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.
Despite the disruptions brought on by the COVID-19 pandemic, nearly seven out of ten students in the 2021 graduating class 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 2021 graduates (who entered in Fall 2017) 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 initial cohort who graduated in four years. **Because of the pandemic, some students' study-abroad plan for 2020-21 might have been disrupted.
Despite the disruptions brought on by the COVID-19 pandemic, 56% 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 seminars (FYS) provide first-year students an opportunity to work closely with a faculty member and a small cohort of peers to explore a topic that they all find interesting. FYS employ and develop a variety of skills including writing, speaking, critical thinking, quantitative reasoning, and the use of technology or instrumentation. Starting from Fall 2020, all students are required to take a FYS; BURG has also evolved.
|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), athletic team captain, program coordinator (e. g., in CPS, Campus Recreation), tour guide, GLC leadership mentor, Eisenhower Institute leadership program participant, 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).
Despite the disruptions brought on by the COVID-19 pandemic, 82% of the 2021 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, and Service Learning) are based on student self-reports on the annual graduating senior survey. Approximately 95% of graduating seniors completed the survey every year, except for 2020 and 2021 when participation rate was 38% and 80% respectively due to the disruptions of the COVID-19 pandemic; additionally, in 2020 and 2021, a shortened survey instrument was used thus some questions (e.g., leadership) were not asked. 2) Data source for Study Abroad: Office of the Registrar & Office of Institutional Analysis. 3) Data source for First Year Seminar: 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