Supplemental Essay Questions Report: Pre-Fall 2013 Incoming First-Years. Dates of. Administration: Method of Administration: Invited to Participate:

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1 Dates of Administration: Method of Administration: Invited to Participate: Number of respondents: St. Olaf LGQ Learning Goals Questionnaire Supplemental Essay Questions Report: Pre-Fall 2013 Incoming First-Years August 19, 2013 to September 09, 2013 Google Forms 380 randomly selected members of the entering Class of 2017 (approximately half the class). 302 (79% response rate) Dates of Administration: Method of Administration: Invited to Participate: Number of respondents: HEDS RPS Higher Education Data Sharing Consortium Research Practices Survey August 19, 2013 to September 09, 2013 Qualtrics 380 randomly selected members of the entering Class of 2017 (approximately half the class). 308 (81% response rate) Combined LGQ and RPS response rate: 80% (610 respondents of 760 invited students) Question 10/51 response rate: Question 11/52 response rate: Question 12/53 response rate: 65% (497 valid i respondents of 760 invited students) 63% (478 valid i respondents of 760 invited students) 65% (494 valid i respondents of 760 invited students) Executive Summary The three essay questions and one multiple choice questions featured here were administered as part of the St. Olaf Learning Goals Questionnaire (LGQ) and the HEDS Research Practices Survey (RPS) to 760 students from the incoming Class of An average of 64% of the incoming first-year class responded to the essay questions. A plurality of all respondents (114 students, or 19%) found the discernment and pursuit of their life s purpose to be the most compelling and intriguing of the STOGoals (LGQ9/RPS50). o This preference varied by questionnaire. While a plurality of those completing the St. Olaf LGQ selected discerning and pursuing your life s work (84 students, or 28% of LGQ respondents), the two STOGoals selected most by those completing the HEDS RPS were critical thinking and inquiry (46 students, or 17% of HEDS RPS respondents) and connecting and applying your learning (48 students, or 17% of HEDS RPS respondents). Over half of those responding to Question LGQ11/RPS52 (249 students, or 52% ) mentioned coursework as the high school experience most relevant to the development of their selected learning goal. Nearly 70% of those responding to Question LGQ12/RPS53 (343 students) mentioned academic courses when they discussed the experiences at St. Olaf that would help them continue their progress toward furthering their development with regard to their selected learning goal. o Specifically, students believed that courses in the Humanities (123 students, or 22% of respondents to LGQ12/RPS53) and the Natural Sciences and Mathematics Faculties (108 students, or 22% of respondents to LGQ12/RPS53) would be valuable. More than half of those responding to Question LGQ12/RPS53 (258 students, or 52%) referenced one or more co-curricular groups when discussing the experiences at St. Olaf that would contribute toward furthering their development with regard to their selected learning goal. IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 1

2 o The most frequently mentioned co-curricular experience (134 students, or 27% of respondents to LGQ12/RPS53) was participation in student groups, including interest-based clubs, faith-based clubs, academic clubs, and student government. In addition to the above, the students were asked why the learning goal they identified in LGQ9/RPS50 was important to them. The responses were specifically tailored to each learning goal. Purposeful self-development: A plurality of those selecting this goal (28 students, or 44%) desired to engage in self exploration. o Additionally, nearly two-fifths of those selecting this goal (24 students) felt engaging in purposeful self-development was an important first step for achieving other goals in life. Broad knowledge of human cultures and the natural world: Over two-thirds of those selecting this goal (21 students or 36%) expressed an interest in learning more about other cultures. Specialized knowledge of a particular subject, field, or topic: A majority of those selecting this goal (28 students, or 55%) were excited by the opportunity to further explore or specialize in a specific topic. Critical thinking and inquiry: A plurality of those who selected this goal (30 students, or 49%) believed it would be a useful skill to have in life, or that it is a skill important for success in life. Effective communication and collaboration: Of those selecting this goal, 40% (23 students) indicated that being able to communicate ideas effectively to group members and others is essential to them, while 30% (17 students) argued that being able to communicate effectively would help them in their future field of employment. Connecting and applying your learning: A majority of those selecting this goal (45 students, or 66%) argued that being able to apply knowledge increases its value, and that knowledge for knowledge s sake has limits. Responsible interpersonal, civic, and global engagement: Over half of those selecting this goal (18 students, or 55%) believed in the importance of being a responsible person, or in the importance of making a difference in the world or communities of which they are a part. Discerning and pursuing your life s purpose: Those selecting this goal did so for one of three equally common reasons. o o o Thirty-seven percent (38 students) felt lost and without purpose, lacking an identified path in life. Thirty-four percent (35 students) argued that finding a purpose or path in life is important and expressed a strong desire to determine what theirs might be. Twenty-eight percent (29 students) hoped that going to college would provide them with the environment and resources with which to discern their life s purpose. LGQ9/RPS50: Which of the St. Olaf learning goals seems most compelling or intriguing to you? St. Olaf Learning HEDS Research Goals Questionnaire Practices Survey Class of 2017 Total # % # % # % Purposeful self-development 38 13% 39 14% 77 13% Broad knowledge of human cultures and the natural world 41 14% 30 11% 71 12% Specialized knowledge of a particular subject, field, or topic 31 10% 32 12% 63 10% Critical thinking and inquiry 27 9% 46 17% 73 12% Effective communication and collaboration 25 8% 39 14% 64 10% Connecting and applying your learning 29 10% 48 17% 77 13% Responsible interpersonal, civic, and global engagement 27 9% 12 4% 39 6% Discerning and pursuing your life s purpose 84 28% 30 11% % Total % % % IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 2

3 LGQ10/RPS51: Why is the learning goal you identified in the previous question important to you? In total, the question was administered to 760 first-year students either through the Learning Goals Questionnaire (LGQ) or the Research Practice Survey (RPS) in the Fall of Out of these 760 students, 578 (302 from LGQ and 276 from RPS) responded to the questionnaire. Of those 578, 86% (497 students) chose to respond to this question in the supplementary portion of the survey. After being asked to select which the most intriguing learning goal from an abbreviated list of the STOGoals, students were then asked to respond to the question prompt listed above. Eighty-one students ( 14%) either failed to provide a response or offered responses that were irrelevant to the question at hand. Responses to the question across each goal varied greatly, though typically two or three topics comprised the majority of responses. Response Rates Question Item Response Rate: 65% of incoming first-years (497 valid i respondents of 760 members from the Class of 2017 invited to participate) 86% of survey respondents (497 valid i respondents of 578 members of the Class of 2017 who completed the questionnaire) Identification rate of Purposeful self-development as primary learning goal: 8% of invited incoming first-years (64 valid i sub-item respondents of 760 incoming first-years invited to participate) 11% of survey respondents (64 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 13% of question respondents (64 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Broad knowledge of human cultures and the natural world as primary learning goal: 8% of invited incoming first-years (59 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (59 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (59 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Specialized knowledge of a particular subject, filed or topic as primary learning goal: 7% of invited incoming first-years (51 valid i sub-item respondents of 760 incoming first-years invited to participate) 9% of survey respondents (51 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 10% of question respondents (51 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Critical thinking and inquiry as primary learning goal: 8% of invited incoming first-years (61 valid i sub-item respondents of 760 incoming first-years invited to participate) 11% of survey respondents (61 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (61 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Effective communication and collaboration as primary learning goal: 8% of invited incoming first-years (57 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (57 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 11% of question respondents (57 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Connecting and applying your learning as primary learning goal: 9% of invited incoming first-years (68 valid i sub-item respondents of 760 incoming first-years invited to participate) 12% of survey respondents (68 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 14% of question respondents (68 valid i sub-item respondents of 497 valid i question respondents) Identification rate of Responsible interpersonal, civic, and global engagement as primary learning goal: 4% of invited incoming first-years (33 valid i sub-item respondents of 760 incoming first-years invited to participate) 6% of survey respondents (33 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 7% of question respondents (33 valid i sub-item respondents of 497 valid i question respondents) IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 3

4 Identification rate of Discerning and pursuing your life s purpose as primary learning goal: 14% of invited incoming first-years (104 valid i sub-item respondents of 760 incoming first-years invited to participate) 18% of survey respondents (104 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 21% of question respondents (104 valid i sub-item respondents of 497 valid i question respondents) Highlighted Findings by Learning Goal Of the sixty-four students (13%) who chose purposeful self-development as the most important learning goal: Slightly more than two-fifths (28 students, or 44%) indicated that the opportunity to engage in self-exploration was important. Students in this category indicated that they desired to learn more about themselves and find out what they really wanted out of life. Nearly two-fifths (24 students, or 38%) argued that engaging in purposeful self-develop is an important and fundamental step on the way to achieving other goals in life. Of the fifty-nine students (12%) who chose broad knowledge of human cultures and the natural world as the most important learning goal: Slightly more than one-third (21 students, or 36%) indicated that the learning goal was important to them because they had an active interest in learning about cultural backgrounds and environments different from their own. Approximately one-quarter referenced either the importance of a liberal arts education (15 students, or 25%) or the importance of learning about other cultures (14 students, or 24%). Students who stressed the importance of a liberal arts education believed that getting a broad base of knowledge was critical to understanding and unraveling the mysteries of the world. Alternatively, students who stressed the importance of learning about other cultures made a clear distinction between importance and interest with regard to learning about other cultures, indicating that doing so was critical to the rest of their learning. Of the fifty-one students (10%) who chose specialized knowledge of a particular subject, field, or topic as the most important learning goal: Slightly more than half (28 students, or 55%) indicated that they would like to more fully understand a topic by further exploring or specializing in a particular field. More than one-quarter (14 students, or 27%) referenced the relevance of specialized knowledge for future employment, indicating that they were acquiring specialized knowledge of a particular subject, field, or topic mainly for use in their future vocation. Approximately three-fourths (42 students, or 82%) referenced the two aforementioned topics. Of the sixty-one students (12%) who chose critical thinking and inquiry as the most important learning goal: Approximately half (30 students, or 49%) indicated critical thinking is a generally useful skill that will benefit a person in multiple ways during their lifetime, or that it is critical to succeeding in life. Nearly one-third (19 students, or 30%) argued that being able to fully understand a topic or issue requires the development of skills in critical thinking and inquiry. Over one-quarter (17 students, or 28%) argued that learning to think critically and ask informed questions is an important and fundamental step on the way to achieving other learning goals. Of the fifty-seven students (11%) who chose effective communication and collaboration as the most important learning goal: Approximately two-fifths (23 students, or 40%) argued that the ability to effectively communicate with others is essential, particularly when applied to instances where when is working in groups. Slightly less than one-third (17 students, or 30%) stated that the ability to effectively communicate and collaborate with others would be crucial to their success in the workplace. Approximately one-quarter (14 students, or 25%) indicated that they did not believe they were good at effectively communicating ideas or concepts to their peers. IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 4

5 More than one-fifth (12 students, or 21%) stressed the efficacy of working in groups and argued in favor of the importance of knowing how to communicate and collaborate effectively. Of the sixty-eight students (14%) who chose connecting and applying your learning as the most important learning goal: Approximately two-thirds (45 students, or 66%) indicated that being able to apply knowledge, both within and outside of the classroom, makes knowledge valuable, meaningful, and practical. Slightly more than one-fifth (15 students, or 22%) indicated that understanding the connections between disciplines allowed them to fully utilize their knowledge. Over one-fifth (14 students, or 21%) argued that their understanding and conceptualization of the things they have learned was improved through direct application of their knowledge. Of the thirty-three students (7%) who chose Responsible interpersonal, civic, and global engagement as the most important learning goal: More than half (18 students, or 55%) indicated that being a responsible person or making a difference in the world or the communities in which they are a part of was important to them Approximately one-third (11 students, or 33%) stated that it was important to them to connect to other cultures and to the people of those cultures in relevant and meaningful ways. Of the one hundred and four students (21%) who chose Discerning and pursuing your life s purpose as the most important learning goal: Nearly two-fifths (38 students, or 37%) indicated that they lacked a path or purpose in life, with some expressing feelings of being lost as a result. Slightly over one-third (35 students, or 34%) spoke of the importance of determining one s path or purpose in life. These students also by-and-large were still trying to determine what their path might be. Over one-quarter (29 students, or 28%) identified college as the ideal place and time during which to pursue the development of this goal. Outline of Responses by Learning Goal Group ii Topic Example # % iii Purposeful self-development 64 Self-exploration Respondents indicated they would learn more about themselves if they were to engage in purposeful self-development 28 44% Important & fundamental step Respondents indicated they believed self-development was key to achieving other goals in life 24 38% Self-improvement Respondents indicated engaging in purposeful self-development would help/lead them to becoming a better person 13 20% No response Broad knowledge of human cultures and the natural world 59 Interest in other cultures Respondents expressed interest in learning about other cultures 21 36% Belief in a liberal arts education Importance of learning about others Respondents expressed a desire to learn about a broad range of topics, which many indicated would lead to a more complete understanding of both academic topics as well as the world around them Respondents stressed the importance of learning about others different from you, and how such learning is critical to determining how one interacts with the world 15 25% 14 24% No response Specialized knowledge of a particular subject, field or topic 51 Respondents indicated they d like to further explore or specialize in a specific Fuller understanding of topic 28 55% topic IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 5

6 Future Employment Respondents argued that specialized knowledge would help them in their future field of employment 14 27% No response Critical Thinking and Inquiry 61 Useful life skill Respondents argued that critical thinking is a useful skill to have in life, or that it is critical to succeeding in life 30 49% Leads to fuller understanding Respondents argued that fully understanding a topic or issue requires an ability to think critically and ask informed questions 19 31% Important & fundamental step Respondents indicated that developing skills in critical thinking was a precursor to achieving any other goals 17 28% Effective Communication and Collaboration 57 Essential skill for group work Respondents stated that being able to communicate ideas effectively to group members and others is essential to them 23 40% Future Employment Respondents indicated that being able to communicate effectively would help them in their future field of employment 17 30% Lack communication skills Respondents indicated that they lack effective communication skills 14 25% Efficaciousness of collaboration Respondents argued that working with others is produces work of higher quality in a shorter amount of time as compared to instances where one works alone 12 21% Connecting and applying your learning 68 Application makes knowledge valuable Respondents argued that being able to apply knowledge increases its value, and that knowledge for knowledge s sake has its limits 45 66% Connections between disciplines Respondents stated that seeing how many disciplines and fields are interconnected was important to them, and that making these connections 15 22% would help them make the most of their education Application increases understanding Respondents indicated that applying what they ve learned increased their understanding of the material 14 21% Responsible interpersonal, civic, and global engagement 33 Importance of making a difference Respondents expressed a belief in the importance of being a responsible person or making a difference in the world/communities of which they are a part 18 55% Importance of connecting to world Respondents argued that it is important to be able to connect to other cultures and peoples 11 33% Discerning and pursuing your life s purpose 104 Still working on it Respondents indicated that they lacked an identified path or purpose in life; some expressed a feeling of being lost and without purpose 38 37% Importance of finding life s purpose Respondents identified having a purpose or path in life as important and expressed a strong desire to determine what theirs might be 35 34% College as opportunity to pursue Respondents hoped that going to college would provide them with the environment and resources with which to discern their life s purpose 29 28% LGQ11/RPS52: What experiences did you have during your high school years that are relevant to this learning goal? In total, the question was administered to 760 first-year students either through the Learning Goals Questionnaire (LGQ) or the Research Practice Survey (RPS) in the Fall of Out of these 760 students, 578 (302 from LGQ and 276 from RPS) responded to the questionnaire. Of those 578, 83% (478 students) chose to respond to this question in the supplementary portion of the survey. After being asked to select the most intriguing learning goal from an abbreviated list of the STOGoals, students were then asked to respond to the question prompt listed above. Seventy-eight (15%) students offered no response and 18 (3%) students offered irrelevant responses after identifying a learning goal of interest. While the majority of students referenced coursework (217 or 42%) as the experience from high school which was most relevant to their selected learning goal, their responses cover a wide variety of experiences and provide insights into how St Olaf College may offer help and guidance to assist students in further developing their competencies with regard to their primary learning goal. IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 6

7 Response Rates Question Item Response Rate: 63% of invited incoming first-years (478 valid i respondents of 760 members from the Class of 2017 invited to participate) 83% of survey respondents (478 valid i respondents of 578 members of the Class of 2017 who completed the questionnaire) Response rate for Purposeful self-development learning goal: 8% of invited incoming first-years (60 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (60 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 13% of question respondents (60 valid i sub-item respondents of 478 valid i question respondents) Response rate for Broad knowledge of human cultures and the natural world learning goal: 7% of invited incoming first-years (56 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (56 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (56 valid i sub-item respondents of 478 valid i question respondents) Response rate for Specialized knowledge of a particular subject, filed or topic learning goal: 7% of invited incoming first-years (50 valid i sub-item respondents of 760 incoming first-years invited to participate) 9% of survey respondents (50 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 10% of question respondents (50 valid i sub-item respondents of 478 valid i question respondents) Response rate for Critical thinking and inquiry learning goal: 8% of invited incoming first-years (59 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (59 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (59 valid i sub-item respondents of 478 valid i question respondents) Response rate for Effective communication and collaboration learning goal: 7% of invited incoming first-years (55 valid i sub-item respondents of 760 incoming first-years invited to participate) 10% of survey respondents (55 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (55 valid i sub-item respondents of 478 valid i question respondents) Response rate for Connecting and applying your learning learning goal: 9% of invited incoming first-years (66 valid i sub-item respondents of 760 incoming first-years invited to participate) 11% of survey respondents (66 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 14% of question respondents (66 valid i sub-item respondents of 478 valid i question respondents) Response rate for Responsible interpersonal, civic, and global engagement learning goal: 4% of invited incoming first-years (32 valid i sub-item respondents of 760 incoming first-years invited to participate) 6% of survey respondents (32 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 7% of question respondents (32 valid i sub-item respondents of 478 valid i question respondents) Response rate for Discerning and pursuing your life s purpose learning goal: 13% of invited incoming first-years (100 valid i sub-item respondents of 760 incoming first-years invited to participate) 17% of survey respondents (100 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 21% of question respondents (100 valid i sub-item respondents of 478 valid i question respondents) Highlighted Findings Coursework was the most frequently referenced high school experience relevant to the development of the learning goals selected by students (249 students, or 52% of question item respondents). Coursework was mentioned by a plurality of the respondents for six of the eight StOGoals: o Broad knowledge of human cultures and the natural world (29 students, or 52% of those selecting this goal) o Specialized knowledge of a particular subject, field, or topic (30 students, or 60% of those selecting this goal) o Critical thinking an inquiry (45 students, or 76% of those selecting this goal) IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 7

8 o Effective communication and collaboration (26 students, or 47% of those selecting this goal) o Connecting and applying your learning (45 students, or 68% of those selecting this goal) o Discerning and pursuing your life s purpose (47 students, or 47% of those selecting this goal) Life experiences also served as an experience relevant to the development of learning goals (74 students, or 15% of question item respondents). Life experience was mentioned by a plurality of the students who chose purposeful self-development as the learning goal most intriguing to them (23 students, or 38% of those selecting this goal). Academic co-curricular activities were also frequently mentioned as high school experiences relevant to the development of students selected learning goals (68 students, or 14% of question item respondents). Co-curriculars were the second most frequently mentioned topic by students who selected the StOGoals pertaining to responsible interpersonal, civic, and global engagement (11 students, or 34% of those selecting this goal) and effective communication and collaboration (15 students, or 27% of those selecting this goal). Participation in the fine arts was frequently cited as a high school experience relevant to the development of selected learning goals (67 students, or 14% of question item respondents). This activity was mentioned most by those students who selected the StOGoals pertaining to specialized knowledge of a particular subject, field, or topic (15 students, or 30% of those selecting this goal) and discerning and pursuing your life s goal (17 students, or 17% of those selecting this goal). Highlighted Findings by Learning Goal Of the sixty students (13%) who chose purposeful self-development as the most intriguing learning goal: Slightly less than one-fifth (23 students, or 38% of those selecting this goal) referenced life experiences during high school as relevant to their development. In their responses, students described experiences that enhanced their self-development and enabled them to build long-term and transferrable skills. Over one-third cited high school coursework as the experience most relevant to the development of this learning goal (21 students, or 35% of those selecting this goal). Students in this category described the impact their coursework had on their understanding of themselves. Approximately one-quarter referenced participation in the fine arts (15 students, or 25% of those selecting this goal) or athletics (14 students, or 23% of those selecting this goal) as contributing to their development. Of the fifty-six students (12%) who chose broad knowledge of human cultures and the natural world as the most intriguing learning goal: Over half (29 students, or 52% of those selecting this goal) mentioned high school coursework. Students in this category described classes in high school, such as biology or history, which provided broad knowledge of natural processes and human connections. Over two-fifths claimed a cultural experience in high school was the most relevant to the development of this learning goal (24 students, or 43% of those selecting this goal). Students in this category typically referred to a trip aboard or domestic interaction with other cultures. Of the fifty students (10%) who chose specialized knowledge of a particular subject, field or topic as the most intriguing learning goal: Approximately three-fifths (30 students, or 60% of those selecting this goal) identified high school coursework as the most relevant high school experience for developing this learning goal. Students in this category typically described a class project that enabled them to enjoy in-depth research around a specific topic. Nearly one-third (15 students, or 30% of those selecting this goal) mentioned participation in the fine arts as developing specialized knowledge of a particular subject, field, or topic. Students in this category related their involvement in music, art and theatre programs to their desire of further developing their competencies in these areas during college. IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 8

9 Of the fifty-nine (12%) students who chose Critical thinking and inquiry as the most intriguing learning goal: Over three-quarters (45 students, or 76% of those selecting this goal) identified high school coursework as the most relevant experience to the development of this learning goal. Students in this category listed class topics, discussions, and materials that allowed them to develop and employ skills in critical analysis and inquiry. More than one-fifth (13 students, or 22% of those selecting this goal) referenced life experiences during high school as relevant to the development of this learning goal. Students in this category typically described instances outside of the classroom where they solved problems through critical thinking and inquiry. Of the fifty-five (12%) students who chose effective communication and collaboration as the most intriguing learning goal: Nearly half (26 students, or 47% of those selecting this goal) identified high school coursework as the most relevant experience to the development of this learning goal. Students often cited communication-focused courses, such as debate and writing, or scenarios where effective communication and collaboration was key to successful group work. Over one-quarter (15 students, or 27% of those selecting this goal) discussed participation in academic co-curriculars. Students in this category typically described using communication and collaboration skills in a student organization. Slightly less than one-fifth (10 students, or 18% of those selecting this goal) discussed the ways in which participation in high school athletics developed their skills in effective communication and collaboration. Of the sixty-six students (14%) who chose connecting and applying your learning as the most intriguing learning goal: Over two-thirds (45 students, or 68% of those selecting this goal) identified coursework as the most relevant high experience to the development of this learning goal. The students in this category typically described gaining more from their academics as a result of making interdisciplinary connections between subjects or courses. Twelve students (or 18% of those selecting this goal) indicated that they chose this learning goal due to their lack of opportunities to develop the goal during high school. Students in this category expressed a desire to be able pursue knowledge in a more holistic and interconnected way during college. Of the thirty-two students (7%) who chose responsible interpersonal, civic, and global engagement as the most intriguing learning goal: Nearly two-fifths (12 students, or 38% of those selecting this goal) mentioned volunteering as an activity important to the development of this goal. Additionally, eleven students (or 34% of those selecting this goal) cited participation in academic co-curriculars as the most relevant high school experience for developing this learning goal. The students in these two categories typically listed their work in the community through student clubs or volunteerism as having contributed to the development of their ability to engage responsibly with others. Of the one-hundred students (21%) who chose discerning and pursuing your life s purpose as the most intriguing learning goal: Nearly half (47 students, or 47% of those selecting this goal referenced high school coursework as the most relevant high school experience for the development of this learning goal. Students tended to describe a teacher or certain class materials that inspired them to discover and pursue their life s purpose. Outline of General Responses Relevant High School Experience Coursework Life experiences Academic co-curriculars Description # % iii Respondents described their experiences with course materials, discussions or teacher interactions that directly or indirectly prompted them to identify with their primary learning goal Respondents reflected on experiences that led to life-long skills that directly or indirectly prompted them to identify with their primary learning goal Respondents described their experiences with extra-curricular activities such as student government and speech teams that directly or indirectly prompted them to identify with their primary learning goal % 74 15% 68 14% IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 9

10 Fine Arts Lack of experiences Cultural experiences Athletics Volunteering Work experiences Experiences with friends Faith-based experiences Family Experiences Respondents described their experiences with music, theatre or other artistic activities that directly or indirectly prompted them to identify with their primary learning goal Respondents described frustration of not having the opportunities to develop the primary learning goal they identified with during high school Respondents described interactions with other cultures that directly or indirectly prompted them to identify with their primary learning goal Respondents described experiences of playing a sport or being on a sport team directly or indirectly prompted them to identify with their primary learning goal Respondents described experiences of providing community service or helping others that directly or indirectly prompted them to identify with their primary learning goal Respondents described employment experiences cultures that directly or indirectly prompted them to identify with their primary learning goal Respondents described interactions with friends or peers that directly or indirectly prompted them to identify with their primary learning goal Respondents described experiences related to church or faith activities that directly or indirectly prompted them to identify with their primary learning goal Respondents described a family situation that prompted them that either directly or indirectly prompted them to identify with their primary learning goal No Response Respondent offered no response to the question 82 Not Applicable Responses Respondents answers were irrelevant to the question 18 Total Valid Responses 478 Outline of Responses by Learning Goal Group ii 67 14% 50 10% 34 7% 32 7% 32 7% 29 6% 14 3% 10 2% 9 2% Topic Example # % iii Purposeful self-development Life experiences I have just always thought that there is always room for development, so I try not to stagnate myself by becoming content with what I've already done." 23 38% Coursework Struggling through difficult classes have definitely helped me to understand who I am and how to work through obstacles and mold my character 21 35% Fine arts I also was very active with theatre therefore finding my niche and giving me some selfconfidence % Athletics Being involved in musicals and sports have allowed me to grow in my abilities but also have helped me to understand my strengths and weaknesses 14 23% Academic co-curriculars Staying involved with various clubs and organizations, I began to develop some insight as to the person I am and the person I want to be. For example, my senior year I led the student council and national honor society which taught me patience, compassion, and openness, three things 9 15% which I value and have contributed to my self-development." No response 11 Broad knowledge of human cultures and the natural world Coursework The most relevant classes I can think of are economics and biology. They taught me how humans society works and how nature works 29 52% Cultural experiences I studied abroad as part of a youth exchange program after the completion of my senior year of high school. This year allowed me to better analyze both the Japanese culture I was living in and 24 43% the American culture that I left behind. Lack of experiences Nothing really. Which is why I'm so excited to attend St. Olaf, where there are people from all around the country, and the world, that I can meet. 7 13% No response 11 Specialized knowledge of a particular subject, field or topic Coursework I took Latin for 4 years not only because there were interesting things about it, but the concept of becoming good at something like translating Latin excited me 30 60% Fine arts As a musician I spent hours a day working on the smallest details of being a musician. I dedicated my time and energy to specializing my musical gifts 15 30% No response 11 Critical thinking and inquiry Coursework My biology teacher would always encourage me into thinking for myself before asking questions, and in developing my own ideas and hypotheses before asking; in other words thinking like a scientist % IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 10

11 Life experiences Leadership positions in high school challenged me to think critically to identify issues within the group that needed reform. I learned to inquire on what organizational habits needed to be changed for the better of the organization No response % Effective communication and collaboration Coursework Academic co-curriculars "At the school I attended, all Sophomores were required to take either a Speech or Debate class. It was in my Debate class that I learned how important it is to be able to communicate one's ideas orally. During my junior year of high school, I was assigned to write a research paper in my English class. I had to learn how to communicate my ideas and cite research at a higher level." "Debate, Model United Nations, some projects' competitions, President of Student Union(communicate with others) etc." 26 47% 15 27% Athletics Playing soccer in my high school years pushed me to communicate with my teammates % Life experiences "I had participated in numerous projects throughout my high school years. At first, I was horrible at communicating and collaborating with people. However, as I matured, I became better at interacting with my peers. I was able to work together with people easily and get things done 9 16% efficiently." Fine arts I was also involved in band and theatre, both of which require the entire group to work together seamlessly in order for the product to be enjoyable for the audience. 9 16% Connecting and applying your learning "For me, this happened practically every day. At my high school, connection was incredibly Coursework important. AP Language and Composition would not have been the same without the use of my knowledge learned in AP Environmental Science or my philosophy class. I love being able to pull 45 68% ideas from all realms of school, making them truly relevant and comprehensible Lack of experiences We studied material just to pass the class but not really focusing on the bigger picture % Responsible interpersonal, civic, and global engagement Volunteering "Volunteering at church, being a member of Student Council, working with the school food drive, church mission trips to Tanzania and Guatemala." 12 38% Academic co-curriculars I was involved in many clubs, including National Honor Society, that volunteered in the community. I was a MN Boy's Stater last summer which piqued my interest in politics and actively 11 34% engaging in the matters of my community." Coursework "I participated in student leadership which involved the basic social and political structures of the school. I also took a class in US Government which really solidified my interest in government and 6 19% politics." No response 7 Discerning and pursuing your life s purpose "My psychology class taught me about how we are both built by our experiences and born with our own unique abilities, then my philosophy and world religions classes taught me about the Coursework quandary between fate and choice, which could mean that we are designed to some sort of 47 47% purpose or we can create our own meaning in the world thus causing me to be fascinated by this paradox." Fine arts When I went to Lutheran Summer Music Academy last summer I learned that I had to continue music because it was a part of me that I couldn't let go of % Academic co-curriculars During high school I took the time to figure out what interested me and what my passions were. I was involved in numerous activities ranging from math team to International Student Club to theater. Being so involved helped me discover what I was truly passionate about which in turn made me realize where I wanted to be going in life." 15 15% LGQ12/RPS53: What types of courses, activities, or experiences are you considering during your time at St. Olaf that will help you continue your progress toward achieving this goal? In total, the question was administered to 760 first-year students either through the Learning Goals Questionnaire (LGQ) or the Research Practice Survey (RPS) in the Fall of Out of these 760 students, 578 (302 from LGQ and 276 from RPS) responded to the questionnaire. Of those 578, 85% (494 students) chose to respond to this question in the supplementary portion of the survey. IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 11

12 After being asked to select which the most intriguing learning goal from an abbreviated list of the STOGoals, students were then asked to respond to the question prompt listed above. Eighty-four students ( 15%) either failed to provide a response or offered responses that were irrelevant to the question at hand. While the majority of students referenced academic courses (343 or 69%) in their response, the responses received cover a variety of areas, and provide the college with insight into how to offer first-years help and guidance in achieving their goals. Response Rates Question Item Response Rate: 65% of invited incoming first-years (494 valid i respondents of 760 students invited to participate) 85% of survey respondents (494 valid i respondents of 578 students who completed the questionnaire) Response rate for Purposeful self-development learning goal: 9% of invited incoming first-years (66 valid i sub-item respondents of 760 students invited to participate) 11% of survey respondents (66 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 13% of question respondents (66 valid i sub-item respondents of 494 valid i question respondents) Response rate for Broad knowledge of human cultures and the natural world learning goal: 8% of invited incoming first-years (60 valid i sub-item respondents of 760 students invited to participate) 10% of survey respondents (60 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (60 valid i sub-item respondents of 494 valid i question respondents) Response rate for Specialized knowledge of a particular subject, filed or topic learning goal: 7% of invited incoming first-years (52 valid i sub-item respondents of 760 students invited to participate) 9% of survey respondents (52 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 11% of question respondents (52 valid i sub-item respondents of 494 valid i question respondents) Response rate for Critical thinking and inquiry learning goal: 8% of invited incoming first-years (58 valid i sub-item respondents of 760 students invited to participate) 10% of survey respondents (58 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 12% of question respondents (58 valid i sub-item respondents of 494 valid i question respondents) Response rate for Effective communication and collaboration learning goal: 7% of invited incoming first-years (54 valid i sub-item respondents of 760 students invited to participate) 9% of survey respondents (54 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 11% of question respondents (54 valid i sub-item respondents of 494 valid i question respondents) Response rate for Connecting and applying your learning learning goal: 9% of invited incoming first-years (69 valid i sub-item respondents of 760 students invited to participate) 12% of survey respondents (69 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 14% of question respondents (69 valid i sub-item respondents of 494 valid i question respondents) Response rate for Responsible interpersonal, civic, and global engagement learning goal: 4% of invited incoming first-years (32 valid i sub-item respondents of 760 students invited to participate) 6% of survey respondents (32 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 6% of question respondents (32 valid i sub-item respondents of 494 valid i question respondents) Response rate for Discerning and pursuing your life s purpose learning goal: 14% of invited incoming first-years (103 valid i sub-item respondents of 760 students invited to participate) 18% of survey respondents (103 valid i sub-item respondents of 578 survey participants of RPS and LGQ) 21% of question respondents (103 valid i sub-item respondents of 494 valid i question respondents) IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 12

13 Highlighted Findings Academic courses were the most frequently mentioned experience being considered by students as helpful to progressing toward achieving developing of their selecting learning goal (343 students, or 69% of valid respondents). Academic courses were mentioned by a plurality of the respondents for five of the eight StOGoals: o Broad knowledge of human cultures and the natural world (48 students, or 80% of those selecting the goal) o Specialized knowledge of a particular subject, field, or topic (41 students, or 79% of those selecting the goal) o Critical thinking or inquiry (42 students, or 72% of those selecting the goal) o Connecting and applying your learning (48 students, or 78% of those selecting the goal) o Discerning and pursuing your life s purpose (79 students, or 77% of those selecting the goal) Among the courses offered at St. Olaf, students believed courses in the Humanities (22% of valid respondents, or 123 students) and the Natural Sciences and Mathematics (22% of valid respondents, or 108 students) would be valuable. Participation in co-curricular groups was an experience frequently mentioned by students as being helpful to furthering their development of their selected goal (258 students, or 52% of valid respondents). Co-curricular experiences were mentioned by a plurality of the respondents for three of the eight StOGoals: o Purposeful self-development (46 students, or 70% of those selecting the goal) o Effective communication or collaboration (33 students, or 61% of those selecting the goal) o Responsible interpersonal, civic, and global engagement (20 students, or 63% of those selecting the goal) The most frequently mentioned co-curricular experience was participation in student groups, including interest-based clubs, faith-based clubs, academic clubs, and student government. (27% of valid respondents, or 134 students). Seventy-eight students (16% of valid respondents) indicated that experiences associated with studying abroad would be beneficial in achieving their goal and enhancing their experience at St. Olaf. Highlighted Findings by Learning Goal Of the sixty-six students (13%) who chose purposeful self-development as the most intriguing learning goal: Seventy percent (46 students) indicated they were considering participating in co-curricular experiences at St. Olaf to further their development. Specifically, nearly one-third (21 students, or 32% of those selecting this goal) referenced a student group of some kind, while over one-quarter (19 students, or 29% of those selecting this goal) mentioned a sports group and slightly more than one-fifth (14 students, or 21% of those selecting this goal) indicated they would participate in a music group. Over two-thirds (42 students, or 64% of those selecting this goal) cited academic courses in their response. Respondents gravitated most toward courses in the natural sciences and mathematics Faculty (12 students, or 18% of those selecting this goal) and the humanities Faculty (11 students, or 17% of those selecting this goal). Of the sixty students (12%) who chose broad knowledge of human cultures and the natural world as the most intriguing learning goal: Four-fifths (48 students, or 80% of those selecting this goal) indicated they were considering specific academic courses at St. Olaf to further their development. Courses in the humanities Faculty were most frequently mentioned (35 students, or 53% of those selecting this goal), followed by courses in the natural sciences and mathematics (14 students, or 23% of those selecting this goal), and interdisciplinary and general studies courses (12 students, or 20% of those selecting this goal. Nearly two-fifths (23 students, or 38% of those selecting this goal) believed that the experiences associated with studying abroad would be beneficial for furthering their progress toward reaching their goals. More than one-third (21 students, or 35% of those selecting this goal) cited co-curricular experiences in their response. Respondents most frequently mentioned participation in student-run groups (11 students, or 18% of those selecting this goal). IR&E Report: Pre-Fall 2013 LGQ and RPS Supplemental Essay Questions Report 13