort to ensure equal opportunity and access for all students. The

Admissions Office continues to give special consideration to Hispanic students applying for

admission.

The Admissions Office recruits Hispanic students throughout the South and in Puerto

Rico. The addition of a Hispanic Beginning Freshman Recruiter has increased the number of

prospective Hispanic students. The Admissions Office remains committed to maintaining and

strengthening programs that have proven effective in increasing the enrollment of minority

students.

An important statistic in the admissions equation is the percentages of acceptance of

White and Hispanic First-Time-In-College (FTIC) applicants during this reporting period. The

acceptance percentage for White applicants during 2000-01 was 48.01 percent. The acceptance

percentage for Hispanic applicants during 2000-01 was 50.84 percent.


A. RECRUITMENT ACTIVITIES

Recruitment is one of two main objectives to be considered when addressing the

quality of enrollment of Hispanic students at the University of Florida. The university

has implemented several programs and activities to increase the enrollment of Hispanic

students.











1. Undergraduate Recruitment Activities


a. Office of Admissions

This year marks the eleventh year that the Office of Admissions has actively recruited
Hispanic students to increase the enrollment of Hispanic students at the University of
Florida. The focus was primarily on Hispanics in the state of Florida. The impact of
our Hispanic recruiter has been positive, as demonstrated by the programming,
publications and recruitment activities. Hispanic recruiters traveled to colleges in
Florida and New Jersey to recruit Hispanic students. The office also organized and
participated in other activities to increase Hispanic enrollment.

(1) Freshman Recruitment Program

The College Board Search Services list provides the Office of Admissions with
the names, addresses and majors of Hispanic students who completed the
Preliminary Scholastic Aptitude Test (PSAT). This list helps identify potential
Hispanic applicants from the southeastern United States as well as New York,
Louisiana and Puerto Rico. We initiated contact with these students through
various mail-outs including postcards encouraging them to visit the university,
minority recruitment brochures and applications.

During the months of August through November, the Hispanic recruitment
position remained open and it was not until November 27, 2000 that a new
recruiter was appointed. Immediately after taking the position, the recruiter began
searching for National Hispanic Scholar finalists through the use of the College
Board's National Hispanic Recognition Program. The letter that was sent out to
the scholars generated a major response from California, Texas, Florida, Puerto
Rico and New Jersey (among other states). The recruiter has been following up
with these scholars throughout the entire admission process. Many students in
and out-of-state made visits to our campus in order to finalize their decision on
whether or not to attend. Pallavi Keamey from the National Hispanic
Recognition Program quoted the recruiter in the 2000-2001 edition of the
program's magazine, insisting that the University of Florida had one of the best
scholarship packages in the nation for National Hispanics.


(2) Hispanic Student Recruitment Conference

In one of our biggest efforts to recruit Hispanic students, the Office of Admissions
hosted the Third Annual Hispanic Student Recruitment Conference. The
conference took place on March 17, 2001 on the University of Florida campus
and targeted 9th -11th grade Hispanic students. Ninety-two students and forty-nine
parents attended the conference. In the past, the invitations to the conference
focused solely on Gainesville and the surrounding areas. This year, we included
Dade, Broward, Duval and Hillsborough counties. It was hailed as being the most











informative and organized Hispanic Student Recruitment Conference in the
history of the program. The evaluations that were given to the participants were
returned with positive comments and many families made it a point that they
would return next year. This year, we also included 7th and 8th graders, with the
reasoning that it would be a good idea to give middle school students a head start
on high school and college preparation.

The Hispanic Recruiter has demonstrated her ability to work in an environment of
change and challenge. This was the first year in which the "One Florida" plan
was put into effect; eliminating any gender or ethnic related consideration towards
admission. There was a slight increase in admissions requirements, making it
difficult for bilingual students to obtain the verbal sub-score that they needed in
their college entrance exams. The essay requirement also challenges students
whose native language is Spanish. Surprisingly, the Hispanic student population
increased by nine percent (9%). The number of National Hispanic Scholars
increased considerably, especially out-of-state applicants. The recruitment trips
and conferences proved to be successful both in numbers and in organization.
The Hispanic Student Recruitment Conference witnessed twice the amount of
attendants than the years past. The Puerto Rico trip brought new schools and
contacts to our attention. The Office of Admissions will be using this information
for future endeavors.

(3) Gator Ambassador Program-Minamba (Minority Ambassadors) and
Hisamba (Hispanic Ambassadors)

Another critical element of recruitment involves individual contact of currently
enrolled students. These students serve as ambassadors for all applicants or
potential applicants visiting campus. The ambassadors provide specially prepared
tours known as shadowing. Shadowing allows a visitor to participate in the daily
life of a UF student. Participants visit professors and attend classes and campus
activities. This year, ambassadors were involved in every visiting group's tour of
campus.


b. College of Agriculture

The College of Agricultural and Life Sciences (CALS) is committed to the
recruitment and retention of minority students. Recruitment and retention programs
are coordinated through the director of student recruitment and retention. The CALS
Student Ambassadors also participate in recruitment activities, including minority
recruitment.

Minority recruitment is focused on Florida high schools and community colleges.
Current University of Florida students as well as students from other universities are
also recruited. Recruitment activities include visits to high schools and community











colleges, on-campus events, and direct mailings. The director of student recruitment
is committed to strengthening relationships with schools throughout Florida by
increasing visits to their campuses. The CALS also participates in programs with
community colleges and other universities, which encourage minority students to
explore opportunities at the University of Florida.

Minority recruitment activities included:

Opportunity Alliance: CALS partnered with the College of Education to
support the efforts of the Alliance to stimulate interest in agriculture, natural
resources and life sciences.

o Forty-six (46) students from Miami Senior High School visited the
University of Florida campus on May 18th to participate in a tour of the
horticultural department's greenhouses and learn about careers in
agriculture.

Community College and High School Recruitment: CALS representatives
visited twenty-seven (27) of the twenty-eight (28) Florida community college
campuses, and several high schools, with particular attention on Ft.
Lauderdale and Miami-Dade. These schools have provided many talented
minority students to CALS.
o Miami-Dade Community College Wolfson Career Fair 2/23/01
o Broward Community College-North 3/1/01 & 3/2/01
o Miami-Dade Community College-Wolfson 3/6/01
o Miami-Dade Community College-Homestead 3/7/01
o CALS Gator Gathering, Ft. Lauderdale 3/27/01
o Coral Reef Senior High School 3/27/01

University of Florida Activities:
o Minority Organizational Fair 8/30/00
o Minority Transfer Workshop 2/26/01
o UF Hispanic Recruitment Conference 3/17/01
o UF Ft. Lauderdale College Night 3/26/01 Ely Blanch High School
o UF Miami College Night 3/28/01 Krop High School


c. College of Design, Construction and Planning

(1) Elementary, Middle and High School Career Day Programs

The following schools were visited to provide information to all students,
especially minorities, about the educational opportunities available to them at the
University of Florida and in particular, the College of Design, Construction and
Planning:











DASH High School Miami, FL
Ely Blanche High School Ft. Lauderdale, FL
Krop High School Miami, FL
Alachua County Schools Gainesville, FL
Juvenile Detention Center Gainesville, FL

Design & Architecture Senior High School (DASH) is in Miami and has a large
minority population. Universities from all over the country come to a two-day
Career Day for the purposes of recruiting students. We were well represented at
this event.

University of Florida college nights were held at the following schools in
conjunction with the Office of Admissions to inform students of the admissions
process and present to them the various majors offered by the University:
Ely Blanche High School 3/26/01 Ft. Lauderdale, FL
Krop High School 3/28/01 Miami, FL

In addition, the College of Design, Construction and Planning offers a summer
program, Design Exploration Program (DEP) for high school students to learn
more about the design profession and education. We offer minority scholarships
for students to attend this two-week event.

Contacts were made to schools through phone and e-mail to give information
about our programs and available resources.

(2) College and University Programs

Hispanic Student Recruitment Conference: The college participated in the
meeting and functions on March 17, 2001.

Although the majority of minority students are still recruited by the University of
Florida Graduate Office of Minority Programs, a faculty member does attend
some of the following programs to represent the College of Design, Construction
and Planning:

North Carolina Central University
Florida A&M University
North Carolina A&T State University
Alcorn State University
Mississippi Valley State University
Jackson State University
Togaloo College











Multicultural Student Recognition: The Office of the Dean has created a new
annual award devoted to the recognition of our minority students. The
Multicultural Student Awards were presented on April 10, 2001 to Lidia
Bustamante, Jacobie Ricard and Justin Moore.


(3) Other Recruiting Activities

Faculty and students, involved in the National Organization of Minority
Architects (NOMA), attended the annual conference and made professional
contacts.

The Design Exploration Program (DEP) in the Department of Architecture offers
some scholarships to minority students who would like to attend the program.
This program is three weeks long during the summer and exposes students to the
design profession.

d. College of Business Administration

The college supports and provides any assistance (meetings, letters, etc.) requested by
the Office of Minority Admissions.

Minority enrollment reached 1,310 for the 2001 Spring term (plus 67 foreign
students). Minority enrollment, as a percentage of total enrollments has increased
from 22.15% in the Spring of 2000 to 24.16% in the Spring of 2001.

The Undergraduate Office continues to provide any assistance (meetings, letters, etc.)
requested by the Office of Minority Admissions. Currently we have four students
who were awarded the Wohlgemuth Freshman Minority Scholarships.

The Undergraduate Office has established a relationship with the Multicultural
Student Services Office. We work closely with the Dean of Multicultural Student
Services and his staff on student programs, leadership opportunities, and student
issues.

The Fisher School monitors the Universal Tracking process for minority students
expressing an interest in accounting as a major. The Associate Director attempts to
personally call each student not currently on track and offers the school's assistance
in meeting the benchmark criteria.

The Undergraduate Office serves to encourage and facilitate diversity by participating
in and implementing programs. Some of the most recent programs include Pledging
To Achieve Academic Competence Together (PAACT), Student Awareness Week,
Graduate Women in Business Conference and The National Conference on Race and
Ethnicity in American Higher Education which includes working with students and











organizations including Business Administration College Council, Hispanic Student
Business Association and Minority Business Society and coordinating speakers and
receptions.

The Office for Minority Admissions has been asked to do a direct referral to the for
minority transfer students, who are good students, but who currently do not quite
meet the admission requirements.

The Associate Director personally reviews all applications for admission from native
minority students who currently do not meet our admissions requirements. If there is
any doubt, these students are not denied outright, but are sent a letter telling them that
their application will be reevaluated after receipt of the current term's grades and, if
needed, to submit a petition for a conditional acceptance.

The Director and Associate Director participate in the University of Florida's
Minority Mentee Program and currently serve as mentors to six minority students.


e. College of Dentistry

The College of Dentistry (UFCD continues to be successful in recruiting and
enrolling minority students. These students have represented approximately thirty
percent (30%) of the total students graduating each year for the past decade and
continue to do so.

(1) Recruitment Activities:
6/20/00 7/29/00 Provided half-day shadowing activities for thirty high
school students that were participating in the Health Center minority summer
program.
7/9/00 Attended the Outstanding High School Student Banquet at University
of Florida.
7/17/00 Lectured to 7h and 8th grade minority students participating in the
UF College Reach Out Program.
7/23/00 Participated in the University of Florida Admissions Office
Outstanding Minority High School Scholars Banquet.
7/24/00 Participated in the half day University of Florida Admissions Office
Outstanding Minority High School Scholars College Fair.
8/21/00 Participated in the University of Florida PAACT College Fair.
8/21/00 Faculty began participation in the University of Florida Minority
Mentor Program for incoming minority students.
8/22/00 Participated in the University of Florida PAACT Minority Fair
Dental Workshop.
9/27/00 Did presentation to the University of Florida Microbiology Club.
10/10/00 Participated in the Career Fair at the Atlanta Center for minority
students of the area colleges.











10/11/00 Did presentation to the University of Florida Pre-Dental Society.
10/18/00 Participated in the University of Florida Pre-professional Club
Career Fair.
1/20/01-1/21/01 Participated in the Annual University of Florida Pre-
medical A.M.S.A. weekend for Florida high school students.
Organized a community health fair that was held in Eastside Gainesville. The
fair represented a collaborative effort of students and faculty from nursing,
pharmacy, medicine, dentistry, the Gainesville Police Department, Alachua
County Dental Association, the Gainesville Junior Woman's Club, Inc., and
other local agencies. More than 250 children and adults participated in the
free dental health screenings.


f. College of Education

Diversity in the College of Education remains a primary goal for the Office of
Recruitment and Outreach. To achieve this goal, we actively recruit qualified
minority students into teacher education programs as well as other programs within
the College. Once a minority student has been accepted into the College of
Education, necessary steps are taken to assure that he/she graduates from the College
of Education. This is done by providing the students with academic counseling,
financial assistance, tutorial assistance in most academic areas, and training in
academic survival and leadership skills.

Recruitment activities included:
Brochures and a website (www.coe.ufl.edu) were used to provide information
for interested students, counselors, parents and others.
Collaborated with all of the state's public and private colleges and universities
as well as the twenty-eight community colleges and thirty colleges and
universities in order to identify potential educators.
Participated in several recruitment activities at career and educational fairs in
Palm Beach, Hillsborough, Pinellas, Marion and Dade counties.
Participated in the High School Scholars Program, PAACT, the Minority
Transfer Workshop and Look Who's Going Back to School.
Attended the annual Institute for Recruitment of Teachers (IRT) workshop
and recruitment fair in Andover, Massachusetts resulting in the acceptance of
thirteen (13) students to the University of Florida in the Fall of 2001.

Outreach Activities:
Opportunity Alliance links the University of Florida with Miami Senior High School
in the Little Havana district of Miami and William M. Raines Senior High and Jean
Ribault Senior High Schools in Jacksonville, Florida.











The College Reach-Out Program (CROP), housed in the Office of Recruitment and
Outreach, provided academic and cultural support for thirty (30) middle and high
school students in the Alachua County area.


g. College of Engineering

The Office of Multicultural Engineering Programs (OMEP) was established to
provide a framework within which support services would be provided in an effort
to ensure the success of all students comprising the diverse student body.

Within this framework exists the Minority Programs Focus (MPF) and the Women
Programs Focus (WPF), each of which promotes the provision of academic
support services designed to increase the success rate of African-Americans,
Native Americans, Hispanics, Women, and other groups which are
underrepresented throughout the field of engineering in the U.S.

The long term goal of the MPF and the WPF is to establish the University of
Florida College of Engineering as a nationally recognized institution for recruiting,
educating, and graduating targeted groups which are underrepresented.

Hosted the Seventh Annual SECME Regional Olympiad for Alachua
region students. The Olympiad attracted 181 students and 100 teachers and
parents from 14 elementary, middle, and high schools in Alachua County.
The program was planned and coordinated by Tau Beta Pi, which provided
100 staff persons for the events. The program was a great success.
Visited several high schools in the State of Florida to make presentations,
participate in career days, and recruit high school minority students.
Provided field trips to the University of Florida for students from Alachua
County, Dade County, Duval County, Hillsborough County, Orange
County and Seminole County under the Gator Engineering Outreach
Program funded by Exxon/Mobil Corporation. This outreach program is
designed to bring middle and high school students with a demonstrated
interest in math and science to the University of Florida for a day of tours
and lectures on new developments in science and engineering. One focus
of the program is emphasis on the preparatory courses to be taken at the
middle and high school levels for pursuit of studies in science and
engineering.

Under its Pre-College Initiative Program, the NSBE student chapter took a number
of high school students to the Regional and National Conferences where they
distinguished themselves in the various programming activities. The Primary goal
of the pre-college initiative is to provide early consistent exposure to engineering-
based activities for students from these underrepresented groups and guidance with
respect to the academic preparation required of careers in this field.












For the first time, the College of Engineering offered two summer camps designed
specifically for middle school girls and the other for middle minority students.
Two additional camps, one for all middle school students and one for all high
school students, were also offered last summer.

Under the Pre-College Initiative (PCI) program, the NSBE student chapter took a
number of high school students to the Regional Conference in Alabama and the
2001 National Conference in Indianapolis where they distinguished themselves in
the various programming activities. A group of forty (40) students from the PCI
program also participated in one of the College of Engineering's Gator Shadow
Day programs.

The STEPUP (Successful Transition through Enhanced Preparation for
Undergraduate Programs) program has continued to be one of the most successful
minority engineering retention programs in the nation. STEPUP incorporates an
intensive summer residential component of workshops, classes, peer mentoring
and study halls for incoming minority freshmen. In addition, there is a yearlong
nonresidential component, which continues through the Fall and Spring terms.

Fifty-six (56) minority students received college-wide engineering scholarships in
2000-2001, and several others received university-wide and departmental awards.

Participated in the "Florida-Georgia Alliance for Minority Participation in Science,
Engineering, and Mathematics (FGAMP)", including taking 4 students to the
FGAMP EXPO, which was held at Daytona Beach, Florida. FGAMP links nine
(9) colleges/universities and three community colleges to recruit and retain
minority students in undergraduate science, engineering, and mathematics degree
programs.


h. College of Fine Arts

The College of Fine Arts maintains an active student recruitment program. The
faculty, chair and directors in each unit continually recruit new students through
various activities and events. Our representatives frequently visit minority and
community colleges. Correspondence with potential students is conducted by the
Associate Dean Barbara O. Korner, Laura Robertson, Assistant In Graduate
Studies and Administration, and the Graduate and Undergraduate Program
Advisers in each unit.

The College of Fine Arts has established a website with information about the
various degree programs within the college. Links to advisers and admissions
coordinators make it possible for students to contact the units and obtain specific
program and admissions information.












The College of Fine Arts is diligent in its search for talented students. Recruitment
efforts include the dissemination of material about the programs and faculty
visitations to high schools and colleges in Florida, where faculty perform in
concerts, conduct workshops, judge competitions, festivals, and exhibits. In
addition, students visit this campus and attend functions such as summer music
camps, band and choral festivals, and theatre and dance festivals.

During the reporting period, performing groups from the college, including faculty
and students, have visited high schools in Florida, other states and abroad. Several
administrators and faculty attended Career Days and Career Expos in high schools
across Florida. An estimated 1200 minority students worked with UF professors
or saw their program. Once contacts are identified as potential students, follow-up
letters and brochures are sent inviting them to visit the campus and to audition or
present portfolios.

The college hosts high school music festivals and invitational events. In May, the
School of Music hosted the State Band Festival, which brought an estimated 3,500
young musicians (band, orchestra and chorus) to campus over a three-day period.
During the year, the School also hosted the Men's Chorus Day, the Invitational
Choral Festival, Percussion Festival, Florida Vocal Association State Festival,
Florida Invitational Jazz Fesrival, Tubafest, Clarinet Day and the National Piano
Guild that brought several thousand students to campus throughout the year, an
estimated 20% of whom were minority students.

Each term the Office of Minority Admissions identifies beginning freshmen
minority students who have indicated an interest in fine arts. Letters and brochures
were mailed to these students. Also, scholarship consideration was given to
several students.

Each term letters and college brochures are sent to high school graduates admitted
to the University of Florida who have expressed an interest in fine arts and to those
students who indicate they are undecided on a major. During this reporting period,
the college mailed approximately 1200 letters. The list of students sent from the
registrar does not indicate minority students.

Letters and college brochures are sent to anyone inquiring about College of Fine
Arts programs by letter, telephone, e-mail, or when referred by Minority
Admissions. The School of Music responded to inquiries by 1300 students from
Florida and other states, an estimated 20% of whom were minority students.

The units within the College of Fine Arts have Recruitment and Admissions
Committees. Duties of the committees include the organization and coordination
of recruitment activities for minorities. Efforts include the dissemination of letters
and packets of brochures, track sheets, and other information.












The faculty and students in theatre and dance, for example, perform at theatre
festivals in cabaret groups, such as Gator Tones and Theatre Strike Force. The
latter group addresses some of the critical social issues that affect the minority
community. Productions include the AIDS crisis, misuse of drugs, sexual
responsibility, and racial-social issues.

Faculty members, while attending various conferences, make recruiting efforts for
both undergraduate and graduate minority students. Examples include: the
National Academic Advising Association, Music Educators National Conference,
Florida Music Educators Association Conference, the College Music Society, the
Mid-West Band and Orchestra Clinic, the American Choral Directors Association,
the College Art Association, National Council of Education for the Ceramic Arts,
The Society for Photographic Education, Florida Association for Theatre
Education, University Resident Theatre Association, Southeastern Theatre
Conference, United States Institute of Theatre Technology, American College
Theatre Festival, American College Dance Festival and the National High School
Dance Festival, as well as other state and regional conferences in art, music,
theatre and dance.

Community college counselors, administrators and fine arts instructors in most of
the target schools are contacted by letter to increase awareness of our programs
and describe opportunities in the fine arts area (including scholarship information).

Letters were sent to Florida National Merit Achievement Semifinalist students and
selected out-of-state National Merit Achievement Semifinalists. In addition, letters
were sent to PSAT/SAT students through the College Board Search Services.

Theatre and Dance Professors Mikell Pinkney, Tony Mata and Tommy Davis
attended the Florida Theatre Conference in Tampa in Spring 2000 and spoke with
high school minority students. Professor Mikell Pinkney and Professor Kevin
Marshall recruited students at URTA in Chicago. Professors Mikell Pinkney,
Kevin Marshall and Tony Mata recruited students at URTA in New York and the
Black Theatre Network Conference in Houston, TX. Theatre Professors James
Brown, Kevin Marshall, Stan Kaye and Mihai Ciupe spoke to minority students at
the Southeast Theatre Conference in Spring 2001 in Jacksonville. Music faculty
and music admissions staff attended the Florida Music Educators Association
Conference in January and spoke with minority students.

The School of Music hosted summer camps for junior and senior high school
students in instrumental, choral and string music education. More than a dozen
faculty members participated as instructors. The University Clarinet Choir
performed at the annual meeting of the Florida Music Educators Association,
which is held annually in Tampa and is attended by more than 4000 music teachers
and students from throughout the State of Florida.












Brochures, posters, and letters were sent to all high schools and community
colleges in Florida describing opportunities in music at UF, including scholarship
information and audition schedules. Similar materials were sent to schools in
Virginia, Alabama, Georgia and New Jersey.

The college participated in the Thirteenth Annual Summer Workshop for Minority
Transfer Students. This program, (Sunday evening meal, upper division forum on
Monday) developed by the Office of Minority Admissions, consisted of
advisement and orientation sessions for those interested in fine arts. Follow-up
letters went to all students thanking them for their participation.

The college participated in the campus-wide orientations and advisement program,
Preview 2000. Developed by Admissions and Student Services, it provides an
opportunity for the college to distribute detailed information to minority students
who expressed an interest in fine arts.

The college worked closely with Minority Admissions on referrals from minority
transfer students who were interested in fine arts but had not completed all pre-
professional courses, lacked an audition or had some other academic deficiency.
Appropriate follow-up with these referrals was conducted.

Contact was made with most counselors at community colleges (and some
minority instructors) informing them of our plans to increase Fine Arts',minority
enrollment and scholarship programs for talented students.

The College of Fine Arts participated in "College Nights", an annual minority
recruitment effort, organized by the University of Florida Office of Admissions. A
representative from the CFA visited Michael Krop High School, Miami, FL and
Blanche Ely High School, Ft. Lauderdale, FL as a part of this joint effort. CFA
and various departmental brochures were handed out throughout the event.


i. College of Health and Human Performance (HHP)

The following faculty members participated in the University Minority Mentor
Program: Drs. Bertha Cato, William Chen, Christopher Janelle, and Milledge
Murphy.











The College of Health and Human Performance is fully committed to providing a
welcoming, supportive environment for all members of the college: students, faculty
and staff. The foundation of recruitment and retention activities is our academic
advising staff, the Cultural Diversity Committee and diverse faculty. The newly
appointed Assistant Dean for Student Affairs is African-American; she will continue
to enhance the recruitment and retention efforts of the College. In addition, we have
one academic advisement faculty member and one support staff person, both of
whom are African-American. These individuals represent vital elements of our
continued success in maintaining our diverse student population.

The College of Health and Human Performance has a strong commitment to a
culturally diverse population. The college sincerely believes that commitment to a
diverse student body is mirrored in the faculty and staff. A college population that
includes African-Americans, Asians, Hispanics, Native Americans and Whites makes
the program's success evident. One of the college's strengths in recruitment of
students is the ability to network in a variety of settings and levels with our alumni to
identify minority students at the high school level who could be recruited into our
programs.

Recruitment Activities:
" Faculty participation in the University's Minority Mentor Program.
" Faculty members are directly involved in minority recruitment efforts during
professional meetings, such as the International Society of Travel and Tourism
Educators; American Alliance for Health, Physical Education, Recreation and
Dance; American School Health Association; American College of Sports
Medicine; National Recreation and Parks Association, Travel and Tourism
Research Association Conference, as well as a number of more specialized
programs or meetings.
" Advisors from the college have participated in a number of programs in the
community organized to assist guidance counselors and/or students to identify
careers and corresponding majors.
" Internship visitations across the state and surrounding states, which extend our
recruitment efforts through interaction with internship supervisors who assist us in
identifying potential undergraduate or graduate students.
* The College of HHP hosted its first Career Fair and Intern Expo. This event
provided a platform for sharing career opportunities as faculty interacted with
sixty-six (66) health and human performance agency representatives from the
state of Florida and surrounding areas.
* Participation of HHP Faculty and academic advisors in minority recruitment
activities hosted by various offices on campus, for example, the Minority Transfer
Workshop (2/25-26/01). General information handouts were provided.
* In those instances when the college was unable to participate directly, materials
were provided to campus recruiters for visitations to high schools, community
colleges and other universities.












j. College of Health Professions


During the 2000-2001 year, academic advisors attended all undergraduate minority
related recruitment and retention activities, such as the Annual Minority Transfer
Workshop and the Annual Hispanic Workshop, to promote enrollment of minority
students. The college continued the plan to attend several community colleges to
establish .stronger links with the community college system and our college,
something that had not been done previously. We have requested to meet with
minority advisors and students, when feasible, as part of these visits.

(1) Occupational Therapy
Joanne Foss, MS, OTRL is the person responsible for recruitment. Staff visited
the Minority Health Career Day and Minority Health Career Convention for
recruitment. Department brochures are not geared primarily toward minorities.

(2) Physical Therapy
Activities to recruit minority enrollment involved Dr. Andrea Behrman and Dr.
Gloria Miller through the Summer Science Program, University Scholars and the
Minority Affairs Health Career Day.

(3) Rehabilitation Counseling
During the summer of 2000, the Department updated the recruitment plan for
graduate and undergraduate students, which includes efforts to recruit minority
students.

Each faculty member is committed to an affirmative action attitude regarding
recruitment of minority students. We attend various conferences and are always
excited about opportunities to speak with potential students about our academic
program. In our meeting with the State of Florida Division of Vocational
Rehabilitation, we solicit staffs assistance in identifying potential minority
applicants.

For the undergraduate program in rehabilitative services, Dr. John Saxon has
made several recruitment visits to Santa Fe Community College and Seminole
Community College and made recruitment presentations to interested students.
Other community colleges have been contacted with a special focus on minority
recruitment and recruitment of students with disabilities. Brochures and
recruitment materials were made available to interested students.

The Department has established a tracking system for prospective applicants
whereby determinations can be made regarding progress in the application
process. Personalized follow-up letters are written to students who request
application packets if the application is not submitted within a reasonable period











of time. The system is also used to keep potential students aware of deadlines so
their applications may be considered in a timely manner.

o Viewed the process of informing potential applicants of careers in
rehabilitation counseling as only the beginning of the recruitment process.
o Personalized responses to our inquirers in an effort to assist their decision-
making.
o Spent considerable time with each inquirer to provide adequate
information about the ways in which a career in rehabilitation counseling
may meet their career goals.
o Actively encouraged the most promising students to initiate the
application process and we provide strong admission advocacy for those
with potential but marginal past academic performance.
o Consistently received feedback from them that this helpful attitude was a
very important factor in their decision.


k. College of Journalism and Communications

The Knight Division (formerly the Knight Center) for Scholarships, Career Services
and Multicultural Affairs, located in the College of Journalism and Communications,
is responsible for coordinating the college's scholarship program, providing career
information to students and coordinating the college's undergraduate minority
recruitment and retention efforts. Knight Division minority recruitment and retention
activities are privately supported. Office staff consists of a Director, an Assistant
Director for Placement and Retention, and undergraduate student assistants.

In January 2001, the division was moved from the second floor (room 2070) to a
converted classroom space on the first floor (room 1080). This move provides a more
visible location for the Knight Division and increases the number of students using
the division's services.

The director coordinated all undergraduate minority recruitment and outreach efforts.
The director visited high schools and community colleges throughout the state to
recruit minority students. A typical recruitment visit consisted of a meeting with an
adviser or counselor to inform and update them on curriculum changes, admission
changes and updated information on undergraduate scholarships offered by the
College. This meeting is usually followed by a presentation to interested students or
to a journalism or communications related class.

In addition to high school and community college visits, recruitment activities
included workshop presentations at the Florida Scholastic Press Association (FSPA),
district workshops and annual convention, and the Florida Community College Press
Association (FCCPA) annual convention. The Knight Division also works closely











with UF Admissions, specifically minority admissions, and participated in many
campus wide recruitment activities.

The Knight Division does not have the authority to admit students; therefore, the
success of minority recruitment efforts should be measured by the number of students
contacted who are eligible for admission, and eventually enroll. The major goal of
the Knight Division's minority recruitment effort is to identify admissible minority
applicants and to assist those applicants, once admitted, to successfully matriculate
into the college.

The following activities were undertaken by the college to identify and recruit
minority students. Number of students contacted is indicated.

2000 SUMMER SEMESTER
Assistant Director presented college scholarship and admissions workshop to 100
students during the Florida Scholastic Press Association Summer Journalism Institute
(SJI) for high school students. SJI was held in the college. Knight Division offered to
pay full scholarships for minority students to attend. Six (6) minority students
accepted scholarships to attend SJI.

Director hosted fourth annual Summer Journalism Visitation Program (SJVP). SJVP
is co-sponsored by the Ocala Star-Banner, School to Work program at Santa Fe
Community College, and Role Models Foundation.

Director attended UF-sponsored annual High School Scholars Program for African-
American Students. Met with prospective students interested in this college and
conducted tour of college. Placed the names of 15 students on prospective student
mailing list to invite to college's visitation programs.

2000 FALL SEMESTER
Director made presentation at Florida Scholastic Press Association District Workshop
held at the University of Central Florida. Presented workshop on scholarship
opportunities in the college. Approximately 40 students were contacted.

Director presented at Florida Scholastic Press Association District workshop held at
Gulf Coast Community College, Panama City, FL. Presented workshop on
scholarship opportunities in the college. Approximately 45 students attended.

Director made presentation at Florida Scholastic Press Association District workshop
held at Leon High School, Tallahassee, FL. Presented workshop on scholarship
opportunities at the College of Journalism and Communications. Approximately 12
students attended.

Director made presentation at Florida Scholastic Press Association District workshop
held at Deerfield Beach High School. Presented workshop on scholarship











opportunities and career opportunities at the College of Journalism and
Communications. Approximately 45 attended.

Director attended Florida Community College Press Association Annual Convention
held at Jacksonville, FL. Presented a workshop on scholarship and transfer
opportunities for community college students. Met with community college advisers
to discuss opportunities for students at UF College of Journalism and
Communications. Approximately 24 students were contacted.

Director accompanied UF Admissions representatives to National Scholarship Service
for Minority Students College Fair held in Tampa, FL and Miami, FL. Discussed
scholarship and career opportunities with prospective students. Approximately 51
students were contacted.

Director was invited to make presentation at Seminole Community College in
Sanford, FL. Met with prospective students and discussed transfer procedures and
scholarship opportunities. Met with 47 students.

Director attended Role Models Foundation Awards program at St. Petersburg Beach,
FL. Presented awards to students that attended the Summer Journalism Visitation
Program. Met with 12 prospective students and their parents.

2001 SPRING SEMESTER
Director represented the College at University of Florida Admissions sponsored
Workshop for Minority Transfer Students. Made College presentation and conducted
tour of facilities to prospective students. Approximately 12 students were contacted.

Director attended planning meeting for SJVP and made recruitment visits to St.
Petersburg Junior College, Clearwater campus. Director was invited by Mass
Communications chair to speak to classes. Approximately 50 students contacted.

Director participated in University of Florida Admissions sponsored minority
recruitment trip to Broward and Dade Counties. University wide presentations and
College presentations were held at Ely High School, Pompano Beach, FL., and Krop
High School, Miami, FL. Approximately 35 students contacted.

Members of the Hispanic Communicators Association (HCA) set up information table
during the University of Florida Admissions sponsored Hispanic Student Conference.
Approximately 20 students were contacted.


1. College of Liberal Arts and Sciences

The College of Liberal Arts and Sciences continues to enhance the provision of
support to minority students and faculty are comprised primarily through activities of











the Office of Academic Support and Institutional Services (OASIS) in conjunction
with the Advisement Center and the other special college initiatives. Special College
Initiatives include efforts by departments and other academic programs to recruit and
retain minority students and faculty.

OASIS, consisting of the Minority Recruitment and Retention Services (MRRS), the
Student Enrichment Services Program (SESP), and the Upward Bound Program, has
a broad mission, which includes recruitment and retention of minority students and
faculty. For the Student Enrichment Services component, the goals remain to assist
in the recruitment, high academic achievement, and the successful graduation of
specially admitted, disadvantaged students, as well as regularly admitted students
who need academic support services. Virtually all of these students are minority
students (African-American, Hispanic, Asian, and Native American). The goals of
the Minority Recruitment and Retention Services are to assist in the recruitment,
enhancement of the academic and professional performance, and the overall
enrichment of the university experience of regularly and specially admitted minority
students and faculty in the CLAS.

Minority Recruitment and Retention Services Program
The Office for Academic Support and Institutional Services (OASIS) in the College
of Liberal Arts and Sciences (CLAS) is responsible for coordinating the College's
support services for Hispanic, African-American, Asian American, and Native
American students and faculty minorities. The mission of OASIS included enhancing
the recruitment, retention, follow-up, and graduation of the College's minority
students and the successful retention of its minority faculty. This office continued to
assist minority students by providing academic counseling, advocacy, and tutoring.
OASIS worked in close cooperation with the University Advisement Center which
leads the coordination of all advising services across campus including supplementing
and providing training and information to all special advising programs.

All minority freshmen, sophomores, and CLAS students needing assistance were
referred to the OASIS office where it is responsible for proper referral of students to
the appropriate offices for specific services. not offered primarily by OASIS.
Academic counselors were available to assist students in reviewing and resolving
their concerns about career goals, study habits and advocacy with or referral to a
professor, a department, or college, or other offices like Financial Aid, Financial
Accounting, Career Resource Center or tutoring. In short, OASIS strived to facilitate
the minority students' successful negotiation of any and all processes of the
University of Florida and stimulated their use of and participation in resources and
enriching activities at the University that might impose on the academic progress of
the student.

The Minority Recruitment and Retention Services offers departmental societies for its
minority students and faculty to provide forums for interaction among faculty
members, graduate students, and minority undergraduates. The societies answer











questions like (1) what the major expects of them, (2) why they learn what they learn
in their courses--especially the major's core courses--and (3) what they might do with
the knowledge they acquire in their major. With clubs organized around academic
departments, students begin to discover the benefits of working consistently with their
peers in a productive but friendly environment, thinking critically, and understanding
their majors as fields of inquiry.


m. College of Nursing

The college encouraged participation in the University of Florida Hispanic and
African-American programs which focus on ethnic unity and communication.

Hispanic Student Recruitment Conference held March 17, 2001 attended by Cecile
Kiley, Coordinator, Student Affairs Hispanic member of the College of Nursing
(CON). Ft. Lauderdale College Night: held March 26, 2001 attended by Wanda
Washington.

High School Guidance Counselor Workshop held on March 11-14, 2001 attended by
Patricia Bivens.

Minority Transfer Student Workshop held February 25, 2001 attended by Wanda
Washington. Total student participation = 82

Preview Session for Summer 2000 attended by Patricia Bivens and Wanda
Washington.

Presidential Scholars reception held July 2000 attended by Dr. Courage and Assistant
Professor McWhirter.

College of Nursing will participate in the University of Florida's Recruitment events
in order to recruit minority students.

Miami College Night: March 28, 2001, attended by Wanda Washington.

Students from high schools across the State of Florida attended Career Day on March
9, 2001.

The College of Nursing recruitment activities for minority students are structured to
coincide with UF's Office of Minority Admission's recruitment visits to other
institutions.

Dr. Courage and Assistant Professor McWhirter held recruitment/informational
sessions at Shands AGH, Starke, and Jacksonville. One session at the VA Medical
Center in Gainesville and Lake City Fall 2000.













n. College of Pharmacy


Dr. Michael W. McKenzie, Associate Dean, Wanda Washington, Academic Advisor,
Robyn Joiner, Program Assistant, and Lynn Fowler, Coordinator of Student Affairs
attended various functions devoted to minority recruitment for the College of
Pharmacy. They have talked with approximately 150 minority students at these
events:

High School Scholars Program
Health Center Minority Shadowing Program
Minority Transfer Workshop
Health Center Office of Minority Affairs Teach-In
Minority Pre-Professional Organization Meeting
Hispanic High School Major Fair

In addition, Ms. Wanda Washington has been available for prearranged counseling
sessions with students working through Walter Robinson in the Admissions Office.
Approximately 30 individuals have attended these sessions.

Ms. Washington has maintained regular contact with various UF pre-pharmacy
minority students to provide academic and personal support through the freshman and
sophomore years.

Dr. Michael W. McKenzie, Lynn Fowler, Wanda Washington, and Robyn Joiner
visited community colleges and universities during the academic year to provide
information on careers in pharmacy and application procedures to the UF College of
Pharmacy. Approximately 100 minority students were given brochures about the
College of Pharmacy during these visits.

Michael McKenzie, Associate Dean for Professional Affairs
Seminole Community College
Central Florida Community College
University of Central Florida
Florida Community College at Jacksonville
Florida State University
Pensacola Junior College
Chipola Junior College
University of West Florida
Edison Community College
Manatee Community College
St. Petersburg Community College
Tallahassee Community College
University of North Florida











Valencia Community College- East Campus


Lynn Fowler, Coordinator, Student Affairs
Hillsborough Community College
Daytona Beach Community College
University of South Florida
Brevard Community College Melbourne

Wanda Washington, Coordinator, Student Affairs
Santa Fe Community College
Broward Community College Davie Campus
Palm Beach Community Lakeworth Campus
Miami-Dade Community College North Campus
Miami-Dade Community College- South Campus
Miami-Dade Community College- Downtown Campus
Florida Atlantic University Boca Raton
Florida Atlantic University Jupiter

Robyn Joiner, Program Assistant, Student Affairs
Lake City Community College
Central Florida Community College

Letters and brochures were mailed to newly admitted UF minority students who
expressed an interest in pharmacy. Letters and brochures were also sent to minority
students identified through recruitment visits by the Health Center Minority Affairs
Office.

College of Pharmacy Open House

The following individuals participated in the College of Pharmacy Open House held
in October 2000. Over 150 people attended this event including about 40 minority
students.

Michael W. McKenzie, Associate Dean for Professional Affairs
Lynn Fowler, Coordinator, Student Affairs
Wanda Washington, Coordinator, Student Affairs (Health Science
Center Advisor)
Paul Doering, Distinguished Service Professor
Alan Knudsen, Director of Pharmacy at Shands Hospital
Tracey Wilson, Pharmacist at Target Drug Store
Michael Menefee, Financial Aid Counselor











2. Assessment of Undergraduate Applications, Acceptances and Enrollment

In assessing the impact of the admissions process on students of Hispanic origin in the
2000-01 academic year, the following was revealed:

White student applications decreased by 58 or .42% from 1999-00 to 2000-01. White
student acceptance increased by 1023 or 18.5%.

Hispanic student applications have increased by 20 or 0.80% from 1999-00 to 2000-01.
Acceptances have also increased by 240 or 23.19% from 1999-00 to 2000-01. The above
is an assessment of data provided in Table 1 (page 26) and Graph 1 (page 27).

Undergraduate Hispanic enrollment increased by one hundred ninety-six (196) students
or 5.93%. White enrollment increased by two hundred seventeen (217) or 0.93%. Total
enrollment increased by 1046 or 3.31%. This data is illustrated on Table 2 (page 28) and
Graph 2 (pages 29).








Table 1
UNIVERSITY OF FLORIDA
HISPANIC/WHITE
APPLICATIONS, ACCEPTANCE, ENROLLMENTS
FTIC (Summer and Fall)
1989-90 to 2000-01


HISPANIC


WHITE


% %
ACCEPTANCE ACCEPTANCE
TO TO
YEAR APPLICATIONS ACCEPTANCE APPLICATIONS ENROLLMENT APPLICATIONS ACCEPTANCE APPLICATIONS ENROLLMENT

1989-90 1,067 499 46.77 216 12,035 6,552 54.44 3,194

1990-91 1,111 628 56.53 267 10,578 7,172 67.80 3,324

1991-92 1,298 906 69.80 400 10,283 5,919 57.56 3,460

1992-93 1,601 1,056 65.96 463 11,383 5,606 49.25 3,379

1993-94 1,758 1,153 65.59 571 11,384 6,377 56.02 3,899

1994-95 1,862 1,161 62.35 612 11,653 5,808 49.84 3,680

1995-96 1,988 1,271 63.93 685 11,922 6,627 55.59 4,190

1996-97 2,093 1,067 50.98 574 12,030 5,825 48.42 3,857

1997-98 1,912 990 51.78 589 11,856 6,692 56.44 4,458

1998-99 1,985 1,001 50.43 581 12,928 6,123 47.36 4,159

1999-00 2,488 1,035 41.60 705 13,716 5,534 40.35 4,393

2000-01 2,508 1,275 50.84 845 13,658 6,557 48.01 4,671


- Data Not Available
Source: Office of Registrar
UNITID 234130 (OCRB1) "Applications, Acceptances, and Actual Enrollments," 1998









Graph 1
University of Florida
Acceptance Rates for Hispanic and White
FTIC Students
1988-2001
(Summer and Fall)


80.00

p 70.00
E 60.00
R 50.00 -----
C 40.00
E 30.00
N 20.00

T 10.00
0.00
199 9 10 9 19P -- -- -- -- -- -- -- -- -- ---- -- --9Q 0
,9 0"1 "?P <9, '1 <96'6 P9, 9, "9, -%> '0

Hispanic --- White










Table 2


UNDERGRADUATE STUDENT ENROLLMENT*
HISPANIC TO WHITE
SUMMER & FALL
1987 to 2000


*Includes Full-time and Part-time Students.
Source: ED (CS) Form G50 -14 P-EF UNITID-134130







Graph 2
Undergraduate Student Enrollment
Hispanic to White
1987-2000


Hispanic Enrollment


3800
3600 --8--- -.--_--_----.- __ _- -
3400 --------------r T -- ---- -- ;-- -- ---- -- r--T-
3200 ------- -- -- --,------- --.-- -- --..T --
3000 --- 7-- ---- --------- ~- T--- ------
2800 ----t-------- ------ --------- -- --
2600 ---- ---T------------ ---~----r--T-- -- --
2400 ---- --- -- ----- ------ ---- ---
2200 ----. --T-- --I- ------ --r---r--T-- -----
2000 ----\------\-- /----"--\--\--\- -\--\--
1600 ----r- -- -- -- ----- -- -- -- ---
2400





1400 -- -_- -'---;--- ----- ------- _- l-- -- ---
1200 FF-- FF--F---F---F---l--- F--r----F-- F--
1200 -----'----------------'--'----
1800 1989 F 991 F993 F995 F997 F1F9




1000
1987 1989 1991 1993 1995 1997 1999
160 _L _-_-, --- -- ------


-- Hispanic


White Enrollment

24200

23700 -- ------ -- ----- ---- ---

23200 --- ----------- -- --- ---- -- -----

22700 --- --T --------- -- ---- ---- -- --- --

22200 T --4- White

21700 -- ------ -

21200 -- -- ------ --- -- -- ----- -- -- ------

20700 ----- -F ---- -- -- ------

20200 ----
1987 1989 1991 1993 1995 1997 1999
F F8F7 F99F9 F99 F F99 F99 199









3. Graduate Recruitment Activities


a. Office of Graduate Minority Programs (OGMP)


The Office of Graduate Minority Programs (OGMP) was established in 1984 to
increase the enrollment of minority students in graduate programs. The recruitment
efforts to increase Hispanic student enrollment includes: the utilization of the
Graduate Recruitment Information Database (GRID), visits to other campuses,
visitation programs, on-campus recruitment, information packets and Poster
Distribution Programs.

(1) Graduate Recruitment Information Database (GRID)

During the 2000-2001 academic year, the staff of the Office of Graduate Minority
Programs (OGMP) and five (5) University of Florida faculty and staff members
were involved in two types of recruitment activities: recruitment trips to graduate/
career fairs and the Campus Visitation Program. A total of 23 recruitment trips
were made during this academic year: 1 in Summer B, 21 during the Fall
semester, and 1 during the Spring 2001 Semester.

Web-Base Activity. The GRID web-based information card (hereafter referred to
as the Web-site Info Card) functions as a recruiting device. Students interested in
graduate studies at UF can submit information to GRID via the Web-site Info-
Card. Eighty-six (86) people completed and submitted an Info-Card via the Web
site between the Summer of 2000 and the Spring of 2001. Students who use the
web-site process also receive GRID correspondence. The web site Info-Card was
off line for most of THE semester for security reasons. This explained the low
usage during the last year.

Campus Visitation Program (CVP). The Campus Visitation program is
conducted each year during the Fall and Spring Semesters. Seniors are the
primary target population for the Fall program while both juniors and seniors are
the primary targets for the Springs program. The purpose of the CVP is to provide
minority students with an opportunity to:

1. Visit the University of Florida campus
2. Learn about graduate and professional programs
3. Meet with faculty representatives in their field of interest
4. Talk with minority graduate students

Fall 2000 Campus Visitation. Sixteen (16) students visited twelve (12) academic
programs during the Fall 2000 semester CVP. All of the students completed an
application packet. Seven (7) students paid the application fee, thus, indicating
their desire to pursue graduate studies at the University of Florida. Of this









number, one (1) student was admitted, one (1) was referred to the program of
interest, three (3) were pending, and two (2) students cancelled the application.

Spring 2001 Campus Visitation. Twenty-eight (28) students visited seven (7)
academic programs. Eleven (11) of the twenty-eight (28) students completed the
application packet, thus, indicating their desire to pursue graduate studies at the
University of Florida. Of this number, seven (7) were admitted, one (1) is
pending, and one (1) was denied. One (1) did not pay the application fee.

FAMU Graduate Feeder Scholars Program. In 1987, the University of Florida
became partners with FAMU Graduate Feeder Scholars Program to increase the
number of African-American students who pursued graduate studies at the
University of Florida. The OGMP is its contact office for the University of
Florida. Students were nominated to the Feeder Program by FAMU faculty. The
FAMU Graduate Feeder Scholars Fellowship is awarded to five (5) of the Feeder
students admitted, each academic year, to the university based on their
credentials.

Once accepted into this program, application packets were submitted to the
university via OGMP. Information from all applications was first entered into
GRID (Graduate Recruiting Information Database) and then the applications were
forwarded to the Office of Admissions for processing. Thirty-one (31) of the
students nominated for the Feeder Program applied to a graduate program. Of
this number, ten (10) were admitted, two (2) were denied, one (1) is pending for
Law School, one (1) cancelled the application, two (2) applications showed no
action and there is no admission decision for fourteen (14) students.


(2) College-based Services

a. College of Design, Construction and Planning

Faculty and students involved in the National Organization of Minority Architects
(NOMA) attended the annual conference and made professional contacts.

Dr. Walter Dukes attended the following 4-year institutions as a part of the
college upper division recruitment program:
North Carolina Central University
Florida A&M University
North Carolina AT&T State University
Alcorn State University
Mississippi Valley State University
Jackson State University
Togaloo College









The Design Exploration Program (DEP) in the Department of Architecture offers
some scholarships to minority students who would like to attend the program.
This program is three (3) weeks long during the summer and exposes students to
the design profession.


b. College of Business Administration

The Fisher School participated in and met with interested graduate students in the
Graduate School Board of Regents Minority Program. Recruiting efforts in the
Fall and Spring consist of information sessions held around the State of Florida,
attending GMAC Forums around the country and mailings to potential applicants.

Information Sessions. During the 2000 Fall and 2001 Spring terms, information
sessions were held in Gainesville, Jacksonville, St. Petersburg, Tampa, Orlando,
Ft. Lauderdale, Miami, and West Palm Beach. These sessions are designed to
target potential students for our Traditional, Accelerated, Executive, Managers,
Weekend, and Flexible MBA Programs.

GMAC Forums. The Florida MBA Programs attended GMAC Forums in New
York, Washington, DC, Boston, MA, Chicago, IL, Los Angeles, CA, and San
Francisco, CA during the 2000 Fall term. GMAC Forums are designed to target
potential MBA applicants to a large variety of schools offering MBA programs.

Open Houses. The Florida MBA Programs sponsored a Spring Open House.
GWIB (the student organization Graduate Women in Business) participated in the
women's open house.


c. College of Education

Diversity of the College of Education remains a primary goal for the Office of
Recruitment and Outreach. To achieve this goal, we actively recruit qualified
minority students into teacher education programs as well as other programs
within the college. We want all our students to graduate and take steps to assure
this occurs. We provide our students with academic counseling, financial
assistance, tutorial assistance in most academic areas, and training in academic
survival and leadership skills. Additionally, we meet with the various
departments to inform them of our services and attempt to sensitize them to the
issues and concerns related to minority students.

The major objectives of the program are:
1. To actively recruit minority students into the graduate and undergraduate
programs of the College of Education,
2. To organize support programs and activities that would assist in the
retention of minority students in the College of Education,









3. To serve as a community outreach source for the College of Education
with a special emphasis on economically and academically disadvantaged
youth, and
4. To prepare ourselves for the ever-changing fields of student services and
cultural diversity.

In an effort to increase the number of students in the college, the following
recruitment activities were employed for the 2000-2001 fiscal year:
1. Brochures and a website (www.coe.ufl.edu) were used to provide
information for interested students, counselors, parents and others.
2. The Office identified contact persons at twenty-eight (28) community
colleges and thirty (30) colleges and universities in order to identify
potential educators.
3. The Office participated in several recruitment activities at career and
educational fairs in Palm Beach, Hillsborough, Pinellas, Marion and Dade
counties.
4. The College of Education's office actively recruited with the Office of
Graduate Minority Programs at Alabama A&M University, University of
Alabama, Howard University, University of Michigan, Michigan State
University and Hampton University.
5. The Office attended the Annual Institute for Recruitment of Teachers
(IRT) workshop and recruitment fair in Andover, Massachusetts resulting
in the acceptance of thirteen (13) students to the University of Florida in
the Fall of 2001.


d. College of Engineering

The Office of Multicultural Engineering Programs (OMEP) was established to
provide a framework within which support services would be provided, in an
effort to ensure the success of all students comprising the diverse student body
which exists in the College of Engineering.

Within this framework resided the Minority Programs Focus (MPF) and the
Women Programs Focus (WPF) which promote the provision of academic support
services designed to increase the success rate of African-Americans, Native
Americans, Hispanics, Women, and other underrepresented groups in the field of
engineering in the U.S.

Minority and Women Programs Focus
The long-term goal of the MFP and the WPF is to establish the University of
Florida College of Engineering as a nationally recognized institution for
recruiting, educating and graduating targeted groups which are underrepresented
in engineering by:
o Implementing effective academic support and counseling services for
targeted engineering students as soon as they are admitted to the college.









o Coordinating programs that involve targeted groups with faculty/corporate
mentoring and research.
o Retaining and graduating large numbers of culturally responsible minority
and women engineers who excel academically, succeed professionally,
and positively impact the community.
o Establishing arrangements for experiential learning through programmatic
collaborations with industry.

OMEP Academic Support Services
OMEP provides an array of academic services to minority and women
engineering students at the undergraduate and graduate levels. The objectives are
to ensure that students are exposed to engineering career opportunities as early as
possible, recruit quality students, retain such students in our engineering programs
by providing a positive, supporting, academic environment within which they can
be successful, and see the students through to graduation, following a well-
rounded educational experience. These services include:
o Academic advising;
o Daytime and nightly study halls;
o Peer mentoring for graduate students;
o Scholarships and other financial support,
o Success workshops;
o Identification of co-op and internship opportunities;
o Career counseling;
o Help in obtaining financial aid; and
o Assistance with permanent job placement.

The University of Florida Student Chapters of the National Society of Black
Engineers (NSBE), the Society of Hispanic Professional Engineers (SHPE), and
the Society of Women Engineers, provide students with the opportunities to
develop leadership, interpersonal, and communication skills.

Other OMEP Accomplishments
o Recruited minority graduate students at several institutions and
conferences during the year including Howard University, University of
Maryland, Baltimore College, FAMU, University of Central Florida and
University of South Florida, Texas A&M University, North Carolina
A&T, Georgia Tech, Alabama University, Southern University, Baton
Rouge, NSBE regional and national conferences, the Society of Hispanic
Professional Engineers Annual Meeting. These activities generated over
500 graduate student contacts for follow-up.
o Attended and participated in several meetings focused on recruiting and
improving the retention rates of minorities in engineering. These meetings
included National Action Council for Minorities (NACME) Annual
Meeting, National Society for Black Engineers (NSBE) Annual
Conference, National Association of Minority Engineering Program
Administrators (NAMEPA) Regional and National Conferences, FGAMP









Expo, and National Consortium for Graduate Degrees for Minorities in
Engineering (GEM) Annual Meeting.
o Hosted students and faculty from the Atlanta University Center (AUC)
which includes Spelman, Morehouse, Clark-Atlanta, and Morris Brown
Universities. This visit emphasized continued development of the
partnership which has been established between the AUC and the College
of Engineering. Also invited to participate in the AUC's graduation
activities.
o Participated in the "Florida-Georgia Alliance for Minority Participation in
Science, Engineering, and Mathematics (FGAMP), including taking 4
students to the FGAMP EXPO which was held at Daytona Beach, Florida.
o Received funding from Lockheed Martin Corporation, Honeywell
Foundation, Dow Chemical, and United Technologies Pratt & Whitney for
support of minority engineering programs.
o All indicators in 2000-2001 have been positive, confirming continuation
of improvements in enrollment at the graduate level and improved
graduation rates for minority and women students in the college. It is
observed that better use is now being made of the available resources and
students continue to share concerns and seek help on a much more regular
basis. Upper division support continues to be provided through the
STEPUP Academic Networking Environment (SANE) program.


e. College of Fine Arts

The College of Fine Arts (CFA) maintains an active student recruitment program.
The faculty, chair and directors in each unit continually recruit new students
through various activities and events. Our representatives frequently visit
minority and community colleges. Correspondence with potential students is
conducted by our Associate Dean Barbara O. Korner, Laura Robertson, Assistant
In Graduate Studies and Administration, and the Graduate -and Undergraduate
Program Advisers in each unit.

The College of Fine Arts has established a web site with information about the
various degree programs within the college. Links to advisers and admissions
coordinators make it possible for students to contact the units and obtain specific
program and admissions information.

The College of Fine Arts is diligent in its search for talented students.
Recruitment efforts include the dissemination of material about the programs, and
faculty visitations to high schools and colleges in Florida where faculty perform
in concerns, conduct workshops, judge competitions and festivals and exhibits. In
addition, students visit this campus and attend functions such as summer music
camps, band and choral festivals, and theatre and dance festivals.










Recruiting efforts for graduate minority students are made by faculty members
while attending various conferences. Examples include: the National Academic
Advising Association, Music Educators National Conference, Florida Music
Educators Association Conference, College Music Society, the Mid-West Band
and Orchestra Clinic, the American Choral Directors Association, College Art
Association, National Council of Education for the Ceramic Arts, The Society for
Photographic Education, Florida Association for Theatre Education, University
Resident Theatre Association, Southeastern Theatre Conference, United States
Institute of Theatre Technology, American College Theatre Festival, American
College Dance Festival and the National High School Dance Festival, as well as
other state and regional conferences in art, music, theatre and dance.

UF Admissions is helping the college to track interested graduate students.
Inquiries about the College of Fine Arts are received on a bi-weekly basis. A
follow-up letter and college brochure are then sent to all names on the inquiry list.

Letters and college brochures are sent to anyone inquiring about College of Fine
Arts programs by letter, telephone, e-mail, or when referred by Minority
Admissions. The School of Music responded to inquiries by 1300 students from
Florida and other states, an estimated 20% of whom were minority students.

The School of Art and Art History distributed information on financial support,
for which minorities may apply to all student inquiries and to key educators in the
discipline. (Lists of key minority educators were solicited from the faculty for
targeted mailing.) As a result of this effort, more minorities have applied to the
graduate program in that unit.

The college works closely with the Graduate School Acting Director of Minority
Programs, Dr. Dovie Gamble, in recruiting minority graduate students. The
college currently has four (4) students with Graduate Minority Fellowships (two
in Art and two in Theatre/Dance). In Fall 2001, Theatre and Dance Department
and the School of Art and Art History each has two (2) students that have been
awarded a Graduate Minority Fellowship.

The Assistant In Graduate Studies and Administration attended the National
Association of Graduate Admissions Professionals (NAGAP) meeting in
Scottsdale, AZ, April 25-28, 2001. The CFA administration made many
recruitment contacts as a result of this meeting.

Special recruiting efforts were made for graduate students by college
representatives while attending the following conferences and conventions:

University Resident Theatre Association (URTA)
American College Dance Festival Association (ACDFA)
American College Theatre Festival (ACTF)









Black Theatre Network (BTN)
Southeastern Theatre Conference (SETC)
State Thespian Festival
Florida Theatre Conference
National College Art Association
National Council on Education for the Ceramics Arts
Music Educators National Conference
Florida Music Educators Association Annual Conference
College Music Society regional and national meetings
Mid-West Band and Orchestra Clinic
Southern Graphics Council
Southeastern College Art Conference
Society for Photographic Educators
Florida State Music Teacher's Association
Florida Association of Theatre Educators
United States Institute for Theatre Technology
Association for Theatre in Higher Education
and numerous student clinics

The college made an intense effort to recruit minority faculty, that in turn, would
serve as role models for minority students. During the Fall of 2000 the College of
Fine Arts hired two (2) Hispanic faculty members, one (1) female and one (1)
male and one (1) African-American female.

The College of Fine Arts had twenty-one (21) minority graduate students for Fall
2000, of which nine (9) were new graduate students.


f. College of Health and Human Performance

The College of Health and Human Performance continued to be fully committed
to providing a welcoming, supportive environment for all members of the
College; students, faculty, and staff. The foundation of our recruitment and
retention activities is our academic advising staff and diverse faculty.

The College of Health and Human Performance has a strong commitment to a
culturally diverse population. While we believe that the education of our students
is contingent upon a broad ecology of experiences, it is our belief that diversity is
a strong component of this paradigm.

o Participation of HHP Faculty and academic advisors in minority
recruitment activities hosted by various offices on campus, for example,
the Minority Transfer Workshop (2/25-26/01). General information
handouts were provided.









o In those instances when the College was unable to participate directly,
materials were provided to campus recruiters for visitations to high
schools, community colleges, and other universities.
o The college has minority graduate students on fellowships or graduate
assistantships in all departments. The departmental breakdown illustrated
in Table 1 may not clearly indicate the distribution of graduate students
throughout all departments due to the doctoral students being classified as
HHP.

Level Black White Hispanic Asian Indian Other Totals
1 18 96 14 3 1 2 134
2 57 180 18 15 2 2 274
3 70 327 38 21 1 12 469
4 93 479 44 21 1 3 641
6 6 10 3 0 0 1 20
Grad 18 204 11 1 1 17 252
Total 262 1296 128 61 6 37 1790

o Faculty participation in the University's Minority Mentor Program.
o Direct involvement of faculty members in minority recruitment efforts
during professional meetings such as the International Society of Travel
and Tourism Educators; American Alliance for Health, Physical
Education, Recreation and Dance; American School Health Association;
American College of Sports Medicine; National Recreation and Parks
Association; Travel and Tourism Research Association Conference.
o Internship visitations across the state and surrounding states, which
extended our recruitment efforts through interaction with internship
supervisors who assisted us in identifying potential undergraduates or
graduate students.


g. College of Health Professions Health Service Administration

1. Health Service Administration
The Department of Health Services Administration seeks and encourages
minority applicants to its three (3) programs: Master of Health Administration
(MHA), Executive MHA, and PhD in Health Services Research. Specific
recruitment activities include:

Participation in events organized by the Associate Dean of Graduate School
and Minority Programs
Use of current minority students in recruitment process
Tracking of minority applicants through admissions process














The Program's record of minority student recruitment is documented below:

Program Black Hispanic Total Percent
Minority Minority
MHA 9 3 12 27%
Exec MHA 4 0 4 11%
PHD 1 0 1 25%


2. Clinical and Health Psychology
o Participated in visitation days sponsored by the Graduate Minority
Program. Visited Stetson University for recruitment during their Health
Fair.
o Participated in the University of Florida Minority Mentor Program.
o Admitted five (5) minority applicants for the 2001-2002 academic year.
Two (2) of those that we accepted which included one (1) McKnight
Fellowship and one (1) Minority Fellowship offer, declined in favor of
attendance at other universities. A third applicant declined our offer of an
assistantship and fellowship monies.

3. Rehabilitation Counseling
During the summer of 2000, the department updated the recruitment plan for
graduate and undergraduate students, which included efforts to recruit
minority students.

Each faculty member is committed to an affirmative action attitude regarding
recruitment of minority students. Faculty attended various conferences and is
always excited about opportunities to speak with potential students about the
academic program. In a meeting with the State of Florida Division of
Vocational Rehabilitation, the department solicited staff's assistance in
identifying potential minority applicants.

For the graduate program, the department continues to identify potential
students who are completing undergraduate degrees and supply them with
information describing the graduate training program. Lists of graduating
seniors were obtained from the University of Florida Records Office and,
when universities within the state and region of Florida. Chairpersons of
appropriate departments within each college were contacted and asked to
recommend students whom the chairpersons believe would be especially well-
qualified for the profession of vocational rehabilitation counseling. After
potential applicants were identified, they were sent recruitment letters with a
brochure, which explains the graduate program in detail. The faculty









occasionally presented guest lectures in other departments to orient students to
the field of vocational rehabilitation. In addition, efforts were made to
identify persons without master's degrees who work in human services and
who may be interested in a career in vocational rehabilitation counseling.
Former graduates were asked to recommend, as candidates for the RCE
(Rehabilitative Counseling Education) program, persons who work in the
helping professions and who might be interested in improving their skills
through the program.

Special efforts were implemented regarding recruitment of minority students.
Dr. Shaw, the Graduate Coordinator, worked closely with the Associate Dean
of the Graduate School and Minority Programs relative to the university-wide
recruitment efforts. That office was provided with program information to use
in its visits to colleges and universities around the country. That office also
hosts two on-campus functions each year for recruitment of minority students.
An annual dinner and reception was held for University of Florida minority
seniors who were interested in graduate studies. An annual two-day campus
visit by seniors from colleges in Florida allowed those students to interact
with representatives of the various graduate departments of the University of
Florida. The Department of Rehabilitation Counseling was represented at
these functions. Similar outgoing communication was maintained with the
Assistant Dean of Student Services relative to the recruitment of disabled
students.

All faculty members worked with the juniors and seniors in the undergraduate
rehabilitative services program in an effort to identify appropriate potential
graduate students. The department actively assisted them in selecting courses,
which will buttress their graduate education, meeting deadlines for graduate
applications and planning for Graduate Record Examination preparation.

The University of Florida continues to offer some flexibility in terms of GPA
and GRE scores concerning minority students who show potential for
graduate work. With faculty working closely with minority students in the
undergraduate program, realistic encouragement can be given in assisting
them toward graduate studies.


h. College of Nursing

o Contacted minority alumni from UF College of Nursing (CON) by
letter advising them on graduate programs, financial aid opportunities,
and career mobility as a nurse practitioner.
o Contacted all Bethune-Cookman College (BCC) Division of Nursing
Alumni to assist practicing nurses to identify career opportunities and
identify a contact faculty for graduate school advisement.









o Contacted practicing nurses at professional meetings and arranged a
one-to- one recruitment visit to the college. The College of Nursing
sent faculty members to recruit at the following professional
meetings/national conferences: 1) Daytona Beach Black Nurses'
monthly meetings; 2) Sigma Theta Tau National Conference San
Diego, CA; 3) Florida Nurses' Association Meeting and conferences;
4) PRI-MED Conference for Primary Providers; and 5) Student
Nurses' Association State of Florida Conference.
o Invited all minority applicants applying to the graduate program to
visit the campus so that they can be assisted in the
application/admission process, housing and securing financial aid.
o Provided academic support to BSN graduates as needed to progress
towards the application stage of graduate education.
o College of Nursing has increased the academic resources for the
minority students enrolled in graduate school. The Gator-Cats
members were assigned classes on the main campus Spring 2001 in an
effort to provide additional resources to strengthen them in areas of
identified weaknesses.


i. College of Pharmacy

A strong commitment has been made to make career opportunities in
pharmacy, and the degree programs of the college, widely known to college
students throughout the state of Florida. This effort has included visits,
presentations, correspondence and participation in minority programs at UF.

On average, over the past 5 years, minority students constitute about 25% of
the entering class. This translates to about 4-6 African-American students, 6-
12 Hispanic students and 10-24 Asian students for each entering pharmacy
class of 105-130 students.

Florida A&M University College of Pharmacy has a high African-American
enrollment based on this institution's cultural heritage. Nova Southeastern
University College of Pharmacy admits significant numbers of Hispanic
students due to the geographical location near the Miami area's numerous
Hispanic populations. Among the three (3) colleges of pharmacy, a
representative group of minority students to the state population demographics
are admitted each year.


4. Professional School Recruitment Activities

The recruitment of Hispanic students for professional programs is greatly impacted by the
activities of each college. A summary of each college's effort is listed below.









a. College of Dentistry


The University of Florida's College of Dentistry (UFCD) continues to be successful
in recruiting, enrolling and graduating approximately 30% minorities each year
during the past decade. UFCD has had more success enrolling Hispanics and Asian
Pacific dental students than it has with African-American dental students. UFCD's
total minority enrollment in 1998-99 was 30.10%. The national average of minorities
enrolled in all 54 U.S. dental schools for 1998-99 was 34%. The number of African-
American and Hispanic dental students enrolled has decreased each of the last five
years. For example, in 1999 there were only 810 African-Americans and 913
Hispanics applying to all 54 U.S. Dental schools. Of the 54 U.S. dental schools,
Florida ranked 12th.

As of April 28, 2001, the class has 75 deposits. In August, UFCD will have 80
enrollees. There are 6 Blacks, 12 Hispanics and 10 Asian Pacific dental students
planning to enroll. This represents 36% of the entering class. The final selection of
dental students has not been completed and UFCD will send the Affirmative Action
office our complete description of our entering class at a later time.

Dr. Carroll Bennett, D.D.S., M.S. Associate Dean for Admissions and Student Affairs
conducted recruiting visits and worked closely with Dr. Nick Minden, Director of
Student Affairs in the recruitment and enrollment of minorities. Dr. Bennett is
currently Acting Director of Minority Affairs. Mr. Tom Kolb, the college's Director
of Student Financial Aid has also become involved in the minority recruiting process.
A senior dental student, Kymberli Mumford, and a junior student, Demerick Lecorn,
have provided volunteer activities in the minority community and in minority
recruiting. Effective July 1, 2001, Dr. Nelson Logan became Director of Minority
Affairs. He had been working in this area since he joined the faculty in the Fall of
2000.

Recruitment activities:
* 9/27/00 Presentation to the University of Florida Microbiology Club.
* 9/28/00 Met with pre-professional students and advisors at Bethune-Cookman
College.
* 10/8/00 Participated in the F.A.M.U. Career Day.
* 10/10/00 Participated in the Career Fair at the Atlanta Center for minority
students of the area colleges.
* 10/11/00 Presentation to the University of Florida Pre-Dental Society.
* 10/18/00 Participated in the University of Florida Pre-professional Club Career
Fair.
* 10/23/00 Participated in the F.I.U./U. of Miami Career Expo.
* 10/24/00 Participated in a career workshop at Florida Memorial College.
* 10/25/00 Participated in the career Workshops at both Florida Atlantic
University campuses.
* 10/30/00 Participated in a career workshop at the University of South Florida.
* 11/1/00 Participated in the Career Day at the University of Central Florida.
* 11/2/00 Participated in the Career Day at the University of Florida.









11/3/00 Attended Florida State University's graduate and professional day.
12/2/00 Participated in the Career Fair at Stetson University.
1/29/01 Participated in the Pre-professional Seminar and Workshops at the
University of North Florida.
2/16/01 Coordinated the University of Florida College of Dentistry Pre-dental
Day that was attended by ninety (90) participants.
2/16/01 Conducted a half-day workshop for minority Pre-professional Advisors.
2/26/01 Participated in the University of Florida Minority Transfer students'
workshops.
Spring 2001 Organized a community health fair that was held in Eastside
Gainesville. The fair represented a collaborative effort of students and faculty
from nursing, pharmacy, medicine, dentistry, the Gainesville Police Department,
Alachua County Dental Association, the Gainesville Junior Woman's Club, Inc.,
and other local agencies.


b. College of Medicine

There are twelve (12) students from underrepresented minorities who matriculated in
the academic year 2000-2001. This represented 10.4% of the class. One (1) second
year student withdrew secondary to illness. There are a total of forty-nine (49)
underrepresented minority (URM) medical students, which is 10.5% of the total
student body. Including the six (6) URM students in the Program in Medical
Sciences, there is a total of fifty-five (45) underrepresented minority students, 12%
the total student body.

At present, there are sixteen (16) underrepresented students accepted to the 2001
entering class. There are six (6) students who will be transferring from the Program
in Medical Sciences (PIMS) at Florida State University. These students will be
joining the second year class.

There are ten (10) URM students in the Physical Assistant (PA) program. There are
six (6) URM students accepted to the PA program for 2001-2002.

There are eight (8) URM students in the Interdisciplinary Program (IDP) in
Biomedical Sciences. This represents 5% of the total students.

Our recruitment efforts include emphasis on recruiting University of Florida
undergraduates as well as students from other institutions. We have strengthened our
relationship with Florida A & M University Junior Honors Program whereby students
are accepted to the accelerated program of study in the College of Medicine. Two (2)
of the first year students are in the Junior Honors Program and were University of
Florida undergraduates.









c. College of Veterinary Medicine

The Office was involved with the following activities in connection with the
recruitment of students for the professional degree (DVM) and graduate programs in
the College of Veterinary Medicine:

Health Care Summer Institute, sponsored by the Office of Minority Relations,
College of Medicine, University of Florida, June/July 2000
Tennessee State University, Graduate/Professional Day, Nashville, TN,
September 2000
Iverson Bell Symposium, Washington, DC, March 2001
Bethune-Cookman College, Graduate/Professional Day, Daytona Beach, FL,
November 2000
Florida A&M University, Graduate/Professional Day, Tallahassee, FL,
October 2000
University of Miami, Graduate/Professional Day, Coral Gables, FL,
October 2000
Florida Memorial College, Graduate/Professional Day, Hialeah, FL,
October 2000
15th Annual Symposium on Career Opportunities in Biomedical Sciences,
sponsored by the Association of Minority Health Profession Schools,
Birmingham, AL, April 2001
University of South Florida, Graduate/Professional Day, Tampa, FL,
October 2000
2000 Conference on People of Color, Nashville, TN, December 2000


5. Assessment

a. Graduate Enrollment Assessment for 1998-99 to 2000-01

During the reporting period Hispanic enrollment increased by twenty-four (24) or
4.61%. White enrollment increased by seventy-six (76) students or 1.32%. Total
enrollment increased by four hundred eighty-seven (487) or 5.52%. As Table 3 (page
46) and Graph 3 (page 47) illustrate, Hispanic enrollment has steadily increased over
the past fourteen (14) years.

b. Professional Schools Enrollment Assessment 1998-99 to 2000-01

During 2000-01, Hispanic enrollment decreased by five (5) or 1.68%. White
enrollment increased by ninety (90) students or 4.17%. Total enrollment increased by
one hundred and ninety-eight (198) or 6.76%. This data is illustrated by Table 4
(page 48) and Graph 4 (page 49).









6. Enrollment


The enrollment of Hispanic students at the University of Florida has steadily increased
over the past fourteen (14) years. In comparison to the rate of all other minority student
groups, the Hispanic students' enrollment growth rate has far exceeded all others during
the same time span.

An analysis of Hispanic, White, and total student enrollment was studied from the years
1984 to 2000. Overall, enrollment includes undergraduate studies, graduate programs and
professional schools. Since 1986, overall enrollment is steadily increasing for Hispanic
students. Previous tables illustrate the continued increasing trend in undergraduate,
graduate and professional enrollment for Hispanic students. Table 5 (page 50) and Graph
5 (page 51) portray the overall enrollment data, Hispanic vs. White.











Table 3


GRADUATE STUDENT ENROLLMENT*
HISPANIC to WHITE


SUMMER & FALL
1987 to 2000


SHISPANIC


YEAR


1987


1988


1989


1990


1991


1992


1993


1994


1995


1996


1997


1998


1999


2000


WHITE


3,777


3,809


3,952


4,024


4,212


4,321


4,537


4,730


4,559


4,647


5,231


5,440


5,752


5,828


TOTAL


5,243


5,355


5,620


5,798


6,130


6,396


6,641


6,884


6,696


6,846


7,671


8,060


8,822


9,309


*Includes Full-time and Part-time Students.
Source: ED (CS) FORG5D-14-P-EF UNTID-134130


158


160


169


187


199


217


249


257


265


312


438


457


521


545


%
HISPANIC
TOTAL

3.0


3.0


3.0


3.2


3.2


3.4


3.7


3.7


4.0


4.6


5.7


5.7


5.9


5.9









Graph 3

Graduate Student Enrollment Data

Hispanic to White

1987-2000


Hispanic Enrollment


580
560-
540
520
500 -
480
460-
440-
420
400
380
360
340
320
300
280-
260-
240
220 -
200-
180-
160
140
19!


-------- -- ___ _-- ___L ___L_
-- -I I--I--_ _--- _----- -- ---_ -- I -


---- ----- -- --- ------- ---- -- --- -- -- --
-- ---L-- --- -l--- J-- ---- --------- -
-------- ----r----------------- --- --- -------
-- -------- --- ----- --- --- -- -- -
--,--- --,-----,-----,---,--,--_-----
------ i --- -- ---___--
------- ---- ~-------------------r------ -----_ --_
---,---L--_---- --J--------------.---_-- -----_
--- --- -- --- -- -_-- _--- __I I I I ----- ---


------- --- ---- --- -- --- --
- I I--- --I I ---- ---- -- -- -- --I
--i---3--~---r- ~- -- -- -- -- ---~--
-------r----- -- --- ----------- -- ---r--

--- -I-- L-- _-- -- -------- ----r ----- -----_--_
--- --- l-- -- ----- -- ------- -- -------
---- _L- ---L----------___L_____ _--_
I I I I I i I I I I
--- ------."L --i-- --,----------
7 I- . F-- - F - - -


87 1989


1991 1993 1995 1997 1999
1991 1993 1995 1997 1999


White Enrollment


6000

5800------- -- ------ ----------- ------- -

5600 ---- --- ------ --- -- ---- ----- ---j-- ---

5400 + ------ ---4----- ------ --------- ---- -----

5200 ------------ -------------------

5000 ---- --- ----- -- --- ----- ---- -----

4800 ------------- ------ ----- -------------- --White

4600 +---]---~---I---t-- ------, ^- -ss^ ^>~ *------L-------

4400 ------- ----- ------ l---,----- ---- -------
4200 ------------ -------- ----- ---
4000 ---- --- ---- ----L ----- ---------------

4800 ------ ----- ---- --I ---- -- I I ---
4600 -- ----- ---------- -




3800 ----------------------- -==---- -

S1 1 36001997
1987 1989 1991 1993 1995 1997 1999


I I


-*-Hispanic











Table 4


PROFESSIONAL STUDENT ENROLLMENT*
HISPANIC to. WHITE
SUMMER & FALL
1986 to 2000


*Includes Full-time and Part-time Students.
Source: ED (CS) FORG5D-14-P-EF UNITID-134130








Graph 4

Professional Student Enrollment Data

Hispanic to White

1987-2000


White Enrollment

2300
2250 ----I-------- --- ---------- -- --- -- --
2200 -- ---T '- 4
2150 ----- --- --------------------- ---- -- ---
2100 ----j----L ----- ---. ------- I---- --___-_---
2050 ---------------- T------ ------- -- -- ---
2000 --- --'------- --- ------------ ----L------
1950 I I White
I I I I I I I




1900 ------- ------ --------------- -- -------
1850 ---------- -------------- -------------------
2000 ------- ...- ..--- -----I . -----7 ---- -- -;- -... ..
"80 --,----,r---,---,---,---,---,---,---,/---,- -r--i\--- Wht

1800- --,--- ------- --- ------ --- ------- ---

1750 ---- --- --- --- -- ------- --- -- -- --1---
1700 ----- -F- T--L-- --7 f -
1650 .--H------- ---- --- ---------
1600
1987 1989 1991 1993 1995 1997 1999


Hispanic Enrollment


310
300--- ---, ---,-- ---,--, -- -.
290---- --- -- -- --- L -- -- ----- ---

270--------------r-- --r- ----- -----
260 ------------------ ---------- ------
250 .-_J__-L----- --J --L --L- ---L--
240 -.-- -_-- --_-- -L -- --- ---- --- -------
230 ------- ----------1 -- --- -----
220 ----- --------------I--r--r-- --- --- -----
210---- --- -- --- -- ----- --------- -4-Hispanic
200 L--- ---- -J ----------- -- -- -
190- -- ------ -- --- ------- --- --- -------
180
180 -- ---- --r---~-- ---r----- ---r----- --
170
160 ---'---F-- -------- F -F --- -- --- --
150 ------_J -L- --- ----- ------
140 ------- ----- --- --- -------- ----
130 ------- ---- i--- -- --- -- --- -- --r---
120 -------L__J_--- -L- L__
110 I I
1987 1989 1991 1993 1995 1997 1999







Table 5
UNIVERSITY OF FLORIDA
OVERALL ENROLLMENT DATA
HISPANIC to WHITE
SUMMER & FALL
1984-2000
SYEAR ce: ED(CSF WHITE of tRHISPANIC


1984 30,086 83.5 1,830 5.1


1985 29,320 83.0 1,774 5.0


1986 28,750 83.0 1,626 4.7


1987 27,640 82.3 1,643 4.9


1988 27,158 81.6 1,699 5.1


1989 27,627 80.6 1,728 5.1


1990 27,695 79.9 li 1,853 5.3


1991 27,997 79.1 2,084 5.9


1992 27,778 77.7 2,303 6.4


1993 28,210 76.9 2,612 7.1


1994 28,614 80.5 3,013 8.5


1995 29,007 74.9 3,364 8.7


1996 29,211 73.3 3,578 9.0


1997 30,548 73.2 3,767 9.0


1998 31123 71.9 3,888 9.10


1999 31285 72.12%1 4,111 9.48%


2000 31668 70.20%* 4,336 9.61%

Source: ED(CS) Form G50-14P-EF UNITID-134130, Office of the Registrar








Graph 5

University of Florida

Overall Enrollment Data

Hispanic to White

1984-2000


White Enrollment


32000



31000 ------------------------------------- -----
I I I I I I II



30000 -----------I -
S I I II I I
I I I I I I I I I I I







29000 ---- -- ---- --- l--------- -------------
0I I0 I I II














27000 ---------
oo I0I I I q
S 00 00 00 00 00 ON 0 0 0 0 0% % 0 0 C




Hispanic Enrollment


4500
II I I I I I
4300 ------- --- -- ------------- ---- ----
4100 --- ----- -II -
3900 "---L--l--_--_--l-- .--tL-----i------ --+-
3700 -----------------L-------------L-- --
3500
3300 --------I------- -r----- -----i---
S I I I I I I I I I I
3100 -- ------i- T--T--r--r-
S I I I I I I I Ii i

2900- ------- ----- ---t-- ----~-------- ----------C-
2100--------- ---- --- -;-------- -- -----L-- --
2 700 1 '



1700 -- --r -- --- r- ---.-- --.-- --.-- --r--
1500
I I I I II

1900 7 r


SI I I I I I I I I
00 00 00 00 0- 0- 0' 0- 0 9- 0C 0- 0C 9- 0C
410 -- -4 ... -4 1 .q -- ..q .
I I I I I I I I I I I
3900 o ... o- . -- '. . .' .












III. RETENTION


The need for more comprehensive minority retention efforts is evident given the
increases in Hispanic enrollment. The university continues to develop and implement programs
specifically designed to help minority students overcome obstacles, which may hamper their
collegiate success. These programs are designed to enrich the student academically, socially and
to encourage the expression of their cultural identities.

A. ACADEMIC RETENTION PROGRAMS

There are programs both university-wide and specific to each college designed to
enhance the academic experience of minority students at the University of Florida.
Summaries of the programs benefiting Hispanic students are as follows:

1. University-wide Retention Programs

a. The Minority Mentor Program

The ultimate goal of the Minority Mentor Program is to provide appropriate support
services and other incentives to enable minority students to successfully complete
their educational objectives without dropping out or interrupting their course of study.
First-Time-In-College (FTIC) Hispanic students are currently one of the primary
beneficiaries of this program.

The Mentoring Program matches a faculty member with a minority student
(according to the student's desired major) to assist students in adapting to the
university's environment. Participation in the program is voluntary for both mentors
and mentees. Mentors have specific roles and responsibilities, which include:

Providing personal assistance to students in the program.
Assisting in the development of skills necessary for mentees to obtain collegiate
success.
Providing guidance in developing realistic career and academic goals and
expectations.
Motivating students to achieve academic success.
Monitoring academic progress and providing feedback.
Serving as a resource and referral person for the mentee.
Serving as the mentee's role model, confidante, and friend.












b. Office of Admissions


The Office of Admissions works closely with the Office for Student Services to
improve the retention rates of UF students. Since the admission process is the first
point of contact with a prospective student, this office often is able to identify
potential problems that could adversely affect academic performance. Whenever
such a student is identified, he or she is brought to the attention of the Office for
Student Services, where appropriate referrals and interventions can occur. This
system helps to monitor the students' progress to try and prevent them from feeling so
overwhelmed both academically and socially during the freshmen year.

In Spring 2001, the Hispanic recruiter assisted in the Institute of Hispanic-Latino
Cultures annual Hispanic Forum at the University of Florida. She presented a
workshop on the admissions process and participated in the social activities that were
held. The recruiter was familiar with the program for she had been a participant since
Spring 1996, the year she worked for the institute and helped coordinate the forum.

One of the most valuable assets of the university is the determination and leadership
of its students. HISAMBA is an example of how students will go beyond their duty
to help in recruitment and retention programs. These Hispanic Student Ambassadors
have demonstrated their dedication to the university through many hours of volunteer
work. When new recruits visit our campus or attend our programs, they are often
motivated to take part in HISAMBA and become part of our admissions family.

The Hispanic Recruiter has demonstrated her ability to work in an environment of
change and challenge. This was the first year in which the "One Florida" plan was
put into effect; eliminating any gender or ethnic related consideration towards
admission. There was a slight increase in admissions requirements, making it
difficult for bilingual students to obtain the verbal sub score they need on college
entrance exams. The essay requirement also challenges students whose native
language is Spanish. Surprisingly, the Hispanic student population rose by 9%! The
number of National Hispanic Scholars increased considerably, especially out-of-state
applicants. The recruitment trips and conferences proved to be successful both in
numbers and in organization. The Hispanic Student Recruitment Conference
witnessed twice the amount of attendees than in years past. The Puerto Rico trip
brought new schools and contacts to our attention. The Office of Admissions will be
using this information for future endeavors.












2. Academic Retention by College


a. College of Agriculture

The Minorities in Agriculture, Natural Resources and other Related Sciences
(MANRRS) student organization plays an integral role in the success and retention of
minority students in CALS. To further support the organization, CALS appointed
Emily Sperling, director of student recruitment and retention, to serve as an
administrative liaison between the college and MANRRS.

In 2000-2001 MANRRS participated in the following activities:
Recruitment Postcard: MANRRS publicized the organization and meeting
dates to 850 minority students in CALS.
Resume Workshop: Paul Willis, director of student and alumni services
conducted a workshop about successful resume writing and interviewing.
MANRRS Week: The weeklong focus on MANRRS included social events
and volunteer activities for current and prospective members.
Leadership Workshop: MANRRS advisers hosted a workshop on becoming
an effective leader for board members and active members interested in
acquiring leadership roles in MANRRS.
National Conference: In Spring 2001, seven (7) students and two (2)
advisers attended the national MANRRS conference in Washington, D.C.
Students competed in chapter of the year, written and oral competitions.
Dean's Transition Meeting: Jane Luzar, associate dean, hosted a transition
meeting for past and newly elected board members. The meeting included
strategic planning aimed at increasing MANRRS' role in minority recruitment
and retention.
MANRRS Banquet: MANRRS students hosted an end-of-year banquet,
which included a representative from the Natural Resources Conservation
Service. The representative spoke to the students about overcoming hurdles,
specific to minority employees, in the workplace.


b. College of Design, Construction and Planning

(1) Role Model Program: Professional
The objective of this program is to bring together minority professionals and
students representing the various disciplines within the College of Design,
Construction and Planning architecture, building construction, interior design,
landscape architecture, and urban and regional planning.

This program has been very successful in showing the students that there is a
place for them within these respective disciplines. Since there are very few












minority architects and related professions, these programs offer the student a
chance to talk first hand with a minority professional.

This program also helps to foster an important network among minority students
and the respective minority professionals. This helps when seeking job
opportunities at graduation.

(2) Role Model Program: Students
Older students can talk to younger students in a different way than adults. The
following is a list of students within the college who have participated in this
program and the tutor program:

STUDENTS ACADEMIC UNIT
Josh Edwards Building Construction
Jamie Francis Architecture
Chad Kalissak Building Construction
Jacobie Ricard Architecture

(3) Minority Tutor Program
The college has had a very successful Minority Tutor Program. In this program
students are hired to serve as tutors for the young minority students within the
college. A letter was sent to every minority student in the college about this
program and many responded.

In the Design Disciplines, Mr. Jacobie Ricard organized this effort. Jacobie
Ricard is the President of the National Organization of Minority Architects
(NOMA). In the School of Building Construction, several students organized this
effort.

Student tutors included many of the students listed below:

Architecture
Justin Moore
Jason Towers
Treman Evans
Teren Evans
Jeremy Franklin
Salvatore Gomez

Building Construction
Jamison Chattin
Daniel Wilson












Freshman Student Outreach


This initiative includes elements of both retention and recruitment. The college has
mailed welcome letters to all prospective minority freshman students in all academic
programs. This letter outlines the resources available in the college. A copy of this
letter and preliminary mailing list is included in this report.


c. College of Business Administration

The Fisher School of Accounting realizes that retention is the key to increasing
minority enrollment in our program. To aid in retention of minority students, the
accounting faculty have been asked to inform the Associate Director of any minority
students who are having academic problems. When they receive a student's name,
they will call the student and ask him or her to come in for academic advising.
Minority students are encouraged to meet with the Associate Director periodically
during the semester to track their progress or simply to update them on their
experience thus far at the Fisher School of Accounting.

The college's Undergraduate Office or run initiated no significant retention programs
during the 2000-2001 academic year. Future plans include creating a minority
transfer student-mentoring program.


d. College of Dentistry

The University of Florida's College of Dentistry (UFCD) uses the Student
Performance Evaluation Committee to monitor academic and clinical progress of all
students. Additionally, each student is assigned to a team of six (6) students with a
faculty mentor/leader. Each group meets twice monthly. There are also four (4)
faculty advisors to each of the four dental classes. The Associate Dean for Academic
Affairs monitors and meets with all students having academic/clinical difficulty. In
addition, there are meetings conducted during the first academic year after each series
of exams with the basic science faculty that are conducting courses and UFCD faculty
to provide early intervention with students to keep them on the right track.

The college's Student Performance Evaluation Committee meets with students having
academic or clinical problems. Whenever a minority dental student is reviewed a
copy of the decisions made is provided to the Director of Minority Relations and he
meets with each minority student having academic problems.

UFCD also provides national board review sessions during the fall for both the
sophomores (Part I) and seniors (Part II). UFCD department chairpersons also review
senior progress at least three (3) times during the senior year. Senior dental students












are provided specific instructions they need to address to meet the graduation
requirements.

There are many social events planned for all dental students, but in addition, the
Student National Dental Association (primarily African-American) conducts 4 to 5
socials per year, as well as the Hispanic Student Dental Association. There is a
Faculty advisor for both groups.


e. College of Education

The college makes every effort to assist students in their efforts to succeed once they
are admitted to a program. The following activities are employed in order to retain
students in the College of Education and at the University of Florida.

o Tutorial programs are provided for students.
o Meetings with students are scheduled regularly to discuss academic progress
and professional development.
o Independent study classes are provided for students in order for them to learn
additional survival skills.
o The Minority Student Education Guild (MSEG) has been reestablished in
order for students to receive academic support and develop tutorial outreach
programs for the community.
o Classes are offered to adequately prepare students and provide test-taking tips
for the GRE, ACT, SAT and CLAST.
o The Multicultural Student Recognition Program recognizes accomplishments
of minorities within each department in the College of Education.
o Eight (8) educational workshops were provided for our minority scholars and
all students of the College of Education in the areas of resume development,
creating portfolio development, science education, etc.
o The Office provided students with information on campus resources such as
the Career Resource Center, Mental Health programs and student services.
o The Office provided Minority scholars with transportation to the Florida
Fund for Minority Teachers' Annual Recruitment & Retention Conference
located in Jacksonville, Florida.
o The Recruitment and Outreach newsletter was printed to inform students,
faculty and staff in the College of Education of scholarships, programs and
events.


f. College of Engineering

The College of Engineering offers a wide array of support programs for its minority
students. These include freshman transition programs, advising and counseling,












success workshops, tutoring, study halls, mentoring, peer counseling. This past
summer, forty-five (45) students participated in the STEPUP summer residential
program, and an additional sixteen (16) participated in the two-day program prior to
the start of the Fall 2000 semester. A weekly average of eighty-five (85) minority
students participated in the study halls, daytime tutoring and mentoring components
of the program in the Fall and Spring semesters.

The STEPUP (Successful Transition through Enhanced Preparation for
Undergraduate Programs) program has continued to be one of the most successful
minority engineering retention programs in the nation. STEPUP incorporates an
intensive summer residential component of workshops, classes, peer mentoring and
study halls for incoming minority freshmen. In addition, there is a year-long
nonresidential component which continues through the Fall and Spring terms.

The college provides various activities, which are targeted at lower division students
to enhance retention rates. Minority students are encouraged to take advantage of
these activities, which include counseling, advising, tutoring, and "success skills
workshops."

The college also participates in the Florida-Georgia Alliance for Minority
Participation (FGAMP). This program is designed to prepare college undergraduates
for graduate programs in science, engineering and mathematics. It is also designed to
prepare teachers for science, engineering and mathematics areas.

An increased number of students have availed themselves of the daytime, afternoon
and evening tutoring sessions provided by the Office of Minority Enrollment Program
(OMEP).


g. College of Fine Arts

The screening and selection process (audition, portfolio review, interviews) for the
college is part of our retention activity; that is, we select students who are most
capable of completing our program and graduating.

Other retention activities offered to all fine arts students are conducted periodically,
as necessary, and some are planned on a regular basis. These include orientation
programs, academic counseling, career advisement, personal counseling, academic
monitoring, and receptions for minority students and fine arts faculty.

The Associate Dean monitors all grades at the end of each term to help them maintain
high standards. If a student falls below average, letters are sent expressing the
concern of the college, and each student is invited to talk with the Associate Dean and












other advisers as to how he/she might improve study skills, grades, coping strategies,
and test-taking skills.

Five (5) fine arts faculty members and the CFA Assistant in Graduate Studies and
Administration served this past year in the UF Minority Mentor Program. They have
attended activities such as discussion groups, holiday socials, a mentor recognition
banquet, and have met on a regular basis with assigned minority students.

The College of Fine Arts participates in the Graduate School reception for new
minority students.

Other university resources are recommended and utilized when appropriate. These
include Office of Student Services, Office of Minority Programs, Center for Learning
Resources, Academic Enrichment Service, Program for Academic Counseling and
Tutoring, Psychological and Vocational Counseling Center, Institute of Black
Culture, and Institute of Hispanic-Latino Cultures.

The Associate Dean and departmental advisors have open-door policies for all
students who need assistance and advice in dealing with academic as well as personal
problems. The Director of the School of Music reviews all grades of those students
who are receiving music scholarships. Students with difficulties are encouraged to
meet with the director.

Faculty members are asked at the first meeting each term to be cognizant of the
fact that certain minority students, as well as others, may need individual conferences
from time to time for encouragement and advice on academic difficulties. Likewise,
students are encouraged to meet with individual instructors to discuss any academic
difficulties.

Throughout the academic year, the School of Art and Art History and the School of
Music offer courses that deal with a broad range of issues that attract many minority
students. The following is a brief list of some of these courses: American Indian Art,
The Arts of Oceania, The Arts of Central Africa, The Arts of West Africa, Latin
American Art, Ancient South American Art, Mesoamerican Art, Popular and
Traditional Music of Africa, Latin American Music, and History of Jazz.

In March 2001, Barbara Korner, Associate Dean and Professor of Theatre, presented
a one-woman show, "Telling Our Stories, Connecting Our Lines" that highlighted the
writings of several African-American and Native American women.

Professor Robin Poynor is the author of a new text on African Art. Abrams
Publications recently released the book. This text will be used by thousands of
students across the US and will hopefully serve as a recruitment tool to attract
students to the African Art History Program in the School of Art and Art History.













The Center for World Arts (CWA), co-directed by Professor of Music Larry Crook
and Professor of Theatre and Dance Joan Frosch, presented a wide range of minority
programs during 2000-01 including a three-month residency with African artist
Mohamed Da Costa of Gambia.

The Center for World Arts sponsored Agbedidi Africa, UF's music and dance
ensemble, in concert at the Center for the Performing Arts, University of Florida and
with New World School of the Arts, with multicultural casts from both institutions.
Diverse UF, community and school audiences of more than 5000 were served through
production and outreach.

The CWA's Latin American Artist-in-Residency in 2000-01 featured Welson
Tremura. The nine-month program included the setting up of two performances and
presenting work-exploring issues of race, identity and empowerment. The program
reached more than 5000 diverse children in North Central Florida and Dade County
through performances, school outreach and children's shows.

The College of Fine Arts participated in the UF Multi-cultural Student Recognition
Program where we recognized several outstanding minority students.


h. College of Health and Human Performance

The primary goal in the area of retention is to continue to provide the necessary
academic advisement and monitoring to enable students to be successful in making
good progress toward graduation. The University's Universal Tracking program has
provided a process for the College of Health and Human Performance to significantly
decrease its number of students off-track; this includes the number of minority
students off-track.

The Minority Health Issues course continues to fulfill its potential as a recruitment
and retention activity. It remains beneficial to anyone seeking to enter a health care
field.


i. College of Health Professions

(1) Physical Therapy

The Physical Therapy Department assigned faculty advisors to all of the students,
open communication is encouraged. The faculty members participate in the
mentoring programs.












For Academic Year 2000-2001 the Physical Therapy Department has 100%
retention for the minority students enrolled in the MPT and Advanced Master's
(MHS) Programs.


(2) Occupational Therapy

A. Activities
Describe retention programs and activities for minority students in your area.
Communication with minority students is done on a personal basis by
the departmental faculty.
Big brother or sister liaisons are fostered for minority students as well
as for the other Occupational Therapy students.
University of Florida Minority Mentor Program 2 faculty
representatives

Supply copy of correspondence to students informing them of services.
Occupational Therapy Student Manual enclosed

B. Assessment
Provide a narrative assessment of what impact these efforts have had or will
have on students.
Retention of minority students for 2000-2001 was 100%.

(3) Health Services Administration
Faculty provides any guidance and support needed to enhance the retention of
minority students. Faculty advisors in the Department of Health Services
Administration counsel and monitor the progress of all students with academic
difficulties or special needs.

(4) Rehabilitation Counseling
The department continues to send a personal letter to each student upon
acceptance into the department. This letter addresses specific questions, which
students might have. It also addresses general information, which will be helpful.

Each student is assigned an advisor who maintains regular contact with the
student in order to help with the various types of problems and concerns, which
arise in student life.

Staff members are available to assist students by phone and in person and to give
information on effective ways in which to deal with the university system.

An orientation is held at the beginning of the school year to acquaint students with
departmental, college, and university guidelines. At this meeting, the one-on-one


I












philosophy and relationship between faculty/student/staff is explained. Time is
also provided for informal contact at the end of the orientation. Students are
informed during the orientation program and/or advisement sessions about the
services concerning difficulties encountered during the program. If it is
determined that a specific student needs any service, that service is listed in a
contract, and the student is given a copy of the contract and needed information.
Incoming students are given a copy of the Undergraduate or Graduate Handbook,
which covers information like faculty names, e-mails and addresses for contacts.

Students are encouraged to form study groups and to join student professional
groups. They often meet on a social basis as well as on a study or professional
basis. Relationships between undergraduate and graduate students appear to be
unusually good. Social occasions planned by the faculty or the students are
usually planned to include faculty, students and staff.

(5) Clinical and Health Psychology

Activities:
Individual meetings with student as needed to identify problems and
resources.
Maintenance of a graduate minority e-mail list, and e-mails to existing
graduate minority students regarding programs available for
scholarships and fellowships.
Continued significant efforts to recruit and retain faculty-mentored
projects related to minority health issues.


j. College of Journalism and Communications

The Knight Division works with the college's Student Services Office and the
college's academic departments to assist with minority academic retention efforts.
Officially, the Student Services Office is responsible for providing academic advising
to all students. Additionally, the academic departments assign advisers to all students
within their respective areas and the Knight Division director is an academic adviser
in the College. Knight Division staff are also involved in the following: (1) assisting
freshman and sophomore minority students who are considered "off track" to get on
track. (2) The director is an academic adviser and supplements the advising services
offered by student services and the academic departments.

The Knight Division's retention efforts are focused on two primary areas: (1) Career
Exploration and (2) Mentoring programs.

Whenever minority students at the freshman and sophomore level in the college are
notified by UF that they are not following the universal tracking plan for their major,












the students are referred to the Knight Division director by advisers in Liberal Arts
and Sciences and the college's student services director. The Knight Division director
meets with the students and develops an academic plan to keep the students on track.

The Knight Center provides transportation to students attending the American Society
of Newspaper Editors (ASNE) minority job fair, regional and national conferences of
the National Association of Black Journalists (NABJ) the National Association of
Hispanic Journalists (NAHJ) and the Asian-American Journalists Association
(AAJA).

Each year, the Knight Division provides transportation for students to attend the
annual American Society of Newspaper Editors job fair. ASNE pays the hotel and
meal costs for students. During the 2000-2001 academic year, 9 students attended
ASNE sponsored job fair.

(1) Career Exploration/Development
The Knight Division provides operational support to three (3) minority student
organizations in the College, The Association of Black Communicators (ABC), the
Hispanic Communicators Association (HCA) and the Association of Asian
Communicators (AAC). Funds are provided to these groups for speakers, career
forums and travel to national and regional conventions to meet minority
professionals. Minority students are informed and invited to attend the American
Society of Newspaper Editors (ASNE) annual minority job fair. The Knight Division
co-sponsors a Career Workshop with the Asian-American Journalists Association
(AAJA) Florida chapter. This program brings minority professionals to campus to
speak to students and offer advice on resume writing and interview tips.

Approximately 189 minority students have signed on to the Division's weekly list of
internship and job opportunities. Minority students receive weekly information about
available internships and jobs as well as special messages regarding minority
activities.

The Director met with minority members of the Department of Telecommunication
Advisory council to discuss ways of providing minority students with accurate
information on careers in Broadcast Journalism. Subsequent meetings are planned for
the upcoming fall and spring semesters.

The Knight Division participates in two (2) University sponsored orientation
programs for minority students; Pledging to Achieve Academic Competence
Together (PAACT) and Achievement in Mainstreaming (AIM). The Director is a
member of the planning community for PAACT and participates in College
information sessions and other activities sponsored by AIM and PAACT.












(2) Mentoring
The Knight Division supports and encourages incoming minority freshmen to
participate in UF's Minority-Mentor program, sponsored by UF's Affirmative Action
Office. Additionally, many College faculty members participate in the program.

For the 2000-2001 academic year, the Knight Division received funds from the
Affirmative Action Office for mentoring and retention activities. The College's
Administrative Council has supported the creation of a College wide minority-
mentoring program that will coordinate its activities with UF's program.

Minority professionals that are members of the Department of Telecommunication's
Advisory Council have agreed to help create a mentoring program for minority
students, matching students with professionals. The goal is to expand the mentoring
program to the four academic departments in the College and include members of
NABJ, NAHJ and AAJA.

Career Development Activities. The Knight Division's Assistant Director for Career
Services publishes a weekly list-serve. Information about special opportunities for
minority students was sent to minority students weekly. Minority students were
counseled individually regarding resume preparation, writing cover letters and other
related matters. The Knight Division co-sponsors a Career Workshop with the Asian-
American Communicators (AAC) and invites minority professionals to campus to
speak to students.

Advising sessions. The Director and Assistant Director for Retention meet with
students by appointment and walk-in visits. These meetings include academic
advising and personal counseling. Approximately 100 advising sessions are held each
year.


k. College of Liberal Arts and Sciences

Minority retention efforts of the College of Liberal Arts and Sciences are handled
primarily by the Office for Academic Support and Institutional Services and through
several special initiatives of the college.

The Destination Gainesville Project
The Director of OASIS was instrumental in planning and submitting a successful
proposal for more than $12,000 to the University of Florida Provost for an outreach
project designed to increase the numbers of African-American students who attend
Preview and ultimately the University of Florida. The project, now in its fourth year,
has been refunded for 2001-2002. This effort, which reaches out to Black
communities in metropolitan centers in Florida, is seen as recruitment because
applicant students who attend Preview and are adequately informed about the












opportunities at UF are more likely to enroll at the University of Florida than
applicants who do not attend Preview or receive this kind of pre-orientation. The
Director, along with personnel from the Admissions Office and the University of
Florida Alumni Association, has participated in recruitment programs in Jacksonville,
FL, Tallahassee, FL, Pensacola, FL, Ft. Lauderdale, FL, Orlando, FL, West Palm
Beach, FL, and Tampa, FL. The programs featured informative presentations by each
office and socialization with prospective African-American students and their
families.

Pledging to Achieve Academic Competence Together (PAACT)
Is a university-wide program designed to bring enrolling African-American freshmen
to campus for a special week-long orientation preceding the beginning of classes in
the Fall. The orientation phase is followed by coordinated year-long support services
for minority students in all of the colleges of the university. The Director of OASIS
coordinates the activities during the orientation and follow-up phases. The program
developed from a proposal from the Minority Recruitment and Retention Council
(MRRC), chaired by the Director of OASIS, and is funded by the Provost.

Minority Recruitment and Retention Services Program
The Office for Academic Support and Institutional Services (OASIS) in the
College of Liberal Arts and Sciences (CLAS) is responsible for coordinating the
college's support services for minorities, which include Hispanic, African-American,
Asian American, and Native American students and faculty. The mission of OASIS
included enhancing the recruitment, retention, follow-up, and graduation of the
college's minority students and the successful retention of.its minority faculty. This
office continued to assist minority students by providing academic counseling,
advocacy, and tutoring. OASIS worked in close cooperation with the University
Advisement Center, which leads the coordination of all advising services across
campus, including supplementing and providing training and information to all
special advising programs.

All minority freshmen, sophomores, and CLAS students needing assistance were
referred to this office, which is responsible for proper referral of students to the
appropriate offices for specific services not offered primarily by OASIS. Academic
counselors were available to assist students in reviewing and resolving their concerns
about career goals, study habits and advocacy with or referral to a professor, a
department or college, or other offices like Financial Aid, Financial Accounting,
Career Resource Center, or tutoring or arrangements for students. In short, OASIS
strived to facilitate the minority students' successful negotiation of any and all
processes of the University of Florida and stimulated their use of and participation in
resources and enriching activities at the university that might impose on the academic
progress of the student.












An Intern/Practicum graduate student makes personal Counselor (PC) available from
the Counselor Education Department of the College of Education on the Family and
Mental Health Counseling Track. This counselor provides invaluable personal
counseling to students who might be having academic problems. In fact, the
academic problems are usually the signal of personal problems. As the personal
problems are resolved, the academic problems can be recognized and effectively
resolved. The experience for this staff position has been very positive and very
practical. Initially reluctant students return voluntarily. Any and all of the other
programs of OASIS usher students who would very likely never go to the Counseling
Center in to see the PC.

OASIS' Minority Recruitment and Retention Services, to the extent possible,
provided orientation, counseling and mentoring for minority faculty in CLAS. Where
possible this component provided temporary use of facilities such as the conference
room for faculty events, temporary office space, use of computers and other
equipment, and the use of or access to the OASIS staff for assistance with research
work, editing, typing, etc.

The Minority Recruitment and Retention Services offers departmental societies for its
minority students and faculty to provide forums for interaction among faculty
members, graduate students, and minority undergraduates. The societies answer
questions like (1) what the major expects of them, (2) why they learn what they learn
in their courses-especially the major's core courses-and (3) what they might do
with the knowledge they acquire in their major. With clubs organized around
academic departments, students begin to discover the benefits of working consistently
with their peers in a productive but friendly environment, thinking critically, and
understanding their majors as fields of inquiry.

Academic Life Line (ALL)
The Academic Life Line (ALL) program is designed to help first, second and
sometimes third year minority students whose cumulative grade point averages fall
below a 2.0. The purpose of the program is to reach students and counsel them about
their situations in order for them to recover from their immediate academic
deficiencies and to salvage their long-range educational careers.

OASIS aims to provide academic support such that at least fifty percent of those 300
students that are contacted by OASIS for the Spring '01 semester will meet the 2.0
cumulative grade point average by the end of the semester.

ALL's objective is to meet with and counsel all CLAS minority students who are not
already served by an existing program and who fail to achieve above 2.00 cumulative
average.












OASIS/ALL mails out a contact letter that informs the student of his/her deficit, that
warns of an impending flag if the student fails to contact OASIS, and finally ask the
student to make an appointment for advisement.

In conjunction with the Academic Advisement Center, OASIS counsels students
about their past and present academic situations by discussing behaviors that have
prevented and continue to prevent them from being successful at UF. If necessary,
students are required to attend time management, study skills, or test-taking skills
workshops or a combination of workshops to help them in adjusting to the university.

OASIS/ALL counsels students in the non-academic areas of their lives and, if the
situation merits extra attention, OASIS acts as an intermediary in referring students to
other campus facilities such as Student Services, Counseling Center, Broward
Teaching Center, Reading and Writing Center, the Office for Student Financial
Affairs, and other colleges and departments outside the College of Liberal Arts and
Sciences.

Follow-up services are offered that require the student to meet with the OASIS/ALL
counselor at least three (3) times after initial contact to provide preventive care for the
students in dealing with academic or non-academic problems that may affect school.

OASIS/ALL congratulates those students by mail who achieve above a 2.0 with a
letter acknowledging their performance.


1. College of Medicine

o Provided employment for health professional and pre-professional students
while they served as camp counselors for the Health Care Summer Institute.
o Torri Ja'Net Trice was a participant in our 2000 Summer Research program.
She presented her research in the Medical Student Research Day and won the
John Harrington Tanous Award for Distinguished Research in Cancer.
o Dr. Wright attended the Hispanic Students Recruitment Conference.
o Multicultural Awards Dr. Wright presented minority students with awards
for their academic achievement.
o Meetings between assistant deans and students to establish and maintain
rapport, identify needs, encourage achievements and provide guidance
regarding specialty training and choice of residency program.
o Provide tutoring for all students who have been identified by faculty as
experiencing academic difficulty. Tutoring was provided to students who
were experiencing difficulty in their course work.
o Supporter for minority students whose academic progress needs to be
addressed by the Academic Status Committee.












o Financially support testing for learning disabilities and help in instituting
corrective measures as needed.
o Faculty Advisors Assistant Deans serve as faculty advisors for the Student
National Medical Association (SNMA). The office also sponsors students to
attend SNMA national conventions.
o The Minority Advisory Committee advises the Dean of the College of
Medicine on various factors affecting minority students and recruitment of
minority house staff and faculty.


m. College of Nursing

The College of Nursing faculty served as mentors in the University of Florida
Freshman Minority Student Mentor Program and PAACT Program.

During Fall 2000 orientation of the new junior class students are given information
regarding the mission and goals of the student organizations. Faculty advisors are
asked to encourage minority students to participate.

Assistant Professor McWhirter served as a cluster leader in the UF Minority
Mentoring Program (UMMP). Dr. Jessup, Dr. Gary, Dr. Yoon, and Dr. Yarandi all
served as faculty mentors in the UMMP.

During the University of Florida 2001 Annual Multicultural Recognition Program
held April 2001 the following minority students were recognized and awarded:
Monique Zayas Stephanie Jackson
Natalie Ward Kimberly Washington
Ciello Dunclair Yesenia Ramirez
Lissette Asencio Melissa E. Deering

During the College of Nursing Convocation Program, the following Academic
Awards were presented to the following minority students:

College of Nursing Honors Program:
Melissa E. Deering Carolina Raijer
Stephanie Jackson Natalie Ward
Schevell Ying Liu

Community Service Award:
Lissette Asencio Antoinette Moses
Melissa E. Deering Evelyn Narito
Delia Diaz Christie Ping
Agnes Figuerua Carolina Raijer
Gisell Gonzalvo Yesenia Ramirez












Community Service Award (Cont'd):


Norma Hurtado
Stephanie Jackson
Ya-Chen Lee
Schevell Ying Liu
Yee Nga Lok


Ligeia Rivera
Kristine Vo
Natalie Ward
Kimberly Washington


Florida Nursing Clinical Excellence Award:
Kimberly Washington


Golden Key National Honor :


Adrienne Garza
Schevell Liu


Yee Lok
Carolina Raijer


International Honor Society of Nursing Sigma Theta Tau 2000 Inductees Alpha Theta


Chapter:
Melissa E. Deering
Adrienne Garza
Gisell L. Gonzalvo
Stephanie Jackson


Schevell Ying Liu
Yee Nga Lok
Carolina Raijer
Natalie Ward


President of the Nursing College Council:
Melissa E. Deering


Assistant Professor McWhirter participated in the American Nurses Association
"Race and Leadership" workshop held in Washington, D.C. over four (4) weekends,
Fall 2000 through Spring 2001. Workshop funded by the Kellogg Foundation.
Participants were current deans and directors of Historically Black Colleges and
Universities.


n. College of Pharmacy

Twenty-four (24) minority students graduated this Spring semester 2001 with a
Doctor of Pharmacy degree. All African-American students who were admitted four
(4) years ago, except one (1), obtained the Doctor of Pharmacy degree. We also have
a high retention rate for Hispanic and Asian students in the College of Pharmacy
(approximately 95%).

Activities:
An early warning system is used, whereby first year students' academic
performance is monitored after the first set of examinations. Students not
performing to standards are identified and then notified by their faculty
advisor of the college's concern.












Rho Chi Honorary Pharmaceutical Society sponsors a student tutor program
and a test file.
Twenty-five (25) faculty advisors keep in contact with students assigned to
them so that students can receive counseling and advice each semester.
The Associate Dean for Professional Affairs has an open door policy for any
student who needs assistance.
Students are encouraged to meet with individual classroom teachers to discuss
academic difficulties.
The College's Student Council organizes a Peer Assistance program to help
entering students adjust socially and academically to the college.

The retention of minority students in the College of Pharmacy has been very high as
it is for all students. This reflects the carefulness of the Admissions Committee in
selecting qualified candidates and the College's efforts to provide assistance to
students.


o. College of Veterinary Medicine

Retention of minority graduate students is no longer a challenge for the College of
Veterinary Medicine. Retention activities consisted of academic counseling by
Associate Dean of Students and Instruction, Director, OMSP and individual faculty.


B. RETENTION PROGRAMS IN SOCIAL AND STUDENT LIFE

Social Student Life programs are the second component of the University of Florida's
retention plan. Several of the social retention programs are under the auspices of Student
Affairs. Listed below are the activities created and sponsored by the various
departments.

1. Counseling Center Programs

The Counseling Center provides direct counseling services, support groups, outreach
programs, workshops and consultation for the university community. One of the
primary goals of the Counseling Center is to infuse and practice multicultural
perspectives in all facets of counseling services, outreach, consultation, clinical
training, teaching, and research. Each of these activities assists students in their
development of personal, academic, and career concerns. The Counseling Center is
committed to providing culturally sensitive services to the diverse student body on
the campus as well as to provide programs and consultation services that will help
increase multicultural awareness and education relative to culturally and ethnically
diverse student populations.












The Counseling Center provides services for a wide variety of student concerns with
specialized services in the areas of multicultural counseling, women's counseling,
gay/lesbian/bisexual concerns and issues, and counseling for students with
disabilities. The Counseling Center is especially active in providing a multifaceted
approach in providing multicultural and diversity programming, training, and
consultation to campus staff and faculty, as well as to other mental health
professionals in the community and nationwide.


2. Training and Academic Teaching

The Counseling Center provides a variety of training experiences for pre-doctoral
psychology interns and graduate students in the Counseling Psychology, Counselor
Education, Clinical Psychology and Rehabilitation Counseling departments. A
multicultural perspective is integrated into all aspects of training and supervision
experiences with particular emphasis on issues of race/ethnicity and gender. The
APA-approved Pre-doctoral Internship Program provides training in direct service
delivery (i.e., assessment, individual, couples, group counseling, crisis intervention)
for pre-doctoral graduate students. Multicultural counseling perspectives are primary
content areas in the internship training program and are integrated into the interns'
clinical and counseling skill development. Practicum students are provided training
in the area of multiculturalism to assist them in gaining awareness of oppression and
other "isms" that may impact clients of diverse ethnic and racial backgrounds in the
counseling milieu.

First year graduate students in the Counseling Psychology program enrolled in a 3-
credit course (Multicultural Counseling Seminar), taught by Dr. Angela Ferguson,
during the fall semester. This course, as well as its ongoing training and supervision,
allows students to integrate multicultural concepts with their clinical skill
development.

The Center houses a modest collection of multicultural materials, books, and
videotapes. Additional resources are added each year, allowing the collection to
expand and reflect current literature and information related to multiculturalism.
Members of the campus community may use the resources.

a. Multicultural Services Committee

The Multicultural Services Committee provides leadership in multicultural
services issued at the Counseling Center. The standing committee meets
biweekly throughout the year to discuss issues relevant to providing multicultural
counseling services to students. The committee provides feedback to the
Counseling Center staff concerning clinical and training needs, staff












development needs, and outreach and consultation needs. Senior staff members
and interns serve on this committee throughout the year.

Several members of the Multicultural Services Committee provided leadership in
multicultural programming and support during the year. Dr. Edward Delgado-
Romero, a senior staff counselor gave presentations to the following campus
organizations: Hispanic Leadership Retreat, Residential Life Department, the
College of Education Grant Team, Hispanic Student Association, UF Chapter of
the National Council of Negro Women, and the Hispanic Collegiate Forum. He
spoke to graduate students in the Counseling Psychology and Counselor
Education departments and provided a staff development to the Counseling
Center on the topic of counseling Hispanic students. Dr. Delgado-Romero also
received an Outstanding Contribution award from the Hispanic Student
Association during Hispanic Heritage Month.

Dr. Angela Ferguson coordinated the Diversity Lunch Series and provided
presentations for the Diversity Lunch Series, Counselor Education Department,
Women's Studies Department, Residential Life Department, and Peer counseling
class.

Ms. Jennifer Sager and Ms. Tina Chang Bryant, pre-doctoral interns, received
mini grants selected by the People Awareness Week Advisory Committee. Ms.
Sager's theme focused on sexual orientation labels and Ms. Bryant's theme
focused on Cultural Heritage.

b. Diversity Lunch Series

Dr. Angela Ferguson coordinated the Diversity Lunch Series, completing its
fourth consecutive year. The lunch series provides a forum for exploration and
discussion of diversity issues. Campus Subway agreed to be a co-sponsor of the
series and provided food for these sessions. Five (5) speakers were scheduled
during the fall and spring semesters, respectively. The lunch series has become
more popular each year and was very well attended during the year. At this time,
the room capacity for the lunches is set at twenty (20) people. Attendance at
each of the lunches was approximately 90-100%. Those who attended the
lunches included students, campus administrators, faculty and staff. Counseling
Center staff (Dr. Nancy Coleman, Dr. Angela Ferguson, Dr. Mary Fukuyama,
Dr. Jamie Funderburk, Dr. Michael Murphy, Mr. Matt Baysden, Ms. LaVonne
Browne, Ms. Tina Chang Bryant, Ms. Christina Carroll, Mr. Woodja Flanigan,
and Ms. Jennifer Sager) facilitated the presentations. Flyers, notices in the media
(Alligator, UF radio and television, UF billboard) and campus list serves were
utilized for promotion of the lunch series.












c. Counseling Center Support of Diversity Programs


Counseling Center staff provide multicultural programming and support to the
campus community in a variety of ways that include diverse aspects of
multiculturalism and culture. Dr. LaTrelle Jackson, a senior staff counselor
provided presentations to the Counseling Psychology and Counselor Education
departments, Board of Regents Scholars, and the Altrusa/United Nations
organization.

Ms. Christina Carroll, a pre-doctoral intern provided presentations to the
Minority Association of Pre-Health Students, the Minority Psychology
Association, the UF Chapter of the National Council of Negro Women, the Big
Brothers, Big Sisters organization and provided workshops on the topic of racial
and biracial identity to the campus community. Ms. Jennifer Sager provided
workshops and programming in the area of sexual orientation to various groups
on campus: Gay-Straight Alliance, People Awareness Week, and the Counselor
Education department.

Dr. LaTrelle Jackson and Ms. Debbie Miller co-lead the Disabilities Support
Group (GOLD) during the fall and spring semesters. Dr. Jackson and Ms.
Browne co-lead the Women of Color Support Group during the fall semester and
Dr. Ferguson and Ms. Sager co-lead a support group for members of the
gay/lesbian/bisexual/transgendered community (LBGT Empowerment group)
during the spring semester.

Several Counseling Center staff attended student assemblies during the year:
Black Student Assembly, Hispanic Student Assembly, Asian American Student
Assembly, PRIDE Student Assembly, and Native American Student Assembly.

Counseling Center staff served on university committees and task forces, and
provided leadership in student and faculty organizations throughout the year. Dr.
LaTrelle Jackson served on the Advisory Board of the Institute of Black Culture
and served as Vice-President of the Association of Black Faculty during the year.
Dr. Jamie Funderburk served on the Committee on Sexism and Homophobia, the
Women's History Committee, and coordinated the Survivor's Art Exhibit for
survivors of interpersonal violence on campus and in the community. Dr. Jaquie
Resnick participated in presenting half-day workshops conducted for faculty,
staff and students in the Advisory Board of the Institute of Hispanic and Latino
Cultures and the Planning Committee for the 2000 Hispanic Assembly, served as
the Advisor of the Colombian Student Association, served as President of the
Association of Hispanic Faculty, and served as a Gator Launch Mentor for the
Career Resource Center during the fall semester.












The American Psychological Association sponsored the second annual
Multicultural Conference and Summit in Santa Barbara, CA in January 2001.
Seven (7) staff members, Drs. Edward Delgado-Romero, Angela Ferguson,
Jamie Funderburk, Mary Fukuyama, LaTrelle Jackson, Jaquie Resnick and three
(3) interns, Mr. Matt Baysden, Ms. Tina Chang Bryant, and Ms. Christina Carroll
attended the conference. Attendance to this conference was fully supported by
the Counseling Center as part of its commitment to staff training, education, and
professional development in the area of multicultural counseling. Dr. Ferguson
served as a program reviewer for the conference.

The Multicultural Services Committee coordinated a one-and-a-half day staff
development for Counseling Center senior staff and pre-doctoral interns. Dr.
Patricia Arredondo (President-elect, Division 45 of APA) served as the
consultant for the staff development. The focus was Diversity, Multicultural
Competency and Psychological Counseling in the New Millennium. Continuing
education units were provided and follow-up discussion of this staff development
has continued throughout the year.

Retention of students and enrichment of academic skills necessary to be
successful at the university are primary components of the Counseling Center's
mission. The following statistics indicate the percentage of clients seen at the
Counseling Center of each racial/ethnic group for the past academic year:

African-American ........... 8.2%
Asian American ............ 8.0%
Hispanic/Latino(a) .......... 13.5%
Multiracial ................. 4.6%
Native American ............ 0.2%


3. Division of Housing (DOH)

The DOH has annually been involved in student programming. Key programs
include Black History Month, People Awareness Week, IBC Orientation Programs,
Diversity Awareness Programs and Hispanic Awareness Month. The DOH provides
opportunities for leadership development through the Inter-Residence Hall
Association, Area Governments, Mayor's Council, and committees. Twenty percent
(20%) of the IRHA Housing allocation is available for these programs.

4. Dean of Students Office

The mission of the Dean of Students Office is different from a purely academic
program. The programs, services and activities of the Dean of Students Office are
designed to facilitate and enhance intellectual, psychological, personal and social












The American Psychological Association sponsored the second annual
Multicultural Conference and Summit in Santa Barbara, CA in January 2001.
Seven (7) staff members, Drs. Edward Delgado-Romero, Angela Ferguson,
Jamie Funderburk, Mary Fukuyama, LaTrelle Jackson, Jaquie Resnick and three
(3) interns, Mr. Matt Baysden, Ms. Tina Chang Bryant, and Ms. Christina Carroll
attended the conference. Attendance to this conference was fully supported by
the Counseling Center as part of its commitment to staff training, education, and
professional development in the area of multicultural counseling. Dr. Ferguson
served as a program reviewer for the conference.

The Multicultural Services Committee coordinated a one-and-a-half day staff
development for Counseling Center senior staff and pre-doctoral interns. Dr.
Patricia Arredondo (President-elect, Division 45 of APA) served as the
consultant for the staff development. The focus was Diversity, Multicultural
Competency and Psychological Counseling in the New Millennium. Continuing
education units were provided and follow-up discussion of this staff development
has continued throughout the year.

Retention of students and enrichment of academic skills necessary to be
successful at the university are primary components of the Counseling Center's
mission. The following statistics indicate the percentage of clients seen at the
Counseling Center of each racial/ethnic group for the past academic year:

African-American ........... 8.2%
Asian American ............ 8.0%
Hispanic/Latino(a) .......... 13.5%
Multiracial ................. 4.6%
Native American ............ 0.2%


3. Division of Housing (DOH)

The DOH has annually been involved in student programming. Key programs
include Black History Month, People Awareness Week, IBC Orientation Programs,
Diversity Awareness Programs and Hispanic Awareness Month. The DOH provides
opportunities for leadership development through the Inter-Residence Hall
Association, Area Governments, Mayor's Council, and committees. Twenty percent
(20%) of the IRHA Housing allocation is available for these programs.

4. Dean of Students Office

The mission of the Dean of Students Office is different from a purely academic
program. The programs, services and activities of the Dean of Students Office are
designed to facilitate and enhance intellectual, psychological, personal and social












development of all students. There are programs designed to assist and advise
minority students and to insure they have a successful educational experience. The
following activities listed below are activities targeted for minority students:

Asian Student Assembly
Asian Student Unity Conference
Asian Kaliedoscope Month
Black Student Assembly
Black Student Leadership Summit
Black Student Welcome Week
Black History Month
CLAS Multicultural Academic Excellence Reception
Connections: Multicultural Resource Guide
IH-LC Embajadores
Florida Invitational Step Show
Hispanic History Month
Hispanic-Latino Student Graduation Ceremony
Hispanic-Latino Student Leadership Council
Hispanic Student Assembly
IBC Emissaries
Intercultural Retreat
Kwanzaa Ceremony
Leadership Retreats
Multicultural Greek Council
Multicultural Leadership Course
Multicultural Student Annual Recognition Program
Native American Fall Gathering
Native American Student Reception
National Pan-Hellenic Council
People Awareness Week
SALSAMANIA
Sister Series
Statewide Hispanic-Latino Collegiate Forum
UMOJA
University Gospel Choir












C. DEGREES AWARDED

An indicator of the success of Hispanic students at the University of Florida is the

number of degrees awarded each academic year. The following is an analysis of the

number of degrees awarded to Hispanic students for academic years 1991-2001. Table 6

(page 77) and Graph 6 (page 78) illustrate this data.

During the 2000-01 academic year, the university awarded 11,575 Bachelors,

Masters, Doctors, and Professional Degrees. This is an increase of 331 more degree

recipients. Hispanic students received 1,049 or 9.06% of the degrees awarded. There

were nineteen (19) less Hispanic degree recipients than last year, which is a 1.78%

decrease over the 1999-00 academic year. Hispanic students experienced an increase in

the number of degree recipients for Masters Degrees while experiencing a decrease in

Bachelors, Doctoral, and Professional degree recipients.





Table 6
UNIVERSITY OF FLORIDA
DEGREES AWARDED
HISPANIC TO WHITE
1991-92, 1992-93,1993-94, 1994-95, 1995-96, 1996-97, 1997-98,1998-99, 1999-00, 2000-01

ACADEMIC
YEAR DEGREES BACHELORS MASTERS* DOCTORAL** PROFESSIONAL TOTAL
TOTAL 5460 1488 364 693 8005
WHITE # 4596 1139 212 574 6521
1991 -92 HISPANIC # 303 55 11 56 425
WHITE % 84.18% 76.55% 58.24% 82.83% 81.46%
HISPANIC % 5.55% 3.70% 3.02% 8.08% 5.31%
TOTAL 5527 1623 372 690 8212
WHITE # 4587 1221 198 593 6599
1992 93 HISPANIC # 321 69 10 30 430
WHITE % 82.99% 75.23% 53.23% 85.94% 80.36%
HISPANIC % 5.81% 4.25% 2.69% 4.35% 5.24%
TOTAL 5646 1757 442 707 8552
WHITE # 4635 1307 250 591 6783
1993 94 HISPANIC # 394 70 16 33 513
WHITE % 82.09% 74.39% 56.56% 83.59% 79.31%
HISPANIC % 6.98% 3.98% 3.62% 4.67% 6.00%
TOTAL 5691 1881 400 671 8643
WHITE # 4659 1418 236 542 6855
1994 95 HISPANIC # 379 80 8 41 508
WHITE % 81.87% 75.39% 59.00% 80.77% 79.31%
HISPANIC % 6.66% 4.25% 2.00% 6.11% 5.88%
TOTAL 6097 1903 434 716 9150
WHITE # 4911 1365 242 556 7074
1995-96 HISPANIC # 445 84 10 48 587
WHITE % 81.87% 71.73% 55.76% 77.65% 77.31%
HISPANIC % 6.60% 4.41% 2.30% 6.70% 6.42%
TOTAL 6648 1851 429 711 9639
WHITE # 5200 1357 230 558 7345
1996-97 HISPANIC # 625 89 15 51 780
WHITE % 78.20% 73.30% 53.60% 78.50% 76.20%
HISPANIC % 9.40% 4.80% 3.50% 7.20% 8.10%
TOTAL 6745 1939 456 768 9908
WHITE # 5230 1443 250 585 7508
1997-98 HISPANIC # 635 121 13 44 813
WHITE % 77.54% 74.42% 54.82% 76.17% 75.78%
HISPANIC % 9.41% 6.24% 2.85% 5.73% 8.21%
TOTAL 7567 2108 445 791 10911
WHITE # 5865 1548 239 575 8227
1998-99 HISPANIC # 746 135 12 79 972
WHITE % 77.51% 73.43% 53.71% 72.69% 75.40%
HISPANIC % 9.86% 6.40% 2.70% 9.99% 8.91%
TOTAL 7678 2137 601 828 11244
WHITE # 5818 1515 395 630 8358
1999-00 HISPANIC # 803 152 26 87 1068
WHITE % 75.77% 70.89% 65.72% 76.09% 74.33%
HISPANIC % 10.46% 7.11% 4.33% 10.51% 9.50%
TOTAL 7694 2469 574 838 11575
WHITE # 5861 1670 393 608 8532
2000-01 HISPANIC # 787 168 22 72 1049
WHITE % 76.18% 67.64% 68.47% 72.55% 73.71%
HISPANIC % 10.23% 6.80% 3.83% 8.59% 9.06%
Source: Office of the Registrar SUS UR-5
* Includes EdS & ENG, ** Includes EdD







Graph 6


University of Florida
Degrees Awarded
Hispanic to White
1991-2000




Degrees Awarded to Whites
7000

6000 Im E1991-92


0 1992-93
0 1993-94
3 1994-95
N 1995-96
B 1996-97
* 1997-98
S1998-99
* 1999-00
* 2000-01


Bachelor Masters Doctoral Professional

Bachelor Masters Doctoral Professional


5000

4000

3000

2000

1000

0


900 Degrees Awarded to Hispanics

800
E 1991-92
700 U 1992-93
0 1993-94
600
0 1994-95
500 1995-96
M 1996-97
400
S1997-98
300 0 1998-99
m 1999-00
200
O 2000-01



Bachelor Masters Doctoral Professional












IV. CONCLUSION

This Hispanic Review provides an overview of the university's major mission to continue

the creation of a racially, culturally and ethnically diverse community. Enrollment of Hispanic/

Latino students has been affected by the recruitment and retention efforts reported to present.

The initiatives devised to attract, enroll and graduate members of the Hispanic/Latino student

populations have realized much success and substantial gains.

Since 1986, the overall growth of Hispanic students out-strides any other student

population. The trend line continues to point upwards-indicating positive growth of Hispanic

students enrolled from 1986-87 to 2000-01. In fourteen (14) years, Hispanic students' presence

has more than doubled. Equally important in making the university's climate receptive, warm

and caring are significant contributions from the major student organizations and La Casita (the

home of the Institute of Hispanic and Latino Culture).

The increase in Hispanic enrollment and the number of students of Hispanic descent

graduating from the University of Florida is indicative of the success and necessity of

recruitment and retention programs. Such programs exemplify the University of Florida's

commitment to the continued diversification of its student population.




University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs