The

Outreach

Chronicle

2000-2001

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

The Office of the Vice Provost

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

TABLE OF CONTENTS

Page

List of T ables..................................................................... ...........................................................iii

List of G raphs................. ....................... ........................................................................................ v

List of A ppendices........................................................................................................................ vi

EQUAL EDUCATIONAL OPPORTUNITIES FOR STUDENTS

I. IN TR O D U C T IO N ...... ............................... ............................................................................ 1

II. COMPONENT ONE: PLANS TO INCREASE BLACK ENROLLMENT
AT ALL LEVELS ......................... ................... 2

A U undergraduate Levels............................................................................ ..................... 2

B G graduate Levels ................................................ ................................. ...................... 39

C. Professional Levels. ............................................................................. 56

III. COMPONENT TWO: BOARD OF REGENTS DELORES A. AUZENNE
FELLOWSHIP PROGRAM 2000-01 .................................. ... 64

Historical Review of the Delores A. Auzenne Fellowship .......................................... 64

IV. COMPONENT THREE: BOARD OF REGENTS SPECIAL SUMMER
PROGRAM 2000 ............................. ............. ................... ..... 66

A Student O orientation ........................................................... ........................ ............... 68

B. Academy ic Support Services...................................... ................................................ 69

C Counseling Services ................................................................. ................................ 71

D Social/Cultural Services........................................ .... ............................................... 71

E. Academic Advising and Counseling ................................................. 71

F. Other-Computer Seminars and Tutorial Periods............................................................. 72
i

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

TABLE OF CONTENTS
(cont'd)

Page

V. COMPONENT FOUR: ADMISSION POLICIES AND PRACTICES........................... 73

A. First-Time-In-College/Lower Division ................................................................ 73

B. Florida Community College Transfer/Upper Division............................... ........... 73

C. Alternative Adm missions Plan .................................................................................... 74

VI. COMPONENT FIVE: RETENTION PROGRAMS FOR BLACK STUDENTS............. 82

A. Retention Programs in Academic Life.................................................................. 82

B. Retention Programs in Social and Student Life ......................................................... 102

VII. COMPONENT SIX: EQUAL ACCESS TO FINANCIAL AID................................... 110

A U niversity-W ide ........................................................................................................... 110

B College-Based Services ................................................................................................ 112

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

LIST OF TABLES

Table Title Page

1 First-Time-In-College Application, Acceptance and Actual Enrollment ............... 32

2 Goals/Actual Enrollment Percent of Black to Black/White
Enrollment, First-Time-In-College Students 1979-2000.......................................... 33

3 Goals/Actual Enrollment Percent of Black to Black/White
Enrollment, Community College Transfer Students ............................................ 35

4 Goals/Actual Enrollment Percent of Black to Black/White
Enrollm ent Upper Division .................................................... ............................ 37

5 Graduate Enrollment, Applications, Acceptances and Enrollment ........................ 52

6 Goals/Actual Enrollment Percent of Black to Black/White
Enrollment Graduate Students................................................ ............................ 54

7 Selected Professional Program Enrollment Applications,
Acceptances and Actual Enrollment........................................................... .. 61

8 University of Florida Black to Black/White Enrollment for Each
of The Four Professional Programs Fall 1989 through 2000 .............................. 63

9 Regularly/Specially Admitted Students 1979-2000 ............................................ 75

10 Component Four University Admission Standards Admissions
Under the Ten Percent Exception Summer/Fall 2000................................... .... 77
iii

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

LIST OF TABLES
(cont'd)

Title

Page

11 Enrollment Through Alternative Admissions At the
First-Time-In-College Level Fall Semesters 1988-1989-
1990-1991-1992-1993-1994-1995-1996-1997-1998-1999-
2000........................... ............................ .... ... ...... .... ........... ....78

12 Component Four University Admission Standards
Admission Under the Ten Percent Exception..................................... ............ .... 79

13 University of Florida Single And Double Exceptions
Graduate School Admissions ............................................................................. 80

14 Professional Enrollment Under Ten Percent Exception Provision
Fall 1990 2000.................................................................................................... 81

15 University of Florida Degrees Awarded 1993-00................................................... 108

Table

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

LIST OF GRAPHS

Graph Title Page

1 Black First-Time-In-College Students Percent of Black to
Black/White Enrollment 1979-2000............................................. ........... 34

2 Black Transfer Students Percent of Black to Black/White
Enrollm ent 1979-2000.................................................. ............................... 36

3 Black Upper Division Students Percent of
Black to Black/White Enrollment 1979-2000................................................... 38

4 Black Graduate Student Applicants and Admissions
1980-2000......................................................... ................................. ....... 53

5 Black Graduate Students Percent of Black to Black/White
Enrollm ent 1979-2000................................................. ................................ 55

6 Black Professional Students Applicants and
Admissions 1980-2000.................................................. .............................. 62

7 Regularly/Specially Admitted Students 1979-2000.......................................... 76

8 Percent Degrees Awarded to Black Students 1993-2000................................ 109

UNIVERSITY OF FLORIDA
ANNUAL REPORT
2000-01

LIST OF APPENDICES

APPENDIX

I. Historical Profile of the Delores A. Auzenne Fellowship Recipients 1978-2000

II. Graduate School Office of Graduate Minority Programs 2000-01 Annual Report

III. 2000 Board of Regents Special Summer Program

EQUAL EDUCATION OPPORTUNITY FOR STUDENTS

I. INTRODUCTION

Through a myriad of planned activities and modest funding, the University of Florida

demonstrates its commitment to equality in education for all students. Recruitment and

retention significantly impact the university's ability to create a culturally diverse campus.

This report outlines many of the university's programs established to enhance racial and

cultural diversity proportionate to the State of Florida's demographics.

In this report, the university conducts an exhaustive evaluation of its outreach

progress with six (6) enrollment components. These six (6) areas focus on the increased

representation of African-American students and are as follows:

1) Plans to Increase Enrollment at All Levels

2) Board of Regents Auzenne Graduate Scholars Fellowship Program

3) Board of Regents Special Summer Program

4) Admissions Policies and Practices

5) Retention Programs for African-American Students

6) Equal Access to Financial Aid

Each component is presented individually within the 2000 Annual Report. The six (6)

components provide a comprehensive overview of the University of Florida's efforts to

ensure that students enjoy a racially and culturally diverse campus.

Statistical illustrations will provide a historical assessment of the recruitment,

retention, and graduation successes for a twenty-one (21) year period. Historical narrative is

also provided to indicate reference points from the baseline to the present.

II. COMPONENT ONE: ACTIVITIES TO INCREASE ENROLLMENT
AT ALL LEVELS

A. Undergraduate Level Recruitment

The University of Florida actively promotes equalization of educational

opportunities for all students. This commitment is supported by all of its

professional employees commencing with top-level administrators and reverberating

throughout the university community. The commitment to equalize education for all

students is evident in the recruitment and retention of each college. First-Time-In-

College recruitment is chiefly performed by the Office of Minority Admissions in

conjunction with the activities of various college-based Minority Program Directors.

These program directors are zealous in their numerous ongoing and newly initiated

activities designed to increase African-American enrollment at the University of

Florida. During the 2000-2001 reporting period, the following activities were

conducted and the corresponding results are outlined below.

1. General Recruitment Activities

a. Office of Admissions

The Office of the University Registrar is committed to equitable educational
opportunities for all students. To achieve this goal, minority admissions (also
known as the recruitment section) was established within the Office of
Admissions. The purpose of this section is to increase the number of
underrepresented minority students admitted at the undergraduate level.
Minority admissions, under the supervision of the director of admissions, has
developed and maintained an ongoing plan for the recruitment, admission,
retention and graduation of these students. The minority admissions section
consists of five (5) full-time staff: the assistant director of admissions, two (2)
admissions officers, one (1) program assistant and one (1) clerical support
person.

II. COMPONENT ONE: ACTIVITIES TO INCREASE ENROLLMENT
AT ALL LEVELS

A. Undergraduate Level Recruitment

The University of Florida actively promotes equalization of educational

opportunities for all students. This commitment is supported by all of its

professional employees commencing with top-level administrators and reverberating

throughout the university community. The commitment to equalize education for all

students is evident in the recruitment and retention of each college. First-Time-In-

College recruitment is chiefly performed by the Office of Minority Admissions in

conjunction with the activities of various college-based Minority Program Directors.

These program directors are zealous in their numerous ongoing and newly initiated

activities designed to increase African-American enrollment at the University of

Florida. During the 2000-2001 reporting period, the following activities were

conducted and the corresponding results are outlined below.

1. General Recruitment Activities

a. Office of Admissions

The Office of the University Registrar is committed to equitable educational
opportunities for all students. To achieve this goal, minority admissions (also
known as the recruitment section) was established within the Office of
Admissions. The purpose of this section is to increase the number of
underrepresented minority students admitted at the undergraduate level.
Minority admissions, under the supervision of the director of admissions, has
developed and maintained an ongoing plan for the recruitment, admission,
retention and graduation of these students. The minority admissions section
consists of five (5) full-time staff: the assistant director of admissions, two (2)
admissions officers, one (1) program assistant and one (1) clerical support
person.

The Office of Admissions continues to maintain and strengthen recruitment
and visitation programs to encourage African-American student enrollment at
the University of Florida. It uses a wide variety of recruitment resources such
as college search services, high school counselor/student contact card
information, community-based organizations and on-campus recruitment
programs. Each of these activities plays an important part in increasing
African-American student enrollment. The 2000 report from the University of
Florida Task Force on Admissions gave us the mandate and challenge to
strengthen our recruitment efforts and programs. Working in the new public
policy environment brought on by the Governor's "One Florida Plan" forced
us to: 1) Recruit more out-of-state high school students, 2) Participate in more
in-state programs, 3) Aggressively attract more groups to visit campus, 4)
Create new and innovative programs to generate more applications and 5) To
increase exposure and contacts.

(1) Campus Recruitment

Annual High School Scholars Program The Annual High School
Scholars Program is designed to acquaint minority high school students and
their families with the University of Florida campus and all of its colleges
and programs. We invite high school juniors and their parents from all over
Florida and the Atlanta, Georgia area to spend two (2) days on campus at the
university's expense. Quite often participants include the brothers, sisters and
grandparents of invited students. Florida high school counselors who have
actively provided students with information about UF are also invited to
attend. Scheduled activities provide an opportunity for participants to learn
about student life on campus and to meet and talk with students, faculty and
administrators. Guided tours of the campus are conducted and students visit
departments and campus areas of personal interest. Student accommodations
are provided in one of the on-campus residence halls. On-campus meals also
are provided, purchased from Gator Dining Services and served at Gator
Corer.

The High School Scholars Program received much support and publicity
from Florida high school counselors. It is one of the most popular
recruitment programs conducted in the state. The 2000 program was the
university's most successful. More than eight hundred (800) people attended
the formal dinner and approximately four hundred four (404) students
participated in this year's program.

Eighty-three percent (83%) of the students attending the program submitted a
UF application and eighty-eight percent (88%) of those who submitted
applications were admitted. Thirty-six percent (36%) of those students

admitted received scholarships and three or four percent (3 or 4%), were
awarded the National Achievement Scholarship.

African-American Recruitment Conference The Fifth Annual
African-American Recruitment Conference was held Saturday, February
10, 2001. The purpose of this program was to strengthen the recruitment
of local African-American students. The program targets African-
American students enrolled in Alachua County middle and/or high
schools. More than 3,175 letters were addressed to the parents,
encouraging them to bring their children and to participate in the
information sessions. The information sessions provided participants with
information about admission requirements, academic programs, financial
aid, scholarships, support services and student life. There were
approximately 547 responses to the invitation and 135 students and 120
parents participated.

In addition to the 3,175 letters of invitation, announcements and posters
were sent to guidance counselors and local churches. Even though this
program targeted the local community, there were groups from Lake City,
Ocala, Tampa, Jacksonville and Bradford County Schools in attendance.

Minority Transfer Workshop The Admissions Office uses several
tools to recruit African-American transfer students to the University of
Florida. One of those tools is the Annual Minority Transfer Workshop.
The target audience for this program is African-American students with an
Associate of Arts degree from a Florida public community college.

The workshop is a two-day program designed to inform prospective
students about admissions, financial aid, housing and career placement.
This year, the workshop hosted ninety-three (93) students and ten (10)
counselors. The workshop is one of the more successful recruiting tools
utilized by the university. In addition to the workshop, the Admissions
Office uses student contact cards, minority brochures, UF campus visits
and the Minority Transfer Scholarship to recruit minority transfer students.

The Minority Transfer Scholarship awards $1500 per academic year to
eligible African-American students entering the University of Florida with
an Associates of Arts degree from a Florida public community college.
The scholarship is renewable for an additional year based upon
satisfactory academic performance at UF. This award is the decisive
factor for many students choosing to attend UF.

Gator Ambassador Program Another critical element of our on-
campus recruitment involves currently enrolled students. These students
serve as ambassadors for 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. Ambassadors also serve as panelists and offer visiting high
school groups a UF student's perspective. They also act as mentors at the
High School Scholars Program and participate in annual phone-a-thons.
This year, ambassadors were involved in every visiting group tour of
campus.

(2) Statewide Recruitment

Upward Bound Programs The Minority Admissions staff hosted the
Upward Bound directors, students and parent groups from Clark Atlanta
University, Illinois Central College, Edison Community College and
North Central Florida. Information was provided on admissions, housing,
financial assistance and other issues promoting a smooth transition from
high school to college. These on-campus programs included key
representatives from other areas of the university. We received a large
number of applications from these visitors, some of whom received
Presidential and Freshman Honors scholarships.

Florida High School Visits Since Fall 2000/Spring 2001, the minority
admissions staff has visited eighty-three (83) high schools in the State of
Florida and forty-three (43) outside of Florida and talked with more than
5,383 students. This year's visitation schedule was coordinated between
University of Florida's Minority Program Coordinator and the Associate
Director. Each of the high schools visited had high enrollment of African-
American and Hispanic students. Minority admissions also participated in
over twenty-nine (29) college fair type programs seeing over 2,225
students.

The National Achievement Ambassadors This very special group of
student volunteers was assembled to support the recruitment of National
Achievement Scholars. These students know what it is like to be recruited
by many institutions. Relating to the pool of applicants is easy for them
and is very comforting to the recruited student.

They assisted with escorting, having lunch, and/or having specific student-
to-student conversations about attending the University of Florida.

Counselor Contact -The Admissions Office received more than 1,000
recommendations this year from Florida high school counselors.
Information was received on all National Achievement semifinalists and
contacts were made to each Florida student as well as to a great number of
the out-of-state students. In addition to the special recruitment efforts of
our High School Scholars Program, which targets high school juniors, we

requested that high school counselors provide the names of African-
American seniors whom they wished to recommend as candidates for
admission.

(3) National Recruitment

Recruitment Visits The Admissions Office continues to emphasize out-
of-state recruitment activities through selected programs in areas with
large populations of minority students. Staff attended the Atlanta Dream
Jamboree- sponsored by the Mayor of Atlanta, the 100 Black Men of
Macon, GA College Fair, the New Jersey and Chicago NACAC College
Fairs, the Alabama School of Math and Science College Fair and more to
cast a wider net of minority recruitment.

College Search/Counselor Contact In the month of April the university
receives the College Board's College Search Services List (CSSL) with
the names of out-of-state students who took the Preliminary Scholastic
Aptitude Test/National Merit Scholarship Qualifying Test
(PSAT/NMSQT) in their junior year. UF requested information for
students earning a PSAT index score of 950 or above on the Scholastic
Aptitude Test (SAT) and sent a letter of congratulations.

Of the names provided on the 2000 CSSL, four hundred ninety-four (494)
students submitted an application for admission and three hundred thirty-
four (334), or sixty-eight percent (68%) were admitted. Of those admitted,
two percent (2%) received Platinum Scholarship offers, seven percent
(7%) received Gold Scholarship offers, forty-two percent (42%) received
Presidential Scholarship offers, and one percent (1%) received Honors
Minority Scholarship offers. A total of fifty-two percent (52%) of the
admitted students from the CSSL list qualified for and were offered an
admissions scholarship. Ninety-six (96) of the students were designated
semifinalists in the National Achievement Scholarship Program. These
statistics continue to justify our out-of-state recruitment efforts.

All students do not take the PSAT/NMSQT in their junior year and,
therefore, do not appear on the CSSL. To compensate, we continue to
allow high school counselors to present academic credentials of minority
students whom they feel are strong college candidates. Using the high
school transcript, we can determine the student's eligibility for admission
and scholarships. We received more than 1,000 recommendations this
year from Florida high school counselors.

The Office of Admissions receives information on all National
Achievement semifinalists and we contacted each Florida student and a
great number of the out-of-state students. In addition to the special

recruitment efforts of our High School Scholars Program that targets high
school juniors, we requested that high school counselors provide the
names of African-American seniors whom they wished to recommend as
candidates for admission.

2. College-Based Activities

The effort to recruit minority students is not conducted by the Office of
Admissions, alone. Many of the University of Florida colleges and offices
implemented programs to increase minority enrollment. Like the Office of
Admissions, this may include visiting high schools, hosting a career day or
providing a tour of the campus. Each college or office has its unique style of
recruiting minority students. Outlined below are the colleges/offices and their
efforts to recruit minority students.

a. College of Agriculture and Life Sciences

(1) Recruitment:
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:

*FAMU: School of Forest Resources and Conservation has a
cooperative agreement with FAMU that provides opportunities for
minority students to pursue degrees in forestry and natural
resources through the CALS. This program is funded through the
United States Department of Agriculture Forest Service.

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.

Ken Buhr, PhD traveled to William M. Raines Senior High
School to provide a hands-on lesson about agronomy and
the environment to four (4) classes of students.
Fifty (50) Raines Senior High School students participated
in Gator Encounter 2001 on April 7, 2001. The event
allowed students to participate in more than thirty (30)
interactive displays and activities.
Forty-six (46) students from Miami Senior High School
visited the University of Florida campus on May 18, 2001
to participate in a tour of the horticultural department's
greenhouses and learn about careers in agriculture.

Community College and High School Recruitment: A CALS
representative visited at least twenty seven (27) Florida community
colleges and high schools including the following from South
Florida:
Miami-Dade Community College Wolfson Career Fair
2/23/01.
Broward Community College-North 3/1/2001 and
3/2/2001.
Miami-Dade Community College Wolfson 3/6/2001.
Miami-Dade Community College Homestead 3/7/2001.
CALS Gator Gathering, Ft. Lauderdale 3/27/2001.
Coral Reef Senior High School 3/27/2001.

*University of Florida Activities:
African-American Scholars College Fair 7/25/2000.
Minority Organizational Fair 8/30/2000.
PAACT Career Fair 9/21/2000.
Minority Transfer Workshop 2/26/2001.
UF Ft. Lauderdale College Night 3/26/2001 Ely Blanche
High School.
UF Miami College Night 3/28/2001 Krop High School.

b. College of Design, Construction and Planning

(1) Elementary, Middle and High School Career Day Programs
The following schools and centers 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:

Keystone Heights High School Keystone Heights, FL
DASH High School Miami, FL
Ely Blanche High School Ft. Lauderdale, FL
Krop High School Miami, FL
Alachua County Schools Alachua County Area
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 and recruit 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 3/26/2001 Ft. Lauderdale, FL
Krop High School 3/28/2001 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.

We are also in contact with schools through phone and e-mail to give
information about our programs and available resources.

(2) College and University Programs

African-American High School Scholars: The college participated in
this event on July 23-24, 2000.

African-American Student Recruitment Conference: The college
participated in the college fair on February 20, 2001.

The Annual Minority Transfer Workshop: The college participated in
this event February 25-26, 2001.

PAACT: The college participated in meetings and functions involving
students August 16-20, 2000.

High School Guidance Counselor Workshop: The college actively
participated in this event on April 29-May 1, 2001.

Multicultural Student Recognition: The office of the Dean has created
a new annual award devoted to the recognition of our minority
students.

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

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

c. College of Business Administration Fisher School of Accounting

(1) The Undergraduate Office
The Undergraduate Office provides any assistance requested by the
Office of Minority Admissions. Currently we have four (4) students
who were awarded the Wohlgemuth Freshman Minority Scholarships.

We have 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 Undergraduate Office served to encourage and facilitate diversity
by participating in and implementing programs. Some of their recent
programs included Pledging To Achieve Academic Competence
Together (PAACT), Student Awareness Week, Graduate Women in
Business Conference and the National Conference on Race &
Ethnicity in American Higher Education which included working with
students and organizations such as Business Administration College
Council, Hispanic Student Business Association and Minority
Business Society coordinating speakers and receptions.

(2) The Fisher School of Accounting
This office engages in a variety of activities to identify and recruit
minority applicants. Our activities included) the following:

The Fisher School manned an information table at the High
School Scholars Program for African-American Students.
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.
Minority Admissions has been asked to do a direct referral to
this Office of minority transfer students, who are good
students, but who currently do not quite meet our admission
requirements.
The Associate Director personally reviews all applications for
admission from native minority students who currently do not
meet our admission requirements. If there is any doubt, these
students are not denied outright, but 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 Mentor program and currently
serve as mentors to six (6) minority students.
The Associate Director is acting as the faculty advisor for
National Association of African-American Accountants which
has established a chapter at UF.

d. 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 7th and 8th grade minority students participating
in the UF College Reach Out Program.
7/23/00 7/24/00: Participated in the University of Florida
Admissions Office Outstanding Minority High School Scholars
Banquet and College Fair.
8/21/00: Members of faculty participated in the University of Florida
Minority Mentor Program for incoming minority students.
8/21/00 8/22/00: Participated in the University of Florida PAACT
College Fair and Fair Dental Workshop.
9/27/00: Presentation to University of Florida Microbiology Club.

9/28/00: Met with pre-professional students and advisors at Bethune-
Cookman College.
10/10/00: Participated in the Career Fair at the Atlanta Center for
minority students of the area colleges.
10/11/00: Presentation to 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.
2/16/01: Conducted a half-day workshop for minority Pre-
professional Advisors.
3/15/01: Lectured to the A.E.D. group at the University of Florida.

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 Women's Club, Inc., and other local agencies.
More than 250 children and adults participated in the free dental health
screenings.

e. 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, we take the necessary steps to assure that she
or he graduates from our College. We do this by providing our students
with academic counseling, financial assistance, tutorial assistance in most
academic areas, and training in academic survival and leadership skills.

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.

Recruitment activities included:
Brochures and a website (www.coe.ufl.edu) are 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 (28) community colleges 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, and the
Minority Transfer Workshop.
Attended the annual Institute for Recruitment of Teachers (IRT)
workshop and recruitment fair in Andover, Massachusetts.

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

f. 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 exist 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 in the field of engineering in the United States.

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 in engineering.

Hosted the Seventh Annual SECME Regional Olympiad for Alachua
region students. The Olympiad attracted one hundred eighty-one (181)
students and one hundred (100) teachers and parents from fourteen (14)
elementary, middle, and high schools in Alachua County. The program
was planned and coordinated by Tau Beta Pi, which provided one hundred
(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 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 and
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 (2) summer
camps designed specifically for middle school girls and the other for
middle minority students. Two (2) additional camps, one (1) for all middle
school students, and one (1) for all high school students were also offered
last summer.

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.

OMEP provides an array of academic services to minority and women
engineering students at the undergraduate and graduate levels.

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

Other Accomplishments:
* Attended and participated in several meetings focused on recruiting and
improving the retention rates of minorities in engineering.

Obtained funding from ExxonMobil Corporation for continuation of
the Gator Engineering Outreach Program.
Received funding from Lockheed Martin Corporation, Honeywell
Foundation, Dow Chemical, and United Technologies Pratt & Whitney
for support of minority engineering programs.
Corporate financial support for the STEPUP program was received
from Lockheed Martin Corporation, Intel Corporation, Nortel
Corporation, Harris Corporation, and Gainesville Regional Utilities.
Visited several community colleges in the State of Florida to recruit
transfer minority students for engineering.
Hosted visiting students and faculty from the Atlanta University Center
(AUC) which includes Spelman, Morehouse, Clark-Atlanta, and Morris
Brown Universities.
Participated in the "Florida-Georgia Alliance for Minority Participation
in Science, Engineering, and Mathematics (FGAMP)".

g. 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. College 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 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. Approximately 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 several high school and middle 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, a Percussion Festival, Florida Vocal Association State Festival,
Florida Invitational Jazz Festival, 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.

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

The School of Art and Art History distributed information on financial
support for which minorities may apply in response to all student inquiries
and to key educators in the discipline.

The College of Fine Arts participated in the Annual High School Scholar's
Program for African-American students held in July 2000. The Associate
Dean sent letters issuing a special invitation to all students expressing an
interest (planned major) in fine arts. When students arrived on campus, a
meeting was held with them to discuss fine arts programs. Follow-up
letters went to all who requested additional information and scholarship
audition schedules.

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 1,200
letters. The list of students sent from the registrar does not indicate which
are 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 topics such as 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, 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.

The college participated in the PAACT Orientation Program for new
minority students in August. Administrators met with the students who
indicated that they would be majoring in a discipline with the college and
with others who were undecided as to a major. When students visited the
campus, the college tried to arrange for a minority faculty member and/or
student to be available to talk with prospective students. On occasion,
luncheon meetings for them have been arranged at the Reitz Union.

As president of the African-American Theatre Network (BTN), Professor
Mikell Pinkney designed and initiated the StudentQuest program in
conjunction with the BTN, which continues to be an effective recruiting
program for minority students.

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 African-American 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 hosts junior and senior high school students
interested in instrumental, choral and string music in summer camps such
as the Summer Band Camp, Summer Choral Camp, Bass Bash, Marching
Auxiliaries Camp and the UF Piano Festival. 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 who 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 minority
enrollment and telling them of our scholarship program 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 and Ely Blanche High School, Ft. Lauderdale as a part of
this joint effort. CFA and various departmental brochures were handed out
throughout the event.

h. College of Health and Human Performance

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. Our academic advising staff, Cultural
Diversity Committee and diverse faculty supports the foundation of
recruitment and retention activities. 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
(1) academic advisement faculty member and one (1) support staff person
who are also 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 evidences this success. 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 the majors appropriate to these careers.
Examples include: Santa Fe Community College Fair (11/3/00),
African-American Student Recruitment Conference (2/10/01), and the
High School Guidance Counselors Workshop (4/30/01).
Involvement of the HHP Office of Student Affairs in the Provost's
Office follow-up telephone calls to African-Americans listed on the
Predictive Index Information.
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 agencies
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.

i. 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 to promote enrollment of minority students.
The college continued the plan to attend several community colleges to
establish stronger links between the community college system and the
College of Health Professions, something that had not been done
previously. The college is firmly committed to activities that enhance the
diversity of our program. Activities are reported for Occupational Therapy,
Physical Therapy and Rehabilitation Counseling.

(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 specifically 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 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 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 were written to
inquirers who requested application packets if their application was
not submitted within a reasonable period of time. The system was also
used to keep potential students aware of deadlines so their applications
may be considered in a timely manner.

Viewed the process of informing potential applicants of careers
in rehabilitation counseling as only the beginning of the
recruitment process.
Personalized responses to our inquirers in an effort to assist
their decision-making.
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.
Actively encouraged the most promising students to initiate the
application process and provided strong admission advocacy
for those with potential but marginal past academic
performance.

Received consistent feedback that our helpful attitude was a
very important factor in each student's ultimate decision.

j. 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 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, 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.

The director coordinated and was responsible for 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 advisor
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 number of students contacted who are eligible for admission
and eventually enroll should measure the success of minority recruitment
efforts. 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 in
bold type in the following sections:

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. High school students participated in various
career exploration activities and their parents were given
information about scholarship opportunities in the college.
Approximately 60 students attended.
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 attended.
Director made presentation 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 and career 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 and career opportunities at the College of
Journalism and Communications. Approximately 45 attended.
Director attended Florida Community College Press Association
Annual Convention held in Jacksonville, FL. Presented a workshop
on scholarship and transfer opportunities for community college
students. Director 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 in 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
Members of the Association of Black Communicators (ABC) set up
an informational table during the UF Admissions sponsored
African-American Student Conference. Approximately 25 students
were contacted.
Director represented the College at UF 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 were contacted.
Director participated in UF 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 were contacted.

k. College of Liberal Arts and Sciences

The College of Liberal Arts and Sciences (CLAS) continues to enhance the
provision of support to minority students and faculty 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, most of whom 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
admitted and specially-admitted minority students after their first year, and
minority faculty in the CLAS.

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 attended Preview and ultimately the
University of Florida. The project, now in its fourth year, had been
refunded for 2000-2001. This effort, which reached out to African-
American communities in metropolitan centers in Florida, was seen as
recruitment because applicant students who attended Preview and were
adequately informed about the opportunities at UF were more likely to
enroll at the University of Florida than applicants who did 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, had 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)

PAACT is a university wide program designed to bring enrolling African-
American freshmen to campus for a special orientation during the week
preceding the beginning of classes in the Fall. The orientation phase was
followed by coordinated yearlong support services for minority students in
all of the colleges of the university. The Director of OASIS coordinated 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.

Through cooperative efforts of the Advisement Center and OASIS, the
college extended special admissions consideration to numerous minority
transfer students who met minimum admissions requirements but fell
below the level where students are normally accepted.

OASIS administered the Upward Bound Program, which assists
disadvantaged minority students to prepare for and to enter the colleges and
universities of their choice.

OASIS, the Advisement Center, and various departments and programs
participated in the High School Scholars Program.

The College of Liberal Arts and Sciences Office for Academic Support and
Institutional Services (OASIS) sent numerous letters, brochures, and other
literature throughout Florida and elsewhere to high school students
designated by the Admissions Office as prospective minority students at
the University of Florida.

OASIS and the Advisement Center both represented the College of Liberal
Arts and Sciences by playing major roles in the activities during Preview
Orientation sessions held in mid-May and late June for the specially-
admitted and selected regularly-admitted minority students who had been
admitted but had not yet enrolled.

The Director of OASIS participated in the African-American Student
Recruitment Conference held on Saturday, February 10, 2001 on campus.
It was designed specifically to inform local African-American students in
grades 7 through 11 about the opportunities at the University of Florida and
about pursuing higher education in general.

The Director of Upward Bound made presentations at elementary, middle
and high schools in Alachua and contiguous counties.

The College of Liberal Arts and Sciences has embarked on a plan to
enhance the quality and effectiveness of its African-American Studies
Program. A new director has been hired and prospects are that the program
will ultimately retain students (particularly minority students) who have an
interest in African-American Studies.

Observing that the recruitment of minority faculty and staff is a significant
positive factor in the recruitment of minority students, the College of
Liberal Arts and Sciences continues to lead the University in the hiring of
minority faculty and staff. In addition to concentrating on diversification

of the faculty through regular hiring procedures and opportunities, the
College of Liberal Arts and Sciences has made special contributions
through curriculum and teaching.

Concomitant with its concentration on diversification of its faculty through
regular hiring practices and special initiatives, the College of Liberal Arts
and Sciences offered and taught approximately 90% of all the courses in
the University's General Education Program, thereby providing a
preponderance of the minority faculty role models for minority students
during their freshman and sophomore years.

1. College of Nursing

The College of Nursing Master Plan for Recruitment and Retention of
Minority Students provides ten (10) objectives to support counseling and
recruitment for minority students involving high school seniors, employees
with local hospitals, predominantly historically African-American colleges,
and universities in Florida, Santa Fe Community College, churches and
other civic and ethnic groups in the community. The activities were as
follows:

High School Scholars Program for African-American students held
on July 24, 2000. Total student participation greater than 200.
Attended by Wanda Washington, Advisor and Assistant Professor
McWhirter.
Dr. Courage and Assistant Professor McWhirter attended
Presidential Scholars Program reception, held in July 2000.
Patricia Bivens and Wanda Washington attended Preview Sessions
for Summer 2000.
Assistant Professor McWhirter and Wanda Washington attended
the African-American Recruitment Conference held on February
10, 2001.
Pre-Med American Medical Student Association Annual Health
Career Convention held on January 2001. Assistant Professor
McWhirter and eight (8) minority student nurses spoke to over 200
students and parents who indicated an interest in majoring in
Nursing.
Wanda Washington attended Minority Transfer Students Workshop
held on February 25, 2001. Total student participation = 82.
Patricia Bivens attended High School Guidance Counselor
Workshop held on March 11-14, 2001.
Miami College Night: March 28, 2001, attended by Wanda
Washington.

" Destination Gainesville recruitment efforts resulted in eleven (11)
students indicating Nursing as the major. Assistant Professor
McWhirter conducted follow-up communication with each student.
* Students from high schools across the State of Florida attended
Career Day on March 9, 2001. Assistant Professor McWhirter
spoke to over one hundred (100) African-American students
regarding how to achieve a career in Nursing.
" Minority Summer Institute held June August 2000 sponsored by
The College of Medicine. Faculty members from the CON
participated in the mentoring role allowing minority high school
students to shadow them in their roles as Registered Nurses.
Participating faculty members: David Derrico, Linda Sigby, and
Gloria McWhirter. Total student participation = 6.
" Professor Jodi Irving, coordinator of the RN/BSN/MSN program
conducted informational sessions at Santa Fe Community College
for senior level students in the Associate degree program.
" Faculty member David Derrico presented the Admission criteria
required to enter the CON programs.
* Total of 27 letters mailed to students in response to UF's Office of
Admission minority recruitment visits to the Southeastern Region.
* All newly admitted students are informed monthly through the
CON web page about events occurring with the college.
* Sophomore minority students indicating Nursing as the intended
major were sent an invitation in February 2001 for workshop on
"How to be successful in Nursing School". Twenty-six (26)
minority students attended the workshop. The United States Army
Medical Core representatives provided pizza.
" Dr. Courage and Assistant Professor McWhirter held
recruitment/information sessions at Shands AGH, Starke, &
Jacksonville. One session was held at the VA Medical Center in
Gainesville and Lake City Fall 2000. This resulted in a total of 2
minority applicants for the RN to BSN/MSN, Fall 2001 program.
* The College of Nursing continues to cooperate with the African-
American Nurses Associations of Gainesville and Daytona Beach,
Florida.
* Junior and Senior level nursing students under the directions of
Professor Joan Castleman conducted Community Health activities
in the Eastside Community of Gainesville, Summer and Fall 2000.
Senior students from Bethune-Cookman attended the NCLEX
Prep Four Day Review as guest of the College of Nursing.
Assistant Professor McWhirter held weekly test-taking strategy
classes on the campus of Bethune-Cookman Fall 2000. Spring
2001, on Mondays as part of the UF/B-CC collaborative
relationship.

m. College of Pharmacy

Dr. Michael W. McKenzie, Associate Dean, Ms. 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
African-American Student Recruitment Conference
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 thirty 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, Ms. 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 one
hundred 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 one hundred fifty people attended this
event including about forty 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

3. Assessment

The following results of the recruiting activities for the 2000-2001 academic
year are reflected in the statistical figures that follow. See Tables 1 and 2
(pages 32 and 33) and Graph 1 (page 34).

Table 1 reflects an increase in applications for African-American students.
There was an increase in acceptance for African-American students and an
increase in acceptance for White students. For 2000 there was a total of
13,658 applications from White students and a total of 2226 applications from
African-American students. Table 2 indicates the number of White students
enrolled in 2000-2001 is 4,671. This reflects an increase of 278 students or
6.33 percent. African-American students also experienced an increase in their
enrollment numbers. There were 831 African-American students enrolled in
2000-2001. This is an increase of 223 students or 36.68 percent. Graph 1
reflects a 3 percent increase in the number of first-time-in-college African-
American students to African-American/White students enrolled.

In addition, Table 3 (page 35) and Graph 2 (page 36) illustrate enrollment
increased for White students and an increase of four (4) enrollments for
African-American students at the community college transfer level. Table 4
and Graph 3 (pages 37 and 38) respectively illustrate an enrollment increase
for African-American and White students at the upper division levels.

WHITE

YEAR

TABLE 1
FIRST-TIME-IN-COLLEGE
APPLICATIONS, ACCEPTANCE, AND ACTUAL ENROLLMENTS
% Applicants BLACK % Applicants WHITE % Applicants BLACK % Applicants
Enrolled SummerlFall Total Enrolled YEAR Summer/Fall Total Enrolled Summer/Fall Total Enrolled

1979
Applications
Acceptances
Denials
Enrollment

E.."'.,i>
,',n .,'II r,[

1981
Applications
Acceptances
Denials
Enrollment
I 4Al
C'fl. 1pun3

Applications
Acceptances
Denials

1 Enrollmnnt

A i'pp i.; 1 ,r.i

Accr lr...il

1985
Applications
Acceptances
Denials
Er,.UiiT : ni

Applications
Acceptances
Denials

L'Ar..i.enl
Enro llment

1989
Applications
Acceptances
Denials
Enrollment

YEAR

Summer/Fall Total

1339 7615 8954
1116 4954 6102
221 2631 2852
885 2625 3510

-'5.1 33.' V.

1717 8619 10336
1274 4841 6115
442 3378 4221
1048 2569 3617

1-8i en' Ii(..i
136. 4-34 cW

3a2 .n-lI 3I .W

1450 8723 10173
1058 5309 6367
392 3414 3806

IE(56 8A1 1 3J4:'
1321 I311 Eri?
377 :iri ;178
103i .'56 jC.;

2242 9028 11270
1778 5870 7648
464 3158 3622
I1 35 2 i:, lA I.

l 7'6 aj. ;ii :
1786 4 3 3

'3ij 24-.A V4J

2488 9266 11754
1651 5378 7029
837 3888 4725
1137 2462 3599

I; I G i41') 7II77

7'1 I.'11: 4~7
In;3 *i:i 3W

2282 9753 12035
1388 5164 6552
894 4589 5483
964 2230 3194

234 354
188 222
46 132
39.20 148 134

175 176

3.6. 1 134 I17

232 417
149 208
83 209
34.99 144 151

1 197

266 496
233 354
33 142
'4 -6 18'i ;1)

312 '96
:81 :Fr
51 1t0

316 557
274 400
42 157
3041 13 8 41

270 r03

289 647
262 447
27 200
30.62 151 218

J22 Ui.

r6 :7I
11 7 :n6

a199
Applications
Acceptances
Denials
47.96 Enrollment

I=jl
er[.,ihl-aii.:.r't

S 72 Er''Ollm ,-i l
1992
Applications
Acceptances
Denials
45.45 Enrollment
1au
Ac.'[.iir li ,:,..r3

D4r...45
ur 'ji Ei.'.llhan
1994
Applications
Acceptances
Denials
"il 2, Enlrilrrn.. n
1D5

4.1 12 Enrr:Illim i ll

Applications
Acceptances
Denials
S 3.' Enr:.,iin r.I,

2.36 E,-..rl.i .e-di
1998
Applications
Acceptances
Denials
39.42 Enrollment

S7,I Er.r:.ir.n s.i,

Applications
Acceptances
Denials
32.11 Enrollment

1955 8623 10578
1535 5637 7172
420 2986 3406
1034 2290 3324

21) 's] '361, )
It'? 2 IiiA

11 ?r :i ,'

2053 9330 11383
1368 4238 5606
454 3320 3774
1031 2348 3379

I. -4'75:' A;71

2547 9106 11653
1740 4048 5788
491 3250 3741

1283 2397 3680

2e75 g247 11222
'1.32 -if Cf?7
483 ) ?14 341?
1441' i7' 41 )1 ,

3019 9011 12030
1790 4035 5825
972 3478 4450
1394 2463 3857

510;8 ,-8 i I 6

e 3. 5 3 ,2
1!6 26 4 1'3

3804 9124 12928
1981 4142 6123
1539 3256 4795
1603 2556 4159

'26 345.3 l'3?l

17.i 31'1 iij
1674 2719 4393

3898 9760 13658
2177 4380 6557
1550 3505 5055
1871 2800 4671

343 803 1146
306 550 856
37 253 290
26.54 139 229 368

349
324
25
31.42 183

377
288
12
29.68 166

;6

376
313
23

31.58 155

15 I
.II

'-2
3511 ir

380
329
30
32.06 168

:t'

17.60 ?

644
542
53
32.17 265

"3%

32.03 397

1103
951
70
34.20 535

735 1084
504 828
231 256
188 371

:5; f54

720 1097
401 689
102 114
174 340

II 17'.
:11 :3i,

729 1105
454 767
132 155

224 379

'.* ? "i'
::'5 23''

983 1363
566 895
275 305
224 392

l.1? 11H29
20i 19i

902 1546
447 989
244 297
206 471

I176 ,:?V
A6. 11.4

211 081

1123 2226
532 1483
355 425
296 831

Goals/Actual Enrollment
Percent of Black to Black/White Enrollment
First-Time-In-College Students
1979-2000
Table 2
Black % Black to
Year White Black Increase Black/White
1979-80 (Projection) 3900 335 35 7.91
1979-80 (Actual) 3509 282 -15 7.44
1980-81 (Projection) 4050 405 70 9.09
1980-81 (Actual) 3504 251 -31 6.68
1981-82 (Projection) 4200 475 70 10.16
1981-82 (Actual) 3617 295 44 7.54
1982-83 (Projection) 4350 545 70 11.13
1982-83 (Actual) 3496 335 40 8.74
1983-84 (Projection) 11.13
1983-84 (Actual) 3559 392 57 9.92
1984-85 (Projection) 11.13
1984-85 (Actual) 3562 387 -5 9.80
1985-86 (Projection) 11.13
1985-86 (Actual) 4105 399 12 8.86
1986-87 (Projection) 11.13
1986-87 (Actual) 3631 378 -21 9.43
1987-88 (Projection) 11.13
1987-88 (Actual) 3594 363 -15 9.17

1988-89 (Actual) 3613 353 -10 8.90

1989-90 (Actual) 3082 360 7 10.46

1990-91 (Actual) 3190 345 -15 9.76

1991-92 (Actual) 3460 290 -55 7.73

1992-93 (Actual) 3379 340 50 9.14

1993-94 (Actual) 3899 368 28 8.62

1994-95 (Actual) 3680 379 11 9.34

1995-96 (Actual) 4190 471 92 10.11

1996-97 (Actual) 3857 392 -79 9.23

1997-98 (Actual) 4458 497 105 10.03

1998-99 (Actual) 4159 471 -26 10.17

1999-00 (Actual) 4393 608 137 12.16

2000-01 (Actual) 4671 831 223 15.10

SOURCE: Distribution of FTIC Applicants (Summer & Fall) 33

% Black to Black/White Enrollment
1979-2000
Graph 1

16.00%

14.00%

12.00%

-- Projection Actual

/

-- -- -- ----- -- ---~-- -- -- -
/

---A
7 80 81 \ 91

_----------------1------- -----------------
79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

10.00%

8.00%

6.00%

4.00%

2.00%

0.00%

Goals/Actual Enrollment
Percent of Black to Black/White Enrollment
Community College Transfer Students
Table 3

Black % Black to
Year White Black Increase Black/White
1979-80 (Projection) 102 18 5.85
1979-80 (Actual) 1923 80 -6 3.99
1980-81 (Projection) 120 18 6.88
1980-81 (Actual) 2245 69 -11 2.98
1981-82 (Projection) 138 18 7.92
1981-82 (Actual) 1662 56 -13 3.26
1982-83 (Projection) 156 18 8.98
1982-83 (Actual) 1549 41 -15 2.58
1983-84 (Projection) 8.98
1983-84 (Actual) 1641 45 4 2.67
1984-85 (Projection) 8.98
1984-85 (Actual) 1671 53 8 3.07
1985-86 (Projection) 8.98
1985-86 (Actual) 1304 39 -14 2.90
1986-87 (Projection) 8.98
1986-87 (Actual) 1168 40 1 3.31
1987-88 (Projection) 8.98
1987-88 (Actual) 1319 53 13 3.86
1988-89 (Projection) 8.98
1988-89 (Actual) 1313 58 5 4.23
1989-90 (Projection) 8.98
1989-90 (Actual) 1429 60 2 4.03
1990-91 (Projection) 8.98
1990-91 (Actual) 1477 65 5 4.22

1991-92 (Actual) 1494 39 -26 2.54

1992-93 (Actual) 1284 46 7 3.46

1993-94 (Actual) 1367 53 7 3.73

1994-95 (Actual) 1495 39 -14 2.54

1995-96 (Actual) 1426 61 22 4.10

1996-97 (Actual) 1468 70 9 4.55

1997-98 (Actual) 1594 58 -12 3.51

1998-99 (Actual) 1465 60 2 3.93

1999-00 (Actual) 1399 58 -2 3.98

2000-01 (Actual) 1424 62 4 4.17
SOURCE: OE2300 -- Fall Enrollment (Full-Time & Part Time) 1979-1998
35

BLACK TRANSFER STUDENTS

% Black to Black/White Enrollment
1979-2000
Graph 2

10.00%

9.00%

8.00%

7.00%

6.00%

5.00%

4.00%

3.00%

2.00%

1.00%

0.00%

80 81 82 83

84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

-- Projection Actual

Mr / !
-t I '
5'9 '5I I
V

--------------------------------------

Goals/Actual Enrollment
Percent of Black to Black/White Enrollment
Upper Division
Table 4

Black % Black to
Year White Black Increase Black/White
1979-80 (Projection) 670 105 5.94
1979-80 (Actual) 12548 649 79 4.92
1980-81 (Projection) 775 105 6.88
1980-81 (Actual) 12728 642 -7 4.80
1981-82 (Projection) 881 106 7.80
1981-82 (Actual) 12836 647 5 4.80
1982-83 (Projection) 986 105 8.73
1982-83 (Actual) 12625 628 -19 4.74
1983-84 (Projection) 8.73
1983-84 (Actual) 13018 628 0 4.60
1984-85 (Projection) 8.73
1984-85 (Actual) 13109 661 33 4.80
1985-86 (Projection) 8.73
1985-86 (Actual) 12397 678 17 5.19
1986-87 (Projection) 8.73
1986-87 (Actual) 11804 704 26 5.63
1987-88 (Projection) 8.73
1987-88 (Actual) 11341 694 -10 5.77

1988-89 (Actual) 11482 694 0 5.70
1989-90 (Projection)
1989-90 (Actual) 11740 768 74 6.14

1990-91 (Actual) 12172 852 84 6.54

1991-92 (Actual) 12470 789 -63 5.95

1992-93 (Actual) 12486 802 13 6.04

1993-94 (Actual) 12156 761 -41 5.89

1994-95 (Actual) 12377 755 -6 5.75

1995-96 (Actual) 12585 774 19 5.79

1996-97 (Actual) 12821 868 94 6.34

1997-98 (Actual) 13443 988 120 6.85

1998-99 (Actual) 13782 1021 33 6.90

1999-00 (Actual) 13805 1067 46 7.17

2000-01 (Actual) 13987 1094 27 7.25
SOURCE: OE2300 -- Fall Enrollment (Full-Time & Part Time) 1979-1998

BLACK UPPER DIVISION STUDENTS

% Black to

Black/White Enrollment
1979-2000
Graph 3

10.00%

9.00%

8.00%

7.00%

80 81 82 83

84 85 86 87 88 89 90 91 92 93 94 95 96

--- Projection -a Actual

97 98 99 00

__ .' -

BU---.Bi ,'

orr

6.00%

5.00%

4.00%

3.00%

2.00%

1.00%

0.00%

B. Graduate Level Recruitment

The same zeal used to recruit undergraduate students, likewise, exists with

recruiting graduate students. The Office of Graduate Minority Programs (OGMP) has

the primary responsibility of recruiting minority graduate students for the University of

Florida. Nonetheless, each college also focuses on recruiting minority graduate students

to its programs. Numerous resources are used to recruit minority students. Outlined

below are the efforts conducted for 2000-2001.

1. Graduate School- Office of Graduate Minority Programs

The Office of Graduate Minority Programs (OGMP) is dedicated to increasing
the number of students at the University of Florida who are members of an
ethnic minority group underrepresented at the graduate level. A comprehensive
program of recruitment and retention is implemented to facilitate the
accomplishment of this mission. The ultimate goals of all programs and
services are: (1) to increase access to graduate education, and (2) to increase
graduation rates. This 2000-2001 report provides an overview and assessment
of recruitment, retention, and financial aid activities from Summer 2000
through Spring 2001. An update will also be provided to a discussion of
experiences since the award process of awarding the Graduate Minority
Fellowships (GMF) was moved to the individual colleges.

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 (2) types of recruitment activities: recruitment
trips to graduate career fairs and the Campus Visitation Program (CVP). A total
of 23 recruitment trips were made during this academic year: 1 trip during
Summer B, 21 trips during the Fall semester, and 1 trip during the Spring.

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 explains 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 Spring 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 from five (5) colleges and
universities attended the Fall 2000 semester CVP. All of the sixteen (16)
students completed an application packet. Seven (7) of those applying 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) are 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. Two
(2) students who were invited to CVP did not attend but they were admitted to
graduate programs.

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 FAMU Graduate Feeder Scholars
Program by FAMU faculty. The FAMU Graduate Feeder Scholars Fellowship
was awarded to five (5) of the Feeder students admitted to the university based
on their credentials.

Once accepted into this program at FAMU, application packets are 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 FAMU Graduate Feeder Scholars
Program applied to a graduate program. Of this number, ten (10) were
admitted, two (2) were denied, one (1) is pending for the Law School, one (1)
cancelled the application, two (2) applications had no indication of 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.

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.

Dr. Walter Dukes attended the following four year institutions as a part of
the college upper division recruitment program:
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

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 2000-2001 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, Chicago, Los Angeles, Dallas, and
San Francisco 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 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 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, which exists in
the College of Engineering.

Within this framework resides 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 United States.

Minority and Women Programs Focus
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 in engineering by:

Implementing effective academic support and counseling services
for targeted engineering students as soon as they are admitted to the
college.
Coordinating programs that involve targeted groups with
faculty/corporate mentoring and research.
Retaining and graduating large number of culturally responsible
minority and women engineers who excel academically, succeed
professionally, and positively impact the community.
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:
Academic advising;
Daytime and nightly study halls;
Peer mentoring for graduate students;

Scholarships and other financial support,
Success workshops;
Identification of co-op and internship opportunities;
Help in obtaining financial aid; and
Assistance with permanent job placement.

The University of Florida Student Chapters of the National Society of
African-American 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
Recruited minority graduate students at several institutions and
conference 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 five
hundred graduate student contacts for follow-up.
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 in
Engineering (NACME) Annual Meeting, National Society for
African-American Engineers (NSBE) Annual Conference, National
Association of Minority Engineering Program Administrators
(NAMEPA) Regional and National Conferences., FGAMP Expo,
and GEM.
Received funding from Lockheed Martin Corporation, Honeywell
Foundation, Dow Chemical, and United Technologies Pratt &
Whitney for support of minority engineering programs
Hosted visiting students and faculty from the Atlanta University
Center (AUC) which included Spelman, Morehouse, Clark-Atlanta,
and Morris Brown Universities. This visit emphasized continued
development of the partnership that has been established between
the AUC and the College of Engineering. For the second year, we
were also invited to participate in the AUC's graduation activities.
All indicators in 2000-2001 have been positive, confirming
continuation of improvements in enrollment at the undergraduate
and graduate levels 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 (CFA)

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, the 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.

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 the Associate Dean, Dr. Barbara 0.
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 concerts, conduct workshops, and 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.

UF Admissions is helping the college to track interested graduate and
undergraduate students. Inquiries about the College of Fine Arts are
received on a bi-weekly basis, which 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 twenty percent 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.

In February 2001, Professor Pinkney presented an audition and interview
workshop for college students attending historically African-American
colleges in the city of Atlanta. These workshops prepared students for
graduate school interviews held at URTA during the spring. Professor
Pinkney saw these students again in either Chicago or New York. As a
direct result from this activity, three (3) African-American graduate
students will attend UF in the Fall of 2001 in the Theatre Program.

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 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,
the 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)

African-American 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 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 Professions

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 College of Health Professions' 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%
TOTAL 14 3 17 20%

Clinical and Health Psychology
Participated in visitation days sponsored by the Graduate Minority
Program (Russell M. Bauer, Ph.D., Vikki Carter). Visited Stetson
University for recruitment during their Health Fair (Williams
Kanasky, M.S.)
Participated in the University of Florida Minority Mentor Program
(Russell M. Bauer, Ph.D.); Duane Dede, Ph.D. (4 mentees total).
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.

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. 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.

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
universities within our state and region. 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. Harry 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 predominantly
African-American 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 continued 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 our
undergraduate program, realistic encouragement can be given in assisting
them toward graduate studies.

g. College of Health and Human Performance

SThe 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.
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 community colleges, and other universities.

Level Black White Hispanic Asian AmIND 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

Faculty participation in the University's Minority Mentor Program.
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.
Internship visitations across the state and surrounding states, which
recruitment efforts through interaction with internship supervisors
who assisted us in identifying potential undergraduate or graduate
students.

h. College of Nursing

Recruitment and mentoring of Bethune-Cookman College Division
of Nursing Alumni activities were facilitated through the "Gator-
Cats Mentoring Program".
Identified agencies/hospitals in Gainesville, Daytona Beach, and
Jacksonville with a bachelor of science degree minority nurses

(greater than 25%) and arranged visits for person-to-person
recruitment at least one time each academic year.
* Agencies/hospitals identified as having 25% or greater minority
nurses were contacted to arrange a continuing education program to
identify career opportunities in nursing.
" College of Nursing maintained vital connections with
predominantly historical African-American colleges, community
colleges and universities.
* Contacted minority alumni from UF College of Nursing (CON) by
letter, advising them of the graduate programs, financial aid
opportunities, and career mobility as a nurse practitioner.
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.
* Contacted practicing nurses at professional meetings and arranged a
one-to- one recruitment visit to the College of Nursing (CON). The
College of Nursing sent faculty members to recruit at the following
professional meetings/national conferences: 1) Daytona Beach
African-American Nurses' monthly meetings; 2) Florida
Nurses'Association Meeting and conferences; 3) Sigma Theta Tau
Local Chapter meetings; 4) PRI-MED Conference for Primary
Providers; and 5) Student Nurses' Association State of Florida
Conference.
* 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.
" Provided academic support to BSN graduates as needed to progress
towards the application stage of graduate education.

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Black Graduate Students Applications and Admissions

Graph 4

600

500

400

S
t
U
d 300 -
e
n
t
s

100
200 ... ... -- i

0
81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

E Applicants S Admissions

Goals/Actual Enrollment
Percent of Black to Black/White Enrollment
Graduate Students
Table 6
Black % Black to
Year White Black Increase Black/White

1979-80
1979-80
1980-81
1980-81
1981-82
1981-82
1982-83
1982-83
1983-84
1983-84
1984-85
1984-85
1985-86
1985-86
1986-87
1986-87
1987-88
1987-88

1988-89

1989-90

1990-91

1991-92

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)
(Projection)
(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

(Actual)

3280

3372

3580

3535

3585

3671

3776

3929

3777

3809

3923

4024

4212

4312

4537

4664

4559

4647

4729

3603

1372

1718

29
9
10
16
20
2
19
-14

-15

34

22

-2

1

-2

4

0

9

34

1

-22

28

16

-10

-11

-132

8

5.03
4.21
5.72
4.53
6.41
4.33
7.10
4.02
7.10
3.58
7.10
4.35
7.10
4.77
7.10
4.54
7.10
4.74

4.66

4.62

4.51

4.51

5.13

4.90

4.35

5.00

5.22

4.94

6.12

6.98

6.07

SOURCE. OE2300 -- Fall Enrollmeni (Full-Time & Pan Time) 1979-1998

BLACK GRADUATE STUDENTS

% Black to Black/White Enrollment
1979-2000
Graph 5

79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

--- Projection -m Actual

8.00%

7.00%

6.00%

5.00%

4.00%

3.00%

2.00%

1.00%

0.00%

C. Professional Level Recruitment

The professional colleges include Dentistry, Law, Medicine and Veterinary

Medicine. Each college has specific strategies to recruit African-American students to

their professional program. The following are the recruiting activities conducted for the

Colleges of Dentistry, Medicine and Veterinary Medicine during 2000-2001.

1. 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 to confirm enrollment. In
August, UFCD will have 80 enrollees. There are 6 African-Americans, 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 1st, 2001, Dr. Nelson Logan will become
Director of Minority Affairs. He has been working in this area since he
joined the faculty in the fall of 2000.

Recruitment activities:
9/27/00 Presented to the University of Florida Microbiology Club.

9/28/00 Met with pre-professional students and advisors at Bethune
Cookman College.
10/10/00 Participated in the Career Fair at the Atlanta Center for
minority students of the area colleges.
10/18/00 Participated in the UF Pre-professional Club Career Fair.
10/8/00 Participated in the FAMU Career Day.
10/23/00 Participated in the FIU/University 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 University of South
Florida.
11/1/00 Participated in Career Day at University of Central Florida.
11/2/00 Participated in Career Day at 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.
2/16/01 Conducted half-day workshop for minority Pre-professional
Advisors.
2/26/02 Participated in the University of Florida, Minority Transfer
students workshops.
3/15/01 Lectured to the A.E.D. group at the University of Florida.
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.

2. College of Medicine

There were 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 (55) underrepresented minority students, which is 12% of the
total student body.

At present, there are sixteen (16) underrepresented minority 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 Junion
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.

Recruitment efforts also included mentoring University of Florida pre-
medical undergraduates and visiting local high schools to provide
information about the healthcare professions.

Mini teach-in. Twenty-eight (28) students came from Bethune-Cookman
College to visit the University of Florida and were presented information in
Medicine, Dentistry and Veterinary Medicine.

Summer Research Program for Minority Students. Thirteen (13) minority
pre-professional and professional students participated in a ten-week
research program sponsored by the College of Medicine. The students
worked one-on-one with a faculty member. The students worked and
presented their research at the Symposium on August 10, 2000.

Health Care Summer Institute. Thirty-six (36) high school students
participated in a three-week summer enrichment program in which they
were introduced to the various health professions. The students also took a
course in study and test-taking skills. They also participated in an SAT
Prep Course through the Princeton Review.

AAMC Meeting. Dr. Beverly Wright attended this meeting to obtain
knowledge which will enhance here work with the University of Florida
College of Medicine.

Recruiting Activities:
4/15/00 Graduate Preparation Workshop Panel was done at Reitz
Union.
7/18/00 Dr. Parker spoke with students in this program and presented
medicine as a career choice to them.
Mini Teach-In. Hosted thirty-five (35) students from Florida A&M
University.
2/17/01 Met with students from the University of Central Florida
encouraging them to apply to the University of Florida College of
Medicine.
2/28/01 Participated in the Anchor Center Career Day and talked with
students about the medical profession.
4/27/02 Participated in the Alachua Elementary School Career Day.

Visitation Program. Medical students from the College of Medicine
presented to students from various colleges participating in the UF
Visitation Program at the University of Florida College of Medicine.

Annual Health Care Day. One hundred eighty-seven (187) junior college,
high school and middle school students received in-depth information
about the various health and related professions. They also received
information on the application and admission process to the various
colleges.

The following information sessions were given:
8/21/00 College Fair for the Pledging to Achieve Academic
Competence Together
8/29/00 African-American Students Assembly
8/30/00 Minority Organizational Fair
9/5/00 Minority Pre-professional Association
9/19/00 Forum for UF minority pre-med freshmen
9/27/00 Forum for UF minority pre-med sophomores
10/4/00 Forum for UF minority pre-med juniors
10/18/00 Did presentation at Minority Association of Pre-Health
Students Health Fair

3. 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
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
Iverson Bell Symposium, Washington, DC, March 2001
Bethune-Cookman College, Graduate/Professional Day, Daytona
Beach, FL, November 2000
University of South Florida, Graduate/Professional Day, Tampa, FL,
October 2000
2000 Conference on People of Color, Nashville, TN, December 2000
15th Annual Symposium on Career Opportunities in Biomedical
Sciences, sponsored by the Association of Minority Health
Profession Schools, Washington, DC, April 2001

4. Assessment See Tables 7 and 8 (pages 61 and 63) and Graph 6 (page 62)

In 2000, African-American students experienced an increase in the number
of applications for professional school for enrollment compared to White
students. The enrollment comparison in Table 7 for African-American students
who submitted an application is reported at 23.64%, while the enrollment
comparison for White students who submitted an application is reported at
16.96%. Table 7 further shows that three hundred and fifty (350) White students
and fifty-two (52) African-American students enrolled in professional school for
Summer/Fall 2000.

TABLE 7
SELECTED PROFESSIONAL PROGRAM ENROLLMENT
APPLICATIONS, ACCEPTANCE, AND ACTUAL ENROLLMENTS
WHITE % Applicants BLACK % Applicants WHITE % Applicants BLACK % Applicants
R Summer/Fall Total Enrolled Summer/Fall Total Enrolled YEAR Summer/Fall Total Enrolled Summer/Fall Total Enrolled

YEAI
1979
Applications
Acceptances
Denials
Enrollment

Ar r, r i'.-,.a,.c

Denials
Enroiimen
1981
Applications
Acceptances
Denials
Enrollment

ApDi.cianln
Acc~plarnce
Denials
Er.rcilmerim
1983
Applications
Acceptances
Denials
Enrollment

A.;ceptans e
ern-ial3
Ernlilme.nl

Applications
Acceptances
Denials
Enrollment

Acpilial.c.ns

Er.rollmtnl
19ZB7
Applications
Acceptances
Denials
Enrollment

Acceptance
Acceptances
Denials
Enrollment

16 2189 2205
5 535 540
11 1654 1665
5 430 435

2 '01'5 2037
5 462 4E7
17 155] 1570
3 404 407

66 1834 1900
6 751 757
60 1083 1143
3 339 342

58 2117 2175
9 6f14 66]
49 1443 1492
5 36] 368

57 2151 2208
1 710 711
56 1441 1497
0 339 339

91 1413 1I04

2 666 :683
e9 727 816
2 315 377

83 1807 1890
2 662 664
81 1145 1226
0 354 354

105 1893 1998
1 :-E 6794
101 121 1]19
I 39 .340

74 1972 2046
4 677 681
70 1295 1365
1 373 374

69 1826 1895
6 582 588
63 1244 1307
4 382 386

56 1907 1963
2 384 386
54 1241 1295
2 345 347

0 164 164
u 70 70
0 94 94
0 33 33

3 136 139
1 39 40
2 97 99
1 18 19

2 18d 110

I 50 El
1 80 E'I
I 30 31

0 116 116
0 45 45
0 71 71
0 22 22

3 113 116
1 4d 48
2 66i ES
I 25 26

0 131 131
0 43 43
0 88 88
0 28 28

2 146 148
I 44 45
I 102 103
1 29 30

0 127 127
0 28 28
0 78 78
0 27 27

0 176
0 40
0 136
19.73 0 35

I 158
0 20
0 138
1998 0 17

1 141
1 48
0 93
18.88 1 28

1990
Applications
Acceptances
Denials
19.89 Enrollment

A.: ccplih,."1 ,r
Deriils;
100 9 Enrillmenr

Applications
Acceptances
Denials
20.43 Enrollment

ApP aIIClljro3
Acc api nces
Denials
20 12 Err.:.Irmenl
1994
Applications
Acceptances
Denials
1367 Enrollment

28 18 Enr.lltmenl
1996
Applications
Acceptance
Denials
18.97 Enrollment

ACrplc/l i.r.;:

22.41 Encir,.enl
1998
Applications
Acceptances
Denials
21.37 Enrollment
22.41 Enlvilmenl
ia]
Applications

Acceptances
Denials
21.26 Enrollment
21.26 Enrollment

30 2078 2108
2 654 656
28 1424 1452
1 371 372

41 2I---1 ;Z.1

38 1833 181l
6 :.'*) 365

8 2130 2138
1 375 376
4 1358 1362
1 341 342

3 1962 l1.,5
S .365 3t .
I 1187 1168
1 33'8 3J3-

13 2093 2106
6 377 383
5 1307 1312
5 349 354

6 7018 j 02,4

4 30) 3.7
0 820 a8
4 2A7 291

6 2022 2028
1 378 379
1 1237 1238
1 358 359

3 2725 32 a
I 383 384
0 12- 12:7
I .38 369

39 2168 2207
33 377 410
0 1143 1143
30 361 391

-6 2081 -137
19 :r:2 j71
6 10)8 110L
I5 3`' Y 'i]

55 2009 2064
35 353 388
1 1113 1114
26 324 350

2 159 161
0 57 57
2 102 104
0 28 28

3 I54 161
1 2'? '3
,26 128

0 182 182
0 47 47
0 87 87
0 46 46

0 I1 199
0 JJ 4-.
0 93 93
0 A) 4,)

2 165 167
0 33 33
0 98 98
0 28 28

I A 293

I .4 75
0 '
0 I]: 10.3
1 73 74,

0 217 217
0 33 33
0 124 124
0 28 28

.66 2166
0 40 40
0 19 l 1

3 232 235
3 52 55
0 98 98
3 49 52

2 26 23-,
I 46 47
0 1C7 107
I 42 43

4 216 220
4 54 58
0 82 82
4 48 52

16.96

1739

,1 39

25.27

2.1 10

1677

12.90

2213

23.64

BLACK PROFESSIONAL STUDENTS APPLICANTS AND ADMISSIONS
1981-2000

Graph 6

350

300

250

100

50

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

EApplicants I Admissions

TABLE 8
UNIVERSITY OF FLORIDA
BLACK TO BLACK/WHITE ENROLLMENT FOR
EACH OF THE FOUR PROFESSIONAL PROGRAMS
FALL 1989 THROUGH 2000

SCHOOL WHITE
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
Dentistry 192 190 183 187 198 203 210 214 223 222 239 245
Law 897 920 947 942 882 867 833 861 877 899 804 808
Medicine 331 329 341 348 328 341 315 310 302 296 294 267
Vet. Med. 269 289 282 276 271 267 266 290 260 262 267 272
TOTAL 1689 1728 1753 1753 1679 1678 1624 1675 1662 1679 1604 1592

SCHOOL BLACK
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
Dentistry 16 15 13 20 20 19 19 14 10 10 5 5
Law 61 65 74 104 119 129 157 136 137 109 107 133
Medicine 27 24 22 21 19 22 35 32 33 32 30 31
Vet. Med. 9 6 7 7 9 10 12 12 10 12 10 12
TOTAL 113 110 116 152 167 180 223 194 190 163 152 181

SCHOOL % BLACK TO BLACK / WHITE
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
Dentistry 7.69 7.31 6.63 9.66 9.17 8.56 8.30 6.14 4.29 4.30 2.05 2.00
Law 6.37 6.59 7.25 11.22 11.89 12.95 15.86 13.64 13.51 10.81 11.75 14.13
Medicine 7.54 6.79 6.06 5.18 5.48 6.06 10.00 9.36 9.85 9.72 9.26 10.40
Vet. Med. 3.24 2.03 2.42 3.16 3.21 3.61 4.32 3.97 3.70 4.37 3.61 4.23
TOTAL 6.27 5.98 6.21 8.70 9.05 9.69 12.07 10.38 10.26 8.85 8.66 10.21

Source: Office of the IPEDS
ED (cs) Form G50-14 P-EF UNITID-134130
*Veterinary Medicine Information reported from Student Data Course File Fall 2000.

III. COMPONENT TWO: AUZENNE GRADUATE SCHOLARS
FELLOWSHIP 1999-00

Historical Review of the Auzenne Fellowship

Delores Anne Poindexter was born July 17, 1941 in Clarksdale, Mississippi. In

pursuit of her educational goals, Ms. Auzenne received her bachelor's degree from

Central State College in Wilberforce, Ohio. She received her master's degree from

Bowling Green State University in Bowling Green, Ohio. She married George R.

Auzenne, a fellow doctoral student, at Michigan State University. In 1976, she accepted

a position as the first Special Assistant to the Chancellor of the State University System

of Florida. Her responsibilities included coordinating and monitoring system-wide

Affirmative Action and equal opportunity programs. Under her leadership and

pioneering efforts enrollment, financial aid and retention programs increased for

African-American students.

Mrs. Delores A. Auzenne served as the Director of Equal Opportunity Programs for

the Board of Regents until her untimely death in 1984. As a result of her outstanding

contributions and commitment to Affirmative Action, the Board of Regents named the

Graduate Student Grant-in-Aid Program after her in 1985. Today, it is known as the

Auzenne Graduate Scholars Fellowship.

The purpose of the Fellowship is to promote African-Americans in fields and careers

where historically, African-Americans were non-existent. The fellowship is for graduate

students and is awarded to students working on a Masters, a Ph.D. or both. The financial

assistance the fellowship provides is designed to encourage African-American students

to focus beyond a Bachelor's degree.

To date, two hundred forty-nine (249) awards have been given at the University of

Florida. Since some awardees have received the award more than once, there have been

one hundred eighty-eight (188) award recipients. Of the one hundred eighty-eight (188)

awardees, one hundred and sixty-one (161) students or 85.64% have graduated. Of the

twenty-seven (27) students who have not graduated, nineteen (19) of those students are

still enrolled. Only eight (8) award recipients or 4.25% of all awardees are without their

degree and not currently enrolled. In summary, one hundred and eighty (180) or 95.74%

of all awardees have received their degrees or are still attending. Appendix I includes

enrollment updates on all Auzenne recipients from 1978-1979 through 2000-2001.

IV. COMPONENT THREE: BOARD OF REGENTS SPECIAL SUMMER
PROGRAM FOR AFRICAN-AMERICAN
GRADUATE AND PROFESSIONAL STUDENTS

The 2000 Board of Regents (BOR) Summer Program commenced on June 28, 2000
and ended on August 9, 2000 on the campus of the University of Florida. A six and a
half week program was designed specifically for minority students who were admitted
into a master or doctoral program at the University of Florida for the Fall 2000 semester.
Many of these students received their undergraduate degrees from Historically African-
American Colleges and Universities (HBCUs) or other small colleges and universities,
so they often experience "cultural shock" when faced with the large, sometimes
impersonal atmosphere at a large research university. These students face a period of
acclimatization, which may be somewhat protracted for the student from a smaller
college or university. The latter student must make the transition from thriving in an
academic environment where he or she was a majority, to thriving in an academic
environment where he or she is a minority.

Goal One Increase retention by making enrollment seamless

Transitioning into a larger university is challenging on campus and within the
community. To build quality awareness and engagements within the community, an
objective to meet personal needs was met. Peer Advisors, program staff and the Office
of Graduate Minority Programs (OGMP) staff used their local experiences to support the
personal needs of the participants. The Faculty Liaison also played a key role in
accomplishing this objective. Networking and building a communication conduit was
particularly helpful for students.

Goal Two Increase retention by replacing negative conditioning with positive
conditioning

Negative conditioning has been observed in cases where students psychh" themselves
out about the difficulties they will have in competing with more "savvy" graduate
students. It is well known that this kind of negative conditioning becomes a self-
fulfilling prophecy. We have found that if such students participate in BOR and take
courses in the summer, when the campus population is much smaller, they learn what we
already know they can do the work. At larger institutions such as the University of
Florida, students must not only prove to themselves, but must prove to the faculty in
their respective departments that they can do the work. The BOR and OGMP staff
worked to diminish the existence of previously known debilitating cycles. They provided
the students with assistance in housing, moving expenses, course selections, and
registration. The experienced staff was able to address the needs of new students full
circle and without trepidation.

Goal Three Ensure that students are fully aware of departmental policies and that
they are given the information for adequate planning

The first year of graduate work is one of the more critical time periods along the path to
an advanced degree. In order to remain a graduate student in good standing a student
must maintain a 3.0 GPA. Many departments require a higher GPA before they will
allow the student to work directly toward the doctoral degree. For example, in order to
work directly toward the doctoral degree in chemistry, a student must maintain a GPA of
3.25 or better in his or her first year; with a GPA between 3.0 and 3.25, the student must
get a master's degree first. A student who fails to meet departmental requirements may
become discouraged, and this can lead the student to withdraw from the program.

Goal Four Build student's awareness of available human resources

The Faculty Liaison worked closely with the participants and the graduation
coordinators in each department to establish and maintain open lines of communication
and shared decision-making. There are times when students need help with their course
work. Students sometimes fail to maintain good standing when they fail to seek
assistance when a problem first surfaces. The peer advising staff was charged with the
responsibilities of presenting resources to students and showing them how to
successfully gain access to them.

Available human resources afforded support to student through the development of a
special course on research and writing. From a cursory survey of the program
participants, it was found that many had a working knowledge of basic statistics but not
enough practical application of the methodologies involved in graduate research
activities. A Graduate Research Methods course, to address any deficiencies, was made
available to support future thesis or dissertation writing. The Faculty Liaison and
Writing Instructor assumed a team-teaching approach, which addressed the statistical
methodologies separate from the mechanics of writing. The OGMP continues to offer
this course and its supportive tutorial services to program participants to foster
continuity and consistency of academic services and support.

The BOR 2000 Summer Program Objectives

* Facilitate adjustment to the academic and social environment at UF Goal 1

* Provide the student with strategies and techniques for maintaining a Goal 3
GPA of 3.0 or higher
* Introduce the student to research skills necessary for graduate study Goal 4

* Introduce the student to statistical techniques and procedures Goal 3

* Provide the student with strategies and techniques to improve his or Goal 3
her writing skills

* Introduce the student to African-American faculty, staff, and students Goals 1
so that mentor and peer relationships can be fostered and 3

* Familiarize the student with academic programs and policies

* Familiarize the student with support services

* Provide the student with mechanisms for dealing with stress
and burnout

* Make it possible for the students to learn computer skills needed to
access research databases and prepare quality professional papers
and reports.

Goal 3

Goal 4

Goal 4

Goal 4

PROGRAM COMPONENTS:

A. Student Orientation
Orientation extended from Wednesday, June 28, 2000 through Friday, June 30,
2000. The schedule is provided below:

Wednesday, June 28, 2000
3:00 p.m. 5:00 p.m.

5:15 p.m. 7:00 p.m.

Thursday, June 29, 2000
9:00 a.m. 10:30 a.m.

11:00 a.m. 12:30 p.m.

12:35 p.m. 2:00 p.m.

General BOR Program Orientation
Institute of African-American Culture, 1510 W.
University Avenue

Campus Tour with Peer Advisors

Graduate School Orientation Institute of
African-American Culture
* Dr. Dovie Gamble Graduate Minority
Programs
* Ms. Dorothy Long Administrative Services
* Kathy Carroll and Lisa DeLaCure Office of
Graduate Records
* Mr. Frank Ward Business Services
* Ms. Julie Shih Office of Research & Statistics
* Ms. Carole Oglesby Program Information Office
* Ms. Helen Martin Editorial Office
* Ms. Judy Harris Pre Award Administration
* Ms. Dee Dee Teal Post Award Administration

Faculty/Student Luncheon
Reitz Union, Arredondo Room

Visits To Departments
Discuss registration and tour department

6:00 p.m.-8:00 p.m.

Friday, June 30, 2000
9:45 a.m. 10:00 a.m.

10:15 a.m. 11:15 a.m.

11:30 a.m. 11:45 a.m.

12:00 p.m. 12:15 p.m.

12:30 p.m. 1:45 p.m.

2:00 p.m. 3:00 p.m.

3:15 p.m. 5:00 p.m.

Welcome Mixer Institute ofAfrican-American
Culture

Meet with Peer Advisor
Designated Meeting Place

Registration with Peer Advisor's assistance
All UFstudents must register today to avoid a $100 or later fee

Obtain "GATOR 1" Picture I.D. The HUB
Cost: $10.00 (The accept cash, check & ATM ONLY)

Change Local Address
Criser Hall

Lunch with Peer Advisors
GATOR Dining Corner

BOR Jumpstart Computer Orientation Course
CSE, Room 211

BOR Library Orientation Session w/Alice
Primack
Library West, Rooml48

It is important to note that this agenda was compiled as a guide rather than a hard and
fast rule. The BOR participants received regular contact in their first week at the
university because the current African-American graduate students had a number of
welcoming receptions at private residences, as is the tradition, that were not
scheduled by the Office of Graduate Minority Programs.

B. Academic Support Services

Academic Support Services consisted of Graduate Education Seminars, the
Research course, the Writing course, access to reading and writing consultants,
academic counseling sessions with the Acting Director of Graduate Minority
Programs and the program support with the Coordinator of Recruitment and
Retention, as well as consultations with the instructors. All students were informed
about the availability of consultants in the Reading and Writing Lab on weekdays as
well as the availability of BOR peer advisors as tutors, outside of regularly
scheduled times.

The Graduate Education Seminars were held once a week on Thursdays from 3:00
p.m. to 5:00 p.m. (attendance mandatory), with five (5) two-hour sessions, totaling
ten (10) hours. Graduate faculty and UF support personnel presented the seminars.
The presenters were a cross-section of the faculty and graduate student population.
The topics included discussion of issues related to acclimatization to the university
and the community; strategies for success in graduate school (selecting a supervisor,
selecting the supervisory committee, surviving in the department); stress
management; writing skills; statistics; the potential job market and professional
empowerment. All seminars were interactive, and the students participated
enthusiastically.

The Research and Writing Courses were held once a week on Tuesdays and
Wednesday from 2:00 4:00 p.m. (attendance required), totaling twenty-two (22)
hours. There was a total of two hundred and fifty-two (252) hours of total contact
over the six-week period with the peer advisors (i.e. two hours per week, per
participant, for six weeks). The Faculty Liaison consulted with the participants one
(1) hour per week. In addition, participants sought assistance from tutors and
guidance from faculty members on an average of one and one half (1.5) hours per
week for six weeks and resulted in a total auxiliary contact time of one hundred and
eighty-nine (189) hours. The Graduate Education Seminar schedule outlining the
academic requirements is provided below:

GRADUATE EDUCATION SEMINARS SCHEDULE

The purpose of the seminar program is to facilitate a successful adjustment to the
academic and social environment at the University of Florida.

Thursday, July 6, 2000 "Graduate School 101"
Institute of African-American Culture A panel discussion with graduate students
3:00 p.m. 5:00 p.m.

Thursday, July 13, 2000 "The Basics of Grant Writing"
Reitz Union, Room B74-75 Ms. Carole Oglesby, Executive Assistant
3:00 p.m. 5:00 p.m. Office of Research, Technology & Graduate Ed.

Thursday, July 20, 2000 "Effective Mentoring Relationships"
Reitz Union, Room B74-75 A panel discussion with faculty members
3:00 p.m. 5:00 p.m.

Thursday, July 27, 2000 "Teaching Assistantships"
Reitz Union, Room B60 Dr. Winifred Cooke, Director
Dauer Hall, Room 219 Office of Instructional Resources
3:00 p.m. 5:00 p.m.

Thursday, August 3, 2000 "Coping with Stress"
Institute of African-American Culture Dr. LaTrelle Jackson, Professor
3:00 p.m. 5:00 p.m. University Counseling Center

C. Counseling Services

Each student was assigned to a current minority graduate student (Peer Advisor) who
provided formal peer counseling through individual weekly meetings for a minimum
of 30 minutes, and weekly group meetings for a minimum of 30 minutes, totaling
over 7 hours per participant. Students were encouraged to meet with their Peer
Advisor as frequently as needed. Peer advisors were available to assist the students
from the first day of orientation, and were responsible for the following activities: (1)
helping them to move into campus housing; (2) assisting with registration; (3)
conducting campus orientation tours; and (4) providing many other support activities
such as rides to off-campus locations for those without transportation (such as
grocery shopping, banking, etc). Peer Advisors spent the mandatory minimum of
twelve (12) contact hours in providing academic, social and personal counseling to
the group as well as one-on-one individual sessions.

D. Social/Cultural Services

A total of twelve (12) hours were devoted to social and cultural events to which
current African-American graduate students and faculty were also cordially invited
to attend. Attendance at social/cultural events also mandatory. Apart from the
formal orientation and program schedule, several peer advisors, current minority
graduate students, and minority student organizations hosted or coordinated events
for program participants.

E. Academic Advising and Counseling

Academic advising was provided primarily by the graduate coordinator of each
respective department and, in an auxiliary capacity, by the Coordinator of
Recruitment and Retention. The Graduate Coordinators met the participants for
lunch during Orientation and escorted them to departments for a tour to meet faculty
and support staff, and to continue their discussion on individual major and BOR
academic requirements. Students were also encouraged to openly seek advice from
the graduate coordinator, other departmental faculty, and graduate school staff
throughout the summer program as needed.

Dr. LaTrelle Jackson, who conducted the seminar on "Coping with Stress in
Graduate School", invited the participants to visit with her at their earliest
convenience. One of the program requirements is a signed and completed plan of
study. This exercise sought to mentally prepare the participants for the journey

Thursday, August 3, 2000 "Coping with Stress"
Institute of African-American Culture Dr. LaTrelle Jackson, Professor
3:00 p.m. 5:00 p.m. University Counseling Center

C. Counseling Services

Each student was assigned to a current minority graduate student (Peer Advisor) who
provided formal peer counseling through individual weekly meetings for a minimum
of 30 minutes, and weekly group meetings for a minimum of 30 minutes, totaling
over 7 hours per participant. Students were encouraged to meet with their Peer
Advisor as frequently as needed. Peer advisors were available to assist the students
from the first day of orientation, and were responsible for the following activities: (1)
helping them to move into campus housing; (2) assisting with registration; (3)
conducting campus orientation tours; and (4) providing many other support activities
such as rides to off-campus locations for those without transportation (such as
grocery shopping, banking, etc). Peer Advisors spent the mandatory minimum of
twelve (12) contact hours in providing academic, social and personal counseling to
the group as well as one-on-one individual sessions.

D. Social/Cultural Services

A total of twelve (12) hours were devoted to social and cultural events to which
current African-American graduate students and faculty were also cordially invited
to attend. Attendance at social/cultural events also mandatory. Apart from the
formal orientation and program schedule, several peer advisors, current minority
graduate students, and minority student organizations hosted or coordinated events
for program participants.

E. Academic Advising and Counseling

Academic advising was provided primarily by the graduate coordinator of each
respective department and, in an auxiliary capacity, by the Coordinator of
Recruitment and Retention. The Graduate Coordinators met the participants for
lunch during Orientation and escorted them to departments for a tour to meet faculty
and support staff, and to continue their discussion on individual major and BOR
academic requirements. Students were also encouraged to openly seek advice from
the graduate coordinator, other departmental faculty, and graduate school staff
throughout the summer program as needed.

Dr. LaTrelle Jackson, who conducted the seminar on "Coping with Stress in
Graduate School", invited the participants to visit with her at their earliest
convenience. One of the program requirements is a signed and completed plan of
study. This exercise sought to mentally prepare the participants for the journey

Thursday, August 3, 2000 "Coping with Stress"
Institute of African-American Culture Dr. LaTrelle Jackson, Professor
3:00 p.m. 5:00 p.m. University Counseling Center

C. Counseling Services

Each student was assigned to a current minority graduate student (Peer Advisor) who
provided formal peer counseling through individual weekly meetings for a minimum
of 30 minutes, and weekly group meetings for a minimum of 30 minutes, totaling
over 7 hours per participant. Students were encouraged to meet with their Peer
Advisor as frequently as needed. Peer advisors were available to assist the students
from the first day of orientation, and were responsible for the following activities: (1)
helping them to move into campus housing; (2) assisting with registration; (3)
conducting campus orientation tours; and (4) providing many other support activities
such as rides to off-campus locations for those without transportation (such as
grocery shopping, banking, etc). Peer Advisors spent the mandatory minimum of
twelve (12) contact hours in providing academic, social and personal counseling to
the group as well as one-on-one individual sessions.

D. Social/Cultural Services

A total of twelve (12) hours were devoted to social and cultural events to which
current African-American graduate students and faculty were also cordially invited
to attend. Attendance at social/cultural events also mandatory. Apart from the
formal orientation and program schedule, several peer advisors, current minority
graduate students, and minority student organizations hosted or coordinated events
for program participants.

E. Academic Advising and Counseling

Academic advising was provided primarily by the graduate coordinator of each
respective department and, in an auxiliary capacity, by the Coordinator of
Recruitment and Retention. The Graduate Coordinators met the participants for
lunch during Orientation and escorted them to departments for a tour to meet faculty
and support staff, and to continue their discussion on individual major and BOR
academic requirements. Students were also encouraged to openly seek advice from
the graduate coordinator, other departmental faculty, and graduate school staff
throughout the summer program as needed.

Dr. LaTrelle Jackson, who conducted the seminar on "Coping with Stress in
Graduate School", invited the participants to visit with her at their earliest
convenience. One of the program requirements is a signed and completed plan of
study. This exercise sought to mentally prepare the participants for the journey

ahead by providing a visual representation of future requirements in their respective
programs. Participants will then begin to plan ahead and implement an
individualized time management program.

The academic requirements of the program, as listed below, were designed to
challenge, elicit questions, encourage original thought and establish a timed plan of
action. The program also provides a focus on academic issues that are broadly
defined at the undergraduate level.

BOARD OF REGENTS SUMMER ACADEMIC PROGRAM REQUIREMENTS

1. Consistent attendance and participation in the Research and Writing Courses,
the Weekly Graduate Education Seminars and Leisure Saturdays was expected
and required.

2. Participants were required to register and complete a minimum of 4 credit hours
(university officials will provide a waiver of 4 hours of tuition and fees).

3. Participants were required to meet with their peer advisor at least once a week
to discuss their progress and any problems or concerns that may arise.

4. A copy of the participant's Summer B schedule (including faculty member
names) was due to Ms. Angela Holloway by 5:00 p.m. on Monday, June 3,
2000.

5. A planned program of study for the participant's graduate program (including
both required and elective courses), signed by both the participant and his/her
departmental advisor, was due to Ms. Angela Holloway by 5:00 p.m. on Friday,
August 4, 2000.

6. Participation in the Closing Banquet on Wednesday, August 9, 2000 was
expected and required.

F. Other Computer Seminars and Tutorial Periods

This year's students participated in a computer orientation workshop and a library
orientation, workshop, and tour. Students received professional instructions on how
to: (1) access university on-line resources; (2) sign up and use the university
computer system and labs; and (3) conduct searches on the World Wide Web.V.

COMPONENT FOUR: ADMISSIONS POLICIES & PRACTICES

The University of Florida continually monitors its admissions policies and practices
at all levels. Such monitoring ensures equal educational opportunity for minority
applicants. The university's policy of nondiscrimination, equal access and
Affirmative Action are part of the undergraduate, graduate and professional school
catalogues and other admissions materials that are made available to prospective
students. In addition to these policies the Board of Regents' alternative admissions
program is also published in these catalogues, minority recruitment brochures and
other communications to prospective students.

A. First-Time-In-College/Lower Division

Although admissions standards and criteria continue to increase at the First-Time-
In-College/Lower Division levels, policies governing minority admissions continue
to be implemented and serve in the best interest of the prospective minority student
and the university. For example, all applications handled by the Office for Minority
Admissions are carefully considered for regular admission or for admission under
the Board of Regents alternative admissions program. All African-American
applicants that meet the minimum admission requirements are generally admitted to
the university. Deferment of the $20.00 application fee is also an admissions
practice designed to benefit African-American applicants for whom this cost may
cause unnecessary delays in the submission of a request for acceptance.

B. Florida Community College Transfer/Upper Division

The University of Florida subscribes to the Articulation Agreement between the
state universities and public community colleges of Florida. Under this Agreement,
any graduate of a state-approved Florida public community college is eligible for
admission to Non-limited Access Programs at the university if the student has
completed the university's parallel program and has received the Associate of Arts
degree. Additionally, all transfer students and lower division native students must
successfully pass the College Level Academic Skills Test (CLAST) before
admission to upper division. All upper division colleges have limited access
programs and transfer applicants who meet the minimum requirements are referred
to a selection committee of the appropriate college for consideration. The Office of
Minority Admissions and its staff provide assistance to the potential prospective
African-American transfer student with summer workshops and follow up to keep
the student on track with timely appropriate documents to the university. This
office also acts as liaison between upper division colleges and the African-American
transfer student as well as the native student moving into upper division.

COMPONENT FOUR: ADMISSIONS POLICIES & PRACTICES

The University of Florida continually monitors its admissions policies and practices
at all levels. Such monitoring ensures equal educational opportunity for minority
applicants. The university's policy of nondiscrimination, equal access and
Affirmative Action are part of the undergraduate, graduate and professional school
catalogues and other admissions materials that are made available to prospective
students. In addition to these policies the Board of Regents' alternative admissions
program is also published in these catalogues, minority recruitment brochures and
other communications to prospective students.

A. First-Time-In-College/Lower Division

Although admissions standards and criteria continue to increase at the First-Time-
In-College/Lower Division levels, policies governing minority admissions continue
to be implemented and serve in the best interest of the prospective minority student
and the university. For example, all applications handled by the Office for Minority
Admissions are carefully considered for regular admission or for admission under
the Board of Regents alternative admissions program. All African-American
applicants that meet the minimum admission requirements are generally admitted to
the university. Deferment of the $20.00 application fee is also an admissions
practice designed to benefit African-American applicants for whom this cost may
cause unnecessary delays in the submission of a request for acceptance.

B. Florida Community College Transfer/Upper Division

The University of Florida subscribes to the Articulation Agreement between the
state universities and public community colleges of Florida. Under this Agreement,
any graduate of a state-approved Florida public community college is eligible for
admission to Non-limited Access Programs at the university if the student has
completed the university's parallel program and has received the Associate of Arts
degree. Additionally, all transfer students and lower division native students must
successfully pass the College Level Academic Skills Test (CLAST) before
admission to upper division. All upper division colleges have limited access
programs and transfer applicants who meet the minimum requirements are referred
to a selection committee of the appropriate college for consideration. The Office of
Minority Admissions and its staff provide assistance to the potential prospective
African-American transfer student with summer workshops and follow up to keep
the student on track with timely appropriate documents to the university. This
office also acts as liaison between upper division colleges and the African-American
transfer student as well as the native student moving into upper division.

COMPONENT FOUR: ADMISSIONS POLICIES & PRACTICES

The University of Florida continually monitors its admissions policies and practices
at all levels. Such monitoring ensures equal educational opportunity for minority
applicants. The university's policy of nondiscrimination, equal access and
Affirmative Action are part of the undergraduate, graduate and professional school
catalogues and other admissions materials that are made available to prospective
students. In addition to these policies the Board of Regents' alternative admissions
program is also published in these catalogues, minority recruitment brochures and
other communications to prospective students.

A. First-Time-In-College/Lower Division

Although admissions standards and criteria continue to increase at the First-Time-
In-College/Lower Division levels, policies governing minority admissions continue
to be implemented and serve in the best interest of the prospective minority student
and the university. For example, all applications handled by the Office for Minority
Admissions are carefully considered for regular admission or for admission under
the Board of Regents alternative admissions program. All African-American
applicants that meet the minimum admission requirements are generally admitted to
the university. Deferment of the $20.00 application fee is also an admissions
practice designed to benefit African-American applicants for whom this cost may
cause unnecessary delays in the submission of a request for acceptance.

B. Florida Community College Transfer/Upper Division

The University of Florida subscribes to the Articulation Agreement between the
state universities and public community colleges of Florida. Under this Agreement,
any graduate of a state-approved Florida public community college is eligible for
admission to Non-limited Access Programs at the university if the student has
completed the university's parallel program and has received the Associate of Arts
degree. Additionally, all transfer students and lower division native students must
successfully pass the College Level Academic Skills Test (CLAST) before
admission to upper division. All upper division colleges have limited access
programs and transfer applicants who meet the minimum requirements are referred
to a selection committee of the appropriate college for consideration. The Office of
Minority Admissions and its staff provide assistance to the potential prospective
African-American transfer student with summer workshops and follow up to keep
the student on track with timely appropriate documents to the university. This
office also acts as liaison between upper division colleges and the African-American
transfer student as well as the native student moving into upper division.

C. Alternative Admissions Plan

The Board of Regents' alternative admissions plan allows up to ten percent (10%) of
students admitted during the academic year at any level to be admitted as exceptions
to the minimum requirements. At the First-Time-In-College/Lower Division levels,
the Special Admissions Sub-Committee reviews all African-American applicants
who do not meet the minimum admission requirements. Table 9 and Graph 7
illustrate those African-American students that are regularly admitted and those
African-American students that are specially admitted under the Board of Regents'
exception policy over an twenty-year period from 1979-80 to 2000-2001. Tables 10
and 11 respectively, illustrate the number of FTIC students by race and sex admitted
and enrolled under the alternative admissions plan with comparisons to the findings
of the 1999-00 report in Table 11. Table 12 illustrates the admissions under the ten
percent exceptions at all levels.

At the Community College Transfer/Upper Division levels, the Office of Minority
Admissions and its staff work closely with all upper division colleges to ensure that
the alternative admission policy is available and considered when admitting
African-American transfer students to upper division.

The Graduate School of the university continues to encourage all departments to
utilize the Board of Regents' policy of admitting up to ten percent (10%) of students
as exceptions in any given academic year. Table 13 illustrates the number of single
and double exceptions of students by race from 1985-86 to 2000-2001.

The Professional Schools of the university continue to encourage all departments to
utilize the Board of Regents' policy of admitting up to ten percent (10%) of students
as exceptions in any given academic year. Table 14 illustrates the numbers affected
by the ten percent exception provision.

Regularly/Specially Admitted Students, 1979 1999

Table 9

REGULARLY SPECIALLY % REGULARLY
ADMITTED ADMITTED TOTAL ADMITTED
STUDENTS STUDENTS TOTAL

1979-80 142 297 439 32.3

1980-81 198 253 451 43.9

1981-82 248 247 495 50.1

1982-83 316 254 570 55.4

1983-84 359 242 601 59.7

1984-85 418 247 665 62.9

1985-86 461 203 664 69.4

1986-87 506 202 708 71.5

1987-88 504 208 712 70.8

1988-89 512 249 761 67.3

1989-90 618 246 864 71.5

1990-91 573 280 853 67.2

1991-92 521 269 790 65.9

1992-93 649 270 919 70.6

1993-94 733 260 993 73.8

1994-95 629 268 897 70.1

1995-96 681 305 986 69.1

1996-97 756 232 988 76.5

1997-98 756 244 1000 75.6

1998-99 750 270 1020 73.5

1999-00 1021 435 1456 70.1

2000-01 1104 517 1621 68.1
Source: Registrar's Office, Minority Admissions

Regularly/Specially Admitted Students 1979-2000

Graph 7

1200

1000

800

600

79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00

B Regularly Admitted U Specially Admitted

TABLE 10

COMPONENT FOUR
UNIVERSITY ADMISSION STANDARDS

University of Florida
University

ADMISSIONS UNDER THE TEN PERCENT EXCEPTION

Summer/Fall 2000

Source: University of Florida
Admissions Office

American Indiar Asian or
First-Time Black or Alaskan Pacific White Non-Resident
In-College (Non-Hispanic) Native Islander Hispanic (Non-Hispanic) Total Aliens
Male Female Male Female Male Female Male Female Male Female Male Female Male Female

87 32 41 1 1 0 0 1 2 4 4 38 49 0 1

TABLE 11

ENROLLMENT THROUGH ALTERNATIVE ADMISSIONS
AT THE FIRST-TIME-IN-COLLEGE LEVEL
FALL SEMESTERS
1988-1989-1990-1991-1992-1993-1994-1995-1996-1997-1998-1999-2000

FTIC

Source: Enrollment (IPEDS) ED CS Form G50-14P-EF UNITID 134130

% BLACK % BLACK
YEAR BLACK & WHITE BLACK FTIC TOTAL # OF BLACK WHITE EXCEPTIONS TO EXCEPTIONS TO
FTIC ENROLLMENT EXCEPTIONS EXCEPTIONS EXCEPTIONS BLACK & WHITE BLACK FTIC
ENROLLMENT # % # % # % FTIC ENROLLMENT ENROLLMENT
1988 3966 353 8.90 220 172 78.18 45 20.45 4.34 48.73
1989 3442 360 10.46 169 113 66.86 40 23.67 3.28 31.39
1990 3535 345 9.76 221 150 67.87 51 23.08 4.24 43.48
1991 3588 273 7.61 696 309 44.40 92 13.22 8.61 113.19
1992 3540 325 9.18 718 329 45.82 58 8.08 9.29 101.23
1993 4101 347 8.46 619 303 48.95 37 5.98 7.39 87.32
1994 3905 368 9.42 622 295 47.43 34 5.47 7.55 80.16
1995 3902 460 11.79 577 278 48.18 31 5.37 7.12 60.43
1996 3944 378 9.58 435 255 58.62 31 7.13 6.47 67.46
1997 4564 477 10.45 339 231 68.14 21 6.19 5.06 48.43
1998 4234 448 10.58 178 134 75.28 16 8.99 3.16 29.91
1999 4392 574 13.07 317 264 83.28 12 3.79 6.01 45.99
2000 4793 777 16.21 87 73 83.91 8 9.20 1.52 9.40

TABLE 12
COMPONENT FOUR
UNIVERSITY ADMISSION STANDARDS
2000-01

ADMISSION UNDER THE TEN PERCENT EXCEPTION
(Double Exceptions)

Under Separate Cover

TABLE 13
UNIVERSITY OF FLORIDA
SINGLE AND DOUBLE EXCEPTIONS
GRADUATE SCHOOL ADMISSIONS

SINGLE EXCEPTIONS
ACCEPTANCE EXCEPTIONS

TOTAL BLACK % WHITE % TOTAL BLACK % WHITE %

1985-86 2759 115 4.2 2477 89.8 960 102 10.6 788 82.1

1986-87 2676 92 3.4 2394 89.5 832 59 7.1 682 82.0

1987-88 2401 85 3.5 2156 89.8 665 53 8.0 561 84.4

1988-89 2619 85 3.2 2352 89.8 656 49 7.5 570 86.9

1989-90 2813 112 4.0 2487 88.4 767 81 10.6 616 80.3

1990-91 3083 120 3.9 2728 88.5 732 85 11.6 597 81.6

1991-92 3616 85 2.4 2006 55.5 590 50 8.5 466 79.0

1992-93 3993 114 2.9 2135 53.5 618 63 10.2 475 76.9

1993-94 3987 107 2.7 2201 55.2 696 58 8.3 544 78.2

1994-95 3745 102 2.7 2120 56.6 657 43 6.5 487 74.1

1995-96 3618 111 3.1 1874 51.8 574 57 9.9 435 75.8

1996-97 3841 121 3.2 2155 56.1 580 43 7.4 448 77.2

1997-98 4052 97 2.4 2101 51.9 544 51 9.4 390 71.7

1998-99 4711 137 2.9 2229 47.3 741 66 8.9 554 74.8

1999-00 5731 147 2.6 2432 42.4 765 63 8.2 569 74.4

2000-01 6652 169 2.5 2423 36.4 702 70 10.0 534 76.1

DOUBLE EXCEPTIONS

ACCEPTANCE EXCEPTIONS

TOTAL BLACK Q0 WHITE o TOTAL BLACK Q WHITE .

1985-86 2759 115 4.2 2477 89.8 78 16 20.5 56 71.8

1986-87 2676 92 3.4 2394 89.5 38 10 26.3 25 65.8

1987-88 2401 85 3.5 2156 89.8 36 13 36.1 19 52.8

1988-89 2619 85 3.2 2352 89.8 41 10 24.4 26 63.4

1989-90 2813 112 4.0 2487 88.4 44 14 31.8 26 59.1

1990-91 3083 120 3.9 2728 88.5 47 13 27.7 23 48.9

1991-92 3616 85 2.4 2006 55.5 53 11 20.8 33 62.3

1992-93 3993 114 2.9 2135 53.5 43 4 9.3 26 60.5

1993-94 3987 107 2.7 2201 55.2 54 11 20.4 26 48.1

1994-94 3745 102 2.7 2120 56.6 83 19 22.9 40 48.2

1995-96 3618 111 3.1 1874 51.8 66 10 15.2 45 68.2

1996-97 3841 121 3.2 2155 56.1 59 13 22.0 35 59.3

1997-98 4052 97 2.4 2101 51.9 48 9 18.8 31 64.6

1998-99 4711 137 2.9 2229 47.3 82 16 19.5 57 69.5

1999-00 5731 147 2.6 2432 42.4 82 12 14.6 55 67.1

2000-01 6052 169 2.8 2423 40.0 44 8 18.2 31 70.5
Source: URM Bti, Uraauate Sc0ool uim' usY 6B Wummer/al-u 199

Table 14
Professional Enrollment Under
Ten Percent Exception Provision
Fall 1990-2000

Tolal
1990 Exceptions Black While
Dentistry 8 6 1
Law 21 21 0
Medicine 0 0 0
Vet. Medicine 0 0 0
Total 29 27 1

Total
1991 Exceptions Black While
Dentistry 8 2 1
Law 20 20 0
Medicine 0 0 0
Vet. Medicine 0 0 0
Tolal 28 22 1

Total
1992 Exceptions Black While
Dentistry 8 4 3
Law 30 29 0
Medicine 0 0 0
Vet. Medicine 0 0 0
Tolal 38 33 3

Total
1993 Exceptions Black Wnile
Dentistry 0 0 0
Law*
Medicine 0 0 0
Vet. Medicine 80 2 70
Total" 80 2 70

Total
1994 Exceptions Black While
Dentistry 0 0 0

1995 Exceptions Black While
Dentistry 0 0 0
Law* 0 0 0
Medicine 0 0 0
Vet. Medicine 311 10 274
Total" 311 10 274

Total
1996 Exceptions Black While
Dentistry 0 0 0
Law*
Medicine 0 0 0
Vet. Medicine
Tolal'" _

Total
1997 Exceplions Black While
Dentistry 0 0 0
Law*
Medicine*
Vet. Medicine 315 11 262
Total'" 315 11 262

1998 Excepion B Black Wrile
Dentistry
Law*
Medicine
Vet. Medicine
Total" _

Total
1999 Exceptions Black While
Dentistry 0
Law* 0
Medicine 0
Vet. Medicine
Tolal" 0

Total
2000 Exceptions Black White
Dentistry 0
Law* 0
Medicine 0
Vet. Medicine 0
Toltl" 0

Total
2001 E>ceplions Black While
Dentistry 0
Law* 0
Medicine* 0
Vet. Medicine 0
Tolll". 0_

* Data unavailable
** Does not include Law
**Does not include
Law or Medicine

VI. COMPONENT FIVE: RETENTION AND PROGRAMS FOR
AFRICAN-AMERICAN STUDENTS

A. Retention Programs in Academic Life

The university expends a considerable amount of time and energy on insuring that
students graduate once they enroll here. The retention and graduation of African-
American students are key elements of the university's mission. The university
enthusiastically supports this aspect of its commitment to African-American students
as it attempts to thoroughly diversify and achieve equal access in all of its programs.
This commitment is divided between academic retention programs and social student
life retention programs, the two major components of the retention services at the
University of Florida. Retention programs exist university-wide as well as in
individual colleges. The purpose is to assist African-American students in achieving
success, academically and socially. Below is a listing of the retention programs and
activities supporting the academic and social life of African-American students
enrolled at the University of Florida during 2000-2001.

1. University-Wide Services

a. Office of Admissions

The Office of Admissions has worked closely with the Dean of Student
Services Office to improve the retention rates of UF students. Since the
admission process is the first point of contact with a prospective student, this
office is often 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 freshman year.

b. Office for Student Affairs

The Office for Student Services oversees the activities of the Counseling
Center, Division of Housing, J. Wayne Reitz Union and Student Financial
Services at Student Services. Retention activities and their results are
discussed in this report respecting academic, social, personal, and research
segments.

Advocating for students has been and continues to be a means to enhance
retention on campus.

VI. COMPONENT FIVE: RETENTION AND PROGRAMS FOR
AFRICAN-AMERICAN STUDENTS

A. Retention Programs in Academic Life

The university expends a considerable amount of time and energy on insuring that
students graduate once they enroll here. The retention and graduation of African-
American students are key elements of the university's mission. The university
enthusiastically supports this aspect of its commitment to African-American students
as it attempts to thoroughly diversify and achieve equal access in all of its programs.
This commitment is divided between academic retention programs and social student
life retention programs, the two major components of the retention services at the
University of Florida. Retention programs exist university-wide as well as in
individual colleges. The purpose is to assist African-American students in achieving
success, academically and socially. Below is a listing of the retention programs and
activities supporting the academic and social life of African-American students
enrolled at the University of Florida during 2000-2001.

1. University-Wide Services

a. Office of Admissions

The Office of Admissions has worked closely with the Dean of Student
Services Office to improve the retention rates of UF students. Since the
admission process is the first point of contact with a prospective student, this
office is often 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 freshman year.

b. Office for Student Affairs

The Office for Student Services oversees the activities of the Counseling
Center, Division of Housing, J. Wayne Reitz Union and Student Financial
Services at Student Services. Retention activities and their results are
discussed in this report respecting academic, social, personal, and research
segments.

Advocating for students has been and continues to be a means to enhance
retention on campus.

c. College of Liberal Arts and Sciences

Primarily the Office handles minority retention efforts of the College of
Liberal Arts and Sciences for Academic Support and Institutional Services
and through several special initiatives of the college.

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 minority students and faculty. The mission
of OASIS includes enhancing the recruitment, retention, follow-up and
graduation of the college's minority students and the successful retention of
its minority faculty. This office continues to assist minority students by
providing academic counseling, advocacy, and tutoring. OASIS works 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.

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 2000-2001. This effort,
which reaches out to African-American 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)
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), is
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. 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 interrupt 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.

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
2.0 cumulative average concerning their future at UF.

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.

Departmental Societies and Associations
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.

2. College-Based Services

Many of the colleges have retention programs. The purpose of the programs is to
enhance the academic progress and ultimately graduation. Several of the
retention programs focus solely on academic life while other programs may
integrate some social activity. The following is a list of colleges and their
retention activities.

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 the 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: Jan 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