DOCSLIB.ORG

Fall 2020 Student Profile

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fall 2020 Student Profile Middlebury College Fall 2020 Student Profile Comprehensive Picture of the Student Body Office of Assessment and Institutional Research A. College Enrollment Counts and Demographics Fall 2020 Undergraduate Enrollment Part‐ Degree Seeking Full‐Time Time Total Class of 2021 732 17 749 Class of 2022 594 3 597 Class of 2023 623 0 623 Class of 2024 602 0 602 Total Degree Seeking 2551 20 2571 Part‐ Non‐Degree Seeking Full‐Time Time Total 9th Semester Teacher Education 0 0 0 Exchange 1 0 1 Faculty/Staff 0 1 1 Teaching Assistants 0 7 7 Visiting Student 0 0 0 Total Non‐Degree Seeking 1 8 9 All on Campus Degree & Non‐degree 2552 28 2580 Total FTE 2561 Note: Transfer students (N=5) included in degree‐seeking class counts. Notes: 1. The fall enrollment census is taken each year at the end of the add-drop period and no later than October 17th by requirement of the federal government. 2. By federal definitions, these figures do not include Middlebury students who are enrolled in a study abroad/away program. Due to COVID-19, Middlebury study abroad programs were suspended for Fall 2020. A small number of students were able to enroll in select study abroad/away programs. 3. These figures do not include students enrolled in the Language Schools, Bread Loaf School of English, or the Middlebury Institute of International Studies at Monterey. 4. By federal definition, a part-time student counts as a third of an FTE. FTE calculation: FT + (PT/3) = 2,561 students on campus this fall. In Fall 2020, due to COVID-19 students were permitted the option to enroll as a remote learner. Degree Seeking by Remote Learner Status Remote Learner On Campus Total Class of 2021 130 619 749 Class of 2022 96 501 597 Class of 2023 86 537 623 Class of 2024 49 553 602 Total Degree Seeking 361 2210 2571 Fall 2020 Middlebury College Student Profile 2 The following table shows both the gender and racial/ethnic composition of the on-campus and remote learner student body. Historical Enrollment by Gender, All On‐campus and Remote Enrolled Students Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Male 49.0% 48.6% 48.9% 48.4% 47.0% 48.1% 48.2% 46.9% 46.9% 46.5% Female 51.0% 51.4% 51.1% 51.6% 53.0% 51.9% 51.8% 53.1% 53.1% 53.5% Total 2507 2516 2495 2526 2542 2532 2561 2580 2580 2580 Reported Race/Ethnicity for On‐campus and Remote Degree and Non‐Degree students Degree % Total Non‐Degree Seeking Degree Seeking Grand Male Female Seeking Male Female Total Total % International* 138 120 10.0% 0 2 260 10.1% American Indian or Alaska Native 1 1 0.1% 0 0 2 0.1% Asian American 83 125 8.1% 0 0 208 8.1% Black/African American 53 59 4.4% 0 0 112 4.3% Hispanic/Latino 127 146 10.6% 0 0 273 10.6% Native Hawaiian or other Pacific Islander 0 1 0.0% 0 0 1 0.0% Race and/or ethnicity unknown 18 11 1.1% 0 0 29 1.1% Two or more races 61 81 5.5% 0 2 144 5.6% White 717 829 60.1% 2 3 1551 60.1% Total 1198 1373 2 7 2580 100% Domestic U.S. Students of Color 325 413 0 2 740 29% *As defined by The National Center for Education Statistics Historical Enrollment by Race/Ethnicity for All Enrolled, On‐Campus and Remote Students Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 International 11% 10% 10% 11% 11% 10% American Indian or Alaska Native, non‐ Hispanic 0% 0% 0% 0% 0% 0% Asian American, non‐Hispanic 6% 7% 7% 7% 7% 8% Black/African American, non‐Hispanic 3% 3% 3% 4% 4% 4% Hispanic/Latino 9% 9% 9% 10% 10% 11% Native Hawaiian or other Pacific Islander, non‐Hispanic 0% 0% 0% 0% 0% 0% Race and/or ethnicity unknown 1% 1% 1% 2% 1% 1% Two or more races, non‐Hispanic 5% 5% 5% 5% 5% 6% White, non‐Hispanic 64% 64% 64% 62% 62% 60% Fall 2020 Middlebury College Student Profile 3 B. Geographic Distribution of Student Body US CITIZENS AND LEGAL PERMANENT RESIDENTS Forty‐nine states and two US territories are represented by students studying at Middlebury. The following table shows the home states and territories of US students in descending order for all enrolled, on‐campus and remote students. Number Percent of US Number Percent of US New York 344 15% Utah 12 1% Massachusetts 326 14% Indiana 9 0% California 237 10% Delaware 8 0% Connecticut 139 6% Idaho 8 0% New Jersey 116 5% South Carolina 8 0% Illinois 99 4% Missouri 7 0% Vermont 99 4% Montana 7 0% Maryland 74 3% Alabama 6 0% Pennsylvania 69 3% Hawaii 6 0% Texas 56 2% Kansas 6 0% Virginia 53 2% Wyoming 5 0% New Hampshire 49 2% Iowa 4 0% Colorado 47 2% New Mexico 4 0% Florida 46 2% Oklahoma 4 0% Minnesota 46 2% Alaska 3 0% Washington 46 2% Kentucky 3 0% Ohio 44 2% Mississippi 3 0% North Carolina 36 2% Arkansas 2 0% Maine 35 2% Nebraska 2 0% Michigan 21 1% Puerto Rico 2 0% Oregon 21 1% West Virginia 2 0% Georgia 19 1% Guam 1 0% Rhode Island 18 1% Louisiana 1 0% District of Columbia 16 1% Nevada 1 0% Wisconsin 16 1% South Dakota 1 0% Arizona 14 1% Unidentified 105 5% Tennessee 14 1% Total 2320 Fall 2020 Middlebury College Student Profile 4 INTERNATIONAL STUDENTS There are 260 international students studying at Middlebury (10% of the on‐campus student body) with 57 countries represented. The following table shows the home countries of International Middlebury students in descending order for all enrolled, degree‐seeking, on‐campus and remote students. Number Percent of Int'l Number Percent of Int'l China 65 25% Bhutan 1 0% Canada 19 7% Brazil 1 0% India 7 3% Cambodia 1 0% United Kingdom 7 3% Czech Republic 1 0% Hong Kong 6 2% Denmark 1 0% Viet Nam 6 2% Ethiopia 1 0% Japan 5 2% Finland 1 0% Kenya 4 2% France 1 0% Rwanda 4 2% Germany 1 0% Singapore 4 2% Ghana 1 0% Belgium 3 1% Greece 1 0% Indonesia 3 1% Guatemala 1 0% Nigeria 3 1% Kazakhstan 1 0% Pakistan 3 1% Lesotho 1 0% Ukraine 3 1% Malaysia 1 0% Bangladesh 2 1% Maldives 1 0% Guyana 2 1% Morocco 1 0% Italy 2 1% Netherlands 1 0% Lebanon 2 1% Niger 1 0% Mexico 2 1% Norway 1 0% Nepal 2 1% Palestine 1 0% Peru 2 1% Russia 1 0% Philippines 2 1% Sweden 1 0% Serbia 2 1% Switzerland 1 0% Thailand 2 1% Tanzania 1 0% Turkey 2 1% Venezuela 1 0% United Arab Emirates 2 1% Zimbabwe 1 0% Argentina 1 0% Not Reported 65 25% Austria 1 0% Total 260 Fall 2020 Middlebury College Student Profile 5.
Load more

Recommended publications
  • Curriculum Vitae
    Michael D. Robinson Department of Economics 197 Mosier St. Mount Holyoke College South Hadley, MA 01075 South Hadley, MA 01075 (413) 533-5052 (413) 538-3085 [email protected] Education Ph.D. (Economics), University of Texas at Austin. Dissertation: A Regional Analysis of Male-Female Earnings Differentials. Supervisor: Niles Hansen. May 1987. B.A. (Economics), Washington University, St. Louis, Missouri. Magna Cum Laude. 1979. Research Interests Applied Microeconomics (Labor) Applied Econometrics Economics of Higher Education Areas of Teaching Interest Microeconomic Theory/Principles Labor Economics Econometrics/Statistics Women in the Economy Prizes and Awards Meribeth E. Cameron Faculty Prize for Scholarship, 2004 Experience 2000-Present. Professor of Economics, Mount Holyoke College, South Hadley, Massachusetts. 1993-2000. Associate Professor of Economics, Mount Holyoke College, South Hadley, Massachusetts. 2 1995-1998. Senior Advisor to the President on Enrollment Planning, Mount Holyoke College, South Hadley, Massachusetts. 1988-1992. Assistant Professor of Economics, Mount Holyoke College, South Hadley, Massachusetts. Spring 1989. Visiting Assistant Professor of Economics, Wesleyan University, Middletown, Connecticut. 1987-1988. Visiting Assistant Professor of Economics, Middlebury College, Middlebury, Vermont. Publications Refereed Articles “Empirical Evidence of the Effects of Marriage on Male and Female Attendance at Sports and Arts.” with Sally Montgomery. (March 2010) Social Science Quarteryly. Vol. 91, No. 1, pp 99-116. “Increasing Study Abroad: Participation.” (with Eva Paus) Frontiers: The Interdisciplinary Journal Study Abroad, Volume XVII, Fall 2008, pp.33-50. “Which Countries are Studied Most by Economists? An Examination of the Regional Distribution of Economic Research,” (with James Hartley and Patricia Schneider) Kyklos,Vol. 59, Issue 4, Page 611, November 2006.
    [Show full text]
  • 1989 Through 2004
    United States Intercollegiate Lacrosse Association Scholar All-American 1989 Malcolm Lester Springfield College Michael Ruland Loyola College Eric J. Stein Hobart College Shawn A. Trell Hobart College 1990 Tom Barnds Princeton University Reid Campbell Washington & Lee University Tom Hormes Washington College 1991 Joe Alberici Alfred University Thomas N. Groeninger University of Virginia Brentnall M. Powell Williams College John R. Quinn United States Naval Academy Michael J. Schattner University of Virginia 1992 Brian K. Bugge St. John’s University Scott Giardina Johns Hopkins University George S. Glyphis University of Virginia Clark J. Hospelhorn Western Maryland College Jonathan H. Owsley Middlebury College Sean M. Quinn Loyola College David Ryan Yale University Justin Tortolani Princeton University Gregory R. Waller Princeton University 1993 Kevin Beach Loyola College Daniel Hinds Bowdoin College John Hunter Washington & Lee University Chris Marcus Penn State University 1994 Scott Bacigalupo Princeton University William Carty USMMA Matthew Daniels Rochester Institute of Technology Andrew McDonald Williams College Ted Nusbaum Colorado College Thomas Pena Hobart College Peter Ramsey Princeton University Scott Reinhardt Princeton University Craig Ronald University of Virginia David Scheid Cornell University Taylor Simmers Princeton University Sean Turner West Point Justin Zackery Bucknell University 1995 Ryan B. Adams Clarkson University Damien T. DePeter Connecticut College Paul S. Goggi LeMoyne College Scott Harrison Duke University
    [Show full text]
  • Report of the Working Group on Williams in The
    DRAFT Report of the Working Group Williams in the World Working Group Members: Jackson Ennis, Class of 2020 Jim Kolesar ’72, Office of the President Colin Ovitsky, Center for Learning in Action Noah Sandstrom, Department of Psychology and Neuroscience Program Sharifa Wright ’03, Alumni Relations February 2020 1 Table of Contents Background……………………………………………………………………………………….. 3 Our Work…………………………………………………………………………………………. 6 Themes……………………………………………………………………………………………. 6 Aspirations for the next decade……………………………………………………………………7 Guiding Principles………………………………………………………………………………... 9 Recommendations……………………………………………………………………………….. 12 To Close…………………………………………………………………………………………. 14 Appendices 1: Williams in the World charge………………………………..……………………….…........ 15 2: Summary of Outreach…………………………………………………………………….…. 16 3: Tactical and Tangible Ideas That Arose From Outreach……………………………….……. 18 4: Centers for Engaged Learning or Scholarship at Several Peer Schools……………………... 21 2 Background The story of Williams’s engagement in the world is long and interesting. We have space here only to summarize it. For most of its life, Williams understood itself as a “college on a hill.” Students withdrew here to contemplate higher things before heading back into the “real world.” The vocation of faculty was to pass on that knowledge, while staff supported the operation by managing the day-to-day. Over time, however, all of these lines blurred. The beginning may have come in the early 1960s, when students formed the Lehman Service Council to organize their projects in the local community. Two student-initiated programs, the Williamstown Youth Center and the Berkshire Food Project, still thrive. In the way that the student-formed Lyceum of Natural History, some of whose interactions with other cultures we now question, eventually led to the introduction of science into the curriculum, so too in time did the engagement seed germinated in the Lehman Council disperse widely through the college.
    [Show full text]
  • Creating Connections Consortium
    3 Creating Connections Consortium A partnership to strengthen diversity and innovation through enhanced interactions between liberal arts colleges and research universities C Liberal arts colleges seeking to hire diverse faculty face unique challenges stemming from relative isolation and limited awareness about their enriching professional environment. Research universities face similar challenges in recruiting diverse graduate students because many liberal arts undergraduates lack exposure to and relationships with diverse faculty and thus do not envision lives in the professoriate. A growing body of scholarship documents that institutional transformation will be necessary for both liberal arts colleges and research universities to be able to attract and sustain a diverse group of students and faculty. To this end, under the leadership of Middlebury College, Connecticut College, and Williams College, the C3 Consortium has received a $4.7M three-year grant from The Andrew W. Mellon Foundation to enable the 26 member-schools of the Liberal Arts Diversity Officers Organization (LADO) to establish a formalized, reciprocal relationship with the University of California, Berkeley, and Columbia University. The grant will enable five strategies for developing diverse and talented candidates (students and faculty). 1. C3 Summit for Diversity and Innovation. Hosted annually by a different LADO college, the C3 Summit will bring together underrepresented students from LADO institutions - juniors and seniors - and about 20 doctoral candidates from
    [Show full text]
  • NESCAC Votes Initiative
    11 Campuses Participate with ALL IN Challenge in NESCAC Votes Initiative The ALL IN Campus Democracy Challenge is pleased to announce the New England Small College Athletic Conference (NESCAC) Votes initiative, a collaboration with Amherst College (Mass.), Bates College (Maine), Bowdoin College (Maine), Colby College (Maine), Connecticut College, Hamilton College (N.Y.), Middlebury College (Vt.), Trinity College (Conn.), Tufts University (Mass.), Wesleyan University (Mass.), and Williams College (Mass.). The NESCAC Votes initiative seeks to fulfill a responsibility of higher education to graduate informed and civically engaged citizens and to advocate for a more inclusive democracy through increasing voter registration and turnout rates across all of our campuses and, in turn, the nation. NESCAC Votes aims to tackle the issue of low college student voter turnout by advancing nonpartisan civic learning and voter participation on each of the 11 campuses. Stakeholders from each of the campuses will participate in a series of conference calls and a summit designed to support collaboration, catalyze the adoption of promising practices, and develop common resources and means to advance student civic learning, political engagement, and informed voter participation. The initiative grew out of collaborations between staff at Middlebury College, Bowdoin College and the ALL IN Campus Democracy Challenge in summer 2018. It relies on groundbreaking research and analysis on college-student voting conducted by Tufts University’s Institute for Democracy & Higher Education. In March 2019, the NESCAC Votes Initiative was formally announced when President Clayton Rose of Bowdoin College and President Laurie Patton of Middlebury College jointly issued an invitation to the other NESCAC presidents to participate.
    [Show full text]
  • Symposium Program
    KNAC Student Astronomy Research Symposium All sessions are in Science Center 101 Breakfast/coffee 8:15–9:00 Session 1: 9:00–10:30 A Survey of the Discrete X-ray Source Population of M51 Catherine Martlin, Swarthmore College and Greg Schulman, Wesleyan University/Clark University Multiplicity of High-z SMGs David Ball, Whitman College Discovery of Compact Quiescent Galaxies at Intermediate Redshifts in DEEP2 Kirsten N. Blancato, Wellesley College Exploring the Properties of Radio-Faint Quasars: Loudness and Reddening Kathryn Kooistra, Muhlenberg College Optical Variability of the Blazar BL Lacertae During Summer 2014 Katie Karnes, Colgate University, and Anneliese Rilinger, Williams College The Optical and Radio Variability of the Blazar 3C 454.3 Luna Zagorac and Zachary Weaver, Colgate University Break and poster viewing: 10:30–10:50 Session 2: 10:50–12:15 Examining Social Movements within the Context of Space Astronomy Policy and their Implications for New Models of the Academic Research Cycle Hannah E. Harris, Wellesley College Protoplanetary Disks in Chamaeleon I Lindsay DeMarchi, Colgate University Constraining Dust Properties in Dense Molecular Cloud Cores Trevor Dorn-Wallenstein, Wesleyan University; Carolyn Morris, Colgate University; Angelica Rivera, Vassar College; Gregory Zengilowski, Colgate University Surveying White Dwarfs for Transiting Exoplanets Girish Duvvuri, Wesleyan University Detection of the Slope of Rayleigh Scattering Using HYDRA Coady Read Johnson, Wesleyan University Resolving the Dusty Debris Disk of 49 Ceti
    [Show full text]
  • Erin M. Eggleston, Phd Visiting Assistant Professor of Biology, St
    Erin M. Eggleston, PhD Visiting Assistant Professor of Biology, St. Lawrence University 23 Romoda Drive, 127 Johnson Hall of Science, Canton, NY 13617 October 14, 2016 Dr. Grace Spatafora and the Molecular Microbial Ecologist Search Committee Department of Biology, Middlebury College McCardell Bicentennial Hall, 276 Bicentennial Way, Middlebury, VT, 05753 Dear Dr. Spatafora and Members of the Molecular Microbial Ecologist Search Committee, I am very excited to submit my application for the Molecular Microbial Ecologist tenure-track faculty position in the Department of Biology at Middlebury College. I earned my PhD at Cornell University in the Department of Microbiology in 2015. Currently I am a Visiting Assistant Professor of Biology at St. Lawrence University. Strengths I bring to this position include my enthusiasm and aptitude for teaching, a strong record of academic research in molecular microbial ecology, and my excitement for science outreach and service. I have a breadth of teaching experience, including as a teaching assistant and lead instructor for discussion and lab sections in General Microbiology at Cornell University. I also served as a TA for the world-renowned Microbial Diversity course at Marine Biological Laboratory in Woods Hole. During this research-intensive course I instructed graduate students, post-doctoral researchers, and professors in cutting-edge microbial ecological research projects. My recent teaching endeavors at Rensselaer Polytechnic Institute, Sage College of Albany, and St. Lawrence University, have given me the opportunity to develop and implement new active learning activities, and assessment methods. I am excited about the opportunity to work in an environment that values and believes in high-quality undergraduate teaching and mentorship, with ample opportunities to involve students in research.
    [Show full text]
  • Small College Football in New England Peter Mazzaferro Bridgewater State College
    Bridgewater Review Volume 5 | Issue 2 Article 12 Nov-1987 Sports Commentary: Small College Football in New England Peter Mazzaferro Bridgewater State College Recommended Citation Mazzaferro, Peter (1987). Sports Commentary: Small College Football in New England. Bridgewater Review, 5(2), 24-25. Available at: http://vc.bridgew.edu/br_rev/vol5/iss2/12 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. would include all the ground that Thorpe about how Army during one contest was carefully placed the ball on the one yard covered in his triumphant dash through decimating its opponent in every phase of line. an entire team." Thorpe went on to an the game. Blaik sent in his third string Football, in its early years, holds so equally brilliant professional career. with orders to take it easy and not many memories of great Eastern teams, But don't feel too badly for Army humiliate the opponent. Even so, a cadet their players like "Ducky" Pond of Yale either. Earl "Red" Blaik coached his share gathered in a fumble and raced unopposed and "Swede" Oberlander of Dartmouth of Army powerhOUSes. And he was a for the goal line. Suddenly, remembering who single-handedly wrecked the until disciplinarian. The story's still told Blaik's orders, the cadet stopped and then undefeated 1925 Cornell eleven. Small College New England Small College Players Who Participated in FOOTBALL National Professional Football in League: Jack Maitland - Running Back - Williams College, Baltimore Colts; Curtis Perry Defensive Back - Williams College, Cincinnati Bengals; Gene Fuget - Tight NEW ENGLAND End -Amherst College, Dallas Cowboys; Doug Swift - Linebacker - Amherst BY PETER MAZZAFERRO College, Miami Dolphins; Fred Scott ­ Flanker -Amherst College, Baltimore Colts; Sean Clancy - Linebacker ­ hat is small college football? team in the East.
    [Show full text]
  • Knowledge Without Boundaries: the Middlebury College Strategic Plan
    Knowledge Without Boundaries: The Middlebury College Strategic Plan May 11, 2006 Planning Steering Committee and President’s Staff John Emerson, Dean of Planning and Secretary of the College, Charles A. Dana Professor of Mathematics (Chair) Amy Briggs, Associate Professor of Computer Science Rebecca Brodigan, Director of Institutional Research Alison Byerly, Vice President for Academic Affairs, Professor of English Robert Clagett, Dean of Admissions John Elder, Stewart Professor of English and Environmental Studies Betsy Etchells ’75, Executive Assistant to the President Ann Craig Hanson, Dean of Student Affairs F. Robert Huth, Jr., Executive Vice President and Treasurer Ronald Liebowitz, President, Professor of Geography Michael McKenna, Vice President for Communications ReNard Rogers ’07, Philosophy Michael Schoenfeld ’73, Vice President for College Advancement Timothy Spears, Dean of the College, Professor of American Literature and Civilization Charlotte Tate, Assistant Director of Rohatyn Center for International Affairs Michael Wakefield, Facilities Services Johnathan S. Woodward ’06, Environmental Studies and Biology * * * Kristen Anderson, Budget Director (Advisory) Catherine Bilodeau, Assistant to the President (Staffing) Amy Emerson, Senior Financial Analyst (Advisory) Acknowledgment of Task Force members The Planning Steering Committee and the President’s Staff acknowledge the imaginative contributions and the hard work of all members of our planning task forces and other planning committees. The reports submitted by these groups last May provided the foundation upon which our planning report was built. They will also serve the College community well in the coming years in other venues. We are deeply indebted to all task force members, whose names appear at the end of this report. The Middlebury College Strategic Plan Table of Contents and Recommendations Introduction …………………………………………………………………………….
    [Show full text]
  • Curriculum Vitae
    Julia Berazneva Middlebury College Phone: 802.443.5529 Department of Economics Email: [email protected] 305D Warner Hall, Middlebury, VT 05753 Homepage: www.juliaberazneva.com Research and Teaching Fields Development Economics, Environmental Economics, Resource Economics, Agricultural Economics. Academic Appointment Middlebury College, 2015|present. Assistant Professor, Department of Economics. Faculty Affiliate, Environmental Studies Program. Faculty Affiliate, Program in International Politics & Economics. Education Ph.D., Applied Economics, Charles H. Dyson School of Applied Economics and Management, Cornell University, Ithaca, NY, USA, 2015. M.Sc., Development Studies, School of Oriental and African Studies, University of London, London, UK, 2006. B.A., Economics (high honors), Mount Holyoke College, South Hadley, MA, USA, 2004. International Baccalaureate, United World College of the Adriatic, Duino, Italy, 2000. Publications Berazneva, Julia, and Tanya S. Byker. 2017. \Does Forest Loss Increase Human Disease? Evidence from Nigeria." American Economic Review P&P, 107(5): 516{21. G¨uere~na,David, Henry Neufeldt, Julia Berazneva, and Sam Duby. 2015. \Water Hyacinth Control in Lake Victoria: Transforming an Ecological Catastrophe into Economic, Social, and Environmental Benefits.” Sustainable Production and Consumption, 3: 59{69. Berazneva, Julia. 2014. \Audio Recording of Household Interviews to Ensure Data Quality." Journal of International Development, 26(2): 290{296. Berazneva, Julia, and David R. Lee. 2013. \Explaining the African Food Riots of 2007{2008: An Empirical Analysis." Food Policy, 39: 28{39. Lee, David R., Julia Berazneva, Muna Ndulo. 2011. \Africa's Dual Crises: The Food and Financial Crises and Their Effects in Sub-Saharan Africa|Introduction and Overview." In The Food and Finan- cial Crises in Sub-Saharan Africa: Origins, Impacts and Policy, ed.
    [Show full text]
  • Humanities Outcomes - St
    Humanities Outcomes - St. Lawrence University Humanities All Graduates n% n % Students graduating between 2013 and 2017 596 21% 2796 100% Men 241 40% 1259 45% Women 355 60% 1537 55% Double or Combined Majors Have a double or combined major (unduplicated count) 358 60% 1321 47% with an arts major 39 11% with another humanities major 27 8% with a sciences major 67 19% with a social science major 115 32% with an interdisciplinary major 71 20% Outcomes Rate From Career Services Survey (7-10 months out; Classes of 2013-2017) # of Records Included 444 2102 Overall Outcomes Rate 428 96% 2035 97% Detail By Primary Activity: Employed FT 293 66% 1378 66% Employed PT 60 14% 246 12% Continued Education 75 17% 411 20% In Transition 16 4% 67 3% Employment Detail (for Full-Time Employed) By Job Type # indicating a job type (2013-2017) 283 1326 Top Job Types (for Humanities majors) Teaching/Coaching/Training 54 19% 180 14% Administration/Management 30 11% 89 7% Sales 26 9% 134 10% Customer Service 18 6% 84 6% Account Management/Planning 15 5% 46 3% Financial Services 14 5% 100 8% Business Development 12 4% 39 3% By Career Industry # indicating a career industry (2013-2017) 287 1367 Top Industries (for Humanities majors) Education 65 23% 223 16% Finance/Banking 24 8% 181 13% Technology 21 7% 89 7% Sports & Recreation 14 5% 75 5% Legal 13 5% 28 2% Retail/Wholesale 13 5% 39 3% Health Care 12 4% 79 6% How Close To Desired Career Path? 281 1339 Directly related 90 32% 523 39% Somewhat related 107 38% 528 39% Not at all related 49 17% 166 12% Undecided as to
    [Show full text]
  • New England Division III Men's Track & Field and Cross
    New England Division III Men's Track & Field and Cross Country Coaches Association Cross Country Past Team Results Updated March 2016 2015 hosted by Conn College at Harkness Park Complete Results 1. Williams College 67 2. Amherst College 68 3. Tufts University 80 4. Wesleyan University 114 5. MIT 128 6. Middlebury College 168 7. Colby College 205 8. Bates College 228 9. Conn College 273 10. WPI 295 2014 hosted by Williams College at Mt Greylock HS Complete Results 1. Colby College 63 2. Amherst College 69 3. MIT 70 4. Williams College 85 5. Middlebury College 136 6. Tufts University 165 7. Bowdoin College 195 8. Bates College 266 9. Brandeis University 324 10. Wesleyan University 354 2013 hosted by Southern Maine at Gorham Elementary School Complete Results 1. Williams College 77 2. Middlebury College 78 3. MIT 113 4. Tufts University 142 5. Bates College 158 6. Colby College 163 7. Bowdoin College 177 8. Amherst College 216 9. Keene State College 252 10. Coast Guard Academy 287 2012 hosted by Westfield State Complete Results 1. Middlebury College 91 2. Bowdoin College 101 3. Bates College 105 4. Williams College 113 5. Tufts University 114 6. Springfield College 185 7. Wesleyan University 250 8. Conn College 256 9. MIT 263 10. Keene State College 270 2011 hosted by Bowdoin College Complete Results 1. Williams College 88 2. Middlebury College 89 3. Bowdoin College 160 4. Bates College 161 5. Tufts University 175 6. MIT 195 7. Brandeis University 202 8. Amherst College 205 9. Springfield College 211 10.
    [Show full text]