2026-09-19T22:46:16Zhttps://api.mountainscholar.org/server/oai/requestoai:mountainscholar.org:10217/1766312025-12-30T03:10:31Zcom_10217_100532com_10217_100000com_10217_100405com_10217_100303col_10217_100538col_10217_100410
Lander, Lori, author
Kuk, Linda, advisor
McKelfresh, David, committee member
Siller, Thomas, committee member
Strathe, Marlene, committee member
2016-08-18T23:10:08Z
2016-08-18T23:10:08Z
2016
Lander_colostate_0053A_13662.pdf
http://hdl.handle.net/10217/176631
https://doi.org/10.25675/3.018255
The purpose of this Interpretative Phenomenological Analysis study was to explore the lived-experience of faculty participating in a living-learning program (LLP). This study aimed to examine a sample of eleven tenure and non-tenure-track faculty participants’ experiences regarding involvement, responsibilities, and learning in the LLP. The perspectives and stories shared during the semi-structured interviews reflected motives for participating, understanding the holistic student, collaboration with various campus partners, and the desire to create change within the LLP experience. The emergent themes of benefits and rewards, understanding students, barriers, change, and environment all assisted in the understanding of the experience of faculty who participated in the living-learning programs.
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doctoral dissertations
English
eng
Colorado State University. Libraries
2000-2019
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Faculty lived-experiences in living-learning programs: a phenomenological analysis
Text
Doctor of Philosophy (Ph.D.)
Doctoral
Education
Colorado State University
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open.access