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 based on
Despite the disruptions brought on by the COVID-19 pandemic, seven out of ten students in the 2022 graduating class completed an internship during their undergraduate education 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 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.
Despite the disruptions brought on by the COVID-19 pandemic, 57% of the 2022 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. Since Fall 2020, all first-year students have been required to take a FYS.
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). Data not available for 2020-2022. Data will be collected again in 2023.
Despite the disruptions brought on by the COVID-19 pandemic, 82% of the 2022 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 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; additionally, in 2020, 2021, and 2022, 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, & 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