Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
2016
Journal or Book Title
Journal of Student Affairs Inquiry
Volume
1
Issue
2
First Page
1
Last Page
22
Abstract
With increased pressure to justify their work, student affairs professionals no longer question the need to engage in assessment (Schuh, 2013). Assessment activities within student affairs have increased dramatically in the past decades, but many of these activities focus on measuring participation and satisfaction. Although important, these activities neglect to answer a more important question: How do student affairs professionals contribute to student learning? (Schuh, 2013; Schuh & Gansemer-Topf, 2010). Despite the increased need to do assessment, many student affairs professionals continue to struggle with ways to measure student learning (Blimling, 2013; Bresciani, 2013; Bresciani, Gardner, & Hickmott, 2009). In this paper, we introduce the reader to one approach, phenomenography, which can be used to document learning in student affairs.
Copyright Owner
Student Affairs Assessment Leaders
Copyright Date
2016
Language
en
File Format
application/pdf
Recommended Citation
Rands, Melissa and Gansemer-Topf, Ann M., "Phenomenography: A methodological approach for assessment in student affairs" (2016). Education Publications. 45.
https://lib.dr.iastate.edu/edu_pubs/45
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Student Counseling and Personnel Services Commons
Comments
This is an article from Journal of Student Affairs Inquiry 1 (2016): 1. Posted with permission.