Facts & Figures
Enrollment Fall 2026
10,660
Total students
6,935
Undergraduates
2,388
Master's
1,008
Doctoral
Undergraduate Retention
90%
Second fall retention rate in Engineering
71%
Graduation rate in Engineering withinsixyears
Research
$218.7 Million
Research Expenditures reported to ASEE(FY 2025)
Top 10%
of PublicEngineering Schools for
Total Research Expenditures (USNWR, 2026)
Rankings
Undergraduate Public Rankings
U.S. News & World Report 2026Best Undergraduate Engineering Programs
#15Best Undergraduate Engineering Program
#6Aerospace Engineering
#8Environmental Engineering
#11Chemical Engineering
#15Civil Engineering
#14Computer Science
Graduate Public Rankings
U.S. News & World Report 2026-27 Best Graduate Engineering Schools
#10 Best Graduate Engineering Schools
#5Aerospace Engineering
#7Environmental Engineering
#11Chemical Engineering
#14 Computer Engineering
#14Mechanical Engineering
#15 Computer Science (Best Computer Science Schools)
#15Civil Engineering
#17 Electrical Engineering
#19Biomedical Engineering
#20 Materials Science and Engineering
#26 Biological Engineering
The rankings, published annually byU.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.
Faculty
500
Total
faculty
230
Tenure/tenure-track
faculty
102
Teaching
faculty
168
Research
faculty
National Recognition
6
National Academy of Inventor Faculty
77
Current tenure/tenure-track faculty have received prestigious early-career awards*
*Includes NSF CAREER and other federal early-career awards from DoD, NASA, DOE and EPA.
ñ 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.
As of Jan. 30, 2020, in alignment withColorado driver licenseand identification card policies,ñ systems include three sex designations: male (M), female (F) and nonbinary (X). ñ recognizes thatyour legal informationdoesn't always alignwith how youidentify. To foster diversity, equity and inclusion,CU systemsallowyou to indicateyour 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.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 “underrepresented minority” 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.
For questions contact Vanessa Dunn,Director of Analytics, Assessment and Accreditation.
Visit the to explore interactive dashboards featuring enrollment and outcomes data.