Gettysburg students participate in many high-impact practices 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 based on research. Displayed below are participation rates by the time of their graduation.
76% of the 2023 graduating class completed at least one internship during their years at the College, enriching their academic learning and gaining valuable work experience.
|Graduating Class||Internship (Paid or Unpaid) Participation Rate|
Close to 60% of the Gettysburg College Fall 2017 entering cohort who graduated in four years studied abroad for a semester or an academic year, enriching their academic learning and developing their global perspectives.
|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. **At Gettysburg, most of those who studied abroad did so during their junior year. For the Fall 2018 entering cohort, their junior year was the 2020-21 academic year--a pandemic year; because of the pandemic, many students in this cohort cancelled their study-abroad plan, thus the 20% participation rate. Some of the graduates in the Fall 2017 entering cohort who had planned to study abroad during their senior year also cancelled their plan due to the pandemic.
60% of the 2023 graduating class worked with faculty on research during their years at the College, 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. Since Fall 2020, all first-year students have been required to take a FYS.
64% of the 2023 graduating class served in a leadership role/roles during their years at the College: Residential Education staff (e.g., RA), campus organization/club officer (e.g., in Student Senate, Greek organizations, clubs/organized groups), athletic team captain, GLC (Garthwait Leadership Center) leadership mentor/outdoor facilitator, CPS (Center for Public Service) program coordinator, tour guide, EI (Eisenhower Institute) Undergraduate Fellow, or similar leadership position, substantially enhancing their leadership skills.
|Graduating Class||% Served 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). Data not collected for 2020-2022.
84% of the 2023 graduating class participated in community service during their years at the College, 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 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, 2021, and 2022 when participation rate was 38%, 80%, and 46%, respectively, due to the disruptions of the COVID-19 pandemic. 2) Data source for Study Abroad: Office of the Registrar, Office of Institutional Analysis, & Center for Global Education. 3) 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
Office of Institutional Analysis