Cooper, Jeff
(2009)
DEVELOPING AND USING A LOGIC MODEL FOR EVALUATION AND ASSESSMENT OF UNIVERSITY STUDENT AFFAIRS PROGRAMMING: A CASE STUDY.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This dissertation addresses theory and practice of evaluation and assessment in university student affairs, by applying logic modeling / program theory to a case study. I intend to add knowledge to ongoing dialogue among evaluation scholars and practitioners on student affairs program planning and improvement as integral considerations that serve mission and vision at the contemporary university. Insights on the following research questions can help determine theoretical justifications and forge an inventory of effective evaluation and assessment techniques in student affairs. 1.How can logic modeling be used to analyze evaluations of student affairs programs and an overall assessment campaign?2.How might evaluators and planners have enlisted a logic model such as the one developed in this study to enhance the effectiveness of the assessment campaign at the profiled university student affairs unit? These questions involve general principles and particular applications of my arguments in favor of using a logic model to analyze a comprehensive assessment campaign, as conducted by a designated student affairs assessment team. Although sets of workable techniques at one university may not generalize to another campus culture, findings will reveal how one institution of higher education (IHE) has behaved and responded to new challenges and inputs - in this case, greater emphasis on evaluation and assessment to address issues of accountability and credibility for student affairs. Using logic modeling as the primary heuristic, this study analyzes what the university system depicted in case study has accomplished and might have accomplished. I also invite readers to join my speculation how using and perhaps customizing this logic model could guide the unit's next steps in ongoing assessment. If a logic model works retrospectively, then perhaps it might function proactively. My hope is that readers find descriptions and lessons to compare and contrast to their own evaluative practices, adding to the knowledge base and possible consensus about current practices for university student affairs assessment campaigns.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
15 June 2009 |
| Date Type: |
Completion |
| Defense Date: |
31 March 2009 |
| Approval Date: |
15 June 2009 |
| Submission Date: |
20 April 2009 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
evaluation; logic model; assessment; student affairs |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-04202009-171114/, etd-04202009-171114 |
| Date Deposited: |
10 Nov 2011 19:39 |
| Last Modified: |
15 Nov 2016 13:41 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/7370 |
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