Student graduation outcomes are shown here to provide stakeholders with the data regarding the retention and successes of the Minerva Schools at KGI.
The Minerva Schools at KGI (MSKGI) focuses on the success of our students. We provide active learning in an all-seminar program because this form of pedagogy has been shown to be superior to traditional lecture-based instruction. Our students learn to work as individuals and as members of teams, and learn habits of mind and foundational concepts that will serve them in good stead for a lifetime. We also support co-curricular and extracurricular opportunities and provide robust student support services to assist students through challenges they may face while enrolled in our programs.
One of the key characteristics of MSKGI is its global character. Students come to Minerva from all over the world, and study and live in seven major world cities during the four-year undergraduate program. All undergraduate students are full-time.
We have 631 students for Academic Year 2019/2020. The first-year students will live all year in San Francisco; second-year students in Seoul and Hyderabad; third-year students in Berlin and Buenos Aires; and fourth-year students in London and Taipei. They come from about 60 different countries with no single country dominating the enrollment. They are approximately half men and half women.
Minerva’s first class of 28 students matriculated in 2014. After one year of coursework, they took a gap year and then joined, as sophomores, a larger group of 111 students who matriculated in 2015. Together, this group comprised the first class of Minerva bachelor’s graduates, completing in May 2019.
Undergraduate Retention by Cohort
As of January 2020, seven months after graduation, 92% of 2019 Bachelor’s Degree holders are continuing their education in graduate or professional school or are employed in their fields of study.
Degree Learning Objectives
Minerva expects all undergraduate students to meet the following Degree Learning Objectives (DLOs). These DLOs are introduced in the first-year Cornerstone courses and consist of “habits of mind” and “foundational concepts,” which are threaded and assessed throughout the four years of study. A habit of mind is a mental skill that comes to be triggered automatically with practice; a foundational concept is fundamental knowledge that is broadly applicable, which typically does require deliberation. To be included, the habit of mind or foundational concept (HC) must:
Each of the following four core competencies has been broken down into more specific aspects, and each of these aspects in turn includes a set of habits of mind and foundational concepts.
Applying research methods
Using nonverbal communication
Interacting with complex systems
Negotiating and persuading
Working with others
Resolving ethical problems
In addition to the Degree Learning Objectives, students are expected to master field-specific Program Learning Objectives.
College of Arts and Humanities
College of Computational Sciences
College of Natural Sciences
College of Social Sciences
College of Business
MSKGI uses both internal and external assessments to measure student learning.
The habits of mind and foundational concepts derived from Minerva’s core competencies are introduced in the first-year Cornerstone courses. These outcomes continue to be assessed over the next three years in every Minerva course. This results in continuous evaluation of student performance on MSKGI’s undergraduate degree learning outcomes. Outcome data are analyzed at the end of each year. The Benchmark is set at a benchmark of 3.0 (Knowledge) on the rubric scale of 1-5.
Core Competencies and % Meeting or Exceeding Benchmark in Spring 2019
As students continue to be directly assessed on the habits of mind and foundation concepts introduced in the first-year curriculum in later courses, they receive feedback on their ability to transfer these outcomes to their upper-division coursework.
M2019 Successful Transfer Rate of Learning to New Contexts
Minerva administered the CLA+ test to provide an outside assessment of the effectiveness of the first-year curriculum. The assessment was given at the beginning and end of the fall and spring terms to first year students and at graduation. The Council for Aid to Education administers the CLA+ each year to more than 20,000 undergraduate students attending approximately 100 different colleges and universities. More information about the CLA+ is available here. The table below gives the percentiles that Minerva students achieved when compared with freshmen and seniors at other institutions.
Minerva administers the State of Minerva (SOM) survey at the end of each academic semester to collect self-reported data from students. The Spring 2019 survey, plus other tracking measures, covered the classes of M19 through M22 and provided the following data on student self-reported engagement and learning.
This 21-month, part-time graduate program is designed to impart key professional skills, with an emphasis on research, analysis, and practical decision-making. Students learn how to interpret complex data, ﬁnd rational conclusions, devise potential solutions, and evaluate the implications of their choices.
The first pilot cohort of master’s students participated in a 12-month full-time program and matriculated in September 2017. Upon their graduation, the program was redesigned as a 21-month part-time program and relaunched one year later. Master’s students may extend their thesis work for up to one year from the expected graduation date.
Master’s Retention by Cohort
(*): 3 graduated on time; 4 extended thesis until May 2020; 1 withdrew.
The following learning outcomes are associated with the MDA degree:
The Benchmark is set at a benchmark of 3.0 (Knowledge) on the rubric scale of 1-5 for the learning outcomes across the eight courses taken.
Degree Learning Outcome Benchmarks
MDA graduates work in a wide variety of sectors, including but not limited to science, education, government, technology, and finance. Their roles are similarly diverse, including founders (29%), chief executives (18%), and managerial/directorial roles (29%).
(*) Includes students still working on thesis