5. Using a scale of one to seven, where 1 represents no confidence and 7 represents complete confidence, students identified their levels of confidence in their ability to perform the following research-related tasks.
6. Students expressed their views of the role of research in the university on a scale of 1 to 7, where 1 represents the strongest disagreement and 7 represents the strongest agreement, by indicating their level of agreement with the following statements.
7. Students reported that they felt that they engaged in applied or design-based research: in their majors/programs (66.5%); in Creative Inquiry (58.1%); or in a different research program (9.4%). 8.1% felt that they had not engaged in applied or design-based research.
8. Students (81.2%) agreed that Creative Inquiry gave them research opportunities that were not otherwise offered to undergraduates in their major or program.
9. Students (62.7%) stated that they completed a significant research project as part of their undergraduate program of study, or were working on such a project when the survey was taken. A significant research project was defined as one in which the student did all of the following: carefully formulated or addressed a question, problem, or objective; analyzed it within a disciplinary or interdisciplinary framework; produced finding, conclusions, designs, or creative works; and clearly communicated and defended your work to a critical audience.
10. Students (38.3%) traveled or planned to travel to gather data for their research or to present their research (e.g. at an academic conference). Travel was variously described as being in the local area (23.8%), other areas of South Carolina (20.5%), in other U.S. states (22.6%), or internationally (7.9%). The CI program provided travel grants to 125 students.
11. Students reported that they used the following facilities to conduct their Creative Inquiry projects*
A Clemson laboratory — 39.7%
A Clemson off-campus facility or farm — 13.0%
Clemson libraries — 37.9%
A location outside of the University, but within the local community — 20.9%
A location outside of the University, but within the state of South Carolina — 14.0%
A location outside of South Carolina in another part of the United States — 7.5%
A location outside of the United States — 3.5%
Percentages exceed 100% because students were invited to list multiple locations
14. Students in Creative Inquiry projects assisted with faculty or graduate student research (53.3%), or worked on a project that was entirely the idea of the undergraduate students on the Team (12.2%).
15. Students overwhelmingly asserted that their Creative Inquiry experience contributed “quite a bit” (59.6%) or “somewhat” (28.9%) to their overall educational experience at Clemson University.
16. Most students identified having Clemson University faculty (74.0%) as their Creative Inquiry mentors. Some students identified graduate students (23.7%) or others (2.2%) as their mentors. Of the students reporting graduate student mentors, 132 also had faculty mentors.
17. Students were most often (71.6%) mentored by faculty in the departments in which they were completing majors degree programs. Students also identified mentors who were in the departments in which they were completing minors (3.9%) or in other departments (24.5%).
18. Students most often participated in Creative Inquiry projects in their own colleges (84.8%).
19. The great majority of students (91.2%) were satisfied or very satisfied with what they learned from their Creative Inquiry experiences.
20. The great majority of students (90.8%) were satisfied or very satisfied with their involvement with their Creative Inquiry mentors.
21. Students made 778 overwhelmingly positive comments on the value of their Creative Inquiry experience with very few suggestions for improvements. Comments are depicted visually and listed on the following pages.