Abstract
We examine the relationship between undergraduates’ engagement in applied learning experiences and changes in students’ fourth-year attitudes toward professional success and desire to contribute to the arts or sciences, using longitudinal data from the Wabash National Study. Results suggest applied learning experiences were positively or negatively associated with students’ attitudes toward professional success and making contributions to the arts or sciences, invoking implications for higher education and student affairs in both curricular and cocurricular domains.
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