Gettysburg students participate in many high-impact learning experiences such as capstone course or experience (part of the graduation requirements) or study abroad, which are associated with a variety of desirable learning and personal development outcomes.
Almost eight out of ten of the 2019 graduates completed an internship during their undergraduate education at the College, enriching their academic learning and gaining valuable work experience.
|Graduating Class||Internship Participation Rate|
Close to 60% of the Class of 2020 graduates (who entered in Fall 2016) 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*|
*Includes study abroad (for academic credit) for a semester or an academic year (excluding summer). Participation rate (%)=N of students in a given cohort who studied abroad and graduated in four years divided by the number of students in the starting cohort who graduated in four years.
About half of the 2021 graduating class worked with faculty on research during their undergraduate career at Gettysburg, enhancing their level of deep learning and intellectual development.
|Graduating Class||Undergraduate Research Participation Rate|
First-Year Seminar and BURG
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. In Fall 2019, FYS participation reached a historical high.
|Entering Cohort||First Year Seminar Participation||BURG Participation|
During their undergraduate career at the College, 59% of the 2019 graduating class served in a leadership role/roles: Residence Life staff (e. g., RA, ARLC/RC, CA, OL), campus organization/club officer (e. g., in Student Senate, Greek organizations, clubs/organized groups), athletic team captain, program coordinator (e. g., in CPS, GRAB, Campus Recreation), tour guide, leadership mentor, Eisenhower Institute leadership program participant, tour guide, leadership mentor, or similar leadership positions, substantially enhancing their leadership skills.
|Graduating Class||% Serving in a|
|% 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).
86% of the 2019 graduates participated in community service during their undergraduate years at Gettysburg, strengthening their civic engagement.
|Graduating Class||Community Service Participation Rate|
In Spring 2020, 71% of seniors reported that at least some of their courses at this institution had included a community-based project (service-learning), integrating classroom learning with civic and community engagement.
|Graduating Class||Service Learning Participation Rate||Average of Liberal Arts Colleges|
Notes: 1) All data (except Study Abroad, First Year Seminar/BURG, and Service Learning) are based on self-reports on the annual graduating senior survey. Approximately 95% of graduating seniors completed the survey every year, with the exception of 2021 when partication rate was 80%, due to the disruptions of the pandemic. 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 on National Survey of Student Engagement (NSSE). 5) High-Impact Educational Practices is a term popularized by NSSE founding director George Kuh: https://www.aacu.org/leap/hips