This study identified predictors of student perceptions of personal civic responsibility (civic-mindedness) among undergraduate students at the University of Kansas (KU). Using KU-specific data from the 2015 Multi-Institutional Study of Leadership (MSL), relationships between student interaction with specific components of the KU institutional environment and their self-reported perceptions of personal civic responsibility were analyzed. Prior research suggests that self-efficacy for civic engagement and intention to become civically engaged result in actual civic engagement later, and this study used student perception of personal civic responsibility, as measured by self-efficacy and intention, as a proxy for potential future civic engagement. Results suggest correlations between student perception of personal civic responsibility and faculty mentorship, frequency of civic engagement activities during college, monthly community service participation, and discussion of social issues outside of class. Other institutional components that were studied include staff mentorship, student leadership training and participation, and multiple components of student involvement both on- and off-campus. While the study found relationships between student interactions with four components of the KU institutional environment, it did not confirm prior research findings related to the existence of other relationships. Study implications include consideration of institutional support for as well as further study of those environmental components that did (or did not) correlate with KU student perceptions of personal civic responsibility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]