This study examined the roles and lived experiences of SCAs engaged in addressing incidents of campus sexual misconduct at public postsecondary institutions in New York State. The primary research question guiding this study was: What are the roles and lived experiences of SCAs as they manage campus sexual misconduct processes? The secondary research question was: How do such roles and experiences affect their personal and professional lives? An interpretative phenomenological analysis (IPA) was implemented as the methodological approach to examine how SCAs understand and make meaning of their experiences. Participant experiences were analyzed through the lens of Organizational Role Theory (ORT). Four major themes emerged from the data analysis, the SCA role is a balancing act, SCAs experience complexity in their role, SCAs face challenges in navigating the intricate and demanding legal and regulatory landscape in which they function, and SCAs' work impacts their professional and personal well-being in multiple ways. The findings of this study revealed that SCAs have a strong sense of their role identity as educators with a deep commitment to student development in support of the academic mission of the institution. Findings from this study suggest that the role of the SCA has become increasingly complicated as a result of increased and intricate legal and regulatory requirements. The findings of this study also established that SCAs experienced significant negative consequences to their professional and personal wellbeing as a result of their work in sexual misconduct processes. These findings have relevance for IHE leaders, SCAs, legislators, and other policymakers. [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: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]