As Kuh (1996) notes, “not all faculty members recognize the important learning
outcomes that can accrue through experiences beyond the classroom, on or off campus”
(p. 139). Many theorists and researchers would argue that this divided mentality fails to
serve students (e.g., Baxter Magolda, 2003; Hu & Kuh, 2003; Papish, 1999). Pascarella
and Terenzini (2005) in their work, How College Affects Students, conclude, “the holistic
nature of learning suggests a clear need to rethink and restructure highly segmented
departmental and program configurations and their associated curricular patterns”
(p. 647).