Full metadata
Title
How students make meaning of their intentional out-of-class educational experiences
Description
Many students spend a significant portion of their college life outside of the classroom, yet very little is known about the learning they experience as a result of their interactions outside of the classroom. Intentional out-of-class educational experiences offer educators a powerful window into not only understanding the college student experience, but gaining insight into what students are learning that has meaning for them. This research study employed a qualitative approach to examine how students make meaning of their intentional out-of-class educational experiences at a small, Catholic, liberal arts college. Four recent graduates of the college were interviewed on two separate occasions to garner a broad picture of what they learned beyond their classrooms. All four participants were members of the college's honor society whose membership criteria included not only excellence in the classroom, but excellence in the out-of-class arena as well. The students represented athletic teams, honor societies, service societies and clubs in their out-of-class educational experiences. While the participants discussed an array of outcomes as a result of their out-of-class educational experiences, each participant identified specific events that lead them to make new or revised meaning from their internal and external understandings of their world. Labeled as turning points, this research study found that there was a powerful interaction when combining out-of-class educational experiences with the opportunity to cognitively reflect on what each student was experiencing both in understanding how they viewed themselves, as well as the world around them. Consequently, student affairs practitioners, at least in this campus setting, can routinely discover cognitive gains of students implementing opportunities for college students to reflect on out-of-class educational experiences.
Date Created
2011
Contributors
- Isett, Kerry Lynn (Author)
- Appleton, Nicholas (Thesis advisor)
- Ewing, Kris (Committee member)
- Kline, Karen (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Education (Higher)
- intentional
- Learning
- meaning
- Out-of-class
- Learning--Case studies.
- Learning
- College students--United States--Case studies.
- College students
- Student activities--United States--Case studies.
- Student activities
- College student development programs--United States--Case studies.
- College student development programs
- Student affairs services--United States--Case studies.
- Student affairs services
Resource Type
Extent
x, 131, [8] p. : 1 ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.8829
Statement of Responsibility
by Kerry Lynn Isett
Description Source
Viewed on January 16, 2013
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2011
Note type
thesis
Includes bibliographical references (p. 122-128)
Note type
bibliography
Field of study: Higher and postsecondary education
System Created
- 2011-08-12 03:25:43
System Modified
- 2021-08-30 01:55:45
- 3 years ago
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