Abstract
Many national studies have identified experiences that are associated with
enhancing college students’ learning and involvement. This study contributes to the small
but growing body of research that attempts to ascertain why given experiences have a
developmental impact on student learning. For a theoretical foundation, this project uses
the constructive-developmental tradition, in particular the theory of self-authorship, to
understand how students interpret their experiences. Based on interview data from the
Wabash National Study of Liberal Arts Education, researchers determined that
educational experiences are most effective when they are tailored to students’ meaning
making. Four overarching categories of effects are articulated for students who are
externally defined, who use a mixture of external and internal meaning making, and who
are self-authored. [Abstract from Author]