Facts & Figures
Enrollment Fall 2023
8,409
Total students
6,066
Undergraduates
1,315
Master's
1,028
Doctoral
Undergraduate Students Fall 2023
Race/Ethnicity
White [61.3%] Asian [15.0%] Hispanic/Latino [12.1%] International [5.7%] African-American [2.7%] American Indian/Alaskan Native [1.5%] Unknown [1.1%] Native Hawaiian/Pacific Islander [0.7%]
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听**Includes African-American, Hispanic/Latino, American-Indian/Alaska Native, Native-Hawaiian/Pacific Islander. See 鈥91制片厂国产AV the Data鈥 section for more information.
Undergraduate Retention
89%
Second fall retention rate in Engineering
70%
Graduation rate in Engineering within听six听years
64%
Historically Underrepresented Students*
Graduation rate in Engineering within听six听years
78%
Transfer Students
Graduation rate in Engineering within six years
*Most recent National Average 6-year graduation rate in Engineering is 61.7% (Median) for all students and below 50% for students from historically underrepresented backgrounds. (2018 American Society of Engineering Education Retention and Time-to-Graduation Survey)
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Graduate Students Fall 2023
Race/Ethnicity
White [44.7%] International [37.3%] Asian [7.2%] Hispanic/Latino [6.4%] African-American [1.6%] Unknown [1.6%] American Indian/Alaskan Native [0.7%] Native Hawaiian/Pacific Islander [0.5%]
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Updated听11/23.
听*African-American, Hispanic/Latino, American-Indian/Alaska Native, Native-Hawaiian/Pacific Islander
Post-Graduation Career Outcomes
90%
Employed or attending graduate school in engineering or related field听within 6 months of graduation
$85,918
Undergraduate Alumni Median annual income 1-5 years post-graduation
Most Common Employers
Lockheed Martin听鈥⑻鼴all Aerospace听鈥⑻鼳mazon听鈥⑻齆orthrop Grumman听鈥⑻齆ASA听鈥⑻齊aytheon Technologies听鈥⑻齋ierra Space听鈥⑻齂BI Biopharma听鈥⑻鼴lue Origin听鈥⑻齅icrosoft
Research
5
Center-scale initiatives funded in 2022
10
National Academy members
$159,805,717
Research awards听for FY 2022
74%
Growth in research funding over last five years
Rankings
Undergraduate Public Rankings
U.S. News & World Report 2024听Best Undergraduate Engineering Programs
#17听Best Undergraduate Engineering Program
#8听Aerospace Engineering 听
#8听Environmental Engineering
#14听Chemical Engineering 听
#15听Civil Engineering
#16听Computer Science
#20 Mechanical Engineering
Graduate Public Rankings
U.S. News & World Report 2024 Best Graduate Engineering Schools
#12 Best Graduate Engineering Schools
#5听Aerospace Engineering
#7听Environmental Engineering
#9听Civil Engineering
#11听Chemical Engineering
#16 Computer Engineering
#17听Mechanical Engineering
#17 Electrical Engineering
#23听Biomedical Engineering
#25 Biological Engineering
#29 Materials Science and Engineering
The rankings, published annually by听U.S. News and World Report, are based on a survey of more than 200 engineering schools nationwide that grant doctoral degrees. Specialty rankings are not available in all disciplines at the undergraduate level, and not all disciplines are ranked every year.听
Diversity, Equity & Inclusion
We have made strides in retention/graduation rates over the past ten years. A few highlights:
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We continue to make progress toward gender parity with听41% female students in the fall 2023 incoming first-year cohort.
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The fall 2023 entering doctoral cohort is 45% female, 30% international students, and 15% students historically underrepresented by race/ethnicity (URM)
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The number of undergraduate students in our College historically underrepresented by race/ethnicity (URM) has more than doubled in the past 10 years (17% of our undergrad population)
College IDEA Plan Actions
We are continuously working toward听greater equity, inclusion and diversity听with undergraduate and graduate students, post-docs, staff, faculty听and administrators听in alignment with the campus-wide听Inclusion, Diversity and Excellence in Academics (IDEA) Plan.
Faculty
250
Tenure track
faculty
105
Instructional
faculty
23:1
Undergraduate student
to faculty ratio
11:1
Graduate student
to faculty ratio
91制片厂国产AV the Data
Data Collection Values, Definitions and Limitations
In the College of Engineering and Applied Science, we strive to think critically about how to communicate data about our students, faculty and staff. We acknowledge that our collection methods are limited, and we may not have data to represent all identities within our diverse community. As often as possible, we will disaggregate our data to better understand the variation of experiences within our college and the university. To ensure that data is not identifiable, we will not share data on groups with fewer than 10 students where data could be attributed to a specific person. Statistically, methods for analyzing small populations are limited, but it is important to not disregard them. We utilize this data internally, although it may not be published.听
As of Jan. 30, 2020, in alignment with听Colorado driver license听and identification card policies,听CU Boulder systems include three sex designations: male (M), female (F) and nonbinary (X). CU Boulder recognizes that听your legal information听doesn't always align听with how you听identify. To foster diversity, equity and inclusion,听CU systems听allow听you to indicate听your gender identity, name pronunciation, preferred name, pronouns and/or sexual orientation within the Buff Portal. We are currently limited in the data that we can report because the information in the student portal may not be complete (data is self-reported and optional to report). For more information visit the Office of the Registrar.听While the unique identities of our students, faculty and staff may not always be reflected in the data we have available, we seek to acknowledge and support all community members and to continue improve our data collection efforts.
Student demographic information initially comes from the Common Application that a student submits when they apply for admission. The Common Application includes Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White (including Middle Eastern) as race/ethnicity options. At this time the demographic information we are able to report on is limited to these categories.
While the unique identities of our students, faculty and staff may not always be reflected in the data we have available, we seek to acknowledge and support all community members and to continue improve our data collection efforts.
We strive to use terms that the people in our community self-identify with whenever possible. We acknowledge that the term 鈥渦nderrepresented minority鈥 is not a term that students, faculty or staff generally use to identify themselves. We use this term to compare our data to national data on STEM education when disaggregated data by race/ethnicity is not available. Acronyms and terms can be convenient when describing data, but they are imperfect and problematic at times. We strive to use person-first language and to understand the unique experiences of individual students and groups. We are always open to feedback from our community as we continue to learn more and enhance the experience for all students, faculty and staff.
The Campus Workplace and Culture Survey will be distributed to all students, faculty and staff in fall 2021 and will provide an opportunity to collect updated demographic data that will hopefully reflect the unique identities within our community. The university is committed to creating a welcoming environment that values respect, civility, and collegiality. The purpose of the Campus and Workplace Culture Survey is to gather information from CU Boulder students, staff, and faculty about their academic, workplace, and residential environments. We will use the results from this survey to better understand the existing culture of a college/department/program and to identify both strengths and areas of concern in order to make recommendations for creating and sustaining a welcoming and inclusive culture at CU Boulder.
For questions contact Vanessa Dunn,听Director of Analytics, Assessment and Accreditation.
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