Notes

These are items that bear looking into more closely.

• This institution’s six year bachelors graduation rate is 60.9%, so approximately 2/5 of undergrads who enroll do not earn a bachelors degree from here.

• This institution’s full-time undergraduate enrollment has tended to decrease over time.

Overview of institution

This, and the rest of the page, use info from the most recent year available, generally 2023.

• Institution kind: Doctoral Universities: High Research Activity

• Undergrad program: Professions plus arts & sciences, high graduate coexistence

• Graduate program: Research Doctoral: STEM-dominant

• Enrollment profile: High undergraduate (see more details below)

• Average net price for undergrads on financial aid: $12,819 . This is 70% the average cost of Harvard.

• Actual price for your family: Go here to see what your family may be asked to pay. It can be MUCH lower than the average price but also higher for some.

• Size and setting: Four-year, large, primarily residential

• In state percentage: 56% of first year students come from Wyoming

• In US percentage: 99% of first year students come from the US

• Graduation rate (within 6 years) for students seeking a Bachelors: 60.9% (this is what is usually reported as “graduation rate”)

• Graduation rate (within 4 years) for students seeking a Bachelors: 39.1%

• Percent of students seeking a Bachelors who transfer out of this institution: 25%

• Student to tenure-stream faculty ratio: 14.3 (undergrads to tenure-stream faculty) [Tenure explained]

• Student to faculty ratio: 9.9 (undergrads to all faculty)

• Degrees offered: Certificate of less than 1 year, Certificate of at least 12 weeks but less than 1 year, Certificate of at least 1 year but less than 2 years, Bachelor’s degree, Postbaccalaureate certificate, Master’s degree, Doctor’s degree: research scholarship, Doctor’s degree: professional practice

• Schedule: Semester

• Institution provides on campus housing: Yes

• Dorm capacity: There are enough dorm beds for 2874 students

• Freshmen required to live on campus: No

• Advanced placement (AP) credits used: Yes

• Disabilities: 5.11 percent of undergrads are registered as having disabilities.

Map

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Leaflet | © OpenStreetMap, ODbL

Comparisons

The sections below show this institution compared with others. The ones listed are ones it has identified as peers, who consider themselves peers, and/or who the federal government considers peers. If a comparison school has the same value as the focal school, its cell is grayed out. In fields where there is a common view that higher (or lower) values are better, the best values are in blue, the worst values are in red. If there isn’t a sense of a particular value being better, values are shown in varying shades of green. Arrows show where there is a signficant trend over time for a school. You can swipe across the table to see more of it; the focal school column is always visible.

• University of Wyoming lists these schools as ones to compare itself within federal IPEDS data, and they do the same back: Rutgers University-New Brunswick, Iowa State University, University of Nevada-Reno, South Dakota State University, Utah State University, Montana State University, University of Idaho, North Dakota State University-Main Campus, New Mexico State University-Main Campus, University of Maine
• University of Wyoming compares itself to these institutions, but not vice versa: University of California-Los Angeles, University of California-Berkeley, University of Michigan-Ann Arbor, University of Florida, University of North Carolina at Chapel Hill, University of Virginia-Main Campus, The University of Texas at Austin, Georgia Institute of Technology-Main Campus, University of California-Irvine, University of California-San Diego, Texas A & M University-College Station, University of Washington-Seattle Campus, University of Wisconsin-Madison, University of Illinois Urbana-Champaign, North Carolina State University at Raleigh, University of California-Santa Barbara, University of California-Davis, Ohio State University-Main Campus, University of Maryland-College Park, Purdue University-Main Campus, Virginia Polytechnic Institute and State University, Clemson University, Pennsylvania State University-Main Campus, University of Minnesota-Twin Cities, Stony Brook University, Indiana University-Bloomington, Texas Tech University, University of Missouri-Columbia, Michigan State University, Oklahoma State University-Main Campus, Arizona State University Campus Immersion, University of Nebraska-Lincoln, University of Colorado Boulder, University of Iowa, University of Utah, University of Kansas, University of Arizona, Oregon State University, Washington State University, University of Rhode Island, University of Oregon, West Virginia University, Kansas State University, Colorado State University-Fort Collins, University of New Mexico-Main Campus, The University of Montana, SUNY Buffalo State University
• These institutions compare themselves to University of Wyoming, but not vice versa: University of Puerto Rico-Rio Piedras, University of Vermont, University of Alaska Fairbanks, Idaho State University, North Carolina A & T State University, University of St Thomas, Texas State University, University of Maryland-Baltimore County, Northern Arizona University, Sam Houston State University, Rutgers University-Newark, Marshall University, Southern Illinois University-Edwardsville, University of South Dakota

Enrollment

General

Teaching

Tenure track faculty are those who are eligible for tenure. This includes both pre-tenure and tenured faculty. Once faculty get tenure, they are (generally) protected from being fired for intellectual reasons, helping to ensure their freedom in teaching and research. They can still lose their positions for misconduct, financial problems, not fulfilling their duties, or other reasons.

Non-tenure track faculty are not eligible for tenure. Some are hired one semester at a time, some have multi-year contracts. They typically have a higher teaching load than tenure track faculty, leaving less time for research or other creative endeavors. They are also easier to fire than tenured faculty. Sometimes they are external experts (a noted musician, a former senator) who are hired to teach some classes without the expected permanence of a tenure-track position.

Note that this chart uses US federal demographic data: it only has two genders and a specified set of ethnicities and races.

Having a low student to faculty ratio is considered a good thing by many, as it can mean more individual attention.

Geography

This has information on the location of the institution. See the about page for more information on what the metrics are and how they are calculated.

Financial Aid

Graduation

Note these are bachelors graduation rates in six years, not four (this is standard). Sample sizes can be small for some demographic groups with few individuals in a school, leading to large year-to-year fluctuations and often extreme values for those groups (if there are two individuals in the class with a given identity, the possible graduation rates are 0%, 50%, or 100% depending on whether zero, one, or both students graduate within six years).

Library

Libraries are changing rapidly. Note that how institutions count digital collections may vary.

Diversity

The US Census Bureau has a diversity index that goes from 0 to 1. In their words, “A 0-value indicates that everyone in the population has the same racial and ethnic characteristics. A value close to 1 indicates that everyone in the population has different racial and ethnic characteristics.” This uses their formula, but with the resolution available for the federal IPEDS data (which does not separate for a given demographic group whether members identify as Hispanic or not). This metric is about heterogeneity within the population, not the proportion of the population that comes from historically excluded groups.

Following the practice of the census, the index is multiplied by 100 to give the percentage probability a random pair of individuals will have a different background. Most institutions argue that diversity is a benefit, so by default a higher number is listed as better, but there may be cases where this measure does not reflect the mission of a college (for example, 70% of the students at a tribal college or university may be American Indian: that could be low-scoring by this metric but should not be read as “bad” given the institution’s mission).

These numbers are based on the most recent year available, generally 2023, which predates effects of the US Supreme Court’s striking down of affirmative action. This has often changed, sometimes dramatically, the incoming student demographics at some institutions.

Overall diversity