This review of the literature considers three issues: how out-of-class experiences of undergraduates contribute to the goals of higher education and valued outcomes; the institutional conditions that encourage students to use out-of-class time in educationally purposeful ways; and the role of all members of the campus community to foster such learning. The report first describes the methodology involved in identifying the relevant literature and the outcomes framework used to analyze it. The link between involvement in out-of-class activities and educational attainment is examined next. Then, the out-of-class experiences associated with persistence and various categories of outcomes are discussed. Nine conditions are identified that characterize powerful out-of-class environments: (1) clear, coherent, and consistently expressed educational purposes; (2) an institutional philosophy that embraces a holistic view of talent development; (3) complementary institutional policies and practices congruent with students' characteristics and needs; (4) high, clear expectations for student performance; (5) use of effective teaching approaches; (6) systematic assessment of institutional practices and student performance; (7) ample opportunities for student involvement in educationally purposeful out-of-class activities; (8) human scale settings characterized by ethics of membership and care; and (9) an ethos of learning that pervades all aspects of the institution. The report concludes with implications for governing board members, presidents, academic administrators, student affairs administrators, faculty, and students. (Contains approximately 330 references.) (DB)