Show simple item record

dc.contributor.advisorKuk, Linda
dc.contributor.authorDraper Davis, Julie A.
dc.contributor.committeememberChesson, Craig
dc.contributor.committeememberMiller, Lisa
dc.contributor.committeememberSheafor, Brad
dc.date.accessioned2007-01-03T05:57:16Z
dc.date.available2007-01-03T05:57:16Z
dc.date.issued2014
dc.description2014 Fall.
dc.description.abstractThis 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 conduct administrators face when measuring learning for students who participate in educational sanctions? (5) How do student conduct administrators communicate the results of student learning to their campus community? The researcher conducted semi-structured interviews with eleven student conduct administrators representing large public research institutions in the United States. Using the interpretative phenomenological approach, four themes emerged during the analysis of the data. The lived-experience of the participants was characterized by: (1) culture of assessment, (2) measuring learning, (3) alcohol education, and (4) external factors. The data suggested that the essence of the lived experience for student conduct administrators is that measuring learning for students who participate in educational sanctions is challenging.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierDraperDavis_colostate_0053A_12723.pdf
dc.identifier.urihttp://hdl.handle.net/10217/88425
dc.languageEnglish
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019 - CSU Theses and Dissertations
dc.rightsCopyright of the original work is retained by the author.
dc.subjecteducational sanctions
dc.subjectassessment
dc.subjectlearning outcomes
dc.subjectstudent affairs
dc.subjectstudent conduct
dc.titleStudent conduct programs' utilization of learning outcomes to measure educational sanctions: a phenomenological analysis
dc.typeText
dcterms.rights.dplaThe copyright and related rights status of this item has not been evaluated (https://rightsstatements.org/vocab/CNE/1.0/). Please refer to the organization that has made the Item available for more information.
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record