KU Experiential Learning Final Research Report

JOUR 460: Research Methods in Strategic Communication

KU Experiential Learning Final Research Report

(Fall, 2015)

Team Uruguay: Dylan Jacobs, Macaela Jones, Emily Kawola, Bria Strickland, Sookie

Thongkham

TABLE OF CONTENTS

Executive Summary

Certificates at other Universities

Arts Engagement

Global Awareness

Leadership

Research Experience

Service Learning

Research Methods

Survey

Focus Group

Data Analysis

Survey

Focus Group

Participants

Survey

Focus Group

Findings

Survey

Awareness

Perceptions

Interactions

Strategies

Certificate-Specific Questions

Media Diet

Open-Ended Questions

Focus Group

Limitations

Survey

Focus Group

Conclusion

Appendices

Appendix A

Appendix B

EXECUTIVE SUMMARY

(Written by Dylan Jacobs and Emily Kawola)

KU Experiential Learning is a program that provides students with certifications in different

areas. The areas are Global Awareness, Leadership, Research, Service Learning and Arts

Engagement. The mission of the Experiential Learning programs is:

“Experiential learning denotes a rigorous learning experience, occurring within a

community setting (e.g., professional, artistic, scientific, scholarly, local) and integrated as part

of an academic degree program, which requires the student to take an active role in the learning

process.”

As part of Dr. Erba’s JOUR 460: Research Methods class, we were assigned to answer a research

question given to us by the representatives of KU Experiential Learning: how does KU

Experiential Learning increase awareness among KU undergraduate students? This question is

the base for all of the research methods used and data that was collected, was always done so

with this question in mind. All research was done in a systematic manner and could be

duplicated.

Our research methods included secondary research, a focus group, and a survey. The

purpose of the secondary research was to familiarize ourselves with KU Experiential Learning

and the certificates/programs it offers. It was also meant to give an analysis of the

certificates/programs in regards to their individual communication strategies and explore

challenges and opportunities facing these certificates/programs. This secondary research

evaluated online information in which we noted the process of finding information for each

program. We also evaluated media channels each certificate is currently using and analyzed any

data provided in regards to traffic and interaction with these media channels. The last part of the

secondary research was the evaluation of other (similar) programs in which we selected two peer

institution’s programs and explored similarities and differences, as well as what they were doing

in terms of branding and programming.

The next form of research we conducted was a focus group in which we recruited one

person per group member to participate. The group member could not be a journalism student.

This focus group was held in order to collect more in-depth detail through asking questions that

would help to answer the research question by encouraging conversation about ideas regarding

Experiential Learning that participants had. This focus group was ultimately transcribed and

analyzed by category to better interpret the data we had collected.

As the last method of research, we provided a survey to 679 participants in order to

measure perceptions, attitudes and opinions regarding KU Experiential Learning. The survey

included questions pertaining to perception, awareness, interactions, strategies, certificate-

specific questions, media diet, and open-ended questions.

Overall, our research provided us with many insightful findings. In our secondary

research we were able to find that some of the peer universities incorporate these programs into

either majors or minors and require more of a commitment to the program. The focus group

showed that students highly preferred that they receive university information such as

certification information from an advisor or a professor. From our survey, it was found that the

majority of participants see extra curricular activity as important, but the majorities have not

heard of KU Experiential Learning.

CERTIFICATES AT OTHER UNIVERSITIES

Arts Engagement (Bria Strickland)

According to the information provide from the client there weren’t any previous models

of the Arts Engagement Certificate as extensive as KU’s. I was able to find a few arts programs

with some similarities to KU’s program. Most of the programs were offered from Art and Design

schools.

Otis College of Art and Design offers a variety of certificate programs that fall under

Arts. Art Education, Graphic Design, and Fine Arts are a few of their programs. The

requirements of these certification programs are to complete several courses that teach the

foundation and fundamentals. The number of courses required depends on which certification a

student wants to learn. There is an additional cost to complete the certificate that could be as high

as $14,000. Other than taking the course and paying the fees there are no outside requirements of

attending events.

They currently have a website dedicated to the certificate programs, but I could not find

specific social media accounts. They don’t mention the certificate programs on their main

accounts

Penn State offers an online undergraduate certification in Digital Art. The program is

open to anyone who wants to learn about graphic design and multimedia art. Though their

certificate program differs from KU, their website set up similar to KU’s Arts Engagement

website. On the home page it tells about the reasoning for the certificate, how to apply, and links

to related programs. There are other tabs that identify the required courses, the cost of the

program, and how to contact the coordinator. At the bottom of the page they provide links to

their general social network accounts, but they are not specific to the certificate program

The website for Otis College of Art and Design’s certificate programs provided an

example of what not to do for KU’s program. They have too much information on one page.

Instead of section off each certificate program onto its own page everything is on one page. This

makes it difficult for readers to find the information they are looking for without scrolling.

The website for the Penn State program does a good job of explaining thoroughly explaining

their program. Something I liked was the personal testimonial from a student in the program.

This is something that could be incorporated into the Art Engagement website, so that students

see how the program has benefitted a peer. On the certificate website they also mention some of

the career benefits that come from obtaining a certificate through the program.

Global Awareness Program (Dylan Jacobs)

I chose to evaluate the University of Central Oklahoma program and the Georgia Tech

University programs because they include a mixture of similarities with KU’s GAP certification

program, whereas the University of Pittsburgh shared only the coursework in common. The

programs differ greatly in programming. Georgia Tech provides a complimentary program that

coincides with majors by selecting certain classes and spending at least 26 weeks of international

experience. This program also has a list of participating majors that have this program integrated

into the major course load and are the only ones able to complete the program. Regarding

branding and marketing, there were links to social media profiles both websites, The U of

Central Oklahoma has a Twitter and Facebook that do not have very big followings. Neither

program has a logo as KU’s G.A.P. program does so it is hard to differentiate the program from

being a club or major or minor unless you read into it. U of Central Oklahoma has a program that

is fundamentally similar to that of KU’s GAP, however it differs in that a person can complete

the “global experience” portion in a multitude of ways that don’t only include studying abroad.

Also, it has a capstone portion where it is much like the reflection part of the GAP but students

have more than one way to complete that final task.

I believe that the GAP could take away a few things from these two previously

mentioned programs. For example, incorporation into major programs, especially those who

require a foreign language and where a high rate of students study abroad, such as the journalism

school. A comprehensive program specific for those majors who cannot fit a foreign language or

many electives into their schedule, such as the STEM field. Otherwise, I believe the GAP is a

unique program with many benefits that stand out over the other given institutions.

Leadership Program (Macaela Jones)

Florida State University’s Leadership Studies Certificate is similar to KU’s Leadership

Certificate. Their leadership certificate is designed to be an 18-unit program made for

undergraduate students. All students that receive the certificate must receive a C or higher in all

leadership classes. Students that complete the certificate will have it on their transcript. To apply

for the certificate students must first submit a “plan of study” form and make an advising

appointment with the leadership certificate advising.

The website has a list of all the courses for the certificate as well as supporting courses.

There is also a fact page that is devoted to answering commonly asked questions. The certificate

is completed over a longer period of time due to the fact that students cannot take more than two

leadership classes at one time. To receive credit for the courses students must write a 3-4-page

reflection paper about their experiences.

The certificate program does not have any social media accounts of its own for branding.

It also is branded with the same design and message as all of the other certificates at the

university. Therefore it does not stand out from the other certificates. There is no specific logo or

tagline for the leadership certificate. Its webpage also has the same red and beige and white

design as the rest of the university’s web pages.

The University of Wisconsin’s Leadership Certificate is also comparable to KU’s

Leadership Certificate. Its goal is to create leaders in a classroom environment and in the world.

The certificate program is run out of the Center for Leadership and Involvement at the university.

To qualify for the program students must be enrolled at the university, involved in leadership

positions while at school, have an average cumulative GPA of 2.5 and have 100 hours of

recorded leadership experience. Before applying to the certificate students must experience an

informational session in person or online, finish a leadership competencies activity and make an

advising appointment.

Program certification requires a number of leadership activities, academic classes,

modules online, reflections and a value capstone analysis. Students are required to attain 100

hours of activities between the three categories of civic engagement, organizational/group

leadership and trainings/workshops. They must also complete a Leadership Studies or Global

and Cultural Competence course with a minimum of a B, finish three out of five modules and

write a reflection for everyone. They must also write a reflection about their competencies.

Finally, they must write a reflection of their leadership experience.

The Leadership Certificate program for the University of Wisconsin has a Facebook

page. The page consists of posts about certificate recipients, leadership opportunities and

informational leadership events. While the certificate program has a social media account it does

not post frequently. The last post on the page is from December 17, 2013. Besides a Facebook

page, the certificate program does not have any other social media accounts.

For branding the leadership certificate has two main features. First it has the slogan,

“Define your direction. Get involved.” Second it has a logo that is a square full of small multi-

colored boxes with a narrow winding trail going down the middle. The webpage for the

certificate does not differ vastly from the rest of the university’s web pages. It has a standard red,

beige and white design.

There are many similarities between KU’s leadership certification program and the

leadership certificate programs of the University of Wisconsin and Florida State University.

Florida State University and the University of Wisconsin’s Leadership Certificate programs

compare and contrast KU’s leadership program. For example, completion of the certificate is

noted on the transcripts of students from both universities. Placing the certification on student

transcripts will motivate students to complete the certificate. The certificate would look good to

future employers and on resumes.

Florida State University requires students to take 18 units for the certificate in contrast

with KU that only requires the completion of three leadership courses. I think both forms of class

requirements are beneficial. More courses ensure that students have a full understanding of

leadership. On the other hand having a smaller requirement provides students with the

opportunity to get a minor or just get the certificate on top of their major. KU’s course

enrollment format is beneficial because it allows for a more diverse group of students to

complete the certification.

Florida State University and the University of Wisconsin have a GPA requirement for classes

taken for the certificate and KU does not. KU should probably follow the example of the other

universities and create or mention the GPA requirement for the certificate. A GPA requirement

would help ensure that students enrolled in the certificate program will be prepared to succeed.

Also, it would ensure that students would try to do well in the required courses.

Both Florida State and the University of Wisconsin require that students make an

advising appointment with advisors from the Leadership Certificate program but KU does not.

Creating an advising requirement ensures that students enrolling will have a strong

understanding of the requirements of the certificate. KU should adopt this idea because it would

force the students to interact with the Leadership Certificate office and educate them about it. As

a result they may be more compelled to finish the certificate if they have an advisor to keep them

accountable.

All of the Universities have a course list of required and suggested classes to take for the

certificate. The course lists are helpful for KU students to use when trying to find classes that

they have to take for the certificate. Florida State University and the University of Wisconsin

both have a FAQ page on their certificate websites but KU does not. The FAQ pages provide an

easy place for students to sift through all the certificate information. They also provide answers

to common questions that students may have pertaining to the certificate.

Another thing that KU should implement is more required informational activities. The

University of Wisconsin requires students to participate in informational sessions to learn more

about the program and how it works. Informational sessions would benefit KU Leadership

Certificate students by ensuring that they will know about the program before they start it. This

will reduce the amount of student mistakes when completing the certificate.

Research Experience (Sookie Thongkham)

The Illinois Office of Undergraduate Research (OUR) purpose is to make research central

to the academic experience. The only source of information appears to be the webpage. There is

a Twitter and Facebook account for the office but both appear to not be very active in promoting

the certificate.

The Undergraduate Programs at University of South Florida (USF) purpose is to support

development of undergraduates as researchers and prepare them for graduate school. The

certificate is focused on the College of Behavioral & Community Sciences. The requirements for

the certificate are all provided as coursework. There is a person of contact specifically regarding

course selection along with flyers for additional information and research opportunities.

The Illinois certificate will not appear on transcript but the office of undergraduate research

(OUR) will provide a separate document showing completion. The website explains the purpose

of the certificate, the requirements and how to register. All of the information regarding the

certificate is listed on one page without separate tabs for organization. The requirements are

listed in numerical steps with bulleted notes. The Illinois OUR was able to keep the information

about their certificate short and concise to fit onto one page.

The USF certificate is only offered through the College of Behavioral & Community

Sciences. Information about the certificate is also on one page without separate tabs for USF. As

mentioned before, all requirements are set up through coursework. Directed research projects

have their own designated course. By having designated courses, students do not have to go

through a separate process to get involved in or start a research project. The main contact for this

certificate is the Director of Student Academic Support Services. All applications are submitted

to the director.

I think the KU Research Experience could possibly follow the one page method by

keeping the information short and concise. Also, there should be a mention that directed study

courses can provide the research experience project for presentation. This will make it a cohesive

process versus finding research separately from the requirements.

Service Learning (Emily Kawola)

Stanford University has integrated their service learning into several different categories

that allows the student to choose what route is best for them. All of these programs are organized

by the Haas Center for Public Service. These four different programs allow students to choose

how they want to participate in service learning. The Haas Center allows their students to create

their own service project, that can last a summer or a quarter. These projects can be both local

and international with over 350 programs to choose from. Another program they offer is

choosing courses that center in service learning and learning how to deal with the problems of

the world.

The Haas Center website has all of the information that a prospective student would be

looking for. The website has an overall consistent theme of the classic standard Stanford red.

This helps to create the connection between the Haas Center and the university. The website is

broken into six different sections, cardinal service, faculty, alumni, community, placements and

about. In addition to these tabs the Haas website includes photos of students participating in

programs and testimonials from students on their experiences in the programs.

Indiana University-Purdue University Indianapolis has created a program to cultivate

volunteering amongst its students. Their goal is to encourage learning and development of

students and staff at the same time giving back to the community. Their website has programs

for Civic-minded graduates and professionals, which are research opportunities. Under each of

these programs, they provide an in-depth description of the program and why it is beneficial.

They also provide several additional PDF’s that continue to help the viewer to understand how

the program works. IUPUI has a great section that shows all the service opportunities in the area,

broken up by field, to help find the perfect service opportunity.

Both of these programs provide their participants with everything that they need to

complete their program. Indiana University-Purdue University Indianapolis provides an entire

section on service opportunities in the area. The Service Learning Certificate require service

hours to complete the program, by adding service opportunities to the page, you make it a one-

stop shop for participants.

Another idea that IUPUI has is to create a program that allows students to start working

with professionals in the field. This program gives students contacts that they can use after

school when looking for jobs, as well as experience in the field.

Stanford University provides their students with several different options for completing

their service learning. By doing so they allow students to tailor their learning to best fit what they

like and need for their future. The Service learning program is small at the moment but in the

future it could be interesting to see maybe a couple of different tracks for people to choose from.

RESEARCH METHODS

Survey (Macaela Jones and Sookie Thongkham)

The questions for the survey questionnaire were conceptualized into the following

themes: Awareness, Perceptions, Strategies, Certificate-Specific, Media Diet, and Open-Ended.

The questions were based on nominal or interval scales. Each member of our five-person team

recruited ten people totaling to 50 surveys just for our team. We recruited participants for our

survey through convenience sampling by asking friends, roommates, co-workers, classmates

and/or significant others. However, we analyzed data from surveys distributed by our entire

JOUR 460 class, totaling to a sample population of 679 participants. Participants were either

given a paper survey and asked to return it when they finished or they completed the survey in

the presence of one of our team members. After collecting all of our surveys we manually

recorded the data from each survey by entering the responses into an online data collection

program. We analyze the data by using a SPSS software through KU Virtual Lab. The data was

analyzed in terms of percentages, means and standard deviations.

Focus Group (Macaela Jones, Emily Kawola & Sookie Thongkham)

The questions for the moderator guide were conceptualized into the following themes:

Awareness/Knowledge, Perceptions, Interactions, Motivations & Barriers, and Education

Background. All questions were either open-ended or closed-ended questions. Every closed-

ended question had a follow-up open-ended question. Open-ended questions provided more

elaborate details about the presence of KU Experiential Learning in the minds of KU

undergraduate students.

Our team conducted its focus group September 30, 2015 at 6 p.m. Four participants

attended the focus group, which started at 6:30 p.m. and ended at 7:46 p.m. The focus group took

one hour, 15 minutes to be completed from the time the moderator started his introduction to the

last participant's comment.

Our recruitment consisted of asking 23 students if they would be willing to participate in

a 90-minute focus group on Experiential Learning. The students that we asked were either

friends, roommates, classmates or significant others of members of our group. We relied on a

convenience sampling method. Participants who attended ended up consisting of friends and

significant others from members of our group. We received no participants from the Office of

KU Experiential Learning.

All of our participants were women and are dedicated to their studies. Two of our

participants, Jackie and Kelsey, were transfer students. At least two of our participants, Brianna

and Jackie, had studied abroad. One participant, Brianna, stated that she had completed at least

two of the certificate programs. It is to be said that Brianna may not actually have the Global

Awareness certification due to an email that was mistakenly sent to some students telling them

they had completed it when they had not. This is also supported by the fact that Brianna does not

mention completion of some components of the GAP certificate, such as the reflection essay.

Therefore, we are not sure if she has actually completed this certification.

Conducting the focus group required six people. We had one moderator asking questions

from our moderator guide to participants and keeping the conversations on track. There were two

note takers who observed the reactions, tones and gestures of participants. In addition, there were

two people that observed the focus group and passed additional questions to ask to the

moderator. Finally, our professor sat in an adjacent room listening to the focus group. He

occasionally added input to the focus group to the note passers and they would relay the

information to the moderator.

The focus group was held in the conference room in Stauffer-Flint. Participants were

asked to sit around a table for the focus group. The moderator sat in the middle of the table with

participants next to and across from him. The note passers sat behind the moderator and the note

takers sat in two other corners of the room.

During the focus group, our participant Brianna carried the most of the conversation as

she was observed to be the most opinionated. Other participants seem to have an open mind

because they would often nod in agreement with another participant’s answer or elaborate off

another participant’s answer. There were times when we tried to receive a specific answer from

them, the participants would be confused or provide the same answer because the questions

sounded familiar or they perceived that multiple questions were asking the same thing. Some

participants did not sound as confident in their answer because they presented their answer as if

they were making sure it was correct or what we were looking for. In this case, we were unsure

as to how much honesty, in terms of how the feel, were behind their responses. Also, because the

focus group was small, it may have felt intimidating to the participants because at times they

would look at each other to see who would answer first so they could get an idea of how to

respond.

Our team consists of five people. We each transcribed 14 minutes and 13 seconds of

audio from the focus group. The transcription consists of 11 thousand and 15 words and is 42

pages long. Our focus group notes were two pages long and consisted of 637 words. Our focus

group’s debrief consisted of 1,565 words and was three pages long.

When analyzing the focus group transcription, we each created an individual document of

codes. We used the tracks tool in Microsoft Word to leave comments of possible code names.

Each team member read through the focus group transcription and used the data from the quotes

to develop codes. We then categorized quotes into the codes that they associated with. For

example, the topic of a question from the focus group may be a category or theme and the codes

would be the specific answers and responses given by the participants as supporting evidence.

Next, we listed the names of all of our codes to compare the classification of quotes. This

revealed that we had common codes and we moved forward by deciding which name best

described that code. After finalizing the names of the codes, we began to put them into categories

or themes. Then, we created a master list of the codes by combining all of our quotes. We did not

duplicate quotes under one code. However, a quote may be used for multiple codes. There was

no limit to the number of codes we developed and there was no limit to the number of quotes we

had in each code.

The six categories that emerged from our data include: students’ perceptions of certificate

programs, students’ ideas for changes to programs, perceptions of digital media, negative

perception of communication, basic communication and benefits and awareness. The codes with

the most quotes include: perceiving thoughts of what Experiential Learning entails, suggesting

certificate be included in academic planning, using social media for university information,

naming confusion for experiential learning, and perceiving benefits. These categories and codes

consist of the participants’ knowledge and awareness about the certificates and how they, as

students, prefer information to be communicated about Experiential Learning. The participants

provide supporting evidence that students are not aware of the experiential learning program, do

not understand its purpose and do not associate it with certificates.

DATA ANALYSIS

Survey (Bria Strickland and Sookie Thongkham)

Our team collected a total of 50 surveys. After collecting survey results our team divided

up the questions in order to analyze the results. We all used SPSS Statistics 22 software to

analyze the survey data. Depending on the type of question, it was either continuous data for

interval scale questions or categorical data for nominal scale questions we analyzed accordingly.

For continuous data, we reported the mean and standard deviation of all relevant items

from the survey. We also explored data based on gender and year in school.

We analyzed the continuous variables using a general linear model with a univariate

function for analyzing single items or a multivariate function for analyzing more than one item.

These items would be analyzed as dependent variables. When we explored data based on gender

and year in school demographic variables we analyzed them as fixed factors. This generates

several tables exploring the actual effects of these variables on the dependent variables.

However, we only do this to obtain the calculated means tables.

If the mean difference was lower than 0.5, we simply stated that no significant

differences in the data were found. Any mean differences equal to or greater than 0.5 were worth

reporting. For example, if there are no differences between the mean of male participants and the

mean of female participants we state something such as overall participants agreed it is important

to complete a certificate, and provide the overall mean and standard deviation. If there is a

difference between the mean of male participants and the mean of female participants, then we

may state something along the lines of overall women--provide the mean and standard deviation

for the female variable--were more likely than men--provide the mean and standard deviaion for

the male variable--to think that it is important to complete a certificate.

Categorical data is expressed in percentages. We analyzed the categorical variables either

as individual variables/items or based on gender and year in school. Only participants who

identified as either male or female were calculated. Freshmen and sophomores were combined

into underclassmen while seniors and fifth years were combined into seniors.

For individual variables/items, we analyzed the descriptive statistics of frequencies. The

frequencies provide the data of how many people selected each answer. For example, a yes or no

question may have data resulting in 152 participants selecting “Yes,” and 291 participants

selecting “no” which totals to 443 participants that answered the questions out of the total 679

participants that were given the survey. However, the frequencies only provide percentages

where the 100% represents the total amount of participants who answered the question and not

out of the total participants that were given the survey. Depending on the question, there are

some instances where we calculated the percentages ourselves in which case the 100% represents

the total participants that were given the survey.

For analyzing categorical variables that are based on genders or year in school, we used a

crosstabs function to provide the data of the gender and year in school characteristics of the

participants who answered the question. For example, again, for the yes or no question the data

may report 37 males and 115 females reported “Yes” while 101 males and 187 females reported

“No.” It will also include data on totals such as a total of 138 males and 302 females answered

the question. The same applies to year in school with the the three variables: underclassmen,

juniors and seniors.

The purpose is to count the number participants and their answers, expressed in

percentages.

Focus Group

Our team consists of five people. The transcription of the focus group is full. We each

transcribed 14 minutes and 13 seconds of audio from the focus group. The transcription consists

of 11 thousand and 15 words and is 42 pages long. Our focus group notes were two pages long

and consisted of 637 words. Our focus group debrief consisted of 1,565 words and was three

pages long.

When analyzing the focus group transcription, we each created an individual document of

codes. We used the tracks tool in Microsoft Word to leave comments of possible code names.

Each team member read through the focus group transcription and pulled quotes that qualified as

supporting evidence, organizing them under specific codes. For example, the topic of a question

from the focus group may be a category or theme and the codes would be the specific answers

and responses given by the participants as supporting evidence.

Next, we listed the names of all of our codes to compare the classification of quotes. This

revealed that we had common codes and we moved forward by deciding which name best

described that code. After finalizing the names of the codes, we began to put them into categories

or themes. Then, we created a master list of the codes by combining all of our quotes. We did not

duplicate quotes under one code. However, a quote may be used for multiple codes. There was

no limit to the number of codes we developed and there was no limit to the number of quotes we

had in each code.

The six categories that emerged from our data include: students’ perceptions of certificate

programs, students’ ideas for changes to programs, perceptions of digital media, negative

perception of communication, basic communication and benefits and awareness. The codes with

the most quotes include: perceiving thoughts of what Experiential Learning entails, suggesting

certificate be included in academic planning, using social media for university information,

naming confusion for experiential learning, and perceiving benefits. These categories and codes

consist of the participants’ knowledge and awareness about the certificates and how they, as

students, prefer information to be communicated about Experiential Learning. The participants

provide supporting evidence that students are not aware of the experiential learning program, do

not understand its purpose and do not associate it with certificates.

PARTICIPANTS

Survey (Written by Macaela Jones & Reviewed by Emily)

Out of the 679 students that collectively took the survey, a majority of the

participants (297 students) come from three schools. The schools with the most

attendance are first the School of Journalism and Mass Communications with

184 participants (27.1%), second the school of education with 96 participants

(10.2%) and finally the school of engineering with 44 participants (6.5%).

Year in School

678 students answered our question asking what year in school they were

in. The data shows that according to year in school 155 students (22.8%) identify

as underclassmen. The underclassmen category is composed of freshmen and

sophomores. 45 students (6.6%) identify as freshmen and 110 (16.2%) identify as

sophomores. 260 (38.3%) identify as juniors and 263 (38.7%) identify as seniors.

The seniors category is composed of seniors and 5th year seniors. 228 students

(33.6%) identify as seniors and 35 (5.2%) identify as 5th year seniors. Keep in

mind not all participants provided an answer for year in school. Further on, the

amount of participants for year in school may not be the same as the total

amount of participants that answered a question.

Number of credit hours

After looking at our data for the number of credit hours students are

taking we found (M=14.8, SD=2.058).

Number of clubs or organizations

After looking at the data for the number of clubs or organizations that

participants were involved in we found (M=9, SD=1.88).

Hours of work per week

After looking at the data for the number of hours participants worked per

week we found (M= 50, SD= 9.99).

Gender

223 (32.84%) students of 679 students identified themselves as males. 451

(66.42%) of the 679 students identified themselves as females. 5 participants

marked other for gender. Of the 5 that marked other out of 679 students (.73%)

only two wrote in a response to describe what other meant to them. The two

(.29%) out of the 5 responding participants both identify as transgender. Keep in

mind we only compared data with participants that identified as either male or

female. Further on, the amount of participants that were male and female may

not be the same as the total amount of participants that answered a question.

Age

After reviewing the data collected from participants about their age we

found (M= 20.59, SD= 1.964).

Race/Ethnicity

573 (84.4%) identify as Caucasian or White American, 39 (5.7%) identify

as Latina/o or Hispanic, 28 (4.1%) of participants identify as Asian or Asian

American, 22 (3.2%) identify as Black or African American, 10 (1.5%) identify as

Other and 5 (.7%) identify as Native American. Of the participants that

responded as other 1 (.1%) identified as Albino African American, 1 (.1%)

identified as Black and Hispanic, 1 (.1%) identified as Black and Latino, 1 (.1%)

identified as Brazilian, 1 (.1%) identified as Caucasian and Latina, 1 (.1%)

identified as Iranian, 1 (.1%) identified as Islander Atlantic, 1 (.1%) identified as

Multiracial, 1 (.1%) identified as White and Black and 1 (.1%) identified as

White/Mexican.

First-generation student

125 (18.4%) of participants identify as a first-generation student.

Focus Group:

Participants’ Demographic Information

Pseudonym Year in

School

Major Minor Race/Ethnicity Gender

Brianna Senior Religious

Studies

N/A Caucasian/Jewish Female

Lauren Junior Exercise

Science

N/A Caucasian Female

Jackie Senior History &

GIST

N/A Caucasian/Hispan

ic

Female

Kelsey Junior Biology Spanish Caucasian Female

Participants’ Characteristics

Pseudonym International

Student

Country

of

Origin

Completed

a

Certificate

Number

Certificate

Completed

Name of

Certificate

Completed

Interested

in

Certificate

Brianna N/A U.S.A Yes 2 GAP &

Leadership

N/A

Certificate

Lauren N/A U.S.A. No N/A N/A Unsure

Jackie N/A U.S.A. No N/A N/A Unsure

Kelsey N/A U.S.A. No N/A N/A Unsure

All of our participants were women and are dedicated to their studies. Two of our

participants, Jackie and Kelsey, were transfer students. At least two of our participants, Brianna

and Jackie, had studied abroad. One participant, Brianna, has completed at least two of the

certificate programs.

During the focus group, our participant Brianna carried the most of the conversation as

she was observed to be the most opinionated. Other participants seem to have an open mind

because they would often nod in agreement with another participant’s answer or elaborate off

another participant’s answer. There were times when we tried to receive a specific answer from

them, the participants would be confused or provide the same answer because the questions

sounded familiar or they perceived that multiple questions were asking the same thing. Some

participants did not sound as confident in their answer because they presented their answer as if

they were making sure it was correct or what we were looking for. In this case, we were unsure

as to how much honesty, in terms of how the feel, were behind their responses. Also, because the

focus group was small, it may have felt intimidating to the participants because at times they

would look at each other to see who would answer first so they could get an idea of how to

respond.

FINDINGS

Survey

Make sure all sections are added before submitting

III. Awareness:

A. Overall awareness:

Q2.1: Familiar with Experiential Learning:(Written by Macaela & Reviewed by

Dylan)

The mean of participants that were familiar with Experiential Learning was 2.55

and the standard deviation was 1.358. There was no difference between the

means of males and females. When comparing the year in school combined we

found that seniors (M = 2.81, SD = 0.09) were more likely than underclassmen

(M = 2.33, SD = 0.11) to be familiar with Experiential Learning. There was not a

significant difference for juniors.

Q2.2: Heard of KU Experiential Learning programs:(Written by Macaela &

Reviewed by Emily)

Out of all participants surveyed only 245 (36.62%) of them had heard of KU

Experiential Learning programs. 36 (23.529%) of underclassmen have heard of

KU Experiential Learning programs. 102 (40%) juniors have heard of the

programs. 106 (40.613%) seniors have heard of the programs. 60 (27.273%) of

the males surveyed stated that they had previously heard of KU Experiential

Learning programs. After surveying females 185 (41.573%) reported hearing of

the programs.

Q2.3_1: Heard of Arts Engagement

A total of 134 (20.02%) participants stated that they had previously heard of Arts

Engagement. After being asked if participants had heard of the Arts Engagement

certificate 14 (38.89%) of underclassmen said yes. 46 (45.10%) juniors surveyed

had heard of the certificate. The senior class had 73 (68.87%) students hear

about the Arts certificate. 30 (50%) of people that identified as males and 101

(54.59%) of people who identify as females had previously heard of the Arts

certificate.

Q2.3_2: Heard of Entrepreneurship

209 (31.24%) participants stated that they had previously heard of the

Entrepreneurship certificate. When asked if students had heard of the

Entrepreneurship certificate 37 (24.18%) underclassmen, 78 (30.59%) juniors

and 94 (36.02%) seniors said they said they had heard of it. Of these students 77

(35%) identified as males and 131 (29.44%) identified as females and had heard

of the certificate.

Q2.3_3: Heard of Global Awareness

293 (43.80%) students reported hearing of Global Awareness certificates. 45

(29.41%) underclassmen, 109 (42.75%) juniors and 138 (52.87%) seniors stated

that they had previously heard of the Global Awareness certificate. 80 (36.36%)

males and 211 (47.42%) females stated that they had heard of the certificate.

Q2.3_4: Heard of Leadership

299 (44.69%) students reported hearing about the Leadership certificate. Of the

students surveyed 52 (33.99%) underclassmen, 120 (47.06%) juniors and 127

(48.66%) seniors had heard of the Leadership certificate. Of those students 93

(42.27%) were male and 203 (45.62%) were female.

Q2.3_5: Heard of Research Experience

172 (25.71%) of participants stated they had previously heard of the Research

Experience certificate. Of the students surveyed 31 (20.26%) underclassmen, 59

(23.13%) juniors and 82 (31.41%) seniors had heard of the Research Experience

certificate. Out of these students 55 (25%) who identify as male and 116 (26.07%)

who identify as female were familiar with the certificate.

Q2.3_6: Heard of Service Learning

226 (33.78%) participants stated that they had previously heard of the Service

Learning Certificate. Out of the students that were asked about the Service

Learning certificate, 27 (17.65%) underclassmen, 76 (29.80%) juniors and 122

(46.74%) seniors had heard of it. Of these students 48 (21.82%) who identify as

male and 176 (39.55%) who identify as females had previously heard of the

certificate.

Q2.3_7: Never heard of any of these certificates

183 (27.35%) participants stated they had never heard of any of the certificate

programs. Out of the participants 62 (40.52%) underclassmen, 70 (27.45%)

juniors and 51 (19.54%) seniors surveyed had never heard of any of the previously

mentioned certificates. Of these students 65 (29.55%) identify as male and 117

(26.29%) identify as female.

B. Hearing about certificates:

Q2.4: First hear about KU Experiential Learning or Certificates:(Written by

Macaela & Reviewed by Emily)

When asked what year participants had first heard about KU Experiential

Learning or certificates 32 (24.06%) males and 90 (29.51%) females reported

freshman year, 36 (25%) males and 108 (35.41%) females reported sophomore

year, 27 (20.30%) males and 57 (18.69%) females report junior year, 7 (5.26%)

males and 7 (2.30%) females report senior year and 31 (23.31%) males and 43

(14.10%) females report not being able to recall. 45 (57.69%) underclassmen, 42

(24.28%) juniors, 34 (17.99%) seniors report first hearing about KU Experiential

Learning or certificates during freshman year. 17 (21.79%) underclassmen, 62

(35.84%) juniors and 66 (34.92%) seniors report first hearing about it during

sophomore year. 3 (3.85%) underclassmen, 40 (23.12%) juniors and 42 (22.22%)

seniors heard about it during junior year. 0 (0%) underclassmen, 0 (0%) juniors

and 14 (7.41%) seniors heard about KU Experiential Learning or certificates

during senior year. 13 (16.67%) underclassmen, 29 (16.76%) juniors and 33

(17.46%) seniors do not recall when they heard about it.

Q2.5: How did you hear about KU Experiential Learning or its certificates? Please

select all that apply. (Written by Sookie & Reviewed by Macaela)

The top five ways that participants heard about KU Experiential Learning or any

of the certificates are as follows: email, class presentation, faculty, friend and

advisor. A total of 443 participants (65.24%) have heard of KU Experiential

Learning or its certificates. Among the 443 that answered, participants were

underclassmen (N=79, 17.83%), juniors (N=172, 38.83%) or seniors (N=191,

43.12%). Among the 443 that answered, participants identified as a male (N=138,

31.15%) or female (N=302, 68.17%).

Email

Of the 443 participants who have heard about KU Experiential Learning or any of

the certificates, 166 participants (37.47%) heard about them through email.

Among 443 participants, a total of 22 were underclassmen (4.99%), 61 were

juniors (13.77%) and 83 were seniors (18.74%). Among 163 of those participants

identified as male (N=44, 9.93%) or female (N=119, 26.86%).

Class Presentation


the certificates, 151 participants (34.09%) heard about them through class

presentations. Among 443 participants, a total of 19 were underclassmen

(4.29%), 61 were juniors (13.77%) and 70 were seniors (15.8%). Among 150 of

those participants identified as male (N=40, 9.03%) or female (N=110, 24.83%).

Faculty


the certificates, 142 participants (32.05%) heard about them through faculty.

Among the 443 participants, a total of 18 were underclassmen (4.06%), 55 were



Friend


the certificates, 96 participants (21.67%) heard about them through a friend.

Among the 443 participants who answered, a total of 14 were underclassmen

(3.16%), 44 were juniors (9.93%) and 38 were seniors (8.58%). Among 95 of

those participants identified as male (N=32, 7.22%) or female (N=63, 14.22%).

Advisor


the certificates, 86 participants (19.41%) heard about them through an advisor.

Among the 443 participants, a total of 15 were underclassmen (17.44%), 37 were



Q2.6: Do you know anyone who has completed one of the KU Experiential

Learning Certificates? (Written by Sookie & Reviewed by Macaela)

Only a total of 443 participants reported knowing or not knowing someone who

has completed one of the KU Experiential Learning Certificates. A total of 152

participants out of that 443 (34.31%) reported knowing someone who has

completed at least one of the KU Experiential Learning Certificates. Among the

152 participants that reported knowing someone, a total 8 were underclassmen

(5.26%), 45 were juniors (29.61%) and 98 were seniors (64.47%). Among the 152

participants that reported knowing someone, identified as male (N=37, 24.34%)

or female (N=115, 75.66%).

Conclusion: This category covers the awareness of KU Experiential Learning and

its certificate programs. It explores the familiarity and initial outreach to

students. Overall, participants reported being not familiar at all to familiar with

KU Experiential learning. A majority of participants were not aware about the KU

Experiential Learning programs or any of the certificates. Among the students

who were aware of KU Experiential Learning, majority of students recalled

hearing about the program for the first time their sophomore or junior year. The

Global Awareness and Leadership certificates had the most students aware of its

program.

IV. Perceptions:

Q3.1-Q3.3: (Written by Sookie & Reviewed by Macaela)

Q3.1: How interesting does the term “Experiential Learning” sound to you?

Overall, participants thought “experiential learning” sounded more uninteresting

than interesting (M=2.988, SD=0.051). There was no difference between genders

or year in school.

Q3.2: How beneficial do you think “experiential learning” would be for you?

Overall, participants thought “experiential learning” would be more than

beneficial (M=3.512, SD=0.047). There was no difference between genders or

year in school.

Q3.3: How important do you feel involvement outside of the classroom is to a

student’s success in college?

Overall, participants thought involvement outside of the classroom was

important to a student’s success in college (M=4.157, SD=0.045). There was no

difference between genders or year in school.

Q3.4: How appealing do the following certificates sound to you based on their

name? (Written by Sookie & Reviewed by Macaela)

The certificates that participants thought, based on their name, were most

appealing to least appealing are as follows: Leadership, Global Awareness,

Service Learning, Research Experience and Arts Engagement.

Leadership

Overall, participants thought “Leadership” sounded more than appealing

(M=3.765, SD=0.048). There was no difference between genders or year in

school.

Global Awareness

Overall, participants thought “Global Awareness” sounded more than appealing


school.

Service Learning

Overall, participants who thought “Service Learning” sounded appealing


school.

Research Experience

Overall, participants who thought “Research Experience” sounded less than

appealing (M=2.97, SD=0.059). There was no difference between genders or year

in school.

Arts Engagement

Overall, participants who thought “Arts Engagement” sounded less than

appealing (M=2.538, SD=0.06). There was no difference in means between

genders or year in school.

Q3.5: Overall, I feel that completing a certificate sounds: (Written by Sookie &

Reviewed by Macaela)

Q3.5_1: On a scale from simple to complicated

Overall, participants thought completing a certificate was more complicated than

simple (M=3.312, SD=0.044). There was no difference between genders or year

in school.

Q3.5_2: On a scale from fast to time-consuming

Overall, participants thought completing a certificate was more time-consuming

than fast (M=3.697, SD=0.043). There was no difference between genders or year

in school.

Q3.5_3: On a scale from boring to interesting

Overall, participants thought completing a certificate was more interesting than

boring (M=3.242, SD=0.050). There was no difference in means between


Conclusion: Overall, participants thought “Experiential Learning” sounded

interesting and more than beneficial. Overall, participants felt involvement

outside of the classroom is important to a student’s success in college. Leadership

and Global Awareness were the most appealing certificates based on their names.

Participants perceive experiential learning as beneficial but may have barriers

pursuing a certificate because they are unsure if it is more complicated than

simple, time-consuming than fast, and more interested than boring.

V. Interactions:

A. Email:

Q4.1: Have you ever received an email from KU saying you could apply for a

certificate program? (Written by Sookie & Reviewed by Macaela)

Out of 679 participants, 287 report (42.27%) receiving an email from KU saying

he or she could apply for a certificate program. A total of 28 underclassmen

(4.12%), 108 juniors (15.91%) and 150 seniors (22.09%) received an email.

Among those identified, 82 males (12.08%) and 203 females (29.9%) received an

email.

Q4.2-Q4.3: (Written by Sookie & Reviewed by Macaela)

Q4.2: This email was:

Q4.2_1: On a scale from unclear to clear:

Overall, participants thought the email was clear (M=3.637, SD=0.106). There

was no difference between the means of males and females. When comparing the

year in school combined, we found that seniors (M=3.984, SD=0.104) were more

likely than underclassmen (M=3.226, SD=0.271) to think the email was clear.

The difference in means between seniors and underclassmen was 0.758.

Q4.2_2: On a scale from not interesting to interesting:

The mean of participants was 2.885 with a standard deviation of 0.109. There

was a 0.513 difference between the means of males and females. Overall women

(M = 3.142, SD = 0.106) were more likely than men (M = 2.629, SD = 0.19) to

think that this email was interesting. There was no difference between year in

school.

Q4.2_3: On a scale from not helpful to helpful:

Overall, participants thought the email was helpful (M=3.275, SD=0.103). There

was no difference between the means of males and females. When comparing the

year in school combined, we found that seniors (M=3.621, SD=0.101) were more

likely than underclassmen (M=2.940, SD=0.263) to think the email was helpful.

The difference in means between seniors and underclassmen was 0.681.

Q4.3: This email made me want to learn more about the certificate program.

Q4.3_1: On a scale from strongly disagree to strongly agree:

The mean of participants was 3.029 with a standard deviation of 0.102. There

was a 0.538 difference between the means of males and females. Overall, women

(M=3.298, SD=0.104) were more likely than men (M=2.76, SD= 0.176) to want

to learn more about the certificate program because she or he received an email.

There was no difference between year in school.

B. Website:

Q4.4: Have you visited KU Experiential Learning’s website or one of the

certificate programs’ website? (Written by Sookie & Reviewed by Macaela)

A total of 173 out of 679 participants (25.67%) have visited the KU Experiential

Learning’s website or one of the certificate programs’ website. Among those

identified, a total of 129 females (19%) and 44 males (6.48%) visited a website. A

total of 103 seniors (15.17%), 53 juniors (7.81%) and 16 underclassmen (2.36%)

visited a website.

Q4.5: (Written by Macaela & Reviewed by Emily)

Q4.5_1: Visited Experiential Learning’s website

59 (34.30%) of participants stated that they visited Experiential Learning’s

website. 4 (25%) underclassmen, 17 (32.08%) juniors and 38 (36.89%) seniors

reported having visited Experiential Learning’s website. 13 (29.55%) males and

46 (35.66%) females mentioned previously visiting the website.

Q4.5_2:Visited Arts Engagement website

Of the participants who reported visiting KU Experiential Learning’s website or

one of the certificate programs’ websites 40 (23.26%) participants said they

visited the Arts Engagement website. 3 (18.75%) underclassmen, 11 (20.75%)

juniors and 25 (24.27%) seniors reported having visited the Arts Engagement’s

website. 7 (15.91%) males and 33 (25.58%) females mentioned previously visiting

the website.

Q4.5_3: Visited Entrepreneurship’s website

Of the participants who reported visiting KU Experiential Learning’s website 25

(14.53%) participants said they had visited the Entrepreneurship website. 1

(6.25%) underclassman, 6 (11.32%) juniors and 18 (17.48%) seniors reported

having visited Entrepreneurship’s website. 7 (15.91%) males and 18 (13.95%)

females mentioned previously visiting the website.

Q4.5_4: Visited Global Awareness website


(61.05%) participants said they had visited the Global Awareness website. 7

(43.75%) underclassmen, 33 (62.26%) juniors and 65 (63.11%) seniors reported

having visited Global Awareness website. 23 (52.27%) males and 82 (63.57%)


Q4.5_5: Visited Leadership’s website


(31.98%) participants said they had visited the Leadership website. 3 (18.75%)

underclassmen, 22 (41.51%) juniors and 30 (29.13%) seniors reported having

visited Leadership’s website. 13 (29.55%) males and 42 (32.56%) females

mentioned previously visiting the website.

Q4.5_6: Visited Research Experience’s website


(22.67%) participants said they had visited the Research Experience website. 10

(18.87%) juniors and 29 (28.16%) seniors visited Research Experience’s website.

13 (29.55%) males and 26 (20.16%) females mentioned previously visiting the

website.

Q4.5_7: Visited Service Learning’s website


(41.86%) participants said that they have visited the Service Learning website. 5

(31.25%) underclassmen, 16 (30.19%) juniors and 51 (49.51%) seniors reported

having visited Service Learning’s website. 13 (29.55%) males and 59 (45.74%)


Q4.6-4.13: (Written by Dylan Jacobs & Reviewed by Bria Strickland)

Q4.6.1: Experiential Learning website -- Unclear:Clear

For those that had visited the Experiential Learning website, participants agreed

the website was mostly clear (M = 3.76, SD = 0.25) with no noticeable

differences between gender and year in school.

Q4.6.2: Experiential Learning website -- Not helpful:Helpful

For those that had visited the Experiential Learning website, underclassmen (M =

4.17, SD = 0.5) and seniors (M = 4.12, SD = 0.17) were more likely than juniors

(M = 3.56, SD = 0.28) to agree the website was helpful. There were no noticeable

differences between genders.

Q4.6.3: Experiential Learning website -- Boring:Interesting

For those that had visited the Experiential Learning website, underclassmen (M =

3.833, SD = 0.56) were more likely than juniors (M = 3.25, SD = 0.31) and

seniors (M = 3.24, SD = 0.19) to say the website was interesting.

Q4.6.4: Experiential Learning website -- Unappealing:Appealing


the website was neither appealing nor unappealing (M = 3.51, SD = 0.23), with no

noticeable differences between gender and year in school.

Q4.6.5: Experiential Learning website -- Poor quality:High quality


the website was of fairly high quality (M = 3.64, SD = 0.20) with no noticeable

differences between gender and year in school.

Q4.7.1: Arts Engagement website -- Unclear:Clear

For those that had visited the Arts Engagement website, underclassmen (M =

4.33, SD = 0.54) were more likely than seniors (M = 3.67, SD = 0.22) to say the

website was clear. Overall, participants agreed the website was mostly clear. (M =

3.95, SD = 0.24)

Q4.7.2: Arts Engagement website -- Not helpful:Helpful

For those that had visited the Arts Engagement website, juniors (M = 4.05, SD =

0.57) were more likely than seniors (M = 3.43, SD = 0.26) to say the website was

helpful.

Q4.7.3: Arts Engagement website -- Boring:Interesting


3.00, SD = 0.57) were less likely than juniors (M = 3.65, SD = 0.52) and seniors

(M = 3.58, SD = 0.23) to say the website was interesting. Males (M = 3.83, SD =

3.27) were more likely than females (M = 3.27, SD = 0.23) to say the website was

interesting.

Q4.7.4: Arts Engagement website -- Unappealing:Appealing


2.67, SD = 0.63) were less likely than seniors (M = 3.37, SD = 0.26) to describe

the website as appealing.

Q4.7.5: Arts Engagement website -- Poor quality:High quality

For those that had visited the Arts Engagement website, participants agreed the

website was neither poor quality nor high quality, with no noticeable differences

between gender and year in school. (M = 3.23, SD = 0.25)

Q4.8.1: Entrepreneurship website -- Unclear:Clear

For those that had visited the Entrepreneurship website, participants agreed the

website was clear, with no noticeable differences between gender and year in

school. (M = 4.01, SD = 0.29)

Q4.8.2: Entrepreneurship website -- Not helpful:Helpful

For those that had visited the Entrepreneurship website, participants agreed the

website helpful, with no noticeable differences between gender and year in

school. (M = 3.93, SD = 0.35)

Q4.8.3: Entrepreneurship website -- Boring:Interesting

For those that had visited the Entrepreneurship website, participants thought the

website was mostly boring, with no noticeable differences between gender and

year in school. (M = 2.78, SD = 0.34)

Q4.8.4: Entrepreneurship website -- Unappealing:Appealing

For those that had visited the Arts Engagement website, seniors (M = 2.96, SD =

0.28) were less likely than juniors (M = 3.70, SD = 0.61) to say the website was

appealing. Males (M = 3.42, SD = 0.60) were more likely than females (M = 2.83,

SD = 0.42) to say the website was appealing.

Q4.8.5: Entrepreneurship website -- Poor quality:High quality

For those that had visited the Arts Engagement website, Males (M = 3.50, SD =

0.45) were much more likely than females (M = 2.87, SD = 0.31) to describe the

website as being of high quality. No noticeable difference in year in school was

found.

Q4.9.1: Global Awareness website -- Unclear:Clear

For those that had visited the Global Awareness website, underclassmen (M = 4.29, SD

= 0.43) were more likely than juniors (M = 3.79, SD = 0.22) to say the website was

unclear.

Q4.9.2: Global Awareness website -- Not helpful:Helpful

For those that had visited the Global Awareness website, participants reported the

website was helpful, with no noticeable differences between gender and year in school.

(M = 4.10, SD = 0.14)

Q4.9.3: Global Awareness website -- Boring:Interesting


website was neither boring nor interesting, with no noticeable differences between

gender and year in school. (M = 3.76, SD = 0.14)

Q4.9.4: Global Awareness website -- Unappealing:Appealing


website was mostly appealing, with no noticeable differences between gender and year

in school. (M = 3.89, SD = 0.14)

Q4.9.5: Global Awareness website -- Poor quality:High quality

For those that had visited the Global Awareness website, juniors (M = 3.49, SD = 0.20)

were less likely than underclassmen (M = 4.14, SD = 0.38) to describe the website as

being of high quality.

Q4.10.1: Leadership website -- Unclear:Clear

For those that had visited the Leadership website, seniors (M = 3.95, SD = 0.28) were

much more likely than underclassmen (M = 3.00, SD = 0.74) and seniors (M = 3.58, SD

= 0.23) to say the website was clear. Males (M = 3.17, SD = 0.38) were less likely than

females (M = 3.82, SD = 0.42) to say the website was clear.

Q4.10.2: Leadership website -- Not helpful:Helpful


more likely than juniors (M = 3.24, SD = 0.28) and underclassmen (M = 3.25, SD =

0.67) to say the website was helpful. Males (M = 3.14, SD = 0.34) were less likely than

females (M = 3.87, SD = 0.38) to say the website was helpful.

Q4.10.3: Leadership website -- Boring:Interesting


more likely than underclassmen (M = 3.00, SD = 0.67) to say the website was

interesting. Males (M = 2.99, SD = 0.34) were more likely than females (M = 3.74, SD =

0.38) to say the website was boring.

Q4.10.4: Leadership website -- Unappealing:Appealing

For those that had visited the Leadership website, males (M = 3.23, SD = 0.34) were

more likely than females (M = 3.82, SD = 0.38) to say the website was unappealing. No

noticeable difference in year in school was found.

Q4.10.5: Leadership website -- Poor quality:High quality

For those that had visited the Leadership website, participants reported the website was

of poor quality nor high quality, with no noticeable differences between gender and year

in school. (M = 3.70, SD = 0.26)

Q4.11.1: Research Experience website -- Unclear:Clear

For those that had visited the Research Experience website, participants reported the

website was mostly clear, with no noticeable differences between gender and year in

school. (M = 3.89, SD = 0.21)

Q4.11.2: Research Experience website -- Not helpful:Helpful


website was neither helpful nor unhelpful, with no noticeable differences between


Q4.11.3: Research Experience website -- Boring:Interesting


website was neither boring nor interesting, with no noticeable differences between


Q4.11.4: Research Experience website -- Unappealing:Appealing

For those that had visited the Research Experience website, seniors (M = 3.64, SD =

0.23) were more likely than juniors (M = 3.00, SD = 0.35) to describe the website as

appealing.

Q4.11.5: Research Experience website -- Poor quality:High quality

For those that had visited the Research Experience website, females (M = 3.70, SD =

0.24) were more likely than males (M = 3.29, SD = 0.27) to describe the website as

being of high quality.

Q4.12.1: Service Learning website -- Unclear:Clear

For those that had visited the Service Learning website, seniors (M = 4.07, SD = 0.20)

were more likely than juniors (M = 3.48, SD = 0.40) to say the website was clear.

Q4.12.2: Service Learning website -- Not helpful:Helpful


were more likely than juniors (M = 3.48, SD = 0.39) and underclassmen (M = 2.38, SD

= 0.58) to report the website as being helpful. Males (M = 2.94, SD = 0.44) were more

likely than females (M = 3.78, SD = 0.21) to report the website as unhelpful.

Q4.12.3: Service Learning website -- Boring:Interesting


were more likely than juniors (M = 2.67, SD = 0.38) and underclassmen (M = 2.75, SD =

0.56) to report the website as being interesting. Males (M = 2.59, SD = 0.42) were more

likely than females (M = 3.54, SD = 0.20) to report the website as boring.

Q4.12.4: Service Learning website -- Unappealing:Appealing

For those that had visited the Service Learning website, underclassmen (M = 2.38, SD =

0.52) were more likely than juniors (M = 3.19, SD = 0.35) and seniors (M = 3.85, SD =

0.17) to report the website as being unappealing. Males (M = 2.63, SD = 0.39) were

more likely than females (M = 3.65, SD = 0.18) to report the website as unappealing.

Q4.12.5: Service Learning website -- Poor quality:High quality

For those that had visited the Service Learning website, participants reported the

website was neither of poor quality nor high quality, with no noticeable differences

between gender and year in school. (M = 3.61, SD = 0.21)

C. Participants who completed a certificate:

Q4.13: Have you completed at least one certificate? (Written by Dylan Jacobs &

Reviewed by Bria Strickland)

104 (15.3%) of participants reported that they have completed at least one certificate.

Including 5 (5.20%) underclassmen, 25 (26%) juniors, and 73 (75.92%) seniors reported

having completed at least one certificate. 20 (20.8%) males and 84 (87.36%) females

reported having completed at least one certificate

Q4.14: (Written by Macaela & Reviewed by Emily)

Q4.14_1: Completed Arts Engagement

Overall, 4 (5.48%) seniors and 2 (8.00%) juniors stated that they completed the Arts

Engagement certificate. Of those students 6 (7.143%) were female.

Q4.14_2: Completed Entrepreneurship

Overall, 2 (2.74%) seniors and 1 (4.00%) junior stated that they completed the

Entrepreneurship certificate. Of those students, 2 (2.38%) participants were female and

1 (5.00%) was male.

Q4.14_3: Completed Global Awareness

Overall, 34 (46.58%) seniors, 6 (24.00%) juniors and 1 (20.00%) underclassman stated

that they completed the Global Awareness certificate. Of those students, 33 (39.29%)

participants were female and 9 (45.00%) were male.

Q4.14_4: Completed Leadership

Overall, 16 (21.92%) seniors and 4 (16.00%) juniors stated that they completed the

Leadership certificate. Of those students, 15 (17.86%) participants were female and 5

(25.00%) were male.

Q4.14_5: Completed Research Experience

Overall, 9 (12.33%) seniors and 2 (8.00%) juniors stated that they completed the

Research Experience certificate. Of those students, 10 (11.90) participants were female

and 1 (5.00%) was male.

Q4.14_6: Completed Service Learning

Overall, (52.05) seniors, 10 (40.00%) juniors and 4 (80.00%) underclassmen stated that

they completed the Service Learning certificate. Of those students. 46 (54.76)

participants were female and 6 (30.00%) were male.

Q4.15: Overall, completing a certificate was: (Written by Bria & Reviewed by Sookie)

In terms of means from highest to lowest, completing a certificate was interesting, fast

and simple.

On a scale of boring to interesting

Overall, participants thought that completing a certificate program was interesting

(M=4.02, SD=0.892). There were no significant differences based on gender or year in

school.

On a scale of fast to time-consuming

Overall, participants thought that completing a certificate was fast (M=2.79, SD=1.212).

Compared to juniors (M=2.640 SD=.244) and seniors (M=2.808 SD=.143),

underclassmen (M= 3.400 SD= .545) were more likely to think completing a certificate

was time-consuming. The difference in means between underclassmen and seniors was

0.592. The difference in means between underclassmen and juniors was 0.76). Females

(M=3.048 SD= .210) were more likely to think that completing a certificate was time

consuming compared to males (M=2.352 SD=.282)

On a scale of simple to complicated

Overall, participants thought completing a certificate was simple (M=2.13, SD=1.077).

Underclassmen (M=2.600 SD =.486) were more likely to think completing a certificate

was simple compared to juniors (M=2.08 SD= .217) and seniors (M=2.808 SD= .127).

The difference in means between underclassmen and juniors was 0.52. There were no

significant differences based on gender.

Q4.16-Q4.19: (Written by Bria & Reviewed by Sookie

Q4.16:

Participants reported enjoying taking the classes necessary for the certificate programs

(M=3.95 SD=1.101). Seniors (M=4.107 SD=.169) enjoyed the classes necessary for the

certificate more compared to juniors (M=3.714 SD=.247) and underclassmen (M=3.6

SD=4.95). There were no significant differences based on gender.

Q4.17

Participants reported enjoying the out-of-classroom activities necessary to complete a

certificate program (M=4.26 SD= .995). Seniors (M=4.488 SD=.148) enjoyed the out-

of-classroom activities more compared to juniors (M=3.754 SD=.216) and

underclassmen (M=4.2 SD=.434). There were no significant differences based on

gender.

Q4.18

Participants reported enjoying reflecting on their experiences (M=3.71 SD= 1.244).

Juniors (M=3.560 SD=.249) and seniors (M=3.822 SD=.146) were more likely to enjoy

reflecting on their experiences compared to underclassmen (M=3.0 SD.556). The

difference in means between underclassmen and seniors was 0.822. The difference in

means between underclassmen and juniors was 0.56. There were no significant

differences based on gender.

Q4.19

Overall participants thought that the expectations for the certificate programs were very

realistic (M=4.07 SD=1.100). There were no significant differences based on gender or

year in school.

D. Participants who did not complete a certificate:

Q4.20: (Written by Bria & Reviewed by Sookie)

The top three reasons that participants reported for not being interested in completing a

certificate based on means are as follows: too busy (M=3.75 SD= 1.053), no

option/room to take an extra course(M=3.52 SD= 1.199), and do not wish to take any

extra courses (M=3.52 SD=1.134). There were no significant differences based on gender

or year in school.


The top five reasons that participants reported for considering completing a certificate

are as follows: boost resume (M=4.34 SD=0.87), benefit future career (M=4.22

SD=0.933), impress future employers (M=4.15 SD=1.009), appear on transcript

(M=3.99 SD=1.045) and specialize in field of study(M=3.88 SD=1.038). There were no

significant differences based on gender or year in school.


The top three groups of people who participants reported as recommenders for

completing a certificate are as follows: a potential employer (M=4.50 SD=0.899), a

career advisor (M=4.05 SD= 1.06) and an academic advisor (M=3.91 SD=1.112). There

were no significant differences based on gender or year in school.

Conclusion: In terms of interactions, participants understand the benefits of the

certificates and are interested in pursuing them. However, participants lack the

motivation to pursue certificates because of barriers such as additional courses and

time. Participants considered completing a certificate if it benefited anything in relation

to career or field of study. Most participants that completed a certificate were

recommended by one-on-one interactions.

VI. Strategies:

A. Overall strategies:

Q5.1-Q5.9: (Written by Emily Kawola & Reviewed by Dylan)

Q5.1

Participants reported that they were neither more likely nor unlikely to read the

back of a t-shirt (M= 3.23 SD=1.393). There was no difference between genders

or year in school.

Q5.2

Participants reported that they would explore the KU Website for

information on extracurricular activities (M= 2.16 SD=2.00). There was no

difference between genders or year in school.

Q5.3

Participants reported that they were neither more likely nor unlikely to

delete emails from KU unless they are emails from professors (M= 3.52 SD=

1.370). There was no difference between genders or year in school.

Q5.4

Participants reported that on the idea of spending time outside of the

classroom on an activity not pertaining to class (M= 3.20 SD=1.194). There was

no difference between genders or year in school.

Q5.5

Participants reported on the ability to relate to other fields different from

their own field of study is important (M=3.58 SD= 1.123). There was no

significant difference between genders. There is no significant difference between

underclassmen (M=3.403) and juniors (M=3.341) but seniors show a difference

(M= 3.845).

Q5.6

Participants reported on being often overwhelmed with the coursework in

their major (M= 3.56 SD=1.101). There was no difference between genders or

year in school.

Q5.7

Participants reported they would not mind taking some more classes to

earn a certificate as long as they still graduate on time (M=3.44 SD= 1.240).

There was no difference between genders or year in school.

Q5.8

Participants reported they would take a class that counted towards a

certificate (M=3.59 SD=1.055). There was no difference between genders or year

in school.

Q5.9

Participants reported that they enjoy taking classes in fields different than

their own field of study (M=3.25 SD=1.189). There was no difference between


B. Attending an informational event:

Q.5.10 I would attend an informational event for a certificate program if:

(Written by Bria & Reviewed by Sookie)

The top three reasons participants reported for attending an informational event

are as follows: the topic was relevant to major (M=3.97 SD=1.039), knew friends

would be there (M=3.95 SD=1.113) and free food (M=3.94 SD=1.186). There were

no significant differences based on gender and year in school.

C. Learning more about experiential learning/certificates:

Q.5.11 I would be interested in learning more about KU Experiential Learning or

its certificate via: (Written by Bria & Reviewed by Sookie)

The top five outlets participants reported for learning more about experiential

learning/certificates are as follows: an advisor, a friend, faculty, a class

presentation and email.

Participants reported they would be interested in learning more about

Experiential Learning from advisor (M=3.85 SD=1.154). There were no



Experiential Learning from a friend (M=3.71 SD= 1.168). There were no



Experiential Learning from faculty (M=3.68 SD=1.166). There were no significant

differences based on gender or year in school.


Experiential Learning from class presentation (M=3.33 SD 1.266). Overall,

women (M=3.647, SD=0.103) were more likely than men (M= 3.138, SD=0.146)

to be interested in learning more about Experiential Learning from a class

presentation. There were no significant differences based on year in school.


Experiential Learning through email (M=3.10 SD=1.353). There were no


Conclusion: The questions asked in this section are to help the client explore ways for

Experiential Learning to reach out to students about programs based on their preferred

methods of communication for both events at KU and Experiential Learning specifically.

Students reported the top five ways in which they wanted to hear about Experiential

Learning. Experiential Learning can increase interaction via advisors and KU faculty, in

class presentation, and email. Moving forward, this data will help Experiential Learning

determine more successful ways to reach the student population.

VII. Certificate-Specific Questions:

A. Personal growth:


Participants perceive the most important to least important certificates for

personal growth to be Leadership (M= 4.17 SD= 1.062), Global Awareness

(M=3.83 SD=1.227), Service Learning (M=3.43SD=1.262), Research Experience

(M=3.39 SD= 1.266) and Arts Engagement (M= 2.92 SD=1.404). There were no


B. Future career:

Q7.2: (Written by Emily Kawola & Reviewed by Dylan)

Participants reported on how important certain certificates would be in their

future careers. In order of importance, leadership, global awareness, research

and art engagement.

Participants reported on the importance of Leadership in their future

careers (M=4.36 SD= 0.980). There was no difference between genders or year in

school.

Participants reported on the importance of Global Awareness in their

future careers (M=3.82 SD=1.247). There was no difference between genders or

year in school.

Participants reported on the importance of Research in their future careers

(M=3.71 SD= 1.273). There was no difference between genders or year in school.

Participants reported on the importance of Service Learning in their future

careers (M= 3.30 SD= 1.33). There was no difference between genders or year in

school.

Participants reported on the importance of Arts Engagement in their

future careers (M= 2.53 SD= 1.432). There was no difference between genders or

year in school.

C. Activities:

Q7.3: (Written by Emily Kawola & Reviewed by Dylan)

Participants reported on how often they take part in activities related to

the certificate programs. In order of importance, leadership, service learning,

global awareness, research and arts engagement.


Leadership (M= 3.56 SD=1.262). There was no difference between genders or

year in school.


Service Learning (M= 2.90 SD= 1.327). There was no difference between genders

or year in school.


Global Awareness (M= 2.89 SD= 1.362). There was no difference between



Research (M=2.83 SD= 1.339). There was no difference between genders or year

in school.


Arts Engagement (M= 2.45 SD= 1.452). There was no difference between genders

or year in school.

VIII. Media Diet:

A. Learning about campus events:

Q8.1:

The top five outlets for learning

about campus events are (in

order) Word of Mouth, Class

announcements, Email,

Facebook and Twitter.

Participants reported on how often the learn about events on campus

through word of mouth/friends (M=4.29 SD=.974). There was no difference

between genders or year in school.


through class announcements (M=3.69 SD= 1.183). There was no difference



through email (M=3.51 SD=1.320). There was no difference between genders or

year in school.


through facebook (M=3.14 SD=1.392). There was no difference between year in

school. There was a

difference between

genders, male (M=2.784

SD= 0.097) and female

(M=3.304 SD=.068)


through twitter (M= 2.81 SD=1.466). There was no difference between genders or

year in school.

B. Using social media:

Q8.2:

The top five reason that participants are using social media are (in order)

communicate with friends, keep up with current events, promote themselves

online, connect with KU groups and to look for social activities on campus.

Participants reported that they use social media platforms to Communicate with

friends (M=4.51 SD= .907). There was no difference between genders or year in

school.

Participants reported that they use social media platforms to keep up with

current events (M=3.94 SD=1.141). There was no difference between genders or

year in school.

Participants reported that they use social media platforms to promote

themselves online (M=3.23 SD=1.350). There was no difference between year in

school. There was a difference in gender, male (M= 2.849 SD=.092) and female

(M=3.355 SD= .065)

Participants reported that they

use social media platforms to connect

with KU groups (M=3.00 SD=1.350).

There was no difference

between year in school.

There was a difference

between male (M= 2.613

SD= .092) and female

(M=3.216 SD=.065)

participants.

Participants reported that they use social media platforms to look for

social activities to do on campus (M=2.98 SD=1.352). There was no difference


Conclusion: These questions helped to show the major sources in which the

participants gather information from. This can help the client to target their

message to the areas in which it would be most read. These question also help to

understand the importance of social media to the respondent. It shows what they

use it for, which can help to understand how to format the client’s social media

platforms.

IX. Open-Ended Qs: (Written by Emily Kawola & Reviewed By Dylan Jacobs)

Q6.1:

This question was asking our participants what would motivate them to

participate in a certificate program. Many of the participants said that boosting or

adding to their resume was a motivational factor. They felt as though by completing a

certificate, and having it on their resume could help them when applying for jobs or

graduate schools.

Another consistent idea that participants had was the idea of appealing to a

future employer. Many felt that if they would ensure that if it could help them get a job

and a employer would recognize the certificate they would participate.

Participants reported that receiving an addition on their diploma, or an extra

tassel would motivate them to participate in the certificate program. Many reported that

a physical

Many participants felt that they would be motivated to complete a certificate if

they did not have to take any extra classes. If the certificate fit into their schedule of

classes and did not hinder their graduation date.

Q6.2:

These questions asked participants what they think the future benefits of an

experiential learning certificate could have for their future career. The main thread

through the responses to this question are experience.

Many participants feel that through the experiential learning program they can

gain real world experience that they can apply to future jobs.

In addition they also felt that they could bolster their resume for potential

employers. Many felt that it could help to set them apart from other applicants.

Some participants reported that an experiential learning certificate would benefit

their overall knowledge.

Conclusion: These questions helped to fully understand both the respondents

motivations and their perceived future benefits of the certificate program.These answers

can help the client to target their messaging about the certificate goals It can also help to

decide where would be the best place to place their messages.

Focus Group

Benefits and Awareness (Dylan Jacobs)

In this category, the participants gave information regarding benefits, motivations, perceptions of

Experiential Learning, as well as awareness insight. This category will be beneficial in helping

us recommend outreach strategies based on a student's background, as well as their pre-

graduation goals.

Perceiving benefits

This code includes the benefits, regarding both professional development and personal growth,

associated with certification through Experiential Learning as expressed by the participants.

When speaking of benefits and what certification entails, Kelsey, a junior majoring in

biology said, “I think a certificate is something that is always beneficial you could always

add it to your resume or add that to a lot of things professionally and that can help you

just the fact that you have a certificate in something.”

Brianna, a senior majoring in religious studies responded to the comment by Kelsey in

saying, “It helps you stand out too,” she added, “And when you’re putting your resume in

there. It’s like oh I did this this and this and got a certificate if they don’t know what it is

they can ask you and it is a time to really show yourself.”

Kelsey also commented on the possible benefits of the Leadership certificate by saying,

“if you have a leadership certificate and you’re going into something like a job it might

help you.”

Lauren, a junior majoring in exercise science said, “Because it makes you well-rounded.

It like pulls you out of your little space, I don't know.”

Kelsey also said, “anybody wants anything extra that they can get to put themselves

ahead.”

Code conclusion: This code provided useful information about the participants feelings towards

being certified, and how it may benefit them. We found most responses were positive and

certification was seen as a beneficial and useful to the participants.

Where/how participants heard of Experiential Learning

This code includes information regarding where and/or how participants heard of Experiential

Learning, quotes include both online and face-to-face methods of first contact.

Brianna, a senior in religious studies, who was the only participant to have heard of the

Experiential Learning programs was asked how she heard about the Global Awareness

Program and the Leadership program and she said, “I heard about it like through the

Study Abroad office and then through the Leadership Studies program.”

Brianna added more detail into how she heard about the programs by saying, “I just got

an email saying oh ok now you qualify for this because you studied abroad,” Brianna

continued her comment, “It was just me. I didn't hear it from my friends, but I like heard

it the class at the leadership one and then the global awareness I just got an email like

after. But one of my friends does have the, or was pursuing the arts engagement one.”

Jackie, when asked about her impressions of the email she too received after studying

abroad, said, “I mean like honestly it didn’t leave a very big impression because I can’t

even remember really like if that was whom it was from or what the certificate was for.”

Brianna, in contrast to Jackie’s impression of the emails, said, “But I feel like if I didn’t

receive the emails about it and if I didn’t hear the leadership one in my leadership studies

class I would have no idea about these things. I feel like it’s so hidden that you have to

seek it out; they are not known, at all.”

Code conclusion: Although there was only one participant who had heard of at least one of the

Experiential Learning programs, this code provided valuable information about outreach and its

effectiveness as other participants, namely Jackie, commented on the ineffectiveness of email

outreach.

Explaining motivations to seek certification

This code includes participants motivations to seek out certification through Experiential

Learning. These motivations include both personal and professional, that is, motivations ranged

from seeking certification due to personal interest in a topic, or motivation being possible

benefits of gaining professional knowledge from certification, used for employment purposes.

Motivation also included length of time or effort needed to complete certificates.

Brianna said, “You can look into the arts engagement one if it’s something you're

passionate about.”

Jackie said, “just knowing that it’s another thing you can put on your resume,” she then

added, “another thing to make you stand out from someone else that could be applying

for the same job.”

Jackie also added another viewpoint regarding motivation in saying, “The easiness of it I

guess. Like is it gonna be hard? Am I gonna have to put in a lot of time or make my brain

explode because I have to think so hard sort of thing?” also adding, “have I already

qualified and finished everything I need?”

Lauren stated, “I think knowing the amount of effort to the certificate and a timeline to

the certificate if you don’t have any of the qualifications,” she continued by saying, “The

payoff. What is it gonna do and what does it mean, what do I gain from it?”

Brianna said, “I don’t feel like people wanna add different experiences unless it’s actually

going to build your resume or help them get class credit.”

Code conclusion: The motivations expressed by the participants to seek certification focused on

the ease of certification and the amount of effort needed to participate, as well as possible

benefits as being a motivating factor to seek certification through Experiential Learning.

Perceiving process as simplistic

This code includes quotes from participants in which they perceived the process of certification

as simple, that is, a process that did not require much effort on their part.

Brianna, when asked about her experience receiving her certificates, said, “I felt they

were both really easy to get because I had already done these things and they were like

just put it into a certificate so it was super easy for me.”

Brianna also added, “No it was pretty easy. It was just like a checklist.”

Lauren stated, “If you already did it and it didn't take any conscious awareness of you

already completing the things you needed to.”

Code conclusion: Because the other participants outside of Brianna did not have any experience

with any of the certifications, the group seemed to accept a slightly skewed notion that it

required very little of the certification seeker due to comments by Brianna. It is to be said that

Brianna may not actually have the Global Awareness certification due to an email that was

mistakenly sent to some students telling them they had completed it when they had not. This is

also supported by the fact that Brianna does not mention completion of some components of the

GAP certificate, such as the reflection essay. Therefore, we are not sure if she has actually

completed this certification.

Perceiving what employers are looking for

This code represents qualities of potential employees in which employers are looking for, as

perceived by the participants.

When asked what they thought employers were looking for, Brianna said, “Someone that

is well-rounded.” She added, “They're versed in different subjects, like even if it is not

their major they know something about these different topics.”

Jackie said, “I think if they're looking for somebody who is well-rounded, it would be

encouraging to see something that is like a global awareness certificate and a leadership

certificate and like an art, whatever that art one was, to get like a, that shows that clearly

you are knowledge about various different things that are going on in the world [...]”

Code conclusion: This code provided information regarding the participants ideas of what

employers are looking for in potential employees. Both participants who commented on this

topic seemed to agree that being “well-rounded” important and being able to have a wide variety

of knowledge.

Transfers and awareness

This code represents the awareness and perception of Experiential Learning as a transfer student.

Kelsey, a transfer student stated, “I transferred so that kind of changed my opportunities

and what I was looking for so in that process I felt it was kind of hard to begin when

other people have been here before. Because I wasn’t apart of the university it was a

smaller college. So I think if those opportunities are given to non traditional students in

way that would be easier to find I don’t know if that could be helped or how, but I know I

am apart of the non-traditional student foundation so we always try to find ways that

include other people and organizations with us so I don’t know how that can help I just

know it’s harder when you’re in a situation like that to be involved in things that you feel

like you're already past it.”

Code conclusion: This code gave us the point-of-view from a transfer student and her reaction to

programs such as Experiential Learning. Because KU does have a large transfer-student

population, this can help Experiential Learning to better communicate to them and understand

their struggles to get involved in their programs.

Freshman and awareness

This code represents the awareness of Experiential Learning as a freshman and possible

problems associated with the way information is given to freshman and their true ability to act on

information given to them regarding extra curricular activities.

Brianna said, “I know they had tables for Experiential Learning at orientation, but like

just like any other thing during orientation, it goes right over your head you’re just

looking at all these booths and all these things to do. But I think if it were in a more

intimate setting like sitting down with your advisor the first time to get your hold off and

if that is something they would bring up like as a discussion point.”

Code conclusion: This code gave insight regarding freshman and the amount of information that

they take in with respect to extra-curricular activities and the overwhelmingness of it. This could

be beneficial and help change the way in which Experiential Learning separates itself from the

clutter of other programs that freshman students are being exposed to. Participants were very

agreeable to Brianna’s comment although others did not counter with their own comments.

Category conclusion: In conclusion, we were able to break down this category into specific

codes that will provide us with information and support to suggest marketing methods based on

our participants responses. This category will be beneficial due to its focus on topics such as the

wants of students, their perceptions of Experiential Learning, as well as important student-

demographic information. We found that the focus group participants believe that certification

through Experiential Learning is beneficial in both a personal and professional level, and that

their motivations to seek out certifications, too, are both personal and professional. We also

found that the participants heard of Experiential Learning through both face-to-face contact and

through email, however, face-to-face contact was more effective and meaningful, as was a

pattern throughout the focus group. This category will allow Experiential Learning to understand

multiple student demographics and continue to improve outreach efforts by pushing the benefits

of the programs and capitalizing on students’ motivation.

Perceptions of Digital Media (Emily Kawola)

This category addresses the digital media of KU Experiential Learning. It examines the web

pages for all of the certificates as well as social media.

Providing Website Feedback for Global Awareness

This code shows the perceptions our focus group participants had about the website of the GAP

program.

Brianna a senior in religious studies said “See on the right side it shows how you can get

involved with them like email us, tweet at us, like our Facebook, and it's way more

friendly and way more visual than all the other pages. The other ones are just like hey

here’s our information and that’s it.”

Jackie made a comment about the appearance of students on the website, “I think it’s

important to see our peers participating in it.”

In response to Jackie’s observation Brianna said “It looks so much fun, see look they’re

dancing. So much more fun.”

Code Conclusion: Overall there was a positive reaction to this web page. This is also the web

page with the most on it and the most interactive.

Interaction with KU website

This code examines the interactions that our participants interact with the KU website.

Lauren said “I would probably look them up on ku.edu, because that is where I get all of

my information from KU.”

Jackie agreed with Laurens statement “I’d probably go to the KU website specifically and

just search for what I’m looking for.”

Brianna agreed as well saying “to find real information I feel like they would want to

search that on the KU website.”

Code Conclusion: These quotes show the importance of the KU experiential learning websites

being discoverable. Our participants visit the KU website to get any information that they may

need.

Providing Website Feedback for Experiential Learning

This code examines the overall impression that the focus group participants had about the

experiential learning websites.

Lauren a junior in exercise science said “Each certification looks different the way it’s

designed. I don’t really associate them together.”

Another statement she made was “I don’t like how on the main screen, the experiential

learning they don’t have a description or anything or what they are.”

Commenting on the layout of the website Lauren said, “because ads are always on the

right side of the screen so you look to the right and then I just don’t really pay attention to

the stuff on the side as much so I don’t really associate the certificate programs with the

experiential learning stuff. I feel like those need to be more of a central focus with the

website.”

Code Conclusion: The KU Experiential Learning websites need to be consistent across all

certificates. There needs to be a consistent theme amongst all the websites so that visitors can

connect that all the programs are linked.

Having Photos Importance

This code examines the thread of photo importance amongst our focus group participants.

Jackie said “I think it’s important to see are fellow students, if they can do it, I can do it

too.”

Brianna plainly stated, “There’s no photos.”

Code conclusion: Overall there needs to be photos on the web pages. Photos convey the idea that

people are participating in these programs and would be more relatable to potential participants.

Providing Website Feedback for Research Certificate

This code examines the comments that were made about the website of the research certificate.

Brianna said, “I like the icons a lot.”

In response to Brianna’s comment, Jackie made a suggestion, “I think those need to be at

the top”

Code conclusion: Overall cosmetic suggestions. These ideas can then be applied to other

websites as well to make a more cohesive website.

Seeking Information not Given to Students (Emily Kawola): This code relates to an idea that

came up about the difficulty in locating information on the certificate programs.

Brianna said “I felt they were both really easy to get because I had already done these

things and they were like just put it into a certificate so it was super easy for me. But I

feel like if I didn’t receive the emails about it and if I didn’t hear the leadership one in my

leadership studies class I would have no idea about these things. I feel like it’s so hidden

that you have to seek it out, they are not known, at all”

Code conclusion: This is important for the idea of raising awareness of these programs. People

will not participant in something that is difficult to find, the information about the program needs

to incredibly easy for people to find.

Providing Website Feedback for Service Learning

This code examines that focus groups perceptions of the service learning website.

Lauren said about the images “I liked how that one has steps to completion.”

Code Conclusion: Overall cosmetic feedback. This idea can then be applied to the other websites

to create a more cohesive website.

Category Conclusion: This code showed the overall lacking nature of the web and social media

presence of the KU Experiential Learning programs. They need to work on creating a cohesive

and more active presence across all platforms in order to grow awareness of the programs.

Negative Perception of Communication (Macaela Jones)

This category talks about the negative connotation communication receives when referring to

Experiential Learning and its associated certificates. Many codes are included in this category

such as: lacking communication, preferring minor over certification, perceiving what students

want, perceiving impact of certificate choice based on major, finding hindrances to completing

the certificate, perceiving certification process as time consuming and naming confusion for

experiential learning.

Naming Confusion for Experiential Learning

The code “Naming Confusion for Experiential Learning” contains quotes which display

confusion and frustration with the name of Experiential Learning.

When analyzing the name of Experiential Learning Brianna, a senior majoring in

religious studies said, “I think Experiential Learning just sounds like a different way to

say undergraduate research.” Lauren, a junior majoring in exercise science, thought about

the name and said, “I feel like if it had name closer to certification. I didn’t really get you

get a certificate from experiential learning.” Lauren was confused by the name and

added, “You know experiential learning I think like internship or study abroad but I

didn’t really think like getting a piece of paper that says I did this. “Brianna also said, “I

think it sounds like you have to have this big experience.”

Code conclusion: The certificate programs are translated as a lot of work and effort. Brianna

thinks that Experiential Learning’s name is easily confused with undergraduate research. The

name appears to not explain what it is and what it entails. Lauren thinks it could be beneficial to

have the word certification in the name so people would better know what the program is about.

Lauren wants to clarify any confusion associated with the name. Students associate a certificate

as experiences instead of a document or certification to receive. They find the name misleading.

Lauren also associates certificates with physical work.

Perceiving Certification Process as Time Consuming

The code “Perceiving Certification Process as Time Consuming” explains and shows students’

perceptions that the certification process for Experiential Learning takes a lot of time.

After thinking about the certificate process Brianna, a senior majoring in religious

studies, said, “It seems like something that you would build on. Like it is going to be over

a period of time.” Brianna found benefits to the certificates when she added, “I think it

would be a good thing. If like what we were talking about if you want it to help with your

future then […]”

Kelsey, a junior majoring in biology, responded to the topic by saying. “Since time is

very precious since we have like homework and jobs and class and like if you are a senior

and you are just hearing about it could be something… kind of… It’s something that

makes you anxious about. Like taking on that. If you have enough time. If it is going to

benefit you in the way that you are looking for because you’re trying to push this.”

Lauren, a junior majoring in exercise science, came up with a suggestion when she said,

“I think knowing the amount of effort to the certificate and a timeline to the certificate if

you don’t have any of the qualifications, and then like the payoff. What is it gonna do and

what does it mean, what do I gain from it?”

Code conclusion: Students are busy and seniors do not have a lot of extra time to fit in extra

activities. Adding extra work to a busy student’s life could cause anxiety and stress. If students

have time and the certificate benefits them the certificate would be helpful. The process of

earning a certificate takes a long amount of time to complete. It also is something that is not

easily finished quickly. Certificates are beneficial if they help students achieve their goals in the

future. Completing a certificate can help students get ahead. It could be beneficial to notify

students about how much time and effort certain certificates require. Then students can weigh the

benefits of working to receive a certificate.

Finding Hindrances to Completing the Certificate

The code “Finding Hindrances to Completing the Certificate” contains quotes from students

about what would keep them from completing KU Experiential Learning’s certificate programs.

Brianna, a senior in religious studies, said that a hindrance to completing the certificates

is that “It sounds like a big thing that you’re getting into.” Jackie, a senior history and

global and international studies major, assessed that “It could be overwhelming.”

Kelsey, a junior biology major, thought about her personal experiences and said, “I know

it’s really hard to keep up with everything going on, on KU’s campus and it’s almost like

everyone pretty much spreads themselves thin. So to take on something else or to even

think about research when you’re in a major where you maybe feel like that doesn’t apply

to you. It’s hard to even take your time to look into what it takes.” Kelsey expresses how

she feels about the communication gap by adding “It's almost frustrating to know that

people have completed all of these things and they don't know they can get a certificate

for it, it's almost like frustrating to be like who isn't telling them that hey you have all

these things, you could come in a get a paper. But nobody is doing it, you know, it's just

like it's almost frustrating to think of that.”

Code conclusion: The certificate completion process seems like it is a lot of work and time

consuming. If students have to complete extra work when they do not have a lot of time they

could feel overwhelmed and anxious. People are involved with a lot of things on and off campus

and they do not have a lot of spare time. Receiving a certificate in an area that students think

does not apply to their major is considered a waste of time. Many students go through several of

the certificate steps without knowing they could complete a certificate with the work already

completed. Students should be told if they have completed parts of a certificate. More

information about certificates needs to be disbursed.

Perceiving Impact of Certificate Choice Based on Major

The code “Perceiving Impact of Certificate Choice Based on Major” contains quotes about the

affects a student’s major has on which certificate he/she completes.

Kelsey, a junior majoring in biology, discusses certificates and she says that “I think lots

of majors can benefit from it.” Brianna, a senior majoring in religious studies reflects

about her friends and says “I just know friends in all different majors that do research.”

Lauren, a junior majoring in exercise science, explains her statement when she said “I

just thought that research is very applicable to the sciences.”

Code conclusion: Research can help students either in their academic degree or in the future. All

different professional fields require some form of research. The research certificate could be very

applicable to students majoring or minoring in scientific fields.

Perceiving What Students Want

The code “Perceiving What Students Want” contains quotes from students that express what they

want benefits they want to get out of the certificate experience and process.

Brianna, a senior majoring in religious studies, explains her opinion about what students

want when she said “I don’t feel like people wanna add different experiences unless it’s

actually going to build your resume or help them get class credit.”

Kelsey, a junior majoring in biology, expresses her desired benefits when she said “it’s

like who you know sometimes so maybe like network building if it has anything to do

with like opportunities that an employee can network through.” Jackie, a senior majoring

in history and global and international studies, explained that “if it was like required.

Skills for the real world.” Brianna thought about what students want and added that “if I

was told how they would help me stay on track with graduating or how that would affect

my credits.”

Code conclusion: Students only will exert additional effort toward something extra if it improves

their resumes or gives them class credit. Networking and networking opportunities for students

are important benefits. Students value gaining real world skills that are applicable outside of

school. Students would be more willing to complete certificates if advisors talked about how

students could earn all their credits and graduate on time.

Lacking Communication

The code “Lacking Communication” shows the concerns and frustration with the lack of

communication exhibited about certificate programs.

Brianna, a senior majoring in religious studies, expresses her experience with

communication when she said “Oh I didn’t know I was eligible for it until after I studied

abroad.” Briannaa talked about how she was notified about a certificate when she added,

“I just got an email saying oh ok now you qualify for this because you studied abroad.

Code conclusion: Some students are not made aware that they could be eligible for certificates.

They are informed after completing things instead of before. The GAP program notifies students

about certificates after they complete their study abroad trip instead of before they leave for their

trips. This could keep them from taking classes and participating in events that could be offered

during the trips.

Preferring Minor Over Certification

The code “Preferring Minor Over Certification” shows the interest students have in a minor in

comparison to a certificate.

Kelsey, a junior majoring in biology, explains her former preference to minors when she

said “When I was looking I was more interested in the minor so I didn’t really look into

the certificate.” She discusses minor preferences when she added “as long as it was

communicated by like an advisor and the advisor was saying 'hey, this could help you

and you look like you're interested' like I'm taking the leadership classes, if he had said

'you can also have this' and gave me a little more and if I wasn't interested in leadership

because I want it as a minor he could say 'but there are others' you know, and kind of

make it broader so if I was interested in the Global Awareness or something like that then

I'd have options there.”

Code conclusion: Minors appear to be more desirable and beneficial than certificates. If an

advisor explained the certificates in an appealing way which overlapped with a minor students

were interested in they would be more likely to try and receive both.

Category conclusion: These quotes illustrate that many students are confused and frustrated

with aspects of the certificate program. Some think the name of Experiential Learning is

misleading. Others think the certificate process is time consuming and that there is a lack of

communication to students about certificates. Students also want a certificate that would benefit

them in the future and connect to their degree.

Students’ perceptions of certificate programs (Bria Strickland):

This category addresses all of the initial perceptions the focus group participants had about

experiential learning.

Perceiving thoughts of what experiential learning entails

This code shows how the participants perceive what KU Experiential Learning is and what the

office does.

When asked what she though KU Experiential Learning was, Lauren a junior majoring in

exercise science said, “Maybe like some sort of internship program.”

Brianna, a senior majoring in religious studies, responded to the same question with,

“And then when you said experiences and learning I think like an alternative way of

learning outside the classroom.”

Brianna added by saying, “It is going to be over a period of time.”

Jackie, senior majoring in history and GIST, said, “I would think that like taking tools

that you've learned in classes that apply towards like a career or a specific field and

clients like a real world situation.”

Kelsey, junior majoring in biology, said, “And possibly learning skills that sound easy in

the book but I am able to apply in real life so instead of jumping straight into the real

world it would be nice to have a program that kind of helps you do that while you’re

learning under help.”

Code conclusion: Participants had different thoughts on what experiential learning is based on

little knowledge.

Perceiving global awareness program certificate

This code is what students thought the Global Awareness Program was and how to obtain a

certificate from GAP.

When asked about GAP, Lauren junior majoring in exercise science said, “Going to

another country like experiencing other things like doing something beyond course work

and like sitting in a classroom.

When asked what kind of experience is needed to be considered globally aware, Jackie,

senior majoring in history and GIST, answered, “I think it would be really important to

cultures that drastically different than ours. Cultures that are based on hunting and

gathering, that don’t have stable infrastructure, they travel around and have different

social structures umm, individuals have different roles than we do in our society. I think

that looking at a society that’s different, a culture that's different than ours on like a

drastic scale. I mean like you go to Germany and like kids are still wearing Nikes, they

live in houses and they watch Netflix. It would be important to go to a place where

people don’t have access to the internet, not all people have cell phones, that sort of a

thing.”

Jackie later added, “[...] It must have been the same type of certificate and I mean I only

went to Germany so like for me that doesn't seem like it's applicable to Global Awareness

because I don’t really think that we’re culturally much different from them. So I feel like

if i went to Africa, South America or Asia where there is more cultural differences and I

felt more aware of those differences maybe I would feel it is more applicable.”

Kelsey, junior majoring in biology, expressed her thoughts on global awareness by

saying, “So I don’t know she thought the global awareness certificate didn’t apply to her,

she didn’t feel like she went to a culture that was so different even though she might have

qualified for it because she thought that she just skipped through it. So I think maybe

that’s what’s happening.”

Code conclusion: Participants felt that in order to receive a certificate from GAP the must study

abroad to a country that is culturally different from the United States. One of the students that

had studied abroad felt that the program was not applicable to her because the cultures were

similar.

Perceiving leadership certificate

This code details what students thought the leadership certificate was and how it is acquired.

When asked about what she thought the leadership certificate entailed, Lauren, junior

majoring in exercise science, said “That it requires you have a leadership position

somewhere on campus or likewise in the community.”

Jackie, senior majoring in history and GIST, answered the same question by saying,

“Leadership for sure. but like she said it sounds like you do a lot of extra curricular things

outside of school, outside of work, so that sounds like I don’t know, maybe you have to

take time out to get a certificate but you already of time set aside for all the activities that

you are involved in.”

Lauren added, “yeah I just feel like you would have to have quite a good leadership to

come up with that certification.”

Brianna, senior majoring in religious studies talked about her experience completing the

leadership certificate by saying, “[…] and going into it, like before I was looking at it, I

thought it would really be like a big feat and be like oh I have to be like student body

president or something to get this. People will have to know me as a leader here. And I

found out like I was totally wrong about that.”

Code conclusion: Participants viewed the leadership certificate as time consuming and involving

a lot of extracurricular activities. One of the participant that completed the certificate told the

others that it was not the case.

Perceiving research certificate

This code includes students’ thoughts on the research certificate and what majors they think it is

applicable to.

Lauren, junior majoring in exercise science, said, “I just thought that research is very

applicable to the sciences. Just coming from exercise science, I know we do a lot of

research and so I feel like those students would be less compelled to get a certification in

that.” Lauren was asked which majors she thought did research.

When asked the same question, Brianna, senior majoring in religious studies said, “in

some sense everyone is doing research. Like it doesn't mean you’re in a science lab, it

could mean that you’re reading or like this could be research.”

Brianna later said, “I also wonder how often they get asked, if it’s the same as

undergraduate research. Because a lot of people get told about that in their different

programs. “Do this research or this research, like wondering it is just the same thing.”

Code Conclusion: Students have conflicting thoughts on what majors do research. Students think

that the research certificate is similar to undergraduate research.

Category conclusion: Participants had different opinions on what they thought KU Experiential

Learning was and what the individual certificates entailed. Overall they thought that the

certificate programs involved experiences outside of the classroom done over a period of time.

Students’ ideas for changes to programs (Sookie Thongkham):

This category contains suggestions the participants had for the certificates’ outreach to students.

Suggesting certificate be included in academic planning

This code contains the suggestions in relation to inclusion in academic planning.

When asked about how participants would react to seeing certificates on the degree

progress report, Kelsey, a junior in biology, said, “It would probably prompt you

to look up the qualifications, like what it entails more, because I can't imagine me going

to KU's website without this focus group and saying 'oh I'm going to look up certificates'

[...] I'm already trying to get a degree, you know, I can't imagine being like 'oh and what

certificates do I need?' to add onto my daily work, you know, like I just can't imagine

doing that. [...] I can't imagine pushing the certificates button unless it was on like a

report saying 'and look, you know, you have this class to take and you have this' or

something like that.”

When asked what is the best way for students to have information about the certificates,

Kelsey said, “I guess on our degree progress report. Where it was like, you're also close

to this certification. Or, you know, advisors saying instead of taking this Zumba class you

can take [...].”

Adding on to Kelsey’s response about including certificates in the degree progress report,

Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed

and this gen ed, then they could have this certificate, like they would actually mean

something. And I think that is a big frustration of a lot of people, [...] they have to take

this class that doesn't like affect them, but if they knew they could take these certain

classes that qualify for that core portion, and they would get a certificate of it. That would

make more sense.”

When asked what is the best way to get information, Jackie, a senior in history and global

& international studies, said, “I think in my classes that, we talked about the classes that

qualify for those, I think that’s really important. I would’ve really appreciated if

somebody talked to me about this sooner.”

In response to the topic of the KU schedule including what completes the KU Core in the

course descriptions, Jackie said, “I think those also have if they’re core, you could also do

that for certificate like this meets core and also part of this certificate.”

When asked what would be the right time and place to reach out to students, Brianna, a

senior in religious studies, said, “Have you guy’s advisors talked about these

opportunities? Because mine didn't, so maybe if it came from higher up, I mean starting

as freshmen, ‘here are some opportunities that like in your major.’”

Code Conclusion: The participants perceive the certificates as an educational component to their

undergraduate studies. Therefore, it would only make sense to include the certificate information

in the academic planning for enrollment so they are informed during the process.

Suggesting professors talk about certifications

This code contains the participants’ concerns of professors’ knowledge about the certificates.

When asked who participants’ prefer to reach out to them about certificates, Jackie, a

senior in history and global & international studies, said, “Advisors, professors, I’m also

a transfer student so orientation.”

When asked how students would seek out information about the certificates, Brianna, a

senior in religious studies, said, “The only other time I ever heard about it was in my

leadership studies class where someone else, not the professor, came in and talked about

the availability of having this certificate. So maybe if professors knew, like I don't even

know if they know a lot about these things, they could tell their classes.”

In response to Brianna’s answer about professors informing students about the

certificates, Kelsey, a junior in biology, said, “When they're introducing like the course

they could say this is the third class to take for this or this fulfills this.”

Adding on to Brianna’s response about professors reaching out students about

certificates, Kelsey said, “Yeah. When they're introducing like the course they could say

this is the third class to take for this or this fulfills this.”

Code Conclusion: Participants are under the impression that if a professor’s course is applicable

to a certificate then they should be well-informed about the certificate. The professor should

convey the information to students instead of having a guest speaker from experiential learning.

Placing certificates next to degree progress report

This code contains suggestions regarding merging the certificates into the degree progress report.

When asked how students would seek information about the certificates, Brianna, a

senior in religious studies, said, “I also wonder if it was put by like your degree progress

report, like on KU's website where it says like your major your minor and then it could

say like certificate like still available. So it's like right there so when you're looking at

your progress you can be like ‘Oh, I could do these also.’”

When asked about how participants would react to seeing certificates on the degree

progress report, Kelsey, a junior in biology, said, “It would probably prompt you to look

up the qualifications, like what it entails more, because I can't imagine me going to KU's

website without this focus group and saying 'oh I'm going to look up certificates'[...]

whenever, I wouldn't be, I'm already trying to get a degree [...] I can't imagine being like

'oh and what certificates do I need?' to add onto my daily work [...] I just can't imagine

doing that. So, even if it was a pop-up that said like 'degrees, certificates' I can't imagine

pushing the certificates button unless it was on like a report saying 'and look, you know,

you have this class to take and you have this' or something like that.”

Adding on to Kelsey’s response about including certificates in the degree progress report,

Brianna, a senior in religious studies, said, “If they knew that if they took like this gen ed

[...] then they could have this certificate, like they would actually mean something. And I

think that is a big frustration of a lot of people, is that they have to take these stupid

classes, they have to take this class that doesn't like affect them, but if they knew they

could take these certain classes that qualify for that core portion, and they would get a

certificate of it. That would make more sense.”

Code Conclusion: The participants perceive the certificates as an educational component to their

undergraduate studies. Therefore, it would only make sense to include the certificate information

in the academic planning for enrollment so they are informed during the process. One way to do

this, is including the certificate requirements on their degree progress report.

Suggesting changes to global awareness program

This code contains suggestions to improve the global awareness program.

In response to what the global awareness program is, Jackie, a senior in history and

global & international studies, said, “If I had been made aware of that before or while I

was studying abroad, I think I would have applied for that.”

In addition to being made aware about the certificates prior to the process, Jackie said,

“letting people who qualify for it know, before they finish whatever qualifications they

need, letting them know during the process.”

In response to how to reach out to students about certificates, Jackie said, “If someone

had told me when I had a meeting with my study abroad group before we went like oh by

the way you’re going abroad this is what you can get once you come back for studying

abroad. That would have been really helpful I think.”

Code Conclusion: Participants stressed that they prefer to be contacted during the process of

completing a component instead of after the completion of the component. This allows students

to better prepare for their academic planning.

Preferring advisors to provide information

This code contains participants’ concerns’ of advisors’ knowledge about the certificates.

When asked what would be the right time and place to reach out to students, Brianna, a

senior in religious studies, said, “Have you guy’s advisors talked about these

opportunities? Because mine didn't, so maybe if it came from higher up, I mean starting

as freshmen, ‘here are some opportunities that like in your major.’”

In response to Brianna’s comment about having advisors inform students about the

certificates, Kelsey, a junior in biology, said, “If there is one person everyone talks to it’s

their advisor and they look to them for guidance on how to help us in the real world so if

talk to us you know – if all of us have advisors that didn’t tell us then there is something

going wrong with that and opportunities are being missed through that connection.”

In addition to how the certificates can be better communicated, Kelsey said, “As long as

it was communicated by like an advisor and the advisor was saying 'hey, this could help

you and you look like you're interested' [...] and if I wasn't interested in leadership

because I want it as a minor he could say 'but there are others' you know, and kind of

make it broader so if I was interested in the Global Awareness or something like that then

I'd have options there.”

Code conclusion: Students confront advisors for a reason. Participants expected advisors to be

the one to inform them about the certificates because they are the ones to make sure students are

on track for graduation.

Having Experiential Learning at orientation

This code contains suggestions of showcasing the certificate programs at orientations.

When asked how what would be a good way to get participants involved if they were a

freshman, Brianna, a senior in religious studies, said, “I know they had tables for

Experiential Learning at orientation, but like just like any other thing during orientation,

it goes right over your head you’re just looking at all these booths and all these things to

do. But I think if it were in a more intimate setting like sitting down with your advisor the

first time to get your hold off and if that is something they would bring up like as a

discussion point.”

When asked who participants’ prefer to reach out to them about certificates, Jackie, a

senior in history and global & international studies, said, “Advisors, professors, I’m also

a transfer student so orientation. [...] I think in that sense I have the same feeling when I

came here everybody was already, had been here for two years or more and was already

accumulated to everything. I felt very distant from that sort of thing. This would be a

good program to get especially transfer students. I feel like it’s an easier way to get

yourself situated into the university and see what else you can be successful at.”

Code Conclusion: Participants wish they were approached and informed during orientation to get

involved. This will allow students to include the steps to complete a certificate in their academic

planning so than can be more prepared.

Suggesting names for Experiential Learning

This code contains suggestions of names for Experiential Learning in terms of understanding the

purpose and programs.

When asked how the certificates could be explained easier, Lauren, a junior in exercise

science, said, “I think the name could explain it and just a description of what the

certificates and homework to gain the experience.”

When asked about renaming the certificates to have a better understanding, Lauren said,

“I feel like if it had name closer to certification. I didn’t really get you get a certificate

from experiential learning.”

Code Conclusion: The participants did not associate certificates with the name “Experiential

Learning.” Participants suggest a more clear name in relation to or including the terms

“certificate” or “certification.”

Suggesting tabling information at campus events

This code contains suggestions of showcasing the certificate programs at campus events.

When asked how to reach out to students about the certificates, Kelsey, a junior in

biology, said, “Events such as like the fairs at the union. People are always like stopping

by looking for opportunities to network and get flyers just to be educated on things that

they can’t normally. I don’t know if they already do booths and stuff.”

In response to receiving university-related information through social media, Kelsey said,

“It depends on what event they do because it’s nice to get a reminder on social media like

if you have hear about something and then you see it on social media and it kind of

reminds you that ‘Oh, I want to go to that.’ So if they do tabling or they are at

something.”

Code Conclusion: Participants mention that they find opportunities during events and fairs to

network and gain further information.

Category Conclusion (Sookie Thongkham): After analyzing suggestions to change the

certificate programs, all participants are in agreement that there is not enough outreach

directly/intimately to inform students about the purpose of the certificate programs. Students will

not seek out information about the certificate programs if they do not know they exist or what the

purpose is.

Basic Communication (Bria Strickland and Dylan Jacobs)

This category gives information about the participants suggestions and personal experiences

about how Experiential Learning is communicated to students, as well as insight towards their

using habits of KU’s website to receive information.

Using Social Media for University Information

This code illustrates how students use their social media accounts, in conjunction with university

information.

Lauren a junior studying exercise science said about how she gets her university

information, “I think the social media outlets are pretty big for me besides ku.edu before I

go to blackboard.”

Jackie a senior studying history said “I’d probably go to the KU website specifically and

just search for what I’m looking for.”Continuing her thought on university news Jackie

said “I would assume I’m sure there are various clubs and stuff on campus have their own

website and people update those. And usually like those Facebooks are open to the public

and if I have to I can look at them.”

Adding on to Jackie’s thought Brianna, a senior in religious studies said “to find real

information I feel like they would want to search that on the KU website.”

When asked what social media outlets that they used Kelsey a junior studying biology

said “Facebook, Twitter, and Instagram”

Jackie said she uses the “Kansas Snapchat that they set up recently has been a pretty good

way”

She added on by saying “other than that it’s me going on the internet through my email

usually”

In the conversation on twitter usage Brianna said “I don’t think people want to use twitter

for that, I feel like if its more academic based they aren’t gonna want it on their fun social

media.”

Brianna made a statement about a possible use of twitter “Unless there is like a program

happening that day where they’re like ok come to this. Or it’s a short thing. But to find

real information I feel like they would want to search that on the KU website.”

In a conversation about KU events Brianna said “Because it would show their interested

enough to seek it out. Because like the free food totally differentiates from that because

it’s like a one-time thing. Something they enjoy I guess. But something like this program

it’s not something that is a one-day thing or a hand out. It’s something that you want the

students that are gonna seek it out. You also don’t want it so hidden that they don’t know

about it. So it’s like finding that happy medium.”

Kelsey a junior studying biology talked about student involvement with events, “it

depends on what events they do because it’s nice to get a reminder on social media like if

you have heard about something and then you see it on social media and it kind of

reminds you that “Oh, I want to go to that.” So if they do tabling or they are at something.

I know sometimes they do scavenger hunts some organizations and if you’re on social

media you can follow those. So I don’t know if they could use that to help them in our

awareness, to students.”

Jackie responded to Kelsey by saying “I don’t usually get much information on university

events.”

Code Conclusion: These quotes show that these programs need to work on creating a more

effective way to reach out to students. Most of our students receive their new via the KU

website, so to increase awareness, they should make their programs easier to find online.

Communicating about certificates

This code deals with how student that are not in any of the certificate programs think

experiential learning should communicate with students in the programs. It also provides insight

from a student in the program.

Kelsey, a junior majoring in biology suggested ways to communicate with students not in

the certificate programs. “I guess, with the global awareness at each study abroad group

before they go, like she said. And then leadership when you're first taking the intro

studies, you know, and art in your intro classes your class needs some time to hear about

the certificate you can get in that way.”

When asked if each certificate needs its own area of discussion Kelsey said, “One leads

to another, like if you hear about one then you're like 'where else can I get' and if you

hear about it in a specific, you know, sense then it can help you understand that there's

things out there in other areas.”

Brianna, senior majoring in religious studies, that has completed two certificates said, “It

was just me. I didn't hear it from my friends, but I like heard it the class at the leadership

one and then the global awareness I just got an email like after. But one of my friends

does have the, or was pursuing the arts engagement one.” Brianna was asked if she had

any interaction with her friends about the certificate programs.

Code conclusion: Students think that certificate programs should be discussed more in classes

that count towards completion of the program.

Finding information

This code deals with how students find classes at KU and find out if they fulfill their needed

requirements.

Lauren, Junior majoring in exercise science said, “I always look at the KU schedule, they

have a little blurb that says this qualifies, I don’t know I just read that.”

When asked to where this information was, Lauren said “classes.ku.edu.”

Lauren, elaborated by saying “Yeah you can check the term, enter the class name, and it

will give you a description of the class, and lists the classes on campus. It’s just how I

figure out what my class is.”

Code conclusion: To find a description of courses, one of the participants searches the

classes.ku.edu website to see if the class fulfills the requirement she needs.

Category conclusion: Participants find information on the classes they want to take via

classes.ku.edu. Participants think that communication on certificate programs in the classroom

should be increased.

Part V: Conclusion (Emily Kawola):

Our focus group was made up of only four people, which made conversation stagnant at

times. All of our participants were women. There was a general lack of knowledge of the

programs amongst most of the participants except for one that had completed two of the

certifications. Due to the lack of knowledge, they had a hard time answering many of the

questions. Most of the women were quiet and slow to answer questions as if they were afraid to

answer incorrectly. They also often agreed with what other participants said. Once someone

came up with an answer they all added to the one idea without coming up with different ideas.

Our focus group did have a problem because all of our participants were female.

Also, we thought it was interesting that they brought up the idea that the name

“Experiential Learning” is confusing. They said that they did not associate it with certificates. In

addition, they mentioned that they did not like how all of the webpages were different.

Participants said that the program should have a cohesive design for all of the certificate

programs so that it is obvious that they are all part of Experiential Learning. They also said that

not all of the pages looked inviting. In addition, they added that it would be beneficial to have

advisors and professors talk about the certificates in class and to have them on degree progress

reports as options to consider.

LIMITATIONS

Survey: (Macaela Jones and Sookie Thongkham)

One problem that we encountered was that we did not have a diverse group of

participants. Most of our participants were white junior or senior females. This could be a

limitation of our current data because we do not get the opinion of a large audience so the data

could be skewed when comparing the likelihood of opinions by specific groups. If we had the

chance to redo the survey we would require each of our group members to get an equal number

of male and female participants as well as a variety of year in school and ethnicity. This would

better ensure that we would more accurately represent the opinions of KU students.

Focus Group: (Emily Kawola)

Our focus group was made up of only four people which made conversation stagnant at

times. All of our participants were women. There was a general lack of knowledge of the

programs amongst most of the participants except for one who had completed two of the

certifications. Due to the lack of knowledge, they had a hard time answering many of the

questions. Most of the women were quiet and slow to answer questions as if they were afraid to

answer incorrectly. They also often agreed with what other participants said. Once someone

came up with an answer they all added to the one idea without coming up with different ideas.

Our focus group did have a problem because all of our participants were female.

CONCLUSION

Survey (Bria Strickland and Dylan Jacobs)

From our survey findings we have concluded that participants were most divided

based on gender for questions pertaining to opinions on the aesthetic look of the

program websites and their functionality. There were also differences in interest and

awareness of Experiential Learning by males, which we found to be less than in women.

With regards to class, we found that difference arose mostly in areas regarding

awareness, where it was less in underclassmen due to longevity of the junior and senior

class and being exposed to more information. Also perceptions of Experiential Learning

were varied between underclassmen and the junior and seniors on the process of

completing a certificate program. Juniors and seniors, that have completed a certificate,

were more likely to think that it was a simple process compared to underclassmen. This

could be due to juniors and seniors having already completed requirements prior to

enrolling in the program.

Based on the data, we would recommend that Experiential Learning reach out to

the underclassmen and clear doubts about the programs and what they entail and the

time commitment associated with the programs. This could be done through the top five

preferred method of communication students prefer. In this way, underclassmen would

be proactive in seeking out certifications early on in their college careers. We also

recommend that Experiential Learning try new methods of interaction to all students to

pique the interest of students that do not know about Experiential Learning.

Focus Group (Emily Kawola & Macaela Jones)

After reviewing our data from the focus group we found a lot of valuable information. As

a group we thought it was interesting that participants thought the name “Experiential Learning”

was confusing. They said that they did not associate it with certificates. Participants stated the

name seemed more like research or an internship program. This could show how students are not

aware of the true purpose of Experiential Learning.

In addition, they mentioned that they did not like how all of the webpages were different.

Students specifically talked about how the certificate pages had varying colors, fonts and

differently structured photographs. These comments show and explain the perceptions of

students of the certificate. Students say Experiential Learning is confusing and they show this

through the fact that they struggle to differentiate the programs on their websites. Participants

said that the program should have a cohesive design for all of the certificate programs so that it is

obvious that they are all part of Experiential Learning.

Participants also said that not all of the pages looked inviting. They elaborated by

explaining that not all of the information, pictures and page designs were as appealing as the

Global Awareness certificate. This idea could decrease the wanted interaction and completion of

certificates by Experiential Learning. Additionally, they added that it would be beneficial to have

advisors and professors talk about the certificates in class. By doing this students would be more

likely to interact and complete the certificates.

Additionally, mentioning Experiential Learning could also increase its awareness.They

also wanted to have the certificates on degree progress reports as options to consider. Again,

adding the certificates to another document would increase the potential for students to learn

about and maybe complete the certificates. In summary, we found that a very low number of our

participants were aware of Experiential Learning. Many participants were confused about

Experiential Learning and they had a negative perception of the appearance of the webpages and

content.

APPENDICES (Macaela Jones)

Appendix A:

October 19, 2015

Start: 4:45

End: 1:15:10.69

0:4:45 (Hours-Minutes-Seconds)

Moderator: Have you heard of KU office of experiential learning. And just answer. You don’t

have to raise a hand we are not we are all on the same page here so just speak. If you have heard

of it or if you haven’t say you haven’t.

Jackie: no

Kelsey: no

Lauren: no

Kelsey: I don’t think I have.

Brianna: I actually worked in their office with the office of first year experience.

Moderator: yeah

Brianna: So I shared an office with them.

Moderator: Yeah. Can you can you tell maybe the group what your experience was and kinda

how, I don’t know you can tell us about it.

Brianna: The people are cool. It was a really open atmosphere office. I mean we were on one

side and they were on the other, but that is as much interaction as I had. Opening the door for

them and stuff.

Moderator: Okay.

Brianna: It was pretty basic people stuff.

Moderator: Yeah. So how did the… So before you started working there how had you heard

about Experiential Learning? Was it just... did... a job posting kind of thing or how was it that

you came about working for experiential learning?

Brianna: Oh I didn’t work for them. I just shared an office with them because I worked for the

office of first year experience.

Moderator: Oh okay.

Brianna: So we just shared a space.

Moderator: So that’s how you heard about them?

Brianna: Yep.

Moderator: In other words you were next door to them?

Brianna: I just shared a space with them.

Moderator: Okay cool. So for those of you that haven’t heard about it or don’t know or maybe

you could answer this as well. What do you think that Experiential Learning entails? Or what do

you think it might have to do with. Any answer. There is no wrong answers here. I didn’t

mention that. There is no wrong answers. Experiential Learning so…

Brianna: Taking learning out of the classroom.

Moderator: Okay. Yeah. Okay. Anybody else?

Lauren: Maybe some sort of like internship program or like...

Moderator: Okay.

Lauren: Or like putting the students out in the real world.

Moderator: Okay. And why would you say something outside of the classroom?

Brianna: Um.

Moderator: Or like what about the name or what about your…

Brianna: Like I hear experiences in there.

Moderator: Mhm.

Brianna: And then when you said experiences and learning I think like an alternative way of

learning outside the classroom.

Moderator: Okay. And what about you? What makes you think maybe like an internship

experience.

Lauren: Just experience, like she said.

Moderator: Okay.

Lauren: Both of them.

Moderator: Okay. Yeah. Very good. So what do you think maybe this... I kinda… Kinda the

same question, but what do you think something like this would entail? You said internship so

that would be something that might entail… What else would you think based just solely based

on the name? What might entail Experiential Learning? Like maybe… What do you get out of it

or what… You know… Anything like that or… Just by the name, what does it, what do you

think it entails? Like components of it?

Jackie: Learning something.

Moderator: Learning? Okay.

Kelsey: Applying what you’re learning.

Jackie: So you want to experience or to some sort of outside applicable situation.

Moderator: Okay like what?

(0:7:45)

Jackie: I would think that like taking tools that you've learned in classes that apply towards like

a career or a specific field and clients like a real world situation.

Moderator: Okay. So for something like that what would you want to uh… So just to give you

guys a like a little background. They are going to be passing me things that I am going to either

read right away or not right away. Don’t worry about them. Don’t pay any attention to them. But.

So, for you guys that don’t know the program or anything about it what do you think you could

get out of something like that. A opportunity for Experiential Learning.

Kelsey: Sweetens us to build your resume kind of.

Moderator: Okay.

Kelsey: Build your resume on.

Moderator: In what aspects or why would you say that?

Kelsey: If it entailed like internships that helps build your resume or like any kind of learning

that you can make as a knowledge of that you can kind of add to your resume.

Moderator: Okay.

Kelsey: Something like that.

Moderator: Anybody else?

Brianna: Maybe taking experiences and turning them into credit.

Moderator: Okay.

Brianna: So if you did a House for Humanity thing or you did a mission trip or you did

something like that, putting into credits.

Moderator: Okay. Interesting. So would you be interested in something like that? I mean would

that… Something like an Experiential Learning be of interest to you? Like you said it builds your

resume and possibly…

Kelsey: It blends well with... finally. I don’t have to worry about that but...

Moderator: Okay. So yeah. Anybody else? Would that be of like interest to you maybe if it

was?

Jackie: Yeah if it was like required. Skills for the real world. Yeah.

Moderator: Okay.

Brianna: Or if I was told how they would help me stay on track with graduating or how that

would affect my credits.

Moderator: Okay. And what do you mean by credits? Like credit hours? Or?

Brianna: Yeah, because I don’t feel like people wanna add different experiences unless it’s

actually going to build your resume or help them get class credit.

Moderator: Right. So some sort of…

Brianna: It sounds like a big thing that you’re getting into.

Moderator: Right. By the name it seems like a big thing?

Brianna: Yeah.

Moderator: Okay.

Kelsey: Also, it’s like who you know sometimes so maybe like network building if it has

anything to do with like opportunities that an employee can network through.

Moderator: Okay. And in what ways like networking like?

Kelsey: Like depending on who works with you on this process and where you go through it and

through the people that you do an internship with where you are learning from in this way can

help you network outside of the classroom or your peers.

Moderator: Okay.

Kelsey: I mean outside of college.

(0:10:45) Moderator: Yeah so going on with the benefits things how would you want something

like a program to benefit you like if like you were looking at a program that was like what you

guys mentioned outside of the classroom experiences how would you want something like that

to benefit you? Like if you were to take your time outside of you know your regular classroom

learning and getting credits grades and stuff like that, how would you want a program to benefit

you? What would you be looking for? Does that make sense? Feel free to tell me “Hey clarify,

you’re not making any sense.”

Jackie: Something that is beneficial to my future like for where I want to go in my life, like...

Moderator: Like as far as...

Jackie: Like career goals or something like that that would…

Moderator: Okay so like career professional based.

Jackie: That would be applicable to a career that I am interested in not something that I am not

interested in. Especially as like a senior I’d be interested in something that would be applicable

that way.

Moderator: Okay. Right.

Jackie: That would be beneficial and applicable right away.

Moderator: Okay.

Brianna: Like gaining a network and getting contacts and networking in there.

Moderator: Okay.

Kelsey: And possibly learning skills that sound easy in the book but I am able to apply in real

life so instead of jumping straight into the real world it would be nice to have a program that

kind of helps you do that while you’re learning under help.

Moderator: Okay. So Brianna you said something about that that was interesting that what…

No no, it’s just fine.

Brianna: It’s just my mouth is full. You’re fine. Go ahead. I got it.

Moderator: So you said something that I wanted to bring up and get everyone’s opinion too.

You said that the name of it, Experiential Learning, sounded like a big thing. What do you mean

by that exactly?

Brianna: Um. I think it sounds like you have to have this big experience.

Moderator: Okay.

Brianna: Especially if it’s a separate office and um there are working on their project. It seems

like something that is going to take more than like a day. It’s not like you’re going and

volunteering for a day it seems like something you are going to build bigger.

Moderator: And doing something for more than a day, is that a good thing, bad thing is, like, is

far as the name Experiential Learning that is that something that you would that…

Brianna: It seems like something that you would build on.

Moderator: Okay.

Brianna: Like it is going to be over a period of time.

Moderator: Okay. And that’s a good thing? Bad thing?

Brianna: I think it would be a good thing. If like what we were talking about if you want it to

help with your future then…

Moderator: So this would be…

Brianna: A lot.

Moderator: Okay. Cool. Do you guys have any comments about that? Does this sound like the

same for you guys as far as would it be a big thing? Does it sound like something that would take

time, take effort? Does that...?

Jackie: Mhm.

Lauren: It sounds like it is longer than a day like it’s not something where you go in and sign

the paper and leave like it is going to take weeks or months to do it.

Moderator: Okay.

Kelsey: Since time is very precious since we have like homework and jobs and class and like if

you are a senior and you are just hearing about it it could be something… kind of… It’s

something that makes you anxious about. Like taking on that. If you have enough time. If it is

going to benefit you in the way that you are looking for because you’re trying to push this.

(0:13:45) Moderator: Okay. And benefiting in… And how would you want it to benefit you?

Kelsey: I guess that depends on the individual. Like if you’re going into it wanting to network

and if you’re going into it because you want the experience and something that you want to learn

how to do outside of just bookwork.

Moderator: Okay. So yeah. My other question… Let me get my thoughts together here… Have

you previously heard about this certification program that are offered under Experiential

Learning? No?

Brianna: Yeah.

Moderator: You have? Would you tell us a little bit about what you know about it. Sorry I keep

calling on you when you’re eating.

Brianna: It’s alright. I’ve done the Global Awareness certificate and the Leadership Studies

certificate.

Moderator: And what was your experience like with that or how did you go about or hear about

it?

Brianna: Um, I heard about it like through the Study Abroad office and then through the

Leadership Studies program.

Moderator: Okay.

Brianna: And just if you took this classes or if you studied abroad you could just get it.

Moderator: Okay.

Brianna: So it is kinda just there.

Moderator: So that’s how it’s presented to you if you do this and this you just get it.

Brianna: It’s just there, yeah.

Moderator: Okay. And do you remember who the person that communicated that with you? Or

how that information came about?

Brianna: I think I got an email from somebody.

Moderator: Okay.

Brianna: And they were like well you qualify for this so like just come in and turn this sheet in

and you have it and I was like “ok cool.”

Moderator: Okay.

Jackie: I think I like also remember something along those lines.

Moderator: Okay.

Jackie: About studying abroad. I think somebody emailed me about getting a certificate after I

finished my stay.

Moderator: Okay and what was like your first impression of that. Like when you got it was it

like…

Jackie: I mean like honestly it didn’t leave a very big impression because I can’t even remember

really like if that was who it was from or what the certificate was for.

Moderator: Okay.

Jackie: So.

Moderator: Had you studied abroad before?

Jackie: Yeah.

Moderator: Ok. Cool. Anybody else? You guys haven’t heard of the certifications? What do

you think then that entails?

Lauren: I didn’t really know anything about it, but I have been thinking about it honestly study

abroad… Like a larger experience for you to be able to get the certificate.

Moderator: Okay. As in getting larger experiences in?

Lauren: Going to another country like experiencing other things like doing something beyond

course work and like sitting in a classroom.

Moderator: Okay. Kelsey?

Kelsey: I think a certificate is something that is always beneficial you could always add it to

your resume or add that to a lot of things professionally and that can help you just the fact that

you have a certificate in something.

Moderator: Okay. Why do you say that? That it can benefit you? Or what makes you say that

certificates are beneficial?

Kelsey: It is something besides coursework. You had to work for it and you got this. Then saying

you got a certificate in you know whatever but it is helpful in any kind of sense.

(0:16:45) Brianna: It helps you stand out too.

Kelsey: Yeah.

Brianna: And when you’re putting your resume in there. It’s like oh I did this this and this and

got a certificate if they don’t know what it is they can ask you and it is a time to really show

yourself.

Kelsey: Yeah. Exactly.

Moderator: Okay yeah so Brianna you said that you were involved with the Global Awareness

program what made you ultimately want to do it or why… how did it apply to what you want to

get out of here?

Brianna: Oh I didn’t know I was eligible for it until after I studied abroad.

Moderator: Okay.

Brianna: I just got an email saying oh ok now you qualify for this because you studied abroad.

Moderator: Right. So when that came to you what interest like why did you go about applying

it? I mean did you look at it and say how did it apply to you for you to want to pursue it? You

said you have gotten the certificate? Is that...

Brianna: Yeah.

Moderator: Correct?

Brianna: Yeah.

Moderator: Okay. So like when that came to you and you told yourself you know I studied

abroad why did it apply to you? Was it something you were interested in? Why were you

interested in it?

Brianna: I think for just another mark for if people looked at my resume and my transcript to see

that I did go and study abroad so that they can ask me about it. And they can ask “how did you

get this certificate?” And I can share my experiences about studying abroad.

Moderator: Okay.

Brianna: And how I became more globally aware.

Moderator: Okay. And for those of you… Kelsey you mentioned that the benefits of it… What

kind of certificate would you be interested in having or what how would a certificate apply to

you as far as what how you want to get out of it?

Kelsey: I think lots of majors can benefit from it because getting a certificate like if you study

abroad but you don’t go as far as you did to actually receive the certificate you can always say it

but you have a certificate saying that you are globally aware and that’s something that you know

that puts you at the head you know of someone who doesn’t even though they studied abroad um

that is a way to benefit for her but it is kind of like well why didn’t I do that? I can do this too.

0:18:56 Moderator: Okay. Kelsey can you come closer. So we have a microphone here, like I

said this is all being recorded, so we have to hear all of you. So when you say, Jessie, you didn’t

really pay attention to it. What about it... that you passed on, even though you studied abroad just

like she did but she went and sought it out. What were some factors that you kinda looked at it…

I know you obviously recognized it for what it was. Why did you pass on it and why was it not

memorable?

Jackie: I think one reason is that I’m just on very good at emails.

Moderator: Okay

Jackie: I don’t really like to look at them excessively. I think another thing… It must have been

the same type of certificate and I mean I only went to Germany so like for me that doesn't seem

like it's applicable to Global Awareness because I don’t really think that we’re culturally much

different from them. So I feel like if I went to Africa, South America or Asia where there is more

cultural differences and I felt more aware of those differences maybe I would feel it is more

applicable.

Moderator: Okay. So based on where you went you didn’t feel like it was applicable.

Jackie: Awareness I didn’t feel like, in a way I feel like I came back more aware but not aware

of major cultural differences.

Moderator: Okay. So what kind of cultural differences do you think would apply, in your

opinion that you would need to be aware of or experience, that even if you were in Germany or

you were somewhere else what kind of things do you think you would need to experience for

yourself to feel like I am more globally aware.

Jackie: Personally I think it would be really important to cultures that drastically different than

ours. Cultures that are based on hunting and gathering, that don’t have stable infrastructure, they

travel around and have different social structures umm, individuals have different roles than we

do in our society. I think that looking at a society that’s different, a culture that's different than

ours on like a drastic scale. I mean like you go to Germany and like kids are still wearing Nikes,

they live in houses and they watch Netflix. It would be important to go to a place where people

don’t have access to the internet, not all people have cell phones, that sort of a thing.

Moderator: (21:56) Okay. So for you guys that haven’t heard of it, Lauren you haven’t, I mean

do you kind of agree with, I mean Kelsey you too anybody, do you guys kind of agree with that,

is that something you guys take into consideration when it comes to. We’ve been talking about

global awareness, is one of the certifications and programs, there’s four more that we’re working

on right now. Um but do you kind of agree with that where you need like a certain amount of

global awareness or does that strike you as?

Lauren: I can kind of see it both ways. I see what she is saying about how the culture was kind

of the same as it is here but like also her traveling there and experiencing a different country, I

think it’s still, she’s globally aware because she is all the way in Europe.

Moderator: Okay

Lauren: She has something that I don’t have. That would be something to consider.

Moderator: Okay. To go over the names of the certification programs, there is Global

Awareness, as Brianna mentioned, there is also Research Certificate, there's a Arts engagement

certificate, there’s a service learning certificate and Leadership. So based on those names, i guess

we will start with the leadership one, anybody can talk, what do you think that name entails, if

you haven’t already heard of it or if you have feel free to talk

Lauren: That it requires you have a leadership position somewhere on campus or e likewise in

the community.

Moderator: Okay and why and why do you say that? Based on the name?

Lauren: yeah based on the name.

Moderator: okay

Lauren: yeah I just feel like you would have to have quite a good leadership to come up with

that certification.

Moderator: okay. Anybody else?

Brianna: I have that certificate too.

Moderator: Okay

Brianna: and going into it, like before I was looking at it, I thought it would really be like a big

feat and be like oh I have to be like student body president or something to get this. People will

have to know me as a leader here. Umm and I found out like I was totally wrong about that.

Moderator: Okay. Um. And how did you hear about the leadership one?

Brianna: umm because I thought I was going to be a leadership studies minor, so I started taking

the classes and they were like ohh well you can just take two classes then you can start your path

into the certificate and I was like that’s so much easier.

Moderator: Okay. Anybody else? What leadership comes to mind?

Kelsey: I’m taking an intro to leadership class right now and kind of exploring options through

that

Brianna: is it 201 and 202?

Kelsey: yeah for like minor and certificate (24:56). When is was looking I was more interested

in the minor so I didn’t really look into the certificate

Moderator: Okay. Umm. So let's move on here. So what kind of students do you think would be

in these programs? Again we listed the experiential learning, arts engagement, you guys can still

talk about what you think those mean, arts engagement, leadership, we talked about leadership,

global awareness, we kinda touched on that, and then we have research. What do you think those

mean and then like what kind of students do you think would after those certificates? I know it’s

kind of a loaded question feel free to take it one at time but just kinda to start a conversation.

Lauren: I just thought that research is very applicable to the sciences. Just coming from exercise

science, I know we do a lot of research and so I feel like those students would be less compelled

to get a certification in that. That is the one that popped out in my head.

Moderator: Anybody else?

Kelsey: I guess umm it's kind of supposed to be a diverse population depending on what you’re

doing or kind of what makes you stand out. So if you have a leadership certificate and you’re

going into something like a job it might help you. But I don’t know if people are looking at it in

that way or looking at it depending on what they are researching or what they are studying.

Moderator: and what kind of majors do you guys think do research?

Brianna: All majors

Jackie: All majors

Brianna: in some sense everyone is doing research.

Moderator: Okay. Why do you say that? What makes you?

Brianna: I just know friends in all different majors that do research.

Moderator: okay

Brianna: like it doesn't mean you’re in a science lab, it could mean that you’re reading or like

this could be research.

Moderator: yeah. It is. Cool so um. Can you guys think of any reasons to somebody wouldn’t

get these certifications? We’ve kind of talked about the why someone would or anything like that

so why do you think someone would get a certification in one of those five that I’ve mentioned

Jackie: It could be overwhelming.

Moderator: Okay, in what way

Jackie: You could see the name and not really know anything about the program. Like we had

initially thought it would take up a lot of your time and as college students our time is already

limited. So I feel like these would be put off

Moderator: (27:56) Okay. In those five ones that we mentioned which are the ones kind of.

We’ve kind of talked about this kind of a theme of them sounding like a lot but which one of

those certification of experiential learning. What makes that sound bigger or which ones sound

bigger? Like that they would be something that take on a lot?

Jackie: Leadership for sure. but like she said it sounds like you do a lot of extracurricular things

outside of school, outside of work, so that sounds like I don’t know, maybe you have to take time

out to get a certificate but you already of time set aside for all the activities that you are involved

in.

Moderator: Anyone else? Is there a specific one that stands out, I know we’ve said leadership,

she said experiential learning sounds big itself. Any other ones?

Kelsey: answering on, I think it was the question before, how is the education about the

opportunity. I know it’s really hard to keep up with everything going on, on KU’s campus and

it’s almost like everyone pretty much spreads themselves thin. So to take on something else or to

even think about research when you’re in a major where you maybe feel like that doesn’t apply

to you. It’s hard to even take your time to look into what it takes. So i don’t know she thought

the global awareness certificate didn’t apply to her, she didn’t feel like she went to a culture that

was so different even though she might have qualified for it because she thought that she just

skipped through it. So I think maybe that’s what’s happening.

Moderator: Okay. And how do you think that could be changed, I mean you all kind of

commented on the naming of it. How do you think what naming options or what would make it

easier for a student to say this doesn’t sound like a lot or maybe like reading an email and it says

global awareness and you don’t think you got a global awareness perspective. Maybe what could

be changed or what, thinking just of yourself. How would you be more open or what could they

do to be more open about the intimidation factor what their names does.

Jackie: I think it would be interesting, for instance the global awareness, if I had been made

aware of that before or while I was studying abroad, I think I would have applied for that. I

probably would have been more apt to look into it but I had no idea and still don’t really know

what it all entails but I think at least (30:56) for that one and I’m sure it applies to some of the

other ones like letting people who qualify for it know, before they finish whatever qualifications

they need, letting them know during the process. If someone had told me when I had a meeting

with my study abroad group before we went like oh by the way you’re going abroad this is what

you can get once you come back for studying abroad. That would have been really helpful I

think.

Moderator: Okay. So more like right place right time kind of information about it. Brianna

would you elaborate more, you’ve said you been involved in the global awareness program and

the leadership program. What was that experience for you like with those two and do you find

them really hard to get or what experience was it?

Brianna: I felt they were both really easy to get because I had already done these things and they

were like just put it into a certificate so it was super easy for me. But I feel like if I didn’t receive

the emails about it and if I didn’t hear the leadership one in my leadership studies class I would

have no idea about these things. I feel like it’s so hidden that you have to seek it out, they are not

known, at all

Moderator: What would be a good way to reach out and you mentioned kind of right place right

time, before you go abroad and while you’re abroad knowing you could come back and do this

and that you have fulfilled something. What would be other ways that they would be able to get

to you guys outside of those classrooms, certain fields of study what do you get your information

from. As far as campus opportunities.

Brianna: Have you guy’s advisors talked about these opportunities? Because mine didn't, so

maybe if it came from higher up, I mean starting as freshmen, here are some opportunities that

like in your major….

0:33.07

Brianna: If you're in arts or design or something like that. Maybe you can look into the arts

engagement one if it’s something you're passionate about. But just don't think it was ever

mentioned to me anytime I was looking at academics or extra-curriculars.

Moderator: Okay

Kelsey: Events such as like the fairs at the union. People are always like stopping by looking for

opportunities to network and get flyers just to be educated on things that they can’t normally. I

don’t know if they already do booths and stuff but…

Moderator: Okay, Lauren what do you think?

Lauren: I think just maybe putting on the minors and majors list. I don't know, just adding

different ways you can add to your college experience.

Moderator: Okay. So if you guys like you mentioned freshman times. If you guys would have

heard this as freshman, do you think you would have jumped at the opportunity and kind of

started the process of it or like you know trying to put yourself back in the freshman state of

mind would it have been something you would have kind of jumped at as far as what plans you

had for yourself going forward in college your first year or if you had any. You what would have

been a good way to get you guys in?

Brianna: I know they had tables for Experiential Learning at orientation, but like just like any

other thing during orientation, it goes right over your head you’re just looking at all these booths

and all these things to do. But I think if it were in a more intimate setting like sitting down with

your advisor the first time to get your hold off and if that is something they would bring up like

as a discussion point.

Moderator: Okay. Are you guys in agreeance with that? Disagree? Any other suggestions that

might of, that you would give away that would have connected you as a freshman or even now?

What is your guy's situations now? As far as seeking out opportunities? Are you guys getting

close to being done with your majors, and how is that, how is where you are now affecting what

opportunities you are seeking out?

Kelsey: I transferred so that kind of changed my opportunities and what I was looking for so in

that process I felt it was kind of hard to begin when other people have been here before. Because

I wasn’t a part of the university it was a smaller college. So I think if those opportunities are

given to nontraditional students in way that would be easier to find I don’t know if that could be

helped or how, but I know I am a part of the non-traditional student foundation so we always try

to find ways that include other people and organizations with us so I don’t know how that can

help I just know it’s harder when you’re in a situation like that to be involved in things that you

feel like you're already past it. (36:24)

Moderator: Okay, and did your previous schools have programs such as these, do you know?

Kelsey: I’m not really sure.

Moderator: No? So what would make it easier, and this is a question for everybody, what would

be an easier to have this information given to you that you guys would…

Kelsey: I think that she (Brianna) made it really easier because if there is one person everyone

talks to it’s their advisor and they look to them for guidance on how to help us in the real world

so if talk to us you know – if all of us have advisors that didn’t tell us then there is something

going wrong with that and opportunities are being missed through that connection

Moderator: Okay, so I guess my next question would be are you guys active at all on social

media? Some yes some no? If you are we will just kinda start which one are you on?

Brianna: Everything.

Moderator: What is everything?

Brianna: Okay, like Facebook, twitter, Instagram, Snapchat, Pinterest. I mean pretty basic over

here.

Moderator: and you said you weren’t?

Jackie: I’m actually almost completely opposite of that. The only one I have is Snapchat and

even that I’m not really connected on that either so that probably affects some things.

Kelsey: Facebook, Twitter, and Instagram

Moderator: okay

Lauren: Facebook, Instagram, Pinterest, and Snapchat.

Moderator: Okay and do you guys get a lot of your university information this way? Does it

come through you in a way that you guys pay attention in that way? Consider other ways you get

university news, is this a top one is it lower or middle how does it rank in how you get

information?

Brianna: Information or like university information?

Moderator: University information. I guess it could be both, I mean information is super broad

so let’s do university information.

Kelsey: I like checking @freefoodatku. I don’t know if that is applicable.

Brianna: Oh yeah.

Moderator: Yeah, absolutely.

Lauren: I think the social media outlets are pretty big for me besides ku.edu before I go to

blackboard. That’s about all I see about KU.

Moderator: Okay so glance through the first page and if there is anything interesting usually it's

that same picture of that old house…

Lauren: …and the lady, yeah. (39:23)

Moderator: and what about you, if you don’t use social media how do you get your university

news?

Jackie: well I’m pretty in lucky that quite a few of my friends are if not active, aware. Sookie is

almost always aware of where there is free food. So that’s nice. But yeah usually the Kansas

Snapchat that they set up recently has been a pretty good way, but other than that it’s me going

on the internet through my email usually… I mean honestly I don’t usually get much information

on university events.

Moderator: and what if you were to want information are you gonna download Twitter and

create an account? How would you go about seeking it?

Jackie: No I’d probably go to the KU website specifically and just search for what I’m looking

for.

Moderator: and what part of the KU website do usually search for information?

Jackie: I’ve personally never done it so I can’t tell you, but I would assume I’m sure there are

various clubs and stuff on campus have their own website and people update those. And usually

like those Facebooks are open to the public and if I have to I can look at them.

Moderator: Without creating an account. Have you done that before?

Jessie: yeah I’ve done that before.

Moderator: Okay. So do you guys follow on social media a lot university entities, organizations

or anything like that? Which ones do you follow?

Brianna: Like literally all of them including Experiential Learning.

Moderator: okay

Brianna: They don’t hardly post ever actually.

Moderator: Do you think that would be a good idea that they post more?

Brianna: I don’t think people want to use twitter for that. I do because I like following all the

KU stuff but I feel like if its more academic based they aren’t gonna want it on their fun social

media.

Moderator: so you wouldn’t that’s a good idea?

Brianna: unless there is like a program happening that day where they’re like ok come to this.

Or it’s a short thing. But to find real information I feel like they would want to search that on the

KU website.

Moderator: why do you say that?

Brianna: Because it would show their interested enough to seek it out. Because like the free

food totally differentiates from that because it’s like a one-time thing. Something they enjoy I

guess. But something like this program it’s not something that is a one-day thing or a hand out.

It’s something that you want the students that are gonna seek it out. You also don’t want it so

hidden that they don’t know about it. So it’s like finding that happy medium.

Moderator: Okay are you guys in agreement with that? Any other comments to add to it as far

as like social media and if you follow them and again if what they post should be relevant to a

certain facet of what they do? (42:25)

Kelsey: it depends on what events they do because it’s nice to get a reminder on social media

like if you have heard about something and then you see it on social media and it kind of reminds

you that “Oh, I want to go to that.” So if they do tabling or they are at something. I know

sometimes they do scavenger hunts some organizations and if you’re on social media you can

follow those. So I don’t know if they could use that to help them in our awareness, to students.

Moderator: Okay, so moving on here. What would motivate you guys– We will talk about what

these programs are, but what would motivate you guys to get a certificate? We kind of touched

on it, but more in depth what would motivate you guys to get a certificate what would be some

factors in like that Experiential Learning?

Jackie: The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of

time or make my brain explode because I have to think so hard sort of thing? Or like have I

already qualified and finished everything I need. Like she talking about (points to Brianna)

where she finished everything, and I’m sure likewise I could probably go there and they would

give me a certificate because I’ve studied abroad as well so it’s like knowing things like that that

they’re easier to get.

Moderator: What would make you make that next step into actually pursuing it?

Jackie: Probably just knowing that it’s another thing you can put on your resume and like we’ve

been talking about another thing to make you stand out from someone else that could be applying

for the same job.

Moderator: okay, anybody else?

Lauren: I think knowing the amount of effort to the certificate and a timeline to the certificate if

you don’t have any of the qualifications, and then like the payoff. What is it gonna do and what

does it mean, what do I gain from it?

Moderator: okay, anybody else?

Brianna: I also wonder how often they get asked, if it’s the same as undergraduate research.

Because a lot of people get told about that in their different programs. “Do this research or this

research” like wondering it is just the same thing.

Moderator: can you elaborate a little bit more on that. In like what the mistake is made and how

they’re different if you know the answer so those who don’t know.

Brianna: I think Experiential Learning just sounds like a different way to say undergraduate

research. I don’t know did you guys hear that? The two were put together. It just sounds like a

friendlier way to say that.

Lauren: like the umbrella term for all of it.

Brianna: Yeah basically.

(45:23)- Moderator: Okay what about you? Alright. So if you guys had the option what would

you call Experiential Learning? Knowing what we do now, that it involves learning outside the

classroom and there are certificates there underneath that experiential learning umbrella program.

What would you name it to make it less similar to research or less intimidating?

Brianna: do you have what qualifies for the certificates?

Moderator: Yeah, we're gonna look at it in a little bit.

Brianna: okay, because that may help.

Moderator: Yeah, but just a name from what we know.

Lauren: I feel like if it had name closer to certification. I didn’t really get you get a certificate

from experiential learning. You know experiential learning I think like internship or study abroad

but I didn’t really think like getting a piece of paper that says I did this. So it’s just kind of…

Moderator: And how could that be explained easier for you and would it be in the name?

Lauren: I think the name could explain it and just a description of what the certificates and

homework to gain the experience.

Moderator: and where would you be more apt to find that information just in your daily life?

Where would you find those descriptions if they were available?

Lauren: I would probably look them up on ku.edu, because that is where I get all of my

information from KU. Usually, I mean if like, I don't know like, social media we talked about,

but that's more about, like getting to know stuff like events, like casual, but this is like more like

I want to know the qualifications of this, like, business.

Moderator: Okay. And are you guys kind of in agreement with that? Or have any more

comments as far as, you know, what type of information and where you find it? Is there like you

guys have that, that sort of separation of information where you seek it or?

Brianna: I also wonder if it was put by like your degree progress report, like on KU's website

where it says like your major your minor and then it could say like certificate like still available.

Moderator: Okay.

Brianna: So it's like right there so when you're looking at your progress you can be like "Oh, I

could do these also."

Moderator: Is that what you're talking about like your general eds sheet?

Brianna: Yes, so it becomes a part of your academic planning that you can include those in

there.

Moderator: Okay.

Brianna: So it doesn't seem like a club, so it's not like a club or like a different organization it's

like part of your academics.

Moderator: And how would that affect you, and you guys as well, if you were to see that on

your thing? Would it be, how would you react to seeing that like on maybe a generated report?

Would it be like, you know, have you guys generated those reports before where you have to see

what you have to do to graduate? How would you react kind of, just seeing that on your report?

(48:34)

Kelsey: It would probably prompt you to look up the qualifications, like what it entails more,

because I can't imagine me going to KU's website without this focus group and saying 'oh I'm

going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to get a

degree, you know, I can't imagine being like 'oh and what certificates do I need?' to add onto my

daily work, you know, like I just can't imagine doing that. So, even if it was a pop-up that said

like 'degrees, certificates' I can't imagine pushing the certificates button unless it was on like a

report saying 'and look, you know, you have this class to take and you have this' or something

like that.

Moderator: Okay. And what about other barriers, again, what kind of barriers stop you from

doing kind of like this extra thing other than the fact that it might be extra work as Kelsey

mentioned and as we mentioned before?

Kelsey: I wouldn't say it is a barrier, it's just say it's the knowledge of it. Like, I would say like

anybody wants a certificate of leadership, anybody would like a paper, you know we work so

hard for a degree, anybody wants anything extra that they can get to put themselves ahead. So I

can't imagine anybody is like 'that's the last thing I'm going to do' you know, like, I think that just

the knowledge of it is probably hindering.

Moderator: Okay. And why do you say that? Just, like why would nobody not want it?

Kelsey: Just like I said like I'm working for a degree, I can't imagine just looking for a certificate

it's kind of misleading in a way to be like, I don't know, I don't know what I was thinking of a

certificate but it sounds a little misleading to me.

Moderator: Okay. So in what way does it sound misleading? What do you think it entails, or

what could be better communicated, you mentioned that if was just communicated then who

wouldn't want it, is that? So why would someone not want it?

Kelsey: Yeah, as long as it was communicated by like an advisor and the advisor was saying

'hey, this could help you and you look like you're interested' like I'm taking the leadership

classes, if he had said 'you can also have this' and gave me a little more and if I wasn't interested

in leadership because I want it as a minor he could say 'but there are others' you know, and kind

of make it broader so if I was interested in the Global Awareness or something like that then I'd

have options there.

Moderator: Okay. So what kind of skills do you think, as far as where you guys are now, what

kind of skills do you think you're kind of, maybe, I wouldn't say lacking but what kind of skills

do you think you would want an employer to be looking at that you don't already have or that

you think would be beneficial? (51:34)

Moderator: What do you think employers are looking for? Maybe that's a better question.

Brianna: Someone that is well-rounded.

Moderator: In what way?

Brianna: They're versed in different subjects, like even if it is not their major they know

something about these different topics.

Moderator: Okay. And what topics do you think are the most important to know about?

Brianna: One being politics, global awareness in the sense that you know what is happening in

the world, like outside of like political figures, but like refugee crisis, like there are a lot people

that don't know that's going on right now, so something like that, where it could just be that it is a

conversation point that may come up in an interview or something.

Moderator: Okay.

Brianna: So just being able to talk about things outside of your own bubble.

Moderator: Okay. Anything else you guys want to add?

Moderator: My next question would be, do you think certification programs could help in that

area? And in what way?

Jackie: I think if they're looking for somebody who is well-rounded, it would be encouraging to

see something that is like a global awareness certificate and a leadership certificate and like an

art, whatever that art one was, to get like a, that shows that clearly you are knowledge about

various different things that are going on in the world, that are going on in [incomprehensible],

like, having like a wide array of them.

Moderator: What about if you were an employer and I had an arts engagement or I had the

research one, what would you guys, do you guys think that would be less important than a global

awareness or leadership or what kind of, would you rank them in any certain order of

importance?

Kelsey: I think it's important because sometimes you don't get that when it's not on paper. So if

you like turn in your resume and you get to have the certification and you'll know which ever

how it rounds you out in that way, sometimes you don't get the chance to say it in person to get

that interview, so it's important to have it documented I guess and to show it on paper, not just

being able to sit here and be able to talk about other problems in the world and things like that,

you have something that shows you can do that.

Moderator: Okay. So what, this is kind of is not the same question, but what kind of things

maybe outside of jobs, applying for jobs, your resumes, could you use certifications for? Are

there any other benefits you guys see as far as whether you're pursuing them or whether you have

one, or outside of an employer because you kind of already touched on that, you can continue to

elaborate on that if you'd like, but is there any other like ways that you could use this

certification that you obtained or that you are obtaining? (54:40)

Brianna: I don't think there is a negative to knowing more.

Moderator: Okay.

Brianna: Like the more you're learning it's just better, nothing negative about that.

Moderator: Okay. So that kind of ties into the next question, would you consider getting a

certification if you found out that maybe you were taking classes toward one, like classes that

counted toward a certification or you completed it, would you be more apt no matter what it was,

to go towards that and get it, or maybe seek it out even if you still had a few more to go?

Group: nodding in agreement

Moderator: Okay. And what if you already completed it, what would be your level of interest in

receiving it?

Lauren: I'd say why not.

Moderator: Okay. And why not?

Lauren: If you already did it and it didn't take any conscious awareness of you already

completing the things you needed to.

Brianna: It can only help you.

Lauren: Yeah. I don't think having a certificate could hurt you, so.

Kelsey: It's almost frustrating to know that people have completed all of these things and they

don't know they can get a certificate for it, it's almost like frustrating to be like who isn't telling

them that hey you have all these things, you could come in a get a paper. But nobody is doing it,

you know, it's just like it's almost frustrating to think of that.

Moderator: Okay. And in what kind of ways, again I think we kind of touched on this before,

what kind of ways could they better reach out to you guys, I mean, what, you had these classes

and you were eligible for one, two, three however many, how would they get to you?

Kelsey: I guess, with the global awareness at each study abroad group before they go, like she

said. And then leadership when you're first taking the intro studies, you know, and art in your

intro classes your class needs some time to hear about the certificate you can get in that way.

Moderator: And do you guys, kind of going along with that, do you guys think they all have,

kind of their own place where they need be discussed or do you think that they can be discussed

possibly in other realms or would it be better suited for somebody to hear it in a certain area like

a leadership class or at a study abroad thing or how do you guys see that as far as relevance?

Kelsey: One leads to another, like if you hear about one then you're like 'where else can I get'

and if you hear about it in a specific, you know, sense then it can help you understand that there's

things out there in other areas.

Moderator: And Brianna, when you got your certificates or were pursuing them, were you, did

you talk to your friends about it or was it something that, you know, maybe they were thinking of

or how was your interaction with you’re, you know, friends and stuff when you were doing it?

Was it something that came up? (57:45)

Brianna: It was just me. I didn't hear it from my friends, but I like heard it the class at the

leadership one and then the global awareness I just got an email like after. But one of my friends

does have the, or was pursuing the arts engagement one.

Moderator: Okay. And do you know anything about their experience doing that?

Brianna: *shakes head*

Moderator: No?

Brianna: No.

Moderator: Do they have it?

Brianna to Emily: I don't know, do you have it?

Emily: I don't.

Moderator: Okay. Would you guys consider doing, like, a certificate, that wasn't directly linked

to a like a major or something you were already interested in?

Lille: Yes.

Moderator: And why is that?

Lauren: Because it makes you well-rounded. It like pulls you out of your little space, I don't

know.

Kelsey: Sometimes you need credits and people are like 'oh I'll just take this for fun' but if you

knew that you were like two credits away from a certificate, you could use those extra credits

toward a certificate and then it matters.

Moderator: Okay. And what would be the best way to have that information?

Kelsey: I guess on our degree progress report. Where it was like, you're also close to this

certification. Or, you know, advisors saying instead of taking this zumba class you can take [...]

Brianna: Zumba is so fun. But I totally know what you mean, like there are so many people that

are like 'okay I just have to take this stupid gen ed like, so I'll just take whatever' but if they knew

that if they took like this gen ed and this gen ed, then they could have this certificate, like they

would actually mean something. And I think that is a big frustration of a lot of people, is that

they have to take these stupid classes, they have to take this class that doesn't like affect them,

but if they knew they could take these certain classes that qualify for that core portion, and they

would get a certificate of it. That would make more sense.

Kelsey: Especially here. If you're paying for your time and it goes toward so much more.

Lauren: I think a lot of it, just to like hear about it or learn about it just the KU core, I spent

forever looking at that long list of classes and seeing which one, like, 4.1, 4.2 like seeing with

what goes with what so like if it told you like hey if you take this one and this one you fulfill the

core and then like you get this certificate so then, like, it would help you like make the decision

on like what classes you were going to take, instead of taking one like yoga, you would take like

leadership and this and then you would get a certificate.

Brianna: Also like any actual classes, like I don't know how many professors talk about it. The

only other time I ever heard about it was in my leadership studies class where someone else, not

the professor, came in and talked about the availability of having this certificate. So maybe if

professors knew, like I don't even know if they know a lot about these things, they could tell

their classes. (1:00:44)

Kelsey: Yeah. When they're introducing like the course they could say this is the third class to

take for this or this fulfills this.

Brianna: Like so easy.

Moderator: I know I've used you Brianna, I don't mean to pigeon-hole you, but when you did

you certificates, did you, presumably did you go online to see what you needed to finish it or

anything like that? Or how?

Brianna: Yeah like I was sent a link. Like here's what you have to do.

Moderator: And how were you sent that link?

Brianna: Email.

Moderator: Okay. And how was it? Was it easy to navigate when you were doing it? Was it

hard? Did you kind of have to search a little bit? How was it?

Brianna: No it was pretty easy. It was just like a checklist.

Moderator: Okay.

Brianna: I mean it was way easier than like the study abroad checklist.

1:01.29

Brianna: That made it helpful. It was pretty easy.

Moderator: Any other thoughts real quick that you guys have about maybe? Any questions that

you guys have? Thoughts, questions, comments, anything you guys want to state or anything?

Jackie: Where are they located at again?

Moderator: So experiential learning is…

Brianna: Strong 145

Moderator: Is that right?

Brianna: Yeah

Moderator: I thought it was in the multicultural center. Is that not right? Okay, so Strong Hall.

It’s in Strong Hall. Any other questions that we could answer? So since we have a little bit of

time here, we don’t have much, but I wanted to show you guys kind of...so this is the experiential

learning website. If you wanna, if you can see here… So this is the experiential learning website,

it’s on the KU website. This is what it kind of looks like. What are your first impressions of this

site as you look at it? And so you see down here they have the certifications. They have arts

engagement, entrepreneurship, service learning, leadership, global awareness and research

experience. So if you click on those and it’s just experience.ku.edu. And so if we were to click

on one, like arts engagement for instance, it has over here steps to certification, upcoming arts

events. You scroll down, it gives you about arts engagement connect and education and

recognition. Up here is the various steps to certification. Says take classes, experience the arts,

path A or choice of path B, and a final written reflection. And then if we were to take a look at,

for instance, research experience. I’m just doing these because we didn’t really talk about them

too much. It takes you to of course students, research experience program, you see an idea of

benefits to you, getting started.

Brianna: I like the icons a lot.

Moderator: On which icons?

Brianna: Where we just were.

Moderator: These over here?

Brianna: Yeah

Moderator: Okay. Do you think they’re in a good position on the website? Or where…

(1:04:28)

Jackie: I think those need to be at the top

Brianna: Yeah

Moderator: At the top? So if we go back to because we’re on…

Lauren: I don’t like how on the main screen, the experiential learning they don’t have a

description or anything or what they are.

Moderator: Okay so on the first page would be kind of an about maybe about what experiential

learning is and then from there kind of

Lauren: Because ads are always on the right side of the screen so you look to the right and then

I just don’t really pay attention to the stuff on the side as much so I don’t really associate the

certificate programs with the experiential learning stuff. I feel like those need to be more of a

central focus with the website.

Brianna: Yeah buttons on top.

Moderator: Okay, any other comments about it? What do you like? Dislike? Anything like that

would be easy to navigate. If you go to global awareness, it’s another one we talked about. Let’s

get your impressions on that one. Gonna go slowly through here.

Brianna: Wait, that one looks more fun than the others?

Moderator: More fun? There’s so much more on that page than the others. The other just have a

slideshow going.

Brianna: It looks so much fun, see look they’re dancing. So much more fun.

Moderator: So which one’s more fun? This one?

Brianna: Yeah

Moderator: And global awareness is more fun? Okay.

Brianna: There’s nothing on these

Moderator: So this is just experiential learning one but there’s not that much on this one so

maybe service learning, let me click on that one. My arm’s getting tired but it’s for the research

right.

Brianna: See that’s fine.

Moderator: So this is service learning.

Brianna: There’s no photos.

Lauren: I liked how that one has steps to completion.

Moderator: Okay let’s go back to research, we didn’t talk about it too much, what about this

one?

Lauren: I don’t like how each page looks different. They don’t have a theme throughout all of

them.

Moderator: As in each certification?

Lauren: Each certification looks different the way it’s designed. I don’t really associate them

together.

Brianna: Yeah, see that looks totally different too. Even just the headings are different.

Moderator: And this is leadership certificate, and what are your impressions on this?

Brianna: There’s leaders.

Moderator: So do you like/dislike the picture slide show? Is that something that hits you on a

personal level? How do you see these when it has one of these picture slide shows? I know for

instance if we look at the gap again, and this one has it too.

Jackie: I think it’s important to see our peers participating in it. (1:07:29)

Moderator: Why is it important?

Jackie: I think it’s important to see are fellow students, if they can do it, I can do it too.

Brianna: See on the right side it shows how you can get involved with them like email us, tweet

at us, like our Facebook, and its way more friendly and way more visual than all the other pages.

The other ones are just like hey here’s our information and that’s it. But this one has a cat, oh

wait that’s an ad nevermind.

Moderator: So this one they have a Twitter feed.

Brianna: That’s fun, that looks like it’s gonna attract people.

Moderator: Okay anything else? So that’s that. If you guys want to take a look at it, my arm’s

completely dead. It’s not holding too well. Any other comments, questions you guys have,

anything?

Brianna: Are you guys helping them design a new outreach?

Moderator: Yeah, so what we’re doing right now is we’re in the research phase, getting to know

what people’s thoughts are, if they know about it or testing awareness of the certifications and

experiential learning in itself. So we can kind of make suggestions on what they do. Based on

what you guys do, you guys are a big help to what we’re doing in that way because you guys are

a sample of our university students that are going to be the ones getting those certifications. Do

you have any other questions? Comments? Off the top of your head? Is there any suggestions

you may have? You are more than welcome

Jackie: I think they just need to get the information out. That people know that it’s not difficult.

It’s really not going to take up that much of your time. In fact, it could actually be pretty easy. I

think in some cases, I mean honestly, I’m probably going to go get that global awareness

certificate.

Brianna: Do it.

Jackie: Because I know I’m already going to have it completed almost everything for it so why

not just go get it?

Moderator: I would tell you, just because I’ll be getting it too eventually, in October, what they

are going to do for the global awareness program is that they’re going to have it connected to

your progress and so whatever classes you’ve taken towards it will already be put on there. From

there you’ve basically studied abroad, I think everything you’ve done for the most part, I know

classes they’re going to make a little easier to where you’ll have a portfolio, and it will be put on

there by itself. So maybe when you didn’t it wasn’t like that, you had to type in everything you

did. But now it will be easier to do that so you might want to wait until October. I think they’re

not even open right now because once they roll that out, it will be available. (1:10:30)

Jackie: Cool.

Moderator: You said, just to get that information out there, what ways, I know we kind of hit it

but, would be best for you guys?

Jackie: I think in my classes that, we talked about the classes that qualify for those, I think that’s

really important. I would’ve really appreciated if somebody talked to me about this sooner.

Moderator: Who would be that person?

Jessie: Advisors, professors, I’m also a transfer student so orientation. They’re a little less hectic

than freshman orientation. I think in that sense I have the same feeling when I came here

everybody was already, had been here for two years or more and was already accumulated to

everything. I felt very distant from that sort of thing. This would be a good program to get

especially transfer students. I feel like it’s an easier way to get yourself situated into the

university and see what else you can be successful at.

Moderator: Any other comments about that? Like what are your best ways to hear it? Agree?

Disagree?

Lauren: I think when I look at classes, I don’t know if anyone else does this, I always look at the

KU schedule, they have a little blurb that says this qualifies, I don’t know I just read that.

Moderator: And where was this?

Lauren: classes.ku.edu

Moderator: Is it a schedule?

Lauren: Yeah you can check the term, enter the class name, and it will give you a description of

the class, and lists the classes on campus. It’s just how I figure out what my class is.

Jackie: I think those also have if they’re core, you could also do that for certificate like this

meets core and also part of this certificate.

Moderator: Any other things? No? I think we’re close on time.

1:12:40 (Hours-Minutes-Seconds)

End of focus group

October 19, 2015

Appendix B: Code-Quotes

Combined Quotes for Codes

Perceiving benefits of KU Experiential Learning and its certificates

1. “If it entailed like internships that helps build your resume or like any kind of learning

that you can make as a knowledge of that you can kind of add to your resume.” (Kelsey)

2. “taking experiences and turning them into credit” (Brianna)

3. “If you did a House for Humanity thing or you did a mission trip or you did something

like that, putting into credits. “ (Brianna)

4. “Sweetens us to build your resume kind of.” (Kelsey)

5. “Build your resume on.” (Kelsey)

6. “Like depending on who works with you on this process and where you go through it and

through the people that you do an internship with where you are learning from in this way

can help you network outside of the classroom or your peers.” (Kelsey)

7. “I think a certificate is something that is always beneficial you could always add it to

your resume or add that to a lot of things professionally and that can help you just the fact

that you have a certificate in something.” (Kelsey)

8. “I think lots of majors can benefit from it “ (Kelsey)

9. “It is something besides coursework. You had to work for it and you got this. Then

saying you got a certificate in you know whatever but it is helpful in any kind of sense.”

(Kelsey)

10. “It helps you stand out too.” (Brianna)

11. “And when you’re putting your resume in there. It’s like oh I did this this and this and got

a certificate if they don’t know what it is they can ask you and it is a time to really show

yourself.” (Brianna)

12. “getting a certificate like if you study abroad but you don’t go as far as you did to

actually receive the certificate you can always say it but you have a certificate saying that

you are globally aware and that’s something that you know that puts you at the head you

know of someone who doesn’t even though they studied abroad um that is a way to

benefit for her but it is kind of like well why didn’t I do that? I can do this too.” (Kelsey)

13. “if you have a leadership certificate and you’re going into something like a job it might

help you. “ (Kelsey)

14. “Because it makes you well-rounded. It like pulls you out of your little space, I don't

know.” (Lauren)

15. “anybody wants anything extra that they can get to put themselves ahead.” (Kelsey)

Hearing of Experiential Learning in specific settings and/or forms

1. “I actually worked in their office with the office of first year experience.” (Brianna)

2. “The people are cool. It was a really open atmosphere office. I mean we were on one side

and they were on the other, but that is as much interaction as I had. Opening the door for

them and stuff. (Brianna)

3. “I heard about it like through the Study Abroad office and then through the Leadership

Studies program.” (Brianna)

4. “I’m taking an intro to leadership class right now and kind of exploring options through

that (Kelsey)

5. “Like literally all of them including Experiential Learning. (Brianna)

6. “I mean like honestly it didn’t leave a very big impression because I can’t even remember

really like if that was whom it was from or what the certificate was for. (Jackie)

7. “Oh I didn’t know I was eligible for it until after I studied abroad. (Brianna)

8. “I just got an email saying oh ok now you qualify for this because you studied abroad.

(Brianna)

9. “You could see the name and not really know anything about the program. (Jackie)

10. “But I feel like if I didn’t receive the emails about it and if I didn’t hear the leadership

one in my leadership studies class I would have no idea about these things. I feel like it’s

so hidden that you have to seek it out; they are not known, at all.” (Brianna)

11. “I think I got an email from somebody.” (Brianna)

12. “It was just me. I didn't hear it from my friends, but I like heard it the class at the

leadership one and then the global awareness I just got an email like after. But one of my

friends does have the, or was pursuing the arts engagement one” (Brianna)

Seeking information about or pursuing a certificate by motivations

1. “I was like that’s so much easier.” (Brianna)

2. “You can look into the arts engagement one if it’s something you're passionate about.”

(Brianna)

3. “The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of

time or make my brain explode because I have to think so hard sort of thing? “ (Jackie)

4. “have I already qualified and finished everything I need” (Jackie)

5. “it’s like knowing things like that that they’re easier to get.” (Jackie)

6. “just knowing that it’s another thing you can put on your resume “ (Jackie)

7. “another thing to make you stand out from someone else that could be applying for the

same job. “ (Jackie)

8. “I think knowing the amount of effort to the certificate and a timeline to the certificate if

you don’t have any of the qualifications,” (Lauren)

9. “the payoff. What is it gonna do and what does it mean, what do I gain from it? “

(Lauren)

Perceiving process as simplistic

1. “The easiness of it I guess. Like is it gonna be hard? Am I gonna have to put in a lot of

time or make my brain explode because I have to think so hard sort of thing? Or like have

I already qualified and finished everything I need. Like she talking about (points to

Brianna) where she finished everything, and I’m sure likewise I could probably go there

and they would give me a certificate because I’ve studied abroad as well so it’s like

knowing things like that that they’re easier to get.” (Jackie)

2. “I wouldn't say it is a barrier, it's just say it's the knowledge of it. Like, I would say like

anybody wants a certificate of leadership, anybody would like a paper, you know we

work so hard for a degree, anybody wants anything extra that they can get to put

themselves ahead. So I can't imagine anybody is like 'that's the last thing I'm going to do'

you know, like, I think that just the knowledge of it is probably hindering.”

3. “If you already did it and it didn't take any conscious awareness of you already

completing the things you needed to.” (Lauren)

4. “I don't think there is a negative to knowing more.” (Brianna)

5. “Like the more you're learning it's just better, nothing negative about that.” (Brianna)

6. “No it was pretty easy. It was just like a checklist.” (Brianna)

7. “I think they just need to get the information out. That people know that it’s not difficult.

It’s really not going to take up that much of your time. In fact, it could actually be pretty

easy. I think in some cases, I mean honestly, I’m probably going to go get that global

awareness certificate.” (Jackie)

8. “I felt they were both really easy to get because I had already done these things and they

were like just put it into a certificate so it was super easy for me. (Brianna)

Perceiving what employers are looking for

1. “I don’t feel like people wanna add different experiences unless it’s actually going to

build your resume or help them get class credit.” (Brianna)

2. “it’s like who you know sometimes so maybe like network building if it has anything to

do with like opportunities that an employee can network through.” (Kelsey)

3. “if it was like required. Skills for the real world.” (Jackie)

4. “if I was told how they would help me stay on track with graduating or how that would

affect my credits.” (Brianna)

5. “Someone that is well-rounded.” (Brianna)

6. “I think if they're looking for somebody who is well-rounded, it would be encouraging to

see something that is like a global awareness certificate and a leadership certificate and

like an art, whatever that art one was, to get like a, that shows that clearly you are

knowledge about various different things that are going on in the world, that are going on

in [incomprehensible], like, having like a wide array of them.” (Jackie)

Transfers and awareness

1. “I transferred so that kind of changed my opportunities and what I was looking for so in

that process I felt it was kind of hard to begin when other people have been here before.

Because I wasn’t apart of the university it was a smaller college. So I think if those

opportunities are given to non traditional students in way that would be easier to find I

don’t know if that could be helped or how, but I know I am apart of the non-traditional

student foundation so we always try to find ways that include other people and

organizations with us so I don’t know how that can help I just know it’s harder when

you’re in a situation like that to be involved in things that you feel like you're already past

it.” (Kelsey)

Freshman and awareness

1. “I know they had tables for Experiential Learning at orientation, but like just like any

other thing during orientation, it goes right over your head you’re just looking at all these

booths and all these things to do. But I think if it were in a more intimate setting like

sitting down with your advisor the first time to get your hold off and if that is something

they would bring up like as a discussion point.” (Brianna)

Providing website feedback for global awareness

1. “It looks so much fun, see look they’re dancing. So much more fun. “(Brianna)

2. “I think it’s important to see our peers participating in it.” (Jackie)

3. “I think it’s important to see are fellow students, if they can do it, I can do it too.”

(Jackie)

4. “See on the right side it shows how you can get involved with them like email us, tweet

at us, like our Facebook, and its way more friendly and way more visual than all the other

pages. The other ones are just like hey here’s our information and that’s it.” (Brianna)

5. “That’s fun, that looks like it’s gonna attract people.” (Brianna about Twitter feed)

Interaction with KU website

1. “I’d probably go to the KU website specifically and just search for what I’m looking for.”

(Jackie)

2. “to find real information I feel like they would want to search that on the KU website.”

(Brianna)

3. “I would probably look them up on ku.edu, because that is where I get all of my

information from KU. “ (Lauren)

4. “I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t

know I just read that.” (Lauren)

5. “Yeah you can check the term, enter the class name, and it will give you a description of

the class, and lists the classes on campus. It’s just how I figure out what my class is.”

(Lauren)

Providing website feedback for experiential learning

1. “I don’t like how on the main screen, the experiential learning they don’t have a

description or anything or what they are.” (Lauren)

2. “Because ads are always on the right side of the screen so you look to the right and then I

just don’t really pay attention to the stuff on the side as much so I don’t really associate

the certificate programs with the experiential learning stuff. I feel like those need to be

more of a central focus with the website.” (Lauren)

3. “I don’t like how each page looks different. They don’t have a theme throughout all of

them.” (Lauren)

4. “Each certification looks different the way it’s designed. I don’t really associate them

together.” (Lauren)

Having photos importance

1. “There’s no photos.” (Brianna)

2. “I think it’s important to see our peers participating in it. “ (Jackie)

3. “I think it’s important to see are fellow students, if they can do it, I can do it too.”

(Jackie)

Providing website feedback for research certificate

1. “I like the icons a lot.” (Brianna)

2. “I think those need to be at the top” (Jackie)

Seeking information not given to students


were like just put it into a certificate so it was super easy for me. But I feel like if I didn’t

receive the emails about it and if I didn’t hear the leadership one in my leadership studies

class I would have no idea about these things. I feel like it’s so hidden that you have to

seek it out, they are not known, at all” (Brianna)

Providing website feedback for service learning

1. “I liked how that one has steps to completion.” (Lauren)

Naming confusion for experiential learning

1. “I think Experiential Learning just sounds like a different way to say undergraduate

research. “ (Brianna)

2. “I also wonder how often they get asked, if it’s the same as undergraduate research.

Because a lot of people get told about that in their different programs. “Do this research

or this research” like wondering it is just the same thing.” (Brianna)

3. “The two were put together. It just sounds like a friendlier way to say that.” (Brianna)

4. “I feel like if it had name closer to certification. I didn’t really get you get a certificate

from experiential learning. “ (Lauren)

5. “You know experiential learning I think like internship or study abroad but I didn’t really

think like getting a piece of paper that says I did this. “ (Lauren)

6. “I think the name could explain it and just a description of what the certificates and

homework to gain the experience.” (Lauren)

7. “You could see the name and not really know anything about the program.” (Jackie)

8. “Just like I said like I’m working for a degree, I can’t imagine just looking for a

certificate it’s kind of misleading in a way to be like, I don’t know, I don’t know what I

was thinking of a certificate but it sounds a little misleading to me.” (Kelsey)

9. “I think it sounds like you have to have this big experience. (Brianna)

10. “It seems like something that you would build on. (Brianna)

11. “It sounds like it is longer than a day like it’s not something where you go in and sign the

paper and leave like it is going to take weeks or months to do it. (Lauren)

Perceiving certification process as time consuming

1. Like we had initially thought it would take up a lot of your time and as college students

our time is already limited. (Jackie)

2. It sounds like a big thing that you’re getting into. (Brianna)

3. “Especially if it’s a separate office and um there are working on their project. It seems

like something that is going to take more than like a day. It’s not like you’re going and

volunteering for a day it seems like something you are going to build bigger.…”

(Brianna)

4. “It seems like something that you would build on.” “Like it is going to be over a period

of time.” (Brianna)

5. “I think it would be a good thing. If like what we were talking about if you want it to help

with your future then…” (Brianna)

6. “It sounds like it is longer than a day like it’s not something where you go in and sign the

paper and leave like it is going to take weeks or months to do it.” (Lauren)

7. “Since time is very precious since we have like homework and jobs and class and like if

you are a senior and you are just hearing about it could be something… kind of… It’s

something that makes you anxious about. Like taking on that. If you have enough time. If

it is going to benefit you in the way that you are looking for because you’re trying to push

this” (Kelsey)

8. “Leadership for sure. But like she said it sounds like you do a lot of extracurricular things



you are involved in. “ (Jackie)

9. “Answering on, I think it was the question before, how is the education about the

opportunity. I know it’s really hard to keep up with everything going on, on KU’s

campus and it’s almost like everyone pretty much spreads themselves thin. So to take on

something else or to even think about research when you’re in a major where you maybe

feel like that doesn’t apply to you. It’s hard to even take your time to look into what it

takes. So I don’t know she thought the global awareness certificate didn’t apply to her,

she didn’t feel like she went to a culture that was so different even though she might have


that’s what’s happening. ” (Kelsey)

10. “I think knowing the amount of effort to the certificate and a timeline to the certificate if

you don’t have any of the qualifications, and then like the payoff. What is it gonna do and

what does it mean, what do I gain from it?” (Lauren)

11. “You could see the name and not really know anything about the program. Like we had

initially thought it would take up a lot of your time and as college students our time is

already limited. So I feel like these would be put off.” (Jackie)

Finding hindrances to completing the certificate

1. Yeah, because I don’t feel like people want to add different experiences unless it’s

actually going to build your resume or help them get class credit. (Brianna)

2. It sounds like a big thing that you’re getting into. (Brianna)

3. I don’t really like to look at them excessively. I think another thing… It must have been

the same type of certificate and I mean I only went to Germany so like for me that doesn't

seem like it's applicable to Global Awareness because I don’t really think that we’re

culturally much different from them. So I feel like if I went to Africa, South America or

Asia where there is more cultural differences and I felt more aware of those differences

maybe I would feel it is more applicable. (Jackie)

4. It could be overwhelming. (Jackie)

5. Like we had initially thought it would take up a lot of your time and as college students

our time is already limited. (Jackie)

6. I know it’s really hard to keep up with everything going on, on KU’s campus and it’s

almost like everyone pretty much spreads themselves thin. So to take on something else

or to even think about research when you’re in a major where you maybe feel like that

doesn’t apply to you. It’s hard to even take your time to look into what it takes. (Kelsey)

7. I think knowing the amount of effort to the certificate and a timeline to the certificate if

you don’t have any of the qualifications, and then like the payoff. What is it going to do

and what does it mean, what do I gain from it? (Lauren)

8. I think that just the knowledge of it is probably hindering. (Kelsey)

9. It's almost frustrating to know that people have completed all of these things and they

don't know they can get a certificate for it, it's almost like frustrating to be like who isn't

telling them that hey you have all these things, you could come in a get a paper. But

nobody is doing it, you know, it's just like it's almost frustrating to think of that. (Kelsey)

Perceiving impact of certificate choice based on major

1. “I think lots of majors can benefit from it “ (Kelsey)

2. “in some sense everyone is doing research. “ (Brianna)

3. “I just know friends in all different majors that do research.” (Brianna)

4. “it doesn't mean you’re in a science lab, it could mean that you’re reading or like this

could be research.” (Brianna)

5. “what they are researching or what they are studying.” (Kelsey)

6. “I just thought that research is very applicable to the sciences. “ (Lauren)

7. “Just coming from exercise science, I know we do a lot of research and so I feel like

those students would be less compelled to get a certification in that.” (Lauren)

Perceiving what students want

1. “I don’t feel like people wanna add different experiences unless it’s actually going to

build your resume or help them get class credit.” (Brianna)

2. “it’s like who you know sometimes so maybe like network building if it has anything to

do with like opportunities that an employee can network through.” (Kelsey)

3. “if it was like required. Skills for the real world.” (Jackie)

4. “if I was told how they would help me stay on track with graduating or how that would

affect my credits.” (Brianna)

Preferring minor over certification

1. “When I was looking I was more interested in the minor so I didn’t really look into the

certificate“ (Kelsey)

2. “as long as it was communicated by like an advisor and the advisor was saying 'hey, this

could help you and you look like you're interested' like I'm taking the leadership classes,

if he had said 'you can also have this' and gave me a little more and if I wasn't interested

in leadership because I want it as a minor he could say 'but there are others' you know,

and kind of make it broader so if I was interested in the Global Awareness or something

like that then I'd have options there.” (Kelsey)

Lacking communication

1. “Oh I didn’t know I was eligible for it until after I studied abroad. (Brianna)

2. “I just got an email saying oh ok now you qualify for this because you studied abroad.

(Brianna)

Perceiving what experiential learning entails

1. “Taking learning out of the classroom.” (Brianna)

2. “Maybe some sort of like internship program” (Lauren)

3. “putting the students out in the real world” (Lauren)

4. “I hear experiences in there. And then when you said experiences and learning I think

like an alternative way of learning outside the classroom.” (Brianna)

5. “And then when you said experiences and learning I think like an alternative way of

learning outside the classroom.” (Brianna)

6. “Just experience.” (Lauren)

7. “Learning something.” (Jackie)

8. “Applying what you’re learning.” (Kelsey)

9. “You want to experience or to some sort of outside applicable situation.” (Jackie)

10. “I would think that like taking tools that you've learned in classes that apply towards like

a career or a specific field and clients like a real world situation.” (Jackie)

11. “It seems like something that you would build on.” (Brianna)

12. “It is going to be over a period of time.” (Brianna)

13. “And possibly learning skills that sound easy in the book but I am able to apply in real

life so instead of jumping straight into the real world it would be nice to have a program

that kind of helps you do that while you’re learning under help.” (Kelsey)

Perceiving what the global awareness program certificate entails


were like just put it into a certificate so it was super easy for me. “ (Brianna)

2. “Going to another country like experiencing other things like doing something beyond

course work and like sitting in a classroom. (Lauren)

3. “I didn’t really know anything about it, but I have been thinking about it honestly study

abroad… Like a larger experience for you to be able to get the certificate. (Lauren)

4. “I think it would be really important to cultures that drastically different than ours.

Cultures that are based on hunting and gathering, that don’t have stable infrastructure,

they travel around and have different social structures umm, individuals have different

roles than we do in our society. I think that looking at a society that’s different, a culture

that's different than ours on like a drastic scale. I mean like you go to Germany and like

kids are still wearing Nikes, they live in houses and they watch Netflix. It would be

important to go to a place where people don’t have access to the internet, not all people

have cell phones, that sort of a thing.” (Jackie)

5. “Also her traveling there and experiencing a different country, I think it’s still, she’s

globally aware because she is all the way in Europe. “ (Lauren)

6. “She has something that I don’t have. That would be something to consider.” (Lauren)

7. “I think another thing… It must have been the same type of certificate and I mean I only

went to Germany so like for me that doesn't seem like it's applicable to Global Awareness

because I don’t really think that we’re culturally much different from them. So I feel like

if i went to Africa, South America or Asia where there is more cultural differences and I

felt more aware of those differences maybe I would feel it is more applicable.” (Jackie)

8. “in a way I feel like I came back more aware but not aware of major cultural differences.”

(Jackie)

9. “I see what she is saying about how the culture was kind of the same as it is here”

(Lauren)

10. “So i don’t know she thought the global awareness certificate didn’t apply to her, she

didn’t feel like she went to a culture that was so different even though she might have


that’s what’s happening. “ (Kelsey)

Perceiving what the leadership certificate entails

1. That it requires you have a leadership position somewhere on campus or likewise in the

community. (Lauren)

2. Leadership for sure. but like she said it sounds like you do a lot of extra curricular things



you are involved in. (Jackie)

3. “and going into it, like before I was looking at it, I thought it would really be like a big

feat and be like oh I have to be like student body president or something to get this.

People will have to know me as a leader here. Umm and I found out like I was totally

wrong about that. (Brianna)

4. “if you have a leadership certificate and you’re going into something like a job it might

help you. “ (Kelsey)

5. “I think if they're looking for somebody who is well-rounded, it would be encouraging to

see something that is like a global awareness certificate and a leadership certificate and

like an art, whatever that art one was, to get like a, that shows that clearly you are

knowledge about various different things that are going on in the world,” (Jackie)

6. “yeah I just feel like you would have to have quite a good leadership to come up with that

certification.” (Lauren)

7. “I’m taking an intro to leadership class right now and kind of exploring options through

that” (Kelsey)

8. “I thought I was going to be a leadership studies minor, so I started taking the classes

and they were like ohh well you can just take two classes then you can start your path

into the certificate” (Brianna)

Perceiving what the research certificate entails

1. I just thought that research is very applicable to the sciences. Just coming from exercise

science, I know we do a lot of research and so I feel like those students would be less

compelled to get a certification in that. (Lauren)

2. “in some sense everyone is doing research. Like it doesn't mean you’re in a science lab, it

could mean that you’re reading or like this could be research.” (Brianna)

3. “to take on something else or to even think about research when you’re in a major where

you maybe feel like that doesn’t apply to you. (Kelsey)

4. I also wonder how often they get asked, if it’s the same as undergraduate research.

Because a lot of people get told about that in their different programs. “Do this research

or this research” like wondering it is just the same thing. (Brianna)

5. “I think Experiential Learning just sounds like a different way to say undergraduate

research. I don’t know did you guys hear that? The two were put together. It just sounds

like a friendlier way to say that.” (Brianna)

Suggesting certificate be included in academic planning

1. “I also wonder if it was put by like your degree progress report, like on KU's website

where it says like your major your minor and then it could say like certificate like still

available. So it's like right there so when you're looking at your progress you can be like

‘Oh, I could do these also.’” (Brianna)

2. “Yes, so it becomes a part of your academic planning that you can include those in there.

So it doesn't seem like a club, so it's not like a club or like a different organization it's like

part of your academics.” (Brianna)

3. “It would probably prompt you to look up the qualifications, like what it entails more,

because I can't imagine me going to KU's website without this focus group and saying 'oh

I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to

get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to

add onto my daily work, you know, like I just can't imagine doing that. So, even if it was

a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button

unless it was on like a report saying 'and look, you know, you have this class to take and

you have this' or something like that.” (Kelsey)

4. “I guess on our degree progress report. Where it was like, you're also close to this

certification. Or, you know, advisors saying instead of taking this Zumba class you can

take [...]” (Kelsey)

5. “If they knew that if they took like this gen ed and this gen ed, then they could have this

certificate, like they would actually mean something. And I think that is a big frustration

of a lot of people, is that they have to take these stupid classes, they have to take this

class that doesn't like affect them, but if they knew they could take these certain classes

that qualify for that core portion, and they would get a certificate of it. That would make

more sense.” (Brianna)

6. “I think a lot of it, just to like hear about it or learn about it just the KU core, I spent

forever looking at that long list of classes and seeing which one, like, 4.1, 4.2 like seeing

with what goes with what so like if it told you like hey if you take this one and this one

you fulfill the core and then like you get this certificate so then, like, it would help you

like make the decision on like what classes you were going to take, instead of taking one

like yoga, you would take like leadership and this and then you would get a certificate.”

(Lauren)

7. “I think in my classes that, we talked about the classes that qualify for those, I think that’s

really important. I would’ve really appreciated if somebody talked to me about this

sooner.” (Jackie)

8. “I think when I look at classes, I don’t know if anyone else does this, I always look at the

KU schedule, they have a little blurb that says this qualifies, I don’t know I just read

that.” (Lauren)



(Lauren)

10. “I think those also have if they’re core, you could also do that for certificate like this

meets core and also part of this certificate.” (Jackie)

11. “Have you guy’s advisors talked about these opportunities? Because mine didn't, so

maybe if it came from higher up, I mean starting as freshmen, here are some

opportunities that like in your major.” (Brianna)

Suggesting professors talk about certifications

1. “Advisors, professors, I’m also a transfer student so orientation. They’re a little less

hectic than freshman orientation. I think in that sense I have the same feeling when I

came here everybody was already, had been here for two years or more and was already

accumulated to everything. I felt very distant from that sort of thing. This would be a

good program to get especially transfer students. I feel like it’s an easier way to get

yourself situated into the university and see what else you can be successful at.” (Jackie)

2. “The only other time I ever heard about it was in my leadership studies class where

someone else, not the professor, came in and talked about the availability of having this

certificate. So maybe if professors knew, like I don't even know if they know a lot about

these things, they could tell their classes.” (Brianna)

3. “When they're introducing like the course they could say this is the third class to take for

this or this fulfills this.” (Kelsey)

4. “As long as it was communicated by like an advisor and the advisor was saying 'hey, this

could help you and you look like you're interested' like I'm taking the leadership classes,

if he had said 'you can also have this' and gave me a little more and if I wasn't interested

in leadership because I want it as a minor he could say 'but there are others' you know,

and kind of make it broader so if I was interested in the Global Awareness or something

like that then I'd have options there.” (Kelsey)

5. “If they knew they could take these certain classes that qualify for that core portion, and

they would get a certificate of it. That would make more sense.” (Brianna)

6. “Also like any actual classes, like I don't know how many professors talk about it. The

only other time I ever heard about it was in my leadership studies class where someone

else, not the professor, came in and talked about the availability of having this certificate.

So maybe if professors knew, like I don't even know if they know a lot about these

things, they could tell their classes.” (Brianna)

7. “Yeah. When they're introducing like the course they could say this is the third class to

take for this or this fulfills this.” (Kelsey)

Placing certificates next to degree progress report

1. “I also wonder if it was put by like your degree progress report, like on KU's website

where it says like your major your minor and then it could say like certificate like still

available. So it's like right there so when you're looking at your progress you can be like

‘Oh, I could do these also.’” (Brianna)

2. “Yes, so it becomes a part of your academic planning that you can include those in there.

So it doesn't seem like a club, so it's not like a club or like a different organization it's like

part of your academics.” (Brianna)

3. “It would probably prompt you to look up the qualifications, like what it entails more,

because I can't imagine me going to KU's website without this focus group and saying 'oh

I'm going to look up certificates' you know, whenever, I wouldn't be, I'm already trying to

get a degree, you know, I can't imagine being like 'oh and what certificates do I need?' to

add onto my daily work, you know, like I just can't imagine doing that. So, even if it was

a pop-up that said like 'degrees, certificates' I can't imagine pushing the certificates button

unless it was on like a report saying 'and look, you know, you have this class to take and

you have this' or something like that.” (Kelsey)

4. “I guess on our degree progress report. Where it was like, you're also close to this

certification. Or, you know, advisors saying instead of taking this Zumba class you can

take [...]” (Kelsey)

5. “If they knew that if they took like this gen ed and this gen ed, then they could have this

certificate, like they would actually mean something. And I think that is a big frustration

of a lot of people, is that they have to take these stupid classes, they have to take this

class that doesn't like affect them, but if they knew they could take these certain classes

that qualify for that core portion, and they would get a certificate of it. That would make

more sense.” (Brianna)

Preferring advisors to provide information

1. “Have you guy’s advisors talked about these opportunities? Because mine didn't, so

maybe if it came from higher up, I mean starting as freshmen, here are some

opportunities that like in your major….” (Brianna)

2. “If there is one person everyone talks to it’s their advisor and they look to them for

guidance on how to help us in the real world so if talk to us you know – if all of us have

advisors that didn’t tell us then there is something going wrong with that and

opportunities are being missed through that connection” (Kelsey)

3. “Yeah, as long as it was communicated by like an advisor and the advisor was saying

'hey, this could help you and you look like you're interested' like I'm taking the leadership

classes, if he had said 'you can also have this' and gave me a little more and if I wasn't

interested in leadership because I want it as a minor he could say 'but there are others' you

know, and kind of make it broader so if I was interested in the Global Awareness or

something like that then I'd have options there.” (Kelsey)

Suggesting changes to and how the global awareness program should work

1. “If I had been made aware of that before or while I was studying abroad, I think I would

have applied for that. I think I would have applied for that. “ (Jackie)

2. “letting people who qualify for it know, before they finish whatever qualifications they

need, letting them know during the process.” (Jackie)

3. “If someone had told me when I had a meeting with my study abroad group before we

went like oh by the way you’re going abroad this is what you can get once you come

back for studying abroad. That would have been really helpful I think. “ (Jackie)

Having Experiential Learning at orientation

1. “I know they had tables for Experiential Learning at orientation, but like just like any

other thing during orientation, it goes right over your head you’re just looking at all these

booths and all these things to do. But I think if it were in a more intimate setting like

sitting down with your advisor the first time to get your hold off and if that is something

they would bring up like as a discussion point.” (Brianna)

Suggesting names for Experiential Learning

1. “I think the name could explain it and just a description of what the certificates and

homework to gain the experience.” (Lauren)

2. “I feel like if it had name closer to certification. I didn’t really get you get a certificate

from experiential learning.” (Lauren)

Suggesting tabling information at campus events

1. “Events such as like the fairs at the union. People are always like stopping by looking for

opportunities to network and get flyers just to be educated on things that they can’t

normally. I don’t know if they already do booths and stuff.” (Kelsey)

2. “It depends on what event they do because it’s nice to get a reminder on social media

like if you have hear about something and then you see it on social media and it kind of

reminds you that ‘Oh, I want to go to that.’ So if they do tabling or they are at

something.” (Kelsey)

Using social media for university information

1. “I like checking @freefoodatku. I don’t know if that is applicable” (Brianna)

2. “I think the social media outlets are pretty big for me besides ku.edu before I go to

blackboard. “ (Lauren)

3. “Kansas Snapchat that they set up recently has been a pretty good way” (Jackie)

4. “other than that it’s me going on the internet through my email usually” (Jackie)

5. “I don’t usually get much information on university events.” (Jackie)

6. “I’d probably go to the KU website specifically and just search for what I’m looking for.”

(Jackie)

7. “I would assume I’m sure there are various clubs and stuff on campus have their own

website and people update those. And usually like those Facebooks are open to the public

and if I have to I can look at them. “ (Jackie)

8. “Like literally all of them including Experiential Learning. “ (Brianna)

9. “to find real information I feel like they would want to search that on the KU website.”

(Brianna)

10. “Facebook, twitter, Instagram, Snapchat, Pinterest. “ (Brianna)

11. “The only one I have is Snapchat and even that I’m not really connected on that either so

that probably affects some things.” (Jackie)

12. “Facebook, Twitter, and Instagram” (Kelsey)

13. “Facebook, Instagram, Pinterest, and Snapchat. “ (Lauren)

14. “They don’t hardly post ever actually.” (Brianna)

15. “I would probably look them up on ku.edu, because that is where I get all of my

information from KU. “ (Lauren)

16. “I don’t think people want to use twitter for that.” (Brianna)

17. “I do because I like following all the KU stuff” (Brianna)

18. “I feel like if its more academic based they aren’t gonna want it on their fun social

media.” (Brianna)

19. “it’s a short thing.” (Brianna)

20. “That’s fun, that looks like it’s gonna attract people” (Brianna)

21. “I don’t think people want to use twitter for that. I do because I like following all the KU

stuff but I feel like if its more academic based they aren’t gonna want it on their fun

social media.” (Brianna)

22. “Unless there is like a program happening that day where they’re like ok come to this. Or

it’s a short thing. But to find real information I feel like they would want to search that on

the KU website.” (Brianna)

23. “Because it would show their interested enough to seek it out. Because like the free food

totally differentiates from that because it’s like a one-time thing. Something they enjoy I

guess. But something like this program it’s not something that is a one-day thing or a

hand out. It’s something that you want the students that are gonna seek it out. You also

don’t want it so hidden that they don’t know about it. So it’s like finding that happy

medium.” (Brianna)

24. “it depends on what events they do because it’s nice to get a reminder on social media

like if you have heard about something and then you see it on social media and it kind of

reminds you that “Oh, I want to go to that.” So if they do tabling or they are at something.

I know sometimes they do scavenger hunts some organizations and if you’re on social

media you can follow those. So I don’t know if they could use that to help them in our

awareness, to students.” (Kelsey)

Communicating about certificates

1. I guess, with the global awareness at each study abroad group before they go, like she

said. And then leadership when you're first taking the intro studies, you know, and art in

your intro classes your class needs some time to hear about the certificate you can get in

that way. (Kelsey)

2. “One leads to another, like if you hear about one then you're like 'where else can I get'

and if you hear about it in a specific, you know, sense then it can help you understand

that there's things out there in other areas.” (Kelsey)

3. “I didn't hear it from my friends, but I like heard it the class at the leadership “ (Brianna)

4. “the global awareness I just got an email like after. “ (Brianna)

5. “No it was pretty easy. It was just like a checklist.” (Brianna)

Finding Information

1. “I always look at the KU schedule, they have a little blurb that says this qualifies, I don’t

know I just read that.” (Lauren)

2. “classes.ku.edu” (Lauren)



(Lauren)

Overall Conclusion: (Written by Macaela Jones)

After completing all of our research according to Experiential Learning’s research questions we

have come to many conclusions. In order to raise awareness and increase interaction and

completion of certificates there are many things that Experiential Learning should do. Many

participants stressed that they did not know anything about the certificates offered at KU. To

resolve this KU Experiential Learning should encourage all academic advisors to mention and

encourage students, especially freshman year, to complete a certificate. We found that students

value the opinions of their advisors and therefore would be more likely to complete certificates

or at least research them to find out more information.

Participants also mentioned having advisors suggest taking certificates as a way to fulfill

required general education courses or electives. In this way certificate completion rates would

likely rise. They would rise because students would be more willing to take the courses for the

certificate because they would count toward required classes. By increasing completion and

interaction with the certificate programs some two of Experiential Learning’s research questions

would be fulfilled.

Students additionally mentioned in the focus group that they thought more classes should make

in class announcements about certificates that pertain to associating classes. In this way

Experiential Learning could target the students most likely and interested in getting the

certificates. This would increase awareness, interaction and completion of the certificates. It

would also be beneficial to target freshmen seminar classes. Students said that they wished they

had known about the certificates freshmen year. If freshmen can be reached directly they would

be more likely to start working on the certificates and have more time to complete them.

Informing students earlier in their college career would give them more time to complete

certificates instead of rushing to finish them in a short period of time.

Additionally, participants reported that it would be beneficial to have the certificates listed on

students’ GPA progress reports. This would help direct students to Experiential Learning’s

website and encourage students to complete certificates. By having the certificates on the

progress reports students’ views of the value of certificates may increase.

It was also found that it would be beneficial to consider making all of the certificate websites

cohesive in design. A lot of students found that would not have connected that all of the

programs were certificates based off of the websites. They thought the websites were confusing

and unrelated. Additionally, they suggested adding more engaging photographs and designs to

the pages to attract viewers. The content on the pages could also better explain what the

programs are about more simplistically. If these changes were made students would be more

likely to spend more time on the Experiential Learning website. This could lead to increased

interaction, awareness and enrollment in certificates. In addition, if all of the previous

suggestions were implemented Experiential Learning will have a higher chance of experiencing

more awareness, interaction, enrollment and completion of certificates with students.

Mandatory Signature:

I have read my team’s research report and have shared my edits, when necessary, for the parts I

was not directly responsible for. I approve the version of this report for submission.

Macaela Jones 12/9/15

Dylan Jacobs 12/9/15

Bria Strickland 12/9/15

Sookie Thongkham 12/9/15

Emily Kawola 12/9/15

Documents

KU Experiential Learning Final Research Report