Abstract
With student affairs functions listed in accreditation guidelines, the future of student affairs place/space within higher education will rely, at least in part, on the profession’s ability to engage in the accreditation process and be included as meaningful contributors. When student affairs is visible, included, and understood as part of the accreditation environment, the work of student affairs is valued and recognized for contributions to the outcomes of higher education. This paper helps prepare student affairs professionals for inclusion in the regional accreditation process by providing a brief primer of the accreditation process and discussing how student affairs work fits into accreditation standards, including providing suggestions for how student affairs work is valued through processes like accreditation. The paper also provides a case example of how assessment and evaluation data from student affairs activities and programs can be collected in a way that contributes to accreditation, as well as suggestions for how student affairs professionals can align assessment practices to allow student affairs data to be an important contribution in the accreditation process.
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