I. Summary The Office of Research in the Division of Student Affairs conducted three focus group interviews with students completing the Garnet & Gold Scholar Society (GGSS). Students were asked guiding questions and shared information about GGSS, including how participation impacted them and feedback on ways to improve the program. This report highlights the findings from the focus group research and offers recommendations with action items based on student feedback. II. Sample Ninety-one (91) students were contacted from the population of fall 2011, spring 2012, and summer 2012 scholars who had completed or were nearing completion of the program at the time of sampling. Twelve (12) students attended the focus group interviews. The sample demographic breakdown compared to the population is below: Engagement Area Population Sample

Leadership 64 (70%) 8 (67%) Internship 68 (19%) 10 (83%)

Service 79 (87%) 12 (100%) International 46 (51%) 4 (33%)

Research 23 (25%) 2 (17%) Graduation Term Population Sample

Fall 2011 7 (8%) 3 (25 %) Spring 2012 79 (87%) 9 (75%)

Summer 2012 5 (6%) 0 (0%) III. Focus Group Themes The focus group sessions were semi-structured interviews in which guiding questions were used to facilitate conversation. Each session lasted approximately 60 minutes, and sessions were audio recorded and transcribed. Qualitative analysis was used to code the transcripts, and five themes emerged from the analysis:

Category Themes

Impact of the Program

1. Engagement Activities (Participation in engagement areas) 2. Reflection (Realization through reflection) 3. Skill Development (Knowledge gained, growth)

Effectiveness of the Program

4. Program Structure (Curriculum changes for improvement) 5. Role of the Overall Program Advisor (Building mentor relationships)

IV. Findings

1. Engagement Activities: "I would have done all these things regardless of this program. This program didn't influence me in any way to do the engagement areas that I did, but it did help me to reflect and figure out how they connect together and how they help me."

• Students chose engagement areas based on previously-completed activities • Most shared they would have completed requirements without GGSS • Focus group participants began GGSS as juniors or seniors and thought program would be more beneficial

to newer students as a way to shape their experience at FSU 2. Reflection: "...My experiences really focused me on what my passions are. But actually writing it down and logging it, I kind of just got a

sense of who exactly I am, what I love, and what my passion in life is." • Meaningful reflection would not have happened without GGSS • Students felt prompts from engagement areas and synthesis reflection were redundant and attributed

redundancy to short timeframe they were completing the program • Prompted questions, particularly synthesis, led to personal growth and skill development

Garnet & Gold Scholar Society Focus Group Research Report - April 2012

3. Skill Development: "It helped me see the differences in communication style and the differences of how to apply it to different settings." • Students described developing skills as a result of engagement area activities and reflection • Skills mentioned in focus groups include communication, networking, reflection and more

4. Program Structure: "I think the synthesis really helped me figure out that everything I am doing in my life, because they're seemingly in different aspects, they do really relate to each other, and I think as graduating seniors that's the most pertinent question we are asked."

• Students began GGSS late in their FSU experience, preventing them from using reflection opportunities during their actual participation in engagement areas

• Students wanted programming and opportunities to connect prior to senior year • Synthesis project was most meaningful • Students wanted higher expectations for synthesis

5. Role of the Overall Program Advisor (OPA): "Really that was my favorite part, having that interpersonal connection and her

sending little encouraging emails...she was really prompt about answering emails about questions that I was really confused about, which was great."

• Students were mixed on whether or not they had a relationship with their OPAs • Most of those who did have a relationship generally had a very positive experience with the OPA • Students wanted a more structured relationship with their OPA

V. Recommendations Based on the findings of the focus group interviews and from student feedback, the following are recommendations to GGSS:

Topic Proposed Action Items Rationale

Enrollment Timeline

Restrict GGSS enrollment to students in their first few (two-three) semesters

GGSS should consider restructuring the program so that enrollment must occur earlier in the student’s time at FSU. Students felt GGSS would be more effective for first or second year students as a way to guide their engagement experience instead of simply recognizing students who are already engaged. If GGSS enrollment were restricted only to students who are in their first few (two-three) semesters at the University, GGSS would facilitate students’ choices about engagement activities as well as their development of long term, mentor relationships with OPAs.

Set timetable for GGSS enrollment requirement changes

Synthesis Project

Increase length and quality expectations for synthesis

Students had very positive experiences with the synthesis project and found it to be one of the more meaningful aspects of GGSS. Students offered feedback that the synthesis should be considered a higher priority for the program and have higher expectations. GGSS should consider increasing the length of the synthesis essay as well as the expectations of quality (content, structure, and grammar). Additionally, GGSS should consider requiring students to complete all engagement area activities and reflections prior to their final semester at FSU and allowing students to use their final semester, working closely with their OPAs, to complete the synthesis project. Finally, students suggested that the synthesis projects be posted on the web as evidence of the program’s impact and for students to publicly showcase as an artifact from the program.

Require engagement area completion prior to students’ final semester Require synthesis work and submission during students’ final semester Publish completed synthesis projects online to showcase GGSS and students’ work

Programming

Develop outcome-driven, educational programming for GGSS students with programming opportunities early in their GGSS experience

Students shared their desire to build connections with other GGSS participants. Students felt that opportunities for GGSS participants to connect with each other and with campus resources earlier in their experience in addition to during their senior year would be meaningful. GGSS should consider creating these unique educational programming opportunities for students in their earlier semesters of the program.

OPA Interaction

Require OPAs to reach out to students at program enrollment

Student comments on the impact of OPAs were mixed with some students sharing that the OPA relationship was meaningful while others did not meet the OPA until induction. Students also felt that having the OPA reach out to new GGSS students would aid those students, particularly if they were new to FSU, in building meaningful mentor relationships on campus. GGSS should consider creating requirements for OPAs for the frequency of their communication and meetings with GGSS students.

Set minimum requirements for frequency of OPA meetings with students