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A Few Things We Know About Dordt Students

From self-reported assessment data we know:

Among Dordt seniors, 42.5 percent say that keeping up to date with political affairs is either very important or essential (compared to 40.9 percent at other religiously affiliated four year colleges), and 16.4 percent say they discussed politics frequently in the last year (compared to 17.7 percent). Interestingly, they and their counterparts at other schools do not vote in large numbers, however.

Seniors report that they have developed a “much stronger” understanding of justice issues than they had when they entered college. This seems to apply primarily to global issues (24.8 percent as compared to 23.1 percent at comparable institutions). Their understanding of local social issues is lower than that of other schools (14.7 percent compared to 18.4 percent).

Bible knowledge among Dordt College students is relatively strong when they enter college, but shows only a marginal gain over four years.

As they leave college, Dordt seniors' perceptions of their ability to help solve complex real-world problems and contribute to the welfare of their communities is similar to what it was when they entered.

Based on the assessment instruments, Dordt seniors also reported having an increased interest in

• having administrative responsibility for the work of others

• helping others who are in difficulty

• developing a meaningful philosophy of life

• participating in a community action program

• keeping up to date with political affairs

• becoming a community leader

• integrating spirituality into life

A few more miscellaneous findings about Dordt College seniors.

• They feel it is important to get involved in programs to clean up the environment.

• Many have participated in a practicum, internship, field experience, or clinical assignment (73 percent compared to 59 percent).

• Dordt seniors were more likely to have worked part-time, taken an interdisciplinary course, participated in intramural sports, attended religious services, received course assignments via internet.

• Dordt seniors were less likely to have transferred from another school, tutored another student, worked on an individual studies project, socialized with a different ethnic group, felt lonely or homesick, felt bored in class, or failed classes.