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.
Internships
74% of 2018 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 |
|---|---|
| 2018 | 74% |
| 2017 | 80% |
| 2016 | 78% |
| 2015 | 80% |
| 2014 | 70% |
| 2013 | 67% |
Study Abroad
Over half of the Class of 2018 graduates (who entered in Fall 2014) 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 |
|---|---|---|
| 2014 | 2018 | 57% |
| 2013 | 2017 | 54% |
| 2012 | 2016 | 58% |
| 2011 | 2015 | 58% |
| 2010 | 2014 | 54% |
| 2009 | 2013 | 56% |
| 2008 | 2012 | 57% |
| 2007 | 2011 | 53% |
Undergraduate Research
Over half of 2018 graduates worked with faculty on research during their undergraduate career at Gettysburg, enhancing their level of deep learning and intellectual development.
| Graduating Class | Research Participation Rate |
|---|---|
| 2018 | 51% |
| 2017 | 57% |
| 2016 | 55% |
| 2015 | 56% |
| 2014 | 57% |
| 2013 | 55% |
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 2017, FYS participation reached a historical high.
| Entering Cohort | First Year Seminar Participation | BURG Participation |
|---|---|---|
| 2018 | 94% | 50% |
| 2017 | 95% | 47% |
| 2016 | 88% | 55% |
| 2015 | 83% | 38% |
| 2014 | 84% | 43% |
| 2013 | 83% | 45% |
| 2012 | 85% | 41% |
Leadership Experience
During their undergraduate career at the College, over sixty percent of the 2018 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 Leadership Role(s) | % Reporting Leadership Skills Substantially* Enhanced |
|---|---|---|
| 2018 | 61% | 90% |
| 2017 | 63% | 91% |
| 2016 | 64% | 92% |
| 2015 | 69% | 82% |
| 2014 | 69% | 83% |
| 2013 | 67% | 88% |
| 2012 | 65% | 83% |
| 2011 | 58% | 86% |
| 2010 | 66% | 87% |
*“Substantially” is the combined % of students reporting leadership skills “Moderately” or “Greatly” enhanced (Rating Scale: Not at all--A little--Moderately--Greatly).
Community Service
Almost nine out of ten 2018 graduates participated in community service during their undergraduate years at Gettysburg, strengthening their civic engagement.
| Graduating Class | Community Service Participation Rate |
|---|---|
| 2018 | 88% |
| 2017 | 86% |
| 2016 | 89% |
| 2015 | 87% |
| 2014 | 83% |
| 2013 | 80% |
Service Learning
In 2017, 68% 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 | |
|---|---|
| 2017 | 68% |
| 2014 | 64% |
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
Source
Office of Institutional Analysis