Information is provided on the expenditure of the general operations and maintenance fund and any legislative special appropriations for that particular year. The table shows actual expenditures, a more accurate financial indicator than the printed budget. Five-year summaries of that same information are also provided showing the total amount and separate summaries for compensation and supplies, expense, and equipment expenditures. It should be noted that the financial information may show only a rough correspondence to that provided by the central administration for the University as a whole because of differences in methods of collection and aggregation of the data. Revenue and expenditure data from the most recent IPEDS reports prepared by the central administration is also included. The financial charts show that while, over the past five years, total college expenditures have risen substantially, the increase is almost entirely the result of normal salary increases with little increase in supplies, expense, and equipment expenditures. The pie diagram indicates the proportion of expenditures most directly related to the academic program as against those for administrative support.
Financial aid information for the past five years shows the actual distribution of aid including the number of eligible recipients and the average award per student. The information comes from the annual report from the Financial Aid Office. A table showing trends in tuition, fees, room and board is included.
Staffing counts include part-time, temporary staff, but do not include student employment. Teaching faculty are shown under the category of "Instruction and Research," but there are additional administrative faculty appearing under the categories of "Academic Support," "Executive Management," and "Support Professionals." Due to institutional reorganization, it was determined that Continuing Education staff and instructional effort needed to be counted as part of overall institutional activity. Beginning in 2003-04, Continuing Education staff and day school instructors were counted; beginning in 2004-05, all Continuing Education staff and instructional efforts were counted. The reader is encouraged to study the definitions on the tables in order to understand which units are included under each of the categories shown. The information in the five-year summaries is broken down, first, by occupational classification and, secondly, by the principal function performed by the employees.
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