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Student conduct programs' utilization of learning outcomes to measure educational sanctions: a phenomenological analysis

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dc.contributor.authorDraper Davis, Julie A., author
dc.contributor.authorKuk, Linda, advisor
dc.contributor.authorChesson, Craig, committee member
dc.contributor.authorMiller, Lisa, committee member
dc.contributor.authorSheafor, Brad, committee member
dc.date.accessioned2007-01-03T05:57:16Z
dc.date.available2007-01-03T05:57:16Z
dc.date.issued2014
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.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
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.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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