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![completed this certification.
Perceiving what employers are looking for
This code represents qualities of potential employees in which employers are looking for, as
perceived by the participants.
When asked what they thought employers were looking for, Brianna said, “Someone that
is well-rounded.” She added, “They're versed in different subjects, like even if it is not
their major they know something about these different topics.”
Jackie said, “I think if they're looking for somebody who is well-rounded, it would be
encouraging to see something that is like a global awareness certificate and a leadership
certificate and like an art, whatever that art one was, to get like a, that shows that clearly
you are knowledge about various different things that are going on in the world [...]”
Code conclusion: This code provided information regarding the participants ideas of what
employers are looking for in potential employees. Both participants who commented on this
topic seemed to agree that being “well-rounded” important and being able to have a wide variety
of knowledge.
Transfers and awareness](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-69-320.jpg)
![Perceiving Certification Process as Time Consuming
The code “Perceiving Certification Process as Time Consuming” explains and shows students’
perceptions that the certification process for Experiential Learning takes a lot of time.
After thinking about the certificate process Brianna, a senior majoring in religious
studies, said, “It seems like something that you would build on. Like it is going to be over
a period of time.” Brianna found benefits to the certificates when she added, “I think it
would be a good thing. If like what we were talking about if you want it to help with your
future then […]”
Kelsey, a junior majoring in biology, responded to the topic by saying. “Since time is
very precious since we have like homework and jobs and class and like if you are a senior
and you are just hearing about it could be something… kind of… It’s something that
makes you anxious about. Like taking on that. If you have enough time. If it is going to
benefit you in the way that you are looking for because you’re trying to push this.”
Lauren, a junior majoring in exercise science, came up with a suggestion when she said,
“I think knowing the amount of effort to the certificate and a timeline to the certificate if
you don’t have any of the qualifications, and then like the payoff. What is it gonna do and
what does it mean, what do I gain from it?”
Code conclusion: Students are busy and seniors do not have a lot of extra time to fit in extra
activities. Adding extra work to a busy student’s life could cause anxiety and stress. If students
have time and the certificate benefits them the certificate would be helpful. The process of](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-78-320.jpg)
![and like sitting in a classroom.
When asked what kind of experience is needed to be considered globally aware, Jackie,
senior majoring in history and GIST, answered, “I think it would be really important to
cultures that drastically different than ours. Cultures that are based on hunting and
gathering, that don’t have stable infrastructure, they travel around and have different
social structures umm, individuals have different roles than we do in our society. I think
that looking at a society that’s different, a culture that's different than ours on like a
drastic scale. I mean like you go to Germany and like kids are still wearing Nikes, they
live in houses and they watch Netflix. It would be important to go to a place where
people don’t have access to the internet, not all people have cell phones, that sort of a
thing.”
Jackie later added, “[...] It must have been the same type of certificate and I mean I only
went to Germany so like for me that doesn't seem like it's applicable to Global Awareness
because I don’t really think that we’re culturally much different from them. So I feel like
if i went to Africa, South America or Asia where there is more cultural differences and I
felt more aware of those differences maybe I would feel it is more applicable.”
Kelsey, junior majoring in biology, expressed her thoughts on global awareness by
saying, “So I don’t know she thought the global awareness certificate didn’t apply to her,
she didn’t feel like she went to a culture that was so different even though she might have
qualified for it because she thought that she just skipped through it. So I think maybe
that’s what’s happening.”](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-85-320.jpg)
![Code conclusion: Participants felt that in order to receive a certificate from GAP the must study
abroad to a country that is culturally different from the United States. One of the students that
had studied abroad felt that the program was not applicable to her because the cultures were
similar.
Perceiving leadership certificate
This code details what students thought the leadership certificate was and how it is acquired.
When asked about what she thought the leadership certificate entailed, Lauren, junior
majoring in exercise science, said “That it requires you have a leadership position
somewhere on campus or likewise in the community.”
Jackie, senior majoring in history and GIST, answered the same question by saying,
“Leadership for sure. but like she said it sounds like you do a lot of extra curricular things
outside of school, outside of work, so that sounds like I don’t know, maybe you have to
take time out to get a certificate but you already of time set aside for all the activities that
you are involved in.”
Lauren added, “yeah I just feel like you would have to have quite a good leadership to
come up with that certification.”
Brianna, senior majoring in religious studies talked about her experience completing the
leadership certificate by saying, “[…] and going into it, like before I was looking at it, I](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-86-320.jpg)
![Code Conclusion: Students have conflicting thoughts on what majors do research. Students think
that the research certificate is similar to undergraduate research.
Category conclusion: Participants had different opinions on what they thought KU Experiential
Learning was and what the individual certificates entailed. Overall they thought that the
certificate programs involved experiences outside of the classroom done over a period of time.
Students’ ideas for changes to programs (Sookie Thongkham):
This category contains suggestions the participants had for the certificates’ outreach to students.
Suggesting certificate be included in academic planning
This code contains the suggestions in relation to inclusion in academic planning.
When asked about how participants would react to seeing certificates on the degree
progress report, Kelsey, a junior in biology, said, “It would probably prompt you
to look up the qualifications, like what it entails more, because I can't imagine me going
to KU's website without this focus group and saying 'oh I'm going to look up certificates'
[...] I'm already trying to get a degree, you know, I can't imagine being like 'oh and what
certificates do I need?' to add onto my daily work, you know, like I just can't imagine
doing that. [...] I can't imagine pushing the certificates button unless it was on like a
report saying 'and look, you know, you have this class to take and you have this' or
something like that.”](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-88-320.jpg)
![When asked what is the best way for students to have information about the certificates,
Kelsey said, “I guess on our degree progress report. Where it was like, you're also close
to this certification. Or, you know, advisors saying instead of taking this Zumba class you
can take [...].”
Adding on to Kelsey’s response about including certificates in the degree progress report,
Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed
and this gen ed, then they could have this certificate, like they would actually mean
something. And I think that is a big frustration of a lot of people, [...] they have to take
this class that doesn't like affect them, but if they knew they could take these certain
classes that qualify for that core portion, and they would get a certificate of it. That would
make more sense.”
When asked what is the best way to get information, Jackie, a senior in history and global
& international studies, said, “I think in my classes that, we talked about the classes that
qualify for those, I think that’s really important. I would’ve really appreciated if
somebody talked to me about this sooner.”
In response to the topic of the KU schedule including what completes the KU Core in the
course descriptions, Jackie said, “I think those also have if they’re core, you could also do
that for certificate like this meets core and also part of this certificate.”
When asked what would be the right time and place to reach out to students, Brianna, a
senior in religious studies, said, “Have you guy’s advisors talked about these](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-89-320.jpg)
![Adding on to Brianna’s response about professors reaching out students about
certificates, Kelsey said, “Yeah. When they're introducing like the course they could say
this is the third class to take for this or this fulfills this.”
Code Conclusion: Participants are under the impression that if a professor’s course is applicable
to a certificate then they should be well-informed about the certificate. The professor should
convey the information to students instead of having a guest speaker from experiential learning.
Placing certificates next to degree progress report
This code contains suggestions regarding merging the certificates into the degree progress report.
When asked how students would seek information about the certificates, Brianna, a
senior in religious studies, said, “I also wonder if it was put by like your degree progress
report, like on KU's website where it says like your major your minor and then it could
say like certificate like still available. So it's like right there so when you're looking at
your progress you can be like ‘Oh, I could do these also.’”
When asked about how participants would react to seeing certificates on the degree
progress report, Kelsey, a junior in biology, said, “It would probably prompt you to look
up the qualifications, like what it entails more, because I can't imagine me going to KU's
website without this focus group and saying 'oh I'm going to look up certificates'[...]
whenever, I wouldn't be, I'm already trying to get a degree [...] I can't imagine being like
'oh and what certificates do I need?' to add onto my daily work [...] I just can't imagine
doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-91-320.jpg)
![pushing the certificates button unless it was on like a report saying 'and look, you know,
you have this class to take and you have this' or something like that.”
Adding on to Kelsey’s response about including certificates in the degree progress report,
Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed
[...] then they could have this certificate, like they would actually mean something. And I
think that is a big frustration of a lot of people, is that they have to take these stupid
classes, they have to take this class that doesn't like affect them, but if they knew they
could take these certain classes that qualify for that core portion, and they would get a
certificate of it. That would make more sense.”
Code Conclusion: The participants perceive the certificates as an educational component to their
undergraduate studies. Therefore, it would only make sense to include the certificate information
in the academic planning for enrollment so they are informed during the process. One way to do
this, is including the certificate requirements on their degree progress report.
Suggesting changes to global awareness program
This code contains suggestions to improve the global awareness program.
In response to what the global awareness program is, Jackie, a senior in history and
global & international studies, said, “If I had been made aware of that before or while I
was studying abroad, I think I would have applied for that.”](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-92-320.jpg)
![talk to us you know – if all of us have advisors that didn’t tell us then there is something
going wrong with that and opportunities are being missed through that connection.”
In addition to how the certificates can be better communicated, Kelsey said, “As long as
it was communicated by like an advisor and the advisor was saying 'hey, this could help
you and you look like you're interested' [...] and if I wasn't interested in leadership
because I want it as a minor he could say 'but there are others' you know, and kind of
make it broader so if I was interested in the Global Awareness or something like that then
I'd have options there.”
Code conclusion: Students confront advisors for a reason. Participants expected advisors to be
the one to inform them about the certificates because they are the ones to make sure students are
on track for graduation.
Having Experiential Learning at orientation
This code contains suggestions of showcasing the certificate programs at orientations.
When asked how what would be a good way to get participants involved if they were a
freshman, Brianna, a senior in religious studies, said, “I know they had tables for
Experiential Learning at orientation, but like just like any other thing during orientation,
it goes right over your head you’re just looking at all these booths and all these things to
do. But I think if it were in a more intimate setting like sitting down with your advisor the
first time to get your hold off and if that is something they would bring up like as a
discussion point.”](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-94-320.jpg)
![When asked who participants’ prefer to reach out to them about certificates, Jackie, a
senior in history and global & international studies, said, “Advisors, professors, I’m also
a transfer student so orientation. [...] I think in that sense I have the same feeling when I
came here everybody was already, had been here for two years or more and was already
accumulated to everything. I felt very distant from that sort of thing. This would be a
good program to get especially transfer students. I feel like it’s an easier way to get
yourself situated into the university and see what else you can be successful at.”
Code Conclusion: Participants wish they were approached and informed during orientation to get
involved. This will allow students to include the steps to complete a certificate in their academic
planning so than can be more prepared.
Suggesting names for Experiential Learning
This code contains suggestions of names for Experiential Learning in terms of understanding the
purpose and programs.
When asked how the certificates could be explained easier, Lauren, a junior in exercise
science, said, “I think the name could explain it and just a description of what the
certificates and homework to gain the experience.”
When asked about renaming the certificates to have a better understanding, Lauren said,
“I feel like if it had name closer to certification. I didn’t really get you get a certificate
from experiential learning.”](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-95-320.jpg)
![Brianna: One being politics, global awareness in the sense that you know what is happening in
the world, like outside of like political figures, but like refugee crisis, like there are a lot people
that don't know that's going on right now, so something like that, where it could just be that it is a
conversation point that may come up in an interview or something.
Moderator: Okay.
Brianna: So just being able to talk about things outside of your own bubble.
Moderator: Okay. Anything else you guys want to add?
Moderator: My next question would be, do you think certification programs could help in that
area? And in what way?
Jackie: I think if they're looking for somebody who is well-rounded, it would be encouraging to
see something that is like a global awareness certificate and a leadership certificate and like an
art, whatever that art one was, to get like a, that shows that clearly you are knowledge about
various different things that are going on in the world, that are going on in [incomprehensible],
like, having like a wide array of them.
Moderator: What about if you were an employer and I had an arts engagement or I had the
research one, what would you guys, do you guys think that would be less important than a global
awareness or leadership or what kind of, would you rank them in any certain order of
importance?
Kelsey: I think it's important because sometimes you don't get that when it's not on paper. So if
you like turn in your resume and you get to have the certification and you'll know which ever
how it rounds you out in that way, sometimes you don't get the chance to say it in person to get
that interview, so it's important to have it documented I guess and to show it on paper, not just](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-133-320.jpg)
![Brianna: It was just me. I didn't hear it from my friends, but I like heard it the class at the
leadership one and then the global awareness I just got an email like after. But one of my friends
does have the, or was pursuing the arts engagement one.
Moderator: Okay. And do you know anything about their experience doing that?
Brianna: *shakes head*
Moderator: No?
Brianna: No.
Moderator: Do they have it?
Brianna to Emily: I don't know, do you have it?
Emily: I don't.
Moderator: Okay. Would you guys consider doing, like, a certificate, that wasn't directly linked
to a like a major or something you were already interested in?
Lille: Yes.
Moderator: And why is that?
Lauren: Because it makes you well-rounded. It like pulls you out of your little space, I don't
know.
Kelsey: Sometimes you need credits and people are like 'oh I'll just take this for fun' but if you
knew that you were like two credits away from a certificate, you could use those extra credits
toward a certificate and then it matters.
Moderator: Okay. And what would be the best way to have that information?
Kelsey: I guess on our degree progress report. Where it was like, you're also close to this
certification. Or, you know, advisors saying instead of taking this zumba class you can take [...]](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-136-320.jpg)
![build your resume or help them get class credit.” (Brianna)
2. “it’s like who you know sometimes so maybe like network building if it has anything to
do with like opportunities that an employee can network through.” (Kelsey)
3. “if it was like required. Skills for the real world.” (Jackie)
4. “if I was told how they would help me stay on track with graduating or how that would
affect my credits.” (Brianna)
5. “Someone that is well-rounded.” (Brianna)
6. “I think if they're looking for somebody who is well-rounded, it would be encouraging to
see something that is like a global awareness certificate and a leadership certificate and
like an art, whatever that art one was, to get like a, that shows that clearly you are
knowledge about various different things that are going on in the world, that are going on
in [incomprehensible], like, having like a wide array of them.” (Jackie)
Transfers and awareness
1. “I transferred so that kind of changed my opportunities and what I was looking for so in
that process I felt it was kind of hard to begin when other people have been here before.
Because I wasn’t apart of the university it was a smaller college. So I think if those
opportunities are given to non traditional students in way that would be easier to find I
don’t know if that could be helped or how, but I know I am apart of the non-traditional
student foundation so we always try to find ways that include other people and
organizations with us so I don’t know how that can help I just know it’s harder when
you’re in a situation like that to be involved in things that you feel like you're already past
it.” (Kelsey)](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-149-320.jpg)
![because I can't imagine me going to KU's website without this focus group and saying 'oh
I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to
get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to
add onto my daily work, you know, like I just can't imagine doing that. So, even if it was
a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button
unless it was on like a report saying 'and look, you know, you have this class to take and
you have this' or something like that.” (Kelsey)
4. “I guess on our degree progress report. Where it was like, you're also close to this
certification. Or, you know, advisors saying instead of taking this Zumba class you can
take [...]” (Kelsey)
5. “If they knew that if they took like this gen ed and this gen ed, then they could have this
certificate, like they would actually mean something. And I think that is a big frustration
of a lot of people, is that they have to take these stupid classes, they have to take this
class that doesn't like affect them, but if they knew they could take these certain classes
that qualify for that core portion, and they would get a certificate of it. That would make
more sense.” (Brianna)
6. “I think a lot of it, just to like hear about it or learn about it just the KU core, I spent
forever looking at that long list of classes and seeing which one, like, 4.1, 4.2 like seeing
with what goes with what so like if it told you like hey if you take this one and this one
you fulfill the core and then like you get this certificate so then, like, it would help you
like make the decision on like what classes you were going to take, instead of taking one
like yoga, you would take like leadership and this and then you would get a certificate.”
(Lauren)](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-162-320.jpg)
![‘Oh, I could do these also.’” (Brianna)
2. “Yes, so it becomes a part of your academic planning that you can include those in there.
So it doesn't seem like a club, so it's not like a club or like a different organization it's like
part of your academics.” (Brianna)
3. “It would probably prompt you to look up the qualifications, like what it entails more,
because I can't imagine me going to KU's website without this focus group and saying 'oh
I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to
get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to
add onto my daily work, you know, like I just can't imagine doing that. So, even if it was
a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button
unless it was on like a report saying 'and look, you know, you have this class to take and
you have this' or something like that.” (Kelsey)
4. “I guess on our degree progress report. Where it was like, you're also close to this
certification. Or, you know, advisors saying instead of taking this Zumba class you can
take [...]” (Kelsey)
5. “If they knew that if they took like this gen ed and this gen ed, then they could have this
certificate, like they would actually mean something. And I think that is a big frustration
of a lot of people, is that they have to take these stupid classes, they have to take this
class that doesn't like affect them, but if they knew they could take these certain classes
that qualify for that core portion, and they would get a certificate of it. That would make
more sense.” (Brianna)
Preferring advisors to provide information
1. “Have you guy’s advisors talked about these opportunities? Because mine didn't, so](https://image.slidesharecdn.com/5092d4b7-39ec-4dda-b8de-455301231e88-160217104420/85/KU-Experiential-Learning-Final-Research-Report-165-320.jpg)
More Related Content
KU Experiential Learning Final Research Report
- 1. JOUR 460: ResearchMethods in Strategic Communication KU Experiential Learning Final Research Report (Fall, 2015) Team Uruguay: Dylan Jacobs, Macaela Jones, Emily Kawola, Bria Strickland, Sookie Thongkham
- 2. TABLE OF CONTENTS ExecutiveSummary Certificates at other Universities Arts Engagement Global Awareness Leadership Research Experience Service Learning Research Methods Survey Focus Group Data Analysis Survey Focus Group Participants Survey Focus Group Findings Survey Awareness Perceptions Interactions Strategies Certificate-Specific Questions Media Diet Open-Ended Questions Focus Group Limitations Survey Focus Group Conclusion Appendices Appendix A Appendix B
- 3. EXECUTIVE SUMMARY (Written byDylan Jacobs and Emily Kawola) KU Experiential Learning is a program that provides students with certifications in different areas. The areas are Global Awareness, Leadership, Research, Service Learning and Arts Engagement. The mission of the Experiential Learning programs is: “Experiential learning denotes a rigorous learning experience, occurring within a community setting (e.g., professional, artistic, scientific, scholarly, local) and integrated as part of an academic degree program, which requires the student to take an active role in the learning process.” As part of Dr. Erba’s JOUR 460: Research Methods class, we were assigned to answer a research question given to us by the representatives of KU Experiential Learning: how does KU Experiential Learning increase awareness among KU undergraduate students? This question is the base for all of the research methods used and data that was collected, was always done so with this question in mind. All research was done in a systematic manner and could be duplicated. Our research methods included secondary research, a focus group, and a survey. The purpose of the secondary research was to familiarize ourselves with KU Experiential Learning and the certificates/programs it offers. It was also meant to give an analysis of the certificates/programs in regards to their individual communication strategies and explore challenges and opportunities facing these certificates/programs. This secondary research evaluated online information in which we noted the process of finding information for each program. We also evaluated media channels each certificate is currently using and analyzed any data provided in regards to traffic and interaction with these media channels. The last part of the secondary research was the evaluation of other (similar) programs in which we selected two peer
- 4. institution’s programs andexplored similarities and differences, as well as what they were doing in terms of branding and programming. The next form of research we conducted was a focus group in which we recruited one person per group member to participate. The group member could not be a journalism student. This focus group was held in order to collect more in-depth detail through asking questions that would help to answer the research question by encouraging conversation about ideas regarding Experiential Learning that participants had. This focus group was ultimately transcribed and analyzed by category to better interpret the data we had collected. As the last method of research, we provided a survey to 679 participants in order to measure perceptions, attitudes and opinions regarding KU Experiential Learning. The survey included questions pertaining to perception, awareness, interactions, strategies, certificate- specific questions, media diet, and open-ended questions. Overall, our research provided us with many insightful findings. In our secondary research we were able to find that some of the peer universities incorporate these programs into either majors or minors and require more of a commitment to the program. The focus group showed that students highly preferred that they receive university information such as certification information from an advisor or a professor. From our survey, it was found that the majority of participants see extra curricular activity as important, but the majorities have not heard of KU Experiential Learning. CERTIFICATES AT OTHER UNIVERSITIES Arts Engagement (Bria Strickland) According to the information provide from the client there weren’t any previous models of the Arts Engagement Certificate as extensive as KU’s. I was able to find a few arts programs
- 5. with some similaritiesto KU’s program. Most of the programs were offered from Art and Design schools. Otis College of Art and Design offers a variety of certificate programs that fall under Arts. Art Education, Graphic Design, and Fine Arts are a few of their programs. The requirements of these certification programs are to complete several courses that teach the foundation and fundamentals. The number of courses required depends on which certification a student wants to learn. There is an additional cost to complete the certificate that could be as high as $14,000. Other than taking the course and paying the fees there are no outside requirements of attending events. They currently have a website dedicated to the certificate programs, but I could not find specific social media accounts. They don’t mention the certificate programs on their main accounts Penn State offers an online undergraduate certification in Digital Art. The program is open to anyone who wants to learn about graphic design and multimedia art. Though their certificate program differs from KU, their website set up similar to KU’s Arts Engagement website. On the home page it tells about the reasoning for the certificate, how to apply, and links to related programs. There are other tabs that identify the required courses, the cost of the program, and how to contact the coordinator. At the bottom of the page they provide links to their general social network accounts, but they are not specific to the certificate program The website for Otis College of Art and Design’s certificate programs provided an example of what not to do for KU’s program. They have too much information on one page. Instead of section off each certificate program onto its own page everything is on one page. This makes it difficult for readers to find the information they are looking for without scrolling.
- 6. The website forthe Penn State program does a good job of explaining thoroughly explaining their program. Something I liked was the personal testimonial from a student in the program. This is something that could be incorporated into the Art Engagement website, so that students see how the program has benefitted a peer. On the certificate website they also mention some of the career benefits that come from obtaining a certificate through the program. Global Awareness Program (Dylan Jacobs) I chose to evaluate the University of Central Oklahoma program and the Georgia Tech University programs because they include a mixture of similarities with KU’s GAP certification program, whereas the University of Pittsburgh shared only the coursework in common. The programs differ greatly in programming. Georgia Tech provides a complimentary program that coincides with majors by selecting certain classes and spending at least 26 weeks of international experience. This program also has a list of participating majors that have this program integrated into the major course load and are the only ones able to complete the program. Regarding branding and marketing, there were links to social media profiles both websites, The U of Central Oklahoma has a Twitter and Facebook that do not have very big followings. Neither program has a logo as KU’s G.A.P. program does so it is hard to differentiate the program from being a club or major or minor unless you read into it. U of Central Oklahoma has a program that is fundamentally similar to that of KU’s GAP, however it differs in that a person can complete the “global experience” portion in a multitude of ways that don’t only include studying abroad. Also, it has a capstone portion where it is much like the reflection part of the GAP but students have more than one way to complete that final task. I believe that the GAP could take away a few things from these two previously mentioned programs. For example, incorporation into major programs, especially those who
- 7. require a foreignlanguage and where a high rate of students study abroad, such as the journalism school. A comprehensive program specific for those majors who cannot fit a foreign language or many electives into their schedule, such as the STEM field. Otherwise, I believe the GAP is a unique program with many benefits that stand out over the other given institutions. Leadership Program (Macaela Jones) Florida State University’s Leadership Studies Certificate is similar to KU’s Leadership Certificate. Their leadership certificate is designed to be an 18-unit program made for undergraduate students. All students that receive the certificate must receive a C or higher in all leadership classes. Students that complete the certificate will have it on their transcript. To apply for the certificate students must first submit a “plan of study” form and make an advising appointment with the leadership certificate advising. The website has a list of all the courses for the certificate as well as supporting courses. There is also a fact page that is devoted to answering commonly asked questions. The certificate is completed over a longer period of time due to the fact that students cannot take more than two leadership classes at one time. To receive credit for the courses students must write a 3-4-page reflection paper about their experiences. The certificate program does not have any social media accounts of its own for branding. It also is branded with the same design and message as all of the other certificates at the university. Therefore it does not stand out from the other certificates. There is no specific logo or tagline for the leadership certificate. Its webpage also has the same red and beige and white design as the rest of the university’s web pages. The University of Wisconsin’s Leadership Certificate is also comparable to KU’s Leadership Certificate. Its goal is to create leaders in a classroom environment and in the world.
- 8. The certificate programis run out of the Center for Leadership and Involvement at the university. To qualify for the program students must be enrolled at the university, involved in leadership positions while at school, have an average cumulative GPA of 2.5 and have 100 hours of recorded leadership experience. Before applying to the certificate students must experience an informational session in person or online, finish a leadership competencies activity and make an advising appointment. Program certification requires a number of leadership activities, academic classes, modules online, reflections and a value capstone analysis. Students are required to attain 100 hours of activities between the three categories of civic engagement, organizational/group leadership and trainings/workshops. They must also complete a Leadership Studies or Global and Cultural Competence course with a minimum of a B, finish three out of five modules and write a reflection for everyone. They must also write a reflection about their competencies. Finally, they must write a reflection of their leadership experience. The Leadership Certificate program for the University of Wisconsin has a Facebook page. The page consists of posts about certificate recipients, leadership opportunities and informational leadership events. While the certificate program has a social media account it does not post frequently. The last post on the page is from December 17, 2013. Besides a Facebook page, the certificate program does not have any other social media accounts. For branding the leadership certificate has two main features. First it has the slogan, “Define your direction. Get involved.” Second it has a logo that is a square full of small multi- colored boxes with a narrow winding trail going down the middle. The webpage for the certificate does not differ vastly from the rest of the university’s web pages. It has a standard red, beige and white design.
- 9. There are manysimilarities between KU’s leadership certification program and the leadership certificate programs of the University of Wisconsin and Florida State University. Florida State University and the University of Wisconsin’s Leadership Certificate programs compare and contrast KU’s leadership program. For example, completion of the certificate is noted on the transcripts of students from both universities. Placing the certification on student transcripts will motivate students to complete the certificate. The certificate would look good to future employers and on resumes. Florida State University requires students to take 18 units for the certificate in contrast with KU that only requires the completion of three leadership courses. I think both forms of class requirements are beneficial. More courses ensure that students have a full understanding of leadership. On the other hand having a smaller requirement provides students with the opportunity to get a minor or just get the certificate on top of their major. KU’s course enrollment format is beneficial because it allows for a more diverse group of students to complete the certification. Florida State University and the University of Wisconsin have a GPA requirement for classes taken for the certificate and KU does not. KU should probably follow the example of the other universities and create or mention the GPA requirement for the certificate. A GPA requirement would help ensure that students enrolled in the certificate program will be prepared to succeed. Also, it would ensure that students would try to do well in the required courses. Both Florida State and the University of Wisconsin require that students make an advising appointment with advisors from the Leadership Certificate program but KU does not. Creating an advising requirement ensures that students enrolling will have a strong understanding of the requirements of the certificate. KU should adopt this idea because it would
- 10. force the studentsto interact with the Leadership Certificate office and educate them about it. As a result they may be more compelled to finish the certificate if they have an advisor to keep them accountable. All of the Universities have a course list of required and suggested classes to take for the certificate. The course lists are helpful for KU students to use when trying to find classes that they have to take for the certificate. Florida State University and the University of Wisconsin both have a FAQ page on their certificate websites but KU does not. The FAQ pages provide an easy place for students to sift through all the certificate information. They also provide answers to common questions that students may have pertaining to the certificate. Another thing that KU should implement is more required informational activities. The University of Wisconsin requires students to participate in informational sessions to learn more about the program and how it works. Informational sessions would benefit KU Leadership Certificate students by ensuring that they will know about the program before they start it. This will reduce the amount of student mistakes when completing the certificate. Research Experience (Sookie Thongkham) The Illinois Office of Undergraduate Research (OUR) purpose is to make research central to the academic experience. The only source of information appears to be the webpage. There is a Twitter and Facebook account for the office but both appear to not be very active in promoting the certificate. The Undergraduate Programs at University of South Florida (USF) purpose is to support development of undergraduates as researchers and prepare them for graduate school. The certificate is focused on the College of Behavioral & Community Sciences. The requirements for
- 11. the certificate areall provided as coursework. There is a person of contact specifically regarding course selection along with flyers for additional information and research opportunities. The Illinois certificate will not appear on transcript but the office of undergraduate research (OUR) will provide a separate document showing completion. The website explains the purpose of the certificate, the requirements and how to register. All of the information regarding the certificate is listed on one page without separate tabs for organization. The requirements are listed in numerical steps with bulleted notes. The Illinois OUR was able to keep the information about their certificate short and concise to fit onto one page. The USF certificate is only offered through the College of Behavioral & Community Sciences. Information about the certificate is also on one page without separate tabs for USF. As mentioned before, all requirements are set up through coursework. Directed research projects have their own designated course. By having designated courses, students do not have to go through a separate process to get involved in or start a research project. The main contact for this certificate is the Director of Student Academic Support Services. All applications are submitted to the director. I think the KU Research Experience could possibly follow the one page method by keeping the information short and concise. Also, there should be a mention that directed study courses can provide the research experience project for presentation. This will make it a cohesive process versus finding research separately from the requirements. Service Learning (Emily Kawola) Stanford University has integrated their service learning into several different categories that allows the student to choose what route is best for them. All of these programs are organized by the Haas Center for Public Service. These four different programs allow students to choose
- 12. how they wantto participate in service learning. The Haas Center allows their students to create their own service project, that can last a summer or a quarter. These projects can be both local and international with over 350 programs to choose from. Another program they offer is choosing courses that center in service learning and learning how to deal with the problems of the world. The Haas Center website has all of the information that a prospective student would be looking for. The website has an overall consistent theme of the classic standard Stanford red. This helps to create the connection between the Haas Center and the university. The website is broken into six different sections, cardinal service, faculty, alumni, community, placements and about. In addition to these tabs the Haas website includes photos of students participating in programs and testimonials from students on their experiences in the programs. Indiana University-Purdue University Indianapolis has created a program to cultivate volunteering amongst its students. Their goal is to encourage learning and development of students and staff at the same time giving back to the community. Their website has programs for Civic-minded graduates and professionals, which are research opportunities. Under each of these programs, they provide an in-depth description of the program and why it is beneficial. They also provide several additional PDF’s that continue to help the viewer to understand how the program works. IUPUI has a great section that shows all the service opportunities in the area, broken up by field, to help find the perfect service opportunity. Both of these programs provide their participants with everything that they need to complete their program. Indiana University-Purdue University Indianapolis provides an entire section on service opportunities in the area. The Service Learning Certificate require service
- 13. hours to completethe program, by adding service opportunities to the page, you make it a one- stop shop for participants. Another idea that IUPUI has is to create a program that allows students to start working with professionals in the field. This program gives students contacts that they can use after school when looking for jobs, as well as experience in the field. Stanford University provides their students with several different options for completing their service learning. By doing so they allow students to tailor their learning to best fit what they like and need for their future. The Service learning program is small at the moment but in the future it could be interesting to see maybe a couple of different tracks for people to choose from. RESEARCH METHODS Survey (Macaela Jones and Sookie Thongkham) The questions for the survey questionnaire were conceptualized into the following themes: Awareness, Perceptions, Strategies, Certificate-Specific, Media Diet, and Open-Ended. The questions were based on nominal or interval scales. Each member of our five-person team recruited ten people totaling to 50 surveys just for our team. We recruited participants for our survey through convenience sampling by asking friends, roommates, co-workers, classmates and/or significant others. However, we analyzed data from surveys distributed by our entire JOUR 460 class, totaling to a sample population of 679 participants. Participants were either given a paper survey and asked to return it when they finished or they completed the survey in the presence of one of our team members. After collecting all of our surveys we manually recorded the data from each survey by entering the responses into an online data collection program. We analyze the data by using a SPSS software through KU Virtual Lab. The data was analyzed in terms of percentages, means and standard deviations.
- 14. Focus Group (MacaelaJones, Emily Kawola & Sookie Thongkham) The questions for the moderator guide were conceptualized into the following themes: Awareness/Knowledge, Perceptions, Interactions, Motivations & Barriers, and Education Background. All questions were either open-ended or closed-ended questions. Every closed- ended question had a follow-up open-ended question. Open-ended questions provided more elaborate details about the presence of KU Experiential Learning in the minds of KU undergraduate students. Our team conducted its focus group September 30, 2015 at 6 p.m. Four participants attended the focus group, which started at 6:30 p.m. and ended at 7:46 p.m. The focus group took one hour, 15 minutes to be completed from the time the moderator started his introduction to the last participant's comment. Our recruitment consisted of asking 23 students if they would be willing to participate in a 90-minute focus group on Experiential Learning. The students that we asked were either friends, roommates, classmates or significant others of members of our group. We relied on a convenience sampling method. Participants who attended ended up consisting of friends and significant others from members of our group. We received no participants from the Office of KU Experiential Learning. All of our participants were women and are dedicated to their studies. Two of our participants, Jackie and Kelsey, were transfer students. At least two of our participants, Brianna and Jackie, had studied abroad. One participant, Brianna, stated that she had completed at least two of the certificate programs. It is to be said that Brianna may not actually have the Global Awareness certification due to an email that was mistakenly sent to some students telling them they had completed it when they had not. This is also supported by the fact that Brianna does not
- 15. mention completion ofsome components of the GAP certificate, such as the reflection essay. Therefore, we are not sure if she has actually completed this certification. Conducting the focus group required six people. We had one moderator asking questions from our moderator guide to participants and keeping the conversations on track. There were two note takers who observed the reactions, tones and gestures of participants. In addition, there were two people that observed the focus group and passed additional questions to ask to the moderator. Finally, our professor sat in an adjacent room listening to the focus group. He occasionally added input to the focus group to the note passers and they would relay the information to the moderator. The focus group was held in the conference room in Stauffer-Flint. Participants were asked to sit around a table for the focus group. The moderator sat in the middle of the table with participants next to and across from him. The note passers sat behind the moderator and the note takers sat in two other corners of the room. During the focus group, our participant Brianna carried the most of the conversation as she was observed to be the most opinionated. Other participants seem to have an open mind because they would often nod in agreement with another participant’s answer or elaborate off another participant’s answer. There were times when we tried to receive a specific answer from them, the participants would be confused or provide the same answer because the questions sounded familiar or they perceived that multiple questions were asking the same thing. Some participants did not sound as confident in their answer because they presented their answer as if they were making sure it was correct or what we were looking for. In this case, we were unsure as to how much honesty, in terms of how the feel, were behind their responses. Also, because the focus group was small, it may have felt intimidating to the participants because at times they
- 16. would look ateach other to see who would answer first so they could get an idea of how to respond. Our team consists of five people. We each transcribed 14 minutes and 13 seconds of audio from the focus group. The transcription consists of 11 thousand and 15 words and is 42 pages long. Our focus group notes were two pages long and consisted of 637 words. Our focus group’s debrief consisted of 1,565 words and was three pages long. When analyzing the focus group transcription, we each created an individual document of codes. We used the tracks tool in Microsoft Word to leave comments of possible code names. Each team member read through the focus group transcription and used the data from the quotes to develop codes. We then categorized quotes into the codes that they associated with. For example, the topic of a question from the focus group may be a category or theme and the codes would be the specific answers and responses given by the participants as supporting evidence. Next, we listed the names of all of our codes to compare the classification of quotes. This revealed that we had common codes and we moved forward by deciding which name best described that code. After finalizing the names of the codes, we began to put them into categories or themes. Then, we created a master list of the codes by combining all of our quotes. We did not duplicate quotes under one code. However, a quote may be used for multiple codes. There was no limit to the number of codes we developed and there was no limit to the number of quotes we had in each code. The six categories that emerged from our data include: students’ perceptions of certificate programs, students’ ideas for changes to programs, perceptions of digital media, negative perception of communication, basic communication and benefits and awareness. The codes with the most quotes include: perceiving thoughts of what Experiential Learning entails, suggesting
- 17. certificate be includedin academic planning, using social media for university information, naming confusion for experiential learning, and perceiving benefits. These categories and codes consist of the participants’ knowledge and awareness about the certificates and how they, as students, prefer information to be communicated about Experiential Learning. The participants provide supporting evidence that students are not aware of the experiential learning program, do not understand its purpose and do not associate it with certificates. DATA ANALYSIS Survey (Bria Strickland and Sookie Thongkham) Our team collected a total of 50 surveys. After collecting survey results our team divided up the questions in order to analyze the results. We all used SPSS Statistics 22 software to analyze the survey data. Depending on the type of question, it was either continuous data for interval scale questions or categorical data for nominal scale questions we analyzed accordingly. For continuous data, we reported the mean and standard deviation of all relevant items from the survey. We also explored data based on gender and year in school. We analyzed the continuous variables using a general linear model with a univariate function for analyzing single items or a multivariate function for analyzing more than one item. These items would be analyzed as dependent variables. When we explored data based on gender and year in school demographic variables we analyzed them as fixed factors. This generates several tables exploring the actual effects of these variables on the dependent variables. However, we only do this to obtain the calculated means tables. If the mean difference was lower than 0.5, we simply stated that no significant differences in the data were found. Any mean differences equal to or greater than 0.5 were worth reporting. For example, if there are no differences between the mean of male participants and the
- 18. mean of femaleparticipants we state something such as overall participants agreed it is important to complete a certificate, and provide the overall mean and standard deviation. If there is a difference between the mean of male participants and the mean of female participants, then we may state something along the lines of overall women--provide the mean and standard deviation for the female variable--were more likely than men--provide the mean and standard deviaion for the male variable--to think that it is important to complete a certificate. Categorical data is expressed in percentages. We analyzed the categorical variables either as individual variables/items or based on gender and year in school. Only participants who identified as either male or female were calculated. Freshmen and sophomores were combined into underclassmen while seniors and fifth years were combined into seniors. For individual variables/items, we analyzed the descriptive statistics of frequencies. The frequencies provide the data of how many people selected each answer. For example, a yes or no question may have data resulting in 152 participants selecting “Yes,” and 291 participants selecting “no” which totals to 443 participants that answered the questions out of the total 679 participants that were given the survey. However, the frequencies only provide percentages where the 100% represents the total amount of participants who answered the question and not out of the total participants that were given the survey. Depending on the question, there are some instances where we calculated the percentages ourselves in which case the 100% represents the total participants that were given the survey. For analyzing categorical variables that are based on genders or year in school, we used a crosstabs function to provide the data of the gender and year in school characteristics of the participants who answered the question. For example, again, for the yes or no question the data may report 37 males and 115 females reported “Yes” while 101 males and 187 females reported
- 19. “No.” It willalso include data on totals such as a total of 138 males and 302 females answered the question. The same applies to year in school with the the three variables: underclassmen, juniors and seniors. The purpose is to count the number participants and their answers, expressed in percentages. Focus Group Our team consists of five people. The transcription of the focus group is full. We each transcribed 14 minutes and 13 seconds of audio from the focus group. The transcription consists of 11 thousand and 15 words and is 42 pages long. Our focus group notes were two pages long and consisted of 637 words. Our focus group debrief consisted of 1,565 words and was three pages long. When analyzing the focus group transcription, we each created an individual document of codes. We used the tracks tool in Microsoft Word to leave comments of possible code names. Each team member read through the focus group transcription and pulled quotes that qualified as supporting evidence, organizing them under specific codes. For example, the topic of a question from the focus group may be a category or theme and the codes would be the specific answers and responses given by the participants as supporting evidence. Next, we listed the names of all of our codes to compare the classification of quotes. This revealed that we had common codes and we moved forward by deciding which name best described that code. After finalizing the names of the codes, we began to put them into categories or themes. Then, we created a master list of the codes by combining all of our quotes. We did not duplicate quotes under one code. However, a quote may be used for multiple codes. There was
- 20. no limit tothe number of codes we developed and there was no limit to the number of quotes we had in each code. The six categories that emerged from our data include: students’ perceptions of certificate programs, students’ ideas for changes to programs, perceptions of digital media, negative perception of communication, basic communication and benefits and awareness. The codes with the most quotes include: perceiving thoughts of what Experiential Learning entails, suggesting certificate be included in academic planning, using social media for university information, naming confusion for experiential learning, and perceiving benefits. These categories and codes consist of the participants’ knowledge and awareness about the certificates and how they, as students, prefer information to be communicated about Experiential Learning. The participants provide supporting evidence that students are not aware of the experiential learning program, do not understand its purpose and do not associate it with certificates. PARTICIPANTS Survey (Written by Macaela Jones & Reviewed by Emily) Out of the 679 students that collectively took the survey, a majority of the participants (297 students) come from three schools. The schools with the most attendance are first the School of Journalism and Mass Communications with 184 participants (27.1%), second the school of education with 96 participants (10.2%) and finally the school of engineering with 44 participants (6.5%). Year in School 678 students answered our question asking what year in school they were in. The data shows that according to year in school 155 students (22.8%) identify
- 21. as underclassmen. Theunderclassmen category is composed of freshmen and sophomores. 45 students (6.6%) identify as freshmen and 110 (16.2%) identify as sophomores. 260 (38.3%) identify as juniors and 263 (38.7%) identify as seniors. The seniors category is composed of seniors and 5th year seniors. 228 students (33.6%) identify as seniors and 35 (5.2%) identify as 5th year seniors. Keep in mind not all participants provided an answer for year in school. Further on, the amount of participants for year in school may not be the same as the total amount of participants that answered a question. Number of credit hours After looking at our data for the number of credit hours students are taking we found (M=14.8, SD=2.058). Number of clubs or organizations After looking at the data for the number of clubs or organizations that participants were involved in we found (M=9, SD=1.88). Hours of work per week After looking at the data for the number of hours participants worked per week we found (M= 50, SD= 9.99). Gender 223 (32.84%) students of 679 students identified themselves as males. 451 (66.42%) of the 679 students identified themselves as females. 5 participants
- 22. marked other forgender. Of the 5 that marked other out of 679 students (.73%) only two wrote in a response to describe what other meant to them. The two (.29%) out of the 5 responding participants both identify as transgender. Keep in mind we only compared data with participants that identified as either male or female. Further on, the amount of participants that were male and female may not be the same as the total amount of participants that answered a question. Age After reviewing the data collected from participants about their age we found (M= 20.59, SD= 1.964). Race/Ethnicity 573 (84.4%) identify as Caucasian or White American, 39 (5.7%) identify as Latina/o or Hispanic, 28 (4.1%) of participants identify as Asian or Asian American, 22 (3.2%) identify as Black or African American, 10 (1.5%) identify as Other and 5 (.7%) identify as Native American. Of the participants that responded as other 1 (.1%) identified as Albino African American, 1 (.1%) identified as Black and Hispanic, 1 (.1%) identified as Black and Latino, 1 (.1%) identified as Brazilian, 1 (.1%) identified as Caucasian and Latina, 1 (.1%) identified as Iranian, 1 (.1%) identified as Islander Atlantic, 1 (.1%) identified as Multiracial, 1 (.1%) identified as White and Black and 1 (.1%) identified as White/Mexican. First-generation student
- 23. 125 (18.4%) ofparticipants identify as a first-generation student. Focus Group: Participants’ Demographic Information Pseudonym Year in School Major Minor Race/Ethnicity Gender Brianna Senior Religious Studies N/A Caucasian/Jewish Female Lauren Junior Exercise Science N/A Caucasian Female Jackie Senior History & GIST N/A Caucasian/Hispan ic Female Kelsey Junior Biology Spanish Caucasian Female Participants’ Characteristics Pseudonym International Student Country of Origin Completed a Certificate Number Certificate Completed Name of Certificate Completed Interested in Certificate Brianna N/A U.S.A Yes 2 GAP & Leadership N/A
- 24. Certificate Lauren N/A U.S.A.No N/A N/A Unsure Jackie N/A U.S.A. No N/A N/A Unsure Kelsey N/A U.S.A. No N/A N/A Unsure All of our participants were women and are dedicated to their studies. Two of our participants, Jackie and Kelsey, were transfer students. At least two of our participants, Brianna and Jackie, had studied abroad. One participant, Brianna, has completed at least two of the certificate programs. During the focus group, our participant Brianna carried the most of the conversation as she was observed to be the most opinionated. Other participants seem to have an open mind because they would often nod in agreement with another participant’s answer or elaborate off another participant’s answer. There were times when we tried to receive a specific answer from them, the participants would be confused or provide the same answer because the questions sounded familiar or they perceived that multiple questions were asking the same thing. Some participants did not sound as confident in their answer because they presented their answer as if they were making sure it was correct or what we were looking for. In this case, we were unsure as to how much honesty, in terms of how the feel, were behind their responses. Also, because the focus group was small, it may have felt intimidating to the participants because at times they would look at each other to see who would answer first so they could get an idea of how to respond.
- 25. FINDINGS Survey Make sure allsections are added before submitting III.Awareness: A. Overall awareness: Q2.1: Familiar with Experiential Learning:(Written by Macaela & Reviewed by Dylan) The mean of participants that were familiar with Experiential Learning was 2.55 and the standard deviation was 1.358. There was no difference between the means of males and females. When comparing the year in school combined we found that seniors (M = 2.81, SD = 0.09) were more likely than underclassmen (M = 2.33, SD = 0.11) to be familiar with Experiential Learning. There was not a significant difference for juniors. Q2.2: Heard of KU Experiential Learning programs:(Written by Macaela & Reviewed by Emily) Out of all participants surveyed only 245 (36.62%) of them had heard of KU Experiential Learning programs. 36 (23.529%) of underclassmen have heard of KU Experiential Learning programs. 102 (40%) juniors have heard of the programs. 106 (40.613%) seniors have heard of the programs. 60 (27.273%) of the males surveyed stated that they had previously heard of KU Experiential Learning programs. After surveying females 185 (41.573%) reported hearing of the programs.
- 26. Q2.3_1: Heard ofArts Engagement A total of 134 (20.02%) participants stated that they had previously heard of Arts Engagement. After being asked if participants had heard of the Arts Engagement certificate 14 (38.89%) of underclassmen said yes. 46 (45.10%) juniors surveyed had heard of the certificate. The senior class had 73 (68.87%) students hear about the Arts certificate. 30 (50%) of people that identified as males and 101
- 27. (54.59%) of peoplewho identify as females had previously heard of the Arts certificate. Q2.3_2: Heard of Entrepreneurship 209 (31.24%) participants stated that they had previously heard of the Entrepreneurship certificate. When asked if students had heard of the Entrepreneurship certificate 37 (24.18%) underclassmen, 78 (30.59%) juniors and 94 (36.02%) seniors said they said they had heard of it. Of these students 77 (35%) identified as males and 131 (29.44%) identified as females and had heard of the certificate. Q2.3_3: Heard of Global Awareness 293 (43.80%) students reported hearing of Global Awareness certificates. 45 (29.41%) underclassmen, 109 (42.75%) juniors and 138 (52.87%) seniors stated that they had previously heard of the Global Awareness certificate. 80 (36.36%) males and 211 (47.42%) females stated that they had heard of the certificate. Q2.3_4: Heard of Leadership 299 (44.69%) students reported hearing about the Leadership certificate. Of the students surveyed 52 (33.99%) underclassmen, 120 (47.06%) juniors and 127 (48.66%) seniors had heard of the Leadership certificate. Of those students 93 (42.27%) were male and 203 (45.62%) were female. Q2.3_5: Heard of Research Experience
- 28. 172 (25.71%) ofparticipants stated they had previously heard of the Research Experience certificate. Of the students surveyed 31 (20.26%) underclassmen, 59 (23.13%) juniors and 82 (31.41%) seniors had heard of the Research Experience certificate. Out of these students 55 (25%) who identify as male and 116 (26.07%) who identify as female were familiar with the certificate. Q2.3_6: Heard of Service Learning 226 (33.78%) participants stated that they had previously heard of the Service Learning Certificate. Out of the students that were asked about the Service Learning certificate, 27 (17.65%) underclassmen, 76 (29.80%) juniors and 122 (46.74%) seniors had heard of it. Of these students 48 (21.82%) who identify as male and 176 (39.55%) who identify as females had previously heard of the certificate. Q2.3_7: Never heard of any of these certificates 183 (27.35%) participants stated they had never heard of any of the certificate programs. Out of the participants 62 (40.52%) underclassmen, 70 (27.45%) juniors and 51 (19.54%) seniors surveyed had never heard of any of the previously mentioned certificates. Of these students 65 (29.55%) identify as male and 117 (26.29%) identify as female. B. Hearing about certificates: Q2.4: First hear about KU Experiential Learning or Certificates:(Written by Macaela & Reviewed by Emily)
- 29. When asked whatyear participants had first heard about KU Experiential Learning or certificates 32 (24.06%) males and 90 (29.51%) females reported freshman year, 36 (25%) males and 108 (35.41%) females reported sophomore year, 27 (20.30%) males and 57 (18.69%) females report junior year, 7 (5.26%) males and 7 (2.30%) females report senior year and 31 (23.31%) males and 43 (14.10%) females report not being able to recall. 45 (57.69%) underclassmen, 42 (24.28%) juniors, 34 (17.99%) seniors report first hearing about KU Experiential Learning or certificates during freshman year. 17 (21.79%) underclassmen, 62 (35.84%) juniors and 66 (34.92%) seniors report first hearing about it during sophomore year. 3 (3.85%) underclassmen, 40 (23.12%) juniors and 42 (22.22%) seniors heard about it during junior year. 0 (0%) underclassmen, 0 (0%) juniors and 14 (7.41%) seniors heard about KU Experiential Learning or certificates during senior year. 13 (16.67%) underclassmen, 29 (16.76%) juniors and 33 (17.46%) seniors do not recall when they heard about it. Q2.5: How did you hear about KU Experiential Learning or its certificates? Please select all that apply. (Written by Sookie & Reviewed by Macaela) The top five ways that participants heard about KU Experiential Learning or any of the certificates are as follows: email, class presentation, faculty, friend and advisor. A total of 443 participants (65.24%) have heard of KU Experiential Learning or its certificates. Among the 443 that answered, participants were underclassmen (N=79, 17.83%), juniors (N=172, 38.83%) or seniors (N=191, 43.12%). Among the 443 that answered, participants identified as a male (N=138, 31.15%) or female (N=302, 68.17%).
- 30. Email Of the 443participants who have heard about KU Experiential Learning or any of the certificates, 166 participants (37.47%) heard about them through email. Among 443 participants, a total of 22 were underclassmen (4.99%), 61 were juniors (13.77%) and 83 were seniors (18.74%). Among 163 of those participants identified as male (N=44, 9.93%) or female (N=119, 26.86%). Class Presentation Of the 443 participants who have heard about KU Experiential Learning or any of the certificates, 151 participants (34.09%) heard about them through class presentations. Among 443 participants, a total of 19 were underclassmen (4.29%), 61 were juniors (13.77%) and 70 were seniors (15.8%). Among 150 of those participants identified as male (N=40, 9.03%) or female (N=110, 24.83%). Faculty Of the 443 participants who have heard about KU Experiential Learning or any of the certificates, 142 participants (32.05%) heard about them through faculty.
- 31. Among the 443participants, a total of 18 were underclassmen (4.06%), 55 were juniors (12.42%) and 69 were seniors (15.58%). Among 141 of those participants identified as male (N=45, 10.16%) or female (N=96, 21.67%). Friend Of the 443 participants who have heard about KU Experiential Learning or any of the certificates, 96 participants (21.67%) heard about them through a friend. Among the 443 participants who answered, a total of 14 were underclassmen (3.16%), 44 were juniors (9.93%) and 38 were seniors (8.58%). Among 95 of those participants identified as male (N=32, 7.22%) or female (N=63, 14.22%). Advisor Of the 443 participants who have heard about KU Experiential Learning or any of the certificates, 86 participants (19.41%) heard about them through an advisor. Among the 443 participants, a total of 15 were underclassmen (17.44%), 37 were juniors (43.02%) and 34 were seniors (39.53%). Among 86 of those participants identified as male (N=22, 4.97%) or female (N=64, 14.45%). Q2.6: Do you know anyone who has completed one of the KU Experiential Learning Certificates? (Written by Sookie & Reviewed by Macaela) Only a total of 443 participants reported knowing or not knowing someone who has completed one of the KU Experiential Learning Certificates. A total of 152 participants out of that 443 (34.31%) reported knowing someone who has completed at least one of the KU Experiential Learning Certificates. Among the 152 participants that reported knowing someone, a total 8 were underclassmen (5.26%), 45 were juniors (29.61%) and 98 were seniors (64.47%). Among the 152
- 32. participants that reportedknowing someone, identified as male (N=37, 24.34%) or female (N=115, 75.66%). Conclusion: This category covers the awareness of KU Experiential Learning and its certificate programs. It explores the familiarity and initial outreach to students. Overall, participants reported being not familiar at all to familiar with KU Experiential learning. A majority of participants were not aware about the KU Experiential Learning programs or any of the certificates. Among the students who were aware of KU Experiential Learning, majority of students recalled hearing about the program for the first time their sophomore or junior year. The Global Awareness and Leadership certificates had the most students aware of its program. IV. Perceptions: Q3.1-Q3.3: (Written by Sookie & Reviewed by Macaela) Q3.1: How interesting does the term “Experiential Learning” sound to you? Overall, participants thought “experiential learning” sounded more uninteresting than interesting (M=2.988, SD=0.051). There was no difference between genders or year in school. Q3.2: How beneficial do you think “experiential learning” would be for you? Overall, participants thought “experiential learning” would be more than beneficial (M=3.512, SD=0.047). There was no difference between genders or year in school.
- 33. Q3.3: How importantdo you feel involvement outside of the classroom is to a student’s success in college? Overall, participants thought involvement outside of the classroom was important to a student’s success in college (M=4.157, SD=0.045). There was no difference between genders or year in school. Q3.4: How appealing do the following certificates sound to you based on their name? (Written by Sookie & Reviewed by Macaela) The certificates that participants thought, based on their name, were most appealing to least appealing are as follows: Leadership, Global Awareness, Service Learning, Research Experience and Arts Engagement. Leadership Overall, participants thought “Leadership” sounded more than appealing (M=3.765, SD=0.048). There was no difference between genders or year in school. Global Awareness
- 34. Overall, participants thought“Global Awareness” sounded more than appealing (M=3.480, SD=0.055). There was no difference between genders or year in school. Service Learning Overall, participants who thought “Service Learning” sounded appealing (M=3.156, SD=0.054). There was no difference between genders or year in school. Research Experience Overall, participants who thought “Research Experience” sounded less than appealing (M=2.97, SD=0.059). There was no difference between genders or year in school. Arts Engagement Overall, participants who thought “Arts Engagement” sounded less than appealing (M=2.538, SD=0.06). There was no difference in means between genders or year in school. Q3.5: Overall, I feel that completing a certificate sounds: (Written by Sookie & Reviewed by Macaela) Q3.5_1: On a scale from simple to complicated Overall, participants thought completing a certificate was more complicated than simple (M=3.312, SD=0.044). There was no difference between genders or year in school. Q3.5_2: On a scale from fast to time-consuming
- 35. Overall, participants thoughtcompleting a certificate was more time-consuming than fast (M=3.697, SD=0.043). There was no difference between genders or year in school. Q3.5_3: On a scale from boring to interesting Overall, participants thought completing a certificate was more interesting than boring (M=3.242, SD=0.050). There was no difference in means between genders or year in school. Conclusion: Overall, participants thought “Experiential Learning” sounded interesting and more than beneficial. Overall, participants felt involvement outside of the classroom is important to a student’s success in college. Leadership and Global Awareness were the most appealing certificates based on their names. Participants perceive experiential learning as beneficial but may have barriers pursuing a certificate because they are unsure if it is more complicated than simple, time-consuming than fast, and more interested than boring. V. Interactions: A. Email: Q4.1: Have you ever received an email from KU saying you could apply for a certificate program? (Written by Sookie & Reviewed by Macaela) Out of 679 participants, 287 report (42.27%) receiving an email from KU saying he or she could apply for a certificate program. A total of 28 underclassmen (4.12%), 108 juniors (15.91%) and 150 seniors (22.09%) received an email.
- 36. Among those identified,82 males (12.08%) and 203 females (29.9%) received an email. Q4.2-Q4.3: (Written by Sookie & Reviewed by Macaela) Q4.2: This email was: Q4.2_1: On a scale from unclear to clear: Overall, participants thought the email was clear (M=3.637, SD=0.106). There was no difference between the means of males and females. When comparing the year in school combined, we found that seniors (M=3.984, SD=0.104) were more likely than underclassmen (M=3.226, SD=0.271) to think the email was clear. The difference in means between seniors and underclassmen was 0.758. Q4.2_2: On a scale from not interesting to interesting: The mean of participants was 2.885 with a standard deviation of 0.109. There was a 0.513 difference between the means of males and females. Overall women (M = 3.142, SD = 0.106) were more likely than men (M = 2.629, SD = 0.19) to think that this email was interesting. There was no difference between year in school. Q4.2_3: On a scale from not helpful to helpful: Overall, participants thought the email was helpful (M=3.275, SD=0.103). There was no difference between the means of males and females. When comparing the year in school combined, we found that seniors (M=3.621, SD=0.101) were more likely than underclassmen (M=2.940, SD=0.263) to think the email was helpful. The difference in means between seniors and underclassmen was 0.681. Q4.3: This email made me want to learn more about the certificate program.
- 37. Q4.3_1: On ascale from strongly disagree to strongly agree: The mean of participants was 3.029 with a standard deviation of 0.102. There was a 0.538 difference between the means of males and females. Overall, women (M=3.298, SD=0.104) were more likely than men (M=2.76, SD= 0.176) to want to learn more about the certificate program because she or he received an email. There was no difference between year in school. B. Website: Q4.4: Have you visited KU Experiential Learning’s website or one of the certificate programs’ website? (Written by Sookie & Reviewed by Macaela) A total of 173 out of 679 participants (25.67%) have visited the KU Experiential Learning’s website or one of the certificate programs’ website. Among those identified, a total of 129 females (19%) and 44 males (6.48%) visited a website. A total of 103 seniors (15.17%), 53 juniors (7.81%) and 16 underclassmen (2.36%) visited a website. Q4.5: (Written by Macaela & Reviewed by Emily) Q4.5_1: Visited Experiential Learning’s website 59 (34.30%) of participants stated that they visited Experiential Learning’s website. 4 (25%) underclassmen, 17 (32.08%) juniors and 38 (36.89%) seniors reported having visited Experiential Learning’s website. 13 (29.55%) males and 46 (35.66%) females mentioned previously visiting the website.
- 38. Q4.5_2:Visited Arts Engagementwebsite Of the participants who reported visiting KU Experiential Learning’s website or one of the certificate programs’ websites 40 (23.26%) participants said they visited the Arts Engagement website. 3 (18.75%) underclassmen, 11 (20.75%) juniors and 25 (24.27%) seniors reported having visited the Arts Engagement’s
- 39. website. 7 (15.91%)males and 33 (25.58%) females mentioned previously visiting the website. Q4.5_3: Visited Entrepreneurship’s website Of the participants who reported visiting KU Experiential Learning’s website 25 (14.53%) participants said they had visited the Entrepreneurship website. 1 (6.25%) underclassman, 6 (11.32%) juniors and 18 (17.48%) seniors reported having visited Entrepreneurship’s website. 7 (15.91%) males and 18 (13.95%) females mentioned previously visiting the website. Q4.5_4: Visited Global Awareness website Of the participants who reported visiting KU Experiential Learning’s website 105 (61.05%) participants said they had visited the Global Awareness website. 7 (43.75%) underclassmen, 33 (62.26%) juniors and 65 (63.11%) seniors reported having visited Global Awareness website. 23 (52.27%) males and 82 (63.57%) females mentioned previously visiting the website. Q4.5_5: Visited Leadership’s website Of the participants who reported visiting KU Experiential Learning’s website 55 (31.98%) participants said they had visited the Leadership website. 3 (18.75%) underclassmen, 22 (41.51%) juniors and 30 (29.13%) seniors reported having visited Leadership’s website. 13 (29.55%) males and 42 (32.56%) females mentioned previously visiting the website. Q4.5_6: Visited Research Experience’s website Of the participants who reported visiting KU Experiential Learning’s website 39 (22.67%) participants said they had visited the Research Experience website. 10
- 40. (18.87%) juniors and29 (28.16%) seniors visited Research Experience’s website. 13 (29.55%) males and 26 (20.16%) females mentioned previously visiting the website. Q4.5_7: Visited Service Learning’s website Of the participants who reported visiting KU Experiential Learning’s website 72 (41.86%) participants said that they have visited the Service Learning website. 5 (31.25%) underclassmen, 16 (30.19%) juniors and 51 (49.51%) seniors reported having visited Service Learning’s website. 13 (29.55%) males and 59 (45.74%) females mentioned previously visiting the website. Q4.6-4.13: (Written by Dylan Jacobs & Reviewed by Bria Strickland) Q4.6.1: Experiential Learning website -- Unclear:Clear For those that had visited the Experiential Learning website, participants agreed the website was mostly clear (M = 3.76, SD = 0.25) with no noticeable differences between gender and year in school. Q4.6.2: Experiential Learning website -- Not helpful:Helpful For those that had visited the Experiential Learning website, underclassmen (M = 4.17, SD = 0.5) and seniors (M = 4.12, SD = 0.17) were more likely than juniors (M = 3.56, SD = 0.28) to agree the website was helpful. There were no noticeable differences between genders. Q4.6.3: Experiential Learning website -- Boring:Interesting For those that had visited the Experiential Learning website, underclassmen (M = 3.833, SD = 0.56) were more likely than juniors (M = 3.25, SD = 0.31) and seniors (M = 3.24, SD = 0.19) to say the website was interesting.
- 41. Q4.6.4: Experiential Learningwebsite -- Unappealing:Appealing For those that had visited the Experiential Learning website, participants agreed the website was neither appealing nor unappealing (M = 3.51, SD = 0.23), with no noticeable differences between gender and year in school. Q4.6.5: Experiential Learning website -- Poor quality:High quality For those that had visited the Experiential Learning website, participants agreed the website was of fairly high quality (M = 3.64, SD = 0.20) with no noticeable differences between gender and year in school. Q4.7.1: Arts Engagement website -- Unclear:Clear For those that had visited the Arts Engagement website, underclassmen (M = 4.33, SD = 0.54) were more likely than seniors (M = 3.67, SD = 0.22) to say the website was clear. Overall, participants agreed the website was mostly clear. (M = 3.95, SD = 0.24) Q4.7.2: Arts Engagement website -- Not helpful:Helpful For those that had visited the Arts Engagement website, juniors (M = 4.05, SD = 0.57) were more likely than seniors (M = 3.43, SD = 0.26) to say the website was helpful. Q4.7.3: Arts Engagement website -- Boring:Interesting For those that had visited the Arts Engagement website, underclassmen (M = 3.00, SD = 0.57) were less likely than juniors (M = 3.65, SD = 0.52) and seniors (M = 3.58, SD = 0.23) to say the website was interesting. Males (M = 3.83, SD = 3.27) were more likely than females (M = 3.27, SD = 0.23) to say the website was interesting. Q4.7.4: Arts Engagement website -- Unappealing:Appealing
- 42. For those thathad visited the Arts Engagement website, underclassmen (M = 2.67, SD = 0.63) were less likely than seniors (M = 3.37, SD = 0.26) to describe the website as appealing. Q4.7.5: Arts Engagement website -- Poor quality:High quality For those that had visited the Arts Engagement website, participants agreed the website was neither poor quality nor high quality, with no noticeable differences between gender and year in school. (M = 3.23, SD = 0.25) Q4.8.1: Entrepreneurship website -- Unclear:Clear For those that had visited the Entrepreneurship website, participants agreed the website was clear, with no noticeable differences between gender and year in school. (M = 4.01, SD = 0.29) Q4.8.2: Entrepreneurship website -- Not helpful:Helpful For those that had visited the Entrepreneurship website, participants agreed the website helpful, with no noticeable differences between gender and year in school. (M = 3.93, SD = 0.35) Q4.8.3: Entrepreneurship website -- Boring:Interesting For those that had visited the Entrepreneurship website, participants thought the website was mostly boring, with no noticeable differences between gender and year in school. (M = 2.78, SD = 0.34) Q4.8.4: Entrepreneurship website -- Unappealing:Appealing For those that had visited the Arts Engagement website, seniors (M = 2.96, SD = 0.28) were less likely than juniors (M = 3.70, SD = 0.61) to say the website was
- 43. appealing. Males (M= 3.42, SD = 0.60) were more likely than females (M = 2.83, SD = 0.42) to say the website was appealing. Q4.8.5: Entrepreneurship website -- Poor quality:High quality For those that had visited the Arts Engagement website, Males (M = 3.50, SD = 0.45) were much more likely than females (M = 2.87, SD = 0.31) to describe the website as being of high quality. No noticeable difference in year in school was found. Q4.9.1: Global Awareness website -- Unclear:Clear For those that had visited the Global Awareness website, underclassmen (M = 4.29, SD = 0.43) were more likely than juniors (M = 3.79, SD = 0.22) to say the website was unclear. Q4.9.2: Global Awareness website -- Not helpful:Helpful For those that had visited the Global Awareness website, participants reported the website was helpful, with no noticeable differences between gender and year in school. (M = 4.10, SD = 0.14) Q4.9.3: Global Awareness website -- Boring:Interesting For those that had visited the Global Awareness website, participants reported the website was neither boring nor interesting, with no noticeable differences between gender and year in school. (M = 3.76, SD = 0.14) Q4.9.4: Global Awareness website -- Unappealing:Appealing For those that had visited the Global Awareness website, participants reported the website was mostly appealing, with no noticeable differences between gender and year in school. (M = 3.89, SD = 0.14)
- 44. Q4.9.5: Global Awarenesswebsite -- Poor quality:High quality For those that had visited the Global Awareness website, juniors (M = 3.49, SD = 0.20) were less likely than underclassmen (M = 4.14, SD = 0.38) to describe the website as being of high quality. Q4.10.1: Leadership website -- Unclear:Clear For those that had visited the Leadership website, seniors (M = 3.95, SD = 0.28) were much more likely than underclassmen (M = 3.00, SD = 0.74) and seniors (M = 3.58, SD = 0.23) to say the website was clear. Males (M = 3.17, SD = 0.38) were less likely than females (M = 3.82, SD = 0.42) to say the website was clear. Q4.10.2: Leadership website -- Not helpful:Helpful For those that had visited the Leadership website, seniors (M = 4.04, SD = 0.25) were more likely than juniors (M = 3.24, SD = 0.28) and underclassmen (M = 3.25, SD = 0.67) to say the website was helpful. Males (M = 3.14, SD = 0.34) were less likely than females (M = 3.87, SD = 0.38) to say the website was helpful. Q4.10.3: Leadership website -- Boring:Interesting For those that had visited the Leadership website, seniors (M = 3.76, SD = 0.25) were more likely than underclassmen (M = 3.00, SD = 0.67) to say the website was interesting. Males (M = 2.99, SD = 0.34) were more likely than females (M = 3.74, SD = 0.38) to say the website was boring. Q4.10.4: Leadership website -- Unappealing:Appealing For those that had visited the Leadership website, males (M = 3.23, SD = 0.34) were more likely than females (M = 3.82, SD = 0.38) to say the website was unappealing. No noticeable difference in year in school was found. Q4.10.5: Leadership website -- Poor quality:High quality
- 45. For those thathad visited the Leadership website, participants reported the website was of poor quality nor high quality, with no noticeable differences between gender and year in school. (M = 3.70, SD = 0.26) Q4.11.1: Research Experience website -- Unclear:Clear For those that had visited the Research Experience website, participants reported the website was mostly clear, with no noticeable differences between gender and year in school. (M = 3.89, SD = 0.21) Q4.11.2: Research Experience website -- Not helpful:Helpful For those that had visited the Research Experience website, participants reported the website was neither helpful nor unhelpful, with no noticeable differences between gender and year in school. (M = 3.68, SD = 0.21) Q4.11.3: Research Experience website -- Boring:Interesting For those that had visited the Research Experience website, participants reported the website was neither boring nor interesting, with no noticeable differences between gender and year in school. (M = 3.68, SD = 0.19) Q4.11.4: Research Experience website -- Unappealing:Appealing For those that had visited the Research Experience website, seniors (M = 3.64, SD = 0.23) were more likely than juniors (M = 3.00, SD = 0.35) to describe the website as appealing. Q4.11.5: Research Experience website -- Poor quality:High quality For those that had visited the Research Experience website, females (M = 3.70, SD = 0.24) were more likely than males (M = 3.29, SD = 0.27) to describe the website as being of high quality. Q4.12.1: Service Learning website -- Unclear:Clear
- 46. For those thathad visited the Service Learning website, seniors (M = 4.07, SD = 0.20) were more likely than juniors (M = 3.48, SD = 0.40) to say the website was clear. Q4.12.2: Service Learning website -- Not helpful:Helpful For those that had visited the Service Learning website, seniors (M = 4.23, SD = 0.19) were more likely than juniors (M = 3.48, SD = 0.39) and underclassmen (M = 2.38, SD = 0.58) to report the website as being helpful. Males (M = 2.94, SD = 0.44) were more likely than females (M = 3.78, SD = 0.21) to report the website as unhelpful. Q4.12.3: Service Learning website -- Boring:Interesting For those that had visited the Service Learning website, seniors (M = 3.78, SD = 0.18) were more likely than juniors (M = 2.67, SD = 0.38) and underclassmen (M = 2.75, SD = 0.56) to report the website as being interesting. Males (M = 2.59, SD = 0.42) were more likely than females (M = 3.54, SD = 0.20) to report the website as boring. Q4.12.4: Service Learning website -- Unappealing:Appealing For those that had visited the Service Learning website, underclassmen (M = 2.38, SD = 0.52) were more likely than juniors (M = 3.19, SD = 0.35) and seniors (M = 3.85, SD = 0.17) to report the website as being unappealing. Males (M = 2.63, SD = 0.39) were more likely than females (M = 3.65, SD = 0.18) to report the website as unappealing. Q4.12.5: Service Learning website -- Poor quality:High quality For those that had visited the Service Learning website, participants reported the website was neither of poor quality nor high quality, with no noticeable differences between gender and year in school. (M = 3.61, SD = 0.21) C. Participants who completed a certificate:
- 47. Q4.13: Have youcompleted at least one certificate? (Written by Dylan Jacobs & Reviewed by Bria Strickland) 104 (15.3%) of participants reported that they have completed at least one certificate. Including 5 (5.20%) underclassmen, 25 (26%) juniors, and 73 (75.92%) seniors reported having completed at least one certificate. 20 (20.8%) males and 84 (87.36%) females reported having completed at least one certificate Q4.14: (Written by Macaela & Reviewed by Emily) Q4.14_1: Completed Arts Engagement Overall, 4 (5.48%) seniors and 2 (8.00%) juniors stated that they completed the Arts Engagement certificate. Of those students 6 (7.143%) were female. Q4.14_2: Completed Entrepreneurship Overall, 2 (2.74%) seniors and 1 (4.00%) junior stated that they completed the Entrepreneurship certificate. Of those students, 2 (2.38%) participants were female and 1 (5.00%) was male. Q4.14_3: Completed Global Awareness Overall, 34 (46.58%) seniors, 6 (24.00%) juniors and 1 (20.00%) underclassman stated that they completed the Global Awareness certificate. Of those students, 33 (39.29%) participants were female and 9 (45.00%) were male. Q4.14_4: Completed Leadership Overall, 16 (21.92%) seniors and 4 (16.00%) juniors stated that they completed the Leadership certificate. Of those students, 15 (17.86%) participants were female and 5 (25.00%) were male. Q4.14_5: Completed Research Experience
- 48. Overall, 9 (12.33%)seniors and 2 (8.00%) juniors stated that they completed the Research Experience certificate. Of those students, 10 (11.90) participants were female and 1 (5.00%) was male. Q4.14_6: Completed Service Learning Overall, (52.05) seniors, 10 (40.00%) juniors and 4 (80.00%) underclassmen stated that they completed the Service Learning certificate. Of those students. 46 (54.76) participants were female and 6 (30.00%) were male. Q4.15: Overall, completing a certificate was: (Written by Bria & Reviewed by Sookie) In terms of means from highest to lowest, completing a certificate was interesting, fast and simple. On a scale of boring to interesting Overall, participants thought that completing a certificate program was interesting (M=4.02, SD=0.892). There were no significant differences based on gender or year in school. On a scale of fast to time-consuming Overall, participants thought that completing a certificate was fast (M=2.79, SD=1.212). Compared to juniors (M=2.640 SD=.244) and seniors (M=2.808 SD=.143), underclassmen (M= 3.400 SD= .545) were more likely to think completing a certificate was time-consuming. The difference in means between underclassmen and seniors was 0.592. The difference in means between underclassmen and juniors was 0.76). Females (M=3.048 SD= .210) were more likely to think that completing a certificate was time consuming compared to males (M=2.352 SD=.282) On a scale of simple to complicated
- 49. Overall, participants thoughtcompleting a certificate was simple (M=2.13, SD=1.077). Underclassmen (M=2.600 SD =.486) were more likely to think completing a certificate was simple compared to juniors (M=2.08 SD= .217) and seniors (M=2.808 SD= .127). The difference in means between underclassmen and juniors was 0.52. There were no significant differences based on gender. Q4.16-Q4.19: (Written by Bria & Reviewed by Sookie Q4.16: Participants reported enjoying taking the classes necessary for the certificate programs (M=3.95 SD=1.101). Seniors (M=4.107 SD=.169) enjoyed the classes necessary for the certificate more compared to juniors (M=3.714 SD=.247) and underclassmen (M=3.6 SD=4.95). There were no significant differences based on gender. Q4.17 Participants reported enjoying the out-of-classroom activities necessary to complete a certificate program (M=4.26 SD= .995). Seniors (M=4.488 SD=.148) enjoyed the out- of-classroom activities more compared to juniors (M=3.754 SD=.216) and underclassmen (M=4.2 SD=.434). There were no significant differences based on gender.
- 50. Q4.18 Participants reported enjoyingreflecting on their experiences (M=3.71 SD= 1.244). Juniors (M=3.560 SD=.249) and seniors (M=3.822 SD=.146) were more likely to enjoy reflecting on their experiences compared to underclassmen (M=3.0 SD.556). The difference in means between underclassmen and seniors was 0.822. The difference in means between underclassmen and juniors was 0.56. There were no significant differences based on gender. Q4.19 Overall participants thought that the expectations for the certificate programs were very realistic (M=4.07 SD=1.100). There were no significant differences based on gender or year in school. D. Participants who did not complete a certificate: Q4.20: (Written by Bria & Reviewed by Sookie) The top three reasons that participants reported for not being interested in completing a certificate based on means are as follows: too busy (M=3.75 SD= 1.053), no option/room to take an extra course(M=3.52 SD= 1.199), and do not wish to take any extra courses (M=3.52 SD=1.134). There were no significant differences based on gender or year in school. Q4.21: (Written by Bria & Reviewed by Sookie) The top five reasons that participants reported for considering completing a certificate are as follows: boost resume (M=4.34 SD=0.87), benefit future career (M=4.22 SD=0.933), impress future employers (M=4.15 SD=1.009), appear on transcript (M=3.99 SD=1.045) and specialize in field of study(M=3.88 SD=1.038). There were no significant differences based on gender or year in school.
- 51. Q4.22: (Written byBria & Reviewed by Sookie) The top three groups of people who participants reported as recommenders for completing a certificate are as follows: a potential employer (M=4.50 SD=0.899), a career advisor (M=4.05 SD= 1.06) and an academic advisor (M=3.91 SD=1.112). There were no significant differences based on gender or year in school. Conclusion: In terms of interactions, participants understand the benefits of the certificates and are interested in pursuing them. However, participants lack the motivation to pursue certificates because of barriers such as additional courses and time. Participants considered completing a certificate if it benefited anything in relation to career or field of study. Most participants that completed a certificate were recommended by one-on-one interactions. VI. Strategies: A. Overall strategies: Q5.1-Q5.9: (Written by Emily Kawola & Reviewed by Dylan) Q5.1
- 52. Participants reported thatthey were neither more likely nor unlikely to read the back of a t-shirt (M= 3.23 SD=1.393). There was no difference between genders or year in school. Q5.2 Participants reported that they would explore the KU Website for information on extracurricular activities (M= 2.16 SD=2.00). There was no difference between genders or year in school. Q5.3 Participants reported that they were neither more likely nor unlikely to delete emails from KU unless they are emails from professors (M= 3.52 SD= 1.370). There was no difference between genders or year in school. Q5.4 Participants reported that on the idea of spending time outside of the classroom on an activity not pertaining to class (M= 3.20 SD=1.194). There was no difference between genders or year in school. Q5.5 Participants reported on the ability to relate to other fields different from their own field of study is important (M=3.58 SD= 1.123). There was no significant difference between genders. There is no significant difference between underclassmen (M=3.403) and juniors (M=3.341) but seniors show a difference (M= 3.845).
- 53. Q5.6 Participants reported onbeing often overwhelmed with the coursework in their major (M= 3.56 SD=1.101). There was no difference between genders or year in school. Q5.7 Participants reported they would not mind taking some more classes to earn a certificate as long as they still graduate on time (M=3.44 SD= 1.240). There was no difference between genders or year in school. Q5.8 Participants reported they would take a class that counted towards a certificate (M=3.59 SD=1.055). There was no difference between genders or year in school. Q5.9 Participants reported that they enjoy taking classes in fields different than their own field of study (M=3.25 SD=1.189). There was no difference between genders or year in school. B. Attending an informational event: Q.5.10 I would attend an informational event for a certificate program if: (Written by Bria & Reviewed by Sookie)
- 54. The top threereasons participants reported for attending an informational event are as follows: the topic was relevant to major (M=3.97 SD=1.039), knew friends would be there (M=3.95 SD=1.113) and free food (M=3.94 SD=1.186). There were no significant differences based on gender and year in school. C. Learning more about experiential learning/certificates: Q.5.11 I would be interested in learning more about KU Experiential Learning or its certificate via: (Written by Bria & Reviewed by Sookie) The top five outlets participants reported for learning more about experiential learning/certificates are as follows: an advisor, a friend, faculty, a class presentation and email. Participants reported they would be interested in learning more about Experiential Learning from advisor (M=3.85 SD=1.154). There were no significant differences based on gender or year in school. Participants reported they would be interested in learning more about Experiential Learning from a friend (M=3.71 SD= 1.168). There were no significant differences based on gender or year in school. Participants reported they would be interested in learning more about Experiential Learning from faculty (M=3.68 SD=1.166). There were no significant differences based on gender or year in school.
- 55. Participants reported theywould be interested in learning more about Experiential Learning from class presentation (M=3.33 SD 1.266). Overall, women (M=3.647, SD=0.103) were more likely than men (M= 3.138, SD=0.146) to be interested in learning more about Experiential Learning from a class presentation. There were no significant differences based on year in school. Participants reported they would be interested in learning more about Experiential Learning through email (M=3.10 SD=1.353). There were no significant differences based on gender or year in school. Conclusion: The questions asked in this section are to help the client explore ways for Experiential Learning to reach out to students about programs based on their preferred methods of communication for both events at KU and Experiential Learning specifically. Students reported the top five ways in which they wanted to hear about Experiential Learning. Experiential Learning can increase interaction via advisors and KU faculty, in class presentation, and email. Moving forward, this data will help Experiential Learning determine more successful ways to reach the student population. VII. Certificate-Specific Questions: A. Personal growth:
- 56. Q7.1: (Written byBria & Reviewed by Sookie) Participants perceive the most important to least important certificates for personal growth to be Leadership (M= 4.17 SD= 1.062), Global Awareness (M=3.83 SD=1.227), Service Learning (M=3.43SD=1.262), Research Experience (M=3.39 SD= 1.266) and Arts Engagement (M= 2.92 SD=1.404). There were no significant differences based on gender or year in school. B. Future career: Q7.2: (Written by Emily Kawola & Reviewed by Dylan) Participants reported on how important certain certificates would be in their future careers. In order of importance, leadership, global awareness, research and art engagement.
- 57. Participants reported onthe importance of Leadership in their future careers (M=4.36 SD= 0.980). There was no difference between genders or year in school. Participants reported on the importance of Global Awareness in their future careers (M=3.82 SD=1.247). There was no difference between genders or year in school. Participants reported on the importance of Research in their future careers (M=3.71 SD= 1.273). There was no difference between genders or year in school. Participants reported on the importance of Service Learning in their future careers (M= 3.30 SD= 1.33). There was no difference between genders or year in school. Participants reported on the importance of Arts Engagement in their future careers (M= 2.53 SD= 1.432). There was no difference between genders or year in school. C. Activities: Q7.3: (Written by Emily Kawola & Reviewed by Dylan) Participants reported on how often they take part in activities related to the certificate programs. In order of importance, leadership, service learning, global awareness, research and arts engagement.
- 58. Participants reported onhow often they take part in activities related to Leadership (M= 3.56 SD=1.262). There was no difference between genders or year in school. Participants reported on how often they take part in activities related to Service Learning (M= 2.90 SD= 1.327). There was no difference between genders or year in school. Participants reported on how often they take part in activities related to Global Awareness (M= 2.89 SD= 1.362). There was no difference between genders or year in school. Participants reported on how often they take part in activities related to Research (M=2.83 SD= 1.339). There was no difference between genders or year in school. Participants reported on how often they take part in activities related to Arts Engagement (M= 2.45 SD= 1.452). There was no difference between genders or year in school. VIII.Media Diet: A. Learning about campus events: Q8.1: The top five outlets for learning about campus events are (in order) Word of Mouth, Class announcements, Email, Facebook and Twitter.
- 59. Participants reported onhow often the learn about events on campus through word of mouth/friends (M=4.29 SD=.974). There was no difference between genders or year in school. Participants reported on how often the learn about events on campus through class announcements (M=3.69 SD= 1.183). There was no difference between genders or year in school. Participants reported on how often the learn about events on campus through email (M=3.51 SD=1.320). There was no difference between genders or year in school. Participants reported on how often the learn about events on campus through facebook (M=3.14 SD=1.392). There was no difference between year in school. There was a difference between genders, male (M=2.784 SD= 0.097) and female (M=3.304 SD=.068)
- 60. Participants reported onhow often the learn about events on campus through twitter (M= 2.81 SD=1.466). There was no difference between genders or year in school. B. Using social media: Q8.2: The top five reason that participants are using social media are (in order) communicate with friends, keep up with current events, promote themselves online, connect with KU groups and to look for social activities on campus. Participants reported that they use social media platforms to Communicate with friends (M=4.51 SD= .907). There was no difference between genders or year in school. Participants reported that they use social media platforms to keep up with current events (M=3.94 SD=1.141). There was no difference between genders or year in school. Participants reported that they use social media platforms to promote themselves online (M=3.23 SD=1.350). There was no difference between year in
- 61. school. There wasa difference in gender, male (M= 2.849 SD=.092) and female (M=3.355 SD= .065) Participants reported that they use social media platforms to connect with KU groups (M=3.00 SD=1.350). There was no difference between year in school. There was a difference between male (M= 2.613 SD= .092) and female (M=3.216 SD=.065) participants. Participants reported that they use social media platforms to look for social activities to do on campus (M=2.98 SD=1.352). There was no difference between genders or year in school.
- 62. Conclusion: These questionshelped to show the major sources in which the participants gather information from. This can help the client to target their message to the areas in which it would be most read. These question also help to understand the importance of social media to the respondent. It shows what they use it for, which can help to understand how to format the client’s social media platforms. IX. Open-Ended Qs: (Written by Emily Kawola & Reviewed By Dylan Jacobs) Q6.1: This question was asking our participants what would motivate them to participate in a certificate program. Many of the participants said that boosting or adding to their resume was a motivational factor. They felt as though by completing a certificate, and having it on their resume could help them when applying for jobs or graduate schools. Another consistent idea that participants had was the idea of appealing to a future employer. Many felt that if they would ensure that if it could help them get a job and a employer would recognize the certificate they would participate. Participants reported that receiving an addition on their diploma, or an extra tassel would motivate them to participate in the certificate program. Many reported that a physical Many participants felt that they would be motivated to complete a certificate if they did not have to take any extra classes. If the certificate fit into their schedule of classes and did not hinder their graduation date. Q6.2:
- 63. These questions askedparticipants what they think the future benefits of an experiential learning certificate could have for their future career. The main thread through the responses to this question are experience. Many participants feel that through the experiential learning program they can gain real world experience that they can apply to future jobs. In addition they also felt that they could bolster their resume for potential employers. Many felt that it could help to set them apart from other applicants. Some participants reported that an experiential learning certificate would benefit their overall knowledge. Conclusion: These questions helped to fully understand both the respondents motivations and their perceived future benefits of the certificate program.These answers can help the client to target their messaging about the certificate goals It can also help to decide where would be the best place to place their messages. Focus Group Benefits and Awareness (Dylan Jacobs) In this category, the participants gave information regarding benefits, motivations, perceptions of Experiential Learning, as well as awareness insight. This category will be beneficial in helping us recommend outreach strategies based on a student's background, as well as their pre- graduation goals. Perceiving benefits This code includes the benefits, regarding both professional development and personal growth,
- 64. associated with certificationthrough Experiential Learning as expressed by the participants. When speaking of benefits and what certification entails, Kelsey, a junior majoring in biology said, “I think a certificate is something that is always beneficial you could always add it to your resume or add that to a lot of things professionally and that can help you just the fact that you have a certificate in something.” Brianna, a senior majoring in religious studies responded to the comment by Kelsey in saying, “It helps you stand out too,” she added, “And when you’re putting your resume in there. It’s like oh I did this this and this and got a certificate if they don’t know what it is they can ask you and it is a time to really show yourself.” Kelsey also commented on the possible benefits of the Leadership certificate by saying, “if you have a leadership certificate and you’re going into something like a job it might help you.” Lauren, a junior majoring in exercise science said, “Because it makes you well-rounded. It like pulls you out of your little space, I don't know.” Kelsey also said, “anybody wants anything extra that they can get to put themselves ahead.”
- 65. Code conclusion: Thiscode provided useful information about the participants feelings towards being certified, and how it may benefit them. We found most responses were positive and certification was seen as a beneficial and useful to the participants. Where/how participants heard of Experiential Learning This code includes information regarding where and/or how participants heard of Experiential Learning, quotes include both online and face-to-face methods of first contact. Brianna, a senior in religious studies, who was the only participant to have heard of the Experiential Learning programs was asked how she heard about the Global Awareness Program and the Leadership program and she said, “I heard about it like through the Study Abroad office and then through the Leadership Studies program.” Brianna added more detail into how she heard about the programs by saying, “I just got an email saying oh ok now you qualify for this because you studied abroad,” Brianna continued her comment, “It was just me. I didn't hear it from my friends, but I like heard it the class at the leadership one and then the global awareness I just got an email like after. But one of my friends does have the, or was pursuing the arts engagement one.” Jackie, when asked about her impressions of the email she too received after studying
- 66. abroad, said, “Imean like honestly it didn’t leave a very big impression because I can’t even remember really like if that was whom it was from or what the certificate was for.” Brianna, in contrast to Jackie’s impression of the emails, said, “But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my leadership studies class I would have no idea about these things. I feel like it’s so hidden that you have to seek it out; they are not known, at all.” Code conclusion: Although there was only one participant who had heard of at least one of the Experiential Learning programs, this code provided valuable information about outreach and its effectiveness as other participants, namely Jackie, commented on the ineffectiveness of email outreach. Explaining motivations to seek certification This code includes participants motivations to seek out certification through Experiential Learning. These motivations include both personal and professional, that is, motivations ranged from seeking certification due to personal interest in a topic, or motivation being possible benefits of gaining professional knowledge from certification, used for employment purposes. Motivation also included length of time or effort needed to complete certificates. Brianna said, “You can look into the arts engagement one if it’s something you're
- 67. passionate about.” Jackie said,“just knowing that it’s another thing you can put on your resume,” she then added, “another thing to make you stand out from someone else that could be applying for the same job.” Jackie also added another viewpoint regarding motivation in saying, “The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of time or make my brain explode because I have to think so hard sort of thing?” also adding, “have I already qualified and finished everything I need?” Lauren stated, “I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications,” she continued by saying, “The payoff. What is it gonna do and what does it mean, what do I gain from it?” Brianna said, “I don’t feel like people wanna add different experiences unless it’s actually going to build your resume or help them get class credit.” Code conclusion: The motivations expressed by the participants to seek certification focused on the ease of certification and the amount of effort needed to participate, as well as possible benefits as being a motivating factor to seek certification through Experiential Learning.
- 68. Perceiving process assimplistic This code includes quotes from participants in which they perceived the process of certification as simple, that is, a process that did not require much effort on their part. Brianna, when asked about her experience receiving her certificates, said, “I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me.” Brianna also added, “No it was pretty easy. It was just like a checklist.” Lauren stated, “If you already did it and it didn't take any conscious awareness of you already completing the things you needed to.” Code conclusion: Because the other participants outside of Brianna did not have any experience with any of the certifications, the group seemed to accept a slightly skewed notion that it required very little of the certification seeker due to comments by Brianna. It is to be said that Brianna may not actually have the Global Awareness certification due to an email that was mistakenly sent to some students telling them they had completed it when they had not. This is also supported by the fact that Brianna does not mention completion of some components of the GAP certificate, such as the reflection essay. Therefore, we are not sure if she has actually
- 69. completed this certification. Perceivingwhat employers are looking for This code represents qualities of potential employees in which employers are looking for, as perceived by the participants. When asked what they thought employers were looking for, Brianna said, “Someone that is well-rounded.” She added, “They're versed in different subjects, like even if it is not their major they know something about these different topics.” Jackie said, “I think if they're looking for somebody who is well-rounded, it would be encouraging to see something that is like a global awareness certificate and a leadership certificate and like an art, whatever that art one was, to get like a, that shows that clearly you are knowledge about various different things that are going on in the world [...]” Code conclusion: This code provided information regarding the participants ideas of what employers are looking for in potential employees. Both participants who commented on this topic seemed to agree that being “well-rounded” important and being able to have a wide variety of knowledge. Transfers and awareness
- 70. This code representsthe awareness and perception of Experiential Learning as a transfer student. Kelsey, a transfer student stated, “I transferred so that kind of changed my opportunities and what I was looking for so in that process I felt it was kind of hard to begin when other people have been here before. Because I wasn’t apart of the university it was a smaller college. So I think if those opportunities are given to non traditional students in way that would be easier to find I don’t know if that could be helped or how, but I know I am apart of the non-traditional student foundation so we always try to find ways that include other people and organizations with us so I don’t know how that can help I just know it’s harder when you’re in a situation like that to be involved in things that you feel like you're already past it.” Code conclusion: This code gave us the point-of-view from a transfer student and her reaction to programs such as Experiential Learning. Because KU does have a large transfer-student population, this can help Experiential Learning to better communicate to them and understand their struggles to get involved in their programs. Freshman and awareness This code represents the awareness of Experiential Learning as a freshman and possible
- 71. problems associated withthe way information is given to freshman and their true ability to act on information given to them regarding extra curricular activities. Brianna said, “I know they had tables for Experiential Learning at orientation, but like just like any other thing during orientation, it goes right over your head you’re just looking at all these booths and all these things to do. But I think if it were in a more intimate setting like sitting down with your advisor the first time to get your hold off and if that is something they would bring up like as a discussion point.” Code conclusion: This code gave insight regarding freshman and the amount of information that they take in with respect to extra-curricular activities and the overwhelmingness of it. This could be beneficial and help change the way in which Experiential Learning separates itself from the clutter of other programs that freshman students are being exposed to. Participants were very agreeable to Brianna’s comment although others did not counter with their own comments. Category conclusion: In conclusion, we were able to break down this category into specific codes that will provide us with information and support to suggest marketing methods based on our participants responses. This category will be beneficial due to its focus on topics such as the wants of students, their perceptions of Experiential Learning, as well as important student- demographic information. We found that the focus group participants believe that certification through Experiential Learning is beneficial in both a personal and professional level, and that their motivations to seek out certifications, too, are both personal and professional. We also
- 72. found that theparticipants heard of Experiential Learning through both face-to-face contact and through email, however, face-to-face contact was more effective and meaningful, as was a pattern throughout the focus group. This category will allow Experiential Learning to understand multiple student demographics and continue to improve outreach efforts by pushing the benefits of the programs and capitalizing on students’ motivation. Perceptions of Digital Media (Emily Kawola) This category addresses the digital media of KU Experiential Learning. It examines the web pages for all of the certificates as well as social media. Providing Website Feedback for Global Awareness This code shows the perceptions our focus group participants had about the website of the GAP program. Brianna a senior in religious studies said “See on the right side it shows how you can get involved with them like email us, tweet at us, like our Facebook, and it's way more friendly and way more visual than all the other pages. The other ones are just like hey here’s our information and that’s it.” Jackie made a comment about the appearance of students on the website, “I think it’s
- 73. important to seeour peers participating in it.” In response to Jackie’s observation Brianna said “It looks so much fun, see look they’re dancing. So much more fun.” Code Conclusion: Overall there was a positive reaction to this web page. This is also the web page with the most on it and the most interactive. Interaction with KU website This code examines the interactions that our participants interact with the KU website. Lauren said “I would probably look them up on ku.edu, because that is where I get all of my information from KU.” Jackie agreed with Laurens statement “I’d probably go to the KU website specifically and just search for what I’m looking for.” Brianna agreed as well saying “to find real information I feel like they would want to search that on the KU website.” Code Conclusion: These quotes show the importance of the KU experiential learning websites being discoverable. Our participants visit the KU website to get any information that they may need.
- 74. Providing Website Feedbackfor Experiential Learning This code examines the overall impression that the focus group participants had about the experiential learning websites. Lauren a junior in exercise science said “Each certification looks different the way it’s designed. I don’t really associate them together.” Another statement she made was “I don’t like how on the main screen, the experiential learning they don’t have a description or anything or what they are.” Commenting on the layout of the website Lauren said, “because ads are always on the right side of the screen so you look to the right and then I just don’t really pay attention to the stuff on the side as much so I don’t really associate the certificate programs with the experiential learning stuff. I feel like those need to be more of a central focus with the website.” Code Conclusion: The KU Experiential Learning websites need to be consistent across all certificates. There needs to be a consistent theme amongst all the websites so that visitors can connect that all the programs are linked. Having Photos Importance This code examines the thread of photo importance amongst our focus group participants. Jackie said “I think it’s important to see are fellow students, if they can do it, I can do it
- 75. too.” Brianna plainly stated,“There’s no photos.” Code conclusion: Overall there needs to be photos on the web pages. Photos convey the idea that people are participating in these programs and would be more relatable to potential participants. Providing Website Feedback for Research Certificate This code examines the comments that were made about the website of the research certificate. Brianna said, “I like the icons a lot.” In response to Brianna’s comment, Jackie made a suggestion, “I think those need to be at the top” Code conclusion: Overall cosmetic suggestions. These ideas can then be applied to other websites as well to make a more cohesive website. Seeking Information not Given to Students (Emily Kawola): This code relates to an idea that came up about the difficulty in locating information on the certificate programs. Brianna said “I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me. But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my leadership studies class I would have no idea about these things. I feel like it’s so hidden
- 76. that you haveto seek it out, they are not known, at all” Code conclusion: This is important for the idea of raising awareness of these programs. People will not participant in something that is difficult to find, the information about the program needs to incredibly easy for people to find. Providing Website Feedback for Service Learning This code examines that focus groups perceptions of the service learning website. Lauren said about the images “I liked how that one has steps to completion.” Code Conclusion: Overall cosmetic feedback. This idea can then be applied to the other websites to create a more cohesive website. Category Conclusion: This code showed the overall lacking nature of the web and social media presence of the KU Experiential Learning programs. They need to work on creating a cohesive and more active presence across all platforms in order to grow awareness of the programs. Negative Perception of Communication (Macaela Jones) This category talks about the negative connotation communication receives when referring to Experiential Learning and its associated certificates. Many codes are included in this category such as: lacking communication, preferring minor over certification, perceiving what students want, perceiving impact of certificate choice based on major, finding hindrances to completing
- 77. the certificate, perceivingcertification process as time consuming and naming confusion for experiential learning. Naming Confusion for Experiential Learning The code “Naming Confusion for Experiential Learning” contains quotes which display confusion and frustration with the name of Experiential Learning. When analyzing the name of Experiential Learning Brianna, a senior majoring in religious studies said, “I think Experiential Learning just sounds like a different way to say undergraduate research.” Lauren, a junior majoring in exercise science, thought about the name and said, “I feel like if it had name closer to certification. I didn’t really get you get a certificate from experiential learning.” Lauren was confused by the name and added, “You know experiential learning I think like internship or study abroad but I didn’t really think like getting a piece of paper that says I did this. “Brianna also said, “I think it sounds like you have to have this big experience.” Code conclusion: The certificate programs are translated as a lot of work and effort. Brianna thinks that Experiential Learning’s name is easily confused with undergraduate research. The name appears to not explain what it is and what it entails. Lauren thinks it could be beneficial to have the word certification in the name so people would better know what the program is about. Lauren wants to clarify any confusion associated with the name. Students associate a certificate as experiences instead of a document or certification to receive. They find the name misleading. Lauren also associates certificates with physical work.
- 78. Perceiving Certification Processas Time Consuming The code “Perceiving Certification Process as Time Consuming” explains and shows students’ perceptions that the certification process for Experiential Learning takes a lot of time. After thinking about the certificate process Brianna, a senior majoring in religious studies, said, “It seems like something that you would build on. Like it is going to be over a period of time.” Brianna found benefits to the certificates when she added, “I think it would be a good thing. If like what we were talking about if you want it to help with your future then […]” Kelsey, a junior majoring in biology, responded to the topic by saying. “Since time is very precious since we have like homework and jobs and class and like if you are a senior and you are just hearing about it could be something… kind of… It’s something that makes you anxious about. Like taking on that. If you have enough time. If it is going to benefit you in the way that you are looking for because you’re trying to push this.” Lauren, a junior majoring in exercise science, came up with a suggestion when she said, “I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications, and then like the payoff. What is it gonna do and what does it mean, what do I gain from it?” Code conclusion: Students are busy and seniors do not have a lot of extra time to fit in extra activities. Adding extra work to a busy student’s life could cause anxiety and stress. If students have time and the certificate benefits them the certificate would be helpful. The process of
- 79. earning a certificatetakes a long amount of time to complete. It also is something that is not easily finished quickly. Certificates are beneficial if they help students achieve their goals in the future. Completing a certificate can help students get ahead. It could be beneficial to notify students about how much time and effort certain certificates require. Then students can weigh the benefits of working to receive a certificate. Finding Hindrances to Completing the Certificate The code “Finding Hindrances to Completing the Certificate” contains quotes from students about what would keep them from completing KU Experiential Learning’s certificate programs. Brianna, a senior in religious studies, said that a hindrance to completing the certificates is that “It sounds like a big thing that you’re getting into.” Jackie, a senior history and global and international studies major, assessed that “It could be overwhelming.” Kelsey, a junior biology major, thought about her personal experiences and said, “I know it’s really hard to keep up with everything going on, on KU’s campus and it’s almost like everyone pretty much spreads themselves thin. So to take on something else or to even think about research when you’re in a major where you maybe feel like that doesn’t apply to you. It’s hard to even take your time to look into what it takes.” Kelsey expresses how she feels about the communication gap by adding “It's almost frustrating to know that people have completed all of these things and they don't know they can get a certificate for it, it's almost like frustrating to be like who isn't telling them that hey you have all these things, you could come in a get a paper. But nobody is doing it, you know, it's just like it's almost frustrating to think of that.”
- 80. Code conclusion: Thecertificate completion process seems like it is a lot of work and time consuming. If students have to complete extra work when they do not have a lot of time they could feel overwhelmed and anxious. People are involved with a lot of things on and off campus and they do not have a lot of spare time. Receiving a certificate in an area that students think does not apply to their major is considered a waste of time. Many students go through several of the certificate steps without knowing they could complete a certificate with the work already completed. Students should be told if they have completed parts of a certificate. More information about certificates needs to be disbursed. Perceiving Impact of Certificate Choice Based on Major The code “Perceiving Impact of Certificate Choice Based on Major” contains quotes about the affects a student’s major has on which certificate he/she completes. Kelsey, a junior majoring in biology, discusses certificates and she says that “I think lots of majors can benefit from it.” Brianna, a senior majoring in religious studies reflects about her friends and says “I just know friends in all different majors that do research.” Lauren, a junior majoring in exercise science, explains her statement when she said “I just thought that research is very applicable to the sciences.” Code conclusion: Research can help students either in their academic degree or in the future. All different professional fields require some form of research. The research certificate could be very applicable to students majoring or minoring in scientific fields.
- 81. Perceiving What StudentsWant The code “Perceiving What Students Want” contains quotes from students that express what they want benefits they want to get out of the certificate experience and process. Brianna, a senior majoring in religious studies, explains her opinion about what students want when she said “I don’t feel like people wanna add different experiences unless it’s actually going to build your resume or help them get class credit.” Kelsey, a junior majoring in biology, expresses her desired benefits when she said “it’s like who you know sometimes so maybe like network building if it has anything to do with like opportunities that an employee can network through.” Jackie, a senior majoring in history and global and international studies, explained that “if it was like required. Skills for the real world.” Brianna thought about what students want and added that “if I was told how they would help me stay on track with graduating or how that would affect my credits.” Code conclusion: Students only will exert additional effort toward something extra if it improves their resumes or gives them class credit. Networking and networking opportunities for students are important benefits. Students value gaining real world skills that are applicable outside of school. Students would be more willing to complete certificates if advisors talked about how students could earn all their credits and graduate on time. Lacking Communication The code “Lacking Communication” shows the concerns and frustration with the lack of
- 82. communication exhibited aboutcertificate programs. Brianna, a senior majoring in religious studies, expresses her experience with communication when she said “Oh I didn’t know I was eligible for it until after I studied abroad.” Briannaa talked about how she was notified about a certificate when she added, “I just got an email saying oh ok now you qualify for this because you studied abroad. Code conclusion: Some students are not made aware that they could be eligible for certificates. They are informed after completing things instead of before. The GAP program notifies students about certificates after they complete their study abroad trip instead of before they leave for their trips. This could keep them from taking classes and participating in events that could be offered during the trips. Preferring Minor Over Certification The code “Preferring Minor Over Certification” shows the interest students have in a minor in comparison to a certificate. Kelsey, a junior majoring in biology, explains her former preference to minors when she said “When I was looking I was more interested in the minor so I didn’t really look into the certificate.” She discusses minor preferences when she added “as long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' like I'm taking the leadership classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of
- 83. make it broaderso if I was interested in the Global Awareness or something like that then I'd have options there.” Code conclusion: Minors appear to be more desirable and beneficial than certificates. If an advisor explained the certificates in an appealing way which overlapped with a minor students were interested in they would be more likely to try and receive both. Category conclusion: These quotes illustrate that many students are confused and frustrated with aspects of the certificate program. Some think the name of Experiential Learning is misleading. Others think the certificate process is time consuming and that there is a lack of communication to students about certificates. Students also want a certificate that would benefit them in the future and connect to their degree. Students’ perceptions of certificate programs (Bria Strickland): This category addresses all of the initial perceptions the focus group participants had about experiential learning. Perceiving thoughts of what experiential learning entails This code shows how the participants perceive what KU Experiential Learning is and what the office does. When asked what she though KU Experiential Learning was, Lauren a junior majoring in exercise science said, “Maybe like some sort of internship program.”
- 84. Brianna, a seniormajoring in religious studies, responded to the same question with, “And then when you said experiences and learning I think like an alternative way of learning outside the classroom.” Brianna added by saying, “It is going to be over a period of time.” Jackie, senior majoring in history and GIST, said, “I would think that like taking tools that you've learned in classes that apply towards like a career or a specific field and clients like a real world situation.” Kelsey, junior majoring in biology, said, “And possibly learning skills that sound easy in the book but I am able to apply in real life so instead of jumping straight into the real world it would be nice to have a program that kind of helps you do that while you’re learning under help.” Code conclusion: Participants had different thoughts on what experiential learning is based on little knowledge. Perceiving global awareness program certificate This code is what students thought the Global Awareness Program was and how to obtain a certificate from GAP. When asked about GAP, Lauren junior majoring in exercise science said, “Going to another country like experiencing other things like doing something beyond course work
- 85. and like sittingin a classroom. When asked what kind of experience is needed to be considered globally aware, Jackie, senior majoring in history and GIST, answered, “I think it would be really important to cultures that drastically different than ours. Cultures that are based on hunting and gathering, that don’t have stable infrastructure, they travel around and have different social structures umm, individuals have different roles than we do in our society. I think that looking at a society that’s different, a culture that's different than ours on like a drastic scale. I mean like you go to Germany and like kids are still wearing Nikes, they live in houses and they watch Netflix. It would be important to go to a place where people don’t have access to the internet, not all people have cell phones, that sort of a thing.” Jackie later added, “[...] It must have been the same type of certificate and I mean I only went to Germany so like for me that doesn't seem like it's applicable to Global Awareness because I don’t really think that we’re culturally much different from them. So I feel like if i went to Africa, South America or Asia where there is more cultural differences and I felt more aware of those differences maybe I would feel it is more applicable.” Kelsey, junior majoring in biology, expressed her thoughts on global awareness by saying, “So I don’t know she thought the global awareness certificate didn’t apply to her, she didn’t feel like she went to a culture that was so different even though she might have qualified for it because she thought that she just skipped through it. So I think maybe that’s what’s happening.”
- 86. Code conclusion: Participantsfelt that in order to receive a certificate from GAP the must study abroad to a country that is culturally different from the United States. One of the students that had studied abroad felt that the program was not applicable to her because the cultures were similar. Perceiving leadership certificate This code details what students thought the leadership certificate was and how it is acquired. When asked about what she thought the leadership certificate entailed, Lauren, junior majoring in exercise science, said “That it requires you have a leadership position somewhere on campus or likewise in the community.” Jackie, senior majoring in history and GIST, answered the same question by saying, “Leadership for sure. but like she said it sounds like you do a lot of extra curricular things outside of school, outside of work, so that sounds like I don’t know, maybe you have to take time out to get a certificate but you already of time set aside for all the activities that you are involved in.” Lauren added, “yeah I just feel like you would have to have quite a good leadership to come up with that certification.” Brianna, senior majoring in religious studies talked about her experience completing the leadership certificate by saying, “[…] and going into it, like before I was looking at it, I
- 87. thought it wouldreally be like a big feat and be like oh I have to be like student body president or something to get this. People will have to know me as a leader here. And I found out like I was totally wrong about that.” Code conclusion: Participants viewed the leadership certificate as time consuming and involving a lot of extracurricular activities. One of the participant that completed the certificate told the others that it was not the case. Perceiving research certificate This code includes students’ thoughts on the research certificate and what majors they think it is applicable to. Lauren, junior majoring in exercise science, said, “I just thought that research is very applicable to the sciences. Just coming from exercise science, I know we do a lot of research and so I feel like those students would be less compelled to get a certification in that.” Lauren was asked which majors she thought did research. When asked the same question, Brianna, senior majoring in religious studies said, “in some sense everyone is doing research. Like it doesn't mean you’re in a science lab, it could mean that you’re reading or like this could be research.” Brianna later said, “I also wonder how often they get asked, if it’s the same as undergraduate research. Because a lot of people get told about that in their different programs. “Do this research or this research, like wondering it is just the same thing.”
- 88. Code Conclusion: Studentshave conflicting thoughts on what majors do research. Students think that the research certificate is similar to undergraduate research. Category conclusion: Participants had different opinions on what they thought KU Experiential Learning was and what the individual certificates entailed. Overall they thought that the certificate programs involved experiences outside of the classroom done over a period of time. Students’ ideas for changes to programs (Sookie Thongkham): This category contains suggestions the participants had for the certificates’ outreach to students. Suggesting certificate be included in academic planning This code contains the suggestions in relation to inclusion in academic planning. When asked about how participants would react to seeing certificates on the degree progress report, Kelsey, a junior in biology, said, “It would probably prompt you to look up the qualifications, like what it entails more, because I can't imagine me going to KU's website without this focus group and saying 'oh I'm going to look up certificates' [...] I'm already trying to get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to add onto my daily work, you know, like I just can't imagine doing that. [...] I can't imagine pushing the certificates button unless it was on like a report saying 'and look, you know, you have this class to take and you have this' or something like that.”
- 89. When asked whatis the best way for students to have information about the certificates, Kelsey said, “I guess on our degree progress report. Where it was like, you're also close to this certification. Or, you know, advisors saying instead of taking this Zumba class you can take [...].” Adding on to Kelsey’s response about including certificates in the degree progress report, Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed and this gen ed, then they could have this certificate, like they would actually mean something. And I think that is a big frustration of a lot of people, [...] they have to take this class that doesn't like affect them, but if they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense.” When asked what is the best way to get information, Jackie, a senior in history and global & international studies, said, “I think in my classes that, we talked about the classes that qualify for those, I think that’s really important. I would’ve really appreciated if somebody talked to me about this sooner.” In response to the topic of the KU schedule including what completes the KU Core in the course descriptions, Jackie said, “I think those also have if they’re core, you could also do that for certificate like this meets core and also part of this certificate.” When asked what would be the right time and place to reach out to students, Brianna, a senior in religious studies, said, “Have you guy’s advisors talked about these
- 90. opportunities? Because minedidn't, so maybe if it came from higher up, I mean starting as freshmen, ‘here are some opportunities that like in your major.’” Code Conclusion: The participants perceive the certificates as an educational component to their undergraduate studies. Therefore, it would only make sense to include the certificate information in the academic planning for enrollment so they are informed during the process. Suggesting professors talk about certifications This code contains the participants’ concerns of professors’ knowledge about the certificates. When asked who participants’ prefer to reach out to them about certificates, Jackie, a senior in history and global & international studies, said, “Advisors, professors, I’m also a transfer student so orientation.” When asked how students would seek out information about the certificates, Brianna, a senior in religious studies, said, “The only other time I ever heard about it was in my leadership studies class where someone else, not the professor, came in and talked about the availability of having this certificate. So maybe if professors knew, like I don't even know if they know a lot about these things, they could tell their classes.” In response to Brianna’s answer about professors informing students about the certificates, Kelsey, a junior in biology, said, “When they're introducing like the course they could say this is the third class to take for this or this fulfills this.”
- 91. Adding on toBrianna’s response about professors reaching out students about certificates, Kelsey said, “Yeah. When they're introducing like the course they could say this is the third class to take for this or this fulfills this.” Code Conclusion: Participants are under the impression that if a professor’s course is applicable to a certificate then they should be well-informed about the certificate. The professor should convey the information to students instead of having a guest speaker from experiential learning. Placing certificates next to degree progress report This code contains suggestions regarding merging the certificates into the degree progress report. When asked how students would seek information about the certificates, Brianna, a senior in religious studies, said, “I also wonder if it was put by like your degree progress report, like on KU's website where it says like your major your minor and then it could say like certificate like still available. So it's like right there so when you're looking at your progress you can be like ‘Oh, I could do these also.’” When asked about how participants would react to seeing certificates on the degree progress report, Kelsey, a junior in biology, said, “It would probably prompt you to look up the qualifications, like what it entails more, because I can't imagine me going to KU's website without this focus group and saying 'oh I'm going to look up certificates'[...] whenever, I wouldn't be, I'm already trying to get a degree [...] I can't imagine being like 'oh and what certificates do I need?' to add onto my daily work [...] I just can't imagine doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine
- 92. pushing the certificatesbutton unless it was on like a report saying 'and look, you know, you have this class to take and you have this' or something like that.” Adding on to Kelsey’s response about including certificates in the degree progress report, Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed [...] then they could have this certificate, like they would actually mean something. And I think that is a big frustration of a lot of people, is that they have to take these stupid classes, they have to take this class that doesn't like affect them, but if they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense.” Code Conclusion: The participants perceive the certificates as an educational component to their undergraduate studies. Therefore, it would only make sense to include the certificate information in the academic planning for enrollment so they are informed during the process. One way to do this, is including the certificate requirements on their degree progress report. Suggesting changes to global awareness program This code contains suggestions to improve the global awareness program. In response to what the global awareness program is, Jackie, a senior in history and global & international studies, said, “If I had been made aware of that before or while I was studying abroad, I think I would have applied for that.”
- 93. In addition tobeing made aware about the certificates prior to the process, Jackie said, “letting people who qualify for it know, before they finish whatever qualifications they need, letting them know during the process.” In response to how to reach out to students about certificates, Jackie said, “If someone had told me when I had a meeting with my study abroad group before we went like oh by the way you’re going abroad this is what you can get once you come back for studying abroad. That would have been really helpful I think.” Code Conclusion: Participants stressed that they prefer to be contacted during the process of completing a component instead of after the completion of the component. This allows students to better prepare for their academic planning. Preferring advisors to provide information This code contains participants’ concerns’ of advisors’ knowledge about the certificates. When asked what would be the right time and place to reach out to students, Brianna, a senior in religious studies, said, “Have you guy’s advisors talked about these opportunities? Because mine didn't, so maybe if it came from higher up, I mean starting as freshmen, ‘here are some opportunities that like in your major.’” In response to Brianna’s comment about having advisors inform students about the certificates, Kelsey, a junior in biology, said, “If there is one person everyone talks to it’s their advisor and they look to them for guidance on how to help us in the real world so if
- 94. talk to usyou know – if all of us have advisors that didn’t tell us then there is something going wrong with that and opportunities are being missed through that connection.” In addition to how the certificates can be better communicated, Kelsey said, “As long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' [...] and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of make it broader so if I was interested in the Global Awareness or something like that then I'd have options there.” Code conclusion: Students confront advisors for a reason. Participants expected advisors to be the one to inform them about the certificates because they are the ones to make sure students are on track for graduation. Having Experiential Learning at orientation This code contains suggestions of showcasing the certificate programs at orientations. When asked how what would be a good way to get participants involved if they were a freshman, Brianna, a senior in religious studies, said, “I know they had tables for Experiential Learning at orientation, but like just like any other thing during orientation, it goes right over your head you’re just looking at all these booths and all these things to do. But I think if it were in a more intimate setting like sitting down with your advisor the first time to get your hold off and if that is something they would bring up like as a discussion point.”
- 95. When asked whoparticipants’ prefer to reach out to them about certificates, Jackie, a senior in history and global & international studies, said, “Advisors, professors, I’m also a transfer student so orientation. [...] I think in that sense I have the same feeling when I came here everybody was already, had been here for two years or more and was already accumulated to everything. I felt very distant from that sort of thing. This would be a good program to get especially transfer students. I feel like it’s an easier way to get yourself situated into the university and see what else you can be successful at.” Code Conclusion: Participants wish they were approached and informed during orientation to get involved. This will allow students to include the steps to complete a certificate in their academic planning so than can be more prepared. Suggesting names for Experiential Learning This code contains suggestions of names for Experiential Learning in terms of understanding the purpose and programs. When asked how the certificates could be explained easier, Lauren, a junior in exercise science, said, “I think the name could explain it and just a description of what the certificates and homework to gain the experience.” When asked about renaming the certificates to have a better understanding, Lauren said, “I feel like if it had name closer to certification. I didn’t really get you get a certificate from experiential learning.”
- 96. Code Conclusion: Theparticipants did not associate certificates with the name “Experiential Learning.” Participants suggest a more clear name in relation to or including the terms “certificate” or “certification.” Suggesting tabling information at campus events This code contains suggestions of showcasing the certificate programs at campus events. When asked how to reach out to students about the certificates, Kelsey, a junior in biology, said, “Events such as like the fairs at the union. People are always like stopping by looking for opportunities to network and get flyers just to be educated on things that they can’t normally. I don’t know if they already do booths and stuff.” In response to receiving university-related information through social media, Kelsey said, “It depends on what event they do because it’s nice to get a reminder on social media like if you have hear about something and then you see it on social media and it kind of reminds you that ‘Oh, I want to go to that.’ So if they do tabling or they are at something.” Code Conclusion: Participants mention that they find opportunities during events and fairs to network and gain further information. Category Conclusion (Sookie Thongkham): After analyzing suggestions to change the certificate programs, all participants are in agreement that there is not enough outreach
- 97. directly/intimately to informstudents about the purpose of the certificate programs. Students will not seek out information about the certificate programs if they do not know they exist or what the purpose is. Basic Communication (Bria Strickland and Dylan Jacobs) This category gives information about the participants suggestions and personal experiences about how Experiential Learning is communicated to students, as well as insight towards their using habits of KU’s website to receive information. Using Social Media for University Information This code illustrates how students use their social media accounts, in conjunction with university information. Lauren a junior studying exercise science said about how she gets her university information, “I think the social media outlets are pretty big for me besides ku.edu before I go to blackboard.” Jackie a senior studying history said “I’d probably go to the KU website specifically and just search for what I’m looking for.”Continuing her thought on university news Jackie said “I would assume I’m sure there are various clubs and stuff on campus have their own website and people update those. And usually like those Facebooks are open to the public and if I have to I can look at them.”
- 98. Adding on toJackie’s thought Brianna, a senior in religious studies said “to find real information I feel like they would want to search that on the KU website.” When asked what social media outlets that they used Kelsey a junior studying biology said “Facebook, Twitter, and Instagram” Jackie said she uses the “Kansas Snapchat that they set up recently has been a pretty good way” She added on by saying “other than that it’s me going on the internet through my email usually” In the conversation on twitter usage Brianna said “I don’t think people want to use twitter for that, I feel like if its more academic based they aren’t gonna want it on their fun social media.” Brianna made a statement about a possible use of twitter “Unless there is like a program happening that day where they’re like ok come to this. Or it’s a short thing. But to find real information I feel like they would want to search that on the KU website.” In a conversation about KU events Brianna said “Because it would show their interested enough to seek it out. Because like the free food totally differentiates from that because it’s like a one-time thing. Something they enjoy I guess. But something like this program it’s not something that is a one-day thing or a hand out. It’s something that you want the students that are gonna seek it out. You also don’t want it so hidden that they don’t know about it. So it’s like finding that happy medium.”
- 99. Kelsey a juniorstudying biology talked about student involvement with events, “it depends on what events they do because it’s nice to get a reminder on social media like if you have heard about something and then you see it on social media and it kind of reminds you that “Oh, I want to go to that.” So if they do tabling or they are at something. I know sometimes they do scavenger hunts some organizations and if you’re on social media you can follow those. So I don’t know if they could use that to help them in our awareness, to students.” Jackie responded to Kelsey by saying “I don’t usually get much information on university events.” Code Conclusion: These quotes show that these programs need to work on creating a more effective way to reach out to students. Most of our students receive their new via the KU website, so to increase awareness, they should make their programs easier to find online. Communicating about certificates This code deals with how student that are not in any of the certificate programs think experiential learning should communicate with students in the programs. It also provides insight from a student in the program. Kelsey, a junior majoring in biology suggested ways to communicate with students not in the certificate programs. “I guess, with the global awareness at each study abroad group before they go, like she said. And then leadership when you're first taking the intro studies, you know, and art in your intro classes your class needs some time to hear about
- 100. the certificate youcan get in that way.” When asked if each certificate needs its own area of discussion Kelsey said, “One leads to another, like if you hear about one then you're like 'where else can I get' and if you hear about it in a specific, you know, sense then it can help you understand that there's things out there in other areas.” Brianna, senior majoring in religious studies, that has completed two certificates said, “It was just me. I didn't hear it from my friends, but I like heard it the class at the leadership one and then the global awareness I just got an email like after. But one of my friends does have the, or was pursuing the arts engagement one.” Brianna was asked if she had any interaction with her friends about the certificate programs. Code conclusion: Students think that certificate programs should be discussed more in classes that count towards completion of the program. Finding information This code deals with how students find classes at KU and find out if they fulfill their needed requirements. Lauren, Junior majoring in exercise science said, “I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that.” When asked to where this information was, Lauren said “classes.ku.edu.”
- 101. Lauren, elaborated bysaying “Yeah you can check the term, enter the class name, and it will give you a description of the class, and lists the classes on campus. It’s just how I figure out what my class is.” Code conclusion: To find a description of courses, one of the participants searches the classes.ku.edu website to see if the class fulfills the requirement she needs. Category conclusion: Participants find information on the classes they want to take via classes.ku.edu. Participants think that communication on certificate programs in the classroom should be increased. Part V: Conclusion (Emily Kawola): Our focus group was made up of only four people, which made conversation stagnant at times. All of our participants were women. There was a general lack of knowledge of the programs amongst most of the participants except for one that had completed two of the certifications. Due to the lack of knowledge, they had a hard time answering many of the questions. Most of the women were quiet and slow to answer questions as if they were afraid to answer incorrectly. They also often agreed with what other participants said. Once someone came up with an answer they all added to the one idea without coming up with different ideas. Our focus group did have a problem because all of our participants were female. Also, we thought it was interesting that they brought up the idea that the name “Experiential Learning” is confusing. They said that they did not associate it with certificates. In addition, they mentioned that they did not like how all of the webpages were different.
- 102. Participants said thatthe program should have a cohesive design for all of the certificate programs so that it is obvious that they are all part of Experiential Learning. They also said that not all of the pages looked inviting. In addition, they added that it would be beneficial to have advisors and professors talk about the certificates in class and to have them on degree progress reports as options to consider. LIMITATIONS Survey: (Macaela Jones and Sookie Thongkham) One problem that we encountered was that we did not have a diverse group of participants. Most of our participants were white junior or senior females. This could be a limitation of our current data because we do not get the opinion of a large audience so the data could be skewed when comparing the likelihood of opinions by specific groups. If we had the chance to redo the survey we would require each of our group members to get an equal number of male and female participants as well as a variety of year in school and ethnicity. This would better ensure that we would more accurately represent the opinions of KU students. Focus Group: (Emily Kawola) Our focus group was made up of only four people which made conversation stagnant at times. All of our participants were women. There was a general lack of knowledge of the programs amongst most of the participants except for one who had completed two of the certifications. Due to the lack of knowledge, they had a hard time answering many of the questions. Most of the women were quiet and slow to answer questions as if they were afraid to answer incorrectly. They also often agreed with what other participants said. Once someone
- 103. came up withan answer they all added to the one idea without coming up with different ideas. Our focus group did have a problem because all of our participants were female. CONCLUSION Survey (Bria Strickland and Dylan Jacobs) From our survey findings we have concluded that participants were most divided based on gender for questions pertaining to opinions on the aesthetic look of the program websites and their functionality. There were also differences in interest and awareness of Experiential Learning by males, which we found to be less than in women. With regards to class, we found that difference arose mostly in areas regarding awareness, where it was less in underclassmen due to longevity of the junior and senior class and being exposed to more information. Also perceptions of Experiential Learning were varied between underclassmen and the junior and seniors on the process of completing a certificate program. Juniors and seniors, that have completed a certificate, were more likely to think that it was a simple process compared to underclassmen. This could be due to juniors and seniors having already completed requirements prior to enrolling in the program. Based on the data, we would recommend that Experiential Learning reach out to the underclassmen and clear doubts about the programs and what they entail and the time commitment associated with the programs. This could be done through the top five preferred method of communication students prefer. In this way, underclassmen would be proactive in seeking out certifications early on in their college careers. We also recommend that Experiential Learning try new methods of interaction to all students to pique the interest of students that do not know about Experiential Learning.
- 104. Focus Group (EmilyKawola & Macaela Jones) After reviewing our data from the focus group we found a lot of valuable information. As a group we thought it was interesting that participants thought the name “Experiential Learning” was confusing. They said that they did not associate it with certificates. Participants stated the name seemed more like research or an internship program. This could show how students are not aware of the true purpose of Experiential Learning. In addition, they mentioned that they did not like how all of the webpages were different. Students specifically talked about how the certificate pages had varying colors, fonts and differently structured photographs. These comments show and explain the perceptions of students of the certificate. Students say Experiential Learning is confusing and they show this through the fact that they struggle to differentiate the programs on their websites. Participants said that the program should have a cohesive design for all of the certificate programs so that it is obvious that they are all part of Experiential Learning. Participants also said that not all of the pages looked inviting. They elaborated by explaining that not all of the information, pictures and page designs were as appealing as the Global Awareness certificate. This idea could decrease the wanted interaction and completion of certificates by Experiential Learning. Additionally, they added that it would be beneficial to have advisors and professors talk about the certificates in class. By doing this students would be more likely to interact and complete the certificates. Additionally, mentioning Experiential Learning could also increase its awareness.They also wanted to have the certificates on degree progress reports as options to consider. Again,
- 105. adding the certificatesto another document would increase the potential for students to learn about and maybe complete the certificates. In summary, we found that a very low number of our participants were aware of Experiential Learning. Many participants were confused about Experiential Learning and they had a negative perception of the appearance of the webpages and content. APPENDICES (Macaela Jones) Appendix A: October 19, 2015 Start: 4:45 End: 1:15:10.69 0:4:45 (Hours-Minutes-Seconds) Moderator: Have you heard of KU office of experiential learning. And just answer. You don’t have to raise a hand we are not we are all on the same page here so just speak. If you have heard of it or if you haven’t say you haven’t. Jackie: no Kelsey: no Lauren: no Kelsey: I don’t think I have. Brianna: I actually worked in their office with the office of first year experience. Moderator: yeah Brianna: So I shared an office with them.
- 106. Moderator: Yeah. Canyou can you tell maybe the group what your experience was and kinda how, I don’t know you can tell us about it. Brianna: The people are cool. It was a really open atmosphere office. I mean we were on one side and they were on the other, but that is as much interaction as I had. Opening the door for them and stuff. Moderator: Okay. Brianna: It was pretty basic people stuff. Moderator: Yeah. So how did the… So before you started working there how had you heard about Experiential Learning? Was it just... did... a job posting kind of thing or how was it that you came about working for experiential learning? Brianna: Oh I didn’t work for them. I just shared an office with them because I worked for the office of first year experience. Moderator: Oh okay. Brianna: So we just shared a space. Moderator: So that’s how you heard about them? Brianna: Yep. Moderator: In other words you were next door to them? Brianna: I just shared a space with them. Moderator: Okay cool. So for those of you that haven’t heard about it or don’t know or maybe you could answer this as well. What do you think that Experiential Learning entails? Or what do you think it might have to do with. Any answer. There is no wrong answers here. I didn’t mention that. There is no wrong answers. Experiential Learning so… Brianna: Taking learning out of the classroom.
- 107. Moderator: Okay. Yeah.Okay. Anybody else? Lauren: Maybe some sort of like internship program or like... Moderator: Okay. Lauren: Or like putting the students out in the real world. Moderator: Okay. And why would you say something outside of the classroom? Brianna: Um. Moderator: Or like what about the name or what about your… Brianna: Like I hear experiences in there. Moderator: Mhm. Brianna: And then when you said experiences and learning I think like an alternative way of learning outside the classroom. Moderator: Okay. And what about you? What makes you think maybe like an internship experience. Lauren: Just experience, like she said. Moderator: Okay. Lauren: Both of them. Moderator: Okay. Yeah. Very good. So what do you think maybe this... I kinda… Kinda the same question, but what do you think something like this would entail? You said internship so that would be something that might entail… What else would you think based just solely based on the name? What might entail Experiential Learning? Like maybe… What do you get out of it or what… You know… Anything like that or… Just by the name, what does it, what do you think it entails? Like components of it? Jackie: Learning something.
- 108. Moderator: Learning? Okay. Kelsey:Applying what you’re learning. Jackie: So you want to experience or to some sort of outside applicable situation. Moderator: Okay like what? (0:7:45) Jackie: I would think that like taking tools that you've learned in classes that apply towards like a career or a specific field and clients like a real world situation. Moderator: Okay. So for something like that what would you want to uh… So just to give you guys a like a little background. They are going to be passing me things that I am going to either read right away or not right away. Don’t worry about them. Don’t pay any attention to them. But. So, for you guys that don’t know the program or anything about it what do you think you could get out of something like that. A opportunity for Experiential Learning. Kelsey: Sweetens us to build your resume kind of. Moderator: Okay. Kelsey: Build your resume on. Moderator: In what aspects or why would you say that? Kelsey: If it entailed like internships that helps build your resume or like any kind of learning that you can make as a knowledge of that you can kind of add to your resume. Moderator: Okay. Kelsey: Something like that. Moderator: Anybody else? Brianna: Maybe taking experiences and turning them into credit. Moderator: Okay.
- 109. Brianna: So ifyou did a House for Humanity thing or you did a mission trip or you did something like that, putting into credits. Moderator: Okay. Interesting. So would you be interested in something like that? I mean would that… Something like an Experiential Learning be of interest to you? Like you said it builds your resume and possibly… Kelsey: It blends well with... finally. I don’t have to worry about that but... Moderator: Okay. So yeah. Anybody else? Would that be of like interest to you maybe if it was? Jackie: Yeah if it was like required. Skills for the real world. Yeah. Moderator: Okay. Brianna: Or if I was told how they would help me stay on track with graduating or how that would affect my credits. Moderator: Okay. And what do you mean by credits? Like credit hours? Or? Brianna: Yeah, because I don’t feel like people wanna add different experiences unless it’s actually going to build your resume or help them get class credit. Moderator: Right. So some sort of… Brianna: It sounds like a big thing that you’re getting into. Moderator: Right. By the name it seems like a big thing? Brianna: Yeah. Moderator: Okay. Kelsey: Also, it’s like who you know sometimes so maybe like network building if it has anything to do with like opportunities that an employee can network through. Moderator: Okay. And in what ways like networking like?
- 110. Kelsey: Like dependingon who works with you on this process and where you go through it and through the people that you do an internship with where you are learning from in this way can help you network outside of the classroom or your peers. Moderator: Okay. Kelsey: I mean outside of college. (0:10:45) Moderator: Yeah so going on with the benefits things how would you want something like a program to benefit you like if like you were looking at a program that was like what you guys mentioned outside of the classroom experiences how would you want something like that to benefit you? Like if you were to take your time outside of you know your regular classroom learning and getting credits grades and stuff like that, how would you want a program to benefit you? What would you be looking for? Does that make sense? Feel free to tell me “Hey clarify, you’re not making any sense.” Jackie: Something that is beneficial to my future like for where I want to go in my life, like... Moderator: Like as far as... Jackie: Like career goals or something like that that would… Moderator: Okay so like career professional based. Jackie: That would be applicable to a career that I am interested in not something that I am not interested in. Especially as like a senior I’d be interested in something that would be applicable that way. Moderator: Okay. Right. Jackie: That would be beneficial and applicable right away. Moderator: Okay. Brianna: Like gaining a network and getting contacts and networking in there.
- 111. Moderator: Okay. Kelsey: Andpossibly learning skills that sound easy in the book but I am able to apply in real life so instead of jumping straight into the real world it would be nice to have a program that kind of helps you do that while you’re learning under help. Moderator: Okay. So Brianna you said something about that that was interesting that what… No no, it’s just fine. Brianna: It’s just my mouth is full. You’re fine. Go ahead. I got it. Moderator: So you said something that I wanted to bring up and get everyone’s opinion too. You said that the name of it, Experiential Learning, sounded like a big thing. What do you mean by that exactly? Brianna: Um. I think it sounds like you have to have this big experience. Moderator: Okay. Brianna: Especially if it’s a separate office and um there are working on their project. It seems like something that is going to take more than like a day. It’s not like you’re going and volunteering for a day it seems like something you are going to build bigger. Moderator: And doing something for more than a day, is that a good thing, bad thing is, like, is far as the name Experiential Learning that is that something that you would that… Brianna: It seems like something that you would build on. Moderator: Okay. Brianna: Like it is going to be over a period of time. Moderator: Okay. And that’s a good thing? Bad thing? Brianna: I think it would be a good thing. If like what we were talking about if you want it to help with your future then…
- 112. Moderator: So thiswould be… Brianna: A lot. Moderator: Okay. Cool. Do you guys have any comments about that? Does this sound like the same for you guys as far as would it be a big thing? Does it sound like something that would take time, take effort? Does that...? Jackie: Mhm. Lauren: It sounds like it is longer than a day like it’s not something where you go in and sign the paper and leave like it is going to take weeks or months to do it. Moderator: Okay. Kelsey: Since time is very precious since we have like homework and jobs and class and like if you are a senior and you are just hearing about it it could be something… kind of… It’s something that makes you anxious about. Like taking on that. If you have enough time. If it is going to benefit you in the way that you are looking for because you’re trying to push this. (0:13:45) Moderator: Okay. And benefiting in… And how would you want it to benefit you? Kelsey: I guess that depends on the individual. Like if you’re going into it wanting to network and if you’re going into it because you want the experience and something that you want to learn how to do outside of just bookwork. Moderator: Okay. So yeah. My other question… Let me get my thoughts together here… Have you previously heard about this certification program that are offered under Experiential Learning? No? Brianna: Yeah. Moderator: You have? Would you tell us a little bit about what you know about it. Sorry I keep calling on you when you’re eating.
- 113. Brianna: It’s alright.I’ve done the Global Awareness certificate and the Leadership Studies certificate. Moderator: And what was your experience like with that or how did you go about or hear about it? Brianna: Um, I heard about it like through the Study Abroad office and then through the Leadership Studies program. Moderator: Okay. Brianna: And just if you took this classes or if you studied abroad you could just get it. Moderator: Okay. Brianna: So it is kinda just there. Moderator: So that’s how it’s presented to you if you do this and this you just get it. Brianna: It’s just there, yeah. Moderator: Okay. And do you remember who the person that communicated that with you? Or how that information came about? Brianna: I think I got an email from somebody. Moderator: Okay. Brianna: And they were like well you qualify for this so like just come in and turn this sheet in and you have it and I was like “ok cool.” Moderator: Okay. Jackie: I think I like also remember something along those lines. Moderator: Okay. Jackie: About studying abroad. I think somebody emailed me about getting a certificate after I finished my stay.
- 114. Moderator: Okay andwhat was like your first impression of that. Like when you got it was it like… Jackie: I mean like honestly it didn’t leave a very big impression because I can’t even remember really like if that was who it was from or what the certificate was for. Moderator: Okay. Jackie: So. Moderator: Had you studied abroad before? Jackie: Yeah. Moderator: Ok. Cool. Anybody else? You guys haven’t heard of the certifications? What do you think then that entails? Lauren: I didn’t really know anything about it, but I have been thinking about it honestly study abroad… Like a larger experience for you to be able to get the certificate. Moderator: Okay. As in getting larger experiences in? Lauren: Going to another country like experiencing other things like doing something beyond course work and like sitting in a classroom. Moderator: Okay. Kelsey? Kelsey: I think a certificate is something that is always beneficial you could always add it to your resume or add that to a lot of things professionally and that can help you just the fact that you have a certificate in something. Moderator: Okay. Why do you say that? That it can benefit you? Or what makes you say that certificates are beneficial? Kelsey: It is something besides coursework. You had to work for it and you got this. Then saying you got a certificate in you know whatever but it is helpful in any kind of sense.
- 115. (0:16:45) Brianna: Ithelps you stand out too. Kelsey: Yeah. Brianna: And when you’re putting your resume in there. It’s like oh I did this this and this and got a certificate if they don’t know what it is they can ask you and it is a time to really show yourself. Kelsey: Yeah. Exactly. Moderator: Okay yeah so Brianna you said that you were involved with the Global Awareness program what made you ultimately want to do it or why… how did it apply to what you want to get out of here? Brianna: Oh I didn’t know I was eligible for it until after I studied abroad. Moderator: Okay. Brianna: I just got an email saying oh ok now you qualify for this because you studied abroad. Moderator: Right. So when that came to you what interest like why did you go about applying it? I mean did you look at it and say how did it apply to you for you to want to pursue it? You said you have gotten the certificate? Is that... Brianna: Yeah. Moderator: Correct? Brianna: Yeah. Moderator: Okay. So like when that came to you and you told yourself you know I studied abroad why did it apply to you? Was it something you were interested in? Why were you interested in it?
- 116. Brianna: I thinkfor just another mark for if people looked at my resume and my transcript to see that I did go and study abroad so that they can ask me about it. And they can ask “how did you get this certificate?” And I can share my experiences about studying abroad. Moderator: Okay. Brianna: And how I became more globally aware. Moderator: Okay. And for those of you… Kelsey you mentioned that the benefits of it… What kind of certificate would you be interested in having or what how would a certificate apply to you as far as what how you want to get out of it? Kelsey: I think lots of majors can benefit from it because getting a certificate like if you study abroad but you don’t go as far as you did to actually receive the certificate you can always say it but you have a certificate saying that you are globally aware and that’s something that you know that puts you at the head you know of someone who doesn’t even though they studied abroad um that is a way to benefit for her but it is kind of like well why didn’t I do that? I can do this too. 0:18:56 Moderator: Okay. Kelsey can you come closer. So we have a microphone here, like I said this is all being recorded, so we have to hear all of you. So when you say, Jessie, you didn’t really pay attention to it. What about it... that you passed on, even though you studied abroad just like she did but she went and sought it out. What were some factors that you kinda looked at it… I know you obviously recognized it for what it was. Why did you pass on it and why was it not memorable? Jackie: I think one reason is that I’m just on very good at emails. Moderator: Okay Jackie: I don’t really like to look at them excessively. I think another thing… It must have been the same type of certificate and I mean I only went to Germany so like for me that doesn't seem
- 117. like it's applicableto Global Awareness because I don’t really think that we’re culturally much different from them. So I feel like if I went to Africa, South America or Asia where there is more cultural differences and I felt more aware of those differences maybe I would feel it is more applicable. Moderator: Okay. So based on where you went you didn’t feel like it was applicable. Jackie: Awareness I didn’t feel like, in a way I feel like I came back more aware but not aware of major cultural differences. Moderator: Okay. So what kind of cultural differences do you think would apply, in your opinion that you would need to be aware of or experience, that even if you were in Germany or you were somewhere else what kind of things do you think you would need to experience for yourself to feel like I am more globally aware. Jackie: Personally I think it would be really important to cultures that drastically different than ours. Cultures that are based on hunting and gathering, that don’t have stable infrastructure, they travel around and have different social structures umm, individuals have different roles than we do in our society. I think that looking at a society that’s different, a culture that's different than ours on like a drastic scale. I mean like you go to Germany and like kids are still wearing Nikes, they live in houses and they watch Netflix. It would be important to go to a place where people don’t have access to the internet, not all people have cell phones, that sort of a thing. Moderator: (21:56) Okay. So for you guys that haven’t heard of it, Lauren you haven’t, I mean do you kind of agree with, I mean Kelsey you too anybody, do you guys kind of agree with that, is that something you guys take into consideration when it comes to. We’ve been talking about global awareness, is one of the certifications and programs, there’s four more that we’re working
- 118. on right now.Um but do you kind of agree with that where you need like a certain amount of global awareness or does that strike you as? Lauren: I can kind of see it both ways. I see what she is saying about how the culture was kind of the same as it is here but like also her traveling there and experiencing a different country, I think it’s still, she’s globally aware because she is all the way in Europe. Moderator: Okay Lauren: She has something that I don’t have. That would be something to consider. Moderator: Okay. To go over the names of the certification programs, there is Global Awareness, as Brianna mentioned, there is also Research Certificate, there's a Arts engagement certificate, there’s a service learning certificate and Leadership. So based on those names, i guess we will start with the leadership one, anybody can talk, what do you think that name entails, if you haven’t already heard of it or if you have feel free to talk Lauren: That it requires you have a leadership position somewhere on campus or e likewise in the community. Moderator: Okay and why and why do you say that? Based on the name? Lauren: yeah based on the name. Moderator: okay Lauren: yeah I just feel like you would have to have quite a good leadership to come up with that certification. Moderator: okay. Anybody else? Brianna: I have that certificate too. Moderator: Okay
- 119. Brianna: and goinginto it, like before I was looking at it, I thought it would really be like a big feat and be like oh I have to be like student body president or something to get this. People will have to know me as a leader here. Umm and I found out like I was totally wrong about that. Moderator: Okay. Um. And how did you hear about the leadership one? Brianna: umm because I thought I was going to be a leadership studies minor, so I started taking the classes and they were like ohh well you can just take two classes then you can start your path into the certificate and I was like that’s so much easier. Moderator: Okay. Anybody else? What leadership comes to mind? Kelsey: I’m taking an intro to leadership class right now and kind of exploring options through that Brianna: is it 201 and 202? Kelsey: yeah for like minor and certificate (24:56). When is was looking I was more interested in the minor so I didn’t really look into the certificate Moderator: Okay. Umm. So let's move on here. So what kind of students do you think would be in these programs? Again we listed the experiential learning, arts engagement, you guys can still talk about what you think those mean, arts engagement, leadership, we talked about leadership, global awareness, we kinda touched on that, and then we have research. What do you think those mean and then like what kind of students do you think would after those certificates? I know it’s kind of a loaded question feel free to take it one at time but just kinda to start a conversation. Lauren: I just thought that research is very applicable to the sciences. Just coming from exercise science, I know we do a lot of research and so I feel like those students would be less compelled to get a certification in that. That is the one that popped out in my head. Moderator: Anybody else?
- 120. Kelsey: I guessumm it's kind of supposed to be a diverse population depending on what you’re doing or kind of what makes you stand out. So if you have a leadership certificate and you’re going into something like a job it might help you. But I don’t know if people are looking at it in that way or looking at it depending on what they are researching or what they are studying. Moderator: and what kind of majors do you guys think do research? Brianna: All majors Jackie: All majors Brianna: in some sense everyone is doing research. Moderator: Okay. Why do you say that? What makes you? Brianna: I just know friends in all different majors that do research. Moderator: okay Brianna: like it doesn't mean you’re in a science lab, it could mean that you’re reading or like this could be research. Moderator: yeah. It is. Cool so um. Can you guys think of any reasons to somebody wouldn’t get these certifications? We’ve kind of talked about the why someone would or anything like that so why do you think someone would get a certification in one of those five that I’ve mentioned Jackie: It could be overwhelming. Moderator: Okay, in what way Jackie: You could see the name and not really know anything about the program. Like we had initially thought it would take up a lot of your time and as college students our time is already limited. So I feel like these would be put off Moderator: (27:56) Okay. In those five ones that we mentioned which are the ones kind of. We’ve kind of talked about this kind of a theme of them sounding like a lot but which one of
- 121. those certification ofexperiential learning. What makes that sound bigger or which ones sound bigger? Like that they would be something that take on a lot? Jackie: Leadership for sure. but like she said it sounds like you do a lot of extracurricular things outside of school, outside of work, so that sounds like I don’t know, maybe you have to take time out to get a certificate but you already of time set aside for all the activities that you are involved in. Moderator: Anyone else? Is there a specific one that stands out, I know we’ve said leadership, she said experiential learning sounds big itself. Any other ones? Kelsey: answering on, I think it was the question before, how is the education about the opportunity. I know it’s really hard to keep up with everything going on, on KU’s campus and it’s almost like everyone pretty much spreads themselves thin. So to take on something else or to even think about research when you’re in a major where you maybe feel like that doesn’t apply to you. It’s hard to even take your time to look into what it takes. So i don’t know she thought the global awareness certificate didn’t apply to her, she didn’t feel like she went to a culture that was so different even though she might have qualified for it because she thought that she just skipped through it. So I think maybe that’s what’s happening. Moderator: Okay. And how do you think that could be changed, I mean you all kind of commented on the naming of it. How do you think what naming options or what would make it easier for a student to say this doesn’t sound like a lot or maybe like reading an email and it says global awareness and you don’t think you got a global awareness perspective. Maybe what could be changed or what, thinking just of yourself. How would you be more open or what could they do to be more open about the intimidation factor what their names does.
- 122. Jackie: I thinkit would be interesting, for instance the global awareness, if I had been made aware of that before or while I was studying abroad, I think I would have applied for that. I probably would have been more apt to look into it but I had no idea and still don’t really know what it all entails but I think at least (30:56) for that one and I’m sure it applies to some of the other ones like letting people who qualify for it know, before they finish whatever qualifications they need, letting them know during the process. If someone had told me when I had a meeting with my study abroad group before we went like oh by the way you’re going abroad this is what you can get once you come back for studying abroad. That would have been really helpful I think. Moderator: Okay. So more like right place right time kind of information about it. Brianna would you elaborate more, you’ve said you been involved in the global awareness program and the leadership program. What was that experience for you like with those two and do you find them really hard to get or what experience was it? Brianna: I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me. But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my leadership studies class I would have no idea about these things. I feel like it’s so hidden that you have to seek it out, they are not known, at all Moderator: What would be a good way to reach out and you mentioned kind of right place right time, before you go abroad and while you’re abroad knowing you could come back and do this and that you have fulfilled something. What would be other ways that they would be able to get to you guys outside of those classrooms, certain fields of study what do you get your information from. As far as campus opportunities.
- 123. Brianna: Have youguy’s advisors talked about these opportunities? Because mine didn't, so maybe if it came from higher up, I mean starting as freshmen, here are some opportunities that like in your major…. 0:33.07 Brianna: If you're in arts or design or something like that. Maybe you can look into the arts engagement one if it’s something you're passionate about. But just don't think it was ever mentioned to me anytime I was looking at academics or extra-curriculars. Moderator: Okay Kelsey: Events such as like the fairs at the union. People are always like stopping by looking for opportunities to network and get flyers just to be educated on things that they can’t normally. I don’t know if they already do booths and stuff but… Moderator: Okay, Lauren what do you think? Lauren: I think just maybe putting on the minors and majors list. I don't know, just adding different ways you can add to your college experience. Moderator: Okay. So if you guys like you mentioned freshman times. If you guys would have heard this as freshman, do you think you would have jumped at the opportunity and kind of started the process of it or like you know trying to put yourself back in the freshman state of mind would it have been something you would have kind of jumped at as far as what plans you had for yourself going forward in college your first year or if you had any. You what would have been a good way to get you guys in? Brianna: I know they had tables for Experiential Learning at orientation, but like just like any other thing during orientation, it goes right over your head you’re just looking at all these booths and all these things to do. But I think if it were in a more intimate setting like sitting down with
- 124. your advisor thefirst time to get your hold off and if that is something they would bring up like as a discussion point. Moderator: Okay. Are you guys in agreeance with that? Disagree? Any other suggestions that might of, that you would give away that would have connected you as a freshman or even now? What is your guy's situations now? As far as seeking out opportunities? Are you guys getting close to being done with your majors, and how is that, how is where you are now affecting what opportunities you are seeking out? Kelsey: I transferred so that kind of changed my opportunities and what I was looking for so in that process I felt it was kind of hard to begin when other people have been here before. Because I wasn’t a part of the university it was a smaller college. So I think if those opportunities are given to nontraditional students in way that would be easier to find I don’t know if that could be helped or how, but I know I am a part of the non-traditional student foundation so we always try to find ways that include other people and organizations with us so I don’t know how that can help I just know it’s harder when you’re in a situation like that to be involved in things that you feel like you're already past it. (36:24) Moderator: Okay, and did your previous schools have programs such as these, do you know? Kelsey: I’m not really sure. Moderator: No? So what would make it easier, and this is a question for everybody, what would be an easier to have this information given to you that you guys would… Kelsey: I think that she (Brianna) made it really easier because if there is one person everyone talks to it’s their advisor and they look to them for guidance on how to help us in the real world so if talk to us you know – if all of us have advisors that didn’t tell us then there is something going wrong with that and opportunities are being missed through that connection
- 125. Moderator: Okay, soI guess my next question would be are you guys active at all on social media? Some yes some no? If you are we will just kinda start which one are you on? Brianna: Everything. Moderator: What is everything? Brianna: Okay, like Facebook, twitter, Instagram, Snapchat, Pinterest. I mean pretty basic over here. Moderator: and you said you weren’t? Jackie: I’m actually almost completely opposite of that. The only one I have is Snapchat and even that I’m not really connected on that either so that probably affects some things. Kelsey: Facebook, Twitter, and Instagram Moderator: okay Lauren: Facebook, Instagram, Pinterest, and Snapchat. Moderator: Okay and do you guys get a lot of your university information this way? Does it come through you in a way that you guys pay attention in that way? Consider other ways you get university news, is this a top one is it lower or middle how does it rank in how you get information? Brianna: Information or like university information? Moderator: University information. I guess it could be both, I mean information is super broad so let’s do university information. Kelsey: I like checking @freefoodatku. I don’t know if that is applicable. Brianna: Oh yeah. Moderator: Yeah, absolutely.
- 126. Lauren: I thinkthe social media outlets are pretty big for me besides ku.edu before I go to blackboard. That’s about all I see about KU. Moderator: Okay so glance through the first page and if there is anything interesting usually it's that same picture of that old house… Lauren: …and the lady, yeah. (39:23) Moderator: and what about you, if you don’t use social media how do you get your university news? Jackie: well I’m pretty in lucky that quite a few of my friends are if not active, aware. Sookie is almost always aware of where there is free food. So that’s nice. But yeah usually the Kansas Snapchat that they set up recently has been a pretty good way, but other than that it’s me going on the internet through my email usually… I mean honestly I don’t usually get much information on university events. Moderator: and what if you were to want information are you gonna download Twitter and create an account? How would you go about seeking it? Jackie: No I’d probably go to the KU website specifically and just search for what I’m looking for. Moderator: and what part of the KU website do usually search for information? Jackie: I’ve personally never done it so I can’t tell you, but I would assume I’m sure there are various clubs and stuff on campus have their own website and people update those. And usually like those Facebooks are open to the public and if I have to I can look at them. Moderator: Without creating an account. Have you done that before? Jessie: yeah I’ve done that before.
- 127. Moderator: Okay. Sodo you guys follow on social media a lot university entities, organizations or anything like that? Which ones do you follow? Brianna: Like literally all of them including Experiential Learning. Moderator: okay Brianna: They don’t hardly post ever actually. Moderator: Do you think that would be a good idea that they post more? Brianna: I don’t think people want to use twitter for that. I do because I like following all the KU stuff but I feel like if its more academic based they aren’t gonna want it on their fun social media. Moderator: so you wouldn’t that’s a good idea? Brianna: unless there is like a program happening that day where they’re like ok come to this. Or it’s a short thing. But to find real information I feel like they would want to search that on the KU website. Moderator: why do you say that? Brianna: Because it would show their interested enough to seek it out. Because like the free food totally differentiates from that because it’s like a one-time thing. Something they enjoy I guess. But something like this program it’s not something that is a one-day thing or a hand out. It’s something that you want the students that are gonna seek it out. You also don’t want it so hidden that they don’t know about it. So it’s like finding that happy medium. Moderator: Okay are you guys in agreement with that? Any other comments to add to it as far as like social media and if you follow them and again if what they post should be relevant to a certain facet of what they do? (42:25)
- 128. Kelsey: it dependson what events they do because it’s nice to get a reminder on social media like if you have heard about something and then you see it on social media and it kind of reminds you that “Oh, I want to go to that.” So if they do tabling or they are at something. I know sometimes they do scavenger hunts some organizations and if you’re on social media you can follow those. So I don’t know if they could use that to help them in our awareness, to students. Moderator: Okay, so moving on here. What would motivate you guys– We will talk about what these programs are, but what would motivate you guys to get a certificate? We kind of touched on it, but more in depth what would motivate you guys to get a certificate what would be some factors in like that Experiential Learning? Jackie: The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of time or make my brain explode because I have to think so hard sort of thing? Or like have I already qualified and finished everything I need. Like she talking about (points to Brianna) where she finished everything, and I’m sure likewise I could probably go there and they would give me a certificate because I’ve studied abroad as well so it’s like knowing things like that that they’re easier to get. Moderator: What would make you make that next step into actually pursuing it? Jackie: Probably just knowing that it’s another thing you can put on your resume and like we’ve been talking about another thing to make you stand out from someone else that could be applying for the same job. Moderator: okay, anybody else? Lauren: I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications, and then like the payoff. What is it gonna do and what does it mean, what do I gain from it?
- 129. Moderator: okay, anybodyelse? Brianna: I also wonder how often they get asked, if it’s the same as undergraduate research. Because a lot of people get told about that in their different programs. “Do this research or this research” like wondering it is just the same thing. Moderator: can you elaborate a little bit more on that. In like what the mistake is made and how they’re different if you know the answer so those who don’t know. Brianna: I think Experiential Learning just sounds like a different way to say undergraduate research. I don’t know did you guys hear that? The two were put together. It just sounds like a friendlier way to say that. Lauren: like the umbrella term for all of it. Brianna: Yeah basically. (45:23)- Moderator: Okay what about you? Alright. So if you guys had the option what would you call Experiential Learning? Knowing what we do now, that it involves learning outside the classroom and there are certificates there underneath that experiential learning umbrella program. What would you name it to make it less similar to research or less intimidating? Brianna: do you have what qualifies for the certificates? Moderator: Yeah, we're gonna look at it in a little bit. Brianna: okay, because that may help. Moderator: Yeah, but just a name from what we know. Lauren: I feel like if it had name closer to certification. I didn’t really get you get a certificate from experiential learning. You know experiential learning I think like internship or study abroad but I didn’t really think like getting a piece of paper that says I did this. So it’s just kind of… Moderator: And how could that be explained easier for you and would it be in the name?
- 130. Lauren: I thinkthe name could explain it and just a description of what the certificates and homework to gain the experience. Moderator: and where would you be more apt to find that information just in your daily life? Where would you find those descriptions if they were available? Lauren: I would probably look them up on ku.edu, because that is where I get all of my information from KU. Usually, I mean if like, I don't know like, social media we talked about, but that's more about, like getting to know stuff like events, like casual, but this is like more like I want to know the qualifications of this, like, business. Moderator: Okay. And are you guys kind of in agreement with that? Or have any more comments as far as, you know, what type of information and where you find it? Is there like you guys have that, that sort of separation of information where you seek it or? Brianna: I also wonder if it was put by like your degree progress report, like on KU's website where it says like your major your minor and then it could say like certificate like still available. Moderator: Okay. Brianna: So it's like right there so when you're looking at your progress you can be like "Oh, I could do these also." Moderator: Is that what you're talking about like your general eds sheet? Brianna: Yes, so it becomes a part of your academic planning that you can include those in there. Moderator: Okay. Brianna: So it doesn't seem like a club, so it's not like a club or like a different organization it's like part of your academics.
- 131. Moderator: And howwould that affect you, and you guys as well, if you were to see that on your thing? Would it be, how would you react to seeing that like on maybe a generated report? Would it be like, you know, have you guys generated those reports before where you have to see what you have to do to graduate? How would you react kind of, just seeing that on your report? (48:34) Kelsey: It would probably prompt you to look up the qualifications, like what it entails more, because I can't imagine me going to KU's website without this focus group and saying 'oh I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to add onto my daily work, you know, like I just can't imagine doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button unless it was on like a report saying 'and look, you know, you have this class to take and you have this' or something like that. Moderator: Okay. And what about other barriers, again, what kind of barriers stop you from doing kind of like this extra thing other than the fact that it might be extra work as Kelsey mentioned and as we mentioned before? Kelsey: I wouldn't say it is a barrier, it's just say it's the knowledge of it. Like, I would say like anybody wants a certificate of leadership, anybody would like a paper, you know we work so hard for a degree, anybody wants anything extra that they can get to put themselves ahead. So I can't imagine anybody is like 'that's the last thing I'm going to do' you know, like, I think that just the knowledge of it is probably hindering. Moderator: Okay. And why do you say that? Just, like why would nobody not want it?
- 132. Kelsey: Just likeI said like I'm working for a degree, I can't imagine just looking for a certificate it's kind of misleading in a way to be like, I don't know, I don't know what I was thinking of a certificate but it sounds a little misleading to me. Moderator: Okay. So in what way does it sound misleading? What do you think it entails, or what could be better communicated, you mentioned that if was just communicated then who wouldn't want it, is that? So why would someone not want it? Kelsey: Yeah, as long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' like I'm taking the leadership classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of make it broader so if I was interested in the Global Awareness or something like that then I'd have options there. Moderator: Okay. So what kind of skills do you think, as far as where you guys are now, what kind of skills do you think you're kind of, maybe, I wouldn't say lacking but what kind of skills do you think you would want an employer to be looking at that you don't already have or that you think would be beneficial? (51:34) Moderator: What do you think employers are looking for? Maybe that's a better question. Brianna: Someone that is well-rounded. Moderator: In what way? Brianna: They're versed in different subjects, like even if it is not their major they know something about these different topics. Moderator: Okay. And what topics do you think are the most important to know about?
- 133. Brianna: One beingpolitics, global awareness in the sense that you know what is happening in the world, like outside of like political figures, but like refugee crisis, like there are a lot people that don't know that's going on right now, so something like that, where it could just be that it is a conversation point that may come up in an interview or something. Moderator: Okay. Brianna: So just being able to talk about things outside of your own bubble. Moderator: Okay. Anything else you guys want to add? Moderator: My next question would be, do you think certification programs could help in that area? And in what way? Jackie: I think if they're looking for somebody who is well-rounded, it would be encouraging to see something that is like a global awareness certificate and a leadership certificate and like an art, whatever that art one was, to get like a, that shows that clearly you are knowledge about various different things that are going on in the world, that are going on in [incomprehensible], like, having like a wide array of them. Moderator: What about if you were an employer and I had an arts engagement or I had the research one, what would you guys, do you guys think that would be less important than a global awareness or leadership or what kind of, would you rank them in any certain order of importance? Kelsey: I think it's important because sometimes you don't get that when it's not on paper. So if you like turn in your resume and you get to have the certification and you'll know which ever how it rounds you out in that way, sometimes you don't get the chance to say it in person to get that interview, so it's important to have it documented I guess and to show it on paper, not just
- 134. being able tosit here and be able to talk about other problems in the world and things like that, you have something that shows you can do that. Moderator: Okay. So what, this is kind of is not the same question, but what kind of things maybe outside of jobs, applying for jobs, your resumes, could you use certifications for? Are there any other benefits you guys see as far as whether you're pursuing them or whether you have one, or outside of an employer because you kind of already touched on that, you can continue to elaborate on that if you'd like, but is there any other like ways that you could use this certification that you obtained or that you are obtaining? (54:40) Brianna: I don't think there is a negative to knowing more. Moderator: Okay. Brianna: Like the more you're learning it's just better, nothing negative about that. Moderator: Okay. So that kind of ties into the next question, would you consider getting a certification if you found out that maybe you were taking classes toward one, like classes that counted toward a certification or you completed it, would you be more apt no matter what it was, to go towards that and get it, or maybe seek it out even if you still had a few more to go? Group: nodding in agreement Moderator: Okay. And what if you already completed it, what would be your level of interest in receiving it? Lauren: I'd say why not. Moderator: Okay. And why not? Lauren: If you already did it and it didn't take any conscious awareness of you already completing the things you needed to. Brianna: It can only help you.
- 135. Lauren: Yeah. Idon't think having a certificate could hurt you, so. Kelsey: It's almost frustrating to know that people have completed all of these things and they don't know they can get a certificate for it, it's almost like frustrating to be like who isn't telling them that hey you have all these things, you could come in a get a paper. But nobody is doing it, you know, it's just like it's almost frustrating to think of that. Moderator: Okay. And in what kind of ways, again I think we kind of touched on this before, what kind of ways could they better reach out to you guys, I mean, what, you had these classes and you were eligible for one, two, three however many, how would they get to you? Kelsey: I guess, with the global awareness at each study abroad group before they go, like she said. And then leadership when you're first taking the intro studies, you know, and art in your intro classes your class needs some time to hear about the certificate you can get in that way. Moderator: And do you guys, kind of going along with that, do you guys think they all have, kind of their own place where they need be discussed or do you think that they can be discussed possibly in other realms or would it be better suited for somebody to hear it in a certain area like a leadership class or at a study abroad thing or how do you guys see that as far as relevance? Kelsey: One leads to another, like if you hear about one then you're like 'where else can I get' and if you hear about it in a specific, you know, sense then it can help you understand that there's things out there in other areas. Moderator: And Brianna, when you got your certificates or were pursuing them, were you, did you talk to your friends about it or was it something that, you know, maybe they were thinking of or how was your interaction with you’re, you know, friends and stuff when you were doing it? Was it something that came up? (57:45)
- 136. Brianna: It wasjust me. I didn't hear it from my friends, but I like heard it the class at the leadership one and then the global awareness I just got an email like after. But one of my friends does have the, or was pursuing the arts engagement one. Moderator: Okay. And do you know anything about their experience doing that? Brianna: *shakes head* Moderator: No? Brianna: No. Moderator: Do they have it? Brianna to Emily: I don't know, do you have it? Emily: I don't. Moderator: Okay. Would you guys consider doing, like, a certificate, that wasn't directly linked to a like a major or something you were already interested in? Lille: Yes. Moderator: And why is that? Lauren: Because it makes you well-rounded. It like pulls you out of your little space, I don't know. Kelsey: Sometimes you need credits and people are like 'oh I'll just take this for fun' but if you knew that you were like two credits away from a certificate, you could use those extra credits toward a certificate and then it matters. Moderator: Okay. And what would be the best way to have that information? Kelsey: I guess on our degree progress report. Where it was like, you're also close to this certification. Or, you know, advisors saying instead of taking this zumba class you can take [...]
- 137. Brianna: Zumba isso fun. But I totally know what you mean, like there are so many people that are like 'okay I just have to take this stupid gen ed like, so I'll just take whatever' but if they knew that if they took like this gen ed and this gen ed, then they could have this certificate, like they would actually mean something. And I think that is a big frustration of a lot of people, is that they have to take these stupid classes, they have to take this class that doesn't like affect them, but if they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense. Kelsey: Especially here. If you're paying for your time and it goes toward so much more. Lauren: I think a lot of it, just to like hear about it or learn about it just the KU core, I spent forever looking at that long list of classes and seeing which one, like, 4.1, 4.2 like seeing with what goes with what so like if it told you like hey if you take this one and this one you fulfill the core and then like you get this certificate so then, like, it would help you like make the decision on like what classes you were going to take, instead of taking one like yoga, you would take like leadership and this and then you would get a certificate. Brianna: Also like any actual classes, like I don't know how many professors talk about it. The only other time I ever heard about it was in my leadership studies class where someone else, not the professor, came in and talked about the availability of having this certificate. So maybe if professors knew, like I don't even know if they know a lot about these things, they could tell their classes. (1:00:44) Kelsey: Yeah. When they're introducing like the course they could say this is the third class to take for this or this fulfills this. Brianna: Like so easy.
- 138. Moderator: I knowI've used you Brianna, I don't mean to pigeon-hole you, but when you did you certificates, did you, presumably did you go online to see what you needed to finish it or anything like that? Or how? Brianna: Yeah like I was sent a link. Like here's what you have to do. Moderator: And how were you sent that link? Brianna: Email. Moderator: Okay. And how was it? Was it easy to navigate when you were doing it? Was it hard? Did you kind of have to search a little bit? How was it? Brianna: No it was pretty easy. It was just like a checklist. Moderator: Okay. Brianna: I mean it was way easier than like the study abroad checklist. 1:01.29 Brianna: That made it helpful. It was pretty easy. Moderator: Any other thoughts real quick that you guys have about maybe? Any questions that you guys have? Thoughts, questions, comments, anything you guys want to state or anything? Jackie: Where are they located at again? Moderator: So experiential learning is… Brianna: Strong 145 Moderator: Is that right? Brianna: Yeah Moderator: I thought it was in the multicultural center. Is that not right? Okay, so Strong Hall. It’s in Strong Hall. Any other questions that we could answer? So since we have a little bit of time here, we don’t have much, but I wanted to show you guys kind of...so this is the experiential
- 139. learning website. Ifyou wanna, if you can see here… So this is the experiential learning website, it’s on the KU website. This is what it kind of looks like. What are your first impressions of this site as you look at it? And so you see down here they have the certifications. They have arts engagement, entrepreneurship, service learning, leadership, global awareness and research experience. So if you click on those and it’s just experience.ku.edu. And so if we were to click on one, like arts engagement for instance, it has over here steps to certification, upcoming arts events. You scroll down, it gives you about arts engagement connect and education and recognition. Up here is the various steps to certification. Says take classes, experience the arts, path A or choice of path B, and a final written reflection. And then if we were to take a look at, for instance, research experience. I’m just doing these because we didn’t really talk about them too much. It takes you to of course students, research experience program, you see an idea of benefits to you, getting started. Brianna: I like the icons a lot. Moderator: On which icons? Brianna: Where we just were. Moderator: These over here? Brianna: Yeah Moderator: Okay. Do you think they’re in a good position on the website? Or where… (1:04:28) Jackie: I think those need to be at the top Brianna: Yeah Moderator: At the top? So if we go back to because we’re on…
- 140. Lauren: I don’tlike how on the main screen, the experiential learning they don’t have a description or anything or what they are. Moderator: Okay so on the first page would be kind of an about maybe about what experiential learning is and then from there kind of Lauren: Because ads are always on the right side of the screen so you look to the right and then I just don’t really pay attention to the stuff on the side as much so I don’t really associate the certificate programs with the experiential learning stuff. I feel like those need to be more of a central focus with the website. Brianna: Yeah buttons on top. Moderator: Okay, any other comments about it? What do you like? Dislike? Anything like that would be easy to navigate. If you go to global awareness, it’s another one we talked about. Let’s get your impressions on that one. Gonna go slowly through here. Brianna: Wait, that one looks more fun than the others? Moderator: More fun? There’s so much more on that page than the others. The other just have a slideshow going. Brianna: It looks so much fun, see look they’re dancing. So much more fun. Moderator: So which one’s more fun? This one? Brianna: Yeah Moderator: And global awareness is more fun? Okay. Brianna: There’s nothing on these Moderator: So this is just experiential learning one but there’s not that much on this one so maybe service learning, let me click on that one. My arm’s getting tired but it’s for the research right.
- 141. Brianna: See that’sfine. Moderator: So this is service learning. Brianna: There’s no photos. Lauren: I liked how that one has steps to completion. Moderator: Okay let’s go back to research, we didn’t talk about it too much, what about this one? Lauren: I don’t like how each page looks different. They don’t have a theme throughout all of them. Moderator: As in each certification? Lauren: Each certification looks different the way it’s designed. I don’t really associate them together. Brianna: Yeah, see that looks totally different too. Even just the headings are different. Moderator: And this is leadership certificate, and what are your impressions on this? Brianna: There’s leaders. Moderator: So do you like/dislike the picture slide show? Is that something that hits you on a personal level? How do you see these when it has one of these picture slide shows? I know for instance if we look at the gap again, and this one has it too. Jackie: I think it’s important to see our peers participating in it. (1:07:29) Moderator: Why is it important? Jackie: I think it’s important to see are fellow students, if they can do it, I can do it too. Brianna: See on the right side it shows how you can get involved with them like email us, tweet at us, like our Facebook, and its way more friendly and way more visual than all the other pages.
- 142. The other onesare just like hey here’s our information and that’s it. But this one has a cat, oh wait that’s an ad nevermind. Moderator: So this one they have a Twitter feed. Brianna: That’s fun, that looks like it’s gonna attract people. Moderator: Okay anything else? So that’s that. If you guys want to take a look at it, my arm’s completely dead. It’s not holding too well. Any other comments, questions you guys have, anything? Brianna: Are you guys helping them design a new outreach? Moderator: Yeah, so what we’re doing right now is we’re in the research phase, getting to know what people’s thoughts are, if they know about it or testing awareness of the certifications and experiential learning in itself. So we can kind of make suggestions on what they do. Based on what you guys do, you guys are a big help to what we’re doing in that way because you guys are a sample of our university students that are going to be the ones getting those certifications. Do you have any other questions? Comments? Off the top of your head? Is there any suggestions you may have? You are more than welcome Jackie: I think they just need to get the information out. That people know that it’s not difficult. It’s really not going to take up that much of your time. In fact, it could actually be pretty easy. I think in some cases, I mean honestly, I’m probably going to go get that global awareness certificate. Brianna: Do it. Jackie: Because I know I’m already going to have it completed almost everything for it so why not just go get it?
- 143. Moderator: I wouldtell you, just because I’ll be getting it too eventually, in October, what they are going to do for the global awareness program is that they’re going to have it connected to your progress and so whatever classes you’ve taken towards it will already be put on there. From there you’ve basically studied abroad, I think everything you’ve done for the most part, I know classes they’re going to make a little easier to where you’ll have a portfolio, and it will be put on there by itself. So maybe when you didn’t it wasn’t like that, you had to type in everything you did. But now it will be easier to do that so you might want to wait until October. I think they’re not even open right now because once they roll that out, it will be available. (1:10:30) Jackie: Cool. Moderator: You said, just to get that information out there, what ways, I know we kind of hit it but, would be best for you guys? Jackie: I think in my classes that, we talked about the classes that qualify for those, I think that’s really important. I would’ve really appreciated if somebody talked to me about this sooner. Moderator: Who would be that person? Jessie: Advisors, professors, I’m also a transfer student so orientation. They’re a little less hectic than freshman orientation. I think in that sense I have the same feeling when I came here everybody was already, had been here for two years or more and was already accumulated to everything. I felt very distant from that sort of thing. This would be a good program to get especially transfer students. I feel like it’s an easier way to get yourself situated into the university and see what else you can be successful at. Moderator: Any other comments about that? Like what are your best ways to hear it? Agree? Disagree?
- 144. Lauren: I thinkwhen I look at classes, I don’t know if anyone else does this, I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that. Moderator: And where was this? Lauren: classes.ku.edu Moderator: Is it a schedule? Lauren: Yeah you can check the term, enter the class name, and it will give you a description of the class, and lists the classes on campus. It’s just how I figure out what my class is. Jackie: I think those also have if they’re core, you could also do that for certificate like this meets core and also part of this certificate. Moderator: Any other things? No? I think we’re close on time. 1:12:40 (Hours-Minutes-Seconds) End of focus group October 19, 2015 Appendix B: Code-Quotes Combined Quotes for Codes Perceiving benefits of KU Experiential Learning and its certificates 1. “If it entailed like internships that helps build your resume or like any kind of learning that you can make as a knowledge of that you can kind of add to your resume.” (Kelsey) 2. “taking experiences and turning them into credit” (Brianna)
- 145. 3. “If youdid a House for Humanity thing or you did a mission trip or you did something like that, putting into credits. “ (Brianna) 4. “Sweetens us to build your resume kind of.” (Kelsey) 5. “Build your resume on.” (Kelsey) 6. “Like depending on who works with you on this process and where you go through it and through the people that you do an internship with where you are learning from in this way can help you network outside of the classroom or your peers.” (Kelsey) 7. “I think a certificate is something that is always beneficial you could always add it to your resume or add that to a lot of things professionally and that can help you just the fact that you have a certificate in something.” (Kelsey) 8. “I think lots of majors can benefit from it “ (Kelsey) 9. “It is something besides coursework. You had to work for it and you got this. Then saying you got a certificate in you know whatever but it is helpful in any kind of sense.” (Kelsey) 10. “It helps you stand out too.” (Brianna) 11. “And when you’re putting your resume in there. It’s like oh I did this this and this and got a certificate if they don’t know what it is they can ask you and it is a time to really show yourself.” (Brianna) 12. “getting a certificate like if you study abroad but you don’t go as far as you did to actually receive the certificate you can always say it but you have a certificate saying that you are globally aware and that’s something that you know that puts you at the head you know of someone who doesn’t even though they studied abroad um that is a way to benefit for her but it is kind of like well why didn’t I do that? I can do this too.” (Kelsey)
- 146. 13. “if youhave a leadership certificate and you’re going into something like a job it might help you. “ (Kelsey) 14. “Because it makes you well-rounded. It like pulls you out of your little space, I don't know.” (Lauren) 15. “anybody wants anything extra that they can get to put themselves ahead.” (Kelsey) Hearing of Experiential Learning in specific settings and/or forms 1. “I actually worked in their office with the office of first year experience.” (Brianna) 2. “The people are cool. It was a really open atmosphere office. I mean we were on one side and they were on the other, but that is as much interaction as I had. Opening the door for them and stuff. (Brianna) 3. “I heard about it like through the Study Abroad office and then through the Leadership Studies program.” (Brianna) 4. “I’m taking an intro to leadership class right now and kind of exploring options through that (Kelsey) 5. “Like literally all of them including Experiential Learning. (Brianna) 6. “I mean like honestly it didn’t leave a very big impression because I can’t even remember really like if that was whom it was from or what the certificate was for. (Jackie) 7. “Oh I didn’t know I was eligible for it until after I studied abroad. (Brianna) 8. “I just got an email saying oh ok now you qualify for this because you studied abroad. (Brianna) 9. “You could see the name and not really know anything about the program. (Jackie) 10. “But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my leadership studies class I would have no idea about these things. I feel like it’s
- 147. so hidden thatyou have to seek it out; they are not known, at all.” (Brianna) 11. “I think I got an email from somebody.” (Brianna) 12. “It was just me. I didn't hear it from my friends, but I like heard it the class at the leadership one and then the global awareness I just got an email like after. But one of my friends does have the, or was pursuing the arts engagement one” (Brianna) Seeking information about or pursuing a certificate by motivations 1. “I was like that’s so much easier.” (Brianna) 2. “You can look into the arts engagement one if it’s something you're passionate about.” (Brianna) 3. “The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of time or make my brain explode because I have to think so hard sort of thing? “ (Jackie) 4. “have I already qualified and finished everything I need” (Jackie) 5. “it’s like knowing things like that that they’re easier to get.” (Jackie) 6. “just knowing that it’s another thing you can put on your resume “ (Jackie) 7. “another thing to make you stand out from someone else that could be applying for the same job. “ (Jackie) 8. “I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications,” (Lauren) 9. “the payoff. What is it gonna do and what does it mean, what do I gain from it? “ (Lauren) Perceiving process as simplistic 1. “The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of
- 148. time or makemy brain explode because I have to think so hard sort of thing? Or like have I already qualified and finished everything I need. Like she talking about (points to Brianna) where she finished everything, and I’m sure likewise I could probably go there and they would give me a certificate because I’ve studied abroad as well so it’s like knowing things like that that they’re easier to get.” (Jackie) 2. “I wouldn't say it is a barrier, it's just say it's the knowledge of it. Like, I would say like anybody wants a certificate of leadership, anybody would like a paper, you know we work so hard for a degree, anybody wants anything extra that they can get to put themselves ahead. So I can't imagine anybody is like 'that's the last thing I'm going to do' you know, like, I think that just the knowledge of it is probably hindering.” 3. “If you already did it and it didn't take any conscious awareness of you already completing the things you needed to.” (Lauren) 4. “I don't think there is a negative to knowing more.” (Brianna) 5. “Like the more you're learning it's just better, nothing negative about that.” (Brianna) 6. “No it was pretty easy. It was just like a checklist.” (Brianna) 7. “I think they just need to get the information out. That people know that it’s not difficult. It’s really not going to take up that much of your time. In fact, it could actually be pretty easy. I think in some cases, I mean honestly, I’m probably going to go get that global awareness certificate.” (Jackie) 8. “I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me. (Brianna) Perceiving what employers are looking for 1. “I don’t feel like people wanna add different experiences unless it’s actually going to
- 149. build your resumeor help them get class credit.” (Brianna) 2. “it’s like who you know sometimes so maybe like network building if it has anything to do with like opportunities that an employee can network through.” (Kelsey) 3. “if it was like required. Skills for the real world.” (Jackie) 4. “if I was told how they would help me stay on track with graduating or how that would affect my credits.” (Brianna) 5. “Someone that is well-rounded.” (Brianna) 6. “I think if they're looking for somebody who is well-rounded, it would be encouraging to see something that is like a global awareness certificate and a leadership certificate and like an art, whatever that art one was, to get like a, that shows that clearly you are knowledge about various different things that are going on in the world, that are going on in [incomprehensible], like, having like a wide array of them.” (Jackie) Transfers and awareness 1. “I transferred so that kind of changed my opportunities and what I was looking for so in that process I felt it was kind of hard to begin when other people have been here before. Because I wasn’t apart of the university it was a smaller college. So I think if those opportunities are given to non traditional students in way that would be easier to find I don’t know if that could be helped or how, but I know I am apart of the non-traditional student foundation so we always try to find ways that include other people and organizations with us so I don’t know how that can help I just know it’s harder when you’re in a situation like that to be involved in things that you feel like you're already past it.” (Kelsey)
- 150. Freshman and awareness 1.“I know they had tables for Experiential Learning at orientation, but like just like any other thing during orientation, it goes right over your head you’re just looking at all these booths and all these things to do. But I think if it were in a more intimate setting like sitting down with your advisor the first time to get your hold off and if that is something they would bring up like as a discussion point.” (Brianna) Providing website feedback for global awareness 1. “It looks so much fun, see look they’re dancing. So much more fun. “(Brianna) 2. “I think it’s important to see our peers participating in it.” (Jackie) 3. “I think it’s important to see are fellow students, if they can do it, I can do it too.” (Jackie) 4. “See on the right side it shows how you can get involved with them like email us, tweet at us, like our Facebook, and its way more friendly and way more visual than all the other pages. The other ones are just like hey here’s our information and that’s it.” (Brianna) 5. “That’s fun, that looks like it’s gonna attract people.” (Brianna about Twitter feed) Interaction with KU website 1. “I’d probably go to the KU website specifically and just search for what I’m looking for.” (Jackie) 2. “to find real information I feel like they would want to search that on the KU website.” (Brianna) 3. “I would probably look them up on ku.edu, because that is where I get all of my information from KU. “ (Lauren)
- 151. 4. “I alwayslook at the KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that.” (Lauren) 5. “Yeah you can check the term, enter the class name, and it will give you a description of the class, and lists the classes on campus. It’s just how I figure out what my class is.” (Lauren) Providing website feedback for experiential learning 1. “I don’t like how on the main screen, the experiential learning they don’t have a description or anything or what they are.” (Lauren) 2. “Because ads are always on the right side of the screen so you look to the right and then I just don’t really pay attention to the stuff on the side as much so I don’t really associate the certificate programs with the experiential learning stuff. I feel like those need to be more of a central focus with the website.” (Lauren) 3. “I don’t like how each page looks different. They don’t have a theme throughout all of them.” (Lauren) 4. “Each certification looks different the way it’s designed. I don’t really associate them together.” (Lauren) Having photos importance 1. “There’s no photos.” (Brianna) 2. “I think it’s important to see our peers participating in it. “ (Jackie) 3. “I think it’s important to see are fellow students, if they can do it, I can do it too.” (Jackie)
- 152. Providing website feedbackfor research certificate 1. “I like the icons a lot.” (Brianna) 2. “I think those need to be at the top” (Jackie) Seeking information not given to students 1. “I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me. But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my leadership studies class I would have no idea about these things. I feel like it’s so hidden that you have to seek it out, they are not known, at all” (Brianna) Providing website feedback for service learning 1. “I liked how that one has steps to completion.” (Lauren) Naming confusion for experiential learning 1. “I think Experiential Learning just sounds like a different way to say undergraduate research. “ (Brianna) 2. “I also wonder how often they get asked, if it’s the same as undergraduate research. Because a lot of people get told about that in their different programs. “Do this research or this research” like wondering it is just the same thing.” (Brianna) 3. “The two were put together. It just sounds like a friendlier way to say that.” (Brianna) 4. “I feel like if it had name closer to certification. I didn’t really get you get a certificate from experiential learning. “ (Lauren) 5. “You know experiential learning I think like internship or study abroad but I didn’t really
- 153. think like gettinga piece of paper that says I did this. “ (Lauren) 6. “I think the name could explain it and just a description of what the certificates and homework to gain the experience.” (Lauren) 7. “You could see the name and not really know anything about the program.” (Jackie) 8. “Just like I said like I’m working for a degree, I can’t imagine just looking for a certificate it’s kind of misleading in a way to be like, I don’t know, I don’t know what I was thinking of a certificate but it sounds a little misleading to me.” (Kelsey) 9. “I think it sounds like you have to have this big experience. (Brianna) 10. “It seems like something that you would build on. (Brianna) 11. “It sounds like it is longer than a day like it’s not something where you go in and sign the paper and leave like it is going to take weeks or months to do it. (Lauren) Perceiving certification process as time consuming 1. Like we had initially thought it would take up a lot of your time and as college students our time is already limited. (Jackie) 2. It sounds like a big thing that you’re getting into. (Brianna) 3. “Especially if it’s a separate office and um there are working on their project. It seems like something that is going to take more than like a day. It’s not like you’re going and volunteering for a day it seems like something you are going to build bigger.…” (Brianna) 4. “It seems like something that you would build on.” “Like it is going to be over a period of time.” (Brianna) 5. “I think it would be a good thing. If like what we were talking about if you want it to help with your future then…” (Brianna)
- 154. 6. “It soundslike it is longer than a day like it’s not something where you go in and sign the paper and leave like it is going to take weeks or months to do it.” (Lauren) 7. “Since time is very precious since we have like homework and jobs and class and like if you are a senior and you are just hearing about it could be something… kind of… It’s something that makes you anxious about. Like taking on that. If you have enough time. If it is going to benefit you in the way that you are looking for because you’re trying to push this” (Kelsey) 8. “Leadership for sure. But like she said it sounds like you do a lot of extracurricular things outside of school, outside of work, so that sounds like I don’t know, maybe you have to take time out to get a certificate but you already of time set aside for all the activities that you are involved in. “ (Jackie) 9. “Answering on, I think it was the question before, how is the education about the opportunity. I know it’s really hard to keep up with everything going on, on KU’s campus and it’s almost like everyone pretty much spreads themselves thin. So to take on something else or to even think about research when you’re in a major where you maybe feel like that doesn’t apply to you. It’s hard to even take your time to look into what it takes. So I don’t know she thought the global awareness certificate didn’t apply to her, she didn’t feel like she went to a culture that was so different even though she might have qualified for it because she thought that she just skipped through it. So I think maybe that’s what’s happening. ” (Kelsey) 10. “I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications, and then like the payoff. What is it gonna do and what does it mean, what do I gain from it?” (Lauren)
- 155. 11. “You couldsee the name and not really know anything about the program. Like we had initially thought it would take up a lot of your time and as college students our time is already limited. So I feel like these would be put off.” (Jackie) Finding hindrances to completing the certificate 1. Yeah, because I don’t feel like people want to add different experiences unless it’s actually going to build your resume or help them get class credit. (Brianna) 2. It sounds like a big thing that you’re getting into. (Brianna) 3. I don’t really like to look at them excessively. I think another thing… It must have been the same type of certificate and I mean I only went to Germany so like for me that doesn't seem like it's applicable to Global Awareness because I don’t really think that we’re culturally much different from them. So I feel like if I went to Africa, South America or Asia where there is more cultural differences and I felt more aware of those differences maybe I would feel it is more applicable. (Jackie) 4. It could be overwhelming. (Jackie) 5. Like we had initially thought it would take up a lot of your time and as college students our time is already limited. (Jackie) 6. I know it’s really hard to keep up with everything going on, on KU’s campus and it’s almost like everyone pretty much spreads themselves thin. So to take on something else or to even think about research when you’re in a major where you maybe feel like that doesn’t apply to you. It’s hard to even take your time to look into what it takes. (Kelsey) 7. I think knowing the amount of effort to the certificate and a timeline to the certificate if you don’t have any of the qualifications, and then like the payoff. What is it going to do and what does it mean, what do I gain from it? (Lauren)
- 156. 8. I thinkthat just the knowledge of it is probably hindering. (Kelsey) 9. It's almost frustrating to know that people have completed all of these things and they don't know they can get a certificate for it, it's almost like frustrating to be like who isn't telling them that hey you have all these things, you could come in a get a paper. But nobody is doing it, you know, it's just like it's almost frustrating to think of that. (Kelsey) Perceiving impact of certificate choice based on major 1. “I think lots of majors can benefit from it “ (Kelsey) 2. “in some sense everyone is doing research. “ (Brianna) 3. “I just know friends in all different majors that do research.” (Brianna) 4. “it doesn't mean you’re in a science lab, it could mean that you’re reading or like this could be research.” (Brianna) 5. “what they are researching or what they are studying.” (Kelsey) 6. “I just thought that research is very applicable to the sciences. “ (Lauren) 7. “Just coming from exercise science, I know we do a lot of research and so I feel like those students would be less compelled to get a certification in that.” (Lauren) Perceiving what students want 1. “I don’t feel like people wanna add different experiences unless it’s actually going to build your resume or help them get class credit.” (Brianna) 2. “it’s like who you know sometimes so maybe like network building if it has anything to do with like opportunities that an employee can network through.” (Kelsey) 3. “if it was like required. Skills for the real world.” (Jackie) 4. “if I was told how they would help me stay on track with graduating or how that would
- 157. affect my credits.”(Brianna) Preferring minor over certification 1. “When I was looking I was more interested in the minor so I didn’t really look into the certificate“ (Kelsey) 2. “as long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' like I'm taking the leadership classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of make it broader so if I was interested in the Global Awareness or something like that then I'd have options there.” (Kelsey) Lacking communication 1. “Oh I didn’t know I was eligible for it until after I studied abroad. (Brianna) 2. “I just got an email saying oh ok now you qualify for this because you studied abroad. (Brianna) Perceiving what experiential learning entails 1. “Taking learning out of the classroom.” (Brianna) 2. “Maybe some sort of like internship program” (Lauren) 3. “putting the students out in the real world” (Lauren) 4. “I hear experiences in there. And then when you said experiences and learning I think like an alternative way of learning outside the classroom.” (Brianna)
- 158. 5. “And thenwhen you said experiences and learning I think like an alternative way of learning outside the classroom.” (Brianna) 6. “Just experience.” (Lauren) 7. “Learning something.” (Jackie) 8. “Applying what you’re learning.” (Kelsey) 9. “You want to experience or to some sort of outside applicable situation.” (Jackie) 10. “I would think that like taking tools that you've learned in classes that apply towards like a career or a specific field and clients like a real world situation.” (Jackie) 11. “It seems like something that you would build on.” (Brianna) 12. “It is going to be over a period of time.” (Brianna) 13. “And possibly learning skills that sound easy in the book but I am able to apply in real life so instead of jumping straight into the real world it would be nice to have a program that kind of helps you do that while you’re learning under help.” (Kelsey) Perceiving what the global awareness program certificate entails 1. “I felt they were both really easy to get because I had already done these things and they were like just put it into a certificate so it was super easy for me. “ (Brianna) 2. “Going to another country like experiencing other things like doing something beyond course work and like sitting in a classroom. (Lauren) 3. “I didn’t really know anything about it, but I have been thinking about it honestly study abroad… Like a larger experience for you to be able to get the certificate. (Lauren) 4. “I think it would be really important to cultures that drastically different than ours. Cultures that are based on hunting and gathering, that don’t have stable infrastructure, they travel around and have different social structures umm, individuals have different
- 159. roles than wedo in our society. I think that looking at a society that’s different, a culture that's different than ours on like a drastic scale. I mean like you go to Germany and like kids are still wearing Nikes, they live in houses and they watch Netflix. It would be important to go to a place where people don’t have access to the internet, not all people have cell phones, that sort of a thing.” (Jackie) 5. “Also her traveling there and experiencing a different country, I think it’s still, she’s globally aware because she is all the way in Europe. “ (Lauren) 6. “She has something that I don’t have. That would be something to consider.” (Lauren) 7. “I think another thing… It must have been the same type of certificate and I mean I only went to Germany so like for me that doesn't seem like it's applicable to Global Awareness because I don’t really think that we’re culturally much different from them. So I feel like if i went to Africa, South America or Asia where there is more cultural differences and I felt more aware of those differences maybe I would feel it is more applicable.” (Jackie) 8. “in a way I feel like I came back more aware but not aware of major cultural differences.” (Jackie) 9. “I see what she is saying about how the culture was kind of the same as it is here” (Lauren) 10. “So i don’t know she thought the global awareness certificate didn’t apply to her, she didn’t feel like she went to a culture that was so different even though she might have qualified for it because she thought that she just skipped through it. So I think maybe that’s what’s happening. “ (Kelsey) Perceiving what the leadership certificate entails
- 160. 1. That itrequires you have a leadership position somewhere on campus or likewise in the community. (Lauren) 2. Leadership for sure. but like she said it sounds like you do a lot of extra curricular things outside of school, outside of work, so that sounds like I don’t know, maybe you have to take time out to get a certificate but you already of time set aside for all the activities that you are involved in. (Jackie) 3. “and going into it, like before I was looking at it, I thought it would really be like a big feat and be like oh I have to be like student body president or something to get this. People will have to know me as a leader here. Umm and I found out like I was totally wrong about that. (Brianna) 4. “if you have a leadership certificate and you’re going into something like a job it might help you. “ (Kelsey) 5. “I think if they're looking for somebody who is well-rounded, it would be encouraging to see something that is like a global awareness certificate and a leadership certificate and like an art, whatever that art one was, to get like a, that shows that clearly you are knowledge about various different things that are going on in the world,” (Jackie) 6. “yeah I just feel like you would have to have quite a good leadership to come up with that certification.” (Lauren) 7. “I’m taking an intro to leadership class right now and kind of exploring options through that” (Kelsey) 8. “I thought I was going to be a leadership studies minor, so I started taking the classes and they were like ohh well you can just take two classes then you can start your path into the certificate” (Brianna)
- 161. Perceiving what theresearch certificate entails 1. I just thought that research is very applicable to the sciences. Just coming from exercise science, I know we do a lot of research and so I feel like those students would be less compelled to get a certification in that. (Lauren) 2. “in some sense everyone is doing research. Like it doesn't mean you’re in a science lab, it could mean that you’re reading or like this could be research.” (Brianna) 3. “to take on something else or to even think about research when you’re in a major where you maybe feel like that doesn’t apply to you. (Kelsey) 4. I also wonder how often they get asked, if it’s the same as undergraduate research. Because a lot of people get told about that in their different programs. “Do this research or this research” like wondering it is just the same thing. (Brianna) 5. “I think Experiential Learning just sounds like a different way to say undergraduate research. I don’t know did you guys hear that? The two were put together. It just sounds like a friendlier way to say that.” (Brianna) Suggesting certificate be included in academic planning 1. “I also wonder if it was put by like your degree progress report, like on KU's website where it says like your major your minor and then it could say like certificate like still available. So it's like right there so when you're looking at your progress you can be like ‘Oh, I could do these also.’” (Brianna) 2. “Yes, so it becomes a part of your academic planning that you can include those in there. So it doesn't seem like a club, so it's not like a club or like a different organization it's like part of your academics.” (Brianna) 3. “It would probably prompt you to look up the qualifications, like what it entails more,
- 162. because I can'timagine me going to KU's website without this focus group and saying 'oh I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to add onto my daily work, you know, like I just can't imagine doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button unless it was on like a report saying 'and look, you know, you have this class to take and you have this' or something like that.” (Kelsey) 4. “I guess on our degree progress report. Where it was like, you're also close to this certification. Or, you know, advisors saying instead of taking this Zumba class you can take [...]” (Kelsey) 5. “If they knew that if they took like this gen ed and this gen ed, then they could have this certificate, like they would actually mean something. And I think that is a big frustration of a lot of people, is that they have to take these stupid classes, they have to take this class that doesn't like affect them, but if they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense.” (Brianna) 6. “I think a lot of it, just to like hear about it or learn about it just the KU core, I spent forever looking at that long list of classes and seeing which one, like, 4.1, 4.2 like seeing with what goes with what so like if it told you like hey if you take this one and this one you fulfill the core and then like you get this certificate so then, like, it would help you like make the decision on like what classes you were going to take, instead of taking one like yoga, you would take like leadership and this and then you would get a certificate.” (Lauren)
- 163. 7. “I thinkin my classes that, we talked about the classes that qualify for those, I think that’s really important. I would’ve really appreciated if somebody talked to me about this sooner.” (Jackie) 8. “I think when I look at classes, I don’t know if anyone else does this, I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that.” (Lauren) 9. “Yeah you can check the term, enter the class name, and it will give you a description of the class, and lists the classes on campus. It’s just how I figure out what my class is.” (Lauren) 10. “I think those also have if they’re core, you could also do that for certificate like this meets core and also part of this certificate.” (Jackie) 11. “Have you guy’s advisors talked about these opportunities? Because mine didn't, so maybe if it came from higher up, I mean starting as freshmen, here are some opportunities that like in your major.” (Brianna) Suggesting professors talk about certifications 1. “Advisors, professors, I’m also a transfer student so orientation. They’re a little less hectic than freshman orientation. I think in that sense I have the same feeling when I came here everybody was already, had been here for two years or more and was already accumulated to everything. I felt very distant from that sort of thing. This would be a good program to get especially transfer students. I feel like it’s an easier way to get yourself situated into the university and see what else you can be successful at.” (Jackie) 2. “The only other time I ever heard about it was in my leadership studies class where someone else, not the professor, came in and talked about the availability of having this
- 164. certificate. So maybeif professors knew, like I don't even know if they know a lot about these things, they could tell their classes.” (Brianna) 3. “When they're introducing like the course they could say this is the third class to take for this or this fulfills this.” (Kelsey) 4. “As long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' like I'm taking the leadership classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of make it broader so if I was interested in the Global Awareness or something like that then I'd have options there.” (Kelsey) 5. “If they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense.” (Brianna) 6. “Also like any actual classes, like I don't know how many professors talk about it. The only other time I ever heard about it was in my leadership studies class where someone else, not the professor, came in and talked about the availability of having this certificate. So maybe if professors knew, like I don't even know if they know a lot about these things, they could tell their classes.” (Brianna) 7. “Yeah. When they're introducing like the course they could say this is the third class to take for this or this fulfills this.” (Kelsey) Placing certificates next to degree progress report 1. “I also wonder if it was put by like your degree progress report, like on KU's website where it says like your major your minor and then it could say like certificate like still available. So it's like right there so when you're looking at your progress you can be like
- 165. ‘Oh, I coulddo these also.’” (Brianna) 2. “Yes, so it becomes a part of your academic planning that you can include those in there. So it doesn't seem like a club, so it's not like a club or like a different organization it's like part of your academics.” (Brianna) 3. “It would probably prompt you to look up the qualifications, like what it entails more, because I can't imagine me going to KU's website without this focus group and saying 'oh I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to add onto my daily work, you know, like I just can't imagine doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button unless it was on like a report saying 'and look, you know, you have this class to take and you have this' or something like that.” (Kelsey) 4. “I guess on our degree progress report. Where it was like, you're also close to this certification. Or, you know, advisors saying instead of taking this Zumba class you can take [...]” (Kelsey) 5. “If they knew that if they took like this gen ed and this gen ed, then they could have this certificate, like they would actually mean something. And I think that is a big frustration of a lot of people, is that they have to take these stupid classes, they have to take this class that doesn't like affect them, but if they knew they could take these certain classes that qualify for that core portion, and they would get a certificate of it. That would make more sense.” (Brianna) Preferring advisors to provide information 1. “Have you guy’s advisors talked about these opportunities? Because mine didn't, so
- 166. maybe if itcame from higher up, I mean starting as freshmen, here are some opportunities that like in your major….” (Brianna) 2. “If there is one person everyone talks to it’s their advisor and they look to them for guidance on how to help us in the real world so if talk to us you know – if all of us have advisors that didn’t tell us then there is something going wrong with that and opportunities are being missed through that connection” (Kelsey) 3. “Yeah, as long as it was communicated by like an advisor and the advisor was saying 'hey, this could help you and you look like you're interested' like I'm taking the leadership classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested in leadership because I want it as a minor he could say 'but there are others' you know, and kind of make it broader so if I was interested in the Global Awareness or something like that then I'd have options there.” (Kelsey) Suggesting changes to and how the global awareness program should work 1. “If I had been made aware of that before or while I was studying abroad, I think I would have applied for that. I think I would have applied for that. “ (Jackie) 2. “letting people who qualify for it know, before they finish whatever qualifications they need, letting them know during the process.” (Jackie) 3. “If someone had told me when I had a meeting with my study abroad group before we went like oh by the way you’re going abroad this is what you can get once you come back for studying abroad. That would have been really helpful I think. “ (Jackie) Having Experiential Learning at orientation 1. “I know they had tables for Experiential Learning at orientation, but like just like any
- 167. other thing duringorientation, it goes right over your head you’re just looking at all these booths and all these things to do. But I think if it were in a more intimate setting like sitting down with your advisor the first time to get your hold off and if that is something they would bring up like as a discussion point.” (Brianna) Suggesting names for Experiential Learning 1. “I think the name could explain it and just a description of what the certificates and homework to gain the experience.” (Lauren) 2. “I feel like if it had name closer to certification. I didn’t really get you get a certificate from experiential learning.” (Lauren) Suggesting tabling information at campus events 1. “Events such as like the fairs at the union. People are always like stopping by looking for opportunities to network and get flyers just to be educated on things that they can’t normally. I don’t know if they already do booths and stuff.” (Kelsey) 2. “It depends on what event they do because it’s nice to get a reminder on social media like if you have hear about something and then you see it on social media and it kind of reminds you that ‘Oh, I want to go to that.’ So if they do tabling or they are at something.” (Kelsey) Using social media for university information 1. “I like checking @freefoodatku. I don’t know if that is applicable” (Brianna) 2. “I think the social media outlets are pretty big for me besides ku.edu before I go to blackboard. “ (Lauren)
- 168. 3. “Kansas Snapchatthat they set up recently has been a pretty good way” (Jackie) 4. “other than that it’s me going on the internet through my email usually” (Jackie) 5. “I don’t usually get much information on university events.” (Jackie) 6. “I’d probably go to the KU website specifically and just search for what I’m looking for.” (Jackie) 7. “I would assume I’m sure there are various clubs and stuff on campus have their own website and people update those. And usually like those Facebooks are open to the public and if I have to I can look at them. “ (Jackie) 8. “Like literally all of them including Experiential Learning. “ (Brianna) 9. “to find real information I feel like they would want to search that on the KU website.” (Brianna) 10. “Facebook, twitter, Instagram, Snapchat, Pinterest. “ (Brianna) 11. “The only one I have is Snapchat and even that I’m not really connected on that either so that probably affects some things.” (Jackie) 12. “Facebook, Twitter, and Instagram” (Kelsey) 13. “Facebook, Instagram, Pinterest, and Snapchat. “ (Lauren) 14. “They don’t hardly post ever actually.” (Brianna) 15. “I would probably look them up on ku.edu, because that is where I get all of my information from KU. “ (Lauren) 16. “I don’t think people want to use twitter for that.” (Brianna) 17. “I do because I like following all the KU stuff” (Brianna) 18. “I feel like if its more academic based they aren’t gonna want it on their fun social media.” (Brianna)
- 169. 19. “it’s ashort thing.” (Brianna) 20. “That’s fun, that looks like it’s gonna attract people” (Brianna) 21. “I don’t think people want to use twitter for that. I do because I like following all the KU stuff but I feel like if its more academic based they aren’t gonna want it on their fun social media.” (Brianna) 22. “Unless there is like a program happening that day where they’re like ok come to this. Or it’s a short thing. But to find real information I feel like they would want to search that on the KU website.” (Brianna) 23. “Because it would show their interested enough to seek it out. Because like the free food totally differentiates from that because it’s like a one-time thing. Something they enjoy I guess. But something like this program it’s not something that is a one-day thing or a hand out. It’s something that you want the students that are gonna seek it out. You also don’t want it so hidden that they don’t know about it. So it’s like finding that happy medium.” (Brianna) 24. “it depends on what events they do because it’s nice to get a reminder on social media like if you have heard about something and then you see it on social media and it kind of reminds you that “Oh, I want to go to that.” So if they do tabling or they are at something. I know sometimes they do scavenger hunts some organizations and if you’re on social media you can follow those. So I don’t know if they could use that to help them in our awareness, to students.” (Kelsey) Communicating about certificates 1. I guess, with the global awareness at each study abroad group before they go, like she said. And then leadership when you're first taking the intro studies, you know, and art in
- 170. your intro classesyour class needs some time to hear about the certificate you can get in that way. (Kelsey) 2. “One leads to another, like if you hear about one then you're like 'where else can I get' and if you hear about it in a specific, you know, sense then it can help you understand that there's things out there in other areas.” (Kelsey) 3. “I didn't hear it from my friends, but I like heard it the class at the leadership “ (Brianna) 4. “the global awareness I just got an email like after. “ (Brianna) 5. “No it was pretty easy. It was just like a checklist.” (Brianna) Finding Information 1. “I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that.” (Lauren) 2. “classes.ku.edu” (Lauren) 3. “Yeah you can check the term, enter the class name, and it will give you a description of the class, and lists the classes on campus. It’s just how I figure out what my class is.” (Lauren) Overall Conclusion: (Written by Macaela Jones) After completing all of our research according to Experiential Learning’s research questions we have come to many conclusions. In order to raise awareness and increase interaction and completion of certificates there are many things that Experiential Learning should do. Many participants stressed that they did not know anything about the certificates offered at KU. To resolve this KU Experiential Learning should encourage all academic advisors to mention and
- 171. encourage students, especiallyfreshman year, to complete a certificate. We found that students value the opinions of their advisors and therefore would be more likely to complete certificates or at least research them to find out more information. Participants also mentioned having advisors suggest taking certificates as a way to fulfill required general education courses or electives. In this way certificate completion rates would likely rise. They would rise because students would be more willing to take the courses for the certificate because they would count toward required classes. By increasing completion and interaction with the certificate programs some two of Experiential Learning’s research questions would be fulfilled. Students additionally mentioned in the focus group that they thought more classes should make in class announcements about certificates that pertain to associating classes. In this way Experiential Learning could target the students most likely and interested in getting the certificates. This would increase awareness, interaction and completion of the certificates. It would also be beneficial to target freshmen seminar classes. Students said that they wished they had known about the certificates freshmen year. If freshmen can be reached directly they would be more likely to start working on the certificates and have more time to complete them. Informing students earlier in their college career would give them more time to complete certificates instead of rushing to finish them in a short period of time. Additionally, participants reported that it would be beneficial to have the certificates listed on students’ GPA progress reports. This would help direct students to Experiential Learning’s
- 172. website and encouragestudents to complete certificates. By having the certificates on the progress reports students’ views of the value of certificates may increase. It was also found that it would be beneficial to consider making all of the certificate websites cohesive in design. A lot of students found that would not have connected that all of the programs were certificates based off of the websites. They thought the websites were confusing and unrelated. Additionally, they suggested adding more engaging photographs and designs to the pages to attract viewers. The content on the pages could also better explain what the programs are about more simplistically. If these changes were made students would be more likely to spend more time on the Experiential Learning website. This could lead to increased interaction, awareness and enrollment in certificates. In addition, if all of the previous suggestions were implemented Experiential Learning will have a higher chance of experiencing more awareness, interaction, enrollment and completion of certificates with students. Mandatory Signature: I have read my team’s research report and have shared my edits, when necessary, for the parts I was not directly responsible for. I approve the version of this report for submission. Macaela Jones 12/9/15 Dylan Jacobs 12/9/15 Bria Strickland 12/9/15 Sookie Thongkham 12/9/15 Emily Kawola 12/9/15