Student Affairs Assessment Research Articles

Creating a culture of assessment in student affairs to inform practices, priorities, and fiscal decisions utilizing the CAS standards framework at small institutions

AbstractDoing more with less is a continual dynamic faced by leaders in higher education, particularly within small institutions where resources can be scarce, and professionals often are wearing multiple hats. The ability to prioritize programs and services in student affairs rises to the forefront of our work every day. As a result, leaders often need to make strategic decisions regarding what to continue, what to sunset, and how to invest in new innovations to promote student success. This article will focus on strategies for student affairs professionals at small institutions to make and implement decisions regarding our work by building a culture of assessment within student affairs through the utilization of the Council for Advancement of Standards (CAS) standards to inform the strategic prioritization of limited resources.

Coordinating Student Affairs Assessment: New Frameworks and Approaches

Coordinating Student Affairs Assessment: New Frameworks and Approaches

Advancing toward social justice via student affairs inquiry

Inquiry represents deep learning through a process of seeking answers to questions. Our ‘why’ in connecting student affairs inquiry to social justice is not likely self-evident. Social justice relies on connected actions, whereas through our approaches to assessment in student affairs, we have traditionally favored research-related activities that strive to maintain strict objectivity. But just as our overall conceptions of the roles and responsibilities of student affairs educators have evolved, so too, must our conceptions of the roles and responsibilities of those engaged in student affairs inquiry. As a student affairs educator tasked with conducting inquiry activities, one has to make choices about the process of gathering and analyzing data, and reporting findings. There is an ethical obligation to do so with veracity. This ethical obligation to engage in the inquiry process with utmost honesty does not conflict with using inquiry as a tool to advance toward social justice. Through this article, the author explores the connections between the processes of inquiry and social justice, and asks readers to consider social justice as a critical and central component of inquiry work.

Utilizing appreciative assessment in student affairs

AbstractUtilizing an appreciative model of assessment can help foster a consistent and purposeful approach to assessment while creating a more holistic community of practice by using a collaborative and positive‐focused framework. This article will delve into practical applications of how to incorporate appreciative assessment into Student Affairs.

Defining and Operationalizing Equity-Centered Assessment

The discussions on the intersection of equity and assessment continue to expand in higher education, spanning from the inclusion of critical theory (DeLuca Fernández, 2015; Heiser et al., 2017) to a continuum of philosophies (Lundquist & Henning, 2020), and finally to embedding equity in assessment practice (Lundquist & Heiser, 2021; Henning et al., 2021; Montenegro & Jankowski, 2020). This article contributes to the ongoing conversation by (a) offering a transparent definition of equity-centered assessment, (b) providing characteristics of equity-centered assessment in practice, (c) giving examples of equity-centered assessment in Student Affairs, and (d) providing a theoretical framework for operationalizing equity-centered assessment.

Student affairs assessment: Historically Black College and University perspective

AbstractIn this article, we discuss student affairs assessment from an institutional context of Historically Black Colleges and Universities (HBCUs). First, we provide a brief history of HBCUs and their significance in higher education, dating back to 1837, when the first HBCU was founded. Next, we discuss a case study that explored a culture of assessment in student affairs at a public HBCU. Lastly, we briefly discuss a proposed framework for creating a culture of assessment in student affairs, specifically at HBCUs and note current efforts to assess student learning and engagement in student affairs at these institutions.

The on ramp: Essential entry level experience and skills in student affairs assessment

AbstractThis article explores the essential, and desired, skill set for working in the field of student affairs assessment. Required skills vary a great deal, and depend heavily upon the institutional culture for assessment, partnerships with administrators and faculty, and the size or scope of the student affairs division. The “on‐ramp” topic will be discussed in the following sections: overview of skills needed for any student affairs assessment department, specific skills useful in a small department (1‐2 FTE), specific skills useful in a medium‐to‐large department (3 FTE or more), and finally, conducting assessment with fewer than 1 FTE dedicated to the assessment role in student affairs.

Last words on the future: Equipping ourselves to leverage change

AbstractBased on the previous articles, we articulate a call to action for assessment in student affairs. We suggest three components: context, equity‐centered, and approach to change. The chapter concludes with the intersection of institutional culture, leading change, and centering equity in assessment practice.

Essential competencies in technology and data literacy

AbstractThis article identifies essential data literacy competencies related to using technology in student affairs assessment. Recommendations are provided to support entry‐level professionals develop skills in data literacy and technology usage.

Graduate preparation in student affairs assessment

AbstractThis article considers the role that student affairs graduate programs play in preparing new professionals to meet assessment‐related expectations in their new roles. It provides an overview of the content, proficiency, and curricular standards that can inform curricula and the resources frequently used in instruction. Finally, the article describes the results of a survey designed to gather perspectives on preparation to conduct assessment from new professionals, supervisors, assessment coordinators, and faculty. Despite assessment being a core competency in the field, preparation to practice effectively is not yet consistent across programs.

Editors’ notes

New Directions for Student ServicesVolume 2022, Issue 178-179 p. 7-14 EDITORIAL Editors’ notes Alice A. Mitchell, Alice A. MitchellSearch for more papers by this authorKellie M. Dixon, Kellie M. DixonSearch for more papers by this author Alice A. Mitchell, Alice A. MitchellSearch for more papers by this authorKellie M. Dixon, Kellie M. DixonSearch for more papers by this author First published: 05 November 2022 https://doi.org/10.1002/ss.20424Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume2022, Issue178-179Special Issue: Student Affairs Assessment: Nuanced Practice to Leverage EquitySummer-Fall 2022Pages 7-14 RelatedInformation

Analyzing national databases in student affairs assessment at Historically Black Colleges and Universities (HBCUs)

AbstractWhen local data are not immediately available, student affairs professionals may wish to consider data from large, representative samples to support institutional decisions. Large‐scale, publicly‐accessible databases, like those provided by the US Department of Education's National Center for Education Statistics or Indiana University's Center for Postsecondary Research, can be particularly useful for small, private, liberal arts, minority‐serving institutions (MSIs), like historically Black colleges/universities (HBCUs), that may have fewer resources due to long‐standing structural inequities for dedicated assessment staff, research infrastructure, and new data collection. In this article, the author addresses this issue offering practical tips, promising practices, and examples for student affairs assessment.

The emergence and maturation of student affairs assessment

AbstractIn this article, we will discuss the historical roots of student affairs assessment. The first part of this article will review the emergence of assessment in higher education including student affairs assessment and will follow with a discussion of the evolution of the field including growth and changes in positions over time. Next, the role of professional associations in developing the field, including the creation of standards for professional practice and individual competencies will be addressed. We include a section on the history of the Council for the Advancement of Standards (CAS) and the role the organization played in program evaluation becoming an integral part of student affairs assessment. Lastly, we briefly discuss professional development opportunities and the growth of scholarship in the field.

Assessment is a leadership process: The multilevel assessment process

AbstractThis article provides a new conceptual model for student affairs assessment that describes the unique and intersectional contributions of student affairs educators, departmental leadership, and divisional leadership with the assessment process.

Transcending terminology can elevate student affairs assessment value

Despite assessment's rising reputation and importance, institutions still struggle to meet internal and external stakeholders’ needs as evidenced by recognized accreditors citing assessment as their top area of concern. With regulation changes, literature advances, and increasingly diverse student needs, multiple opportunities exist for leveraging assessment to advance institutional betterment and quality assurance. In light of that reality, this article examines increased expectations for co‐curricular and student affairs assessment, exploring how to define terms and use assessment to enable collaboration across an institution.

Assessment course aims to meet student affairs professionals’ needs

Although accreditors cite assessment as one of the most significant missing components in student affairs, and despite the overall “heightened emphasis” on the importance of assessment in student affairs, many student affairs professionals “aren't necessarily primed for assessment work,” according to Joseph D. Levy, Ed.D. “So many student affairs professionals are having to start assessment from scratch,” noted Levy, Executive Director of Assessment and Accreditation and Accreditation Liaison Officer in the Provost Office at National Louis University and board member with Student Affairs Assessment Leaders.

Learn how to assess your institution's support for student well‐being

The level of each student's well‐being can influence so many aspects of success, including retention, GPAs, mental and physical health, and learning, explained Bridget Yuhas, Ed.D., Director of Student Affairs Assessment and Planning at Butler University, and Josh Downing, Butler's Director of Recreation and Wellness, during a webinar hosted by the Assessment Institute.

Learn how to assess your institution's support for student well‐being

The level of each student's well‐being can influence so many aspects of success, including retention, GPAs, mental and physical health, and learning, explained Bridget Yuhas, Ed.D., Director of Student Affairs Assessment and Planning at Butler University, and Josh Downing, Butler's Director of Recreation and Wellness, during a webinar hosted by the Assessment Institute.

Agility and Assessment in the Age of COVID‐19: How Fast Can a Community College Dance?

Agility and Assessment in the Age of COVID‐19: How Fast Can a Community College Dance?

Expanding Our Methodological Toolkit: Effect Coding in Critical Quantitative Studies

AbstractFollowing Mayhew and Simonoff's recent work (2015), we describe effect coding, an alternative to dummy coding, and present an example of its application for research and assessment in higher education and student affairs.