Students arrive at an institution of higher learning in pursuit of a bachelor's degree, however those who graduate leave the school with much more than a diploma. Research suggests that the challenges of college life, as well as the support provided by educators, provides countless opportunities for students to develop cognitive maturity, integrated identity, and meaningful relationships. These individuals have seized control over their life's narrative, and have moved along the path toward self-authorship, and ultimately effective citizenship and a rewarding life.

This study utilized a qualitative approach and a comparative case study designed to examine ways in which highly engaging extracurricular activities, such as athletics and theatre, impact an individual's journey toward self-authorship. The narratives in this study provide insight into how the experiences of college student athletes and actors are similar, particularly in regards to meaning-making. The findings of this study present an illustration of meaning-making trends between these two seemingly unrelated populations. This study also suggests a framework for guided reflection, which may help educators implement the Learning Partnerships Model (Baxter Magolda, 2011) and propel students along their self-authorship journey.