Final Research Paper

Running head: CO-CURRICULAR ACTIVITIES
Co-Curricular Activities: Students Perception on Academic Achievement
Molly Huhn, Elizabeth Kaczmarek, Daniel Mosca, and Abby Heiderscheit
Loras College
December 2016
CO-CURRICULAR ACTIVITIES
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Abstract
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We studied students perception of the effects of co-curricular activities on their academic
achievements. Participants from this study are students enrolled in the fall 2016 semester at a
small, liberal arts college in the Midwest. Our data from student participants showed 83% of
participants perceived co-curricular activities to enhance their academic achievements. Based on
the research conducted and analyzed within our literature review along with the data from our
research question, we found support for our hypothesis which suggests that students perceive co-
curricular activities to enhance their academic achievement.

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Introduction to Study
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Co-Curricular activities have been relevant to students, society, and the world since the
earliest of times. As a group of social scientists that were assigned the task of coming up with a
study that was relevant to students that attended a small, liberal arts college in the Midwest we
noticed one common thing. Many of the students that attended this college were involved in co-
curricular activities. Studies and research have shown the benefits that participation in co-
curricular activities has on a students academics and personal life. However, we wanted to
know more than just the benefits that researchers have told us. We wanted to examine what
students perceived of their participation in co-curricular activities and how this effected their
academic achievements.
College students are known for their busy schedules, rigorous course loads, and their high
stress levels. In addition to these students add more to their schedules by participating in co-
curricular activities. We wanted to examine co-curricular activities to see the rationale behind
students participation in them. Depending on what students perceived of these co-curricular
activities this could also determine the reasons why they do or do not participate in co-curricular
activities.
The purpose of this study was to find out if students perceive their involvement in co-
curricular activities as a hindrance or an enhancement to their academic performance. Upon
doing our research, we found supporting research for both perceptions, however more research
supported that co-curricular activities enhanced, rather than impeded a students academic
achievement.
This topic of study merits research because many students are involved in co-curricular
activities and therefore balance co-curricular activities and academics. Through our research we
can see the positive effect that being involved in co-curricular activities has on students,
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however, we wanted to see what students thought about their involvement in co-curricular
activities. We wanted to know if students perceived this balance as an impediment or an
enhancement to their overall education to better understand the overall effect co-curricular
activities have on students.
There has been studies and research conducted at many different age levels however, we
focused on college students that attended a small, liberal arts college in the Midwest. Focusing
on the relevance that co-curricular activities have in todays society and the benefits they have to
college students in the 21st century. Our research and study will help further the research of co-
curricular activities, students perception of co-curricular activities, and whether or not co-
curricular activities enhance college students academic achievements.

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Literature Review
History of Co-Curricular Activities

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According to Roemer (1932), many individuals participate worldwide in extra-curricular
activities. Extra-curricular activities were in existence hundreds of years before the Christian
era, or in other words, as early as schools and colleges themselves existed (Roemer,
1932). Extracurricular activities were actually introduced in the Renaissance period. Due to the
renaissance, there was more free time (Roemer, 1932).
With ones free time, an individual may choose to make up a game recreationally, similar
to extracurricular activities. According to Coakley (1978), with this free time, individuals were
able to specialize in a sport or an extracurricular activity, allowing them to specialize in one
certain area, thus creating the sport specialization we know today. It is known that
extracurricular activities came about when practicing for war (Coakley, 1978). Running became
an extracurricular activity because one would be practicing for warfare by running miles upon
miles with full armor on to prepare for a battle (Coakley, 1978).
Co-curricular activities were originally called extracurricular activities. Extracurricular
activities began in the United States in the 19th Century (Casinger, 2011). When they were
introduced, they were just an additional part to the normal academic schedule for the year
(Casinger, 2011). However, it was not until the 20th Century that student organizations became
legitimate extracurricular activities sanctioned by colleges and universities (Kuk, Thomas, &
Banning 2008). However, in order to enable college students to reap the benefits that middle
school and college students do it should be made mandatory that college students also partake in
extracurricular activities (Casinger, 2011).
Definition of Co-Curricular Activities

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Extra-curricular activities, commonly referred to as co-curricular activities, can be
identified as anything from a language club, to a sport, to a job. For this study, co-curricular
activities will be defined as, refers to activities, programs, and learning experiences that
complement, in some way, what students are learning in schooli.e., experiences that are
connected to or mirror the academic curriculum (The Glossary of Education Reform).
However, a topic that still intrigues many is whether or not students feel that participating in co-
curricular activities is an impediment to their education. Koehlers (2014), research shows that
students feel overwhelmed when struggling to balance a co-curricular activity with school.
However, other research challenges that claim and states that by engaging in co-curricular
activities, a student is able to overcome the social anxiety that they may be facing by
participating in extra-curricular activities (Wilson, 2009).
Research on the Positive Outcomes of Co-Curricular Activities
Supporting the hypothesis of students perceiving co-curricular activities to enhance their
academic achievement, Massoni (2011) states,
Extracurricular activities serve the same goals and functions as the required and
elective courses in the curriculum. However, they provide experiences that are not
included in formal courses of study. They allow students to apply the knowledge that
they have learned in other classes and acquire concepts of democratic life (Massoni, 2011
p.84).
According to Casinger (2011), extracurricular activities have many positive effects on
education. The positive effects that extracurricular activities have on students are positive
behavior, better grades, and a higher chance of school completion.

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Brown states that Participation in school activities, especially athletics, leads to higher self-
esteem and enhanced status among peers, which some argue is deterrent to antisocial behavior
(Brown, 2000).
The lessons that students learn in co-curricular activities are the lessons that help them to
become successful adults. According to Casinger (2011), the enjoyment they find in these co-
curricular activities is something that can allow them to find careers. In addition to career
aspirations that these students can find in their participation with co-curricular activities
(Casinger, 2011). They learn various life lessons such as commitment, problem solving,
thinking, multitasking, and time management (Casinger, 2011). All of these lessons will become
especially valuable as these students enter the workforce and are seeking employment.
Being actively involved in co-curricular activities opens students up to meeting new people.
Meeting new people allows them to meet people that are from different backgrounds that have
different beliefs from their own. Working and engaging with people that do not have the same
beliefs or come from the same background is something that will help students succeed in the
workforce. A study by the U. S. Department of Education revealed that students who participate
in co-curricular activities are three times more likely to have a grade point average of 3.0 or
better than students who do not participate in co-curricular activities (Stephens & Schaben,
2002, para. 4).
The University of Pennsylvania Archives & Records Center stated that a group of men in
University of Pennsylvanias medical school that participated in multiple varsity extracurricular
activities still maintained above average grades. Despite the heavy demands of course work,
many members of the Medical Class of 1889 still found time for organized extracurricular
activities. Many were involved in the student medical societies. Some participated in athletics
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or performed music. A few worked on the student newspaper or volunteered in the Medical
School chapter of the Young Men's Christian Association. A small number were members of
social fraternities (Penn University Archives & Records Center). This evidence supports our
research question and suggests that extracurricular activities are a positive addition to life.
Negative Effects of Co-Curricular Activities on the Student and Administration
There are the multiple reasons as to why co-curricular activities are an impediment to
students academic achievements (Girod et al., 2005, 64). One of these reasons are the factors of
cost, which is found to be about $250 million to establish extracurricular activities in rural and
inner city schools (Girod et al., 2005, 64). The USDE funds school extracurricular activities,
however, some institutions do not have the funding for co-curricular activities. In addition:
Research shows that student participation in co-curricular activities is reflected in
improved academic achievement, but, students who are struggling to do well academically are
not always able or willing to take on the added commitment of participating in student activities.
Often, students are intimidated by the "cliques" that may have already formed around student
organizations and are reluctant to try to join in. It is a constant struggle to involve students in co-
curricular activities (Girod et al., 2005, 64).
This supporting quote can be easily connected to a small catholic liberal arts college in
the Midwest. Cliques are formed almost immediately after joining any co-curricular activity,
which is very challenging to have at any institution. However, Don Clausen, principal at
Annandale High School in Annandale, Virginia stated, In addition to feeling alienated, he says,
many students have part-time jobs to help support their families or are required to babysit
siblings while parents work multiple jobs.

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It has been noted that the type of co-curricular activity can have a positive impact on
academic success depending on the type of organization it is. According to Barker, a study
showed that political and art organizations are the most beneficial, while athletic and religious
involvement have no significant effect on the grade point average of under-represented students
(2008). Depending on the type of co-curricular activity, it can also play a more significant role
than just within academic success (Barker, 2008). Affiliations with Greek organizations or
participation in a sports team has been linked to binge-drinking and other substance abuse which
can negatively affect academic achievement.
The NCAA, the National Collegiate Athletic Association, dedicates its work to the
success of college athletics. The NCAA is made up of 1,092 colleges and universities across the
nation, dividing itself between three divisions determined by college or university size. The
NCAA has a total of 482,600 student-athletes. In addition, the college and universities have at
least a 71 percent academic success rate for the graduation rate for student-athletes (cite). There
is a high rate of student athletes and no direct correlations to sports participation and academics
(NCAA). However, it was found that: (1) organized sports participation is associated with binge
drinking; (2) that this relationship holds across racial and gendered lines; and (3) that the effects
of exposure extend beyond time of involvement (Green, Nelson, & Hartmann). Furthermore,
consideration of what happens to these student athletes once their sport is over is also pertinent,
leading to the assumption that participation in these sports increases the likelihood of students
participating in binge drinking, substance abuse, and other issues. Of particular interest to us is
the practice of binge drinking, as it relates to numerous negative effects including school failure,
medical issues, and increased risky activities like drinking and driving (Green, Nelson, &
Hartmann).
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Student athletes are not the only group that show correlations between involvement in co-
curricular activities being associated with binge drinking and a lack of participation as that
relates to decreased academic achievement. Sororities and Fraternities have been portrayed and
glamourized in the media with a reputation dominated by parting. According to Turk (2004), it
was the second generation of female college students who moved sororities away from academic
roots toward a largely social direction. Emphasizing dating, they selected members on
appearance and sociability, charging high fees in order to offer elaborate banquets and parties
with fraternity men (Turk 2004).
The Positive Nature of Co-Curricular Activities on College Students
According to Massoni (2011), there is more available which reveals co-curricular
activities enhance a student's life rather than act as an impediment to life and education.
Students that participate in extracurricular activities have reduced behavioral problems. In
sports, they show discipline in drills, practices, and routines because they have a responsibility to
perform those tasks correctly, whether in basketball or football plays, dance routines, or signals
in baseball. When students perform these tasks correctly, they are rewarded for their good
behavior and they take pride in their accomplishments. Because of the pride they achieve, they
gain better self-respect, self-esteem, and self-confidence (Massoni, 2011, p.84). Students who
participate in co-curricular activities not only perceive co-curricular activities to enhance their
education, but also their life.
Other evidence that supports this notion indicates that participation in extracurricular
activities affects students academic performance. More specifically, studies have been
conducted assessing the effects of specific extracurricular activities on academic performance.
The purpose of this study was to determine whether or not the activities in which junior high
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school students choose to participate in have an effect on their academic performance. The
studys survey instrument which was distributed to students enrolled in grades six through
eight at Walnut Creek Christian Academy during the 2004-2005 school year requested
demographic information in addition to the five Likert-type scale questions. The data revealed
that according to the students surveyed, playing sports, watching television, and participating in
community service improves academic performance, while playing a musical instrument does
not improve academic performance (Stephens & Schaben, 2002). Therefore, it was concluded
that extracurricular activities affect academic performance and that the effect depends on the
specific activities in which the student is involved (Stephens & Schaben, 2002).
To counter that argument within the same study, according to Stephens and Schaben
(2002), a study by the U. S. Department of Education revealed that students who participate in
co-curricular activities are three times more likely to have a grade point average of 3.0 or better
than students who do not participate. However, some might say this is most clearly seen among
those who choose to participate in a sport, because there is a GPA requirement in order to
participate in co-curricular activities that are sports (Stephens & Schaben, 2002). According to
Kuh (2008), research shows that student participation in co-curricular activities is reflected in
improved academic achievement.
The core aim of education is to aid the all-around development of a child. All-around
development essentially refers to intellectual, physical, moral, spiritual, emotional, social and
aesthetic development. To fulfill this care aim of education, there is a fundamental need to strike
a balance between syllabus, curriculum and co-curricular activities. The co-curricular activities
are those which are under-taken side by side with the curricular activities. To realize the all-
around development of student, curriculum should be amalgamated with co-curricular activities

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or extracurricular activities. These activities help in relaxation of aims and objectives of
education and help to develop the values like physical, psychological, ethical, academic, civic,
social, aesthetic, cultural, recreational, and disciplinary values. Thus, the present study is
conducted on the role of co-curricular activities in bringing all-around development to the
students of high school stage of Guwahati. This evidence is able to support the idea that co-
curricular activities enhance a students academic achievements in the United States (Das, 2016).
In recent years, many people believe extra-curricular activities create stress and over-
whelm those who participate in extra-curricular activities (Stephens & Schaben, 2002). In this
specific study, students that struggle with social anxiety are able to combat this problem.
Schumacher and Seiler (2002) reference to a potential positive effect of team sport on a childs
experience with anxiety in social situations based on model and social learning theory. Based on
model and social learning theory within this study, learning theories will be defined as
conceptual frameworks describing how information is absorbed, processed, and retained during
learning. PG # Cognitive, emotional, and environmental influences, as well as prior experience,
all play a part in how understanding, or a world view, is acquired or changed as well as how
knowledge and skills are retained (Stephens & Schaben, 2002).
This research states that by participating in sports, anxiety is decreased among students.
With this being said, one might state that students perceive co-curricular activities to enhance
their academic achievement. This research provides support to this claim. One might state that
participating in extra-curricular activities overwhelms you, however it is proven that by
participating in co-curricular activities, one is able to release endorphins in the act of doing
something that they enjoy. As endorphins are released, stress decreases. In this case, the release
of endorphins enables for a potential buffer against social anxiety symptoms.

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This research is prevalent to all demographics because it touches on traits acquired as the
age and one of the factors that contributes to how you go through life is co-curricular activities.
Previous research indicates that involvement in curricular and co-curricular activities is an
important and necessary component of student development and academic success (Astin, 1999;
Komives & Johnson, 2009). Through involvement, students can lead, engage others, learn, and
practice new skills. Students can develop a sense of agency and responsibility to become a
contributive and engaged member within their community (Eccles, Barber, Stone & Hunt, 2003).
This statement is supporting co-curricular activities as an addition to lifestyle. This research
states that extracurricular activities allow one to learn life-long skills at a young age that will be
important throughout all stages of life.
The research that currently exists regarding our definition of co-curricular activities
considering sports, Greek affiliation, and job employment have mixed results linking co-
curricular activities to academic achievement in college students. However, the research as a
whole has linked academic achievement. According to Finn (1989), the participation-
identification model, which focuses on involvement in school, predicts that positive outcomes
are maximized if the student maintains multiple, expanding forms of participation in school-
relevant activities (1989). Finn (1989) emphasized different forms of participation but noted
that extracurricular activities may have the potential for contributing to the students sense of
identification with school and that enhanced academic self-concept may result from increased
identification (1989). In addition to this research regarding the participation-identification
model, there is research linking out-of-class experiences to academic achievement.
Out-of-class experiences can count as internships, mentoring with faculty members, or
participation in co-curricular activities. According to Terenzini and Wright, these out-of-class

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experiences are an essential part of learning and are correlated to a students academic growth
(1987). Experiences in these co-curricular activities such as sports, clubs, or leadership
experiences, also relate to positive improvements in self-esteem and autonomy (Kuh, 1995).
Furthermore, academic-based peer relationships have positive outcomes on students (McKinney,
Medvedeva, Vacca, & Malak 2004). Co-curricular activities are not seen to be an impediment to
a students learning. A study by Huang and Chang, examined whether or not co-curricular
involvement distracted students from their academic studies and found that co-curricular
involvement does not decrease academic involvement (2004). In another study by Mehus
(1932), when comparing students that were involved in various campus activities, it was found
that students who do not participate in co-curricular activities tended to receive the lowest
grades. Therefore, it was concluded that extracurricular activities affect academic performance
and that the effect depends on the specific activities in which the student is involved (Mehus,
1932). Also, there must be a balance between academics and co-curricular activities for the most
positive results.
Perception Theory
To complete this study, more information is needed regarding student perspectives of co-
curricular activities. Do students perceive co-curricular activities as an impediment to their
academic achievement? This is based on perception theory. Perception is the process of
recognizing and interpreting sensory stimuli.

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Self-Perception Theory
Self-perception argues that attitudes are inferences stemming from ones personal
experiences (Bem, 1972). Bem, who originated the theory, conducted an original experiment
that involved subjects who listened to a recording of a man describing a peg-turning task
enthusiastically.
One group was told that the man was paid $1 for his testimonial, while the other group
was told he was paid $20 for it. The $1 group believed that he enjoyed the task more than
how much the $20 group believed he enjoyed it. The two groups conclusions correlated
to the feelings that the actors themselves expressed. Because the participants were able
to correctly guess how the actors felt, it was concluded that the actors must have arrived
at the way they felt from observing their own behavior as well (Bem, 1972, p. 5).
Individuals come to know their own attitudes, emotions, and other internal states
partially by inferring them from observations of their own overt behavior and/or the
circumstances in which this behavior occurs (Bem, 1972). Learning is often influenced by
multiple circumstances, or sources, that are contributing factors to the learned skill or
understanding. Situational cues influencing the knowledge learned provide the individual with
indications of the perceived impact (Marsh, 2001). It is how an individual interprets situational
cues and how these cues relate to their thinking and behavior that determines what they hold
responsible for the given behavior (Marsh, 2001). A students belief about where he or she
learned a given concept is therefore highly influenced by the importance placed by the student on
a specific intervention (Marsh, 2001).
Rehman (2001) pointed out that problems encountered by students are based on their
beliefs and self-judgments about their abilities and knowledge. These play an important part in
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undergraduate student academic achievement each year (Rehman, 2001). The literature on the
subject suggests that academic self-concept is a part of self-concept, therefore, in order to
understand the former, an understanding of the later is necessary (Rehman, 2001). If self-
perceptions are the result of the individuals environment, then academic self-concept is a very
integral part of a students self-concept (Rehman, 2001). Self-perception can be divided into
several sub-domains or dimensions (Rehman 2001). These two divisions were further elaborated
as academic self-perception incorporating mathematics, English, science and non-academic self-
perception relating to social, emotional and physical self-concepts (Rehman, 2001).
Yee and Bailenson, (2007) report on one study involving participants who were immersed
in a virtual environment with a head-mounted display. Some participants watched their virtual
doppelgnger exercise, some watched someone elses virtual doppelganger exercise, and some
watched their own doppelganger stand still (Yee and Bailenson, 2007). Those who watched
themselves exercise reported a higher belief that they could exercise successfully, and later
reported in a follow-up questionnaire that they had worked out for almost one hour more than the
other two participant groups (Yee and Bailenson, 2007).
Furthermore, in a follow-up study, the self-efficacy group of participants was asked to
exercise while watching their virtual avatar visibly lose weight for every minute they exercised
(Yee and Bailenson, 2007). When told that they were allowed to use the exercise room for the
next half hour, they exercised 10 minutes longer than participants in other control situations (Yee
& Bailenson, 2007).
With this in mind, it is important to examine students self-perception of how co-
curricular activities affect their academic achievement. According to the research, if students do
well in school while balancing co-curricular activities, they will perceive co-curricular activities
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to be an enhancement to their academic achievement (Marsh 2001). If students do not do well in
school while trying to balancing co-curricular activities, they will perceive co-curricular
activities to be an impediment on their academic achievement. In addition, the balance of
academics will help boost students self-concept, self-efficacy, and meet their behavioral needs,
and social needs (Rehman, 2001).
Perception Study Variables
Institutions of higher education have for decades participated in extracurricular activities
and sports (Wilson, 2014). Pre-college research results show participation in co-curricular
activities have been linked directly to a variety of positive academic outcomes (Wilson, 2014).
The National Survey on Student Engagement (NSSE) investigated that co-curricular has
produced positive academic outcomes while others do not produce positive academic outcomes
(Wilson, 2014). According to Wilson (2014), the ambiguous nature of this evidence in higher
education is due to the broad, complex and the varied nature of co-curricular activities available
to students (p.626).
Wilson (2014) divided the activities into two major categories: academic activities and
academic outcomes as well as interaction effects with academic self-efficacy to understand
multiple pathways by which co-curricular activities can connect to academic life (p. 626). In the
study, Wilson (2014) selected academic emotional engagement as the dependent variable. Co-
curricular has been differentiated as a club or activity that is during the school hours. Extra-
curricular refers to activities that are outside of the academic school hours (Wilson, 2014).
While students see benefits from co-curricular activities, research has shown inconclusive
results (Wilson, 2014).

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Student Perception
Students perceive a positive relationship between co-curricular activities and academics
because of the organizational skills that co-curricular activities help to develop (Wilson, 2014).
A study by Berson (1996) revealed that participants in intercollegiate athletics are motivated
toward academic success, retention, and satisfaction with the institution. Students in the study
are showing a more positive look at co-curricular activities and their relation to academic success
(Berson, 1996). One participant in a study by Cigliano (2006) spoke to her love of participation,
its effect on her ultimate career goals, and how participating in athletics had influenced her
pursuit of education and career goals. Students in the study revealed the pleasure they find in co-
curricular activities and the benefit they also receive within their academic success (Cigliano,
2006).
A limitation revealed from Cigliano (2006) was that the study was far too narrow to
determine the effects of co-curricular activities. The Cigliano (2006) study focused primarily on
the athletic co-curricular activities and did not focus on clubs or organizations that students could
be involved in. This demonstrates a limitation in Cigliano (2006) study because the results do
not reflect the entire population of students that participate in co-curricular activities. In order for
the Cigliano (2006) study to reflect accurate results on the population, Cigliano must represent a
much broader study of students in general and their perception of the effect of all co-curricular
activities on academics.
The study was Tennessee colleges and focused primarily on the athletic co-curricular
activities and not on any of the clubs and organizations that students would be involved in. To
receive more conclusive results, a study with a broader spectrum of considered activities would
have to be conducted. Students participating in clubs, organizations, and work have to also be
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included in a school study in order to receive the correct information to conclude whether or not
students do perceive co-curricular activities to have a positive effect on academic success.
Astin (1985) theorized students learn by getting involved in co-curricular activities.
Astin (1985) states that when students devote sufficient time and energy to co-curricular
programs, they gain self-achievement and academic achievement. The Goldberg (2011) study
revealed that students work better when they work together. Students who work together and
participate in co-curricular activities are more satisfied and social beings (Goldberg, 2011).
Additionally, the Goldberg (2011) study reveals the connection between co-curricular activities
and the social aspect that comes with co-curricular activities to result in a students self-worth
and self-achievement in class.
Student achievement in many studies is shown to be related with co-curricular activities,
but due to the vast numbers of variables a student encounters on a daily basis, the findings are
still inconclusive. In a landmark review by Pascarella and Terenzini (2005), evidence
demonstrated the benefits of certain co-curricular activities including the positive impact of
extensive support and retention programs. The Pascarella and Terenzini (2005) study supported
the connection of co-curricular activities to academic achievement. Cooper, Valentine, Nye and
Lindsay (1999); Marsh and Kleitman (2002); Valentine, Cooper, and DuBois (2002) displays
evidence linking co-curricular activities with positive academic outcomes to be less in college
literature than in pre-college literature. Pre-college studies on the role of extracurricular
activities have demonstrated positive connections between co-curricular involvements and the
social and emotional lives of students.
Students who have a higher self-worth due to the relationships created from co-curricular
activities have a higher probability of academic achievement (Brint & Cantwell 2010). Brint and
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Cantwell (2010) found that student participation in co-curricular activities such as physical
exercise and volunteering is associated with a higher level of academic conscientiousness as
related to a students willingness to raise his or her standards for academic performance. While
studies point to the benefit of certain co-curricular activities, studies that demonstrate benefits of
co-curricular activities as a whole are rare.
While Brint and Cantwell (2010) found that activities such as sports and volunteering
increase GPAs, activities connected to student campus life had a weak, inconsistent effect on
GPA. Brint and Cantwells (2010) study revealed time spent participating in extracurricular
activities, student clubs, and organizations did not strongly reinforce academics, and indeed
showed a modest negative net association with academic conscientiousness and higher grades.
Further studies must be done to determine the connection between the amounts of time spent in
a student organization in relation to academic achievement (Brint & Cantwell, 2010). Clubs
such as newspapers, literacy magazines, debate clubs, and career-related clubs are associated
with more positive outcomes than time spent in student organizations not connected with
academic pursuit (Brint & Cantwell, 2010).
Researchers are finding a suggestion that clubs and academics which help a student
obtain skills for career goals have a more positive relation than those that do not. Other
extracurricular activities also have shown a negative effect on a student academic goals and
achievements. Students who participate in paid employment, commuting, and religious activities
had a negative result in academic goals and achievements (Brint & Cantwell, 2010). Though
some clubs are seen to have negative effects, it is debate clubs, literary clubs and clubs related to
majors that reinforce students academic goals (Pike, 2000). Pike (2003) also researched that
Greek organizations do not have positive effects on a students academic achievement. Though
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Greek life is a very social and beneficial organization for students, results show that it negatively
affects students academic goals (Pike, 2003). While Pike (2000) has revealed a negative effect
of Greek life, another study has shown that it has a positive effect on student engagement and
academic goals (Pascarella & Terenzini, 2005). For co-curricular activities to be proven to be a
positive or negative influence on academic achievement, studies must be broken down into sub-
groups in order to see what clubs result in a positive effect on a students academic achievement
(Pascarella & Terenzini, 2005).
The mixed results on many clubs and organization correlate to the vast amount of
variables and inconsistent results found by many researchers (Cigliano, 2006). Though the
evidence is inconclusive, students continue to perceive a positive connection between the two
(Cigliano, 2006). Results revealed that students think that those activities help with their
organization, relationship, and academics (Cigliano, 2006). Their retention has increased due to
their involvement in co-curricular activities (Cigliano, 2006). The negative affect perceived is
the lack of preparation of college students within and outside of school work (Cigliano, 2006).
In the Cigliano (2006) study, the president of the institution noted that athletic co-curricular
activities give students opportunities to pursue career goals. The opportunities that these
activities offer are also seen by students. In an account from this study, students planning on
participating in sports and extra-curricular activities chose the institution due to the opportunities
they offer (Cigliano, 2006). This information reveals that students will find a benefit from co-
curricular activities due to their passion and drive for the activity (Cigliano, 2006). Students
revealed that they believe their career choices are related to their experience from co-curricular
activities (Cigliano, 2006).

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The results of the study show an overall positive reaction to co-curricular from the students
perspective. Students believe in co-curricular activities and the benefits that these clubs,
organizations, sports, and Greek life have on a students academic achievement (Cigliano, 2006).
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Discussion of the Methods

27
Forming the Study
Before we began our study, we came together as a group to discuss various points of
interest that would relate to college students of a small, liberal arts college in the Midwest. We
discussed different topics that pertain to college students such as relationships, social media, and
communication between sports. After much deliberation, we decided to discuss student
perceptions specifically relating to whether or not they thought co-curricular activities had an
effect on their academic achievement. While examining the students that attended the small,
liberal arts college, we realized that most of these students participate in various co-curricular
activities ranging from campus organizations to jobs off campus. Due to this realization, we
wanted to study whether or not students understand these co-curricular activities to be an
advancement or an impediment on their academic achievement.
When forming our research question, we had to decide whether or not we believed that
college students would find co-curricular activities to benefit or impede their academic
achievement. Between the various hours, time commitment, training, and hard work that these
students put into their co-curricular activities, we hypothesized students perceive co-curricular
activities as an enhancement to their academic achievement.
Review of the Literature
When preparing to research our question, we decided to examine our question from two
different angles. The first being the history of co-curricular activities in higher education in the
United States as well as how that relates to issues today. Next, we research self-perception
theory and what college students perceive of co-curricular activity. We believe that researching
these topics will help give us greater knowledge with which to understand this topic as well as
articulate our processes and how we wish to continue our research.

28
Selecting the Participants
We selected our participants in a random number sampling that allowed for any student
attending the small, liberal arts college in the Midwest during the fall 2016 semester to have a
zero or equal chance of being selected. In doing so, we selected one class for each of our
cohorts, each grade level, trying to ensure that we had at least 25 students per cohort to get the
most accurate data for our study. We discussed how we would identify where to find each of
these cohorts based off courses. We started off with first-years identifying that we would find
them mostly in level 100 courses such as MOI, college writing, public speaking, and
introductory courses. Next, we said that we would find sophomores in level 200 courses
specifically in mission courses, and Democracy and Global Diversity. Then we identified that
we would find juniors in level 300 courses and advanced general education courses. Finally, we
identified that we would find seniors in level 400 courses, cluster courses, and portfolio courses
or capstones.
Through the use of our random number sampling, we identified the five different courses
that we would distribute our questionnaires to. For our first-year cohorts, we went to L.PSY 121
Developmental Psychology and L. LIB 100 MOI: Modes of Inquiry. We selected L.COM 225
Media Writing for our sophomore cohort, L. ENG 355 English Novel 1800-1840 for our junior
cohort, and L. BUS 354 Personal Financial Planning for our senior cohort. After deciding which
courses we were going to distribute our questionnaires to, we emailed the professors a standard
template to ensure that we had permission for these courses. Originally, we had a few different
classes, however, after sending the emails, the professors said that we were not allowed to come
to their classes. We had to go back to the drawing board to find other courses.
29
Questionnaire
While creating our questionnaires, we had to think strategically in which the questions
started off easy and got increasingly harder as the students would be answering the questions.
However, while doing this, we had to ensure that none of the questions were too intrusive. We
started off simple by asking questions about their gender, age, and grade level. Continuing on,
we asked questions that would lead us to understand what students perception of co-curricular
activities were as they related to their academic achievement. Many of our questions were done
using the Likert Scale to see whether or not students believed whether or not co-curricular
activities had more of an effect on their academic achievement than the materials they learned
inside the classroom.
Upon completing our questionnaires, we printed off cover letters to attach to them to
allow the students to know that their answers and names would be kept confidential and that they
had the right to opt out of answering the questionnaire if they chose to do so.
30
Data
Analysis of Results
31
The question asked our respondent to identify their gender. The results show that 56% of
the respondents were female and 44% were male. There was no data to reveal if the null
hypothesis was supported through the Chi Square test.

32
The question asked our participants what year in college are they. 20% of them
responded saying they are Freshman, 23% said they are Sophomores, 36% said they are
Juniors and 21% said they are Seniors in college. There was no data found to help
support our null hypothesis on these results.

33
Three questions were asked in order to give us result in this Contingency table. The
questions asked were what year in college are you? What is your gender? Finally we had
respondents use the Likert scale to respond to our statement I believe co-curricular activities
enhance my education. Our finding resulted in a positive relation of co-curricular activities and
its effect on education. Of the 100 participants in the study 28 strongly agreed with the statement
I believe co-curricular activities enhance my education and of those 28, 16 were male and 12
were female. Of the 100 participants 55 agreed with the statement I believe co-curricular
activities enhance my education. The remaining 17 students either disagreed, strongly disagreed
or did not find in applicable to their education. The final results show that 83% of the
participants agreed or strongly agreed with the statement I believe co-curricular activities
enhance my education.
34
With the result to the Statement I believe co-curricular activities enhance my education
we used a Chi Square test on all the grouped responses to see if our data supports our null
hypothesis. With the participants who circles strongly agree, the chi square revealed a . 43 or
43% probability. This percent reveals that our collected data and are expected data are not close
in relation which helps support our null hypothesis and reveals that there is a 43% probability
that the null hypothesis is true. For the participants that circled agree to the statement I believe
co-curricular activities enhance my education the Chi Square test revealed a .05 or 5%
probability that our null hypothesis is true. This data reveals that are collected data and are
expected data are close and that helps support our hypothesis Students perceive co-curricular
activities to enhance their education. For participants that circles Not Applicable the Chi Square
35
revealed a . 15 or 15% probability. The percent reveals that our null hypothesis is supported and
more likely to be true due to our results showing that our expected data is not close to our
expected data and that a variable could have caused our results. For the participants that
answered they disagree with the co-curricular activities enhance my education the Chi Square
test revealed a . 51 or 51% probability which helps support our null hypothesis and is more
likely that a variable could have caused our results. For the participants that respond to strongly
disagree to the statement we did not have any results through the Chi Square test.
36
grade * education
Count
Education
strongly strongly
agree agree N/A Disagree disagree Total
grade First Year 4 10 5 1 0 20
Sophomore 10 13 0 0 0 23
junior 6 25 4 1 0 36
Senior 8 7 2 2 2 21
Total 28 55 11 4 2 100
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 24. 465a 12 . 018
Likelihood Ratio 25. 406 12 . 013
Linear-by-Linear . 580 1 . 446
Association
N of Valid Cases 100
The statement that respondent had to answer was I believe co-curricular activities
enhance my education. The results show that majority of the cohorts believe that co-curricular
activities enhance their education. All participants resulted in an 83% of participants agreed or
strongly agreed with that co-curricular activities enhances their education. The Chi Square test
results showed .02 or 2% probability that our null hypothesis is supported. This result shows that
our collected data and our expected data are very similar and that helps supports our hypothesis
that students perceive co-curricular activities to enhance their education.

37
In the continuing statement of I believe co-curricular activities enhance my education the
graph breaks down the participants responses with the cohort they belong too. Of the 20
freshman that participated in the study, 14 of them either agreed or strongly agreed with the
statement I believe co-curricular activities enhance my education. The results show that 70% of
the freshman believe co-curricular activities enhance their education. For sophomore
participants 23 participated in the study and all 23 either agreed or strongly agreed with the
statement I believe co-curricular activities enhance my education. The results shows that 100%
of sophomore do believe that co-curricular activities enhance their education. For junior
38
participants of the 36 that responded to being a junior in college, 31 of them agreed or strongly
agreed with the statement I believe co-curricular activities enhance my education. The results
show that 86% of juniors believe that co-curricular activities enhance their education. For senior
participants there were 21 that responded to the study and of the 21, 15 agreed or strongly agreed
with the statement I believe co-curricular activities enhance my education. The results show that
71% of seniors do believe that co-curricular activities. From the individual results between
cohorts and the overall results, this helps support our hypothesis further due to the similar results
in every cohort.
39
Non Participants * Education

Count
Education Total
strongly strongly
agree agree N/A Disagree disagree
Non- . 00 24 39 8 0 0 71
Participant 1. 00 4 16 3 4 2 29
Total 28 55 11 4 2 100
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Linear-by-Linear 12. 687 1 . 000
Association
A question and statement were crossed to gives us result on participants that are not
involved in co-curricular activities. The statement asked I believe co-curricular activities
enhance my education and the question was what co-curricular activities you participate in.
The participants that circled none for the question of what co-curricular activities do you
participate in is the focus of these cross tabulation and Chi Square test. The result shows that 29
students do not participate in co-curricular activities and of those 29, 20 of them agree or
strongly agree with the statement I believe co-curricular activities enhance my education. That
results in 68% of participants believe co-curricular activities enhance their education. The Chi
Square results is .001 or 1% probability which then helps support our hypothesis and does not
support our null hypothesis because the collected data is too close to our expected data to prove
if a variable is to cause to our results.

40
In the graph our data shows the gender responses to the statement I believe co-curricular
activities enhance my education as well as show the difference between non-participants and
participants results. In this it shows of the 71 respondents that said they participate in co-
curricular activities, 63 of them agreed or strongly agreed with the statement I believe co-
curricular activities enhance my education. That results in 88% of students that participate in
co-curricular activities agree or strongly agree with the statement. For the 29 students that did
not participate 20 of them agreed or strongly agreed with the statement which results in a 68
percent of non-participants believe that co-curricular activities enhance their education.

41
Continuing with the non-participants, this data shows the difference between the genders
on strictly students who do not participate. 14 male students and 6 female students agree or
strongly agree with the statement I believe co-curricular activities enhance my education. Of the
17 males 14 agreed or strongly agreed which results in 82% of non-participant males agreed or
strongly agreed. For females of the 12 females 6 of them agreed which results in 50% of female
non-participants agreed with the statement I believe co-curricular activities enhance my
education. From the results on non-participants it shows that the females find that co-curricular
do not enhance ones education compared to males who do not respond.

42
Sports Curricular
Sports * Education
Count
Education
strongly
agree agree N/A Disagree Total
Sports 1. 00 21 27 5 2 55
Total 21 27 5 2 55
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question and statement crossed are what co-curricular activities you participate in
with I believe co-curricular activities enhance my education. The test broke down into 7
categories, Sports, Academic, Greek, Spiritual, Leisure, Professional, and None. The first cross
tabulation shows the results of only the students who circled sports as a co-curricular activity
they participate in. Of the 55 students who circled sports 48 of them agreed or strongly agreed
with the statement I believe co-curricular activities enhance my education which results in that
87% of sports participants believe co-curricular activities enhance their education. The Chi
Square resulted in .08 or 8% probability which helps support our null hypothesis that the
collected data and the expected data are not close and there can be a variable that could have
changed the results.

43
Result shown in the graph are from each cohort and their response to the statement I
believe co-curricular activities enhance my education crossed with participant who answered
they participate in academic co-curricular activities. The results show a high concentration of
sophomores and juniors who participated in academic co-curricular activities and agree or
strongly agree in that co-curricular activities enhance their education. Of the total 34 participants
26 of them were juniors and sophomores and only one of those participants disagreed with that
co-curricular activities dont enhance ones education. Data can be theorized that students that
are sophomores and juniors are participating in academic co-curricular activities because they are
44
beginning the important courses of their major which complements their major compared to
freshman you are just beginning college and seniors who are preparing for career world.
Academic Curricular
Academic * Education
Count
Education
strongly agree Agree Disagree Total
Academic 1. 00 14 19 1 34
Total 14 19 1 34
Chi-Square Tests
Asymp. Sig.
Value Df (2-sided)
Association
Continuing on what participants circled for the co-curricular activities are academic
activities. 34 participants circled that they participate in a co-curricular activity related to
academics. Of the 34 participants 33 of them think that co-curricular activities enhances their
education. This results in 97% of participants in academic co-curricular activities believe co-
curricular activities enhance their education. From the Chi Square test the results show .04 or
4% probability that our null hypothesis is not supported and our hypothesis is supported because
our collected data

45
Result shown in the graph are from each cohort and their response to the statement I
believe co-curricular activities enhance my education crossed with participant who answered
they participate in academic co-curricular activities. The results show a high concentration of
sophomores and juniors who participated in academic co-curricular activities and agree or
strongly agree in that co-curricular activities enhance their education. Of the total 34 participants
26 of them were juniors and sophomores and only one of those participants disagreed with that
co-curricular activities dont enhance ones education. Data can be theorized that students that
are sophomores and juniors are participating in academic co-curricular activities because they are
46
beginning the important courses of their major which complements their major compared to
freshman you are just beginning college and seniors who are preparing for career world.
Greek Education
Greek * Education
Count
Education Total
strongly agree agree N/A
Greek 1. 00 2 3 2 7
Total 2 3 2 7
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question asked what co-curricular activities do you participate in crossed with the
statement I believe co-curricular activities enhance my education are being analyzed. The
participants that circled Greek as the co-curricular activities are being crossed with our education
statement. Of the 7 students 5 of them agreed or strongly agreed with the statement I believe co-
curricular activities enhance my education. That results in a 71% of Greek participants believe
co-curricular activities enhance their education. The chi square revealed that the null hypothesis
is supported because of a 60% probability.

47
In the Greek life graph it breaks down the 4 cohorts and their responses. Sophomores did not
participate in any Greek life so they do not have any results. The other cohorts show either no
response to the question or agree or strongly agree with statement I believe co-curricular
activities enhance my education. Due to the few amount of respondents to the question the
results shown are not conclusive enough to warrant accurate results to our data.
48
Spiritual Curricular
Spiritual * Education
Count
Education
strongly agree agree Total
Spiritual 1. 00 5 11 16
Total 5 11 16
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question asked was what co-curricular activities do you participate in which gave the
data 16 participants for spiritual co-curricular activities. Of the students participating in spiritual
co-curricular activities all 16 students either agreed or strongly agreed with the question do you
believe co-curricular activities enhance your education. This results in that 100% of students
participating in spiritual co-curricular activities believe it enhances their education. The chi
square reported that there is a 41% probability which supports the null hypothesis and the data is
no close to the expected data.

49
The spiritual co-curricular activities shows that all cohorts shown an overwhelming
agreement in that co-curricular activities enhances ones education. The data does not warrant
conclusive results due to the few amount of students that participate in spiritual co-curricular
activities.
50
Leisure Curricular
Leisure * Education
Count
Education Total
strongly strongly
Leisure 1. 00 8 17 1 1 1 28
Total 8 17 1 1 1 28
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question asked in this cross tabulations were what co-curricular activities you
participate in and the statement I believe co-curricular activities enhance my education. The
participants that answered leisure as the co-curricular activity are being analyzed. Of the 28
students 25 of them responded that they agree or strongly agree that co-curricular activities
enhance their education. That shows a result of 89% of students in leisure co-curricular activities
believe the activity enhances their education. The chi square results show a probability of 61%
which supports our null hypothesis.

51
The graph for students that participate in leisure activities shows a large amount of
sophomore and juniors agree or strongly agree with the statement I believe co-curricular
activities enhance my education. The result can be further study to see if similar results continue
to show up during each cohort.

52
Professional Curricular
Professional * Education
Count
Education Total
strongly strongly
Profession 1. 00 1 10 3 1 1 16
al
Total 1 10 3 1 1 16
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question asked in the cross tabulation are what co-curricular activities you
participate in the statement I believe co-curricular activities enhance my education. The group
analyzed are students who answered that they participate in professional co-curricular activities.
16 students participated in professional co-curricular activities and of the 16, 11 of them agreed
or strongly agreed that co-curricular activities enhance their education. This results in 69% of
participants in professional co-curricular activities believe it enhances their education. The chi
square test revealed a probability of 17% which helps support our null hypothesis that our data is
not as accurate and could be caused by an independent variable.

53
The professional graph shows all the cohorts and their response to the statement I believe
co-curricular activities enhance my education. From the results all the cohorts believe that
professional co-curricular activities enhance ones education with sophomore and juniors heavily
agreeing the most. Theories could be and further analysis that juniors and sophomores are being
more involved in co-curricular activities such as internships compared to seniors who are looking
for jobs and freshman who are not yet to be looking at internships.
54
Major Crossed With Education
Major * Education
Count
educations Total
strongly strongly
Major . 00 0 4 1 0 1 6
Communication 8 20 5 3 0 36
Science 7 6 1 0 0 14
Business 8 17 1 1 1 28
Education 0 1 0 0 0 1
sports 3 3 0 0 0 6
management
art/music 1 0 0 0 0 1
Undecided 1 4 3 0 0 8
Total 28 55 11 4 2 100
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Association
The question asked in this cross tabulation was what major you are studying crossed with
the statement I believe co-curricular activities enhance my education. Of the participants the
majors that had the most participants are communication, Science, and Business. The Chi square
test results showed a probability of 39%. This data helps support our null hypothesis
55
The graph show the majors and their responses to the statement I believe co-curricular activities
enhance my education and the relation between genders. The result show for gender a very
similar response to all the majors and the statement I believe co-curricular activities enhance my
education. The limitation with major is that there is not an even amount of participant in each
major to come to a conclusive response to the statement I believe co-curricular activities

56
Overall analysis of the data revealed that participants whether in a co-curricular activity or not in
a co-curricular activity believe that co-curricular activities enhance ones education. The 83% of
overall participants in the study believe that co-curricular activities enhance ones education. For
participants that participate in co-curricular activities the results show that 89% of them agree or
strongly agree that co-curricular activities enhance ones education. For non-participants 63% of
them agreed or strongly agreed that co-curricular activities enhance their education. The final
result for the co-curricular activities individually can be further analyzed and studied to see if the
relation between a certain types of activity and student perception of its effects on their
education. Further study can be done for majors to see if the types of majors have any relation
on student perception of co-curricular activities and its effects on education.

57
Summary
58
Co-curricular activities began in the Renaissance period which gave people something to
do in their free time. It later became a way to prepare for war. Today, researchers see co-
curricular activities to enhance a students academic success because of the skills and real world
experience gained outside the classroom while involved in co-curricular activities. When
looking at studies on students perception of co-curricular activities, there was a limited amount
of studies on this topic. Overall, we found that student participants in the studies indicated that
co-curricular activities help them grow as individuals and help them to gain more from their
overall education. These activities allow them to be a part of their school community as well as
learn about themselves and their interests.
Through our research study, we wanted to know more about student perception of co-
curricular activities on academic achievement. Why do they balance their school work with
other activities? Is there truly a benefit to these activities or is it now just an expectation that
students balance both their school work and co-curricular activities?
The data from our questionnaire given to student participants showed 83% of participants
perceived co-curricular activities to enhance their academic achievements. With this
information, we compared each co-curricular activity on our questionnaire to see what activities
participants were in and how they responded to this. We found that there are a high number of
sophomores and juniors participating in co-curricular activities compared to freshmen and
seniors. Overall, participants found their co-curricular activity enhanced their overall education.
We then broke down participant responses to majors and found that overall, most
participants found that co-curricular activities they were in enhanced their education. In our
data, we found that we had a high number of business and communication majors participating in
59
co-curricular activities. This may be an indication that business and communication majors find
co-curricular activities to be more of a benefit to them than students in other majors.
After reviewing the data from our questionnaire and comparing the results from each
cohort, we found that overall, student participants find co-curricular activities to be an
enhancement to their education. Thus, the analysis of our data supported our hypothesis that
students perceive co-curricular activities as an enhancement to their academic achievement.

60
Limitations of Study
61
Through our research, we found that we had limitations that should be considered after
looking at the data. To begin, the questions we asked did not merit any true results for the
research because once examined, the questions were not relative to the overall purpose of the
research. Questions such as, what is your age?, how many credits are you currently taking?
were questions that were more focused on the participant personally rather than investigating
more into the perceived effects of co-curricular activities on the participant. The Likert Scale
questions in our study did not allow us to understand students perception of the effects of co-
curricular activities on their academic performance because they were too general. The
following statements were limitations to our research because they did not do anything to support
the overall research. Rather, these statements strayed away from students perception of the
effects their co-curricular activity has on their education.
I put my focus on my co-curricular activities than on my school work.
I put more effort on my homework than on my co-curricular activities.
I believe that my co-curricular activities have a connection to my professional career goals.
I believe I learn more participating in my co-curricular activities than in my classes.
I dont get any academic benefit from being involved in co-curricular activities.
I only participate in co-curricular activities for socializing.
Because these questions strayed from the research, they held no merit and could not be
used for data. Some questions we asked ultimately served as filler questions to meet the
requirement of 20 questions. This made us realize afterward that our study could have asked
different questions that addressed the effects of co-curricular activities and therefore more
helpfully benefitted our research. These questions need to be more direct and clear.
62
Furthermore, we later considered some of the language to be vague because it could have
been interpreted in various ways depending on the person reading it. This language needed to be
more specific or clarified with more context. For example, with the question, what type of
campus organizations are you involved in? participants had to circle all that apply. Two of the
options they could circle were leisurely and professional. We later realized that these options
could have be interpreted in different ways than we had intended. We considered leisurely
organizations to be intramural sports activities and professional organizations to be activities
related to ones major. When looking at the data from this question, we have to take this into
consideration that what we considered to be leisurely or professional may not have been
what the participant thought them to be. Of the twenty questions we asked participants, we only
pulled useful data for our research from six questions. If we would have made our questions
more direct, clear, and in-depth toward the effects of co-curricular activities, then we could have
derived more data from our results.
Another limitation we had was with Greek life. There was not enough respondents in
Greek life to provide a result that may be compared to our research that says Greek life is a co-
curricular that helps students gain skills beyond the classroom. In addition, we grouped too
many majors under one representative major, so we could not fully analyze what specific majors
were most involved in co-curricular activities. This may be the reason why we had a high
number of business and communication majors participating in co-curricular activities compared
to any of the other majors. If we had separated them out more it would have allowed us to see
what each major thought about the effects of co-curricular activities.
Participants who are not in co-curricular activities overall saw it as an enhancement to
academic achievement, but reporting that they are not in co-curricular activities does not make
63
their answers entirely credible. If a participant is not in a co-curricular activity, it limits the
amount of results on student perceptions of co-curricular activities. The results of participants
who do not participate in co-curricular activities are inapplicable to the study because we want
student perceptions on the effects of co-curricular activities on education. This is a consideration
for future studies.

64
Recommendations for Future Study

65
Looking toward the future of this study, there are recommendations we have that would
allow a deeper analysis of student perceptions of co-curricular activities on academic
achievements. After reviewing our questions, we believe that they should be more direct in
asking students about the effects of co-curricular activities on the students academics. These
questions will be able to help us see the results from different cohorts and dig deeper into student
perception of effects of co-curricular activities. The questions we asked were vague and not
direct in asking participants about the effects their co-curricular activity has on them. It is
important to ensure that the questions are clear in meaning to ensure that the data being pulled
from the questionnaire is accurate and definite.
Researchers should continue to examine how different cohorts responded to the effects of
co-curricular activities. We noticed in our study that there are a high number of sophomores and
juniors who find co-curricular activities to be an enhancement to their academic achievement.
In the future, it would be interesting to know if this is consistent for sophomores and juniors or if
it was just a trend among the participants of this study. In addition, we had a high number of
business and communication majors participating in co-curricular activities. This should be
examined in the future as well to see why it is that these majors have high participation.
Another way to dig deeper into co-curricular activities like sports or clubs could be to
identify and examine the differences between the effects on overall academic achievement with
what co-curricular activities students are involved in. What do clubs compared to sports offer to
students to enhance their education? Which clubs or sports offer more compared to others?
Looking closer at the difference between sports and clubs and what they offer will allow a better
understanding of what co-curricular activities are doing as a whole for students.

66
In addition, it may be advisable to look at gender and race differences to determine if
there is a difference in student perception of the effects of co-curricular activities. There may be
a difference in what men and women perceive to be beneficial to their academic achievement.
Do men or women prefer sports activities over clubs or vice versa? This may have an impact on
what men and women participate in once they settle into college. Is there a strong difference
between what men and women are participating in or is involvement type and amount relatively
equal among genders?
For the future research of this study, participants in co-curricular activities only should be
randomly selected, otherwise the study does not merit any true results. Having participants who
are only in co-curricular activities will allow us to find more data on sophomores and juniors and
male and females to see what they are participating in and why. However, having both
perspectives on students currently in co-curricular activities and those who are not can be another
research topic to see why students are not participating and how that effects their overall
academic achievement compared to those who do participate in co-curricular activities.

67
Conclusion
68
Reviewing literature and seeing the vast amount of research conducted on co-curricular
activities led us to study student perception of co-curricular activities. We wanted to see if our
study could support findings on the effect of co-curricular activities on education. After we
completed our research of co-curricular activities and perception theory, we began to create our
questionnaire which we planned to distribute to our randomly selected cohorts.
Once we created our questionnaire and randomly distributed our questionnaire to the
cohorts, we collected all the data and put our data into SPSS. This program was used to help
show the frequency of a question as well as cross tabulate multiple questions to see if there is any
relation between two questions. Once we began to use the chi square test and the contingency
table, we started to see results that suggested the participants believe co-curricular activities
enhance their education.
What we learned from the test is that participants believe co-curricular activities enhance
their education. We first used the contingency table to see what the respondents had to say to the
question Do you believe co-curricular activities enhance your education? and used the Likert
scale to have respondents say that they strongly agree, agree, not applicable, disagree or strongly
disagree. In doing so, we had respondents agree and strongly agree to the question regarding
whether or not the participant believes co-curricular activities enhance his or her education. In
total, 83 percent of the total participants agreed or strongly agreed. These results help support
our hypothesis that students perceive co-curricular activities to enhance ones education. We
sought further support for our hypothesis, prompting us to run a chi square test to see if our null
hypothesis was supported. In the chi square test, our result was one percent probability which
supports our hypothesis and does not support the null hypothesis. The data received only
69
touched the surface of what our data revealed overall about student opinions on co-curricular
activities.
We broke the data down more specifically by separating students who participate in co-
curricular activities and students who do not participate. We found that 71 students responded
saying they participate in a co-curricular activity. Out of the 71 participants, 63 agreed or
strongly agreed that co-curricular activities enhance ones education. The results show that 89
percent of students that participate believe co-curricular activities enhances one education. The
remaining students that did not participate showed significant results in our study. Of the 29
students that do not participate, 20 of them agreed or strongly agreed that they believe co-
curricular activities enhance ones education. This meant that 69 percent of students not
participating in co-curricular activities believe the activities enhance education. This revelation
shows that co-curricular activity perception for the vast majority of students is a positive one as
the activities relate to education.
Further cross tabulations we did were the individual co-curricular activities. Our results
revealed several inconclusive results due to the few amount of participants that were involved in
a certain co-curricular activity.
Further studies that can be done to improve our study would involve randomly sampling
more specific curricular activities that students are involved in. This would help researchers see
what students perceive in consideration of various co-curricular activities.
The main limitation discovered among our work shows that several questions in our
study were not in fact pertinent to the overall study. In order to improve the study, the stronger
and more direct the questions can be, the more likely the results will be accurately representative.
70
The results from our study show participants perceive co-curricular activities to enhance ones
education. The hypothesis is supported through our results and our research question was
answered. From our data, we found that co-curricular activities do not impede a students
education according to the opinions of participants.

71
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79
Appendixes
80
Appendix A: Schedule of Classes
LORAS COLLEGE SCHEDULE - FALL 2016 LAST UPDATED: 11/25/16 16:00

MAX USED WTLST SYN DEPT CAT SEC TITLE CRED
TIME DAY BLDG ROOM INSTRUCTOR(S)
30 29 7259 L. ACC 227 01 Managerial Accounting 3. 0
09:00-09:50 MWF KEAN 333 Sturm, K
Aug 29 - Dec 15

10:00-10:50 MWF KEAN 333 Sturm, K
Aug 29 - Dec 15

12:30-01:20pm MWF KEAN 333 Sturm, K
Aug 29 - Dec 15

08:00-09:20 TTH KEAN 334 Lammer, L
Aug 29 - Dec 15
81

09:30-10:50 TTH KEAN 334 Lammer, L
Aug 29 - Dec 15

12:30-01:50pm TTH KEAN 333 Lammer, L
Aug 29 - Dec 15
25 29 7265 L. ACC 331 01 Intermed Financial Acct I 3. 0

10:00-10:50 MWF KEAN 334 Lammer, L
Aug 29 - Dec 15
NOT OPEN TO FIRST YEAR STUDENTS
28 26 7266 L. ACC 343 01 Cost Accounting 3. 0

08:00-09:20 TTH KEAN 333 Sturm, K
Aug 29 - Dec 15
0 1 7928 L. ACC 394 03 Accounting Internship 1-12

ARR ARR ARR Lammer, L
Aug 29 - Dec 15
Instructor Signature Required
25 20 7267 L. ACC 455 01 Federal Income Tax I 3. 0

08:00-09:20 TTH KEAN 305 Schleicher, D
Aug 29 - Dec 15
25 16 7268 L. ACC 468 01 Adv Financial Accounting 3.

0 07:00-07:50 MWF KEAN 305 Schleicher, D
Aug 29 - Dec 15

ARR ARR ARR Sturm, K
Aug 29 - Dec 15

ARR ARR ARR Lammer, L
Aug 29 - Dec 15

82
0 7 7543 L. ARC 101 01 Transition to College 2. 0

09:30-10:20 TTH WAHL 124 Gallagher, L
Aug 29 - Dec 15
24 22 5989 L. ATR 140 01 First Aid & Emergency Care 3. 0

10:00-10:50 MWF ROHL 143 McDonald, M
Aug 29 - Dec 15
ONLY FIRST YEAR AND SOPHOMORES
15 12 5991 L. ATR 280 01 Athletic Training Clinical I 1. 0

11:00-11:50 M ROHL 127 McDonald, M
Aug 29 - Dec 15
ATHLETIC TRAINING MAJORS ONLY
COURSE FEE: $40. 00

20 13 5992 L. ATR 290 01 Eval of Athletic Injuries I 3. 0
08:00-08:50 MWF GRAB 104 Newman, N
Aug 29 - Dec 15
15 10 5994 L. ATR 380 01 Athletic Training Clinical III 1. 0

01:30-02:20pm W GRAB 104 McDonald, M
Aug 29 - Dec 15
COURSE FEE: $40. 00

25 24 7414 L. ATR 481 01 Pathophysiology 3. 0
09:30-10:50 TTH HENN 070 Newman, N
Aug 29 - Dec 15
15 9 7434 L. ATR 489 01 Athletic Train Clinical V 1. 0

01:30-02:20pm M ROHL 127 McDonald, M
Aug 29 - Dec 15
COURSE FEE: $40. 00

25 26 7324 L. BAN 210 01 Essentials of Analytics 3. 0
12:30-01:50pm TTH KEAN 334 Graham, H
Aug 29 - Dec 15
25 21 7318 L. BAN 210 02 Essentials of Analytics 3. 0

02:00-03:20pm TTH KEAN 334 Graham, H
Aug 29 - Dec 15
20 9 7464 L. BAN 295 01 Topics: Data Analytics Lab 2. 0

06:00-09:00pm M KEAN 334 Lehman, D
Aug 29 - Dec 15
83
25 8 7317 L. BAN 330 01 Introduction to Data Science 3. 0

02:30-03:20pm MWF HENN 270 Rissler, M
Aug 29 - Dec 15
25 10 7319 L. BAN 450 01 Marketing Analytics 3. 0

06:00-09:00pm T KEAN 305 Marzofka, P
Aug 29 - Dec 15
JUNIORS & SENIORS ONLY
20 16 6775 L. BIO 115 01 Principles of Biology I 4. 0

09:00-09:50 MWF SCIE 242 Schnee, F
Aug 29 - Dec 15
08:00-10:50 TH SCIE 049
COURSE FEE: $20. 00
09:00-09:50 MWF SCIE 242 Schnee, F / Staff
Aug 29 - Dec 15
11:00-01:50pm TH SCIE 049
COURSE FEE: $20. 00
09:00-09:50 MWF SCIE 242 Schnee, F / Staff
Aug 29 - Dec 15
02:00-04:50pm TH SCIE 049
COURSE FEE: $20. 00
20 14 6778 L. BIO 116 01 Principles of Biology II 4. 0
09:00-09:50 MWF SCIE 128 Shealer, D / Sinha, A
Aug 29 - Dec 15
08:00-10:50 T SCIE 054
COURSE FEE: $20. 00
20 9 6779 L. BIO 116 02 Principles of Biology II 4. 0
09:00-09:50 MWF SCIE 128 Shealer, D / Sinha, A
Aug 29 - Dec 15
02:00-04:50pm T SCIE 054
COURSE FEE: $20. 00
16 14 6015 L. BIO 225 02 Human Anatomy & Physiology I 4. 0
11:00-12:20pm TTH HENN 070 Thraen-Borowski, K
Aug 29 - Dec 15
08:00-09:50 T SCIE 019
COURSE FEE: $20. 00

16 17 6016 L. BIO 225 03 Human Anatomy & Physiology I 4. 0
11:00-12:20pm TTH HENN 070 Thraen-Borowski, K
Aug 29 - Dec 15
12:30-02:20pm T SCIE 019
COURSE FEE: $20. 00

20 20 6780 L. BIO 240 01 Plant Biology 4. 0
10:00-10:50 MWF SCIE 109 Sinha, A
Aug 29 - Dec 15
12:30-03:20pm TH SCIE 054
COURSE FEE: $20. 00
18 18 7325 L. BIO 260 01 Human Anatomy & Physiology-AH 4. 0
10:00-10:50 MWF SCIE 134 Davis, T
84
Aug 29 - Dec 15
09:00-10:50 T SCIE 134
NOT OPEN TO CROSS-REGISTRATION
COURSE FEE: $20. 00

20 20 6743 L. BIO 273 01 Human Genetics-HV 3. 0
01:30-02:20pm WF SCIE 049 Schnee, F
Aug 29 - Dec 15
01:30-03:20pm M SCIE 049
Clustered with 6742 L. PHI 317 01 Ethics &

New Genetics-HV
COURSE FEE: $20. 00
12 11 6782 L. BIO 279 01 Exp Design/Biostat-AH 3. 0
10:00-10:50 MWF SCIE 128 Shealer, D
Aug 29 - Dec 15
02:30-04:20pm M SCIE 019
COURSE FEE: $20. 00

Aug 29 - Dec 15
02:30-04:20pm W SCIE 019
COURSE FEE: $20. 00

Aug 29 - Dec 15
02:30-04:20pm TH SCIE 019
COURSE FEE: $20. 00

25 14 6784 L. BIO 389 01 Junior Seminar 1. 0
03:30-04:20pm M SCIE 208 Schnee, F
Aug 29 - Dec 15
BIO & BIO RESEARCH MAJORS ONLY
16 13 6785 L. BIO 420 01 Vertebrate Physiology 4. 0

12:30-01:20pm MWF SCIE 128 Davis, T
Aug 29 - Dec 15
02:30-04:20pm T SCIE 134
COURSE FEE: $20. 00
16 16 6786 L. BIO 420 02 Vertebrate Physiology 4. 0
12:30-01:20pm MWF SCIE 128 Davis, T
Aug 29 - Dec 15
02:30-04:20pm W SCIE 134
COURSE FEE: $20. 00
25 15 6787 L. BIO 488 01 Senior Seminar Portfolio-PJ 2. 0
02:30-04:20pm F SCIE 208 Sinha, A
Aug 29 - Dec 15
85
28 26 5685 L. BUS 230 01 Prin of Management 3. 0

02:30-03:50pm MW KEAN 334 Gambrall, D
Aug 29 - Dec 15

12:30-01:50pm TTH KEAN 011 Gambrall, D
Aug 29 - Dec 15

02:00-03:20pm TTH KEAN 011 Gambrall, D
Aug 29 - Dec 15
30 31 5687 L. BUS 240 01 Principles of Marketing 3. 0

06:00-09:00pm T KEAN 333 Donovan, A
Aug 29 - Dec 15
25 25 5688 L. BUS 240 02 Principles of Marketing 3. 0

10:00-10:50 MWF KEAN 303 Graham, H
Aug 29 - Dec 15
30 34 5690 L. BUS 250 01 Business Statistics 3. 0

08:00-08:50 MWF KEAN 333 Sturm, K
Aug 29 - Dec 15
Cannot Register If Took L. Bus-255
25 27 5691 L. BUS 317 01 Business Law I 3. 0

09:00-09:50 MWF KEAN 305 Schleicher, D
Aug 29 - Dec 15
30 33 5693 L. BUS 335 01 Human Resource Management 3. 0

06:00-09:00pm M KEAN 333 Norton, A
Aug 29 - Dec 15
30 25 5694 L. BUS 343 01 Marketing Management 3. 0

12:30-01:50pm TTH KEAN 009 Marzofka, P
Aug 29 - Dec 15

86
30 30 7327 L. BUS 349 01 Consumer Behavior 3. 0

12:30-01:20pm MWF KEAN 334 Marzofka, P
Aug 29 - Dec 15
28 26 5697 L. BUS 350 01 Managerial Finance 3. 0

08:00-08:50 MWF KEAN 334 Eller, E
Aug 29 - Dec 15

09:00-09:50 MWF KEAN 011 Breitbach, E
Aug 29 - Dec 15

10:00-10:50 MWF KEAN 305 Breitbach, E
Aug 29 - Dec 15
25 17 7328 L. BUS 353 01 Financial Institutions 3. 0

01:30-02:20pm MWF KEAN 303 Breitbach, E
Aug 29 - Dec 15
25 26 7329 L. BUS 354 01 Personal Financial Planning 3. 0

09:30-10:50 TTH KEAN 303 Breitbach, E
Aug 29 - Dec 15
25 11 5700 L. BUS 358 01 LIFE Portfolio Application I 3. 0

12:30-01:50pm TTH KEAN 305 Eller, E
Aug 29 - Dec 15
25 26 5702 L. BUS 433 01 Global Leadership 3. 0

06:00-09:00pm W KEAN 334 Graham, H
Aug 29 - Dec 15
25 22 5703 L. BUS 447 01 Marketing Research 3. 0

09:00-09:50 MWF KEAN 303 Marzofka, P
Aug 29 - Dec 15
25 19 5704 L. BUS 451 01 Intermed Financial Management 3. 0

09:30-10:50 TTH KEAN 333 Eller, E
Aug 29 - Dec 15
87
SENIORS ONLY
25 0 5705 L. BUS 458 01 LIFE Portfolio Application II 3. 0

12:30-01:50pm TTH KEAN 305 Eller, E
Aug 29 - Dec 15
INSTRUCTOR PERMISSION REQUIRED
40 29 6106 L. CHE 111 01 General Chemistry I 4. 0

10:00-10:50 MWF SCIE 208 Moser, A
Aug 29 - Dec 15
05:00-07:00pm M SCIE 128
12:30-01:20pm MWF SCIE 208 Moser, A
Aug 29 - Dec 15
05:00-07:00pm M SCIE 128
01:30-02:20pm MWF SCIE 208 Moser, A
Aug 29 - Dec 15
05:00-07:00pm M SCIE 128
24 20 6173 L. CHE 111L 01 Gen Chemistry I Lab 0. 0
08:00-10:50 T SCIE 245 Speckhard, D
Aug 29 - Dec 15
MUST REGISTER FOR COREQUISITE: L. CHE-111

COURSE FEE: $20. 00
12:30-03:20pm T SCIE 245 Maslowsky, E
Aug 29 - Dec 15

COURSE FEE: $20. 00

08:00-10:50 TH SCIE 245 Edwards, C
Aug 29 - Dec 15

COURSE FEE: $20. 00
01:30-04:20pm W SCIE 245 Speckhard, D
Aug 29 - Dec 15

COURSE FEE: $20. 00
12:30-03:20pm TH SCIE 245 Moser, A
Aug 29 - Dec 15
COURSE FEE: $20. 00

88
15 11 6181 L. CHE 225 01 Quantitative Analysis 4. 0

01:30-02:20pm MWF SCIE 109 Edwards, C
Aug 29 - Dec 15
12:30-04:20pm T SCIE 203
COURSE FEE: $20. 00
18 16 6856 L. CHE 234 01 Organic Chemistry II 4. 0
08:00-08:50 MWF SCIE 109 Oostendorp, D
Aug 29 - Dec 15
08:00-10:50 T SCIE 109
COURSE FEE: $20. 00
18 12 6857 L. CHE 234 02 Organic Chemistry II 4. 0
08:00-08:50 MWF SCIE 109 Oostendorp, D
Aug 29 - Dec 15
12:30-03:20pm T SCIE 109
COURSE FEE: $20. 00
24 24 6184 L. CHE 262 01 Globl Warming-Fact/Fiction-AH 4. 0
08:00-08:50 MWF SCIE 252 Maslowsky, E
Aug 29 - Dec 15
08:00-09:50 TH SCIE 252
COURSE FEE: $20. 00

24 22 7428 L. CHE 262 02 Globl Warming-Fact/Fiction-AH 4. 0
10:00-10:50 MWF SCIE 252 Maslowsky, E
Aug 29 - Dec 15
12:30-02:20pm TH SCIE 252
COURSE FEE: $20. 00

30 25 6188 L. CHE 335 01 Introductory Biochemistry 3. 0
09:00-09:50 MWF SCIE 208 Speckhard, D
Aug 29 - Dec 15
MAY REGISTER FOR COREQUISITE: L. CHE-335L

COURSE FEE: $20. 00
20 18 6938 L. CHE 335L 01 Biochemistry Lab 1. 0
08:00-10:50 TH SCIE 125 Speckhard, D
Aug 29 - Dec 15
20 8 6196 L. CHE 389 01 Junior Seminar 1. 0

02:30-03:20pm M SCIE 242 Edwards, C
Aug 29 - Dec 15
20 12 6797 L. CHE 489 01 Senior Seminar: Portfolio-PJ 1. 0

03:30-04:20pm M SCIE 128 Oostendorp, D
Aug 29 - Dec 15
Chemistry and Biochemistry Majors
15 1 6204 L. CHE 491 01 Research 1. 0

ARR ARR ARR Speckhard, D
Aug 29 - Dec 15
Instructor Permission Required

89
15 5 6211 L. CHE 491 02 Research 2. 0

Aug 29 - Dec 15
15 0 6634 L. CHE 491 03 Research 3. 0

Aug 29 - Dec 15
25 24 5706 L. CIT 110 01 Computing & Info Tech Basics 3. 0

12:30-01:50pm TTH KEAN 303 Hitchcock, W
Aug 29 - Dec 15
Cannot Register If Took L. Cit-111
25 20 5707 L. CIT 110 02 Computing & Info Tech Basics 3. 0

02:00-03:20pm TTH KEAN 303 Hitchcock, W
Aug 29 - Dec 15
Cannot Register If Took L. Cit-111
20 20 5709 L. CIT 115 01 Programming & Design Basics 4. 0

12:30-01:20pm MTWTHF HENN 360 Rissler, M
Aug 29 - Dec 15
25 23 5710 L. CIT 217 01 Network Management 3. 0

06:00-09:00pm T KEAN 303 Burken, D
Aug 29 - Dec 15
16 14 5712 L. CIT 219 01 Computer Organiz/Architecture 4. 0

09:00-09:50 MWF SCIE 231 Neebel, D
Aug 29 - Dec 15
12:30-03:20pm TH SCIE 231
20 16 5713 L. CIT 225 01 Data Structures & Algorithms 4. 0
08:00-08:50 MTWTHF HENN 250 Thompson, M
Aug 29 - Dec 15
27 19 7330 L. CIT 321 01 Data Analysis 3. 0

09:30-10:50 TTH KEAN 305 Hitchcock, W
Aug 29 - Dec 15
25 11 5714 L. CIT 322 01 Web 1 Basic HTML Authoring 1. 0

06:00-09:00pm W KEAN 303 Hitchcock, W
Aug 29 - Sep 30
MUST REGISTER FOR COREQUISITE: L. CIT-

323*L. CIT-324
25 10 5715 L. CIT 323 01 Web 2 Adv HTML Authoring 1. 0
Oct 3 - Nov 4

322*L. CIT-324
90
25 10 5716 L. CIT 324 01 Web 3 Site Dev & Admin 1. 0

Nov 7 - Dec 16

322*L. CIT-323
25 9 7332 L. CIT 325 01 Algorithm Design & Analysis 3. 0
10:00-10:50 MWF SCIE 125 Thompson, M
Aug 29 - Dec 15
20 11 5718 L. CIT 485 01 Systems Engineering 3. 0

09:30-10:50 TTH HENN 350 Thompson, M
Aug 29 - Dec 15
SENIORS ONLY
25 21 6816 L. COM 131 01 Intro Mass Communication 3. 0

08:00-08:50 MWF HOFF 112 Myers, S
Aug 29 - Dec 15

10:00-10:50 MWF HOFF 111 Myers, S
Aug 29 - Dec 15

11:00-12:20pm TTH HOFF 411 Belanger, K
Aug 29 - Dec 15
22 22 5877 L. COM 158 01 Intro TV Production 3. 0

12:30-02:20pm TTH HOFF 211 Schaefer, C
Aug 29 - Dec 15
COURSE FEE: $50. 00

16 16 7413 L. COM 164 01 Digital Imaging 3. 0
09:30-10:50 TTH HOFF 435 Myers, S
Aug 29 - Dec 15
COURSE FEE: $50. 00
25 24 5879 L. COM 190 01 Communication Theory 3. 0

08:00-09:20 TTH HOFF 411 Sullivan, M
Aug 29 - Dec 15
25 22 5883 L. COM 201 01 Prin of Public Relations 3. 0

10:00-10:50 MWF HOFF 412 Harris, M
Aug 29 - Dec 15
20 20 5884 L. COM 202 01 Public Relations Writing 3. 0

09:00-09:50 MWF HOFF 411 Harris, M
Aug 29 - Dec 15
30 30 5885 L. COM 225 01 Media Writing 3. 0

10:00-10:50 MWF HOFF 311 Kohl, P
Aug 29 - Dec 15
91
MAY REGISTER FOR COREQUISITE: L. COM-131

25 30 7409 L. COM 255 01 Interpersonal Communicatn-IV 3. 0
11:00-12:20pm TF HOFF 311 Sullivan, M
Aug 29 - Dec 15
Clustered with 6855 L. PHI 311 01 Business

Ethics-IV
22 20 7435 L. COM 257 01 Electronic Field Production 3. 0
09:30-10:50 TTH HOFF 211 Schaefer, C
Aug 29 - Dec 15
COURSE FEE: $50. 00

20 6 5887 L. COM 259 01 Mock Trials 1. 0
03:30-04:20pm WF HOFF 411 Merkel, D
Aug 29 - Oct 14
22 1 7514 L. COM 259 02 Mock Trials 1. 0

Oct 24 - Dec 15
16 16 5889 L. COM 264 01 Desktop Publishing 3. 0

12:30-01:50pm TTH HOFF 435 Pisarik, P
Aug 29 - Dec 15
PR Majors Only
COURSE FEE: $50. 00

25 20 5890 L. COM 280 01 News Analysis 3. 0
02:30-03:50pm MW HOFF 412 Pisarik, P
Aug 29 - Dec 15

25 24 7410 L. COM 286 01 Identity/Comm in Rock&Roll-AI 3. 0
02:30-03:50pm MW HOFF 136 Kohl, P
Aug 29 - Dec 15
14 3 5892 L. COM 293 01 Media Studies Practicum Staff 1. 0

09:00-09:50 MWF HOFF 211 Schaefer, C
Aug 29 - Dec 15
04:00-06:30pm W HOFF 211
COURSE FEE: $25. 00
20 20 5895 L. COM 351 01 Adv Public Relations Writing 3. 0
10:00-10:50 MWF HOFF 411 Belanger, K
Aug 29 - Dec 15
10 1 5896 L. COM 359 01 Mock Trials 1. 0

Aug 29 - Oct 14
22 0 7515 L. COM 359 02 Mock Trials 1. 0

92
Oct 24 - Dec 15
20 15 5898 L. COM 380 01 Persuasion 3. 0

09:00-09:50 MWF HOFF 412 Sullivan, M
Aug 29 - Dec 15

25 23 5900 L. COM 390 01 Media Criticism 3. 0
12:30-01:50pm TTH HOFF 411 Kohl, P
Aug 29 - Dec 15
0 1 8020 L. COM 394 01 Internship 1-3

ARR ARR ARR Sullivan, M
Aug 29 - Dec 15
PRIOR APPROVAL OF CHAIRPERSON REQ
30 38 5902 L. COM 485 01 Communication Research 3. 0

12:30-01:20pm MWF HOFF 512 Harris, M
Aug 29 - Dec 15
PR & MEDIA STUDIES MAJORS ONLY
SENIORS ONLY
15 0 5903 L. COM 492 01 Journalism Practicum 1. 0

ARR ARR ARR Pisarik, P
Aug 29 - Dec 15
PRIOR APPROVAL OF INSTRUCTOR REQ
16 14 5904 L. COM 493 01 Media Studies Practicum II 1. 0

09:00-09:50 MWF HOFF 211 Schaefer, C
Aug 29 - Dec 15
COURSE FEE: $25. 00

25 19 5972 L. CRJ 120 01 Intro to Criminal Justice 3. 0
09:00-09:50 MWF HENN 350 Bell, V
Aug 29 - Dec 15
25 20 5978 L. CRJ 120 02 Intro to Criminal Justice 3. 0

06:00-07:20pm TTH HENN 250 Gau, M
Aug 29 - Dec 15
35 35 5980 L. CRJ 224 01 Criminal Law 3. 0

06:00-09:00pm W HENN 070 Corken, C
Aug 29 - Dec 15
30 20 5987 L. CRJ 252 01 Criminology 3. 0

09:00-09:50 MWF WAHL 101 Decker, L
Aug 29 - Dec 15
25 17 7334 L. CRJ 253 01 Corrections 3. 0

10:00-10:50 MWF HENN 350 Bell, V
93
Aug 29 - Dec 15
25 25 7505 L. CRJ 280 01 CJ Ethical Considerations-AV 3. 0

10:00-10:50 MWF HENN 480 Decker, L
Aug 29 - Dec 15
25 26 7506 L. CRJ 280 02 CJ Ethical Considerations-AV 3. 0

02:30-03:20pm MWF HENN 350 Bell, V
Aug 29 - Dec 15
25 27 7335 L. CRJ 312 01 Crime Prevention 3. 0

06:00-09:00pm M WAHL 101 Corken, C
Aug 29 - Dec 15
30 26 6012 L. CRJ 320 01 Juvenile Delinq & Justice 3. 0

08:00-08:50 MWF HENN 480 Decker, L
Aug 29 - Dec 15
25 7 7412 L. CRJ 400 01 Women and Crime 3. 0

05:00-08:00pm T HENN 350 Tentis, D
Aug 29 - Dec 15
10 1 6028 L. CRJ 490 03 Field Experience 3. 0

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15
CRIMINAL JUSTICE MAJORS ONLY
FLD INSTRUCTION COORD PERMISSION

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15

94

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15

08:00-08:50 T HENN 445 Decker, L
Aug 29 - Dec 15
15 15 6522 L. CTL 100 01 MOI: The Four Marks-FI 3. 0

12:30-01:50pm TTH SMYT 102 Osheim, A
Aug 29 - Dec 15
INCOMING FY STUDENTS ONLY
CTL STUDENTS ONLY
21 21 6650 L. CTL 274 01 All for One-IV 3. 0

01:30-02:20pm MWF KEAN 011 Lorenz, A
Aug 29 - Dec 15
CTL STUDENTS ONLY
Clustered with 6651 L. CTL 277 01

Belief/Unbelief & Good Lif-IV
21 21 6651 L. CTL 277 01 Belief/Unbelief & Good Lif-IV 3. 0
11:00-12:20pm TTH KEAN 011 Wathier, D
Aug 29 - Dec 15
CTL STUDENTS ONLY
Clustered with 6650 L. CTL 274 01 All for

One-IV
95
18 15 6652 L. CTL 490 01 Leadership Sem for Soc Justice 2. 0

06:00-08:00pm TH SMYT 102 C. Kuhl
Aug 29 - Oct 14
CTL STUDENTS ONLY
30 27 5719 L. ECO 221 01 Prin of Microeconomics 3. 0

09:00-09:50 MWF HOFF 512 Smith, J
Aug 29 - Dec 15
30 28 5720 L. ECO 221 02 Prin of Microeconomics 3. 0

10:00-10:50 MWF HOFF 512 Smith, J
Aug 29 - Dec 15
30 28 5722 L. ECO 222 01 Prin of Macroeconomics 3. 0

12:30-01:20pm MWF HOFF 340 Maskay, B
Aug 29 - Dec 15
30 29 5723 L. ECO 222 02 Prin of Macroeconomics 3. 0

01:30-02:20pm MWF KEAN 333 Eller, E
Aug 29 - Dec 15
30 10 5725 L. ECO 321 01 Intermed Microecon Theory 3. 0

09:30-10:50 TTH HOFF 312 Smith, J
Aug 29 - Dec 15
20 16 7337 L. ECO 346 01 Public Finance 3. 0

12:30-01:20pm MWF HOFF 311 Smith, J
Aug 29 - Dec 15
0 1 7925 L. ECO 498 01 Directed Readings 1-3

ARR ARR ARR Smith, J
Aug 29 - Dec 15
25 23 6213 L. EDU 200 01 Foundations of Education 3. 0

08:00-09:20 TTH WAHL 143 Scheuerell, S
Aug 29 - Dec 15
MUST REGISTER FOR COREQUISITE: L. EDU-205

25 25 6215 L. EDU 205 01 Foundations/Special Education 3. 0
08:00-08:50 MWF WAHL 143 Croatt, K
Aug 29 - Dec 15

25 26 6216 L. EDU 221 01 Learn Envirn & Collaborations 3. 0
12:30-01:20pm MWF WAHL 110 Shaw, D
Aug 29 - Dec 15
0 23 7549 L. EDU 221 02 Learn Envirn & Collaborations 3. 0

08:00-08:50 MWF WAHL 110 Shaw, D
96
Aug 29 - Dec 15
25 25 6217 L. EDU 230 01 Children & Young Adult Lit-AA 3. 0

09:30-10:50 TTH WAHL 110 Monhardt, R
Aug 29 - Dec 15
ONLY TEACHER EDUCATION STUDENTS

26 25 6218 L. EDU 232 01 C/I in PE/Health/Wellness 1.
0 02:30-03:20pm W WAHL 109 Schreiber, M
Aug 29 - Dec 15
Declared Elementary Ed Majors Only
MUST REGISTER FOR COREQUISITE: L. EDU-

233*L. EDU-234
26 25 6219 L. EDU 233 01 C/I in Performing Arts 1. 0
03:30-04:20pm W WAHL 109 Davis-Orwoll, S
Aug 29 - Dec 15

232*L. EDU-234
26 25 6220 L. EDU 234 01 C/I in Visual Arts 1. 0
04:30-05:20pm W WAHL 109 Lovell, J
Aug 29 - Dec 15

232*L. EDU-233
25 30 6223 L. EDU 265 01 Multicultural Education-AC 3. 0
11:00-12:20pm TTH WAHL 143 Scheuerell, S
Aug 29 - Dec 15
20 6 6224 L. EDU 321 01 Infant/Toddlers Curriculum 3. 0

08:00-09:20 TTH WAHL 109 Croatt, K
Aug 29 - Dec 15

19 5 6226 L. EDU 323 01 Preprimary Curriculum 3. 0
03:45-06:45pm W WAHL 110 Steines David,T
Aug 29 - Dec 15

97

15 1 7552 L. EDU 323 02 Preprimary Curriculum 3. 0
ARR ARR ARR Staff
Aug 29 - Dec 15
20 5 6225 L. EDU 327 01 Dev Curr & Methods Birth-Age 5 3. 0

09:30-10:50 TTH WAHL 109 Croatt, K
Aug 29 - Dec 15
15 16 6227 L. EDU 331 01 Curr/Instr in Lang Arts 3. 0

08:00-09:20 TTH WAHL 145 Salyer, D
Aug 29 - Dec 15

15 16 6228 L. EDU 332 01 Beginning Reading 3. 0
09:30-10:50 TTH WAHL 145 Salyer, D
Aug 29 - Dec 15

15 15 6229 L. EDU 333 01 Curr/Instr in Math 3. 0
03:15-07:15pm M WAHL 109 Nugent, C
Aug 29 - Dec 15
Meets at Fulton Elementary School

12 12 6231 L. EDU 334 01 Intermediate Clinical K-6 1. 0
08:00-10:50 MWF WAHL 124 Monhardt, R
Aug 29 - Dec 15
12 2 7532 L. EDU 334 02 Intermediate Clinical K-6 1. 0

ARR ARR ARR Monhardt, R
Aug 29 - Dec 15
20 3 7580 L. EDU 335 01 Curr/Instr in Soc Studies 3. 0

01:00-03:00pm T WAHL 145 Monhardt, R
Aug 29 - Dec 15
15 14 7444 L. EDU 336 01 Science Curr/Instruct 3. 0

12:30-03:20pm TH WAHL 145 Monhardt, R
Aug 29 - Dec 14
98
15 9 6230 L. EDU 337 01 Reading Across the Curriculum 3. 0

12:30-01:50pm WF WAHL 145 Salyer, D
Aug 29 - Dec 15
0 1 7535 L. EDU 339 01 Differentiated Instr 5-12 2. 0

ARR Welsh, H
Aug 29 - Dec 15
20 9 6233 L. EDU 340 01 Differentiated Instruction K-6 3. 0

03:30-06:30pm W WAHL 145 Winkel, M
Aug 29 - Dec 15
20 10 6235 L. EDU 343 01 Assess Exceptionality Pre K-8 3. 0

03:30-06:30pm TH WAHL 145 Winkel, M
Aug 29 - Dec 15
15 16 6234 L. EDU 346 01 Learning/Behavior Strategies I 3. 0

09:00-09:50 MWF WAHL 110 Shaw, D
Aug 29 - Dec 15
20 8 7339 L. EDU 352 01 Special Sec Methods: English 3. 0

08:00-09:20 TTH WAHL 124 Welsh, H
Aug 29 - Dec 15
20 6 7340 L. EDU 353 01 Special Sec Methods: Math 3. 0

09:30-10:50 TTH HENN 180 Keller, R
Aug 29 - Dec 15
20 4 7533 L. EDU 354 01 Special Sec Methods: Science 3. 0

04:00-07:00pm W WAHL 124 Monhardt, L
Aug 29 - Dec 15
15 20 6240 L. EDU 357 01 Reading in Sec Schools 3. 0

08:00-09:20 WF WAHL 109 Welch, L
Aug 29 - Dec 15

99
20 7 6241 L. EDU 361 01 Practicum/Instr Read Problem 3. 0

03:30-04:50pm TTH WAHL 110 Lansing, S
Aug 29 - Dec 15
30 0 6242 L. EDU 411 01 Student Tch Elem Music 5. 0

ARR WAHL 109 Fabricius, R
Aug 29 - Dec 15

COURSE FEE: $100. 00
30 0 6243 L. EDU 412 01 Student Tch Sec Music 5. 0
ARR WAHL 110 Fabricius, R
Aug 29 - Dec 15

30 2 6247 L. EDU 424 01 Stud Tch Early Child Sp Ed 0-5 5. 0
ARR ARR ARR Fabricius, R
Aug 29 - Dec 15

30 0 6248 L. EDU 425 01 Student Tch Early Child 0-5 5. 0
Aug 29 - Dec 15

30 2 6249 L. EDU 426 01 Student Tch Primary K-3 ECE 5. 0
Aug 29 - Dec 15
MAY REGISTER FOR COREQUISITE: L. EDU-424*L.

EDU-425
30 1 6250 L. EDU 432 01 Student Tch Elem School 10. 0
Aug 29 - Dec 15

20 1 6251 L. EDU 441 01 Student Tch Inst Strat I K-8 5. 0
Aug 29 - Dec 15
100

30 0 6252 L. EDU 442 01 Student Tch El Ed Inst Strat I 5. 0
Aug 29 - Dec 15

30 2 6255 L. EDU 452 01 Student Tch Secondary School 10. 0
Aug 29 - Dec 15

40 6 6256 L. EDU 490 01 Capstone Seminar/Portfolio-PJ 2. 0
04:00-05:30pm M WAHL 101 Welsh, H
Aug 29 - Dec 15
0 1 7906 L. EDU 690 03 Institutes in Education 3. 0

ARR ARR ARR Keller, R
Aug 29 - Dec 15
GRADUATE STUDENTS ONLY

18 14 5860 L. EGR 105 01 Intro to Engineering I 3. 0
08:00-09:20 TTH SCIE 118 Carstens, T
Aug 29 - Dec 15
09:00-09:50 M SCIE 109
COURSE FEE: $20. 00
18 14 5862 L. EGR 105 02 Intro to Engineering I 3. 0
08:00-09:20 WF SCIE 118 Carstens, T
Aug 29 - Dec 15
09:00-09:50 M SCIE 109
COURSE FEE: $20. 00
16 11 5867 L. EGR 232 01 Engineering Dynamics 3. 0
01:30-02:20pm MWF SCIE 118 Carstens, T
Aug 29 - Dec 15
20 14 7341 L. EGR 335 01 Electric Circuits 3. 0

02:30-03:20pm MWF SCIE 231 Neebel, D
Aug 29 - Dec 15
20 15 7342 L. EGR 350 01 Engineering Laboratory I 1. 0

12:30-03:20pm T SCIE 231 Neebel, D
Aug 29 - Dec 15
101
COURSE FEE: $20. 00

1 1 7924 L. EGR 398 01 Empirical Research: Hydrofoil 1-4
ARR ARR ARR Thompson, K
Aug 29 - Dec 15
10 6 6553 L. EGR 490 01 Capstone Engineer Design I-PJ 3. 0

12:30-01:20pm MWF SCIE 118 Thompson, K
Aug 29 - Dec 15
COURSE FEE: $20. 00

20 21 6557 L. ENG 111 01 Critical Writing-FW 3. 0
09:30-10:50 TTH HOFF 411 Stone, S
Aug 29 - Dec 15

11:00-12:20pm TF HOFF 511 Jablonsky, W
Aug 29 - Dec 15

08:00-08:50 MWF HOFF 511 Kanyusik, W
Aug 29 - Dec 15

11:00-12:20pm TF HOFF 111 Clark, N
Aug 29 - Dec 15
18 14 7343 L. ENG 224 01 African American Literature 3. 0

12:30-01:50pm TTH HOFF 111 Stone, S
Aug 29 - Dec 15
25 22 6563 L. ENG 232 01 The Novel-AA 3. 0

10:00-10:50 MWF HOFF 312 Kanyusik, W
Aug 29 - Dec 15
25 26 7886 L. ENG 232 02 The Novel-IA 3. 0

11:00-12:20pm TF HOFF 512 Kanyusik, W
Aug 29 - Dec 15
Clustered with 6670 L. HIS 230 01

Community/Identity Am West-IA
15 10 6564 L. ENG 238 01 Poetry Writing 3. 0
09:00-09:50 MWF HOFF 347 Pollock, J
Aug 29 - Dec 15
102
15 18 7426 L. ENG 239 01 Creative Nonfiction Writing-AA 3. 0

02:00-03:20pm TTH WAHL 124 Koch, K
Aug 29 - Dec 15
25 29 7440 L. ENG 240 01 Nature of Nature/Ireland-CI 3. 0

11:00-12:20pm TF HOFF 112 Koch, K
Aug 29 - Dec 15
Clustered with 7355 L. HIS 245 01 The

Celts-CI
25 15 6565 L. ENG 285 01 Modn Irish Lit & Culture 3. 0
09:00-09:50 MWF HOFF 511 Auge, A
Aug 29 - Dec 15
18 8 7344 L. ENG 328 01 Am Lit Mod/Contemp Poetry 3. 0

02:30-03:50pm MW HOFF 111 Pollock, J
Aug 29 - Dec 15
18 14 7345 L. ENG 351 01 Milton & 17th C Literature 3. 0

02:00-03:20pm TTH HOFF 112 Auge, A
Aug 29 - Dec 15
18 16 7346 L. ENG 355 01 English Novel 1800-1840 3. 0

12:30-01:20pm MWF HOFF 111 VanLaningham, E
Aug 29 - Dec 15
15 13 7347 L. ENG 370 01 Fantastic Fiction 3. 0

06:30-09:30pm W WAHL 143 Jablonsky, W
Aug 29 - Dec 15
15 10 6571 L. ENG 384 01 Adv Fiction Writing 3. 0

06:30-09:30pm M HOFF 347 Jablonsky, W
Aug 29 - Dec 15
15 15 7433 L. ENG 395 01 Topics: Writing Social Action 3. 0

08:00-09:20 TTH HOFF 511 Clark, N
Aug 29 - Dec 15
18 12 7503 L. ENG 395 02 Topics: Mod/Cont Brit/Am Drama 3. 0

02:00-03:20pm TTH HOFF 312 Kanyusik, W
Aug 29 - Dec 15
22 23 6576 L. ENG 468 01 Literary Criticism 3. 0

09:30-10:50 TTH ARCE 402 Auge, A
Aug 29 - Dec 15
103
25 12 6578 L. ENG 490 01 Senior Literature Capstone-PJ 3. 0

01:30-02:20pm MWF HOFF 111 VanLaningham, E
Aug 29 - Dec 15
SENIORS ONLY
English Literature Major
25 12 6580 L. ENG 490D 01 Senior Lit Capstone Defense 0. 0

ARR ARR ARR VanLaningham, E
Aug 29 - Dec 15
Need L. ENG-490
15 10 6581 L. ENG 491 01 Senior Thesis Seminar 3. 0

12:30-01:20pm MWF WAHL 124 Jablonsky, W
Aug 29 - Dec 15
SENIORS ONLY
Creative Writing Majors Only
15 2 6582 L. ENG 491D 01 Senior Thesis Defense-PJ 0. 0

ARR ARR ARR Jablonsky, W
Aug 29 - Dec 15
Need L. ENG-491
4 3 7570 L. ENG 498 01 Directed Readings 1-3

ARR ARR ARR Jablonsky, W
Aug 29 - Dec 15
20 18 7524 L. EXP 100 01 Foundation for College Success 1. 0

02:30-03:20pm MW WAHL 101 Mulligan, D
Aug 29 - Dec 15
20 16 7525 L. EXP 100 02 Foundation for College Success 1. 0

02:00-02:50pm TTH WAHL 101 Walsh, K
Aug 29 - Dec 15
0 19 7904 L. EXP 294 01 Internship 1-11

ARR ARR ARR Carroll, M
Aug 29 - Dec 15
0 1 7923 L. EXP 294 02 Internship 1-11

Aug 29 - Dec 15
0 6 7729 L. EXP 294 03 Internship 1-11

Aug 29 - Dec 15
104
15 9 7351 L. GRS 101 01 First Yr Ancient Greek I 3. 0

09:00-09:50 MWF HOFF 212 Smith, C
Aug 29 - Dec 15
25 24 7352 L. HIS 117 01 Roman Civilization 3. 0

10:00-10:50 MWF HOFF 212 Smith, C
Aug 29 - Dec 15
25 20 6667 L. HIS 121 01 U S History to 1877 3. 0

08:00-08:50 MWF HOFF 512 Anderson-Bricker, K
Aug 29 - Dec 15
30 22 7353 L. HIS 141 01 Modern Europe Since 1750 3. 0

12:30-01:50pm TTH HOFF 511 Zhu, L
Aug 29 - Dec 15
20 26 6670 L. HIS 230 01 Community/Identity Am West-IA 3. 0

11:00-12:20pm MTH HOFF 512 Anderson-Bricker, K
Aug 29 - Dec 15
Clustered with 7886 L. ENG 232 02 The

Novel-IA
25 24 7354 L. HIS 231 01 History of U. S. Sexuality-AV
3. 0 02:00-02:50pm MWF HOFF 512 Anderson-Bricker, K
Aug 29 - Dec 15
25 29 7355 L. HIS 245 01 The Celts-CI 3. 0

11:00-12:20pm MTH HOFF 112 Eby, J
Aug 29 - Dec 15
Clustered with 7440 L. ENG 240 01 Nature of

Nature/Ireland-CI
25 21 6671 L. HIS 272 01 Japan in the Modern World-AI 3. 0
09:00-09:50 MWF HOFF 312 Zhu, L
Aug 29 - Dec 15
25 23 7356 L. HIS 333 01 Imperial Geographies-AA 3. 0

02:00-03:20pm MW HOFF 212 Kehren, M
Aug 29 - Dec 15
10 1 7695 L. HIS 394 01 Internship 1-3

ARR ARR ARR Anderson-Bricker, K
Aug 29 - Dec 15
25 14 7357 L. HIS 395 01 U. S. /China:partners Or Enemies 3.

0 09:30-10:50 TTH HOFF 511 Zhu, L
Aug 29 - Dec 15
105
25 15 7358 L. HIS 395 02 Topics: Israel/Palestine 3. 0

01:30-02:20pm MWF HOFF 312 Eby, J
Aug 29 - Dec 15
25 9 6712 L. HIS 490 01 Research Seminar 3. 0

08:00-09:20 TTH HOFF 512 Anderson-Bricker, K
Aug 29 - Dec 15
HISTORY MAJORS ONLY
0 1 8010 L. HIS 498 01 Ethics and Civil Rights - VA 1-3

ARR ARR ARR Lorenz, A / Kehren, M
Aug 29 - Dec 15
1 1 8011 L. HIS 498 02 IS: Contemp Urban Portugal 1-3

ARR ARR ARR Kehren, M
Aug 29 - Dec 15
22 17 7415 L. HON 100 01 MOI:Honors Modes of Inq-FI 3. 0

08:00-09:20 TTH HENN 350 Grinde, L / VanLaningham, E
Aug 29 - Dec 15
ONLY STUDENTS IN HONORS PROGRAM
COURSE FEE: $60. 00

22 11 7416 L. HON 100 02 MOI:Honors Modes of Inq-FI 3. 0
11:00-12:20pm MTH ROHL 143 Garrett, M / VanLaningham, E
Aug 29 - Dec 15
COURSE FEE: $60. 00

50 25 6550 L. HON 250 01 Honors Research Seminar 1. 0
11:00-11:50 M HOFF 411 VanLaningham, E
Aug 29 - Dec 15
COURSE FEE: $25. 00

02:30-03:20pm M HOFF 511 VanLaningham, E
Aug 29 - Dec 15
COURSE FEE: $25. 00

106
Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

Aug 29 - Dec 15
COURSE FEE: $25. 00

20 13 7359 L. INS 489 01 Senior Seminar 3. 0
04:30-05:50pm MW HOFF 212 Kehren, M
Aug 29 - Dec 15
6 4 5997 L. KIN 050 01 Personal Fitness 1. 0

09:00-09:50 MWF ARR ARR Kult, T
Aug 29 - Dec 15
107
3 4 7518 L. KIN 050 02 Personal Fitness 1. 0

01:30-02:20pm MWF ARR ARR Mertens, E
Aug 29 - Dec 15
10 7 7539 L. KIN 070 01 Trap and Skeet Shooting 1. 0

02:30-05:30pm M OFC OFC Degenhardt, C
Aug 29 - Dec 15
Students enrolling in this course will be

required to purchase a
range membership ($80). Transportation to
Izaak Walton Club
shooting range is provided. Rifles are
provided - personal
weapons may not be used and may not be
brought to campus.
25 22 5999 L. KIN 074 01 Team Sports I 1. 0
11:00-11:50 TTH GRAB CT1 Tebon, C
Aug 29 - Dec 15
25 25 6000 L. KIN 101 01 Introduction to Kinesiology 3. 0

08:00-08:50 MWF GRAB 206 Glover, S
Aug 29 - Dec 15
25 24 6001 L. KIN 101 02 Introduction to Kinesiology 3. 0

09:00-09:50 MWF ROHL 143 McDonald, M
Aug 29 - Dec 15
25 21 6002 L. KIN 121 01 Personal/Community Health 3. 0

12:30-01:20pm MWF GRAB 206 Thraen-Borowski, K
Aug 29 - Dec 15
25 25 6003 L. KIN 145 01 Nutrition 3. 0

10:00-10:50 MWF GRAB 206 Glover, S
Aug 29 - Dec 15
25 27 7360 L. KIN 145 02 Nutrition 3. 0
01:30-02:20pm MWF ROHL 143 Kult, T
Aug 29 - Dec 15
25 21 6004 L. KIN 235 01 Sports Officiating 3. 0

09:30-10:50 TTH GRAB 206 Tebon, C
Aug 29 - Dec 15
ONLY EDUCATION OR KIN MAJORS

108
15 16 6005 L. KIN 322 01 Physiology of Exercise 3. 0

09:00-09:50 MWF SCIE 019 Mertens, E
Aug 29 - Dec 15
15 14 6006 L. KIN 322 02 Physiology of Exercise 3. 0

12:30-01:20pm MWF SCIE 019 Mertens, E
Aug 29 - Dec 15
16 17 6007 L. KIN 344 01 Theory Strength Train & Condit 3. 0

08:00-09:20 TTH GRAB 206 Mertens, E
Aug 29 - Dec 15
16 8 6008 L. KIN 344 02 Theory Strength Train & Condit 3. 0

12:30-01:50pm TTH GRAB 206 Kult, T
Aug 29 - Dec 15
15 4 6794 L. KIN 392 01 Practm Phys Actvty & Health I 3. 0

ARR ARR ARR Mertens, E
Aug 29 - Dec 15
1 1 7573 L. KIN 398 01 EMPIRICAL RESEARCH 3. 0

ARR ARR ARR Glover, S
Aug 29 - Dec 15
10 3 6011 L. KIN 492 01 Internship in Kinesiology I 3. 0

Aug 29 - Dec 15
10 0 6013 L. KIN 493 01 Internship in Kinesiology II 3. 0

Aug 29 - Dec 15
22 22 5727 L. LIB 100 01 MOI: Modes of Inquiry-FI 3. 0

08:00-08:50 MWF WAHL 101 Scheuerell, S
Aug 29 - Dec 15

109

10:00-11:00 MWF KEAN 008 Livingston, D
Aug 29 - Dec 15

10:00-10:50 MWF HOFF 136 Edwards, C
Aug 29 - Dec 15

11:00-12:20pm MTH GRAB 206 Newman, N
Aug 29 - Dec 15

01:30-02:20pm MWF HENN 350 Bell, V
Aug 29 - Dec 15

09:00-09:50 MWF HENN 470 Bechen, M
Aug 29 - Dec 15

12:30-01:50pm TTH WAHL 109 Welsh, H
Aug 29 - Dec 15

09:30-10:50 TTH HOFF 512 Belanger, K
Aug 29 - Dec 15

110

10:00-10:50 MWF ARCE 402 Pohland, G
Aug 29 - Dec 15

12:30-01:20pm MWF ARCE 402 Lammer-Heindel, C
Aug 29 - Dec 15

09:00-09:50 MWF ARCE 402 Kehren, M
Aug 29 - Dec 15

01:30-02:20pm MWF KEAN 334 Kerkenbush, R
Aug 29 - Dec 15

10:00-10:50 MWF WAHL 143 Kohlhaas, J
Aug 29 - Dec 15

09:30-10:50 TTH HENN 270 Heidenreich, J
Aug 29 - Dec 15

01:30-02:20pm MWF HOFF 340 Maskay, B
Aug 29 - Dec 15

111
20 22 6540 L. LIB 105 01 College Writing-FW 3. 0

10:00-10:50 MWF HOFF 112 Pollock, J
Aug 29 - Dec 15

08:00-09:20 TTH HOFF 111 Witthoeft, C
Aug 29 - Dec 15

09:00-09:50 MWF HOFF 111 Koch, K
Aug 29 - Dec 15

09:30-10:50 TTH HOFF 111 Witthoeft, C
Aug 29 - Dec 15

02:00-03:20pm TTH HOFF 111 Yazbec, W
Aug 29 - Dec 15

12:30-01:50pm TTH ARCE 102 Wolff, M
Aug 29 - Dec 15

02:00-03:20pm TTH ARCE 102 Wolff, M
Aug 29 - Dec 15
20 19 5849 L. LIB 110 01 Public Speaking-FS 3. 0

08:00-08:50 MWF HOFF 427 Goodman, C
Aug 29 - Dec 15

09:00-09:50 MWF HOFF 427 Goodman, C
Aug 29 - Dec 15

11:00-12:20pm TTH HOFF 427 Merkel, D
112
Aug 29 - Dec 15

12:30-01:50pm MW HOFF 427 Pisarik, P
Aug 29 - Dec 15

08:00-09:20 TTH HOFF 427 Merkel, D
Aug 29 - Dec 15

09:30-10:50 TTH HOFF 427 Pisarik, P
Aug 29 - Dec 15

12:30-01:50pm TTH HOFF 427 Donald, D
Aug 29 - Dec 15

02:00-03:20pm TTH HOFF 427 Merkel, D
Aug 29 - Dec 15

06:00-09:00pm T HOFF 427 Hanson, T
Aug 29 - Dec 15
25 26 7308 L. LIB 130 01 Witnesses-Hope,Heart,Hum-MC 3. 0

02:30-03:50pm MW KEAN 303 Joensen, W
Aug 29 - Dec 15
25 24 7447 L. LIB 130 02 The Displaced Person-MC 3. 0

11:00-12:20pm WF KEAN 011 Welch, L
Aug 29 - Dec 15
25 29 6833 L. LIB 135 01 Priests,Ministers,Rabbis-MC 3. 0

01:30-02:20pm MWF WAHL 101 Waldmeir, J
Aug 29 - Dec 15
113
25 23 6834 L. LIB 135 02 Body of Christ At Prayer-MC 3. 0

09:00-09:50 MWF KEAN 009 Pitt, D
Aug 29 - Dec 15
25 25 7365 L. LIB 135 03 Body of Christ At Prayer-MC 3. 0

10:00-10:50 MWF KEAN 009 Pitt, D
Aug 29 - Dec 15
22 25 5730 L. LIB 220 01 Democ & Global Diversity-MD 3. 0

09:30-10:50 TTH HOFF 112 Darr, B
Aug 29 - Dec 15
22 22 6046 L. LIB 220 02 Democracy/Global Diversity-MD 3. 0

02:00-03:20pm TTH HOFF 511 Eby, J
Aug 29 - Dec 15

02:30-03:50pm MW HENN 070 Cavanagh, B
Aug 29 - Dec 15

09:30-10:50 TTH WAHL 101 Bechen, M
Aug 29 - Dec 15

11:00-12:20pm TTH WAHL 101 Lammer-Heindel, C
Aug 29 - Dec 15
25 7560 L. LIB 236 01 Quest Ethical Development-AV 3. 0

09:30-10:50 TTH HOFF 340 Maskay, B
Aug 29 - Dec 15
25 23 7366 L. LIB 276 01 Law/Tech/Informatnl Privcy-AI 3. 0

08:00-08:50 MWF KEAN 305 Schleicher, D
Aug 29 - Dec 15
25 21 7499 L. LIB 305 01 Portfolio-PJ 1. 0

ARR ONL ONL Adams, R
114
Aug 29 - Oct 14

ARR ONL ONL Adams, R
Oct 18 - Dec 15

06:00-08:00pm TH SMYT 102 Osheim, A
Oct 24 - Dec 15
CTL STUDENTS ONLY
25 25 5871 L. MAT 091 01 Intermediate Algebra 4. 0

11:00-11:50 MTTHF ARCE 102 Mulligan, D
Aug 29 - Dec 15
FIRST YEAR ONLY
25 21 5872 L. MAT 091 02 Intermediate Algebra 4. 0

12:30-01:20pm MTWF WAHL 143 Mulligan, D
Aug 29 - Dec 15
FIRST YEAR ONLY
25 18 5881 L. MAT 113 01 College Algebra-FM 3. 0

09:00-09:50 MWF HENN 270 Heidenreich, K
Aug 29 - Dec 15
CAN'T REG IF TAKEN MAT117 OR ABOVE
25 26 5882 L. MAT 113 02 College Algebra-FM 3. 0

10:00-10:50 MWF HENN 270 Meyer, J
Aug 29 - Dec 15
CAN'T REG IF TAKEN MAT117 OR ABOVE
25 25 5906 L. MAT 115 01 Statistics-FM 4. 0

11:00-11:50 MTTHF HENN 280 Rissler, M
Aug 29 - Dec 15

12:30-01:20pm MTWF HENN 180 Keller, R
Aug 29 - Dec 15
115

12:30-01:20pm MTWF WAHL 101 Heidenreich, K
Aug 29 - Dec 15
25 21 5909 L. MAT 117 01 Pre-Calculus-FM 4. 0

11:00-11:50 MTTHF HENN 470 Heidenreich, J
Aug 29 - Dec 15
25 12 5912 L. MAT 117 02 Pre-Calculus-FM 4. 0

12:30-01:20pm MTWF SCIE 252 Kohlhaas, A
Aug 29 - Dec 15
28 24 5913 L. MAT 150 01 Calc of One Variable I-FM 4. 0

11:00-11:50 MTTHF HENN 250 Crook, S
Aug 29 - Dec 15
NO CREDIT IF L. MAT-170 TAKEN
25 22 5916 L. MAT 150 02 Calc of One Variable I-FM 4. 0

12:30-01:20pm MTWF HENN 270 Crook, S
Aug 29 - Dec 15
25 14 5931 L. MAT 160 01 Calc of One Variable II 4. 0

11:00-11:50 MTTHF HENN 270 Kohlhaas, A
Aug 29 - Dec 15
25 13 5933 L. MAT 250 01 Linear Algebra 3. 0

12:30-01:20pm MWF HENN 250 Heidenreich, J
Aug 29 - Dec 15
25 18 5934 L. MAT 260 01 Analytic Geom/Calc III 4. 0

08:00-08:50 MTWF HENN 180 Meyer, J
Aug 29 - Dec 15
25 13 7844 L. MAT 260 02 Analytic Geom/Calc III 4. 0

07:00-07:50 MTWTH OFC OFC Heidenreich, K
Aug 29 - Dec 15
14 3 5936 L. MAT 390 01 Seminar 1. 0

12:30-01:20pm F HENN 450 Meyer, J
Aug 29 - Dec 15
116
MAY REGISTER FOR COREQUISITE: L. MAT-250

14 6 7368 L. MAT 391 03 Guided Research 3. 0
02:30-03:50pm MW HENN 250 Meyer, J
Aug 29 - Dec 15
25 12 7367 L. MAT 450 01 Modern Algebra 3. 0

01:30-02:20pm MWF HENN 250 Kohlhaas, A
Aug 29 - Dec 15
25 9 6969 L. MBA 510 01 Managerial Effectiveness 3. 0

05:30-09:30pm T KEAN 334 Gambrall, D
Sep 13 - Oct 25
MBA Students Only
10 3 7931 L. MBA 511 01 Business Analytics Overview 3. 0

ARR ARR ARR Conway, D.
Oct 3 - Dec 16
25 13 7321 L. MBA 515 01 Ethical & Social Resp Bus 3. 0

05:30-09:30pm M KEAN 303 Ciapalo, R
Sep 12 - Oct 24
MBA Students Only
20 8 6970 L. MBA 520 01 Data Science 3. 0

05:30-09:30pm T KEAN 334 Lehman, D
Nov 1 - Dec 13
MBA Students Only
20 13 5732 L. MBA 555 01 Financial Management 3. 0

05:30-09:30pm M KEAN 303 Hammermeister, J
Oct 31 - Dec 12
MBA Students Only
25 18 5907 L. MUS 101 01 Music Theory I 3. 0

11:00-11:50 MTTHF VISI 115 Tyler, L
Aug 29 - Dec 15
10 5 5910 L. MUS 110 01 Applied Voice 1. 0

ARR ARR ARR Kluck, A
Aug 29 - Dec 15

ARR ARR ARR Kluck, A / Tyler, E
Aug 29 - Dec 15

ARR ARR ARR Kluck, A / Tyler, E
Aug 29 - Dec 15

117

ARR ARR ARR Kluck, A / Allen, C
Aug 29 - Dec 15

ARR ARR ARR Kluck, A / Allen, C
Aug 29 - Dec 15

20 14 5919 L. MUS 121 01 Applied Piano 1. 0
ARR VISI 135 Tyler, L
Aug 29 - Dec 15

20 0 5920 L. MUS 121 02 Applied Piano 2. 0
ARR VISI 135 Tyler, L
Aug 29 - Dec 15

20 15 5921 L. MUS 121 03 Applied Piano 1-2
ARR VISI 135 Chapman, C
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 1 7468 L. MUS 131 01 Applied Violin 1-2
ARR ARR ARR Luke, W
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 1 7469 L. MUS 132 01 Applied Viola 1-2
ARR ARR ARR Brenner, P
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 1 7470 L. MUS 133 01 Applied Cello 1-2
ARR ARR ARR Luke, W
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 0 7471 L. MUS 134 01 Applied String Bass 1-2
ARR ARR ARR Luke, W
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 9 7472 L. MUS 135 01 Applied Guitar 1-2
ARR ARR ARR McConnell, M
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 2 7473 L. MUS 141 01 Applied Flute 1-2
ARR ARR ARR Omarzu, J
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

118
10 1 7474 L. MUS 142 01 Applied Oboe 1-2

ARR ARR ARR Omarzu, M
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 2 7475 L. MUS 143 01 Applied Clarinet 1-2
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 2 7476 L. MUS 144 01 Applied Saxophone 1-2
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 0 7477 L. MUS 145 01 Applied Bassoon 1-2
ARR ARR ARR Pohland, G
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

5 1 5947 L. MUS 151 01 Applied Trumpet 1. 0
ARR VISI 134 Gaunitz, M / Pohland, G
Aug 29 - Dec 15

10 0 7369 L. MUS 151 02 Applied Trumpet 2. 0
ARR VISI 134 Gaunitz, M / Pohland, G
Aug 29 - Dec 15

5 1 5948 L. MUS 152 01 Applied French Horn 1.
0 ARR VISI 134 Pohland, G
Aug 29 - Dec 15

10 0 7370 L. MUS 152 02 Applied French Horn 2. 0
ARR VISI 134 Pohland, G
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

5 0 5950 L. MUS 153 01 Applied Trombone 1. 0
Aug 29 - Dec 15

10 0 7371 L. MUS 153 02 Applied Trombone 2. 0
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

5 0 5951 L. MUS 154 01 Applied Baritone 1. 0
Aug 29 - Dec 15

119
10 0 7372 L. MUS 154 02 Applied Baritone 2. 0

Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

5 0 5952 L. MUS 155 01 Applied Tuba 1. 0
Aug 29 - Dec 15

10 1 7373 L. MUS 155 02 Applied Tuba 2. 0
Aug 29 - Dec 15

10 1 7478 L. MUS 160 01 Applied Percussion 1-2
ARR ARR ARR Iwasaki, M
Aug 29 - Dec 15
COURSE FEE: $275. 00 or $550. 00

10 1 7374 L. MUS 176 01 Brass Techniques 1. 0
ARR ARR ARR Pohland, G
Aug 29 - Dec 15
60 8 5957 L. MUS 181 01 Wind Ensemble 0. 0

07:00-08:50pm TTH VISI 236 Pohland, G
Aug 29 - Dec 15
60 27 5958 L. MUS 181 02 Wind Ensemble 1. 0

Aug 29 - Dec 15
12 2 7422 L. MUS 182 01 Jazz Ensemble 0. 0

Aug 29 - Dec 15
30 7 7423 L. MUS 182 02 Jazz Ensemble 1. 0

Aug 29 - Dec 15
80 11 5967 L. MUS 183 01 Loras Concert Choir 0. 0

03:30-04:50pm TTH VISI 236 Kluck, A
Aug 29 - Dec 15
80 47 5969 L. MUS 183 02 Loras Concert Choir 1. 0

03:30-04:50pm TTH VISI 236 Kluck, A
Aug 29 - Dec 15
20 4 5970 L. MUS 184 01 Chamber Singers 0. 0

04:30-05:50pm MW VISI 236 Kluck, A
Aug 29 - Dec 15
REQUIRES AUDITION
MUST REGISTER FOR COREQUISITE: L. MUS-183

120
20 16 5971 L. MUS 184 02 Chamber Singers 1. 0

Aug 29 - Dec 15
REQUIRES AUDITION
MUST REGISTER FOR COREQUISITE: L. MUS-183

30 3 5973 L. MUS 185 01 Bella Voce 0. 0
Aug 29 - Dec 15
30 8 5974 L. MUS 185 02 Bella Voce 1. 0

Aug 29 - Dec 15
30 0 7479 L. MUS 186 01 Con Brio 1. 0

ARR ARR ARR Kluck, A
Aug 29 - Dec 15
REQUIRES AUDITION
12 3 5977 L. MUS 203 01 Music Theory III 3. 0

10:00-10:50 MWF VISI 115 Tyler, L
Aug 29 - Dec 15
6 4 7420 L. MUS 295 01 Topics: Class Piano 1. 0

09:30-10:20 TTH VISI 136 Tyler, L
Aug 29 - Dec 15
20 6 7421 L. MUS 295 02 Topics: Intro. Music Therapy 3. 0

09:30-10:50 TTH VISI 115 Clark, D
Aug 29 - Dec 15
6 2 7467 L. MUS 295 03 Topics; Class Piano 1. 0

02:30-03:20pm MW VISI 136 Tyler, L
Aug 29 - Dec 15
12 5 7424 L. MUS 309 01 Orchestration 2. 0

Aug 29 - Dec 15
20 9 7425 L. MUS 315 01 History & Lit of Music III 3. 0

08:00-09:20 TTH VISI 115 Brenner, P
Aug 29 - Dec 15
20 9 7270 L. NEU 281 01 Exploring the Brain Thru TBI 3. 0

02:30-03:50pm MW SCIE 109 Kurczek, J
Aug 29 - Dec 15
0 3 7376 L. NEU 390 01 Research Experience 1-3

ARR Kurczek, J
Aug 29 - Dec 15
Neuroscience Majors Only

121
30 22 6741 L. PHI 150 01 Logic 3. 0

10:00-10:50 MWF WAHL 109 Lammer-Heindel, C
Aug 29 - Dec 15
25 30 6855 L. PHI 311 01 Business Ethics-IV 3. 0

11:00-12:20pm MTH KEAN 333 Ciapalo, R
Aug 29 - Dec 15
Clustered with 7409 L. COM 255 01

Interpersonal Communicatn-IV
20 20 6742 L. PHI 317 01 Ethics & New Genetics-HV 3. 0
06:00-09:00pm T ARCE 402 Idziak, J
Aug 29 - Dec 15
Clustered with 6743 L. BIO 273 01 Human

Genetics-HV
30 17 7320 L. PHI 322 01 Modern Philosophy 3. 0
09:30-10:50 TTH KEAN 009 Joensen, W
Aug 29 - Dec 15
2 2 7546 L. PHI 498 01 Directed Readings 1-3

ARR Lammer-Heindel, C
Aug 29 - Dec 15
20 19 5941 L. PHY 208 01 Astronomy-AH 4. 0

06:00-08:50pm MTH SCIE 242 McLaughlin, Ken
Aug 29 - Dec 15
36 35 7378 L. PHY 210 01 Elements Physics I 4. 0

01:30-02:20pm MWF SCIE 128 Thompson, K
Aug 29 - Dec 15
21 16 7888 L. PHY 210 02 Elements Physics I 4. 0

11:25-12:10pm MTWTHF OFC OFC Thompson, K
Aug 29 - Dec 15
PSEO HIGH SCHOOL STUDENTS ONLY
18 12 7380 L. PHY 223 01 Physics Scientist/Engineers I 5. 0

12:30-01:20pm MTWF SCIE 242 McLaughlin, Ken
Aug 29 - Dec 15
18 12 7381 L. PHY 290 01 Physics Lab I 0. 0

02:30-05:20pm W SCIE 122 Stierman, T
Aug 29 - Dec 15
COURSE FEE: $20. 00

122

12:30-03:20pm TH SCIE 122 McLaughlin, Ken
Aug 29 - Dec 15
COURSE FEE: $20. 00

01:30-04:20pm T SCIE 122 Carstens, T
Aug 29 - Dec 15
COURSE FEE: $20. 00

MTWTHF OFC OFC Stierman, T
Aug 29 - Dec 15
COURSE FEE: $20. 00

1 1 7545 L. PHY 398 01 Empirical Research 1-3
ARR ARR ARR McLaughlin, Ken
Aug 29 - Dec 15
30 26 7385 L. POL 101 01 Issues in American Politics 3. 0

09:00-09:50 MWF ARCE 102 Cochran, D
Aug 29 - Dec 15
30 25 7386 L. POL 101 02 Issues in American Politics 3. 0

10:00-10:50 MWF ARCE 102 Cochran, D
Aug 29 - Dec 15
25 21 7387 L. POL 131 01 Found Western Political Thgt 3. 0

02:30-03:20pm MWF HOFF 311 Cochran, D
Aug 29 - Dec 15
25 27 7393 L. POL 201 01 Campaigns & Elections 3. 0

01:30-02:20pm MWF HOFF 112 Budzisz, C
Aug 29 - Dec 15
25 16 7394 L. POL 301 01 Constitutional Law 3. 0

02:00-03:20pm TTH HOFF 340 Budzisz, C
Aug 29 - Dec 15
25 24 7395 L. POL 314 01 Politics in Developing World 3. 0

12:30-01:50pm TTH HOFF 312 Darr, B
Aug 29 - Dec 15
10 1 7694 L. POL 394 01 Internship 1-10

ARR ARR ARR Budzisz, C
Aug 29 - Dec 15
25 28 7271 L. PSY 101 01 Introductory Psychology 3. 0

10:00-10:50 MWF HENN 280 Omarzu, J
Aug 29 - Dec 15
123

12:30-01:20pm MWF KEAN 011 Ashbrook, G
Aug 29 - Dec 15

12:30-01:20pm MWF HENN 350 Schilder, S
Aug 29 - Dec 15

09:00-09:50 MWF HENN 070 Schilder, S
Aug 29 - Dec 15
25 28 7275 L. PSY 121 01 Developmental Psych 3. 0

10:00-10:50 MWF WAHL 101 Grinde, L
Aug 29 - Dec 15

09:30-10:50 TTH HENN 250 Homb, J
Aug 29 - Dec 15

09:00-09:50 MWF HENN 250 Grinde, L
Aug 29 - Dec 15

12:30-01:20pm MWF HENN 470 Hanson, J
Aug 29 - Dec 15
24 24 7278 L. PSY 211 01 Res Methods & Statistics I 4. 0

01:30-02:20pm MWF HENN 360 Omarzu, J
Aug 29 - Dec 15
02:30-04:20pm W HENN 360
Psychology/Neuroscience Major/Minor
25 21 7279 L. PSY 221 01 Abnormal Psychology 3. 0

02:30-03:50pm MW HENN 180 Simcox, A
Aug 29 - Dec 15
25 21 7280 L. PSY 221 02 Abnormal Psychology 3. 0

12:30-01:50pm TTH HENN 250 Johnson, M
Aug 29 - Dec 15
124
25 20 7281 L. PSY 225 01 Personality-AI 3. 0

03:30-04:50pm TTH HENN 070 Hopper, M
Aug 29 - Dec 15
20 19 7282 L. PSY 242 01 Industrial-Organiz Psych 3. 0

02:00-03:20pm TTH HENN 280 Omarzu, J
Aug 29 - Dec 15
20 9 7283 L. PSY 265 01 Psychology As A Profession 1. 0

12:00-12:50pm M HENN 280 Johnson, M
Aug 29 - Dec 15
20 20 7284 L. PSY 278 01 Cross-Cultural Psychology 3. 0

02:00-03:20pm TTH HENN 070 Grinde, L
Aug 29 - Dec 15
16 15 7285 L. PSY 285 01 Drugs & Human Behavior-AH 3. 0

12:30-01:50pm TTH HENN 070 Kurczek, J
Aug 29 - Dec 15
02:00-03:50pm T SCIE 014
COURSE FEE: $20. 00

16 16 7286 L. PSY 285 02 Drugs & Human Behavior-AH 3. 0
12:30-01:50pm TTH HENN 070 Kurczek, J
Aug 29 - Dec 15
02:00-03:50pm TH SCIE 014
COURSE FEE: $20. 00

25 27 7287 L. PSY 331 01 Physiological Psychology 3. 0
12:30-01:20pm MWF HENN 070 Hopper, M
Aug 29 - Dec 15
25 27 7288 L. PSY 332 01 Learning & Cognition 3. 0

10:00-10:50 MWF HENN 070 Hopper, M
Aug 29 - Dec 15
15 16 7289 L. PSY 351 02 Adv Research Methods 1. 0

ARR ARR ARR Omarzu, J
Aug 29 - Dec 15
10 1 7290 L. PSY 390 01 Psych Peer Assistantship 1. 0

ARR ARR ARR Hopper, M
Aug 29 - Dec 15
125
10 0 7291 L. PSY 394 01 Internship 1. 0

ARR ARR ARR Johnson, M
Aug 29 - Dec 15
10 0 7292 L. PSY 394 02 Internship 2. 0

Aug 29 - Dec 15
10 2 7293 L. PSY 394 03 Internship 3. 0

Aug 29 - Dec 15
25 22 7294 L. PSY 490 01 Senior Seminar & Portfolio-PJ 3. 0

09:30-10:50 TTH HENN 280 Johnson, M
Aug 29 - Dec 15
PSYCHOLOGY MAJORS/MINORS ONLY
SENIORS ONLY
10 10 7501 L. PSY 527 01 Human Development 3. 0

ARR ONL ONL Dunn, R
Aug 29 - Dec 15
15 12 7296 L. PSY 612 01 Prof. Orien & Ethical Practice 3. 0

04:00-07:00pm W HENN 250 Johnson, M
Aug 29 - Dec 15
15 9 7297 L. PSY 615 01 Assessment 3. 0

04:00-06:30pm T HENN 180 Schilder, S
Aug 29 - Dec 15
15 7 7905 L. PSY 615 02 Assessment 3. 0

09:00-11:30 T HENN 360 Schilder, S
Aug 29 - Dec 15
12 7 7541 L. PSY 625 01 Psychopathology 3. 0

ARR ONL ONL Dunn, R
Aug 29 - Dec 15
15 10 7299 L. PSY 633 01 Physiological Psychology 3. 0

06:00-08:30pm TH HENN 070 Hopper, M
Aug 29 - Dec 15
126
10 10 7502 L. PSY 647 01 Helping Relationships 3. 0

04:00-06:30pm M WAHL 124 Tuescher, K
Aug 29 - Dec 15
Open to Masters in Psych Program
8 2 7300 L. PSY 694 01 Practicum 3. 0

ARR ARR ARR Dalsing, D
Aug 29 - Dec 15
NEED 12 GR PSY CREDS PRIOR TO REG
8 1 7301 L. PSY 696 01 Supvsed Clinical Internship I 3. 0

Aug 29 - Dec 15
NEED 12 GR PSY CREDS PRIOR TO REG
8 0 7302 L. PSY 698 01 Supvsed Clinical Internship II 3. 0

Aug 29 - Dec 15
8 0 7303 L. PSY 699 01 Supvsed Clinical Internshp III 3. 0

Aug 29 - Dec 15
20 17 6751 L. REL 112 01 Intro Theology & Rel Studies 3. 0

09:00-09:50 MWF SMYT 102 Kohlhaas, J
Aug 29 - Dec 15
25 22 7465 L. REL 250 01 Introduction to Old Testament 3. 0

02:30-03:50pm TTH KEAN 305 Waldmeir, J
Aug 29 - Dec 15
25 21 7397 L. REL 261 01 Christ & Culture-AC 3. 0

02:30-03:50pm MW WAHL 143 Pitt, D
Aug 29 - Dec 15
25 25 7398 L. REL 270 01 Intro Christian Values-AV 3. 0

02:30-03:50pm MW KEAN 009 Kohlhaas, J
Aug 29 - Dec 15
127
25 29 7399 L. REL 316 01 Pilgrims in Their Own Land-IA 3. 0

11:00-12:20pm MTH ARCE 402 Waldmeir, J
Aug 29 - Dec 15
Clustered with 7432 L. SPW 247 01 Colonia

Lit Latin America-IA
25 12 7400 L. REL 391 01 The Catholic Heritage 3. 0
08:00-09:20 TTH SMYT 102 Idziak, J
Aug 29 - Dec 15
15 4 7516 L. REL 491 01 Thesis Writing 3. 0

02:30-03:30pm F SMYT 102 Pitt, D
Aug 29 - Dec 15
SENIORS ONLY
RELIGIOUS STUDIES MAJORS ONLY
15 1 7619 L. SCP 690 01 School Counseling 3. 0

04:00-06:30pm W HENN 170 Tuescher, K
Aug 29 - Dec 15
15 1 7620 L. SCP 694 01 Practicum in School Counseling 3. 0

ARR ARR ARR Tuescher, K
Aug 29 - Dec 15
25 20 6097 L. SCW 130 01 Intro Social Welfare 3. 0

09:00-09:50 MWF HENN 450 Cavanagh, B
Aug 29 - Dec 15
25 21 6098 L. SCW 130 02 Intro Social Welfare 3. 0

10:00-10:50 MWF HENN 470 Bechen, M
Aug 29 - Dec 15
25 19 6099 L. SCW 231 01 Human Behav & Soc Environmt 3. 0

09:30-10:50 TTH HENN 480 Fett, N
Aug 29 - Dec 15
25 23 7401 L. SCW 265 01 Culturl Competncy in Pract-AC 3. 0

02:00-03:20pm TTH HENN 480 Cavanagh, B
Aug 29 - Dec 15
25 16 6101 L. SCW 347 01 Social Work Practice II 3. 0

12:30-01:50pm TTH HENN 480 Bechen, M
Aug 29 - Dec 15
18 22 6102 L. SCW 348 01 Social Work Practice III 3. 0

10:00-10:50 MWF HENN 450 Fett, N
Aug 29 - Dec 15
128
24 19 7402 L. SCW 350 01 Career Options & Prof Practice 3. 0

08:00-09:20 TTH HENN 450 Fett, N
Aug 29 - Dec 15
SOCIAL WORK MAJORS ONLY
0 1 7929 L. SCW 394 01 Internship 1-6

ARR ARR ARR Fett, N
Aug 29 - Dec 15
10 29 5733 L. SMG 150 01 Intro Sport Management 3. 0

08:00-08:50 MWF ROHL 143 Garrett, M
Aug 29 - Dec 15
Non-Senior Standing Only
25 22 5734 L. SMG 240 01 Sport and Society 3. 0

09:30-10:50 TTH ROHL 143 Marx Scheuerell, A
Aug 29 - Dec 15
25 20 5735 L. SMG 240 02 Sport and Society 3. 0

12:30-01:50pm TTH ROHL 143 Marx Scheuerell, A
Aug 29 - Dec 15
0 1 8012 L. SMG 294 01 Level-2 Internship Sport Mgmt 3-4

ARR ARR ARR Marx Scheuerell, A
Aug 29 - Dec 15
MINIMUM GPA OF 2. 0 REQUIRED
0 1 8013 L. SMG 294 02 Level-2 Internship Sport Mgmt 3-4

ARR ARR ARR Marx Scheuerell, A
Aug 29 - Dec 15
25 24 5738 L. SMG 450 01 Sport Finance & Revenue Mgmt 3. 0

02:30-03:50pm MW ROHL 143 Marx Scheuerell, A
Aug 29 - Dec 15
25 26 5739 L. SMG 468 01 Sport Marketing & Promotions 3. 0

08:00-09:20 TTH ROHL 143 Garrett, M
Aug 29 - Dec 15
10 1 5741 L. SMG 492 01 Lev 3 Field Experience Spt Mgt 12. 0

ARR ARR ARR Garrett, M
Aug 29 - Dec 15
SENIORS ONLY

129
SPORT MGMT MAJORS ONLY
25 26 6759 L. SOC 115 01 Intro to Sociology 3. 0

12:30-01:20pm MWF ARCE 102 Garoutte, L
Aug 29 - Dec 15
Has Not Taken L. SOC-101

01:30-02:20pm MWF ARCE 102 Garoutte, L
Aug 29 - Dec 15

09:00-09:50 MWF HENN 180 Anderson, R
Aug 29 - Dec 15
30 28 7403 L. SOC 216 01 Social Problems 3. 0

09:30-10:50 TTH HOFF 311 Parks, K
Aug 29 - Dec 15
30 28 7544 L. SOC 216 02 Social Problems 3. 0

12:30-01:50pm TTH HOFF 311 Parks, K
Aug 29 - Dec 15
25 26 6762 L. SOC 240 01 Gender & Society 3. 0

02:00-03:20pm TTH HOFF 311 Garoutte, L
Aug 29 - Dec 15
25 24 6765 L. SOC 254 01 Race & Ethnicity-AC 3. 0

08:00-09:20 TTH HOFF 311 Anderson, R
Aug 29 - Dec 15
25 26 7404 L. SOC 295 01 Topics: Sociology of Sport 3. 0

12:30-01:20pm MWF HOFF 212 Anderson, R
Aug 29 - Dec 15
25 8 6766 L. SOC 333 01 Statistical Analysis 3. 0

02:30-03:50pm MW HOFF 340 Parks, K
Aug 29 - Dec 15
25 10 7405 L. SOC 336 01 Classical Sociological Theory 3. 0

09:30-10:50 TTH HOFF 212 Garoutte, L
Aug 29 - Dec 15
10 1 7553 L. SOC 398 01 Emperical Research 1-4

ARR ARR ARR Garoutte, L
Aug 29 - Dec 15
18 10 6584 L. SPA 210 02 Intermediate Spanish I 3. 0

01:30-02:20pm MWF ARCE 402 McCarthy-Gilmore, K
130
Aug 29 - Dec 15
18 8 6585 L. SPA 270 01 Adv Communicative Modes 3. 0

09:00-09:50 MWF WAHL 143 Livingston, D
Aug 29 - Dec 15
18 14 6586 L. SPA 270 02 Adv Communicative Modes 3. 0

01:30-02:20pm MWF WAHL 143 Livingston, D
Aug 29 - Dec 15
18 13 6587 L. SPA 350 01 El Mundo Hispano 3. 0

09:30-10:50 TTH WAHL 143 Livingston, D
Aug 29 - Dec 15
18 19 7407 L. SPA 395 01 Special Topics:redaccion Avanz 3. 0

02:30-03:50pm MW ARCE 402 McCarthy-Gilmore, K
Aug 29 - Dec 15
18 11 7408 L. SPA 460 01 Topics: Escritoras 3. 0

02:00-03:20pm TTH WAHL 143 Jeffries, K
Aug 29 - Dec 15
25 29 7432 L. SPW 247 01 Colonia Lit Latin America-IA 3. 0

11:00-12:20pm TF ARCE 402 McCarthy-Gilmore, K
Aug 29 - Dec 15
Clustered with 7399 L. REL 316 01 Pilgrims

in Their Own Land-IA
20 12 7507 L. SSE 101 01 Learning Strategies 2. 0
10:00-10:50 MW WAHL 145 Wolff, M
Aug 29 - Dec 15
ENHANCED PROGRAM STUDENTS ONLY
10 2 7889 L. STM 501 01 Curriculum Inquiry in Stem 3. 0

ARR ONL ONL Monhardt, R
Aug 29 - Sep 23
10 4 7696 L. STM 502 02 Scientif and Engineering Pract 3. 0

ARR ONL ONL Monhardt, R
Oct 3 - Nov 18

131
132
Appendix B: Random Number Sampling Table

133
134
Appendix C: Email to Professors

135
Dear Professor _______________,
My name is ___________. My COM 485 Communication Research group is conducting a

study on _______________________. Your course, (name of course), which meets on (days of
the week) at (time of day), has been randomly selected to be included in our study.
I would like to come to your class on ________________ and ask your students to complete our
questionnaire. It will take your students approximately 5 -7 minutes to complete the
questionnaire.
I appreciate your consideration of my request.

Please let me know if I may come to your class on __________ or tell me another date which
will work better for you.
Sincerely,
Your name.
136
Appendix D: Cover letter for Questionnaire

137
138
Appendix E: Questionnaire
139
Research Question: Do students perceive co-curricular activities as an impediment to their
academic achievement?
Directions: Please read and answer the questions to the best of your ability. Circling the answer
that best applies to you.
1. What is your gender?
Male Female
2. What is your current grade in school?
First Year Sophomore Junior Senior
For the following question we have combined majors having the following classification.
Communication regarding media studies, public relations, publication, journalism, and English.
Science regarding chemistry, biology, sociology, and psychology. Business regarding
marketing, accounting, finance, and business administration. Education regarding elementary
and secondary education.
3. What is your major?
Communication Science Business Education
Sports Management Art / Music Engineering Undecided
4. What is your age?
Under 18 18-20 21-22 23+
5. How many credits are you currently enrolled in?
Under 12 12-14 15-17 18+
For the following questions we define co-curricular activities as anything you do in addition to
school work such as: clubs, sports, campus ministry, or a job.

140
6. Are you in any co-curricular activities related to your major?
Yes No
7. What type of campus organizations are you involved in? (Circle all that apply)
Academic Sports Greek Life
Spiritual Leisurely None
8. If you are not involved in any campus organizations why not? (Circle all that apply)
Family responsibilities Activity of choice not available
Restricted from participation Friends do not participate
Time restraint
9. Do you have a job on or off campus?
Yes No
10. How many hours a week do you spend on co-curricular activities?
0 1-3 4-7 8-10 11+
11. How many hours a week do you spend on homework?
0 1-3 4-7 8-10 11+
12. How many days do you miss class because of your participation in co-curricular activities?
0 1-3 4-7 8-10 11+
13. I believe that co-curricular activities enhance my education.
Strongly Agree Agree N/A Disagree Strongly Disagree
14. I put more focus on my co-curricular activities than on my school work.

141
15. I put more effort on my homework than on my co-curricular activities.
16. I believe that my co-curricular activities have a connection to my professional career goals.
17. I believe I learn more participating in my co-curricular activities than in my classes.
18. I dont get any academic benefit from being involved in co-curricular activities.
19. I only participate in co-curricular activities for socializing.
20. Do you think co-curricular activities will enhance your resume?
Yes N/A No
Thank You for your participation in our research!

142
Appendix F: IRB Form

143
Loras College Institutional Review Board
REQUEST FOR IRB REVIEW
Student Research Project
Please complete the following research application. Provide all information requested
as part of this application. Do not simply refer to other documents or grant
applications. Once completed, send this form, with the attached Research
description, and all supporting documents (email preferred) to the Institutional
Review Board chair: Kathrin Parks, Sociology Program (588-7819);
irb@loras. edu
Ethics Certification: In submitting this review request, you agree to conduct this
research as described in the attached documents. You agree to request and wait to
receive approval from the IRB for any changes to the research proposal. You will
comply with the policies for conducting ethical research as outlined in the Belmont
Report (at http://www. hhs. gov/ohrp/policy/belmont. html . ) and other applicable
professional ethical standards.
Please watch the video The Belmont Report: Basic Ethical Principles and Their
Application from the Office for Human Research Protections of the U. S.
Department of Health & Human Services, from the beginning of the program to
minute 13, available at www. youtube. com/watch?v=Up09dioFdEU . Your
electronic signature in the space below affirms that you have watched the video and
understand the ethical principles presented:

144
1. Student Investigator(s) and contact information:
Name Email Phone number
Elizabeth Kaczmarek Elizabeth. kaczmarek@loras. edu 262-308-3713
Abagail Abagail. Heiderscheit@loras. edu 563-513-8990
Molly Huhn Molly. Huhn@loras. edu 515-864-1306
Daniel Mosca Daniel. Mosca@loras. edu 815-701-8004
2. Title of Project: Students Perception that co-curriculars have on their academic achievement
3. Course Requring Project: L. COM 485: Communication Research
4. Faculty sponsor name and contact information:
Faculty sponsors should be satisfied the procedures outlined in this review application are in line with the
ethical principles of the Belmont Report as well as any appropriate professional ethical standards.
Faculty sponsors should email the IRB chair (irb@loras. edu) to indicate that they have reviewed
this application prior to it being submitted. Students, you should copy your faculty sponsor on all IRB-
related correspondence.
Faculty sponsor: Dr. Mary Carol Harris
Contact name: MaryCarol. Harris@loras. edu
5. Proposed duration of all project activities: From _September 2016______ to __December
2016__
6. Approximate number of subjects: 100
7. Type of subject: (Mark all appropriate)
__ Adults, Non-student
145
_X_ Loras College students
__ Other college students
__ Minors (under age 18)
__ Persons with cognitive or psychological impairment
__ Persons with limited civil freedom
__ Persons with HIV+/AIDS
__ Pregnant women
6. Special considerations: (Mark all appropriate)
_X_ No special materials
__ Videotaping
__ Audio taping
__ Use of deception (explain in attachment)
__ Use of alcohol or drugs
__ Other (explain):
7. Funding source (other than Loras College): None
. Please complete the Research Description outlined on the next page.
RESEARCH DESCRIPTION
Please address each of the following points below. If a question or section is not applicable
to your research, please state this.

146
1. Purpose & Significance of Project.
Our research is designed to study whether or not co-curricular activities have an effect on a students
academic achievement. We hypothesized that co-curricular activities will have a positive effect
on a students academic achievement. We expect to see students perceive the activities they
participate in to have a positive effect on their career goals and academics. The information
obtained from this research may be useful or beneficial in seeing the effects that co-curricular
activities have on a student aside from just the time they spend in these various activities.
2. Participants
Recruitment:
We will recruit the participants by going to various classes that were selected by a random selection
of our cohorts. They will be recruited from Loras College in Dubuque, Iowa. We will select our
participants through a random sampling that was done to pick our cohorts. Participants are not
restricted to one gender, racial, or ethnic group.
Consent:
We will obtain consent through a cover letter that is attached to each questionnaire that describes the
purpose of our study. Students have the option to not participate in the study. A formal consent
document shall be given.
Collaboration:
We will not be collaborating with other institutions in order to recruit participants because, our study
is directed towards the Loras College community.
3. Methods and Procedure:

147
We are asking our participants to take a twenty question questionnaire to find out their views on co-
curricular activities that they participate in. They will take this questionnaire alone in the courses
that we have randomly selected. This procedure will take no more than fifteen minutes at either
the beginning or end of the participants class period. Participants will be given a paper
questionnaire however, participants will not be exposed to any substances.
4. Risk & Benefit Analysis
The possible risks that subjects might encounter by participating in our study is a psychological as
well as social realization that they are either too involved or not involved enough. There is not a
benefit to be gained from participating in this research. There is no compensation for
participants to receive for participating in our research. There will be no follow-up or debriefing
procedures once our research is concluded. There is no deception or withholding of information
that is required for this research.
5. Data Handling
The data will be kept anonymous and confidential after signing the cover letter upon confirming that
they are taking our questionnaire and participating in our research. We do not take their names
but, rather take the data from the questionnaire. Data will be kept in two paper boxes locked in
Dr. Harris office. One paper box will be for the cover letters and the second paper box is for
the data from the questionnaires. The four researches and Dr. Harris will have access to the
data. There are no specific details on the use and storage of any audio or video tapes because, we
are not using audio or video tapes to record our research. We plan on presenting this research in
an oral presentation to our Communication Research course upon finishing our research and
possibly at the Loras Legacy Symposium in spring.
6 If Participants Will Be Minors (Under age 18)

148
No participants will be under the age of 18.
7. Investigator Background (Student researchers only)
The coursework that has prepared us for our research was researching and writing a literature review
about the history of co-curricular activities and perception theory. In addition to learning about
ethics and APA citations. We do not have any previous research-related experience. Dr. Harris
supervised the random sampling selections, ran over our questionnaire, teaching us about the
database where we will plug our data in, and answering any questions we have to guide us thru
this process.
8. Consent Forms. Please attach one of the following options related to obtaining
consent:
Written Consent Attach copy of all consent & assent forms. See Informed Consent
Checklist on the IRB website (https://lorasedu. sharepoint.
com/Academics/AcademicCommittees/IRB/default. aspx).
Oral consent Provide justification for not obtaining written consent and the text of the
script you will use to obtain oral consent.
Waiver of consent Provide written justification for waiving consent process. This is
rare and usually granted only if consent process itself adds substantial risk to the
research.

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Running head: CO-CURRICULAR ACTIVITIES

Co-Curricular Activities: Students Perception on Academic Achievement

Molly Huhn, Elizabeth Kaczmarek, Daniel Mosca, and Abby Heiderscheit

We studied students perception of the effects of co-curricular activities on their academic

participants perceived co-curricular activities to enhance their academic achievements. Based on

curricular activities to enhance their academic achievement.

students participation in them. Depending on what students perceived of these co-curricular

curricular activities as a hindrance or an enhancement to their academic performance. Upon

activities. We wanted to know if students perceived this balance as an impediment or an

activities have on students.

curricular activities enhance college students academic achievements.

History of Co-Curricular Activities

According to Roemer (1932), many individuals participate worldwide in extra-curricular

renaissance, there was more free time (Roemer, 1932).

able to specialize in a sport or an extracurricular activity, allowing them to specialize in one

miles with full armor on to prepare for a battle (Coakley, 1978).

Co-curricular activities were originally called extracurricular activities. Extracurricular

extracurricular activities (Casinger, 2011).

Definition of Co-Curricular Activities

Extra-curricular activities, commonly referred to as co-curricular activities, can be

connected to or mirror the academic curriculum (The Glossary of Education Reform).

participating in extra-curricular activities (Wilson, 2009).

Research on the Positive Outcomes of Co-Curricular Activities

Supporting the hypothesis of students perceiving co-curricular activities to enhance their

academic achievement, Massoni (2011) states,

According to Casinger (2011), extracurricular activities have many positive effects on

behavior, better grades, and a higher chance of school completion.

2002, para. 4).

University of Pennsylvanias medical school that participated in multiple varsity extracurricular

Negative Effects of Co-Curricular Activities on the Student and Administration

Research shows that student participation in co-curricular activities is reflected in

curricular activities (Girod et al., 2005, 64).

siblings while parents work multiple jobs.

can negatively affect academic achievement.

with fraternity men (Turk 2004).

The Positive Nature of Co-Curricular Activities on College Students

According to Massoni (2011), there is more available which reveals co-curricular

Students that participate in extracurricular activities have reduced behavioral problems. In

education, but also their life.

conducted assessing the effects of specific extracurricular activities on academic performance.

improved academic achievement.

around development of student, curriculum should be amalgamated with co-curricular activities

or extracurricular activities. These activities help in relaxation of aims and objectives of

conducted on the role of co-curricular activities in bringing all-around development to the

learning. PG # Cognitive, emotional, and environmental influences, as well as prior experience,

knowledge and skills are retained (Stephens & Schaben, 2002).

participating in extra-curricular activities overwhelms you, however it is proven that by

of endorphins enables for a potential buffer against social anxiety symptoms.

Previous research indicates that involvement in curricular and co-curricular activities is an

This statement is supporting co-curricular activities as an addition to lifestyle. This research

important throughout all stages of life.

curricular activities to academic achievement in college students. However, the research as a

identification (1989). In addition to this research regarding the participation-identification

model, there is research linking out-of-class experiences to academic achievement.

Out-of-class experiences can count as internships, mentoring with faculty members, or

participation in co-curricular activities. According to Terenzini and Wright, these out-of-class

(1987). Experiences in these co-curricular activities such as sports, clubs, or leadership

Furthermore, academic-based peer relationships have positive outcomes on students (McKinney,

curricular activities. Do students perceive co-curricular activities as an impediment to their

academic achievement? This is based on perception theory. Perception is the process of

recognizing and interpreting sensory stimuli.

a specific intervention (Marsh, 2001).

subject suggests that academic self-concept is a part of self-concept, therefore, in order to