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Longitudinal Panel Study

The Longitudinal Panel Study examines students’ perceived intellectual growth over time by comparing students’ self-reported skill on a set of learning outcomes. Students are first assessed at first-year orientation and then assessed in March of anywhere from their first to fourth year.

2011-14 Longitudinal Panel Study

The 2011-14 panel study compares students’ self-reported skill on learning outcomes from the 2011 to 2013 Foundations of Learning Assessment (FLA) (taken as incoming first-years) to the 2014 Drake Student Survey. Analysis revealed statically significant gains in students’ self-rating over time on 12 of 18 possible learning outcomes.

2013-17 Longitudinal Panel Study

The 2013-17 panel study compares students’ self-reported skill on learning outcomes from the 2013 to 2016 Foundations of Learning Assessment (FLA) (taken as incoming first-years) to the 2017 Drake Student Survey. Analysis revealed statically significant gains in students’ self-rating over time on 17 of 18 possible learning outcomes.

2013-18 Longitudinal Panel Study

The 2013-18 panel study compares students’ self-reported skill on learning outcomes from the 2013 to 2017 Foundations of Learning Assessment (FLA) (taken as incoming first-years) to the 2018 Drake Student Survey. Analysis revealed statically significant gains in students’ self-rating over time on 16 of 18 possible learning outcomes.

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