Powerful Learning Experiences and Underclassmen Survey Kristel Givogue Jonathan Whitfield Brian Svejkosky Maggie Bradley Matt Soule

Purpose Client Dean Marty Eisenberg Goal Learn about how newer students view various powerful learning experiences Powerful learning experiences

Client

Dean Marty Eisenberg

Goal

Learn about how newer students view various powerful learning experiences

Powerful learning experiences

Research Questions Are younger students familiar with powerful learning experiences at Truman? How do they hear about these experiences? Do they plan to participate? What allows them or prevents them from participating?

Are younger students familiar with powerful learning experiences at Truman?

How do they hear about these experiences?

Do they plan to participate?

What allows them or prevents them from participating?

Method Simple random sample (SRS) 800 students Obtained from list provided by Dean Eisenberg Sent email with link to ITS survey Reminder emails every four days Incentive: t-shirt drawing

Simple random sample (SRS)

800 students

Obtained from list provided by Dean Eisenberg

Sent email with link to ITS survey

Reminder emails every four days

Incentive: t-shirt drawing

Participants N =187 19 participants not in first 4 semesters 69% female, 29.2% male, 1.8% transgender

N =187

19 participants not in first 4 semesters

69% female, 29.2% male, 1.8% transgender

GPA Breakdown

Program Familiarity General Honors: 63.7% Internships: 41.1% Service learning: 18.6% Student-led courses: 33.5% Study Abroad: 87.4% Undergraduate Research: 37.1%

General Honors: 63.7%

Internships: 41.1%

Service learning: 18.6%

Student-led courses: 33.5%

Study Abroad: 87.4%

Undergraduate Research: 37.1%

Top Source of Information General Honors: Truman website Internships: Career Center Service learning: Other students Student-led courses: Other students Study Abroad: Other students Undergraduate Research: Faculty

General Honors: Truman website

Internships: Career Center

Service learning: Other students

Student-led courses: Other students

Study Abroad: Other students

Undergraduate Research: Faculty

Program Participation Have Participated Planning to Participate General Honors 7.5% (n=107) 80.8% (n=99) Internships 5.8% (n=69) 79.7% (n=64) Service learning 51.6% (n=31) 53.3% (n=15) Student-led courses 8.9% (n=56) 47.1% (n=51) Study Abroad 2.7% (n=146) 84.5% (n=142) Undergraduate Research 19.4% (n=62) 60% (n=50)

Correlations Positive correlation between GPA and General Honors Participation (p=.045) No other correlations between GPA and Program Participation were significant

Positive correlation between GPA and General Honors Participation (p=.045)

No other correlations between GPA and Program Participation were significant

Incentives for Participation General Honors All significant using Wilcoxon Signed Ranks Test

General Honors

All significant using Wilcoxon Signed Ranks Test

Incentives for Participation Internships Personal Interest (p=.059) Service Learning All significant using Wilcoxon Signed Ranks Test

Internships

Personal Interest (p=.059)

Service Learning

All significant using Wilcoxon Signed Ranks Test

Incentives for Participation Student-led courses No statistically significant incentives using Wilcoxon Signed Ranks Test Study Abroad Personal Interest (p=.059) Several other factors were also marginally significant

Student-led courses

No statistically significant incentives using Wilcoxon Signed Ranks Test

Study Abroad

Personal Interest (p=.059)

Several other factors were also marginally significant

Incentives for Participation Undergraduate Research All significant using Wilcoxon Signed Ranks Test

Undergraduate Research

All significant using Wilcoxon Signed Ranks Test

Barriers Preventing Participation General Honors Information not widely available (p=.026) Lack of personal interest (p<.001) Lack of time (p<.001) Internships Lack of personal interest (p<.001) Lack of time (p<.001)

General Honors

Information not widely available (p=.026)

Lack of personal interest (p<.001)

Lack of time (p<.001)

Internships

Lack of personal interest (p<.001)

Lack of time (p<.001)

Barriers Preventing Participation Service Learning No statistically significant barriers using Wilcoxon Signed Ranks Test Student-led courses Information not widely available (p=.015) Lack of personal interest (p<.001) Lack of time (p<.001)

Service Learning

No statistically significant barriers using Wilcoxon Signed Ranks Test

Student-led courses

Information not widely available (p=.015)

Lack of personal interest (p<.001)

Lack of time (p<.001)

Barriers Preventing Participation Study Abroad Cost is not covered by tuition (p=.002) Lack of personal interest (p=.008) Lack of time (p=.001) Undergraduate Research Lack of personal interest (p=.034) Lack of time (p=.027)

Study Abroad

Cost is not covered by tuition (p=.002)

Lack of personal interest (p=.008)

Lack of time (p=.001)

Undergraduate Research

Lack of personal interest (p=.034)

Lack of time (p=.027)

Conclusions Young student familiarity Popular sources of information Program participation Participation incentives and barriers

Young student familiarity

Popular sources of information

Program participation

Participation incentives and barriers

Limitations Paper Pilot Test Confusing and unlike actual survey Timing of Survey Distribution Later in the semester Spring Break Small sample sizes for many questions Too many filter questions leading to different N s for various questions

Paper Pilot Test

Confusing and unlike actual survey

Timing of Survey Distribution

Later in the semester

Spring Break

Small sample sizes for many questions

Too many filter questions leading to different N s for various questions