Gallup and Purdue University published a report measuring the value of a college degree through its outcomes in May 2014. However, rather than measure degree outcomes solely through recent graduates' salaries or graduate school placement, as was typically done, Gallup and Purdue sought to measure outcomes that better reflect the variety of reasons individuals choose to attend college. This resulted in the Gallup-Purdue Index, (the largest representative student of college graduates in U.S. history) which "provides insight into the relationship between the college experience and whether college graduates have great jobs and great lives." Specifically, the index measures six categories of experiences undergraduate students may have (the "Big Six") and the cumulative influence of those experiences on 1) preparedness for life after college, 2) workplace engagement, and 3) personal well-being.

Beginning in spring 2016, Colorado College modified the "Big Six" experiences to better reflect opportunities on the Block Plan and launched the Student Experience Survey, which now comprises 10 experiences (listed and explained below). Comprehensive and universally relevant measures such as these (and those outlined in the full Gallup-Purdue Index Report) allow us to more accurately identify our strengths and weaknesses, and ultimately, adapt the college to better support post-graduate success. Because these experiences play an important role in post-graduate success, it is important to determine if any gaps or barriers exist in accessing these experiences at CC.

The ten experience areas consisted of the following:

1. Off-campus courses or programs, including blocks or semesters abroad, domestic off-campus blocks or semesters, short field trips within courses, trips to the Baca Campus for a class, or courses offered off-campus during half-block.
2. Internships and/or Public Interest Fellowship Program (PIFP) fellowships, including paid or unpaid internships through CC resources, paid or unpaid internships secured through non-CC resources, and public interest fellowships.
3. Having a faculty or staff mentor at Colorado College, including faculty members (as both advisor and non-advisors), college administrators or staff members, and coaches.
4. Participation in projects lasting longer than a block, including thesis or capstone courses, summer collaborative research with either a CC faculty member or non-CC faculty member, serving as a research assistant to a CC faculty member, engagement in a self-designed research project, or another project.
5. Leadership roles, including student clubs, peer mentoring, tutoring, student government, acting as a sports captain, acting as a Resident Advisor, or any other role.
6. Development of a meaningful relationship with someone who has a different background or culture than their own, including those of a different race or ethnicity, socioeconomic status, religion, sexual orientation, political affiliation, international origin, and an "other" option.
7. Engagement with the Colorado Springs/El Paso County community, including CC Community-based learning courses, non-community-based learning course projects, CC club or student-run events, non-CC programs or groups, and other community-service outside of the classroom.
8. Participation in professional and career skill-development programs, including Career Center workshops or programs, Half Block, or other.
9. Knowing at least two faculty or staff members at Colorado College who would write them a letter of recommendation, offered as a simple yes or no response.
10. Participation in personal skill development programs, including Wellness Resource Center interactions or programs, Counseling Center programs, Chaplain's Office programs, Butler Center programs, and an "other" option.

In the Spring of 2022, 1,256 students (57%) completed the Student Experience Survey. Experience findings for all respondents are presented below.

Off-Campus Courses and Programs

Forty percent of respondents reported participating in at least one off-campus course or program. For seniors, participation was a little over 68%. The most frequently reported off-campus experience was a short field trip in a course, with 26% of respondents reporting this experience. Female students were more likely than male students to take a block abroad and participate in a short field trip. White students or students with an unknown race/ethnicity were more likely than students of color to participate in a trip to Baca Campus for class and participation in a semester away. Non-first generation students were more likely than first-generation students to participate in a short field trip in a course. Non-Pell recipients were more likely than Pell recipients to participate in half-block courses off-campus.

Internships and Public Interest Fellowship Program (PIFP) participation

Nearly 25% of respondents reported participating in at least one internship or in PIFP. For seniors, participation in internships and PIFP was slightly above 50%. The most frequently reported internship was paid and secured through non-CC resources, with around 10% of respondents reporting participation in these types of internships. Non-SOC were more likely than SOC to engage in an unpaid internship secured non-CC resources. First generation students were significantly more likely non-first generation students to participate in a paid internship through CC-resources. Non-first-generation respondents reported participation in an unpaid and paid internship through non-CC resources significantly more frequently. Students receiving financial aid were more likely than students not receiving aid to participate in a paid internship through CC resources. Pell recipients were more likely than non-Pell recipients to participate in a paid internship secured through CC resources, while non-Pell recipients were significantly more likely to obtain an unpaid internship through non-CC resources.

Faculty/Staff Mentorship

Slightly over 77% of respondents reported having at least one faculty or staff mentor. The most frequently reported type of mentor was a major advisor, with 41% of respondents reporting this type. Female students were more likely than male students to have a major advisor as a mentor, have an advising hub staff member as a mentor or have a faculty member other than their advisor as a mentor. Male students were more likely than female students to have a coach as a mentor. Students of color were more likely than white students or students with an unknown race/ethnicity to have an administrator or staff member as a mentor or have a faculty member other than their advisor as a mentor. White students or students with an unknown race/ethnicity were more likely than students of color to have a coach as a mentor. U.S. students were more likely than international students to have a coach as a mentor. First generation students were more likely than non-first generation students to have an administrator/staff member as a mentor. Non-first generation students were more likely than first generation students to have a coach as a mentor. Students receiving financial aid were more likely than students not receiving aid to have an administrator or staff member as a mentor, have a faculty member other than their advisor as a mentor, or have a major advisor as a mentor. Pell recipients were more likely than non-Pell recipients to have a staff member outside the Advising Hub as a mentor or a faculty member other than their advisor as a mentor. Non-Pell recipients were more likely than Pell recipients to have a coach as a mentor.

Participation in Long-Term Projects

Twenty-three percent of respondents reported participating in at least one long-term project. Over 66% of seniors reported participating in a long-term project and around 10% of juniors reported such participation. These findings make sense given that the most frequently reported long-term project was a thesis/capstone. Students of color were more likely than white students or students with an unknown race/ethnicity to participate in summer collaborative research with a CC faculty member or serve as a research assistant to a CC faculty member. International students were more likely than U.S. students to participate in a CC faculty member or in a self-designed research project. Non-first generation students were more likely than first-generation students to participate in thesis or capstone projects. Students receiving financial aid were more likely than students not receiving aid to participate in summer collaborative research with a CC faculty member, participate in a self-designed research project.

Leadership Roles

Nearly 44% of respondents reported having at least one leadership role, with student club leadership roles being the most frequently reported. Slightly less than 75% of seniors reported having at least one leadership position. Female students were more likely than male students to have a leadership role in a student club or as a peer mentor. Male students were more likely than female students to have a leadership role as a sports captain. Students of color were more likely than white students or students with an unknown race/ethnicity to have a leadership role as a Resident Advisor, peer mentor, or a leadership role in student government. International students were more likely than non-international students to have leadership roles in student government. Students receiving financial aid were more likely than unaided students to have a leadership role as a Resident Advisor, as a tutor, in a student club or in Student Government. Pell recipients were more likely than non-Pell recipients to have a leadership role in Student Government or as a Resident Advisor.

Meaningful Cross-Cultural Relationships

A majority of respondents (93.7%) reported developing at least one meaningful cross-cultural relationship. The most frequently reported cross-cultural relationship was with someone of a different race/ethnicity, with 79% of respondents reporting such a relationship. Notably, the least reported cross-cultural relationship was with someone of a different political affiliation (32%). Female students were more likely than male students to develop a meaningful relationship with someone of a different sexual orientation, a different gender identity, or socioeconomic status. Male students were more likely than female students to develop a meaningful relationship with someone of a different political affiliation, other meaningful cross-cultural relationships, or no meaningful relationship. White students/students with an unknown race/ethnicity were more likely than students of color to develop a meaningful relationship with someone of a different sexual orientation, socioeconomic status, or political affiliation. U.S. students were more likely than international students to develop a meaningful relationship with someone of a different socioeconomic status, a different sexual orientation, a different gender identity, or a different religion. International students were more likely than U.S. students to develop a meaningful relationship with someone of a different international origin. Non-first generation students were more likely than first generation students to develop a meaningful relationship with someone of a different sexual orientation, a different socioeconomic class, a different political affiliation. Non-Pell recipients were more likely than Pell recipients to develop a meaningful relationship with someone of a different political affiliation.

Engagement in the Colorado Springs/El Paso County Community

Around 63% of respondents reported participating in some form of community engagement. Students most frequently reported engaging in the community through club-run or other student-run events. Female students were more likely than male students to engage with the Colorado Springs/El Paso County community as part of a CC-sponsored program, event, or initiative, or engaging in other community service outside of the classroom. White students/students with an unknown race/ethnicity than students of color to participate in community engagement through clubs or student-run events. Non-first-generation students were more likely than first-generation students to engage in the Colorado Springs/El Paso County community as part of a CC-sponsored program or group or through a student-run event. Students receiving financial aid were more likely than students not receiving aid to engage in the Colorado Springs/El Paso County community as part of a CC-sponsored program, event, or initiative, part of a non-CC sponsored program or group, or a CC service learning/community-based learning (CBL) course. Pell recipients were significantly more than non-Pell recipients to Engage in the Colorado Springs and greater El Paso County community through CC service learning/community-based learning (CBL) course while non-Pell recipients were more likely to engage through clubs or other student-run events.

Career and Skill Development Programs

40% of respondents reported participating in career and skill development programs. The most frequently reported skill development was through the Career Center interaction. Female students were more likely than male students to participate in professional or career skill development through Career Center interaction. International students were more likely than U.S. students to participate in professional or career skill development through Career Center programming and half block courses. Students receiving financial aid were more likely than students not receiving aid to participate in professional or career skill development through Career Center interaction.

Letters of Recommendation

Slightly fewer than 73% of respondents reported knowing at least two or more faculty or staff members who would write them a letter of recommendation. Female students and aided students were more likely to report knowing two or more faculty or staff members who would write them letters of recommendation.

Personal Skill Development

Just over 37% of respondents reported participation in personal skill development programs, with Counseling Center programs being the most frequently reported type of program. Female students were more likely than male students to participate in personal skill development through Counseling Center programs, Butler Center programs, Wellness Resource Center programs, Wellness Resource Center interactions, or Chaplain’s Office Programs. Students of color were more likely than white students or students with an unknown race/ethnicity to participate in personal skill development through Butler Center programs or Wellness Resource Center programs. International students were more likely than U.S. students to participate in personal skill development through Butler Center programs. First generation students were more likely than non-first generation students to participate in personal skill development through Butler Center programs. Students receiving financial aid were more likely than unaided students to participate in personal skill development through Counseling Center programs, Butler Center programs, Wellness Resource Center interactions, or Chaplain’s Office programs. Pell recipients were more likely than non-Pell recipients to participate in personal skill development through Butler Center programs, Wellness Resource Center programs, or Chaplain’s Office programs.

Total Areas Experienced

Overall, students at Colorado College are having the experiences the college recognizes as valuable. Participating students reported an average of 5.0 experience areas (out of a possible ten). However, when broken down by academic standing, students reported more experience areas as they progressed through their degree. First-year students reported slightly more than three and a half experience areas on average, with roughly 97% of the class responding. Sophomores reported 4.5 areas on average, with 54% of the class responding. Juniors reported an average of 5.7 areas, with 52% of the class responding. Finally, seniors reported 7.1 areas, with 36% of the class responding. Additionally, around 54% of seniors reported at least seven experience areas, with 11% of seniors reporting experience in all ten areas. It is worth noting that the more historically underrepresented students in higher education (e.g., students of color, female students, those receiving financial aid) reported more experiences overall.

In general, the benefits of these experiences are additive; having more of Gallup-Purdue's "Big Six" experiences is related to better preparedness for life after college, more active workplace engagement, and better well-being. Although there is still room for improvement, a majority of CC students are graduating with the experiences that prepare them for holistically successful and meaningful lives. For more details and significant findings contact the office of Institutional Planning and Effectiveness.