Gettysburg students participate in many high-impact learning experiences such as study abroad, which are associated with a variety of desirable learning and personal development outcomes.
Since the Fall 2004 entering cohort, all students have been required to complete a senior capstone project as part of the graduation requirements. The Capstone Requirement is a course or faculty-sponsored experience in which students bring together what they have learned in their major curriculum and demonstrate mastery over the chosen area of concentration. Based on the 2014 NSSE results, nationally, 74% of students at liberal arts colleges participated in senior capstone experience (Gettysburg: 100%).
Nearly 80% of 2016 graduates completed an internship during their undergraduate education at the College, enriching their academic learning and gaining valuable work experience. The participation rate has been increasing over the years.
|Graduating Class||Internship Participation Rate|
58% of the Class of 2016 graduates (who entered in Fall 2012) studied abroad for a semester or an academic year, enriching their academic learning and developing a sense of global citizenship.
|Entering Cohort||Graduated in||% of Graduates Who Studied Abroad|
More than half of 2016 graduates worked with faculty on research during their undergraduate career at Gettysburg, enhancing their level of deep learning and intellectual development.
|Research Participation Rate|
A large number of first-year students participate in common intellectual experiences such as First-Year Seminar (FYS) and BURG (a type of FYS which is also a living-learning community). FYS are an array of specially designed courses offered only to first-year students. Students choose from dozens of intriguing seminars creatively designed to hone writing, speaking, critical thinking, and other learning skills. Each seminar is built around a provocative personal interest of the instructor.
|Entering Cohort||First Year Seminar Participation||BURG Participation|
During their undergraduate career at the College, close to two thirds of the 2016 graduating class served in a leadership role/roles: Residence Life staff (e. g., RA, RC, Cl), campus organization/club officer (e. g., in Student Senate, Greek organizations, clubs/organized groups), athletic team captain, program coordinator (e. g., in CPS, GRAB), tour guide, leadership mentor, or similar leadership positions, substantially enhancing their leadership skills.
|Graduating Class||% Serving in a Leadership Role(s)||% Reporting Leadership Skills Substantially* Enhanced|
* "Substantially" is the combined % of students reporting leadership skills "Moderately" or "Greatly" enhanced (Rating Scale: Not at all--A little--Moderately--Greatly).
About nine out of ten 2016 graduates participated in community service during their undergraduate years at Gettysburg, strengthening their civic engagement.
|Graduating Class||Community Service Participation Rate|
In 2014, 64% of seniors reported having taken at least one service-learning course (i.e., courses including a community-based project) during their undergraduate career at Gettysburg, integrating classroom learning with civil and community engagement.
|Service Learning Participation Rate|
A large number of students also participate in other high-impact learning experiences such as service learning courses.
Notes: 1) All data (except Study Abroad, First Year Seminar/BURG, and Service Learning) are based on self-reports in the annual graduating senior survey. Approximately 95% of graduating seniors completed the survey every year. 2) Data source for Study Abroad: Office of the Registrar & Office of Institutional Analysis. 3) Data source for First Year Seminar/BURG: Office of the Registrar. 4) Data source for Service Learning: student self-reports in National Survey of Student Engagement. 5) High-Impact Educational Practices is a term popularized by NSSE founding director George Kuh: https://www.aacu.org/leap/hips