Student conduct programs' utilization of learning outcomes to measure educational sanctions: a phenomenological analysis
This phenomenological study explored the experiences of student conduct administrators who measure student learning when educational sanctions are assigned. The lived experiences of the participants were explored through the following research questions: (1) What educational sanctions do student conduct administrators assign in the student conduct process? (2) What learning outcomes do student conduct administrators utilize for educational sanctions? (3) How do student conduct administrators measure learning for students who participate in educational sanctions? (4) What challenges do student ...
(For more, see "View full record.")