University of St. Thomas
Programs and Degrees Offered
The University of St. Thomas, a Catholic comprehensive urban university, is known nationally for academic excellence that prepares students for the complexities of the contemporary world. With 10,221 undergraduate and graduate students, it is Minnesota's largest independent college or university. St. Thomas maintains an average student-to-faculty ratio of 15:1. Classes are taught by professors, not teaching assistants. The university welcomes students of all ages, religions, races and financial backgrounds.
University of St. Thomas at a glance
- Undergraduate: 6,234
- Graduate: 4,667
Undergraduate student distribution
- Domestic students: 86% White, 5% Hispanic, 4% Asian, 2% Black, 3% multiracial, <1% American Indian/Alaskan Native, excludes race/ethnicity unknown
- International students are 3% of total undergraduate enrollment
- Student/faculty ratio: 15:1
- Average class size: 21
- Number undergraduate majors: More than 90
First-year student profile
- Average ACT score: The middle 50% of enrolled students had ACT composite scores between 24 and 29; 96% of students presented the ACT as part of their applications.
- Average SAT score: The middle 50% range for SAT composite: 1080-1290; 7% of students submitted the SAT as part of their applications.
- High school GPA: 3.6
- Percentage from Minnesota: 80%
- Percentage who live on campus: 90%
- 2015-16 undergraduate tuition and fees: $38,105
- Room and board: $9,420
- Percentage first-time undergraduates receiving financial aid: More than 90%
Use LinkedIn’s alumni tool* to explore what St. Thomas graduates majored in and the types of careers they have and with which companies.
*based only on those who have accounts on LinkedIn
Undergraduate degrees offered
- Bachelor of Arts
- Bachelor of Science
- Bachelor of Science in Electrical Engineering
- Bachelor of Science in Mechanical Engineering
Top 5 declared undergraduate majors:
- Communication and Journalism
Average class size
Graduate programs offered
- Master of Arts in: Art History; Catholic Studies; Community Education Administration; Counseling Psychology; Curriculum and Instruction; Educational Leadership and Administration; English; English as a Second Language; Gifted, Creative and Talented Education; Human Resource and Change Leadership; International Leadership; Leadership in Student Affairs; Music Education; Pastoral Ministry; Public Safety and Law Enforcement Leadership; Public Policy and Leadership; Reading Instruction — Elementary or Secondary Focus; Religious Education; Special Education; Teacher Education/Licensure; Technology for Learning, Development and Change; Theology
- Master of Business Administration — Evening, Executive, Full-time, Health Care
- Master of Science degree in: Accountancy, Data Science, Electrical Engineering, Mechanical Engineering, Real Estate, Regulatory Science, Software Engineering, Software Management, Systems Engineering, Technology Management
- Master of Business Communication
- Master of Divinity — Lay Program; Seminary Program
- Master of Laws — Organizational Ethics and Compliance, U.S. Law
- Master of Manufacturing Systems Engineering
- Master of Software Systems
- Master of Social Work.
- Master of Studies in Law — Organizational Ethics and Compliance
- Doctoral programs in: Counseling Psychology, Leadership, Organization Development, Social Work
- Juris Doctor
- J.D./LL.M. dual degree in Organizational Ethics and Compliance
- J.D./M.B.A. dual degree
- J.D./M.A. dual degree in Public Policy and Leadership
- J.D./M.S.W. dual degree
- J.D./M.A. dual degree in Catholic Studies
461 full time, 424 part time; 92% hold a Ph.D. or terminal degree in their field
- Occupational therapy
- Physical therapy
- Physician's assistant
- Veterinary medicine
Teaching licensure programs
- Elementary Education: Communication Arts and Literature, Mathematics, Science, Social Studies, World Languages and Cultures
- Middle and Secondary: Communication Arts and Literature, Dance and Theatre Arts, Health Education, Mathematics, Music Education, Physical Education, Sciences, Social Studies, World Language and Cultures
Post-graduate certificates available in the following schools and programs:
- Graduate Programs in Software Engineering
- Graduate School of Professional Psychology
- Programs in Manufacturing Engineering and Technology Management
- School of Divinity
- School of Education
School of Education offers an extended degree program with graduate courses offered at many locations around the Twin Cities area as well as wider Minnesota.
The Minneapolis campus covers about three city blocks, and was opened in 1992. Bernardi Campus (2000), in Rome, Italy, is a 20,000-sq.-ft. building which hosts study abroad programs.
The Associated Colleges of the Twin Cities (ACTC) is a partnership with Augsburg College, St. Catherine University, Hamline University, Macalester College and the University of St. Thomas. The partnership allows students to register for courses at the other colleges, and collaborative majors are offered through the partnership. An inter-campus bus is available to transport students to the participating colleges.
St. Thomas also is part of a seven-college consortium that participates in Superior Studies at Wolf Ridge, a program that offers environment-related coursework and wilderness experiences at the Wolf Ridge Environmental Learning Center on the North Shore of Lake Superior.
The Aquinas Scholars Program is the undergraduate honors program. Scholars are required to complete a minimum of four honors seminars.
Study abroad programs
More than half of St. Thomas students study abroad before graduation. We typically offer more than 200 programs in more than 50 countries.
Both faculty and Career Services assist students in finding career-related internships. St. Thomas' location (close to both Minneapolis and St. Paul) helps students to easily access internships.
The Career Development Center maintains a website with information on job postings, seminars and other resources for career development. In addition, career specialists can be seen to discuss career goals and issues. Throughout the year, workshops are offered on topics such as resume writing and interviewing. Career presentations are given to classes and student organizations upon request. Historically, more than 80 companies interview on campus each year.
Accreditation & approval
- St. Thomas is accredited by the North Central Association of Colleges and Schools, Association of Theological Schools, National Council for the Accreditation of Teacher Education, American Psychological Association Accrediting Commission on Education for Health Services Administration and the National Association for the Education of Young Children.
- The Opus College of Business is accredited by the Association to Advance Collegiate Schools of Business International.
- The Chemistry Department is approved by the American Chemical Society.
- The BS degree in chemistry is certified by the American Chemical Society.
- The Social Work program is accredited by the Council on Social Work Education.
- The BS degrees in electrical and mechanical engineering are accredited by the Accreditation Board of Engineering and Technology.
- St. Thomas is a member of the National Association of Schools of Music.
Online application: www.stthomas.edu/fr/apply/
Application requirements: Complete application, official high school transcript, ACT or SAT scores, writing sample/essay. Recommendations are optional.
Admissions tests required: ACT or SAT
Application deadlines: Rolling
Application fee (amount): None
Advanced placement credit
Students entering the University of St. Thomas as first-time college students may have college credits earned prior to graduation from high school. Students who successfully complete: Advanced Placement (AP), International Baccalaureate (IB) and College Level Examination Program (CLEP) courses before enrolling; and who demonstrate their achievement by presenting exam scores may earn UST credit, advanced standing and/or placement into specific courses. Individual departments determine credit/placement. Generally, AP exam scores of 3, 4, or 5 and IB exam scores of at least a 4 or higher will be considered. Students are encouraged to contact the Office of Admissions for details about these programs.
Transfer criteria (credits, GPA):
Transfer students must submit an official transcript of all post-secondary work completed to the Office of Admissions, along with completing an application for admission. To be considered for admission, transfer candidates must present a cumulative, transferable grade point of average of a minimum of 2.3
Transfer process (deadlines and materials)
The university admits all students on a rolling-basis. Transfer students should apply for admission well in advance of the start of a new term (Fall or Spring). Transfer applicants should complete an application for admission and submit official transcripts directly to the University from each post-secondary institution they've attended. A completed Dean's Form and official high school transcript are also required.
2016-17 undergraduate tuition and fees: $39,594
Room and board: $9,760
Graduate tuition and fees: Graduate tuition and fees vary by school and program type. Consult the St. Thomas website for program by program information.
Percentage of first-time undergraduates receiving financial aid: more than 90%
Financial aid information
The University of St. Thomas is committed to making a St. Thomas education a possibility. We award merit-based aid to new first year students who are admitted as regular, degree seeking undergraduates. This award is determined based on a holistic review of the applicant's academic credentials and the contributions the student has made to their school, community and/or church. St. Thomas also awards need-based financial aid. More information about our financial aid programs.
There are more than 150 student clubs, activities and organizations at St. Thomas. An activities fair, held at the beginning of each semester, introduces students to the many opportunities at St. Thomas.
- NCAA Division III
- Minnesota Intercollegiate Athletic Conference (MIAC)
- Swimming and diving
- Track and field (indoor and outdoor)
- Swimming and diving
- Track and field (indoor and outdoor)
- Bean bags (Cornhole)
- Frisbee golf
- Hockey (floor)
- Ultimate Frisbee
- Video games
- Ultimate Frisbee
Fine arts offerings
- Aquinas Yearbook
- Summit Avenue Review (student art and literary publication)
- KUST (student-run radio station)
- Accompanying Ensemble
- African Music Ensemble
- Brass Choir
- Chamber Singers
- Chamber Winds
- Concert Choir
- Donne Unite
- Guitar Ensemble
- Instrumental Jazz Ensemble
- Jazz Singers
- Liturgical Choir
- New Music Ensemble
- Percussion Ensemble
- Piano Ensemble
- Popular Music Ensemble
- Schola Cantorum
- Small Guitar Ensemble
- Symphonic Wind Ensemble
- Symphonic Band
- String Orchestra
St. Thomas Campus News
- The Final Cut: A Q&A With St. Thomas’ Olympic Coach
It’s a well-known story about Herb Brooks that he was the final man cut from the roster of the 1960 U.S. Olympic men’s hockey team. He watched from home in Minnesota as his teammates represented their country in Italy. A scene in the film “Miracle” shows Kurt Russell playing Brooks and pulling out the official roster photo of that 1960 team; there’s Brooks sitting in the front row with his teammates. Twenty years after 1960, Brooks was on the opposite side of the encounter as the coach of the 1980 Olympic team, having to tell Ralph Cox that he wouldn’t be going to Lake Placid, that he would be the team’s final cut.
Four years before Cox and 16 years after Brooks, another man was on the receiving end of a coach telling him he was the final cut: Jeff “Duke” Boeser, St. Thomas’ men’s hockey coach. Boeser had led St. Thomas to national tournament appearances his junior and senior seasons, was the conference’s MVP in 1974 and racked up a gaudy 201 points in his collegiate career. Shortly after graduating in 1975 he tried out for the Olympic team, eventually playing a full exhibition schedule under coach Bob Johnson in 1975-76, right up until the final plane ride to the games in Austria.
As the 40th anniversary of those Olympic Games approaches, I asked Boeser about his memories of playing for his country.
Do you think back on your playing career and the Olympic team very often?
Not too much. When I played I loved doing it so much, sometimes I couldn’t even tell you if we won or lost. It was so much fun playing. I couldn’t wait when we got to the rink to get out there and play.
[As] I grew up, my dad had a rink in the backyard and we’d cry when we had to come in for dinner even. It’s always been in my blood.
My dad [Robert Boeser] played on the ’48 Olympic team. They had two teams that year that went to the Olympics and he didn’t know if his team would play. They had an AAU [Amateur Athletic Union] team and a USA Hockey team. They both went over on a ship and didn’t know until they got there who would play. … He was also a player-coach at Saint John’s in ’52 as a junior in college. … Not too many people in the MIAC that have been player-coaches.
But my dad never really talked about that stuff. I think I got that gene.
Did you know as you were trying out that he had been on the Olympic team?
I did know that, but he never talked about it. His jersey was at home and we saw it, just never talked about it.
So you tried out in summer ’75 and played with the Olympic team that year?
They had regional tryouts and one was in Bloomington. I made that and the main tryout was in Madison in like August. [I] trained all summer, had individual meetings at the end of the tryouts and they said, ‘You’re the 21st person. We’re going to Czechoslovakia for two weeks and are taking 20 guys. You have a chance to go to Waterloo, Iowa.’
There was a senior men’s team [there] that gave me an opportunity to keep skating and to see what would happen in two weeks. So they came back from their trip and called me back and I was able to play [with the Olympic team]. We lived in Wisconsin and they had apartments for us. The home base was Madison since Bob Johnson was our coach. Practiced every day and played like a 45-game schedule before the Olympics. We played the Gophers, played [University of Minnesota Duluth], played Harvard. Played a Christmas tournament in Colorado with the Czechs, the Russians – not their best teams. I got to play that full pre-Olympic schedule.
In college my senior year I had hurt my shoulder and it kept popping out, and I wore this brace. Like anything else with an injury, the shoulder was hindering me from having success. So I took off the brace and sure enough it popped out again and kept getting weaker and weaker. Mike Randolph, the Duluth East High School coach, and myself went to Finland to play in a pre-Olympic tournament and we were sitting in the Denmark airport to go to Austria [for the actual Olympic tournament], and that’s when the coaches told us we couldn’t go. They said we could go to the Olympics, but we couldn’t stay with the team in the Olympic village, couldn’t travel with the team. In 1972, in the summer Olympics, they had terrorists come and kill some Olympic athletes, so that’s when they started limiting teams to a certain number of athletes they could have around. They were battling to get us all on the team and it didn’t work out.
Mike was pretty devastated. For myself it wasn’t as hard because I wasn’t 100 percent anyway with my shoulder. I came home and had surgery and never really thought twice about it. I knew I wasn’t 100 percent. It was OK. I’m not saying they would have taken me anyway, but it was easier.
Did you watch the games?
I don’t even remember. We came in like fifth. We didn’t have a real good showing that year. It was still amateurs that year. Herb Brooks and Bob Johnson didn’t really get along, so we didn’t have really any Gophers because Herb wouldn’t let them go. … That’s probably what gave me my opportunity, a lot of those Gophers not going.
When you came back and your shoulder was feeling better, was it just trying to continue playing and staying around the game?
I came back and took a while to rehab the shoulder. I graduated but didn’t have my teaching certificate, so [I] came back here for school in ’76-77 and helped coach. I missed hockey. I got the name of a guy that recruited American hockey players. I put a resume together and scrapbook, gave it to a guy and he said there’s a team in Finland interested in having you out because they think you could make their team. He never gave me that scrapbook back, which my mom was not real happy about.
I went over, they picked me up – the GM of the team and his family. They took me to his house, went out and tried out. You could only have a certain amount of foreign workers, so I was the only American on the team. It was in their elite league, their best league, and they would never put me on the power play because of the language barrier. I was an assist guy and you couldn’t buy an assist there because they didn’t give out second assists. I remember it was a fun year. I was kind of a homebody anyway so was a bit homesick, but it was a good experience and good hockey.
Did you jump back into coaching when you were back from Finland?
No, they had an assistant here. He stuck around until about 1981 when Terry Abram came in. I interviewed with him and he selected someone else, but he called me in January and said, ‘I made a mistake, would you come help us out? I don’t have any money for you but we’ll get you something next year.’ I’ve been here ever since.
- Faculty Offer ‘Flipped Classrooms’ – An Idea They Learned in the Open Classroom Project
To help professors keep up with a changing educational environment, the Center for Faculty Development (FDC) fosters strong communication among professors through the Open Classroom Project.
The Open Classroom Project encourages professors to learn teaching techniques by observing each other in the classroom. FDC director and psychology professor Ann Johnson said the idea came about partly because she took a French class, and discovered she learned a lot more than language skills.
“I was just blown away by how much I could learn from my colleagues by just sitting in class and watching how they teach,” Johnson said. “Even though we teach very different subjects, I really picked up a lot of good ideas, and it was just very inspiring.”
The Open Classroom Project developed out of this idea. With the majority of teaching taking place inside four walls, Johnson wanted to dispel the idea that teaching is an isolated act.
The FDC has developed a roster of Open Classroom faculty who are using techniques such as discussion groups, active learning and practical simulations. Interested faculty members request a meeting with a professor and set up a time to observe his or her class. The FDC provides the observed professor $10 to go for coffee afterward to facilitate conversation about the experience.
“I’m big on community building,” Johnson said. “St. Thomas has grown so large, and with all of our different schools and colleges, it becomes increasingly difficult to have cross-communication and people actually talking to each other.”
Sociology and criminal justice professor Buffy Smith was asked by Johnson to be part of the project and to invite other professors to observe her teaching methods.
“I agreed to participate because I believe we grow and develop as teachers when we can observe other teachers in the classroom,” Smith said. She said one of her goals in her classes is to create an active learning environment where everyone is learning from each other. To achieve that, she employs the Socratic method, where students engage with big ideas and questions in discussion groups.
Engineering professor Brittany Nelson-Cheeseman thinks the opportunity afforded by the Open Classroom Project is an important expansion of the peer evaluations professors already perform. “I just thought that I learn so much when I [do evaluations] or when I have people give me feedback, so I wanted to expand that to not just once per year, to actually have more interaction between faculty members to expose them to different techniques,” she said.
According to Johnson, one teaching method that has received a lot of attention from faculty members lately is the “flipped classroom” concept. In a flipped classroom, students first engage with the material outside of class, often through video lectures, and then come to class to ask questions and work on the lessons.
Nelson-Cheeseman, an Open Classroom Project professor, uses the flipped classroom method. She films lecture videos, usually about five minutes long, and has students watch a few of them before class. Then students spend class time engaged with the material, watching demonstrations and asking questions.
Nelson-Cheeseman explained that this method allows students to engage with class material multiple times, which helps students remember it better, as well as still providing opportunities to tap into the professor’s knowledge.
“It really helps clarify misconceptions and also increases their confidence with their understanding of the material,” Nelson-Cheeseman said.
Francesca Ippoliti ’17, who is taking an engineering materials course from Nelson-Cheeseman, said the flipped format works well for her.
“I think going through example problems in class is very helpful for a better understanding of the ideas introduced in the pre-lecture videos,” she said. She noted that as long as students are prepared for class, she thinks the flipped classroom works.
Accounting professor Matt Stallings, a recipient of an Innovative Course Development Grant to establish innovative learning techniques in his courses, also employs the flipped classroom method.
Stallings’ students watch video lectures outside of class and then complete packets of problems in class. “It allows for a more efficient use of classroom time because I am there to work with [my students] during their active learning. My students are engaged throughout the class period and work hard to understand the material,” he said.
Stallings said the flipped classroom method has increased student performance substantially and is one way of reaching St. Thomas strategic initiatives, including the theme of Excellence in Learning and Student Engagement and the priority of Educating for the Future.
The overarching concept behind the Open Classroom Project, and any classroom innovation, is to help faculty be the best they can be.
“In any profession I think we benefit by talking to our peers and our colleagues in order to become better at what we do,” Johnson said. “So I think any effort toward that end is going to make teaching better, and of course our ultimate goal is to provide the best possible learning environment for students that we can.”