This study was designed to determine why students get involved in student organizations, the perceived benefits of being involved, and the role of student affairs professionals in enhancing out-of-class learning. Fifty-two undergraduate students from Rowan University participated in the study by completing a survey that asked about involvement in a Student Government Association (SGA) chartered organization, perceived learning outcomes associated with involvement, and the student's perceptions about current services offered to student organizations. A follow-up interview was conducted with six students who completed the initial survey in order to more fully answer the question of what student affairs professionals can do to enhance out-of-class learning. The survey inquired about four areas: (a) why student get involved, (b) perceived benefits of involvement, (c) perceived learning outcomes associated with involvement, and (d) perceived actions that can be taken by student affairs professionals to enhance the intentionality of involvement. The results were similar to the research about student involvement theory.
","abstract_html":"<p>This study was designed to determine why students get involved in student organizations, the perceived benefits of being involved, and the role of student affairs professionals in enhancing out-of-class learning. Fifty-two undergraduate students from Rowan University participated in the study by completing a survey that asked about involvement in a Student Government Association (SGA) chartered organization, perceived learning outcomes associated with involvement, and the student's perceptions about current services offered to student organizations. A follow-up interview was conducted with six students who completed the initial survey in order to more fully answer the question of what student affairs professionals can do to enhance out-of-class learning. The survey inquired about four areas: (a) why student get involved, (b) perceived benefits of involvement, (c) perceived learning outcomes associated with involvement, and (d) perceived actions that can be taken by student affairs professionals to enhance the intentionality of involvement. The results were similar to the research about student involvement theory.</p>","abstract_has_math":false,"creators":["Ackermann, Lauren M."],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-11T07:00:00Z","date_published":"2005-05-11T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["College students--New Jersey--Societies and clubs; Student government--New Jersey","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/956","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton R."]},{"key":"dc:creator","label":"Author","values":["Ackermann, Lauren M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College students--New Jersey--Societies and clubs; Student government--New Jersey","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/956"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to determine why students get involved in student organizations, the perceived benefits of being involved, and the role of student affairs professionals in enhancing out-of-class learning. Fifty-two undergraduate students from Rowan University participated in the study by completing a survey that asked about involvement in a Student Government Association (SGA) chartered organization, perceived learning outcomes associated with involvement, and the student's perceptions about current services offered to student organizations. A follow-up interview was conducted with six students who completed the initial survey in order to more fully answer the question of what student affairs professionals can do to enhance out-of-class learning. The survey inquired about four areas: (a) why student get involved, (b) perceived benefits of involvement, (c) perceived learning outcomes associated with involvement, and (d) perceived actions that can be taken by student affairs professionals to enhance the intentionality of involvement. The results were similar to the research about student involvement theory.
"]},{"key":"dc:title","label":"Title","values":["A study investigating undergraduate student leader perceptions of involvement and intentionality of out-of-class learning"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton R."],"dc:creator":["Ackermann, Lauren M."],"dc:date.available":["2016-04-10T07:00:00Z"],"dc:description.abstract":["This study was designed to determine why students get involved in student organizations, the perceived benefits of being involved, and the role of student affairs professionals in enhancing out-of-class learning. Fifty-two undergraduate students from Rowan University participated in the study by completing a survey that asked about involvement in a Student Government Association (SGA) chartered organization, perceived learning outcomes associated with involvement, and the student's perceptions about current services offered to student organizations. A follow-up interview was conducted with six students who completed the initial survey in order to more fully answer the question of what student affairs professionals can do to enhance out-of-class learning. The survey inquired about four areas: (a) why student get involved, (b) perceived benefits of involvement, (c) perceived learning outcomes associated with involvement, and (d) perceived actions that can be taken by student affairs professionals to enhance the intentionality of involvement. The results were similar to the research about student involvement theory.
"],"dc:identifier":["https://rdw.rowan.edu/etd/956"],"dc:subject":["College students--New Jersey--Societies and clubs; Student government--New Jersey","Higher Education Administration"],"dc:title":["A study investigating undergraduate student leader perceptions of involvement and intentionality of out-of-class learning"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:52Z"}