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, political canvassing or other work on a political campaign, 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 2023, 1,148 students (51%) completed the Student Experience Survey.

All findings by broad demographic groups are available through the interactive CC Student Experience Dashboard (requires a Colorado College login).

Summary experience findings for all respondents are presented below.

Off-Campus Courses and Programs

Fifty-four percent of respondents reported participating in at least one off-campus course or program. For seniors, overall participation was a 75%. The most frequently reported off-campus experience was a short field trip in a course, with 35% of respondents reporting this experience.

• International respondents were more likely than U.S. students to participate in a short field trip in a course.
• Female respondents and Pell recipients were more likely than their counterparts to report participating in a block abroad.
• First generation students were more likely than non-first-generation students to participate in a domestic block away.

Internships and Public Interest Fellowship Program (PIFP) participation

Just over 28% of respondents reported participating in at least one internship or in PIFP. The most frequently reported internship was paid and secured through non-CC resources, with 11.5% of respondents reporting participation in these types of internships. For seniors, participation in internships and PIFP was slightly above 54%.

• BIPOC, International, and First-generation respondents were more likely than their counterparts to engage in an unpaid internship secured via CC resources.
• Students not receiving Pell aid were more likely to participate in an unpaid internship secured through non-CC resources than those receiving Pell.

Faculty/Staff Mentorship

Nearly 82% of respondents reported having at least one faculty or staff mentor, with just over 93% of seniors reporting this. The most frequently reported type of mentor was a major advisor, with 44.3% of respondents reporting this type.

• Male, Non-BIPOC, U.S., Non-first-generation, and respondents receiving Pell were more likely than their counterparts to report having a coach as a mentor.
• BIPOC respondents, First-generation respondents, and Pell recipients, were more likely than their counterparts to report mentorship by an administrator or staff member outside the Advising Hub.
• BIPOC respondents and those receiving Pell were more likely than their counterparts to report having a major advisor as a mentor.
• Pell recipients were more likely than those not receiving Pell to report mentorship by a faculty member other than their advisor.

Participation in Long-Term Projects

Twenty-four percent of respondents reported participating in at least one long-term project. Over 56% of seniors reported this, with the most frequently reported long-term project being a thesis/capstone.

• BIPOC respondents and Pell recipients were more likely than their counterparts to report serving as a research assistant to a CC faculty member.
• BIPOC respondents were more likely than white/unknown respondents to report participating in collaborative research projects with a CC faculty member.
• International respondents were more likely to report participation in a self-designed research project (p=.001) than were U.S. students).

Leadership Roles

Over 44% of respondents reported having at least one leadership role, with student club leadership roles being the most frequently reported (27% of all respondents). Just over 67% of seniors reported having at least one leadership position.

• Female respondents, BIPOC respondents, International respondents, and Pell recipients were more likely than their counterparts to report being a peer mentor.
• Male respondents, white/unknown, and non-Pell recipients were more likely than their counterparts to report being a sports captain.
• BIPOC respondents, first generation respondents, and Pell recipients more likely than their counterparts to report leadership roles in student government or as resident advisors.
• BIPOC respondents and Pell recipients were more likely than their counterparts to report leadership roles in student clubs.
• Female respondents were more likely to report leadership roles as a tutor.

Meaningful Cross-Cultural Relationships

A majority of respondents (94.2%) reported developing at least one meaningful cross-cultural relationship, with 97% of seniors reporting this. The most frequently reported cross-cultural relationship was with someone of a different race/ethnicity, with 80.8% of respondents reporting such a relationship.

• Female respondents, white/unknown respondents, U.S. respondents, non-first generation respondents, and those not receiving Pell aid were more likely than their counterparts to report developing a meaningful relationship with someone of a different sexual orientation or of a different socioeconomic status.
• Male respondents, white/unknown respondents, and non-first generation respondents were more likely than their counterparts to report meaningful relationships with someone of a different political affiliation.
• BIPOC respondents and Pell recipients were more likely to report meaningful relationships with someone of a different race or ethnicity.
• White/unknown and U.S. respondents were more likely than their counterparts to report meaningful relationships with someone of a different religion.
• White/unknown respondents were more likely than BIPOC respondents to report meaningful relationships with someone of a different gender identity
• International respondents were more likely than U.S. respondents to report developing a meaningful relationship with someone of a different national origin.

Engagement in the Colorado Springs/El Paso County Community

Over 67% of respondents reported participating in some form of community engagement, with 71% of responding seniors reporting this. Respondents most frequently reported engaging in the community through club-run or other student-run events (36.9%).

• Female respondents, white/unknown respondents, and Pell recipients, were more likely than their counterparts to report participating engaging in other community service outside of the classroom.
• Female respondents were more likely than males to report participating engaging in a CC-sponsored program, event, or initiative.
• BIPOC were more likely than white/unknown recipients to participate in community engagement through CC service-learning or CBL courses.
• Pell recipients were more likely to report participation through a non-CC program or group.

Career and Skill Development Programs

Forty-seven percent of respondents reported participating in career and skill development programs, with 64% of seniors reporting this. The most frequently reported skill development format reported was through the Career Center interaction (30.6%).

• Female students were more likely than male students to report participation in professional or career skill development through Career Center interaction.
• International respondents were more likely to report participation in half block programming and Career Center programs or workshops than were U.S. respondents.
• Pell recipients were more likely than non-Pell recipients to report participation in Butler Center programs, Counseling Center programs, Chaplain’s Office Programs, and Wellness Resource Center Programs

Letters of Recommendation

Seventy-four percent of respondents reported knowing at least two or more faculty or staff members who would write them a letter of recommendation, with female respondents and international respondents were more likely to report this than their counterparts were.

Personal Skill Development

Nearly 42% of respondents (88% of seniors) reported participation in personal skill development programs, with 44% of seniors reporting this. Counseling Center programs were the most frequently reported type of program (17.9%) for which participation was noted.

• BIPOC respondents, first generation and international respondents were more likely than their counterparts to report participation in Butler Center programs.
• Female respondents and international respondents were more likely than their counterparts to report participation in Counseling Center programs.
• BIPOC respondents and first generation respondents were more likely than their counterparts to report participation in Chaplain’s Office programs.
• BIPOC respondents were more likely than white/unknown respondents to report participation in Wellness Resource Center (WRC) programs.

Total Areas Experienced

When broken down by academic standing, students reported more experience areas as they progressed through their degree, not surprisingly. First-year respondents reported experiencing an average of 4.0 areas, sophomores reported an average of 4.7 areas,  juniors reported an average of  5.7 areas, and seniors reported 7.1 areas.

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.