Front Cover
 Title Page
 The design
 The students
 The faculty
 Managing the university
 The cyber university
 The campus environment
 The academic medical center
 The Gators
 Private support
 The performance decade
 Data sources
 The University of Florida in the...
 Back Cover

Group Title: A decade of performance at the University of Florida 1990-1999
Title: A Decade of performance at the University of Florida 1990-1999
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00086946/00001
 Material Information
Title: A Decade of performance at the University of Florida 1990-1999
Alternate Title: Decade of performance at the University of Florida 1990-1999
Physical Description: Book
Language: English
Creator: University of Florida Foundation
Publisher: UF Board of Trustees
Publication Date: 2000
Subject: University of Florida.   ( lcsh )
Spatial Coverage: North America -- United States of America -- Florida
 Record Information
Bibliographic ID: UF00086946
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved, Board of Trustees of the University of Florida


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Table of Contents
    Front Cover
        Front Cover
    Title Page
        Title Page
        Page 1
    The design
        Page 2
    The students
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
    The faculty
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
    Managing the university
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
    The cyber university
        Page 19
        Page 20
    The campus environment
        Page 21
        Page 22
    The academic medical center
        Page 23
    The Gators
        Page 24
    Private support
        Page 25
        Page 26
    The performance decade
        Page 27
    Data sources
        Page 28
        Page 29
    The University of Florida in the 1990s
        Page 30
    Back Cover
        Back Cover
Full Text

1r u


he Campaign for the University of Florida Its Performance That Counts -

manifests a design for the university's future that builds upon the remarkable
achievements of past generations. Nothing speaks to the message of this
campaign more clearly than the university's performance during the last decade.

This campaign works to translate those accomplishments into a self-sustaining
university, where performance and productivity become part of the institutional
culture. It rests upon strategic campaign goals amounting to $750 million that target
important areas of the UF mission. In these areas, timely investments of private
support will leverage exceptional performance for the 21st century.

Launched in 1996, the campaign already is producing impressive returns on the
investments of the university's alumni and friends. Campaign support has enhanced
the quality and productivity of the faculty. It has increased financial aid and post-
baccalaureate opportunities for students. Campaign donors have improved the
facilities, technology and equipment that sustain world-class research and teaching.

In fact, because of the generous campaign support so far, the campaign has been able
to add important new initiatives in genetics, graduate studies and technology.

December 31, 2000, will mark the end of UF's five-year fund-raising drive. As the
campaign closes in on the goal, the University of Florida, its administrators, stu-
dents, faculty and staff are committed to delivering the very top returns on these
investments of private support.





, R

Performance defines the University of Florida at the close of the
1990s. The decade that began with personal tragedies and difficult
financial times ends celebrating the strong performance of faculty,
students, staff, alumni and friends. In reviewing the transforming
changes of this decade, the key element in every success story resides
with the creativity, commitment and achievement of the university's
people. All of the advances in student or faculty performance, in
administrative efficiency, fund-raising achievement, or research
effectiveness come from the investment of time and talent by this
institution's people. The following review of this remarkable decade
is the record of their achievement; it is their story.

The 1990s at the University of Florida represent a coming of age of a
great university. By 1989-90, the university's people had already
succeeded in establishing Florida as a significant research institution
capable of competing on the national level. Admission into the
Association of American Universities in 1985 represented a
commitment to sustain that national level of performance into the
next decade. That decade challenged the University of Florida to
engage fully in the national competition for academic quality and
productivity and to move the university into the ranks of America's
premier national public research universities.

The decade challenged the university's people to improve their
performance as students, faculty, staff, alumni and friends. And
improve they did.

This brief review highlights the comprehensive nature of the
transformation required during these years to position the University
of Florida for continued success into the next century. Although the
work of improving and enhancing a university is never complete, the
engagement of all of the university's people in this campaign
produced some remarkable change.







T1 UTI i I iiy of Florida fulfills its
Sii-,li-.. 1. .i I premier national public
research university for its state by
engaging fully in the national
competition among America's best
public research universities and by
making the choices that sustain
performance. No university can do
everything, excel at
everything, or compete in
everything. Great public
universities, nonetheless,
have a wide range of
expertise, cultivate many
specialties, and engage in
support of their state and
their nation on many
fronts. Speaking on
behalf of the university,
the president defined the
institution's agenda for
the century's last decade
as follows:

* It must grow large enough to
sustain all of the missions and
functions assigned to it at the
highest level of national quality.

* It must focus clearly on its main
purpose of teaching and research
to ensure the quality and
productivity of its core missions.

* It must measure its performance
against the best in the nation as
benchmarks for improvement.

* It must pursue efficiency to
create a margin of revenue each
year that it can reinvest in
quality and productivity and
performance incentives and

* It must identify and increase the
resources that make possible the
quality and productivity of its

*It must insist on performance
that places it within America's
top 25 public research
universities in America.

If the university achieves these
characteristics, it will also
contribute effectively to its
community and its state; serve its
students well and prepare them for
success in a highly competitive
international market; generate
economic development through
technology transfer and agricultural
assistance; and serve its many
statewide constituencies whether in
agriculture, business, education,
economic development, public
service, or culture.


11. III. 1990s, the consistently high
' 111 InI '. f University of Florida
- 11 I1 ii continued to improve.
Whether measured in terms of test
scores, high school grade point
averages or numbers of National
Merit and Achievement Scholars,
incoming students arrived better
prepared to participate in the
academic life of the university. As
the quality of the students
increased, so also did their number.

In 1990, students numbered
approximately 33,300-sufficient
for a good university but not an
adequate size to sustain national
quality at a major land-grant
institution. By the 1999-2000
academic year, the student
population had grown to nearly
44,000-comprised of 31,000
undergraduate and 13,000 graduate
and professional students.

The 31,000 undergraduates
represent a near-capacity
enrollment for a residential campus
the geographic size of the
University of Florida. More
undergraduates would diminish the
ability of the campus to function as
a geographically self-contained

enterprise, and the university
would need to invest heavily in the
additional infrastructure necessary
for a large-scale expansion of
nighttime classes. With the
concurrence of the state, the
University of Florida stabilized its
undergraduate enrollment in 1998.

The number of undergraduate
degrees awarded increased
throughout the decade. This trend
will continue for several years,
despite stable admissions, because
of the university's remarkably
successful program to increase
student retention and graduation

While undergraduate enrollment
reached near capacity, graduate
enrollment lagged behind.
Nationally competitive research
universities of Florida's scale need a
significant number of graduate
students at the master s and
particularly the doctorate level. The
university determined that graduate
students should grow to
approximately 25% of the total
number of students. Given an
undergraduate population of
31,000, the total university student
population should increase to
approximately 47,000. To achieve

National Merit Scholars

Total SAT Scores for
Entering Fall Freshman

1140- /
01135 0,
1130- --1 ,z-,,- ,,--
%% '% % % \ o%% %

Baccalaureate Degrees






Graduate Degrees

Percent Women Students
701, % 700 7 9 ^ e 7'00

Percent Minority Students
20%-. Asian/ Pacific I I

this result, by 1999 the university
instituted a range of special
fellowship and scholarship
programs to recruit and retain the
very best graduate students
nationwide. In fall 1999, the
university awarded 100 alumni
fellowships and 42 new minority
fellowships providing four years of
support to outstanding students
beginning Ph.D. programs on the
Gainesville campus.

The data reflect the changes and
trends in the student population. Of
particular note is the balance of
gender and ethnicity among
students which demonstrates the
maturation of the University of
Florida. At the beginning of the
decade, women represented only
46% of all students; by the 1998-
1999 academic year, women had
reached just over 50%, matching
the profiles of other highly
competitive national research

In 1988-89, the university's student
body consisted of only 14%
minority students; but by 1998-99,
minority enrollment had increased
to more than 21%, again reflecting
the growing maturity of the
institution. The University of

Florida ranked seventh among
AAU public universities in the
number of African-American
students receiving doctoral degrees
during the 1993-97 period and
fourth in the number of Hispanic
students receiving a baccalaureate
degree who continue on to receive a

By the early 1990s, the large
numbers of undergraduates clearly
began to overwhelm the university's
administrative systems. In 1990-91,
the university found that

% 7%, %7 % 0, % % '%0 %

inefficiencies in its systems resulted
in students waiting for spaces in
required courses, engaging in
wasteful drop-and-add processes,
and graduating with large numbers
of excess credit hours.

Surveys of student satisfaction
indicated enthusiasm and
admiration for the faculty and their
instruction but great distress and
unhappiness regarding the
academic bureaucracy. A system
that in the past functioned for many
fewer students could not handle the
increased volume, and the
university instituted a program to
increase the efficiency of its
academic administrative
procedures. Because of these
efforts, student satisfaction
improved dramatically.

Comparisons between graduating
senior surveys in 1993 and 1998
illustrate these changes. Students
who will have the benefit of the
new systems throughout their
undergraduate careers will reflect
larger increases in satisfaction in
future years.

The singular effort to eliminate
backlogs in required classes
triggered a complete review and
analysis of the system for advising
students, following their progress,
and ensuring their success. The
university's various academic
administrative offices reorganized
the delivery of services to students.

Rather than ask students to
navigate the academic bureaucracy
in search of requirements,
prerequisites and other issues, the
university harnessed its computing
power to deliver a student-centered
view of the university's academic
opportunities and student services.
Under the rubric of the Integrated
Student Information System
(ISIS), the university now provides

Graduating Seniors Survey

Survey Item 1993 1998

Overall Ranking

Experience positive 92% 94%

Experience excellent 36% 47%

Recommend to friend or relative 93% 96%

Student Academic Support

Registration Systems-Positive 36% 91%

Drop/Add System-Positive 10% 68%

University Responsive to Problems 34% 47%

an individualized point of contact
for students, created
instantaneously on-line to reflect
each student's particular
circumstances and expectations.
The key elements in this system

Degree Tracking

Initiated in 1996, this service
delivers an on-line, continuously
updated view of
students' progress
toward their
degrees. Tracking
includes a listing of
courses taken and of
courses remaining
for the completion
of the degree
program. It
identifies the
sequence in which
students should take
their courses and
prerequisites or
other requirements
for entry into or
completion of the
degree program. Degree tracking
provides all students with a






personalized guide to how well they
are meeting the requirements for
their chosen degree, and it requires
off-track students to visit an
academic advisor.

In 1996, the university included all
students in the degree tracking
program, and the resulting
increases in retention and
graduation rates proved dramatic.
Within the first year, the rate of
students graduating in their fourth
academic year increased by four
percentage points. The
rate increased an
additional four
percentage points in
the second year. Of
the freshmen who
entered UF in 1993,
32% graduated in four
years. Of those who
entered in 1994, 36%
graduated in four
years; and of those
who entered in 1995,
40% graduated in four
years. Tracking has
produced this
significant eight-
percentage point
increase in the four-year graduation
rate. The graduating class of 2000
will be the first to include students
who have benefited from tracking
throughout their entire UF career.

An important component of degree
tracking, the university guarantees
on-track students a seat in required
courses. Because students remain
on track, the university knows
when they will need a required
course and can provide the
necessary seats.

With a $1 million appropriation
from the state legislature to support
tracking, the provost's office
provides funds to colleges to create
needed seats in required courses.
Since the advent of tracking in

1996, the University of Florida has
never had to deny a student a seat
in a required course. This
achievement represents a dramatic
change from the previous system
that forced hundreds of students to
wait, sometimes in vain, for
required courses.

An additional benefit of computer-
based degree tracking comes from
the need for all colleges and
departments to specify precisely
their requirements and curricula.
The system depends on accurate
and reliable data, and as a result, all
colleges and departments use this
process to review, update and
confirm the specific requirements of
their various degrees, a process that
improved the quality and
effectiveness of the degree
programs themselves.

Degree Shopping

A complement to degree tracking,
this program helps students choose
an alternative degree. The system
presents students with an
individualized track illustrating
what they will need to do to
complete any degree program.
Because students do this on-line,
they can try out many different
degrees, taking into account
additional requirements and the
applicability of past academic work.

1111111 ;r


This makes the process of changing
degrees much easier and puts the
students in control of their own

Financial Aid and Other

ISIS provided the opportunity to
add a wealth of other information
and student services into the
system. With the computing
infrastructure in place, the
university provided students with
on-line financial aid data and much
other important student

Enrollment Management

In the course of eliminating the
required-course backlog and
creating the degree tracking system,
the university also identified a
serious management problem
related to enrollment. Each year,
the state calculates its contribution
to the university's budget on the
anticipated number of credit hours
taken by undergraduate and
graduate students. If the university
fails to enroll the number of
students anticipated, it must reduce
its budget by the amount of the
under-enrollment revenue.

Throughout the early 1990s, budget
recalls from enrollment shortfalls

occurred with considerable
frequency, forcing painful
readjustments in college and
departmental plans. With degree
tracking and the increased
emphasis on monitoring student
enrollment, the university instituted
a management process that
eliminated these enrollment

In the last years of the
1990s, the institution
met its enrollment
goals every year. The
management of
enrollment produced
an effective addition of
more than $4 million
dollars to the
university s revenue
for teaching and

Tuition Revenue Collected
Minus Revenue Budgeted

1993-94 to 1998-99

loss = under enrollment
gain = meet enrollment




1993-94 1994-95 1995-96 1996-97
1997-98 1998-99




Student Success

Retention is the critical
measurement of the success of
tracking and other student support
innovations such as the centralized
Academic Advising Center. In the
initial two years of tracking, the
freshmen retention rate increased
two and one-half percentage points
to 91.7%, and the sophomore
retention rate increased four points






Student Service Hours
University Programs

to 85.6%. As the retention rate
continues to rise over the next
several years, so too will the
graduation rate.

Increased numbers of exceptionally
talented students inspired the
university to improve programs
already in existence and develop
new methods of ensuring student
success. During the decade,
enrollment in the university's
honors program increased from 769
to 1,713 in 1999, reflecting the
increased quality of the student

Improved management of
undergraduate degree tracks
permitted and encouraged students
to obtain an undergraduate degree
in fewer semesters than in previous
years. Building on that success in
the late 1990s, the university
introduced more than 30 combined
degree programs, in which
undergraduates receive both a
bachelor's and a master's degree in
five or six years.

Improved advising allowed
undergraduates to plan for enriched
academic opportunities during
summer semesters. In 1998, the
provost funded a special research
program for undergraduates. In the
program, students propose a
research project in collaboration
with a faculty mentor. Once
accepted, the students receive a
stipend, and the faculty member
receives research funds. During the
summer, the student completes a
major research project, writes a
formal paper for presentation to a
panel of experts at an on-campus
mini-conference, and submits it for
publication in an on-line, peer-
reviewed journal. In the summer of
1999, some 252 students
participated in this program.

In addition to the university's focus
on the academic experience of its
students, extracurricular activities
also provide educational
opportunities for leadership and
service. University of Florida
students, as is their tradition,
developed and participated in a
wide range of activities through
student government and other
student organizations, ably assisted
by staff and faculty where

Many of these activities involve
social, cultural and recreational
pursuits, such as Homecoming,
Gator Growl or the Invitational
Step Show. Many students embrace
an impressive array of public
service work on behalf of local and
national agencies. From Habitat for
Humanity to the Alternative Spring
Break; from volunteers at health-
care facilities and clinics to fund-
raisers for important charities;
University of Florida students
continue to expand their
commitment to campus and
community life.

The University of Florida's students
provide the energy and
commitment that drive so much of
the institution's intellectual and
campus life. Their vision for
themselves and this university
sustains the institution not only
while they are here but after
graduation when they become the
university's exceptional alumni.


II II1. i i Iii. 1nts provide energy,
S IIIIIII .i i i and talent to the
I Il i i *,, the faculty deliver the
academic substance that sustains it.
For nationally competitive research
universities, the faculty assume
even greater significance because
their research performance ensures
the institution's competitiveness.
The academic reputation derived
from the faculty's work attracts the
very best students, and the faculty
through their commitment to
teaching, deliver the quality
education these students expect. In
the end, teaching and research
create the substance from which the
university provides its many
services to the state and nation.
Faculty are the university's most
important investment.

Within their colleges and
departments, the faculty do the
primary work of the university in
teaching and research, and while
students, staff, alumni and friends
all participate and support this
effort, it is the faculty's quality that
drives the university. The faculty
also provide the initiative for
improvements in productivity and
quality. Their design of curriculum,
pursuit of research opportunities
and inspiration for gifts make the
university's success possible.

One of the most dramatic
demonstrations of the faculty's
effectiveness appears in the growth
of research and teaching
productivity during this decade.
The university's total research and
development expenditures reported
by the National Science
Foundation stood at $126 million in
1989 and more than doubled to
$271 million in 1997; research
awards increased from $161 million
in 1990 to $296 million in 1999.

Although the faculty grew in size
over this period, primarily in
response to increased student
numbers, the productivity of the
faculty per capital also rose during
the decade-by 19% in teaching

Sponsored Research
Per Faculty

(Thousands of Dollars)

. 7 2 %, 0 %- .6 .-
o7 'OP' 200 r 06 '06 '0> .

Student Credit Hours
Per Faculty






Research and
Development Expenditures

(Millions $) $271







$1 00 I 7I I I I
&%%%% ~% % %

Percent Growth since 1990 in
Minority and Women
Full-Time Ranked Faculty

79 79% 7S 7% 79 79% 79 7
907 93 15 96' 9

- Black Ranked Faculty Growth
- Hispanic Ranked Faculty Growth
- Minority Ranked Faculty Growth
Female Ranked Faculty Growth
Black and Hispanic

and 79% in research. During this
period quality increased as well, as
is evident in survey data from
graduating students and in the
success of faculty researchers in
acquiring peer-reviewed grants and

Through a variety of programs
designed to make the university
more competitive in the search for
superior faculty members, the
university increased the diversity of
the faculty. While the data
demonstrate a marked
improvement in this decade,
much remains to be done.

The university appointed its
first minority college dean in
education, its first minority
vice presidents in public
S relations and in student
affairs, its first minority vice
provost, its first female vice
president for research, and
its first female provost. In
addition, during the decade
7 the university appointed

mentoring and retaining female and
minority administrators.

Innovations in the university's
operations support this faculty
renaissance. Beginning in 1996, the
provost decentralized the budget to
the college deans. Because this
provided deans with lump sum
budgeting and the ability to allocate
resources to the most productive
use, this initiative acknowledges
and utilizes the creativity and
expertise of colleges and their
departments. By decentralizing
resources and the decisions about
their use, and measuring and
rewarding performance rather than
process, the president and provost
gave the deans the opportunity and
the tools to succeed.

A key element in this
decentralization of authority gave
the colleges the ability to save
money in one year and carry it
forward to the next for
reinvestment. By this simple
measure, the university increased
its internal savings from about $3.4
million in 1995-96 to about $25
million in 1998-99. These savings,
reinvested by the colleges in

three women as deans and a
Hispanic interim dean.
Although the university made
considerable progress, it still has
some distance to go in creating an
effective method for recruiting,

support of teaching and research,
contributed significantly to the
faculty's ability to perform.

Rewarding Faculty

Incentives and rewards for faculty
performance prove among the most
difficult challenges for public
universities. The bureaucratic rules
that govern faculty pay often inhibit
rewards for performance, choosing
instead to provide insufficient
across-the-board or other non-
merit-based compensation
increments. During this decade, the
university found a number of
methods to enhance faculty salaries,
but even with these, faculty
compensation often lags well
behind faculty performance.

Aimed at rewarding the most
productive and the highest quality
instructors, the Teaching Incentive
Program (TIP) provided
permanent salary increases to 742
faculty at the University of Florida
in the 1990s. A related program,
known as the Professorial
Excellence Program (PEP),
rewarded the overall performance
of 216 senior faculty. TIP and PEP
added approximately $5 million to
the university's faculty salaries

above the general increments
provided by the legislature during
this period.

Faculty also continued to enjoy the
regular merit increases associated
with promotion and tenure, and
approximately 1,567 faculty
received an average 9% increase
during 1989-1999. Special
segments of the university faculty
in medicine and some of the other
health science colleges also
benefited from substantial bonus
pay programs. In 1997, the
university introduced the rank of
Distinguished Professor for those
faculty at the top of their fields.
This new rank carries a 9% salary
increment, and 22 faculty now hold
the Distinguished Professor title.

Over these years, the university
provided a number of extra salary
supplements derived from endowed
chairs and other private sources.
Because the faculty function in a
highly competitive research
environment, the university
responded proactively to offers
from other institutions made to
outstanding UF faculty. These
counteroffers provided salary
increases sufficient to meet market

Internal Savings


06 *, '%






All of these efforts raised the salary
standard for many faculty and
created opportunities to reward
performance. Unfortunately, the
fragmentary nature of these
incentives made it difficult for the
university to systematically
measure and reward the
exceptional performance of many
other faculty members.

In 1998-99, thanks to substantial
productivity increases and the
benefit of sound budget
management, the provost's office
distributed funds to the colleges
and other university units for a new
bonus program. Affecting
approximately 30% of university
faculty and staff, the program
provided one-time rewards for
demonstrated increases in
productivity. This program,
designed as a prototype,
demonstrated that the colleges and
other units could identify high
performers whose productivity had
made a difference.

Additionally, the university used
some of the savings from
productivity increases to fund
approximately 20 special faculty
salary increases in selected colleges.
Fixed at a minimum 15% salary
enhancement, the deans of several
colleges identified faculty with
exceptional performance and
nominated them to the provost for
this increase.

For 1999-2000, the provost
expanded funding to provide an
opportunity for all colleges to
reward highly productive faculty at
the level of 15% of salary to a limit
of $20,000 in accordance with
Board of Regents rules for special
pay increases. This initiative
included 125 faculty members.

These various programs reward the
strong performance in productivity
and quality that must drive the
University of Florida. Without
rewards for achievement, it is
difficult to motivate people to
perform at ever-higher levels.

Faculty Interdisciplinary

Although the university paid
considerable attention to the
general academic and fiscal
condition of the faculty during the
decade, some of the most important
faculty activities involved
interdisciplinary initiatives, such as
the University of Florida Brain
Institute. The decade began with
the development and expansion of
this project, an activity under
consideration since the late 1980s
but brought into focus through
faculty and administrative
leadership in the 1990s. Thanks to a
broad-based, campus-wide
collaboration, the Brain Institute
project moved from faculty dream
to scientific reality. By the close of
the decade, the Brain Institute
consisted of a 206,789 sq. ft. facility
that houses state-of-the-art
equipment and superb faculty,
students and staff.

At the curricular level, the
university faculty created an
environmental college as a

collaborative enterprise drawing on
the resources of colleagues
throughout the campus. The
College of Natural Resources and
the Environment, established in
1994, provides an interdisciplinary
program for students who then
graduate and take positions in
industry, government and not-for-
profit agencies concerned with
environmental management. This
faculty initiative illustrates the
power of creative collaboration, for
this college exists without a single
permanent faculty member. Its
entire faculty have appointments in
other colleges but combine their
talents to provide this opportunity
for undergraduate students.

Another example of collaboration
began taking shape at the end of
the decade. The university's faculty,
student and staff strength in
genetics research is substantial. The
faculty and deans concluded that
the university could create a
genetics institute with a unique and
highly competitive scientific focus.
The university's strengths in genetic
science and understanding in
medicine, chemistry, agriculture
and other fields gave the university
a comparative advantage, and the
faculty organized themselves to

create the University of Florida
Genetics Institute.

Approved by the Board of Regents
in 1999, the Genetics Institute
already has begun to accumulate
faculty strength and map its
programs. Due to productivity
gains from the improved budget
system, the provost provided a
substantial investment in
the faculty positions
necessary to bring this
institute to fruition.

An additional example of
collaboration in 1999 comes
from the faculty initiative to
revive the university's
Institute on Aging. With
support from the provost s
office (again derived from
the productivity gains of the
new budget system), the
Institute on Aging benefits from
new faculty positions in the
relevant colleges and departments.

While these initiatives symbolize
the campus' focus on
interdisciplinary opportunities in
the sciences, other faculty initiatives
in the university's 153 different
centers also flourished throughout
the decade. The university's faculty






maintained and enhanced the
performance of long-established
interdisciplinary enterprises, such
as the Center for Latin American
Studies and the Whitney

Although these academic programs
speak to the faculty's initiative, they
represent but a small part of their
creative energy and research
achievement. Whether in music,
theater or fine arts, or in the
humanities, social sciences or the
professions, the faculty's
performance clearly exceeded all
expectations during the decade. For
example, in 1999, 15 faculty
members were Guggenheim
Foundation New Fellows or
Fulbright Scholars, ranking the
University of Florida ninth among
public universities in the number of
these Arts and Humanities awards.



TII. I" i lormance of faculty,
- 11.1. I I,-. staff, alumni and friends
sustained the university's agenda
during this decade. Their success in
moving the university into the
ranks of America's best public
research universities rested in large

part on a program to modernize
and focus the institution's multiple
support systems.

Developed over the years to serve a
medium-sized university, these
administrative structures no longer
functioned efficiently. Symptoms of
this dysfunction appeared
everywhere: backlogs of students
waiting for lower-level required
classes until their junior or senior
years, budget structures incapable
of providing consolidated
management data, persistent
shortfalls in enrollment,
micromanagement of colleges from
the central administration,
duplicate services, and many other

The university began to review,
reorganize and implement a new,
consolidated, performance-based
management system. Using the
analytical skills and resources of the
Office of Institutional Research, the
university began the project with
two purposes. They first identified
and captured every source and use
of revenue in the university in a
consolidated, college-based budget.
The second developed a
performance measurement system
for quality and productivity that
could drive the university's budget
management and decentralize
decisions to the colleges and other
major campus units.

Named the Florida Quality Evaluation
Project, this effort, begun in 1991,
spanned several years of
development and improvement.
The provost implemented it as a
budget management system in

The effort to create a rational and
complete budget picture of the
university received added impetus
as the state shifted its emphasis to

lump sum rather than
micromanaged, line item funding.
This approach, long sought by the
Board of Regents and the state
universities, required a
readjustment in the university's
budget methodology in order to
deliver this flexibility to the

Thanks to the support of the
president and the Office of
Institutional Research and the
cooperation of staff and faculty, the
university succeeded in
constructing an accurate
consolidated budget for the
university that included all
activities of the Health Science
Center, the Institute of Food and
Agricultural Sciences (IFAS), and
the Education and General colleges.
The consolidated budget also
identified revenue generated from
all sources-notjust state dollars-
including revenue from practice
plans, research funding, sales of
goods and services, and private

The Bank

While a variety of bureaucratic
impediments delayed the
implementation of the new budget
management model, known as the
Bank, until 1996, the delay also
gave the university time to develop
and refine its performance model.

Decentralization of the authority
for budget decision requires a
mechanism to measure the
performance of the decentralized
units. To that end, the Bank
incorporated the quality elements
from the Florida Quality
Evaluation Project into a two-
dimensional, annual evaluation of
performance. This evaluation
assesses productivity and quality
improvement. The refined Bank
model was much discussed on

campus by deans and others
interested in this topic and also
gained considerable national
attention as an effective method for
achieving institutional
accountability through incentives
for improvement.

The university published a series of
short white papers derived from
this analytical effort and addressing
the measurement of university
performance. By the end of the
decade this series included:

* State Support, August 1995
* Teaching, September 1995
* Classrooms, October 1995
* Research, November 1995
* Excess Hours, December 1995
* Transfer Students, January 1996
* Research Benefits, February 1996
* Student Quality, March 1996
* FinancialAid, April 1996
* Jobs, June 1996
* Costs, September 1996
SThe Bank, September, 1997
* ThePh.D., September, 1997
* Universal Tracking, February, 1998
* The UF/SUS Team, March 1998
* Undergraduates, May 1998
* Graduate Growth, September 1998
* Improvement, January 1999
* Efficiency, February 1999






The effectiveness of the model
became clear as the president and
the provost, who is also chief
budget officer, fully implemented
the Bank in 1996. Simply put, the
Bank identified the key components
of the university's mission in
teaching and research and then
measured the productivity of the
colleges in terms of these two
missions. The Bank collected
quality data on a three-year cycle
that benchmarked the colleges to
their counterparts among the best
public universities in the nation and
on an annual cycle that measured
the colleges quality improvement
against its previous year s

By combining these two
assessments-productivity and
quality-the university could hold
colleges responsible for the
decentralized management of their
budgets and create incentives to
reward exceptional performance.
By referencing each college's
annual change in performance and
its national benchmarks, the Bank
avoided the fallacy of comparing
colleges of different types. Each
college could succeed on the terms
of its own disciplines and its own
national peer group. The Bank
collected a host of other
information about college
performance related to fund raising

and other income generated and
used these data in allocating
incentive rewards.

Since the Bank's implementation in
1996, the university's performance,
as measured by Bank indicators,
showed substantial improvement,
testifying to the importance of clear,
specific and verifiable measures of
success. The Bank data provide the
deans and the university with clear
reference points from which to
measure improvement. Given this
success, it comes as no surprise that
many institutions across the
country have demonstrated
considerable interest in the
methodology and several seek to
adapt the principles of the Bank to
their particular local circumstances.
At the University of Florida, the
Bank focuses on college
improvement, but the aggregate
improvement in the institution
appears in various national

Per Faculty Increase in Bank Indicators: 1995-96 to 1998-99

1995-96 1996-97 1997-98 1998-99 % Increase

Ranked Faculty 2,856 2,851 2,870 2,907 1.8%

Weighted Credit Hours per Faculty 1,071 1,086 1,119 1,157 8.0%

Sponsored Research per Faculty $47,431 $51,430 $56,061 $63,206 33.3%

Private Fund Raising per Faculty $33,808 $36,331 $52,272 $57,277 69.4%

Other Income per Faculty $139,570 $161,072 $171,060 $181,117 29.8%

Absolute Increase in Bank Indicators: 1995-96 to 1998-99

1995-96 1996-97 1997-98 1998-99 % Increase

Weighted Credit Hours 3,058,446 3,096,987 3,211,339 3,362,341 9.9%

Sponsored Research $135,448,938 $146,646,810 $160,880,095 $183,756,798 35.7%

Private Fund Raising $96,547,018 $103,594,955 $150,007,767 $166,520,295 72.5%

Other Income $398,571,346 $459,279,697 $490,899,515 $526,557,986 32.1%

Efficiency Improvements

In support of this program, the
university began to streamline its
operations to reduce paperwork
and eliminate duplicate operations.
Many of these improvements
resulted from small but significant
changes in the administrative affairs
of the university. In large part,
these improvements came from a
quality improvement initiative
headed by the vice president for
administrative affairs. Others came
from the diffusion of technology
throughout the campus.

A key example is the on-line system
for budget transfers known as
Managing Your Money. Designed to
support decentralized budget

management, Managing Your Money
gives deans and other unit
managers the ability to move
dollars from one function to
another quickly, without incurring
the endless delays and
bureaucratic entanglements
characteristic of the previous
system. Managing Your Money
ensures that a transaction is legal
and does not exceed the unit
budget. This implements in real
time the commitment to
decentralized budget management
and provides the deans and other
unit directors with the flexibility
needed to enhance performance.
Transactions that previously took
weeks now can take place
instantly on-line.

University of Florida's Most Recent National Rankings

Measurement Rank Year
Total Research and Development Spending as reported by NSF (AAU Public) 12 1997
Federal Research and Development Spending as reported by NSF (AAU Public) 21 1995-97
Earned Doctorates Awarded (AAU Public) 14 1997
Number of Black Students Receiving Ph.D. Degrees (AAU Public) 7 1993-97
Number of Hispanic Baccalaureate Students Going on to Receive a Ph.D. (AAU Public) 4 1993-97
Post-Doctoral Appointees (AAU Public) 15 1997
Patents Awarded (AAU Public) 4 1997
Library Holdings (AAU Public) 21 1997
National Freshmen Merit Scholars (AAU Public) 3 1998
National Freshmen Achievement Scholars (AAU Public) 2 1998
US News and World Report: 2000 College Rankings (All Public) 16 1999
Money Magazine's 10 Best College Values (All Public and Private) 10 1997
Kiplinger's Top 10 Values in State Universities (All Public) 5 1998
Alumni Giving Rate (AAU Public) 5 1999
Total Voluntary Support (AAU Public) 13 1998
Endowment (All Public) 18 1997-98
Enrollment (All Public and Private Universities) 7 Fall 1998
Sears Director's Cup for Athletics (All Public and Private Universities) 4 1998-99






Undergraduate and
Graduate FTE* Enrolled in
IFAS and the HSC

* Full Time Equivalent
Full Time Equivalent

Health Science Center
Consolidated Savings
Distribution of $2.5 Million





Several other benefits emerged
from the consolidated approach to
the university's budget and
performance. With the Health
Science Center and IFAS fully
integrated into the university
budget matrix, both entities
discovered opportunities for
collaboration. As a result,
undergraduate and graduate
students began taking advantage of
the tremendous intellectual

resources of these units, and the
Health Science Center and IFAS
began to earn significant revenue
2,132 from their participation in the
university's core instructional
1,602 mission.

With an integrated approach to the
budget, the university also
identified duplications of services.
Many small efficiencies emerged
that in aggregate saved the
19; university considerable resources,
but some large opportunities also
appeared. Perhaps the most
significant involved the
consolidation of the Health Science
Center and university services in
1998-99. A complete review of
Health Science Center
administrative functions was
conducted at the request of the
president and implemented by the
provost with the
Medicine cooperation of the vice
$1,078,760 president for
administrative affairs
and the personnel of
the Health Science
Center. This review
identified a wide range
of duplicate services
performed both at the
Nursing Health Science Center
and at the university

After a thorough review, the
university implemented a program
of consolidation that returned $2.5
million dollars of reduced

administrative costs to the annual
budgets of the Health Science
Center colleges. The vice president
for administrative affairs and the
provost/chief budget officer found
ways to provide the needed services
without duplication, thus
generating a permanent savings
that released state dollars,
previously spent on administrative
services, to the academic budgets
overseen by the deans of the Health
Science Center colleges.

A collaborative arrangement
between the University of Florida
and Florida Power to install and
operate an on-campus cogeneration
plant also resulted in substantial
savings for various utility costs,
with the added advantage of
providing a laboratory setting for
students interested in the
engineering and management
aspects of cogeneration. Between
1994 and the close of fiscal 1998-
99, cogeneration saved the
university approximately $6 million
in utility costs.

The Bank's focus on key elements
of quality and productivity, and its
insistence on capturing all revenue
and expenses, gave the university a
powerful tool for improvement.
Decentralized management
produced internal savings that

increased dramatically once the
provost introduced the system in

These internally generated
savings became part of the
college and unit budgets in the
subsequent year for investment
in renovations, computer
equipment, library resources and
other items.

The central university also
succeeded in generating substantial
internal savings and invested these
dollars in campus computing
infrastructure ($3.4 million in 1997,
$3.8 million in 1998), classroom
renovations and technology
upgrades ($3 million in 1998-99, $3
million in 1999-2000), and similar

By the close of the decade, the
university had achieved a
consolidated budget and a
decentralized management system
that placed responsibility and
authority for academic and
administrative performance in the
hands of deans and unit managers
and a performance measurement
system that identified and rewarded
improvement in quality and

Further, due to the effective
management of the budget, the

university generated the revenue
required to provide computer
support to all students, faculty and
staff; pay the costs of participation
in the high-speed Internet 2
consortium; and expand the
computer network infrastructure
for large parts of the campus.



\\II I l I. i I. rgence of the Internet,
i II. I iI% I 1i v anticipated the
i ii. II l.Ig,. I trends of the late
1990s and moved quickly to
support the computer needs of its
students, faculty and staff. One of
the participants in the Internet 2
consortium, and a long-time leader
in computing technology in the
state, the university also sought to
improve its own infrastructure.

This initiative moved on several
fronts. In 1997, the university
became the first institution of its
size to require its students to own
or have access to a computer. This
computer requirement served two
important purposes. First, it helped
close the gap between students who
could afford computers and those
who could not, because the
requirement made the cost of a
computer eligible for financial aid.






On-Line Registrations
by Section

ISIS=Computer based,
Telegator=Telephone based




1997-98 1998-99

Second, the computer requirement
enabled the university to address
computing infrastructure, faculty
support, and other computing
service needs as a whole. No longer
could the university view

computing as a province of
technical disciplines. Instead, the
computer requirement committed
the institution to providing the
appropriate infrastructure for all
1999-2000 Est colleges, departments and units. By
providing every student and faculty
or staff member with a free email
and Internet account, the university
also enabled everyone to participate
in the global expansion of
information that has characterized
the closing years of the 1990s.

University Computing
Total Sessions

Indicative of the rapid increase in
all forms of computer use during
the last years of the decade,
students began registering in ever
greater numbers using the ISIS on
line system.

As part of this initiative, the
university also invested heavily in
improving networking on campus.
By the end of the decade, the
university's residence halls and
classrooms will all have network
access. This effort to provide the

essential infrastructure for students,
faculty and staff required an
investment of some $7.2 million.

The technology revolution also
enabled the university to launch a
series of distance learning ventures,
from an Internet-based MBA in the
Warrington College of Business to
the Pharm.D. distance education
project in Pharmacy. The university
also initiated a program called
Digital Worlds that combines the
resources of engineering and fine
arts and launched a major initiative
with colleagues in Latin America on
executive education.

While the consequences of the
transformation of American higher
education are by no means clear,
the University of Florida ends the
decade well-positioned to assume a
leadership role in the new
millennium. To ensure the
coordination of the university's
many technology initiatives, the
university appointed a Chief
Information Officer in 1999 to
coordinate policy in this vital area.




N.. inII ImI.. I of the University of
F I i i i munity can pass
tli i. g i ii.l Gainesville campus
without appreciating its elegance
and beauty. Given the tremendous
growth in numbers of students,
faculty and staff, the institution
achieved a number of significant
improvements in the campus
environment during the decade. A
long campaign championed by
many people led, in the 1990s, to
the restoration of much of the
university's historic campus. The
following restoration or renovation
projects were either begun or
completed during the decade and
were made possible by the
generosity of alumni and friends
and support from the state

* renovation of Library West, now
named the Smathers Library

* restoration of Griffin-Floyd Hall

* renovation of Peabody Hall

* renovation of Bryan Hall

* renovation and conversion of the
Florida Gym

* renovation and modernization of
Leigh Hall

* reconstruction of the Keene
Faculty Center in Dauer Hall

* restoration of Keene-Flint Hall

* renovation of Anderson Hall.

Support from the legislature and
from donors and friends also
allowed the university to add an
impressive amount of space in
support of the faculty, students and
staff. The university began the
decade with 783 buildings on the
main campus and a statewide total
of 1,754. It approached the end of
the decade in 1998-99 with 903

main campus buildings and a
statewide total of 1,943-with
various other projects under

The university accommodated its
expanding science programs with
the addition of the new Physics,
Engineering and Particle Science
buildings, the Eglin Air Force Base
facility and Rhines Hall. It broke
ground for the Rinker School of
Building Construction and began
the renovation of Williamson Hall.
The university expanded student
facilities with addition of residence
halls, such as the Apartment
Residence Facility, the 1995
Residence Hall, and the soon-to-be-
completed 2000 Residence Hall;
two new recreation centers; Criser
Hall for student services; and major
additions to the Reitz Union.

IFAS increased its space with the
addition of the Entomology-
Nematology and the Microbiology
and Cell Science buildings, the
Aquatic Food Lab, 49 small
facilities on campus, and 50
buildings around the state. The
Health Science Center completed
the Academic Research Building,
two dental clinics in St. Petersburg






and Hialeah, and the Brain
Institute building. A new facility for
the Colleges of Health Professions,
Pharmacy, and Nursing is under
construction. The College of
Veterinary Medicine completed the
renovation of its older facilities,
enhanced its large animal hospital,
and built a new academic building.

The completion of the Center for
the Performing Arts in 1990, along
with the successful opening of the
Harn Museum of Art's new facility
in the same year, began the
transformation of the area near 34th
Street and Hull Road into the
southwest cultural campus. The
transformation continued when the
generosity of the Powell brothers
made the Florida Museum of
Natural History's Powell
Exhibition Hall possible. And a
private-enterprise initiative,
realized with strong University of
Florida support, resulted in the
construction of a 255-room hotel
and conference center on the
southwest corner of 34h Street and
Hull Road.

Not all construction focused on
utilitarian academic and cultural
space, for in 1999 the university

broke ground for a charming,
chapel-like structure on the shores
of Lake Alice. The Baughman
Center will provide a tranquil
setting for small groups and
individual reflection.

The university has been able to take
advantage of the ongoing
construction and used the
opportunity to improve the walks,
roadways and bike paths around
campus. It invested heavily in
improved lighting and security. Bus
service to and from the campus and
the most traveled areas of the
community improved dramatically
with the leadership of student
government, the university and the
city. Parking, an endless challenge
at all universities, improved
somewhat with the addition of new
garages and commuter lots.

Attention to the details of campus
appearance often reveals pride in
place; and over the decade, the
university greatly improved on-
campus boundaries, walls,
walkways, utility areas and
landscaping. The university also
focused considerable attention on
the signage that reflects the
university's identity as one
institution. Blue signs with the
university wordmark appeared
everywhere on campus and around

the state-clearly identifying
programs and facilities and
presenting a common face to the
many communities served by the
institution throughout Florida.



T I. -II .. of the Health Science
C. 1i I i ices consolidation
mentioned earlier owed much to the
dramatic transformation of clinical
medicine and other health care
services. At the beginning of the
decade, the clinical programs of the
Health Science Center and the
affiliated but independent Shands
Hospital operated effectively but
quite separately. Supported by
adequate reimbursement structures
for both hospital and patient care
services, neither organization saw
the need to create a tightly
collaborative structure.

By the middle of the decade,
however, it became apparent that
the changes driving health care
costs and reimbursements
throughout the nation would have a
significant negative impact on
major academic medical centers and
their teaching hospitals. Led by the
vice president for health affairs, the
deans of the colleges, and the
leadership of Shands, the two
affiliated enterprises began a
comprehensive strategic review of
their operations and linkages.

At the same time, the Shands
Hospital board had the opportunity
to acquire the hospital assets of
AvMed-Santa Fe Health System in
North Florida. After a lengthy
process of evaluation, discussion
and negotiation, the Shands
Hospital board agreed to purchase
the AvMed North Florida facilities,
which included Alachua General
Hospital. This expanded the reach

of Shands but also presented many
management and financial risks.

The expanded hospital system and
the financial challenges faced by the
Health Science Center, in particular
by the College of Medicine, moved
the board of Shands and the
leadership of the Health Science
Center to consider strategic
reorganization. After an extensive
national search, Shands selected a
new leader with experience in
health care institutional
consolidation, and the university
and Shands began a complex
conversation about the nature and
level of collaboration possible
between the two legally
independent entities.

In the final years of the decade,
Shands HealthCare and the Health
Science Center developed a wide
range of new agreements that
eliminate duplication, enhance
services, and align incentives to
improve both the clinical functions
of the Health Science Center
colleges and the hospital-based
functions of Shands HealthCare.
Both organizations, once
threatened with
substantial risk, end
the decade in strong
financial condition
and armed with
contractual and
mechanisms that
allow them to succeed
in the highly
competitive market
for health care -

One indication of the
success of this
strategy is Shands HealthCare's
acquisition and consolidation of the
hospital operations of University
Medical Center and Methodist
Medical Center in Jacksonville.

Shands HealthCare
Licensed Beds

estimated 12/99


1 ,OO


1 000











Shands HealthC
Total Revenue

estimated 12/9



600 -

o 400-



The combined entity, now known
F as Shands-Jacksonville, serves as a

nCE supportive academic health care
environment for the more than 300
University of Florida faculty
teaching and providing clinical
TY medical care in Jacksonville.

DA At the beginning of the decade,
Shands managed 548 beds and
operated with a budget of $179
million. By 1999, the expanded
Shands HealthCare enterprise,
including Shands-Jacksonville,
are managed about 1,800 beds and
operated with a budget of
9 approximately $1 billion. While
maintaining its independent
identity, Shands HealthCare
developed a comprehensive
structure of contracts and
relationships that support the
university s teaching and research
missions and that position both
Shands and the University of
Florida to sustain a highly
1999 successful academic health center
well into the next century.


TI Ii. i- 1,. extraordinary leadership
.1i I 1 '1" .. t, the university's
athletic programs prospered
tremendously during the decade.
The spirit that inspires the

University of Florida athletic
program has been an enduring
characteristic of the university for
more than a generation. The
superior performances of student
athletes and coaches and the
support of athletic administrators
and fans built the Gators into a
significant and often triumphant

The Gators have matured into one
of the nation's most dominant
college athletic programs. Since
1990, the university has earned 51
SEC championships, seven national
championships and ranked no
lower than 10th in the Sears
Director's Cup, ending the decade
as 4th in this ranking of top athletic
programs. In the past decade, the
university had 731 All-SEC
academic honorees-the most in
the conference. The National
Championship football team posted
a 72% graduation rate. This
achievement of overall depth and
quality builds on a record of fan
and alumni support second to none
and speaks to superior athletic
administration and coaching. The
resources made possible by this
superb performance permitted the
university's athletic program to
embark on a major renovation and
expansion of facilities.

Beginning with the stadium
expansion of the North End Zone
in 1991 and extending to the
groundbreaking for a new
basketball office and practice
building in 1999, the university's
athletic program has added facilities
to support the quality of its
programs. Committed to gender
equity, the university's principle
remains first-class facilities and
support for every program
sponsored by the University of
Florida. Therefore, the university
expanded the track and field
stadium to accommodate what
would rapidly become one of the
nation s premier, championship
women s soccer programs, and
improved the tennis facilities for
men and women-programs with
long championship traditions.

Women's softball received a new
stadium; soccer acquired a separate
practice field; baseball, track and
field and volleyball received a new
facility for locker rooms and offices;
volleyball acquired a new practice
facility; the swimming and diving
programs enjoy new locker rooms
and offices; the university
completely renovated the football
locker rooms for this national
championship program, which also
received a practice field at the
beginning of the decade. The
university renovated the weight
room for all sports and expanded
the baseball stadium. At the close of
the 1990s, the university and the
athletic program combined
resources to replace the roof of the
O'Connell Center and renovate the
interior of the facility for men s and
women's basketball, volleyball,
gymnastics, indoor track, and for a
wide range of other university and
student events.

This expansion of athletic facilities
corresponds to the university's
commitment to providing the best


facilities for all sports. This
commitment to quality, reflected in
the remarkable list of athletic and
academic accomplishments, also
appeared during the NCAA
certification process in 1999, which
gave the University of Florida
strong commendations for the
strength of its program in all areas.

Fiscally sound, academically strong
and athletically dominant, the
Gator sports program enters the
new century prepared to continue
its exceptional performance.


A I. '. I aracteristic of a nationally
( .l .. i ii ve public research
t ,1' I iy is high levels of private
giving. In the 1990s, the University
of Florida steadily expanded its
strong base of private support. The
university ranked 13 among all
AAU public universities in total
dollars raised in 1998 and fifth
among AAU public universities in
alumni giving rate in 1999.

At the beginning of the decade, the
university relied on state dollars for
50% of its budget. By the end of the
decade, this proportion had fallen
to 30%. Although the University of

Earned vs.
State-Appropriated Income



* Earned

* State

: flE






Total Private Gifts

Florida receives substantial support
from the state, the university's
earned income grew at a faster pace
than state-appropriated income.
Some of this rapid growth resulted
from success with research grants
and contracts and success in the
delivery of health care and other
services, but a significant and
increasingly important portion
came from private support.

The decade began with the
conclusion of the university's first
major capital campaign. The
Embrace Excellence campaign
began in 1986 with a goal of $200
million, increased in 1988 to $250
million, but the university's friends
and supporters moved this
campaign well beyond its goals to
close at the end of 1991 with a total
of $393 million.

Recognizing the importance of
private fund raising, the university
and its volunteers immediately
began a review to strengthen the
university's fund-raising program,
enhance professional competence of
the university's Foundation staff,
and improve the computer systems
and management needed to sustain
higher levels of achievement.

After careful planning, the
university launched its next
campaign in 1996, taking as its

motto the university's theme for the
1990s: Its Performance That Counts.
Originally expected to raise $500
million by the end of the year 2000,
the campaign moved so quickly that
by 1998 it became clear the
university would surpass this goal
by 1999. The university's
Foundation board reviewed this
success and set a new goal of $750
million. By the end of September
1999, the university and its
volunteers posted more than $570
million raised, and the revised
campaign goal appears well within

This achievement reflects the
growing maturity of the university's
alumni base. It indicates a strong
commitment by alumni and friends
to the performance agenda
exemplified by the University of
Florida Bank and the multiple
achievements of faculty, students
and staff. University of Florida
donors clearly recognize that the
nation s top universities require
substantial private endowments and
high levels of annual giving.

The success of the Its Performance
That Counts campaign also
demonstrates how important
exceptional academic performance
is to the growth and development of
the institution. Deans, faculty and

students provide the substance that
drives this campaign, and
volunteers and donors respond to
the university s achievements.
Campaign donors are confident that
their investments will produce
measurable results. They give
because they know the students,
faculty and staff of the University
of Florida expect to deliver the
highest possible return on these
investments of private support.

Thanks to the exceptional
leadership of the vice presidents for
development, and drawing on the
expertise of superb alumni and
volunteers, the university's fund-
raising program set new standards
for performance during this decade.
The Bank, of course, includes fund
raising as one of the performance
measures for rewarding colleges, in
recognition of the essential nature
of private support to public

Total gifts to the university
increased from $54.8 million per
year in 1990 to $135 million in
1999. The university's endowment
during this period grew from
$153.4 million to $582 million,
enhanced not only by exceptional
fund raising but also by effective
financial management. Of major
importance as well, these numbers
include generous state support in
the form of matching dollars for
endowments and capital projects.

The university's programs have
received more than $481 million in
operating funds during this decade
from annual giving and endowment
proceeds. As the university
concludes this decade, its
volunteers, vice presidents, deans,
faculty, students, and staff all know
that this accomplishment represents
only the beginning of a permanent
campaign to bring the university's
endowments to levels near those of

Endowment Assets

I $582
600 -

S 500-


the top 10 public research
universities. The performance of
this decade indicates that the
University of Florida can achieve
that goal.



\\ II. I. I the focus-teaching,
i. .. Ii faculty, students, staff,
facilities, management systems,
athletics, or fund raising-this
decade the University of Florida
moved into the top category of
America's national public research
universities. While we all celebrate
the tremendous achievements of the
university in this decade, we remain
mindful of the intense competition
for resources and the critical need
to make the right choices.

The people of the University of
Florida succeeded in this decade by
a combination of talent, energy,
commitment, and focus. They
moved the university forward
because they recognized no
substitute for performance in
quality and productivity.

In this decade, the people of the
University of Florida demonstrated
beyond question that performance
does count.

200 -O-

%% 7 '% 7 %% 4 7 S ^ %









SAT Scores:
National Merit Scholars:
Baccalaureate Degrees Awarded:
Graduate Degrees Awarded:
Percent Women and Minority Students:

Graduating Seniors Survey:
Retention Data:
Tuition Revenue Collected-Revenue Budgeted:

Honors Students:
Combined Degree Program:
Student Service Hours:
Research and Development Expenditures:

Sponsored Research per Faculty

Student Credit Hours per Faculty

Research and Development Expenditures

Faculty and Administrators by Gender and Ethnicity
Bank Data

IFAS and HSC Credit Hours
Health Science Center Savings Distribution
On-Line Registrations by Section
University Computing Total Sessions
Shands Data

Earned vs. State-Appropriated Income
Total Private Gifts
Endowment Assets

Office of the University Registrar
National Merit Scholarship Corporation
IPEDS completion reports
IPEDS completions reports
NSF Web CASPAR Database System (1967
1995), IPEDS Fall Enrollment 1996, 1997,
Florida Survey Research Center Data
Board of Regents Retention Study
Board of Regents Initial Allocation Documents,
History Year by Account Board of Regents
Submitted Budget and Finance and Accounting
Incidental Reconciliation
Office of University Honors Program
University Curriculum Committee Records
Office of Student Activities
NSF/SRS Survey of Research and
Development Expenditures at Universities and
Sponsored research expenditures from the
History Year by Account submitted with the
operating budget to the SUS in all accounts in
the Sponsored Research Trust Funds (655002,
186001, and 153102) MINUS all accounts with
an original fund source of UFF, UFRF, or
Clinical Practice. We also move accounts
identified by units as non-research dollars into
MG&G. This is number used in UF Bank.
Faculty manyears comes from Faculty Activity
Credit Hours come from the Student Data
Course File, Faculty manyears from Faculty
Activity Reports.
National Science Foundation/SRS Survey of
Scientific and Engineering Expenditures at
Universities and Colleges
University Personnel System
State Comptroller, Board of Regents, UF files
Ranked Faculty from Faculty Activity Reports,
Weighted Credit Hours Student Data Course
File multiplied by weights as described in UF
Bank description, available on Academic Affairs
web site, Sponsored Research as described
above, Private Fund Raising-Pledges, Gifts
and Bequests as defined by UF Foundation,
Other Income-MG&G, clinical fees, auxiliary
income. All data audited and verifiable in
University records.
Student Data Course File
University of Florida Budget Office
Office of the University Registrar
Northeast Regional Data Center
Shands HealthCare
Facilities planning, files submitted to Board of
University of Florida operating budget
University of Florida Foundation Inc.
University of Florida Foundation Inc.


Total Research and Development

Federal Research and Development

Earned Doctorates Awarded

Black Students Receiving Ph.D.s

Hispanic Baccalaureate Students going on to Ph.D.

Postdoctoral Appointees

Patents Awarded

Library Holdings

National Freshmen Merit Scholars
National Freshmen Achievement Scholars
US News and WorldReport Ranking

Money Magazine Ranking

Kiplingers Top 10 Values

Alumni Giving Rate

Total Voluntary Support



Sears Cup

National Science Foundation/SRS Survey of
Scientific and Engineering Expenditures at
Universities and Colleges, Fiscal Year 1997
NSF/SRF Federally Finance R&D
Expenditures at universities and colleges, by
science and engineering field: Fiscal Years
National Research Council, Survey of Earned
Doctorates, 1997 Summary Report: Doctorate
Recipients from U.S. Universities
National Research Council, Summary Report
1997: Doctorate Recipients from United States
National Research Council, Summary Report
1997; Doctorate Recipients from United States
NSF/SRF Survey of Graduate Students and
Postdoctorates in Science and Engineering,
The Association of University Technology
Managers, Inc. AUTM Licensing Survey
Summary, FY 1997
Association of Research Libraries Statistics,
Ranked Lists for Academic Institutions
National Merit Scholar Corporation
National Merit Scholar Corporation
US. News & WorldReport 2000 College
Rankings," August, 1999
Money "Your Best College Buys Now" 1998
College Guide
Kiplingers Personal Finance Magazine "The Top
100 Public Colleges" September 1998
US. News & WorldReport 2000 College
Rankings" August, 1999
Council for Aid to Education, Voluntary
Support of Education 1998, Published 1999
NACUBO Endowment Study (NES) as
published in the Chronicle of Hgher Education,
February, 1999
IPEDs Fall 1998 Enrollment Reports submitted
to U.S. Department of Education, National
Center for Education Statistics
UF Athletic Department, Sports Information
Department, 1999








Entering Freshmen;
Midpoint SAT using no re-centered scores
High School GPA
National Merit Scholars

National Achievement Scholars

1135 (1988)
3.45 (1988)
96 (1989 No. 12 in country)

7 (1989 No. 31 in country)


1210 (1998)
3.90 (1998)
165 (1998 No. 6 in country)
192 1 '""' .i' .. .1. . not in yet)
24 (1998 -No. 4 in country)

Graduate Students
Total Student Body

32 (1999 -national rankings not in yet)
25,320 (1988-89) 31,477 (1998-99)
5,922 (1988-89) 8,060 (1998-99)
33,282 (1988-89) 42,336 (1998-99)

Composition of Student Body: 46.21% female, 53.79% male (1988)
Minority 13.86% (1988)
Black 5.82% (1988)
Hispanic 5.1% (1988)
Asian 2.8% (1988)

Freshman Retention 88.9% (1991)
Four-Year Graduation Rates 23.9% (1984 FTIC)
Five-Year Graduation Rates 48.6% (1984 FTIC)
Doctoral Degrees 342 (1988-89)
Master's Degrees 1,271 (1988-89)
Bachelor's Degrees 5,394 (1988-89)

Sponsored Research Expenditures $133 million (1989)
Sponsored Research Expenditures per .I. 11 $37,433 (1988-89)
Total Research and Development
Expenditures r, I ,,1 II $126 million (1989)
Sponsored Research Awards $147 million (1988-89)

Other University Measures
Endowment (Total Endowment Assets) $102.6 million (1988)
t .. ., I ,,1 ,..... .. Support $58.7 million (1988-89)
Operating I'. I. I (General Revenue and Lottery) $361 million (1988-89)
Total University I'. $729 million (1988-89)
(50% from state)

50.16% female, 49.84% male (1998)
21.79% (1998)
6.3% (1998)
9.18% (1998)
5.98% (1998)

91.7% (1996)
37.5% (1994 FTIC)
58.8% (1993 FTIC)
445 (1998-99)
2,113 (1998-99)
7,418 (1998-99)

$221 million (1997-98)
$56,333 (1997-98)

$271 million (1997)
$296 million (1998-99)

$497 million (1998)
$122.8 million (1997-98)
$466 million (1998-99)
$1.512 billion (1998-99)
(30% from state)


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