Research Report

Running head: DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES
Florida State University Degree in Three Students and their Involvement in High
Impact Practices
A Research Report
DEvelyn Wymore
Florida State University
DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES
Introduction
This research study was designed to learn more about an unstudied
subpopulation at Florida State University: early graduates. For the purposes of this
study, early graduates are defined as collegiate students who graduate (or intend to
graduate) with their Bachelors Degree in three years or less. At Florida State
University, these early graduates can be identified through their participation in our
Degree-in-Three program which was created to support students in their academic
goals towards the completion of their degree in a three-year time frame.
While the Degree-in-Three program provides academic support and provides
us with information regarding the students graduation rate and academic success,
it does not inform us about the involvement of these students on campus in high
impact practices. High Impact Practices (HIPs), identified and supported in Kuhs
(2008) research, are active learning activities practices in which students can get
involved and gain the most from their degree. The HIPs examined in this study
include learning communities, practical experience (internships), international
experience, and research.
Literature Review
Early graduates
The concept of completing a degree in three years is not new. Van Gelder
(1972) explained the concept of 3-year degrees has risen and fallen since the
1870s with peaks when higher education institutions struggled financially due to
large enrollment numbers and lack of resources. However, it was not until the
1970s that the secondary school systems and advanced placement exams began
to offer new ways for students to complete the degree requirements without
suffering the loss of quality.
Today, early graduates are still a relatively small percentage of the
Undergraduate student population, but they have the potential to grow quickly
when given the right support. The number of high school students entering college
with credit complete is rising through the use of Advanced Placement Exams and
Dual Enrollment programs in high schools. College Board, the company responsible
for AP exams, reports an 8% increase in the number of students passing an AP
exam and receiving college credit from 2003 to 2013 (College Board, 2014). Conley
(2010) states over 15 percent of all high school graduates earn college credit
through an AP exam. Several research studies cite the importance of AP exams for
student academic success and college graduation, especially as a viable option for
increasing minority and low-income student enrollment in college (Dougherty & Jian,
2006; Moore & Slate, 2008; Solorzano & Ornelas, 2004).
Dual enrollment is a growing opportunity as well. The National Center for
Education Statistics (2013) reports 45% of all higher education institutions support a
total of 1.2 million high school students taking courses for college credit within a
dual enrollment program. Assuming these 1.2 million students attend college, this
means approximately 5.6% of college Freshmen will enter college with credit from
dual enrollment. The effects of these dual enrollment programs is studied
extensively. Schmits (2011) quantitative data shows students participating in dual
enrollment or similar accelerated programs are more likely to graduate than their
non-accelerated peers; this particular study only encompasses community college
students however and may not naturally apply at a four-year institution.
Entering college with higher credit hours complete accelerates students time
in college depending upon the credit they bring and the major requirements. Some
students even graduate high school with a completed Associates Degree, which is
traditionally completed in the first two years of college. Meanwhile, another method
for students to graduate early is to take more credit hours each semester and over
the summer. This appeals to highly motivated and focused students.
Despite the growing trends for accelerated credit, there is a surprising lack of
literature about these students as early graduates and the type of specialized
support they may need upon matriculation. Firmins (2007) qualitative study
identified reasons students choose to graduate early and their perceptions of
college opportunities. The most salient external factor influencing the decision to
graduate early was money (p. 36). Many of the students also perceived college as
a means to an end; any way to push through those means quicker seems to be a
worthwhile endeavor for them (p. 38). Graduating early would then provide a jump
start to graduate school and the career field. Nearly half of Firmins participants
reported not missing anything from graduating early. However, others mentioned
extracurricular activities, relationships, the fourth year of college itself, the
complete college experience, and the chance to take other courses of choice as
elements they will miss (p. 39). Building on the concepts Firmin began to address
in regards to the elements early graduates missed, this research study looks
specifically at High Impact Practices, which serve as a medium for the
extracurricular activities, relationships, the fourth year of college itself, the
complete college experience, and the chance to take other courses of choice early
graduates may be missing.
High Impact Practices
The concept of high impact practices was developed in 2007 as a way to

address the educational programs making a difference in students holistic lives as
well as to determine and demonstrate the correlation between engagement and
retention with empirical methods (Tukibayeva & Gonyea, 2014, p.19). High impact
practices and the National Survey of Student Engagement are now a commonly
used form of measurement for student affairs programs. High-impact practices are
distinguishable from other college opportunities by a substantial amount of time
and effort directed toward a challenging educational goal, a shared intellectual
experience, exposure to a diversity of novel ideas worldviews and practices,
frequent and continuous feedback, opportunity for application, and deep learning
environments (Kuh, 2008; NSSE, 2007). Multiple studies centered around high
impact practices have been conducted over the past eleven years in relevance to
specific institutions and student populations. In nearly all the research studies, the
identified high impact practices have been confirmed as supporting student
retention and engagement. Below are some specific details about the HIPs included
in this study.
Learning communities
Learning communities are characterized by some common academic and
social features, such as the same groups of students taking two or more classes
together (Zhao & Kuh, 2004, p. 3). There is more research on this HIP than others
because of the positive influences learning communities have on first-year students
at a variety of institutions. Improved aspects include friendships, faculty
engagement, academic success, a feeling of belonging, and overall satisfaction with
the college experience (Priest & Paula, 2016, p. 87).
Practical experience
Practical experience is the term used here to discuss internships, co-ops, field
placement, student teaching, or clinical placements. These practical experiences, as
high impact practices, require students to apply their learning to a different context,
traditionally in their career field. Much of the literature relating to practical
experience focuses on internships, the most common and versatile form of practical
experience. Internships are versatile and beneficial for all students. While some
students will use internships to become more aware of their career interests, others
may use them to apply their learning to the real world setting (ONeill, 2010).
Based on this multi-purpose use of internships, students should be able to engage
in the HIP at any time in their academic career. However, it is more common to see
students completing internships in their final two years of college.
International experience
International experience refers to an experience outside the home country
such as study abroad or an exchange program. In Rourke and Kanukas (2012)
Canadian study analyzing the effectiveness of study abroad as a HIP, it is suggested
that study abroad encourages students to study more, form more meaningful
relationships with faculty and peers, seek more academic feedback, and apply their
learning to relevant world problems. Students can participate in international
experiences at any time during their undergraduate careers. However, at FSU, the
Broad Curriculum study abroad programs only offer general education courses
meant for Freshmen and Sophomores. This encourages students to study abroad
before entering into their major coursework. Some majors offer international study
abroad opportunities for upperclassmen. There are also internship and research
opportunities abroad that are more popular for upperclassmen.
Research
The final area on engagement included in this research study is
undergraduate research. Undergraduate Research traditionally involves a mentoring
relationship between the undergraduate student and a faculty member as they
work on a research project outside of the traditional coursework; this may be the
facultys research or the students. There are many studies citing the effectiveness
of undergraduate research. In Malachowski, Osborn, and Karukstiss (2015) book about
undergraduate research (UR), the author cites multiple resources to support the
statement, UR is a high-impact practice that sparks students interest in learning

and love for the discipline and that improves retention, student success, graduation
rates, and post-graduate achievement (p. 3). Traditionally, students do not engage
in research until they are upperclassmen, but there are programs geared towards
introducing Freshmen to research concepts.
This Study
As previously discussed, there is a rising population of high school graduates
with college credit and there are multiple studies demonstrating the benefits of
those accelerated high school programs. However, there is little information known
about early graduates currently in the college system or FSUs degree-in-three
students particularly. Extensive research has shown the benefits of high impact
practices including learning communities, internships, study abroad, and research.
This study seeks to identify which high impact practices Degree-in-Three students
are participating or not participating in. Understanding this information can help us

to improve the programming for this overlooked student population to ensure their
success in college is not purely an academic achievement.
Methods
Population
The survey population was drawn from the Degree in Three student
population. With the support of the Degree in Three coordinator, the survey was
distributed to the entire roster of students participating in the program. Due to the
limited number of students participated in the degree in Three program, 60
students were anticipated to participate; there were a total of 88 respondents.
However, only 76 responded to all the questions posed to them. All statistics are
based on these 76 respondents. It was
Race/Ethnicity Graph
also anticipated that the majority of

respondents would be first-year, white
females since these identities make up
the majority of the roster. Of the 76
respondents who completed the entire
survey, 43 (57%) identified as a firstyear student, 44 (58%) identified as white, and 57 (75%) identified as female.
Consider the following Race/Ethnicity Graph depicting the racial make-up of the
respondents.
Survey Design
This quantitative project was created using a Qualtrics survey. The survey
questions can be divided into four categories: 1) General HIP involvement, 2) FSUspecific program involvement, 3) Reasons for not participating in FSU-specific
programs, and 4) Demographic information. The exact survey questions and

reported data are available to read in the appendixes of this document. The first
type of survey question, general HIP involvement, was designed with the exact
language taken from the NSSE assessment. Respondents indicated their experience
with the four various practices by selecting one of four options: done, plan to do, did
not do/do not plan to do, and unsure. The second type of survey question, FSUspecific program involvement, used the same answer choices, but asked
respondents about their involvement with FSU-specific programs such as Freshman
Interest Groups or Global Scholars. If a respondent selected did not do/do not plan
to do or unsure, on an FSU program-specific question, they were then directed to
answer questions regarding their reasons for selecting these answers. The answer
choices varied depending on the program, because some are program-specific or
restricted to certain student populations only. The respondents were given an option
to write in their reasons for not participating in this section. The final part of the
survey asked respondents to given some demographic data including year at FSU,
race/ethnicity, gender, and major. This was included to determine if there was a
misrepresentation of the population in the sample.
Selection of High Impact Practices
While all the High Impact Practices (HIPs) are proven effective with student
retention and academic success, this study focused on four areas of engagement:
learning communities, practical experience, international experience, and research.
These areas were selected because they were easily identified FSU undergraduate
programs that fit the descriptions of each of these HIPs. The identified learning
communities at FSU include: Freshman Interest Groups (FIGs), Living Learning
Communities (LLCs), the Center for Academic Retention and Enhancement (CARE),
10
and the Honors Program. Each of these learning communities requires students to
take one or more courses together. They are also primarily restricted for specific
populations, namely first year students. The identified FSU-specific practical
experiences include: internships or co-ops, field experience, student teaching, and
clinical placement. While the survey options for FSU-specific opportunities are not
formal programs, the majority of these opportunities can be found through the
Career Center or through a students program of study. Each of these practical
experiences require students to apply their learning to a different environment. The
majority of these practical experiences are either competitive or restricted to
specific career fields such as education or the medical profession. FSU offers a
variety of ways for students to gain international experience including multiple
study abroad options. The identified FSU-specific international experiences include:
first semester or first year abroad, Florida state alternative breaks abroad, study
abroad [Fall or Spring], study abroad [Summer], internship through FSU study
abroad, FSU exchange program, and global scholars. Respondents were also given
the opportunity to select other international experience. Students can engage in
the variety of these international experiences at various points in their academic
program. Finally, the identified FSU-specific research opportunities include:
Undergraduate research opportunity program (UROP), directed individual study
(DIS), application for a national fellowship, an honors thesis/honors in the major, or
presentation of original research at a professional conference. Each of these
research opportunities is traditionally completed with the support of a faculty or
staff member at FSU through frequent and continuous feedback. Some programs
can only be completed in specific years/semesters ranging from the first/second
11
year to the senior year, offering students multiple opportunities to get engaged in
research.
Results
The first question of the survey, mimicking the NSSE questions regarding
engagement in High Impact Practices more generally, provided the results seen in
the General High Impact Practices Table. The majority of respondents (61%)
indicated a plan to participate in a practical experience such as an internship, co-op,
field experience, student teaching, or clinical placement. In contrast, a majority of
respondents (53%) indicated that they did not participate/did not plan to participate
in a learning community or some other formal program where groups of students
take two or more classes together.
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General High Impact Practices Table

High Impact Practice
Do
ne
Plan
to
do
Did not
do/Do not
plan to do
Unsu
re
Participate in a learning community or some

other formal program where groups of students
take two or more classes together
22
%
7%
53%
18%
Participate in an internship, co-op, field

experience, student teaching, or clinical
placement
24
%
61%
11%
5%
5%
41%
34%
20%
16
%
28%
28%
29%
Participate in a study abroad

program/international experience
Work on a research project with a faculty
member outside of course or program
requirements
Learning Communities
As previously discussed, the majority of respondents indicated they did not
participate/plan to participate in a learning community in general. This trend
continued in the follow-up questions regarding FSU-specific programs. As seen in
the FSU Learning Communities Table, the percentage rose from 53% of respondents
not participating in general learning communities to over 80% of respondents not
participating in multiple existing FSU programs. This may be because respondents
did not completely understand the concept of a learning community until given
specific examples offered at FSU.
FSU Learning Communities Table
FSU Learning
Communities
Freshman Interest Group
(FIG)
Living Learning Community
(LLC)
Center for Academic
Retention and
Enhancement (CARE)
Done
Plan to
do
Did not
do/Do not
plan to do
Unsure
11%
0%
83%
5%
11%
0%
84%
4%
11%
4%
80%
4%

Honors Program
11%
17%
57%
13
14%
This large percentage of Degree-in-Three students choosing not to participate

in learning communities appears to be primarily a result of interest and population
restrictions. 39 respondents (58%) providing a reason for not participating in a FIG
said they had heard of the FIG but it did not interest them. Similarly, 46
respondents (68%) chose the same response for LLCs. In regards to CARE, most
respondents (n=22, 34%) selected I was not eligible. Similarly, I did not think I
qualified was the primary answer in regards to the honors program (n=23, 42%).
The second most popular answer for CARE and the honors program was the same
as the FIGs and LLCsrespondents heard of the programs but they were not
interested (CARE: n=13, 20%; Honors: n= 9, 16%). See the subsequent reasons in
the appendices (Questions 4-7).
Practical Experience
As noted previously, 61% of respondents plan to participate in a form of
practical experience; this is the highest percentage of students planning to
participate of the HIPs included. This HIP also has the most respondents stating they
have already participated in a practical experience24% (see General High Impact
Practices Table). As seen in the Practical Experience Table, this number stays fairly
consistent when asked about the specific practices in regards to interning; 66% plan
to do an internship/co-op and 21% have already done an internship/co-op.
Substantially less students have done or plan to do student teaching (n=15, 20%)
or a clinical experience (n=14, 18%).
Practical Experience Table
Practical
Done
Experiences
Plan to do
Did not do/Do

not plan to do
Unsure

Internship/Co-op
21%
Field Experience
(formal or informal
18%
experience in field of
study)
Student Teaching
5%
Clinical Placement
0%
The reasons respondents selected
14
66%
7%
7%
43%
14%
24%
20%
51%
24%
18%
58%
24%
for not participating in student teaching
and clinical placements were [it] is not a part of my academic program () and [it]
did not interest me. And the written other responses primarily said, I do not
know what this is.
International Experience
International experience had the lowest numbers for the Done option (n=4)
of all the HIPs included in the survey (See General High Impact Practices Table). 35
(39%) respondents Plan to do an international experience in general. For FSUspecific programs, 26 (34%) Plan to do FSU Summer study abroad and 16 (21%) a
Fall/Spring semester. Numbers are even lower for other FSU international
experiences such as Alternative Breaks (9%), Internship Abroad (17%), Exchange
(8%), and Global Scholars (16%). As shown in the International Experience Table,
the number of students who have done or plan to do any specific FSU international
experience was lower than the number of students who have not done or do not
plan to do a specific FSU international experience.
International Experience Table
FSU International Options
First Semester Abroad/First
Year Abroad
Florida State Alternative
Breaks Abroad
FSU Study Abroad [Fall or
Spring]
Done
Plan to
do
Did not
do/Do not
plan to do
Unsure
1%
5%
89%
4%
0%
9%
58%
33%
0%
21%
55%
24%

FSU Study Abroad [Summer]
Internship through FSU Study
Abroad
FSU Exchange Program
Global Scholars
Other international experience
15
0%
34%
43%
22%
0%
17%
49%
34%
0%
0%
3%
8%
16%
18%
66%
50%
43%
26%
34%
36%
Due to a technical glitch, the reasons respondents did not participate in these
FSU-specific international experiences were not recorded.
Research
Of the four HIPs included in the survey, the research engagement area is the
most evenly split between the four answer choices: done (16%), plan to do (28%),
did not do/do not plan to do (28%), and unsure (29%). The FSU-specific programs
were a little more unevenly divided, as seen in the Research Table.
Research Table
FSU Research Options
Undergraduate Research
Opportunity Program (UROP)
Directed Individual Study (DIS)
Apply for a National Fellowship
Honors Thesis (Honors in the
Major)
Present original research at a
Professional Conference
Done
Plan to
do
Did not
do/Do not
plan to do
Unsure
7%
20%
45%
29%
11%
0%
18%
20%
36%
41%
36%
39%
1%
25%
47%
26%
3%
18%
49%
30%
Respondents reasons for not participating in these FSU-specific programs

have similar themes regardless of the program. I have never heard of
[opportunity] is the primary reason: UROP (n=23, 41%), DIS (n=33, 61%), National
Fellowship (n=42, 68%), Honors Thesis (n=21, 37%), Present (n=40, 67%). See the
subsequent reasons in the appendices (Questions 21-25).
Discussion and Recommendations
16
Learning Communities
As previously discussed in the data section, learning communities had the
highest rate of respondents choosing did not do/do not plan to do and they also
indicated a lack of interest as the primary reason for not participating in these
communities. Why the lack of interest? It is most likely because Degree-in-Three
students have already completed the traditional first-year classes used in the FSU
learning communities. Some of the write-in responses regarding FIGs contribute to
this interpretation: Had all the prerequisites, I fulfilled a lot of the classes through
my AA degree, I came in with credits and the FIGs didnt fit what I needed. To
better engage Degree-in-Three students in learning communities, Florida State
University would need to offer learning communities that are applicable for students
with higher credit hours, but are not necessarily restricted access through GPA or a
specific student population.
Practical Experience
The large percentage of students intending to complete an internship was
unsurprising, because many students are urged by parents, faculty, and academic
advisors to complete internships. However, the large number of respondents who
had already done an internship was slightly startling; since most students wait until
they are in their final year or two to complete an internship, it was originally
surprising to see a large percentage of students having already completed an
internship. However, looking more closely at the 16 students who have already
completed an internship, 6 of them identify as 2 nd year students and 9 of them
identify as 3rd year students which correlates with the idea that more students
complete internships as they approach graduation. Of the 10 students who
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provided a reason for not planning to complete an internship, 6 (60%) of them

stated time as their main concern. It may be beneficial to support Degree-in-Three
students in this HIP by giving them more information about the time requirements
for internships.
In comparison to internships and field work, few students have done or plan
to do student teaching or clinical placements. I anticipated this response because
both are specific to majors/educational programs such as education and medical
professions. Only one respondent indicated being an education major while
approximately 24 respondents indicated a major that may offer clinical experiences
(psychology, biology, exercise science, etc). However, I did ultimately limit students
answer choices for these selections to [it] is not a part of my academic
major/program and student teaching does not interest me; students were not
able to select the same options as they had in the other questions. This may be
skewed the data slightly to support my hypothesis that students would not plan to
do these specific HIPs because of their program, but they were given an other
option in which most written responses were mostly I do not know what this is
variations.
International Experience
As mentioned previously, international experience had the lowest numbers
from respondents. However, these lower numbers should be considered critically as
only about 1,600 (4%) of all FSU students study abroad each year, including
undergraduate, graduate, and doctoral students. There may be a number of reasons
Degree-in-Three students chose not to engage in study abroad that are unrelated to
their accelerated educational plan. Some reasons may include limited finances, lack
18
of time, lack of program options/course options abroad, a disinterest in global

competency, or lack of qualification. Given the students shorter time-frame, it
would be reasonable to assume marketing the shorter international experiences
(Alternative Breaks) or the upper-level experiences (Global Scholars and Internships
abroad) to Degree-in-Three students may be beneficial in increasing recruitment for
this HIP since many have already completed their general education courses for
traditional study abroad programs or have to take local summer classes to stay ontrack to graduate early. As less well-known programs, Degree-in-Three students may
not be as aware of these opportunities, leading them to select do not plan to do
or unsure on the survey.
Research
The uneven distribution for intent to participate in an FSU-specific research
program is likely due to a number of factors. Some programs are year/term-specific.
The Undergraduate Research Opportunity Program is only for Freshman and
Sophomores; this means Degree-in-Three students who have not already gotten
involved during their first year, may not be aware they can participate their 2 nd year.
Plus, UROP is a full-year commitment which may not be feasible for some of these
accelerated students. In contrast, Honors in the Major isnt completed until a
students final year so its not surprising that only one person has done Honors in
the Major. Directed Individual Studies and presenting at professional conferences
are also traditionally done in the Junior/Senior year, so Degree-in-Three first-years
(the majority of respondents) may only be planning towards this or be unaware of
the opportunity at this time. This theory is supported by students selections of
reasons for not planning towards these opportunities. Many respondents have not
heard of the FSU-specific research opportunities.
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Understanding that a large majority of Degree-in-Three students are unaware

of these research opportunities, it is recommended that research opportunities be
advertised more frequently. UROP can be discussed with incoming students while
Honors in the Major and DIS could be advertised by professors and academic
advisors within major programs of study.
Limitations and Future Directions
There are several limitations to this study and a great deal of room for future
research. One limitation would be the limited amount of pre-existing research.
Construction of the survey and interpretations of the data are slightly biased from
the researchers own experiences due to the lack of a previously-existing model.
Creating a more objective framework for the study of Degree-in-Three students and
High Impact Practices at FSU would support the legitimacy of future research.
For future research, comparing this research data about Degree in Three
students engagement in HIPs to the general population of FSUs engagement would
be a stronger indicator of whether the numbers reported here were low/high and
reveal more about the population. Similarly, if the data reported here was compared
to the levels of participation in the individual FSU programs, we would be better
able to understand if the level of engagement was low/high among this particular
group.
Another avenue for future research is the level of engagement of the Degree
in Three students in these programs. If individual programs were to identify the
number of Degree in Three students in their programs, they could conduct further
study regarding the level of engagement. Are these early graduates getting deeply
involved with the programs or just gliding through? For example, did the student
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become a FIG leader after participating their first year? Gain recognition through an
experiential learning certificate for the internship(s) they completed? Incorporate
their study abroad experience into their local activities and studies? Utilize their
undergraduate research from UROP as a basis for an honor-in-the-major thesis?
Conclusion
In conclusion, more high school students are earning college credit early and
accelerating their undergraduate careers to graduate early. However, this student
population needs to be researched further in order to best support them. At FSU,
Degree-in-Three students are intended-early graduates planning their academics
well in advance. This research study looked at Degree-in-Three students
involvement in the High-Impact Practices of Learning Communities, Practical
Experiences, International Experiences, and Research. The results show these
students are not getting involved in FSU learning communities or international
experiences, and could benefit from new learning communities for high credit-hour
students and information about short international experiences. Degree-in-Three
students are more involved in internships and research, but there is room to grow.
FSU could offer more clarification about practical experiences and advertise
research opportunities to incoming students and through professors and major
advisors. Overall, this study focused on learning about the participation of Degreein-Three students in these HIPs, but future research is needed to understand to a
further extent the importance of the data and the depth of involvement at FSU.
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and summer session attendance. Summer Academe: A Journal of Higher
Education, 4, 7-30.
Tukibayeva, M., & Gonyea, R. M. (2014). High-Impact practices and the first-year
student. New Directions for Institutional Research, 2013(160), 19-35.
doi:10.1002/ir.20059
Van Gelder, Eduard. (1972). The three-year B.A.: A wavering idea.
Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student
engagement. Research in higher education, 45(2), 115-138.
23
Appendices
Default Report
Degree in Three Engagement in High Impact Practices
December 12th 2016, 6:00 pm EST
Q2 - Which of the following have you done or do you plan

to do before you graduate from Florida State University?
Question
Participate in a learning
community or some other
formal program where
groups of students take
two or more classes
together
Participate in an
internship, co-op, field
experience, student
teaching, or clinical
placement
Participate in a study
abroad
program/international
experience
Work on a research project
with a faculty member
outside of course or
program requirements
Did not
do/Do
not
plan to
do
Plan
to do
Done
Unsur
e
Tota
l
22.37
%
1
7
6.58
%
52.63%
4
0
18.42
%
1
4
76
23.68
%
1
8
60.53
%
4
6
10.53%
5.26
%
76
5.26
%
40.79
%
3
1
34.21%
2
6
19.74
%
1
5
76
15.79
%
1
2
27.63
%
2
1
27.63%
2
1
28.95
%
2
2
76
24
Q3 - In regards to learning communities, which of the

following have you done or do you plan to do before you
graduate from Florida State University?
Question
Done
Freshman Interest
Group (FIG)
Living Learning
Community (LLC)
Center for Academic
Retention and
Enhancement (CARE)
11.84
9
%
11.84
9
%
Honors Program
Did not
do/Do not
plan to do
Plan
to do
Unsur
e
6
3
6
4
5.26
%
3.95
%
80.26%
6
1
56.58%
4
3
0.00%
82.89%
0.00%
84.21%
11.84
9
%
3.95%
11.84
9
%
17.11
%
1
3
Tota
l
4
76
76
3.95
%
76
14.47
%
1
1
76
25
Q4 - In regards to participating in a Freshman Interest

Group (FIG), please select the primary reason why you
have chosen "Did not do/Do not plan to do" or "Unsure."
Answer
Coun
t
I never heard about FIGs.
8.96%
I heard of FIGs, but did not hear about it in time to participate.
I heard of FIGs, and it did not interest me.
I wanted to participate in a FIG, but worried I would not have

the time.
8.96%
Other
8.96%
Total
100%
67
14.93
%
58.21
%
10
39
Q4_5_TEXT - Other
Other
Had all of the prerequisites
I was told I couldn't if I was in a Living Learning Community.
I fulfilled a lot of the classes through my AA degree
Heard about FIGs, chose not to participate.
I heard of it, but i dont really know what it is
I came in with credits and the FIGS didn't fit what I needed
26
27
Q5 - In regards to participating in a Living Learning

Community (LLC), please select the primary reason why
you have chosen "Did not do/Do not plan to do" or
"Unsure."
Answer
Coun
t
I have never heard about LLCs.
5.97%
I heard of LLCs, but did not hear about them in time to

participate.
I heard of LLCs, and they did not interest me.
13.43
%
68.66
%
I wanted to participate in an LLC, but worried I would not have

the time.
4.48%
I applied for an LLC, but I did not get accepted.
5.97%
Other
1.49%
Total
100%
67
9
46
Other
Other
I applied for an LLC, received a spot as an alternate. Got in but the living style was
3 people in 1 room so declined.
28
Q6 - In regards to participating in the Center for Academic

Retention and Enhancement program, please select the
primary reason why you have chosen "Did not do/Do not
plan to do" or "Unsure."
Coun
t
Answer
I have never heard about CARE.
I heard of CARE, but did not hear about it in time to

participate.
I heard of CARE, and it did not interest me.
I wanted to participate in CARE, but worried I would not have

the time.
1.56%
I applied for CARE, but I did not get accepted.
3.13%
I was not eligible to participate in CARE.
34.38
%
22
25.00
%
15.63
%
20.31
%
16
10
13
29
Other
0.00%
Total
100%
64
Q7 - In regards to participating in the Honors program,

please select the primary reason why you have chosen
"Did not do/Do not plan to do" or "Unsure."
Answer
I have never heard about the Honors Program.
I heard of the Honors Program, but did not hear about it in time
to participate.
I heard of the Honors Program, and it did not interest me.
I wanted to participate in the Honors Program, but worried I

would not have the time.
I did not think I qualified for the Honors Program.
I applied for the Honors Program, but I did not get accepted.
%
0.00
%
12.96
%
16.67
%
11.11
%
42.59
%
9.26
%
Cou
nt
0
7
9
6
23
5
30
Other
7.41
%
Total
100%
54
31
Q8 - In regards to practical experience which of the

Did not
do/Do not
plan to do
Plan
to do
Unsur
e
Tota
l
Question
Done
Internship/Co-op
21.05
%
1
6
65.79
%
5
0
6.58%
6.58
%
76
Field Experience
(formal or informal
experience in field of
study)
18.42
%
1
4
43.42
%
3
3
14.47%
1
1
23.68
%
1
8
76
19.74
%
18.42
%
1
5
1
4
3
9
4
4
23.68
%
23.68
%
1
8
1
8
Student Teaching
Clinical Placement
5.26
%
0.00
%
4
0
51.32%
57.89%
76
76
32
33
Q9 - In regards to internships, please select the primary

reason why you have chosen "Did not do/Do not plan to
do" or "Unsure."
Answer
I have never heard about ways to participate in internships.
2
3
4
I heard of ways to participate in internships, but did not hear

about it in time to participate.
I heard of ways to participate in internships, and it did not
interest me.
I wanted to complete an internship, but did not think I had the
time.
I applied for an internship, but I did not receive it.
Other
Total
Other
Other
I am not sure if it would benefit me at this time.
%
30.00
%
0.00
%
0.00
%
60.00
%
0.00
%
10.00
%
100%
Cou
nt
3
0
0
6
0
1
10
34
Q10 - In regards to field experience, please select the

Answer
I have never heard about ways to participate in field experience.
2
3
4
I heard of ways to participate in field experience, but did not

hear about it in time to participate.
I heard of ways to participate in field experience, and it did not
interest me.
I wanted to complete field experience, but did not think I had
the time.
I applied for field experience, but I did not receive it.
Other
Total
%
72.41
%
0.00
%
6.90
%
20.69
%
0.00
%
0.00
%
100%
Cou
nt
21
0
2
6
0
0
29
35
Q11 - In regards to student teaching, please select the

Answer
Count
Student teaching is not part of my academic major/

program.
52.63%
30
Student teaching does not interest me.
35.09%
20
Other
12.28%
Total
100%
57
Other
Other
Didn't know I could
I'm not sure what this is
Sounds like a big commitment
Have not heard of it
36
Q12 - In regards to clinical placement, please select the

Answer
Count
Clinical placement is not part of my academic

major/program.
62.90%
39
Clinical placement does not interest me.
19.35%
12
Other
17.74%
11
Total
100%
62
Other
I don't know anything about
I'm not sure what this is
I don't know what this is
Never heard of it
I do not know much about it.
Not sure what it is.
I do not know what this is
Not sure what the program is
I don't know if that environment would be right for me. I would need more
information about it.
I dont know what this is
Q13 - In regards to studying abroad/international

experiences, which of the following have you done or do
you plan to do before you graduate from Florida State
University?
37
Question
First Semester
Abroad/First Year
Abroad
Florida State
Alternative Breaks
Abroad
FSU Study Abroad
[Fall or Spring]
FSU Study Abroad
[Summer]
Internship through
FSU Study Abroad
FSU Exchange
Program
Global Scholars
Other international
experience
38
Don
e
Plan to
do
1.32
1
%
5.26%
89.47%
6
8
3.95
%
76
0.00
0
%
9.21%
57.89%
4
4
32.89
%
2
5
76
21.05
%
34.21
%
17.11
%
1
6
2
6
1
3
7.89%
15.79
%
18.42
%
1
2
1
4
4
2
3
3
3
7
5
0
3
8
3
3
23.68
%
22.37
%
34.21
%
26.32
%
34.21
%
35.53
%
1
8
1
7
2
6
2
0
2
6
2
7
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
2.63
%
0
0
0
0
0
2
Did not do/Do

not plan to do
55.26%
43.42%
48.68%
65.79%
50.00%
43.42%
Unsur
e
Tota
l
76
76
76
76
76
76
39
The following Questions were not shown to respondents due to technical glitch and
have no data.
Q14 - In regards to participating in the First Semester

Abroad/First Year Abroad program, please select the
Q15 - In regards to participating in the Florida State
Alternative Breaks, please select the primary reason why
you have chosen "Did not do/Do not plan to do" or
"Unsure."
Q16 - In regards to participating in the FSU Study Abroad
during Fall/Spring, please select the primary reason why
you have chosen "Did not do/Do not plan to do or
"Unsure."
Q17 - In regards to participating in the FSU Study Abroad
during Summer, please select the primary reason why you
Q18 - In regards to participating in the FSU Internship
Abroad, please select the primary reason why you have
chosen "Did not do/Do not plan to do" or "Unsure."
Q19 - In regards to participating in the FSU Exchange
programming, please select the primary reason why you
Q33 - In regards to participating in the Global Scholars
programming, please select the primary reason why you
40
41
Q20 - In regards to research projects, which of the

Question
Undergraduate
Research Opportunity
Program (UROP)
Directed Individual
Study (DIS)
Apply for a National
Fellowship
Honors Thesis (Honors
in the Major)
Present original
research at a
Professional
Conference
Done
Did not
do/Do not
plan to do
Plan
to do
6.58
5
%
19.74
%
1
5
10.53
8
%
0.00
0
%
1.32
1
%
18.42
%
19.74
%
25.00
%
1
4
1
5
1
9
2.63
2
%
18.42
%
1
4
44.74%
35.53%
40.79%
47.37%
48.68%
Unsur
e
Tota
l
3
4
28.95
%
2
2
2
7
3
1
3
6
35.53
%
39.47
%
26.32
%
2
7
3
0
2
0
3
7
30.26
%
2
3
76
76
76
76
76
42
Q21 - In regards to the Undergraduate Research

Opportunity Program (UROP), please select the primary
reasons why you have chosen "Did not do/Do not plan to
do" or "Unsure."
Answer
I have never heard about UROP.
I heard of UROP/wanted to participate in UROP, but did not hear

I heard of UROP, and it did not interest me.
4
5
I wanted to participate in UROP, but worried I did not have the

time.
I am participating/plan to participate in a research project
outside UROP.
I applied for UROP, but I was not accepted.
Other
Total
Other
%
41.07
%
8.93
%
14.29
%
19.64
%
7.14
%
7.14
%
1.79
%
100%
Cou
nt
23
5
8
11
4
4
1
56
43
Other
Don't know enough about it
Q22 - In regards to the Directed Individual Study (DIS),

Answer
I have never heard about DIS.
I heard of DIS/wanted to participate in DIS, but did not hear

I heard of DIS, and it did not interest me.
I wanted to complete a DIS, but worried I would not have the

time.
I wanted to complete a DIS, but did not qualify.
6
7
I am participating/plan to participate in a research project

outside DIS.
Other
%
61.11
%
3.70
%
16.67
%
16.67
%
0.00
%
1.85
%
0.00
Cou
nt
33
2
9
9
0
1
0
44
%
Total
100%
54
45
Q23 - In regards to Applying for a National Fellowship,

Answer
I have never heard about National Fellowships.
I heard of National Fellowships, but did not hear about it in time

to participate.
I heard of National Fellowships, and it did not interest me.
4
5
6
I wanted to apply for a National Fellowship, but worried I would

not have the time.
I am already participating/plan to participate in a research
project that will not require a National Fellowship.
Other
Total
%
68.85
%
1.64
%
16.39
%
11.48
%
1.64
%
0.00
%
100%
Cou
nt
42
1
10
7
1
0
61
46
Q24 - In regards to completing an Honors Thesis (Honors

in the Major), please select the primary reason why you
Answer
I have never heard about Honors Thesis/Honors in the Major.
2
3
4
5
I heard of Honors Thesis/Honors in the Major, but did not hear

I heard of Honors Thesis/Honors in the Major, and it did not
interest me.
I wanted to complete an Honors Thesis/Honors in the Major, but
worried I would not have the time.
I wanted to complete an Honors Thesis/Honors in the Major, but
did not qualify.
Other
Total
Other
Other
I don't qualify to do this yet
Not in my major yet
I am not sure that I'll have time next year, but I may try to do this.
I'm not in Honors.
doesn't apply
%
37.50
%
7.14
%
26.79
%
14.29
%
1.79
%
12.50
%
100%
Cou
nt
21
4
15
8
1
7
56
47
Q25 - In regards to Presenting original research at a

Professional Conference, please select the primary reason
why you have chosen "Did not do/Do not plan to do" or
"Unsure."
#
1
2
3
4
Answer
I have never heard about ways to present at a professional

conference.
I heard of ways to present at a professional conference, but did
not hear about it in time to participate.
I heard of ways to present at a professional conference, and it
did not interest me.
I wanted to present at a professional conference, but worried I
would not have the time.
66.67
%
1.67
%
16.67
%
10.00
%
5.00
%
Other
Total
100%
Other
Other
This may interest me in the future but currently I am unsure of what I will do.
im not apart of a research group to present
Cou
nt
40
1
10
6
3
60
48
Q30 - What year are you currently?
Answer
Count
First (began Summer/Fall 2016)
56.58%
43
Second (began Summer/Fall 2015)
26.32%
20
Third (began Summer/Fall 2014)
17.11%
13
Total
100%
76
Q31 - What is your major?
What is your major?

Biology
Finance accounting
Editing, Writing and Meida
Criminology
History
Criminology
political science
Accounting
Biochemistry
Digital media production
Psychology & Human Resource Management
RMI
Criminology
Biomathematics
Finance
Accounting
Biology
Psychology
Math/Secondary Education
Hospitality Management
Management
Retail, Merchandising and Product Development
Biology
Social work
business management
Family & Child Sciences
49
Finance
Psychology
Art History
Psychology and social welfare
Marketing
Management Information Systems
Chemical science/biological science
Art history
Criminology
Nursing
biological sciences
Media Communication Studies
Economics/Political Science
Biology
Political Science
Finance
Communications
Biology
Environmental Science
Mass Media and Communication Studies & Interdisciplinary Social Science
Environment and Society
Sociology
Psychology
Exercise Physiology
finance
Media/Communication Studies
political science
Biological Sciences
Criminology
50
Social Science Education

biology
History
History
Management
Economics & Political Science
Actuarial science
Finance and Marketing
business management
Media Communications
Criminology
Politcal Science/ international affairs
Retail Merchandising and Product Development
Business Management and Psychology
International affairs
Criminology and psychology
biochemistry
biology
Psychology
Marketing
51
52
Q32 - What race/ethnicity do you most identify with? You

may choose more than one.
Answer
Count
White
57.89%
44
Black/African American
21.05%
16
Hispanic/LatinX
28.95%
22
Asian/Asian American
3.95%
Native American
0.00%
Other
1.32%
I decline to answer
2.63%
Total
100%
76
53
Q33 - What gender do you most identify with?
Answer
Count
Male
23.68%
18
Female
75.00%
57
Other
0.00%
I decline to answer
1.32%
Total
100%
76

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Running head: DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

The concept of high impact practices was developed in 2007 as a way to

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

statement, UR is a high-impact practice that sparks students interest in learning

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

also anticipated that the majority of

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

programs, and 4) Demographic information. The exact survey questions and

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

General High Impact Practices Table

Participate in a learning community or some

Participate in an internship, co-op, field

Participate in a study abroad

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

This large percentage of Degree-in-Three students choosing not to participate

Did not do/Do

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Respondents reasons for not participating in these FSU-specific programs

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

provided a reason for not planning to complete an internship, 6 (60%) of them

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

of time, lack of program options/course options abroad, a disinterest in global

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Understanding that a large majority of Degree-in-Three students are unaware

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Priest, K. L., & de Campos Paula, A. L. (2016). Peer-led learning communities:

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Q2 - Which of the following have you done or do you plan

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Q3 - In regards to learning communities, which of the

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Q4 - In regards to participating in a Freshman Interest

I never heard about FIGs.

I heard of FIGs, but did not hear about it in time to participate.

I heard of FIGs, and it did not interest me.

I wanted to participate in a FIG, but worried I would not have

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Q5 - In regards to participating in a Living Learning

I have never heard about LLCs.

I heard of LLCs, but did not hear about them in time to

I heard of LLCs, and they did not interest me.

I wanted to participate in an LLC, but worried I would not have

I applied for an LLC, but I did not get accepted.

DEGREE-IN-THREE STUDENTS AND HIGH IMPACT PRACTICES

Q6 - In regards to participating in the Center for Academic

I have never heard about CARE.

I heard of CARE, but did not hear about it in time to

I heard of CARE, and it did not interest me.

I wanted to participate in CARE, but worried I would not have

I applied for CARE, but I did not get accepted.

I was not eligible to participate in CARE.