The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 1
2022–23
COMMON DATA SET
Columbia College
Columbia Engineering
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
2 Common Data Set 2022–23
GENERAL INFORMATION
A1. Address Information
Name of College or University: e Trustees of Columbia University in the City of New York,
Columbia College and the Fu Foundation School of Engineering and Applied Science
Mailing Address, City/State/Zip/Country: 212 Hamilton Hall MC2807, 1130 Amsterdam Ave; New York, NY 10027
Street Address (if dierent), City/State/Zip/Country: 535 W 116th Street; New York, NY 10027
Main Phone Number: 212-854-1754
WWW Home Page Address: www.columbia.edu
Admissions Phone Number: 212-854-2522
Admissions Toll-free Number:
Admissions Oce Mailing Address: 212 Hamilton Hall MC2807, 1130 Amsterdam Ave; New York, NY 10027
Admissions Fax Number: 212-854-1209
Admissions E-mail Address: [email protected]
If there is a separate URL for your school’s online application, please specify:
https://undergrad.admissions.columbia.edu/apply/process
If you have a mailing address other than the above to which applications should be sent, please provide:
A2. Source of institutional control (check one only):
Public Private (nonprofit) Proprietary
A3. Classify your undergraduate institution:
Coeducational college Men’s college Women’s college
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 3
A4. Academic year calendar
If your academic year has changed because of the COVID-19 pandemic, please indicate as other below.
Semester 4-1-4
Quarter Continuous
Trimester Diers by program (describe): Click or tap here to enter text.
Other (describe):
Click or tap here to enter text.
A5. Degrees oered by your institution
Certificate Post-bachelor’s certificate
Diploma Master’s
Associate Post-master’s certificate
Transfer Doctoral degree research/scholarship
Terminal Doctoral degree – professional practice
Bachelor’s Doctoral degree – other
A6. Diversity, Equity, and Inclusion
If you have a diversity, equity, and inclusion oce or department, please provide the URL of the corresponding Web page:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
4 Common Data Set 2022–23
B. ENROLLMENT AND PERSISTENCE
B1. Institutional Enrollment - Men and Women
Provide numbers of students for each of the following categories as of the institution’s ocial fall reporting date
b1
or as of
October 19, 2022.
Note: Report students formerly designated as “first professional” in the graduate cells.
For information on reporting study abroad students please see: This Document at NCES.GOV
If your institution collects and reports non-binary gender data, please use the “Another Gender” category.
In cases where gender information is not provided, please distribute across the two-binary categories.
FULL-TIME PART-TIME
Men Women
Another
Gender
Men Women
Another
Gender
Undergraduate Students
Undergraduate Students
Degree-seeking, first-time,
first-year students
693 733 37
Other first-year,
degree-seeking students
All other degree-seeking
undergraduate students
2,608 2,575 5 12 5
Total degree-seeking
undergraduate students
3,301 3,308 42 12 5 0
All other undergraduates
enrolled in credit courses
Undergraduate Students
3,301 3,308 42 12 5 0
Graduate Students
Graduate Students
Degree-seeking, first-time
All other degree-seeking
8,733 11,387 2,887 2,873
All other graduates
enrolled in credit courses
Total Graduate Students
b2
8,733 11,387 2,887 2,873
Total All Students
12,034 14,695 42 2,899 2,878 0
Total All Undergraduates:
b3
6,668
Total All Graduate Students: 25,880
Grand Total All Students:
b
34,782
b
Data pulled as of October 18, 2022
b
Total graduate figures are for the entire University and are reported in both the Columbia College/Columbia Engineering and Columbia General Studies versions of
the CDS. These numbers align with Columbia’s 2022 IPEDS Fall Enrollment submission.
b
Total all undergraduates includes only Columbia College/Columbia Engineering undergraduates.
b
Grand Total All Students also includes 2,234 Columbia General Studies undergraduates.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 5
B2. Enrollment by Racial/Ethnic Category.
Provide numbers of undergraduate students for each of the following categories as of the institution’s ocial fall reporting
date or as of October 19, 2022.
Include international students only in the category “Nonresidents.”
Complete the “Total Undergraduates” column only if you cannot provide data for the first two columns.
Report as your institution reports to IPEDS: persons who are Hispanic should be reported only on the Hispanic line,
not under any race, and persons who are non-Hispanic multi-racial should be reported only under “Two or more
races.”
New guidance from IPEDS for reporting aggregate data:
Racial/ethnic designations are requested only for United States citizens, residents, and other eligible non-citizens.
Eligible non-citizens include all students who completed high school or a GED equivalency within the United States
(including DACA and undocumented students) and who were not on an F-1 non-immigrant student visa at the time of
high school graduation.
More information about other eligible (for financial aid purposes) non-citizens is available at
https://studentaid.gov/understandaid/eligibility/requirements/non-us-citizens.
Nonresident – A person who is not a citizen or national of the United States and who is in this country on a student visa
or temporary basis and does not have the right to remain indefinitely. Do not include DACA, undocumented, or other
eligible noncitizens in this category.
NOTE - Nonresidents are to be reported separately, in the boxes provided, rather than included in any of the seven
racial/ethnic categories or in race/ethnicity unknown.
Degree-seeking
First-time First year
Degree-seeking
Undergraduates
(include first-time
first-year)
Total
Undergraduates
(both degree and
non-degree-seeking)
Nonresidents
232 1,065
Hispanic/Latino
286 1,121
Black or African American, non-Hispanic
131 552
White, non-Hispanic
373 1,915
American Indian or Alaska Native, non-Hispanic
6 25
Asian, non-Hispanic
287 1,415
Native Hawaiian or other Pacific Islander, non-Hispanic
4 10
Two or more races, non-Hispanic
122 478
Race and/or ethnicity unknown
22 87
Total
1,463 6,668
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
6 Common Data Set 2022–23
B3. Persistence
b5
Number of degrees awarded by your institution from July 1, 2021, to June 30, 2022.
AWARD TYPE # AWARDED
Certificate/diploma:
Associate degrees:
Bachelor’s degrees:
b6
1,728
Post-bachelor’s certificates:
b7
80
Master’s degrees:
9,372
Post-master’s certificates:
1,037
Doctoral degrees – research/scholarship:
498
Doctoral degrees – professional practice:
847
Doctoral degrees – other:
B4-B21: Graduation Rates
The items in this section correspond to data elements collected by the IPEDS Web-based Data Collection System’s
Graduation Rate Survey (GRS).
For complete instructions and definitions of data elements, see the IPEDS GRS Forms and Instructions for the
2022-2023 Survey. https://nces.ed.gov/ipeds/use-the-data/survey-components/9/graduation-rates
In the following section for bachelor’s or equivalent programs, please disaggregate the Fall 2015 and Fall 2016 cohorts
(formerly CDS B4-B11) into four groups:
1. Students who received a Federal Pell Grant*
2. Recipients of a subsidized Staord Loan who did not receive a Pell Grant
3. Students who did not receive either a Pell Grant or a subsidized Staord Loan
4. Total (all students, regardless of Pell Grant or subsidized loan status)
* Students who received both a Federal Pell Grant and a subsidized Staord Loan should be reported in the
“Recipients of a Federal Pell Grant” column.
For each graduation rate grid below, the numbers in the first three columns for Questions A-G should sum to the cohort
total in the fourth column (formerly CDS B4-B11).
b
Graduate degrees are reported for the entire University in both the Columbia College/Columbia Engineering and Columbia General Studies versions of the CDS.
b
Bachelor’s degrees includes only Columbia College/Columbia Engineering undergraduates.
b
Includes graduates of the GS Postbac Premed Program.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 7
For Bachelor’s or Equivalent Programs
Please provide data for the Fall 2016 cohort if available. If Fall 2016 cohort data are not available, provide data for the Fall
2015 cohort.
Fall 2016 Cohort
Recipients of
a Federal Pell
Grant
Recipients of
a Subsidized
Staord Loan
who did not
receive a Pell
Grant
Students
who did not
receive either
a Pell Grant or
a subsidized
Staord Loan
Total
(sum of 3
columns to the
left)
A
Initial 2016 cohort of first-time, full-time, bachelor’s
(or equivalent) degree-seeking undergraduate
students
232 51 1,130 1,413
B
Of the initial 2016 cohort, how many did not persist
and did not graduate for the following reasons:
• Deceased
• Permanently Disabled
• Armed Forces
• Foreign Aid Service of the Federal Government
• Ocial church missions
• Report Total Allowable Exclusions
0 0 5 5
C
Final 2016 cohort, after adjusting for allowable
exclusions
232 51 1,125 1,408
D
Of the initial 2016 cohort, how many completed the
program in four years or less (by Aug. 31, 2020)
200 43 1,010 1,253
E
Of the initial 2016 cohort, how many completed the
program in more than four years but in five years or
less (after Aug. 31, 2020 and by Aug. 31, 2021)
12 2 52 66
F
Of the initial 2016 cohort, how many completed the
program in more than five years but in six years or
less (after Aug. 31, 2021 and by Aug. 31, 2022)
5 1 19 25
G
Total graduating within six years (sum of lines D, E,
and F)
217 46 1,081 1,344
H
Six-year graduation rate for 2016 cohort (G divided
by C)
94% 90% 96% 95%
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
8 Common Data Set 2022–23
Fall 2015 Cohort
Recipients of
a Federal Pell
Grant
Recipients of
a Subsidized
Staord Loan
who did not
receive a Pell
Grant
Students who did
not receive either
a Pell Grant or
a subsidized
Staord Loan
Total
(sum of 3
columns to the
left)
A
Initial 2015 cohort of first-time, full-time, bach-
elor’s (or equivalent) degree-seeking under-
graduate students
239 56 1,095 1,390
B
Of the initial 2015 cohort, how many did not
persist and did not graduate for the following
reasons:
• Deceased
• Permanently Disabled
• Armed Forces
• Foreign Aid Service of the Federal Government
• Ocial church missions
• Report Total Allowable Exclusions
0 0 4 4
C
Final 2015 cohort, after adjusting for allow-
able exclusions
239 56 1,091 1,386
D
Of the initial 2015 cohort, how many complet-
ed the program in four years or less (by Aug.
31, 2019)
196 48 963 1,207
E
Of the initial 2015 cohort, how many complet-
ed the program in more than four years but in
five years or less (after Aug. 31, 2019 and by
Aug. 31, 2020)
21 4 58 83
F
Of the initial 2015 cohort, how many complet-
ed the program in more than five years but in
six years or less (after Aug. 31, 2020 and by
Aug. 31, 2021)
6 0 24 30
G
Total graduating within six years (sum of lines
D, E, and F)
223 52 1,045 1,320
H
Six-year graduation rate for 2015 cohort (G
divided by C)
93% 93% 96% 95%
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 9
For Two-Year Institutions
Please provide data for the 2019 cohort if available. If 2019 cohort data are not available, provide data for the 2018 cohort.
2019 Cohort 2018 Cohort
B12
Initial cohort, total of first-time, full-time degree/certificate-seeking stu-
dents:
B13
Of the initial cohort, how many did not persist and did not graduate for
the following reasons:
• Death
• Permanently Disability
• Service in the armed forces,
• Foreign aid service of the federal government
• Ocial church missions
• Report total allowable exclusions
B14 Final cohort, after adjusting for allowable exclusions:
B15 Completers of programs of less than two years duration (total):
B16
Completers of programs of less than two years within 150 percent of
normal time:
B17 Completers of programs of at least two but less than four years (total):
B18
Completers of programs of at least two but less than four-years within
150 percent of normal time:
B19 Total transfers-out (within three years) to other institutions:
B20 Total transfers to two-year institutions:
B21 Total transfers to four-year institutions:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
10 Common Data Set 2022–23
B22. Retention Rates
Report for the cohort of all full-time, first-time bachelor’s (or equivalent) degree-seeking undergraduate students who
entered in Fall 2021 (or the preceding summer term).
The initial cohort may be adjusted for students who departed for the following reasons:
* Death
* Permanent Disability
* Service in the armed forces
* Foreign aid service of the federal government
* Ocial church missions
* No other adjustments to the initial cohort should be made.
For the cohort of all full-time bachelor’s (or equivalent) degree-seeking undergraduate students who entered your
institution as first-year students in Fall 2021 (or the preceding summer term), what percentage was enrolled at your
institution as of the date your institution calculates its ocial enrollment in Fall 2022.
98%
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 11
C. FIRST-TIME, FIRST-YEAR ADMISSION
C1C2: APPLICATIONS
C1. First-time, first-year students: Provide the number of degree-seeking, first-time, first-year students who applied, were
admitted, and enrolled (full- or part-time) in Fall 2022.
Include early decision, early action, and students who began studies during summer in this cohort.
Applicants should include only those students who fulfilled the requirements for consideration for admission (i.e.,
who completed actionable applications) and who have been notified of one of the following actions: admission, non-
admission, placement on waiting list, or application withdrawn (by applicant or institution).
Admitted applicants should include wait-listed students who were subsequently oered admission.
Since the total may include students who did not provide gender data, the detail need not sum to the total.
If your institution collects and reports non-binary gender data, please use the “Another Gender” category.
Note that recent high school graduates and other students without prior postsecondary experience will still be
considered “first-time students” for fall enrollment reporting purposes even if they enrolled in the summer prior to
fall enrollment.
FIRST-TIME, FIRST YEAR STUDENT APPLICANTS TOTAL
Total first-time, first-year men who applied
24,233
Total first-time, first-year women who applied
34,734
Total first-time, first-year of another gender who applied
1,407
Total first-time, first-year men who were admitted
1,064
Total first-time, first-year women who were admitted
1,137
Total first-time, first-year of another gender who were admitted
54
Total full-time, first-time, first-year men who enrolled
693
Total part-time, first-time, first-year men who enrolled
Total full-time, first-time, first-year women who enrolled
733
Total part-time, first-time, first-year women who enrolled
Total full-time, first-time, first-year of another gender who enrolled
37
Total part-time, first-time, first-year of another gender who enrolled
Total first-time, first-year (degree-seeking) who applied
60,374
Total first-time, first-year (degree-seeking) who were admitted
2,255
Total first-time, first-year (degree-seeking) enrolled
1,463
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
12 Common Data Set 2022–23
C2. First-time, first-year wait-listed students
Students who met admission requirements but whose final admission was contingent on space availability)
Do you have a policy of placing students on a waiting list? Yes No
If yes, please answer the questions below for Fall 2022 admissions:
WAITING LIST TOTAL
Number of qualified applicants oered a place on waiting list:
Number accepting a place on the waiting list:
Number of wait-listed students admitted:
Is your waiting list ranked? Yes No
• If yes, do you release that information to students? Yes No
• Do you release that information to school counselors? Yes No
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 13
C3C5: ADMISSION REQUIREMENTS
C3. High school completion requirement
Check the appropriate box to identify your high school completion requirement for degree-seeking entering students:
High school diploma is required and GED is accepted
High school diploma is required and GED is not accepted
High school diploma or equivalent is not required
C4. Does your institution require or recommend a general college-preparatory program for degree-seeking students?
Require
Recommend
Neither require nor recommend
C5. Distribution of high school units required and/or recommended.
Specify the distribution of academic high school course units required and/or recommended of all or most degree-seeking
students using Carnegie units (one unit equals one year of study or its equivalent). If you use a dierent system for calculating
units, please convert.
Units Required Units Recommended
Total academic units
English
4 4
Mathematics
4 4
Science
3 4
Of these, units that must be lab
3 4
Foreign language
3 4
Social studies
History
3 4
Academic electives
3 4
Computer Science
Visual/Performing Arts
Other (specify)
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
14 Common Data Set 2022–23
C6C7: BASIS FOR SELECTION
C6. Do you have an open admission policy, under which virtually all secondary school graduates or students with GED
equivalency diplomas are admitted without regard to academic record, test scores, or other qualifications?
If so, check which applies:
Open admission policy as described above for all students
Open admission policy as described above for most students, but
Selective admission for out-of-state students
Selective admission to some programs
Other (explain):
C7. Relative importance of each of the following academic and nonacademic factors in your first-time, first-year, degree-
seeking general (not including programs with specific criteria) admission decisions.
Very Important Important Considered Not Considered
Academic
Rigor of secondary school record
Class rank
Academic GPA
Standardized test scores
Application Essay
Recommendation
Nonacademic
Interview
Extracurricular activities
Talent/ability
Character/personal qualities
First generation
Alumni/ae relation
Geographical residence
State residency
Religious aliation/commitment
Racial/ethnic status
Volunteer work
Work experience
Level of applicant’s interest
Please provide additional information if the importance of any specific academic or nonacademic factors
dier by academic program.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 15
C8: SAT and ACT Policies
Entrance exams
Does your institution make use of SAT, ACT, or SAT Subject Test scores in admission decisions for first-time, first-year,
degree-seeking applicants:
Yes No
If yes, place check marks in the appropriate boxes below to reflect your institution’s policies for use in admission for Fall
2023.
Require Recommend
Require for
Some
Consider if
Submitted
Not
Considered
SAT or ACT
ACT Only
SAT Only
C8B. Has been removed from the CDS.
C8C. Has been removed from the CDS.
D. In addition, does your institution use applicants’ test scores for academic advising?
Yes No
E. Latest date by which SAT or ACT scores must be received for fall-term admission: February 1
Latest date by which SAT Subject Test scores must be received for fall-term admission: February 1
F. If necessary, use this space to clarify your test policies (e.g., if tests are recommended for some students, or if tests
are not required of some students due to dierences by academic program, student academic background, or if other
examinations may be considered in lieu of the SAT and ACT.)
G. Please indicate which tests your institution uses for placement (e.g., state tests):
SAT
ACT
SAT Subject Tests
AP
CLEP
Institutional Exam
State Exam (specify):
C9-C12: First-time, first-year Profile
Provide information for ALL enrolled, degree-seeking, full-time and part-time, first-time, first-year students enrolled in Fall
2022, including students who began studies during summer, international students/nonresidents, and students admitted
under special arrangements.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
16 Common Data Set 2022–23
C9. Percent and number of first-time, first-year students enrolled in Fall 2022 who submitted national standardized (SAT/
ACT) test scores.
Include information for ALL enrolled, degree-seeking, first-time, first-year students who submitted test scores.
Do not include partial test scores (e.g., mathematics scores but not critical reading for a category of students) or
combine other standardized test results (such as TOEFL) in this item.
Do not convert SAT scores to ACT scores and vice versa.
If a student submitted multiple sets of scores for a single test, report this information according to how you use the
data. For example:
• If you consider the highest scores from either submission, use the highest combination of scores (e.g., verbal from
one submission, math from the other).
• If you average the scores, use the average to report the scores.
Percent Number
Submitting SAT Scores
45% 654
Submitting ACT Scores
24% 348
For each assessment listed below, report the score that represents the 25
th
percentile (the score that 25 percent of the
first-time, first-year population scored at or below) and the 75
th
percentile score (the score that 25 percent scored at or
above).
Assessment 25th Percentile Score 50th Percentile Score 75th Percentile Score
SAT Composite
1500 1540 1560
SAT Evidence-Based
Reading and Writing
730 760 780
SAT Math
770 790 800
ACT Composite
34 35 35
ACT Math
32 34 35
ACT English
35 35 36
ACT Writing
9 10 11
ACT Science
33 35 36
ACT Reading
34 36 36
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 17
Percent of first-time, first-year students with scores in each range:
Score Range
SAT Evidence-Based
Reading and Writing
SAT Math
700-800
92% 96%
600-699
8% 4%
500-599
400-499
300-399
200-299
100% 100%
Score Range SAT Composite
1400-1600
97%
1200-1399
3%
1000-1199
800-999
600-799
400-599
100%
Score Range ACT Composite ACT English ACT Math ACT Reading ACT Science
30-36
99% 99% 93% 98% 98%
24-29
1% 1% 7% 2% 2%
18-23
12-17
6-11
Below 6
100% 100% 100% 100% 100%
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
18 Common Data Set 2022–23
C10. Percent of all degree-seeking, first-time, first-year students who had high school class rank within each of the
following ranges (report information for those students from whom you collected high school rank information)
Assessment Percent
Percent in top tenth of high school graduating class
95.7%
Percent in top quarter of high school graduating class
99.6%
Percent in top half of high school graduating class
100.0%
Top half + bottom half = 100%.
Percent in bottom half of high school graduating class
Percent in bottom quarter of high school graduating
class
Percent of total first-time, first-year students who submitted
high school class rank:
26.2%
C11. Percentage of all enrolled, degree-seeking, first-time, first-year students who had high school grade-point
averages within each of the following ranges (using 4.0 scale).
Report information only for those students from whom you collected high school GPA.
Score Range Percent
Percent who had GPA of 4.0
Percent who had GPA between 3.75 and 3.99
Percent who had GPA between 3.50 and 3.74
Percent who had GPA between 3.25 and 3.49
Percent who had GPA between 3.00 and 3.24
Percent who had GPA between 2.50 and 2.99
Percent who had GPA between 2.0 and 2.49
Percent who had GPA between 1.0 and 1.99
Percent who had GPA below 1.0
100%
C12. Average high school GPA of all degree-seeking, first-time, first-year students who submitted GPA:
%
Average High School GPA
Percent of total first-time, first-year students who submitted high school GPA:
%
Percent Submitting GPA
}
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 19
C13C20: ADMISSION POLICIES
C13.Application fee
If your institution has waived its application fee for the Fall 2022 admission cycle please select no.
Does your institution have an application fee? Yes No
Amount of application fee: $85
Can it be waived for applicants with financial need? Yes No
If you have an application fee and an on-line application option, please indicate policy for students who apply on-line:
Same Fee
Free
Reduced
Can on-line application fee be waived for applicants with financial need? Yes No
C14. Application closing date
Does your institution have an application closing date? Yes No
Date
Application closing date (fall)
January 1
Priority Date
C15. Are first-time, first-year students accepted for terms other than the fall? Yes No
C16. Notification to applicants of admission decision sent (fill in one only)
On a rolling basis beginning (date):
By (date): April 1
Other:
C17. Reply policy for admitted applicants (fill in one only)
Must reply by (date):
No set date
Must reply by May 1 or within 1 week if notified thereafter
Other:
Deadline for housing deposit (MMDD):
Amount of housing deposit:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
20 Common Data Set 2022–23
Refundable if student does not enroll?
Yes, in full
Yes, in part
No
C18. Deferred admission: Does your institution allow students to postpone enrollment after admission?
Yes No
If yes, maximum period of postponement: 2 years
C19. Early admission of high school students: Does your institution allow high school students to enroll as full-time, first-
time, first-year students one year or more before high school graduation?
Yes No
C20. Common Application: Question removed from CDS. (Initiated during 2006-2007 cycle)
C21C22: EARLY DECISION AND EARLY ACTION PLANS
C21. Early decision: Does your institution oer an early decision plan (an admission plan that permits students to apply and
be notified of an admission decision well in advance of the regular notification date and that asks students to commit to
attending if accepted) for first-time, first-year applicants for fall enrollment?
Yes No
If “yes,” please complete the following:
First or only early decision plan closing date: November 1
First or only early decision plan notification date: December 15
Other early decision plan closing date:
Other early decision plan notification date:
For the Fall 2022 entering class:
Number of early decision applications received by your institution: 6,299
Number of applicants admitted under early decision plan: 786
Please provide significant details about your early decision plan:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 21
C22. Early action: Do you have a nonbinding early action plan whereby students are notified of an admission decision well
in advance of the regular notification date but do not have to commit to attending your college?
Yes No
If “yes,” please complete the following:
Early action closing date:
Early action notification date:
Is your early action plan a “restrictive” plan under which you limit students from applying to other early plans?
Yes No
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
22 Common Data Set 2022–23
D. TRANSFER ADMISSION
D1D2: FALL APPLICANTS
D1. Does your institution enroll transfer students? Yes No
(If no, please skip to Section E)
If yes, may transfer students earn advanced standing credit by transferring credits earned from course work
completed at other colleges/universities?
Yes No
D2. Provide the number of students who applied, were admitted, and enrolled as degree-seeking transfer students in
Fall 2022.
d1
If your institution collects and reports non-binary gender data, please use the “Another Gender” category.
Applicants Admitted Applicants Enrolled Applicants
Men
1,518 201 173
Women
1,453 134 104
Another
Gender
37 6 5
Total
3,008 341 282
D3D11: APPLICATION FOR ADMISSION
D3. Indicate terms for which transfers may enroll:
Fall Winter Spring Summer
D4. Must a transfer applicant have a minimum number of credits completed or else must apply as an entering first -year
student?
Yes No
If yes, what is the minimum number of credits and the unit of measure? 24 credits
d1
Includes the 3-2 Combined Plan program in Engineering (201 applicants, 61 women; 158 admitted applicants, 47 women; 134 enrolled applicants, 38 women).
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 23
D5. Indicate all items required of transfer students to apply for admission:
Required of All
Recommended
of All
Recommended
of Some
Required of
Some
Not required
High school transcript
College transcript(s)
Essay or personal statement
Interview
Standardized test scores
Statement of good standing from
prior institution(s)
D6. If a minimum high school grade point average is required of transfer applicants, specify
(on a 4.0 scale):
D7. If a minimum college grade point average is required of transfer applicants, specify
(on a 4.0 scale):
D8. List any other application requirements specific to transfer applicants:
D9. List application priority, closing, notification, and candidate reply dates for transfer students. If applications are reviewed
on a continuous or rolling basis, place a check mark in the “Rolling admission” column.
Priority Date Closing Date Notification Date Reply Date Rolling Admission
Fall
March 1 May 15 May 31
Winter
Spring
Summer
D10. Does an open admission policy, if reported, apply to transfer students? Yes No
D11. Describe additional requirements for transfer admission, if applicable:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
24 Common Data Set 2022–23
D12D17: TRANSFER CREDIT POLICIES
D12. Report the lowest grade earned for any course that may be transferred for credit: C
D13. Maximum number of credits or courses that may be transferred from a two-year institution:
Number: 64 (CC); 68 (EN) Unit type: Credits
D14. Maximum number of credits or courses that may be transferred from a four-year institution:
Number: 64 (CC); 68 (EN) Unit type: Credits
D15. Minimum number of credits that transfers must complete at your institution to earn an associate degree:
D16. Minimum number of credits that transfers must complete at your institution to earn a bachelor’s degree: 60
D17. Describe other transfer credit policies:
D18-D22: Military Service Transfer Credit Policies
D18. Does your institution accept the following military/veteran transfer credits:
American Council on Education (ACE) Yes No
College Level Examination Program (CLEP) Yes No
DANTES Subject Standardized Tests (DSST) Yes No
D19. Maximum number of credits or courses that may be transferred based on military education evaluated by the
American Council on Education (ACE):
Number: Unit type:
D20. Maximum number of credits or courses that may be transferred based on Department of Defense supported prior
learning assessments (College Level Examination Program (CLEP) or DANTES Subject Standardized Tests (DSST)):
Number: Unit type:
D21. Are the military/veteran credit transfer policies published on your website? Yes No
If yes, please provide the URL where the policy can be located:
D22. Describe other military/veteran transfer credit policies unique to your institution:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 25
E. ACADEMIC OFFERINGS AND POLICIES
E1. Special study options: Identify those programs available at your institution. Refer to the glossary for definitions.
Accelerated program
Honors program
Comprehensive transition and postsecondary program for
students with intellectual disabilities
Independent study
Cross-registration Internships
Distance learning
Liberal arts/career combination
Double major Student-designed major
Dual enrollment
Study abroad
English as a Second Language (ESL)
Teacher certification program
Exchange student program (domestic) Undergraduate Research
External degree program Weekend college
Other (specify): Combined 3-2 Program
E2. Has been removed from the CDS.
E3. Areas in which all or most students are required to complete some course work prior to graduation:
Arts/fine arts Humanities
Computer literacy
e1
Intensive writing
English (including composition) Mathematics
Foreign languages Philosophy
History Sciences (biological or physical)
Physical Education
Social Science
Other (specify):
e1
Computer literacy is required of Columbia Engineering students.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
26 Common Data Set 2022–23
F. STUDENT LIFE
F1. Percentages of first-time, first-year degree-seeking students and degree-seeking undergraduates enrolled in Fall
2022 who fit the following categories:
First-time, first-year
students
Undergraduates
Percent who are from out of state (exclude international/nonresidents from the
numerator and denominator)
81% 79%
Percent of men who join fraternities
7% 10%
Percent of women who join sororities
8% 11%
Percent who live in college-owned, -operated, or -aliated housing
100% 88%
Percent who live o campus or commute
0% 12%
Percent of students age 25 and older
0% Less than 1%
Average age of full-time students
18 20
Average age of all students (full- and part-time)
18 20
F2. Activities oered Identify those programs available at your institution.
Campus Ministries Literary magazine Radio station
Choral groups Marching band Student government
Concert band Model UN Student newspaper
Dance Music ensembles Student-run film society
Drama/theater Musical theater Symphony orchestra
International Student Organization Opera Television station
Jazz band Pep band Yearbook
F3. ROTC (program oered in cooperation with Reserve Ocers’ Training Corps)
Army ROTC is oered:
On campus
At cooperating institution: Fordham University
Naval ROTC is oered:
Marine Option
On campus
At cooperating institution:
Air Force ROTC is oered:
On campus
At cooperating institution: Manhattan College
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 27
F4. Housing: Check all types of college-owned, -operated, or -aliated housing available for undergraduates at your
institution.
Coed residence halls Fraternity/sorority housing
Men’s residence halls Cooperative housing
Women’s residence halls Theme housing
Apartments for married students Wellness Housing
Apartments for single students Living Learning Communities
Special housing for disabled students Other housing options (specify): Special Interest Communities
https://www.housing.columbia.edu/sic-residences
Special housing for international students
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
28 Common Data Set 2022–23
G. ANNUAL EXPENSES
G0. Please provide the URL of your institution’s net price calculator:
https://undergrad.admissions.columbia.edu/aordability/calculator
Provide 2023-2024 academic year costs of attendance for the following categories that are applicable
to your institution.
Check here if your institution’s 2023-2024 academic year costs of attendance are not available at this time and
provide an approximate date (i.e., month/day) when your institution’s final 2023-2024 academic year costs of attendance
will be available:
G1. Undergraduate full-time tuition, required fees, room and board
List the typical tuition, required fees, and room and board for a full-time undergraduate student for the FULL 2023-
2024 academic year. (30 semester hours or 45 quarter hours for institutions that derive annual tuition by multiplying
credit hour cost by number of credits).
A full academic year refers to the period of time generally extending from September to June; usually equated to two
semesters, two trimesters, three quarters, or the period covered by a four-one-four plan.
Room and board is defined as double occupancy and 19 meals per week or the maximum meal plan.
Required fees include only charges that all full-time students must pay that are not included in tuition (e.g., registration,
health, or activity fees.)
Do not include optional fees (e.g., parking, laboratory use).
FIRST-YEAR UNDERGRADUATES
PRIVATE INSTITUTION
Tuition:
$65,340 $65,340
PUBLIC INSTITUTION
Tuition: In-district:
Tuition: In-state (out-of-district):
Tuition: Out-of-state:
Tuition: Non-resident
FOR ALL INSTITUTIONS
Required Fees
g1
$3,705 $3,060
Room and Board (on-campus):
$16,800 $17,058
Room Only (on-campus):
$10,440 $11,600
Board Only (on-campus meal plan):
$6,360 $5,458
Comprehensive tuition and room and board fee (if your college cannot provide separate tuition and room and
board fees):
Other:
g1
Incoming students are charged one-time fees for documents and orientation totaling $645
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 29
G2. Number of credits per term a student can take for the stated full-time tuition.
Minimum: 12
Maximum:
G3. Do tuition and fees vary by year of study (e.g., sophomore, junior, senior)?
g2
Yes No
G4. Do tuition and fees vary by undergraduate instructional program?
Yes No
If yes, what percentage of full-time undergraduates pay more than the tuition and fees reported in G1?
G5. Provide the estimated expenses for a typical full-time undergraduate student:
Residents
Commuters
(living at home)
Commuters
(not living at home)
Books and supplies:
$1,392 $1,392 $1,392
Room only:
$11,600
Board only:
$5,458 $5,458
Room and board total*
$17,058
Transportation:
Varies $1,142 Varies
Other expenses:
$2,350 $2,350 $2,350
* If your college cannot provide separate room and board figures for commuters not living at home
G6. Undergraduate per-credit-hour charges (tuition only):
PRIVATE INSTITUTIONS:
g3
$2,184
PUBLIC INSTITUTIONS:
In-district:
In-state (out-of-district):
Out-of-state:
NONRESIDENTS:
g2
Incoming students are charged one-time fees for documents and orientation totaling $645.
g3
Tuition is assessed as a flat rate. In the event additional points are needed in a 9th term for degree completion, tuition is assessed at $2,184 / point.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
30 Common Data Set 2022–23
H. FINANCIAL AID
Please refer to the following financial aid definitions when completing Section H.
Awarded aid: The dollar amounts oered to financial aid applicants.
Financial aid applicant: Any applicant who submits any one of the institutionally required financial aid applications/forms,
such as the FAFSA.
Indebtedness: Aggregate dollar amount borrowed through any loan program (federal, state, subsidized, unsubsidized,
private, etc.; excluding parent loans) while the student was enrolled at an institution. Student loans co-signed by a parent are
assumed to be the responsibility of the student and should be included.
Institutional scholarships and grants: Endowed scholarships, annual gifts and tuition funded grants for which the institution
determines the recipient.
Financial need: As determined by your institution using the federal methodology and/or your institution’s own standards.
Need-based aid: College-funded or college-administered award from institutional, state, federal, or other sources for which
a student must have financial need to qualify. This includes both institutional and non-institutional student aid (grants, jobs,
and loans).
Need-based scholarship or grant aid: Scholarships and grants from institutional, state, federal, or other sources for which a
student must have financial need to qualify.
Need-based self-help aid: Loans and jobs from institutional, state, federal, or other sources for which a student must
demonstrate financial need to qualify.
Non-need-based scholarship or grant aid: Scholarships and grants, gifts, or merit-based aid from institutional, state, federal,
or other sources (including unrestricted funds or gifts and endowment income) awarded solely on the basis of academic
achievement, merit, or any other non-need-based reason. When reporting questions H1 and H2, non-need-based aid that is
used to meet need should be counted as need-based aid.
Note: Suggested order of precedence for counting non-need money as need-based:
1. Non-need institutional grants
2. Non-need tuition waivers
3. Non-need athletic awards
4. Non-need federal grants
5. Non-need state grants
6. Non-need outside grants
7. Non-need student loans
8. Non-need parent loans
9. Non-need work
Non-need-based self-help aid: Loans and jobs from institutional, state, or other sources for which a student need not
demonstrate financial need to qualify.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 31
Private student loans: A nonfederal loan made by a lender such as a bank, credit union or private lender used to pay for up
to the annual cost of education, less any financial aid received.
External scholarships and grants: Scholarships and grants received from outside (private) sources that students bring with
them (e.g., Kiwanis, National Merit scholarships). The institution may process paperwork to receive the dollars, but it has no
role in determining the recipient or the dollar amount awarded.
Work study and employment: Federal and state work study aid, and any employment packaged by your institution in financial
aid awards.
DO NOT INCLUDE ANY AID RELATED TO THE CARES ACT OR UNIQUE THE COVID-19 PANDEMIC
AID AWARDED TO ENROLLED UNDERGRADUATES
H1. Enter total dollar amounts awarded to enrolled full-time and less than full-time degree-seeking undergraduates (using
the same cohort reported in CDS Question B1, “total degree-seeking” undergraduates) in the following categories.
h1
If the data being reported are final figures for the 2021-2022 academic year (see the next item below), use the
2021-2022 academic year’s CDS Question B1 cohort.
Include aid awarded to international students (i.e., those not qualifying for federal aid).
Aid that is non-need-based but that was used to meet need should be reported in the need-based aid column.
For a suggested order of precedence in assigning categories of aid to cover need, see the entry for “non-need-
based scholarship or grant aid” on the last page of the definitions section.
Do NOT include any aid related to the CARES Act or unique to the COVID-19 pandemic.
Indicate the academic year for which data are reported for items H1, H2, H2A, and H6 below:
2022-2023 estimated or 2021-2022 Final
Which needs-analysis methodology does your institution use in awarding institutional aid? (Formerly H3)
Federal methodology (FM)
Institutional methodology (IM)
Both FM and IM
h1
Table H1 includes aid for the entire year, including the Summer term, if applicable.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
32 Common Data Set 2022–23
Need-based
(Include non-need-based
aid use to meet need.)
Non-need-based
(Exclude non-need-based
aid use to meet need.)
Scholarships/Grants
Federal
$9,713,217 $164,161
State all states, not only the state in which your institution is located
$1,850,842 $32,803
Institutional: Endowed scholarships, annual gifts and tuition funded
grants, awarded by the college, excluding athletic aid and tuition
waivers (which are reported below).
$198,485,695
Scholarships/grants from external sources (e.g. Kiwanis, National
Merit) not awarded by the college
$4,079,105 $1,445,491
Total Scholarships/Grants
$214,128,859 $1,642,455
Self-Help
Student loans from all sources (excluding parent loans)
$1,275,947 $6,889,698
Federal Work-Study
$4,720,410
State and other (e.g., institutional) work-study/employment (Note:
Excludes Federal Work-Study captured above.)
$3,069,679 $80,122
Total Self-Help
$9,066,036 $6,969,820
Parent Loans
$214,055 $7,945,080
Tuition Waivers
h2
Note: Reporting is optional. Report tuition waivers in this row if you
choose to report them. Do not report tuition waivers elsewhere.
$1,093,714 $8,804,422
Athletic Awards
H2. Number of Enrolled Students Awarded Aid: List the number of degree-seeking full-time and less-than-full-time
undergraduates who applied for and were awarded financial aid from any source.
h3
Aid that is non-need-based but that was used to meet need should be counted as need-based aid.
Numbers should reflect the cohort awarded the dollars reported in H1.
In the chart below, students may be counted in more than one row, and full-time, first-time, first-year students
should also be counted as full-time undergraduates.
Do NOT include any aid related to the CARES Act or unique to the COVID-19 pandemic.
h2
The University provides certain employees tuition waivers for their dependents, subject to eligibility criteria.
h3
Certain students reported in section B1 as part time are considered full time for aid purposes in H2 as they complete their degree or due to medical accommodations.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 33
Full-time, First-
time, First-Year
Full-time Under-
grad (Incl. Fresh)
h4
Less Than
Full-time
Undergrad
A
Number of degree-seeking undergraduate students (CDS Item B1
if reporting on Fall 2022 cohort)
1,463 6,668
B
Number of students in line a who applied for need-based financial
aid
905 3,894
C
Number of students in line b who were determined to have
financial need
743 3,279
D Number of students in line c who were awarded any financial aid
743 3,279
E
Number of students in line d who were awarded any need-based
scholarship or grant aid
739 3,255
F
Number of students in line d who were awarded any need-based
self-help aid
519 2,611
G
Number of students in line d who were awarded any non-need-
based scholarship or grant aid
h5
63 161
H
Number of students in line d whose need was fully met (exclude
PLUS loans, unsubsidized loans, and private alternative loans)
743 3,175
I
On average, the percentage of need that was met of students
who were awarded any need-based aid. Exclude any aid that was
awarded in excess of need as well as any resources that were
awarded to replace EFC (PLUS loans, unsubsidized loans, and
private alternative loans)
h6
100% 99.7% %
J
The average financial aid package of those in line d. Exclude any
resources that were awarded to replace EFC (PLUS loans, unsub-
sidized loans, and private alternative loans)
$71,030 $68,847 $
K Average need-based scholarship or grant award of those in line e
$68,459 $65,756 $
L
Average need-based self-help award (excluding PLUS loans, un-
subsidized loans, and private alternative loans) of those in line f
$2,751 $3,138 $
M
Average need-based loan (excluding PLUS loans, unsubsidized
loans, and private alternative loans) of those in line f who were
awarded a need-based loan
$3,081 $4,195 $
h4
Minor revisions as of 7/18/2023
h5
This represents funding from external sources.
h6
We guarantee to meet full demonstrated financial need for students pursuing their first degree. Combined Plan applicants, please see Combined Plan information:
https://undergrad.admissions.columbia.edu/apply/combinedplan.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
34 Common Data Set 2022–23
H2A. Number of Enrolled Students Awarded Non-need-based Scholarships and Grants: List the number of degree-
seeking full-time and less-than-full-time undergraduates who had no financial need and who were awarded institutional
non-need-based scholarship or grant aid.
Numbers should reflect the cohort awarded the dollars reported in H1.
In the chart below, students may be counted in more than one row, and full-time, first-time, first-year students
should also be counted as full-time undergraduates.
Do NOT include any aid related to the CARES Act or unique to the COVID-19 pandemic.
Full-time First-
time First-Year
Full-time Under-
grad (Incl. Fresh)
Less Than
Full-time
Undergrad
N
Number of students in line a who had no financial need and who were
awarded institutional non-need-based scholarship or grant aid (exclude
those who were awarded athletic awards and tuition benefits)
O
Average dollar amount of institutional non-need-based scholarship and
grant aid awarded to students in line n
$ $ $
P
Number of students in line a who were awarded an institutional non-
need-based athletic scholarship or grant
Q
Average dollar amount of institutional non-need-based athletic scholar-
ships and grants awarded to students in line p
$ $ $
Note: These are the graduates and loan types to include and exclude in order to fill out CDS H4 and H5.
Include:
• 2022 undergraduate class: all students who started at your institution as first-time students and received a bachelor’s
degree between July 1, 2021 and June 30, 2022.
• Only loans made to students who borrowed while enrolled at your institution.
• Co-signed loans.
Exclude:
• Students who transferred in.
• Money borrowed at other institutions.
• Parent loans
• Students who did not graduate or who graduated with another degree or certificate (but no bachelor’s degree).
• Any aid related to the CARE Act or unique the COVID-19 pandemic.
H4. Provide the number of students in the 2022 undergraduate class who started at your institution as first-time
students and received a bachelor’s degree between July 1, 2021 and June 30, 2022. Exclude students who transferred
into your institution. 1,407
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 35
H5. Number and percent of students in class (defined in H4 above) borrowing from federal, non-federal, and any loan
sources, and the average (or mean) amount borrowed.
• The “Average per-undergraduate-borrower cumulative principal borrowed,” is designed to provide better information
about student borrowing from federal and nonfederal (institutional, state, commercial) sources.
• The numbers, percentages, and averages for each row should be based only on the loan source specified for the
particular row. For example, the federal loans average (row b) should only be the cumulative average of federal loans
and the private loans average (row e) should only be the cumulative average of private loans.
Source/Type of Loan
Number in the
class (defined in H4
above) who bor-
rowed from the types
of loans specified in
the first column
Percent of the class
(defined above)
who borrowed from
thetypes of loans
specified in the first
column (nearest 1%)
Average per-under-
graduate-borrower
cumulative princi-
pal borrowed from
the types of loans
specified in the first
column(nearest $1)
A
Any loan program: Federal Perkins, Federal Staord
Subsidized and Unsubsidized, institutional, state, private
loans that your institution is aware of, etc. Include both
Federal Direct Student Loans and Federal Family Educa-
tion Loans.
215 15% $31,194
B
Federal loan programs: Federal Perkins, Federal Staf-
ford Subsidized and Unsubsidized. Include both Federal
Direct Student Loans and Federal Family Education
Loans.
182 13% $14,332
C Institutional loan programs.
10 1% $6,740
D State loan programs.
0 0%
E Private student loans made by a bank or lender.
57 4% $70,716
Aid to Undergraduate Degree-seeking Nonresidents
• Report numbers and dollar amounts for the same academic year checked in item H1
H6. Indicate your institution’s policy regarding institutional scholarship and grant aid for undergraduate degree-seeking
nonresidents:
Institutional need-based scholarship or grant aid is available
Institutional non-need-based scholarship or grant aid is available
Institutional scholarship and grant aid is not available
If institutional financial aid is available for undergraduate degree-seeking nonresidents, provide the number of
undergraduate degree-seeking nonresidents who were awarded need-based or non-need-based aid: 248
Average dollar amount of institutional financial aid awarded to undergraduate degree-seeking nonresidents: $79,375
Total dollar amount of institutional financial aid awarded to undergraduate degree-seeking nonresidents: $19,685,060
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
36 Common Data Set 2022–23
H7. Check o all financial aid forms nonresident first-year financial aid applicants must submit:
Institution’s own financial aid form
CSS/Financial Aid PROFILE
International Student’s Financial Aid Application
International Student’s Certification of Finances
Other: Parent and student income tax forms
PROCESS FOR FIRSTYEAR STUDENTS
H8. Check o all financial aid forms domestic first-year financial aid applicants must submit:
FAFSA
Institution’s own financial aid form
CSS/Financial Aid PROFILE
State aid form
Noncustodial PROFILE
Business/Farm Supplement
Other: Parent and student income tax forms
H9. Indicate filing dates for first-year students:
Priority date for filing required financial aid forms:
Deadline for filing required financial aid forms: February 15
No deadline for filing required forms (applications processed on a rolling basis)
H10. Indicate notification dates for first-year students (answer a or b):
Students notified on or about (date): April 1
Students notified on a rolling basis. Starting date:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 37
H11. Indicate reply dates:
Students must reply by (date): May 1 or within 1 week of notification.
TYPES OF AID AVAILABLE
Please check o all types of aid available to undergraduates at your institution:
H12. Loans
Direct Subsidized Staord Loans
Direct Unsubsidized Staord Loans
Direct PLUS Loans
Federal Perkins Loans
Federal Nursing Loans
State Loans
College/university loans from institutional funds
Other (specify):
H13. Need Based Scholarships and Grants
Federal Pell
SEOG
State scholarships/grants
Private Scholarships
College/university scholarship or grant aid from institutional funds
United Negro College Fund
Federal Nursing Scholarship
Other (specify):
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
38 Common Data Set 2022–23
H14. Check o criteria used in awarding institutional aid. Check all that apply.
Non-Need Based Need-Based
Academics
Alumni aliation
Art
Athletics
Job skills
ROTC
Leadership
Minority status
Music/drama
Religious aliation
State/district residency
H15. If your institution has recently implemented any major financial aid policy,program, or initiative to make your
institution more aordable to incoming students such as replacing loans with grants, or waiving costs for families
below a certain income level please provide details below:
Are these policies related to the COVID-19 pandemic?
Yes No
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 39
I. INSTRUCTIONAL FACULTY AND CLASS SIZE
I-1. Please report the number of instructional faculty members in each category for Fall 2022. Include faculty who are
on your institution’s payroll on the census date your institution uses for IPEDS/AAUP.
The following definition of full-time instructional faculty is used by the American Association of University Professors (AAUP)
in its annual Faculty Compensation Survey (the part time definitions are not used by AAUP). Instructional Faculty is defined
as those members of the instructional-research sta whose major regular assignment is instruction, including those with
released time for research. Use the chart below to determine inclusions and exclusions:
Full-time Part-time
A
Instructional faculty in preclinical and clinical medicine, faculty who are not paid (e.g.,
those who donate their services or are in the military), or research-only faculty, post-doc-
toral fellows, or pre-doctoral fellows
Exclude
Include only if they
teach one or more
non-clinical credit
courses
B
Administrative ocers with titles such as dean of students, librarian, registrar, coach, and
the like, even though they may devote part of their time to classroom instruction and
may have faculty status
Exclude
Include if they
teach one or more
non-clinical credit
courses
C
Other administrators/sta who teach one or more non-clinical credit courses even
though they do not have faculty status
Exclude Include
D
Undergraduate or graduate students who assist in the instruction of courses, but have
titles such as teaching assistant, teaching fellow, and the like
Exclude Exclude
E Faculty on sabbatical or leave with pay Include Exclude
F Faculty on leave without pay Exclude Exclude
G Replacement faculty for faculty on sabbatical leave or leave with pay Exclude Include
Full-time instructional faculty: faculty employed on a full-time basis for instruction (including those with released time for
research)
Part-time instructional faculty: Adjuncts and other instructors being paid solely for part-time classroom instruction. Also
includes full-time faculty teaching less than two semesters, three quarters, two trimesters, or two four-month sessions.
Employees who are not considered full-time instruction faculty but who teach one or more non-clinical credit courses may be
counted as part-time faculty.
Minority faculty: includes faculty who designate themselves as Black, non-Hispanic; American Indian or Alaska Native; Asian,
Native Hawaiian or other Pacific Islander, or Hispanic.
Doctorate: includes such degrees as Doctor of Philosophy, Doctor of Education, Doctor of Juridical Science, and Doctor of
Public Health in any field such as arts, sciences, education, engineering, business, and public administration. Also includes
terminal degrees formerly designated as “first professional,” including dentistry (DDS or DMD), medicine (MD), optometry (OD),
osteopathic medicine (DO), pharmacy (DPharm or BPharm), podiatric medicine (DPM), veterinary medicine (DVM), chiropractic
(DC or DCM), or law (JD).
Terminal master’s degree: a master’s degree that is considered the highest degree in a field: example, M. Arch (in architecture)
and MFA (master of fine arts in art or theater).
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
40 Common Data Set 2022–23
Full-time Part-time Total
A Total number of instructional faculty
i1
1,651 1,619 3,270
B Total number who are members of minority groups
i2
479 412 891
C Total number who are women
635 693 1,328
D Total number who are men
1,016 923 1,939
E Total number who are nonresidents (international)
129 35 164
F Total number with doctorate, or other terminal degree
i3
1,581 908 2,489
G
Total number whose highest degree is a master’s but not a
terminal master’s
23 548 571
H Total number whose highest degree is a bachelor’s
43 153 196
I
Total number whose highest degree is unknown or other
(Note: Items f, g, h, and i must sum up to item a.)
4 10 14
J
Total number in stand-alone graduate/professional programs
in which faculty teach virtually only graduate-level students
i4
436 1,010 1,446
I-2. Student to Faculty Ratio
Report the Fall 2022 ratio of full-time equivalent students (full-time plus 1/3 part time) to full-time equivalent instructional
faculty (full time plus 1/3 part time). In the ratio calculations, exclude both faculty and students in stand-alone graduate or
professional programs such as medicine, law, veterinary, dentistry, social work, business, or public health in which faculty
teach virtually only graduate level students.
• Do not count undergraduate or graduate student teaching assistants as faculty.
Fall 2022 Student to Faculty ratio: 6 to 1
• Based on 8,476
i5
students and 1,418
i6
faculty
i1
The total excludes 19 full-time visiting faculty from other institutions and includes instructional faculty who did not provide gender data. 434 part-time faculty teach
classes with at least one undergraduate student enrolled.
i2
Faculty self-identifying as members of one or more minority groups are included. Also includes international faculty who self-identify as members of a minority group. i
i3
319 of the 434 part-time faculty teaching undergraduates have a doctorate or other terminal degree.
i4
Faculty appointed in stand-alone programs include Architecture, Business, Journalism, Law, School of International and Public Aairs, School of Professional Studies,
and Social Work. Faculty in Columbia Engineering, Arts & Sciences, and School of the Arts teach both undergraduate and graduate students.
i5
Student FTE reflects undergraduate enrollment.
i6
Faculty FTE includes Arts & Sciences, Columbia Engineering, and School of the Arts because they teach both undergraduate and graduate students.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 41
I-3. Undergraduate Class Size
In the table below, please use the following definitions to report information about the size of classes and class sections
oered in the Fall 2022 term.
Please include classes that have been moved online in response to the COVID-19 pandemic.
Class Sections: A class section is an organized course oered for credit, identified by discipline and number, meeting at
a stated time or times in a classroom or similar setting, and not a subsection such as a laboratory or discussion session.
Undergraduate class sections are defined as any sections in which at least one degree-seeking undergraduate student is
enrolled for credit. Exclude distance learning classes and noncredit classes and individual instruction such as dissertation or
thesis research, music instruction, or one-to-one readings. Exclude students in independent study, co-operative programs,
internships, foreign language taped tutor sessions, practicums, and all students in one-on-one classes. Each class section
should be counted only once and should not be duplicated because of course catalog cross-listings.
Class Subsections: A class subsection includes any subsection of a course, such as laboratory, recitation, and discussion
subsections that are supplementary in nature and are scheduled to meet separately from the lecture portion of the course.
Undergraduate subsections are defined as any subsections of courses in which degree-seeking undergraduate students
enrolled for credit. As above, exclude noncredit classes and individual instruction such as dissertation or thesis research,
music instruction, or one-to-one readings. Each class subsection should be counted only once and should not be duplicated
because of cross-listings.
Using the above definitions, please report for each of the following class-size intervals the number of class sections and class
subsections oered in Fall 2022. For example, a lecture class with 800 students who met at another time in 40 separate labs
with 20 students should be counted once in the “100+” column in the class section column and 40 times under the “20-29”
column of the class subsections table.
Number of Class Sections with Undergraduates Enrolled
Undergraduate Class Size (provide numbers)
2-9 10-19 20-29 30-39 40-49 50-99 100+ Total
CLASS SECTIONS
356 791 378 98 73 188 104 1,988
2-9 10-19 20-29 30-39 40-49 50-99 100+ Total
CLASS SUB- SECTIONS
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
42 Common Data Set 2022–23
J. Disciplinary areas of DEGREES CONFERRED
Degrees conferred between July 1, 2021 and June 30, 2022
For each of the following discipline areas, provide the percentage of diplomas/certificates, associate, and bachelor’s degrees
awarded. To determine the percentage, use majors, not headcount (e.g., students with one degree but a double major will
be represented twice). Calculate the percentage from your institution’s IPEDS Completions by using the sum of 1
st
and 2
nd
majors for each CIP code as the numerator and the sum of the Grand Total by 1st Majors and the Grand Total by 2
nd
major as
the denominator. If you prefer, you can compute the percentages using 1
st
majors only.
j1
Category
Diploma/
Certificates
Associate Bachelor’s
CIP 2020
Categories
to Include
Agriculture
01
Natural resources and conservation
0.37%
03
Architecture
0.56%
04
Area, ethnic, and gender studies
3.99%
05
Communication/journalism 09
Communication technologies 10
Computer and information sciences
14.52%
11
Personal and culinary services 12
Education 13
Engineering
14.15%
14
Engineering technologies 15
Foreign languages, literatures, and linguistics
4.08%
16
Family and consumer sciences 19
Law/legal studies 22
English
4.50%
23
Liberal arts/general studies
0.05%
24
Library science 25
Biological/life sciences
6.64%
26
Mathematics and statistics
6.50%
27
Military science and military technologies 28 and 29
Interdisciplinary studies
2.18%
30
Parks and recreation 31
Philosophy and religious studies
2.55%
38
Theology and religious vocations 39
Physical sciences
3.02%
40
Science technologies 41
Psychology
5.43%
42
j1
Majors and concentrations are oered. Percentages include first and second majors/concentrations.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 43
Category
Diploma/
Certificates
Associate Bachelor’s
CIP 2020
Categories
to Include
Homeland Security, law enforcement, firefighting, and protec-
tive services
43
Public administration and social services 44
Social sciences
22.32%
45
Construction trades 46
Mechanic and repair technologies 47
Precision production 48
Transportation and materials moving 49
Visual and performing arts
5.10%
50
Health professions and related programs 51
Business/marketing 52
History
4.04%
54
Other
TOTAL 100%
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
44 Common Data Set 2022–23
Common Data Set Definitions
All definitions related to the financial aid section appear at the end of the Definitions document.
• Items preceded by an asterisk (*) represent definitions agreed to among publishers which do not appear on the CDS
document but may be present on individual publishers’ surveys.
• Additional guidance for some terms, particularly those common with the IPEDS survey, may be found here:
https://surveys.nces.ed.gov/ipeds/public/glossary
*Academic advisement: Plan under which each student
is assigned to a faculty member or a trained adviser,
who, through regular meetings, helps the student plan
and implement immediate and long-term academic and
vocational goals.
Accelerated program: Completion of a college program of
study in fewer than the usual number of years, most often
by attending summer sessions and carrying extra courses
during the regular academic term.
Admitted student: Applicant who is oered admission to a
degree-granting program at your institution.
*Adult student services: Admission assistance, support,
orientation, and other services expressly for adults who
have started college for the first time, or who are re-
entering after a lapse of a few years.
American Indian or Alaska Native: A person having origins
in any of the original peoples of North and South America
(including Central America) and maintaining tribal aliation
or community attachment.
Applicant (first-time, first year): An individual who has
fulfilled the institution’s requirements to be considered for
admission (including payment or waiving of the application
fee, if any) and who has been notified of one of the
following actions: admission, nonadmission, placement
on waiting list, or application withdrawn (by applicant or
institution).
Application fee: That amount of money that an institution
charges for processing a student’s application for
acceptance. This amount is not creditable toward tuition
and required fees, nor is it refundable if the student is not
admitted to the institution.
Asian: A person having origins in any of the original peoples
of the Far East, Southeast Asia, or the Indian subcontinent,
including, for example, Cambodia, China, India, Japan, Korea,
Malaysia, Pakistan, the Philippine Islands, Thailand, and
Vietnam.
Associate degree: An award that normally requires at least
two but less than four years of full-time equivalent college
work.
Bachelor’s degree: An award (baccalaureate or equivalent
degree, as determined by the Secretary of the U.S.
Department of Education) that normally requires at
least four years but not more than five years of full-time
equivalent college-level work. This includes ALL bachelor’s
degrees conferred in a five-year cooperative (work-study
plan) program. (A cooperative plan provides for alternate
class attendance and employment in business, industry,
or government; thus, it allows students to combine actual
work experience with their college studies.) Also, it includes
bachelor’s degrees in which the normal four years of work
are completed in three years.
Black or African American: A person having origins in any
of the black racial groups of Africa.
Board (charges): Assume average cost for 19 meals per
week or the maximum meal plan.
Books and supplies (costs): Average cost of books and
supplies. Do not include unusual costs for special groups
of students (e.g., engineering or art majors), unless they
constitute the majority of students at your institution.
Calendar system: The method by which an institution
structures most of its courses for the academic year.
Campus Ministry: Religious student organizations
(denominational or nondenominational) devoted to
fostering religious life on college campuses. May also refer
to Campus Crusade for Christ, an interdenominational
Christian organization.
*Career and placement services: A range of services,
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 45
including (often) the following: coordination of visits of
employers to campus; aptitude and vocational testing;
interest inventories, personal counseling; help in resume
writing, interviewing, launching the job search; listings for
those students desiring employment and those seeking
permanent positions; establishment of a permanent
reference folder; career resource materials.
Carnegie units: One year of study or the equivalent in a
secondary school subject.
Certificate: See Postsecondary award, certificate, or
diploma.
Class rank: The relative numerical position of a student in
his or her graduating class, calculated by the high school
on the basis of grade-point average, whether weighted or
unweighted.
College-preparatory program: Courses in academic
subjects (English, history and social studies, foreign
languages, mathematics, science, and the arts) that stress
preparation for college or university study.
Common Application: The standard application form
distributed by the National Association of Secondary
School Principals for a large number of private colleges
who are members of the Common Application Group.
*Community service program: Referral center for students
wishing to perform volunteer work in the community or
participate in volunteer activities coordinated by academic
departments.
Commuter: A student who lives o campus in housing that
is not owned by, operated by, or aliated with the college.
This category includes students who commute from home
and students who have moved to the area to attend
college.
Comprehensive transition and postsecondary program
for students with intellectual disabilities: Programs
designed to support postsecondary students with
intellectual disabilities obtain instruction in academic,
career and technical, and independent living subjects in
preparation for employment.
Clock hour: A unit of measure that represents an hour of
scheduled instruction given to students. Also referred to as
contact hour.
Continuous basis (for program enrollment): A calendar
system classification that is used by institutions that enroll
students at any time during the academic year. For example,
a cosmetology school or a word processing school might
allow students to enroll and begin studies at various times,
with no requirement that classes begin on a certain date.
Cooperative education program: A program that provides
for alternate class attendance and employment in business,
industry, or government.
Cooperative housing: College-owned, -operated, or
-aliated housing in which students share room and board
expenses and participate in household chores to reduce
living expenses.
*Counseling service: Activities designed to assist students
in making plans and decisions related to their education,
career, or personal development.
Credit: Recognition of attendance or performance in
an instructional activity (course or program) that can be
applied by a recipient toward the requirements for a
degree, diploma, certificate, or recognized postsecondary
credential.
Credit course: A course that, if successfully completed,
can be applied toward the number of courses required
for achieving a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour: A unit of measure representing an hour (50
minutes) of instruction over a 15-week period in a semester
or trimester system or a 10-week period in a quarter system.
It is applied toward the total number of hours needed
for completing the requirements of a degree, diploma,
certificate, or recognized postsecondary credential.
Cross-registration: A system whereby students enrolled
at one institution may take courses at another institution
without having to apply to the second institution.
Deferred admission: The practice of permitting admitted
students to postpone enrollment, usually for a period of
one academic term or one year.
Degree: An award conferred by a college, university, or other
postsecondary education institution as ocial recognition for
the successful completion of a program of studies.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
46 Common Data Set 2022–23
Degree-seeking students: Students enrolled in courses
for credit who are recognized by the institution as seeking
a degree or recognized postsecondary credential. At the
undergraduate level, this is intended to include students
enrolled in vocational or occupational programs.
Diers by program (calendar system): A calendar
system classification that is used by institutions that have
occupational/vocational programs of varying length. These
schools may enroll students at specific times depending
on the program desired. For example, a school might oer
a two-month program in January, March, May, September,
and November; and a three-month program in January,
April, and October.
Diploma: See Postsecondary award, certificate, or diploma.
Distance learning: An option for earning course credit at
o-campus locations via cable television, internet, satellite
classes, videotapes, correspondence courses, or other
means.
Doctor’s degree-research/scholarship: A Ph.D. or other
doctor’s degree that requires advanced work beyond the
master’s level, including the preparation and defense of a
dissertation based on original research, or the planning and
execution of an original project demonstrating substantial
artistic or scholarly achievement. Some examples of this
type of degree may include Ed.D., D.M.A., D.B.A., D.Sc.,
D.A., or D.M, and others, as designated by the awarding
institution.
Doctor’s degree-professional practice: A doctor’s degree
that is conferred upon completion of a program providing
the knowledge and skills for the recognition, credential,
or license required for professional practice. The degree
is awarded after a period of study such that the total
time to the degree, including both pre-professional and
professional preparation, equals at least six full-time
equivalent academic years. Some of these degrees were
formerly classified as “first-professional” and may include:
Chiropractic (D.C. or D.C.M.); Dentistry (D.D.S. or D.M.D.);
Law (L.L.B. or J.D.); Medicine (M.D.); Optometry (O.D.);
Osteopathic Medicine (D.O); Pharmacy (Pharm.D.); Podiatry
(D.P.M., Pod.D., D.P.); or, Veterinary Medicine (D.V.M.), and
others, as designated by the awarding institution.
Doctor’s degree-other: A doctor’s degree that does
not meet the definition of a doctor’s degree - research/
scholarship or a doctor’s degree - professional practice.
Double major: Program in which students may complete
two undergraduate programs of study simultaneously.
Dual enrollment: A program through which high school
students may enroll in college courses while still enrolled
in high school. Students are not required to apply for
admission to the college in order to participate.
Early action plan: An admission plan that allows students
to apply and be notified of an admission decision well in
advance of the regular notification dates. If admitted, the
candidate is not committed to enroll; the student may reply
to the oer under the college’s regular reply policy.
Early admission: A policy under which students who have
not completed high school are admitted and enroll full time
in college, usually after completion of their junior year.
Early decision plan: A plan that permits students to apply
and be notified of an admission decision (and financial aid
oer if applicable) well in advance of the regular notification
date. Applicants agree to accept an oer of admission
and, if admitted, to withdraw their applications from other
colleges. There are three possible decisions for early
decision applicants: admitted, denied, or not admitted but
forwarded for consideration with the regular applicant pool,
without prejudice.
English as a Second Language (ESL): A course of study
designed specifically for students whose native language is
not English.
Exchange student program-domestic: Any arrangement
between a student and a college that permits study for a
semester or more at another college in the United States
without extending the amount of time required for a degree.
See also Study abroad.
External degree program: A program of study in
which students earn credits toward a degree through
independent study, college courses, proficiency
examinations, and personal experience. External degree
programs require minimal or no classroom attendance.
Extracurricular activities (as admission factor): Special
consideration in the admissions process given for
participation in both school and nonschool-related activities
of interest to the college, such as clubs, hobbies, student
government, athletics, performing arts, etc.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 47
First-time student: A student attending any institution
for the first time at the level enrolled. Includes students
enrolled in the fall term who attended a postsecondary
institution for the first time at the same level in the prior
summer term. Also includes students who entered
with advanced standing (college credit earned before
graduation from high school).
First-time, first-year student: A student attending any
institution for the first time at the undergraduate level.
Includes students enrolled in the fall term who attended
college for the first time in the prior summer term. Also
includes students who entered with advanced standing
(college credits earned before graduation from high school).
First-year student: A student who has completed less
than the equivalent of 1 full year of undergraduate work;
that is, less than 30 semester hours (in a 120-hour degree
program) or less than 900 clock hours.
*New student orientation: Orientation addressing the
academic, social, emotional, and intellectual issues
involved in beginning college. May be a few hours or a few
days in length; at some colleges, there is a fee.
Full-time student (undergraduate): A student enrolled for
12 or more semester credits, 12 or more quarter credits, or
24 or more clock hours a week each term.
Geographical residence (as admission factor): Special
consideration in the admission process given to students
from a particular region, state, or country of residence.
Grade-point average (academic high school GPA): The
sum of grade points a student has earned in secondary
school divided by the number of courses taken. The most
common system of assigning numbers to grades counts
four points for an A, three points for a B, two points for a C,
one point for a D, and no points for an E or F. Unweighted
GPA’s assign the same weight to each course. Weighting
gives students additional points for their grades in
advanced or honors courses.
Graduate student: A student who holds a bachelor’s or
equivalent, and is taking courses at the post-baccalaureate
level.
*Health services: Free or low cost on-campus primary and
preventive health care available to students.
High school diploma or recognized equivalent: A
document certifying the successful completion of a
prescribed secondary school program of studies, or the
attainment of satisfactory scores on the Tests of General
Educational Development (GED), or another state-specified
examination.
Hispanic or Latino: A person of Mexican, Puerto Rican,
Cuban, South or Central American, or other Spanish culture
or origin, regardless of race.
Honors program: Any special program for very able
students oering the opportunity for educational
enrichment, independent study, acceleration, or some
combination of these.
Independent study: Academic work chosen or designed by
the student with the approval of the department concerned,
under an instructor’s supervision, and usually undertaken
outside of the regular classroom structure.
In-state tuition: The tuition charged by institutions to those
students who meet the state’s or institution’s residency
requirements.
International student: See Nonresident.
International student group: Student groups that facilitate
cultural dialogue, support a diverse campus, assist
international students in acclimation and creating a social
network.
Internship: Any short-term, supervised work experience
usually related to a student’s major field, for which the
student earns academic credit. The work can be full- or
part-time, on- or o-campus, paid or unpaid.
*Learning center: Center oering assistance through tutors,
workshops, computer programs, or audiovisual equipment
in reading, writing, math, and skills such as taking notes,
managing time, taking tests.
*Legal services: Free or low cost legal advice for a range of
issues (personal and other).
Liberal arts/career combination: Program in which a
student earns undergraduate degrees in two separate
fields, one in a liberal arts major and the other in a
professional or specialized major, whether on campus or
through cross-registration.
Living learning community: Residential programs that
allow students to interact with students who share common
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
48 Common Data Set 2022–23
interests. In addition to living together, students may also
participate in shared courses, special events, and group
service projects.
Master’s degree: An award that requires the successful
completion of a program of study of generally one or
two full-time equivalent academic years of work beyond
the bachelor’s degree. Some of these degrees, such as
those in Theology (M.Div., M.H.L./Rav) that were formerly
classified as “first-professional”, may require more than two
full-time equivalent academic years of work.
Minority aliation (as admission factor): Special
consideration in the admission process for members of
designated racial/ethnic minority groups.
*Minority student center: Center with programs, activities,
and/or services intended to enhance the college
experience of students of color.
Model United Nations: A simulation activity focusing on
conflict resolution, globalization, and diplomacy. Assuming
roles as foreign ambassadors and “delegates,” students
conduct research, engage in debate, draft resolutions, and
may participate in a national Model UN conference.
Native Hawaiian or Other Pacific Islander: A person
having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
Nonresident: A person who is not a citizen or national of
the United States and who is in this country on a visa or
temporary basis and does not have the right to remain
indefinitely.
*On-campus day care: Licensed day care for students’
children (usually age 3 and up); usually for a fee.
Open admission: Admission policy under which virtually
all secondary school graduates or students with GED
equivalency diplomas are admitted without regard to
academic record, test scores, or other qualifications.
Other expenses (costs): Include average costs for clothing,
laundry, entertainment, medical (if not a required fee), and
furnishings.
Out-of-state tuition: The tuition charged by institutions to
those students who do not meet the institution’s or state’s
residency requirements.
Part-time student (undergraduate): A student enrolled for
fewer than 12 credits per semester or quarter, or fewer than
24 clock hours a week each term.
Permanent Resident or other eligible non-citizen: A
person who is not a citizen or national of the United States
and who has been admitted as a legal immigrant for the
purpose of obtaining permanent resident status (and
who holds either a registration card [Form I-551 or I-151],
a Temporary Resident Card [Form I-688], or an Arrival-
Departure Record [Form I-94] with a notation that conveys
legal immigrant status, such as Section 207 Refugee,
Section 208 Asylee, Conditional Entrant Parolee or Cuban-
Haitian).
*Personal counseling: One-on-one or group counseling
with trained professionals for students who want to explore
personal, educational, or vocational issues.
Post-baccalaureate certificate: An award that requires
completion of an organized program of study requiring 18
credit hours beyond the bachelor’s; designed for persons
who have completed a baccalaureate degree but do not
meet the requirements of academic degrees carrying the
title of master.
Post-master’s certificate: An award that requires
completion of an organized program of study of 24 credit
hours beyond the master’s degree but does not meet the
requirements of academic degrees at the doctoral level.
Postsecondary award, certificate, or diploma: Includes the
following three IPEDS definitions for postsecondary awards,
certificates, and diplomas of varying durations and credit/
contact/clock hour requirements:
Less Than 1 Academic Year: Requires completion
of an organized program of study at the
postsecondary level (below the baccalaureate
degree) in less than 1 academic year (2 semesters
or 3 quarters) or in less than 900 clock hours by a
student enrolled full-time.
At Least 1 But Less Than 2 Academic Years:
Requires completion of an organized program
of study at the postsecondary level (below the
baccalaureate degree) in at least 1 but less than 2
full-time equivalent academic years, or designed
for completion in at least 30 but less than 60 credit
hours, or in at least 900 but less than 1,800 clock
hours.
At Least 2 But Less Than 4 Academic Years:
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 49
Requires completion of an organized program
of study at the postsecondary level (below the
baccalaureate degree) in at least 2 but less than 4
full-time equivalent academic years, or designed
for completion in at least 60 but less than 120 credit
hours, or in at least 1,800 but less than 3,600 clock
hours.
Private institution: An educational institution controlled
by a private individual(s) or by a nongovernmental agency,
usually supported primarily by other than public funds,
and operated by other than publicly elected or appointed
ocials.
Private for-profit institution: A private institution in
which the individual(s) or agency in control receives
compensation, other than wages, rent, or other expenses
for the assumption of risk.
Private nonprofit institution: A private institution in
which the individual(s) or agency in control receives no
compensation, other than wages, rent, or other expenses
for the assumption of risk. These include both independent
nonprofit schools and those aliated with a religious
organization.
Proprietary institution: See Private for-profit institution.
Public institution: An educational institution whose
programs and activities are operated by publicly elected or
appointed school ocials, and which is supported primarily
by public funds.
Quarter calendar system: A calendar system in which the
academic year consists of three sessions called quarters
of about 12 weeks each. The range may be from 10 to 15
weeks. There may be an additional quarter in the summer.
Race/ethnicity: Category used to describe groups to which
individuals belong, identify with, or belong in the eyes of
the community. The categories do not denote scientific
definitions of anthropological origins. A person may be
counted in only one group.
Race/ethnicity unknown: Category used to classify
students or employees whose race/ethnicity is not known
and whom institutions are unable to place in one of the
specified racial/ethnic categories.
Recognized Postsecondary Credential: Includes both
Title IV eligible degrees, certificates, and other recognized
postsecondary credentials. Any credential that is received
after completion of a program that is eligible for Title
IV federal student aid. Credentials that are awarded
to recognize an individual’s attainment of measurable
technical or industry/occupational skills necessary to obtain
employment or advance within an industry occupation.
(Generally based on standards developed or endorsed by
employers or industry associations).
Religious aliation/commitment (as admission factor):
Special consideration given in the admission process for
aliation with a certain church or faith/religion, commitment
to a religious vocation, or observance of certain religious
tenets/lifestyle.
*Religious counseling: One-on-one or group counseling
with trained professionals for students who want to explore
religious problems or issues.
*Remedial services: Instructional courses designed for
students deficient in the general competencies necessary
for a regular postsecondary curriculum and educational
setting.
Required fees: Fixed sum charged to students for items not
covered by tuition and required of such a large proportion
of all students that the student who does NOT pay is the
exception. Do not include application fees or optional fees
such as lab fees or parking fees.
Room and board (charges)—on campus: Assume double
occupancy in institutional housing and 19 meals per week
(or maximum meal plan).
Secondary school record (as admission factor):
Information maintained by the secondary school that
may include such things as the student’s high school
transcript, class rank, GPA, and teacher and counselor
recommendations.
Semester calendar system: A calendar system that
consists of two semesters during the academic year with
about 16 weeks for each semester of instruction. There may
be an additional summer session.
Student-designed major: A program of study based on
individual interests, designed with the assistance of an
adviser.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
50 Common Data Set 2022–23
Study abroad: Any arrangement by which a student
completes part of the college program studying in
another country. Can be at a campus abroad or through a
cooperative agreement with some other U.S. college or an
institution of another country.
*Summer session: A summer session is shorter than a
regular semester and not considered part of the academic
year. It is not the third term of an institution operating
on a trimester system or the fourth term of an institution
operating on a quarter calendar system. The institution may
have 2 or more sessions occurring in the summer months.
Some schools, such as vocational and beauty schools, have
year-round classes with no separate summer session.
Talent/ability (as admission factor): Special consideration
given to students with demonstrated talent/abilities in areas of
interest to the institution (e.g., sports, the arts, languages, etc.).
Teacher certification program: Program designed to
prepare students to meet the requirements for certification
as teachers in elementary, middle/junior high, and
secondary schools.
Transfer applicant: An individual who has fulfilled the
institution’s requirements to be considered for admission
(including payment or waiving of the application fee, if
any) and who has previously attended another college or
university and earned college-level credit.
Transfer student: A student entering the institution for
the first time but known to have previously attended
a postsecondary institution at the same level (e.g.,
undergraduate). The student may transfer with or without
credit.
Transportation (costs): Assume two round trips to student’s
hometown per year for students in institutional housing
or daily travel to and from your institution for commuter
students.
Trimester calendar system: An academic year consisting of
3 terms of about 15 weeks each.
Tuition: Amount of money charged to students for
instructional services. Tuition may be charged per term, per
course, or per credit.
*Tutoring: May range from one-on-one tutoring in specific
subjects to tutoring in an area such as math, reading, or
writing. Most tutors are college students; at some colleges,
they are specially trained and certified.
Unit: a standard of measurement representing hours of
academic instruction (e.g., semester credit, quarter credit,
clock hour).
Undergraduate: A student enrolled in a four- or five-
year bachelor’s degree program, an associate degree
program, or a vocational or technical program below the
baccalaureate.
Undergraduate Research: Opportunities oered to
undergraduate students to make original contributions
in an academic discipline via the exploration of a specific
research topic. Research opportunities may or may not be
associated with a specific course or earn credit.
*Veteran’s counseling: Helps veterans and their
dependents obtain benefits for their selected program and
provides certifications to the Veteran’s Administration. May
also provide personal counseling on the transition from the
military to a civilian life.
*Visually impaired: Any person whose sight loss is not
correctable and is suciently severe as to adversely aect
educational performance.
Volunteer work (as admission factor): Special
consideration given to students for activity done on a
volunteer basis (e.g., tutoring, hospital care, working with
the elderly or disabled) as a service to the community or
the public in general.
Wait list: List of students who meet the admission
requirements but will only be oered a place in the class if
space becomes available.
Weekend college: A program that allows students to take
a complete course of study and attend classes only on
weekends.
White: A person having origins in any of the original
peoples of Europe, the Middle East, or North Africa.
*Women’s center: Center with programs, academic
activities, and/or services intended to promote an
understanding of the evolving roles of women.
Work experience (as admission factor): Special
consideration given to students who have been
employed prior to application, whether for relevance to
major, demonstration of employment-related skills, or as
explanation of student’s academic and extracurricular
record.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
Common Data Set 2022–23 51
Financial Aid Definitions
External scholarships and grants: Scholarships and grants
received from outside (private) sources that students bring
with them (e.g., Kiwanis, National Merit scholarships). The
institution may process paperwork to receive the dollars,
but it has no role in determining the recipient or the dollar
amount awarded.
Financial aid applicant: Any applicant who submits any
one of the institutionally required financial aid applications/
forms, such as the FAFSA.
Indebtedness: Aggregate dollar amount borrowed through
any loan program (federal, state, subsidized, unsubsidized,
private, etc.; excluding parent loans) while the student was
enrolled at an institution. Student loans co-signed by a
parent are assumed to be the responsibility of the student
and should be included.
Institutional scholarships and grants: Endowed
scholarships, annual gifts and tuition funded grants for
which the institution determines the recipient.
Financial need: As determined by your institution using
the federal methodology and/or your institution’s own
standards.
Need-based aid: College-funded or college-administered
award from institutional, state, federal, or other sources for
which a student must have financial need to qualify. This
includes both institutional and non-institutional student aid
(grants, jobs, and loans).
Need-based scholarship or grant aid: Scholarships and
grants from institutional, state, federal, or other sources for
which a student must have financial need to qualify.
Need-based self-help aid: Loans and jobs from institutional,
state, federal, or other sources for which a student must
demonstrate financial need to qualify.
Non-need-based scholarship or grant aid: Scholarships
and grants, gifts, or merit-based aid from institutional, state,
federal, or other sources (including unrestricted funds
or gifts and endowment income) awarded solely on the
basis of academic achievement, merit, or any other non-
need-based reason. When reporting questions H1 and H2,
non-need-based aid that is used to meet need should be
counted as need-based aid.
Note: Suggested order of precedence for counting
non-need money as need-based:
1. Non-need institutional grants
2. Non-need tuition waivers
3. Non-need athletic awards
4. Non-need federal grants
5. Non-need state grants
6. Non-need outside grants
7. Non-need student loans
8. Non-need parent loans
9. Non-need work
Non-need-based self-help aid: Loans and jobs from
institutional, state, or other sources for which a student
need not demonstrate financial need to qualify.
Work study and employment: Federal and state work
study aid, and any employment packaged by your
institution in financial aid awards.
The information provided is accurate and complete to the best of our knowledge, as derived from available records relied on by the University.
52 Common Data Set 2022–23
