Community and campus culture: out-of-class involvement at a midwest liberal arts college

dc.contributor.advisor Elizabeth J. Whitt
dc.contributor.author Price, Jerry
dc.contributor.department Curriculum and Instruction
dc.date 2018-08-23T03:01:04.000
dc.date.accessioned 2020-06-30T07:03:39Z
dc.date.available 2020-06-30T07:03:39Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 1992
dc.date.issued 1992
dc.description.abstract <p>The time students spend outside the classroom "profoundly shapes the form and quality" (Boyer, 1987, pp. 292-293) of their undergraduate experiences. Out-of-class opportunities can challenge students to broaden their educational interests, engage themselves in their own education, and learn to take responsibility for their own actions. Out-of-class opportunities also can enhance growth in students' self-confidence, leadership, empathy, social responsibility, and understanding and appreciation of cultural and intellectual differences. This study examined and described students' out-of-class involvement opportunities at a midwest liberal arts college, as well as the factors and conditions that influence involvement;The methods of inquiry for this study were qualitative. Data were collected through interviews, observations, and document analysis, with data collection and analysis conducted concurrently;The findings of this study included: (a) the campus culture is the primary influence on student involvement outside the classroom; (b) this campus culture is manifested through a very strong sense of campus community; (c) the campus environment is familiar to most students--that is, it is similar to their home environments; (d) the campus environment is homogeneous--that is, the vast majority of students are Caucasian Christians from Iowa; (e) the familiar environment and homogeneous environment have a significant influence on both the institutional culture and student culture, thus have a great influence on student involvement; (f) the student culture can perpetuate a sense of passivity in its students; (g) the institutional culture does not sufficiently challenge students.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/10295/
dc.identifier.articleid 11294
dc.identifier.contextkey 6399203
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9634
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/10295
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/63425
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/10295/r_9335044.pdf|||Fri Jan 14 18:17:43 UTC 2022
dc.subject.disciplines Educational Sociology
dc.subject.disciplines Higher Education and Teaching
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Higher education)
dc.subject.keywords Higher education
dc.title Community and campus culture: out-of-class involvement at a midwest liberal arts college
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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