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ERIC Number: ED531572
Record Type: Non-Journal
Publication Date: 2009
Pages: 206
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1093-9553-2
Developing and Using a Logic Model for Evaluation and Assessment of University Student Affairs Programming: A Case Study
Cooper, Jeff
ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh
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. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A