Good Practices in Student Affairs/Services Assessment of Student Learning and Development

Demonstrating Student Success:

A Practical Guide to Outcomes-based Assessment of Learning and Development in Student Affairs

 

by

 Marilee J. Bresciani, Ph.D.

Associate Professor for Postsecondary Education and

Co-Director of the Center for Educational Leadership, Innovation, and Policy

San Diego State University

 

 Megan Moore Gardner, Ph.D.

Assistant Professor

Higher Education Administration

University of Akron

 

and

 

Jessica M. Hickmott, M.A.

Research Associate, Center for Educational Leadership, Innovation, and Policy

San Diego State University

 

Over a decade and a half after Astin (1993) shared his thoughts about assessing student learning in Assessment for Excellence and almost as many years after Upcraft and Schuh (1996) and Palomba and Banta (1999) contributed their insights to the conversation, student affairs professionals of today continue to rely on these texts to guide their work in assessment.  Such works provide a solid foundation of information regarding assessment in student affairs.  However, increasing emphasis on the demonstration of student learning by colleges and universities and the growing demand for accountability by stakeholders warrants the development of a current and practical guide for implementing outcomes-based assessment in student affairs.

 

This book is intended to be a resource for current and future student affairs practitioners engaging in outcomes-based assessment of student learning and development within student affairs/services. Each section provides insight into an important piece of the assessment puzzle, beginning with the history of assessment, moving to how to effectively plan for and then engage in outcomes-based assessment, and concluding with strategies for addressing challenges and suggestions for the future.  Additionally, case studies detailing current practices in student affairs assessment are used to illustrate points and to act as realistic examples.  Such cases are intended to assist faculty and administrators in the evaluation of student learning and development within their divisions of student affairs. In addition, the case studies are intended to provide readers with information about what was learned from evaluating student development and highlighting what may be avoided in the future.

 

It is hoped that the reader will obtain several ways in which to evaluate student learning and development within student affairs.  Each case varies in its approach and each contributing author shares some tips for implementing assessment as well as some challenges.  As a “how-to” book for planning outcomes-based assessment in student affairs, this book is designed to give practical advice for consideration when implementing assessment of student learning and development. 

 

Chapters

 

This book is broken into three sections, the first addressing the history, definition, and significance of outcomes-based student affairs assessment; the second, providing a step-by-step discussion about how to effectively engage in meaningful outcomes-based assessment; and, the third, detailing barriers to outcomes-based student affairs assessment and strategies for addressing such barriers, as well as suggestions for future work with assessment.  Embedded in the majority of chapters within this book, will be real-life institutional experiences with assessment as shared by the institutions themselves.  In addition, guiding questions designed to assist the reader in examining his or her own assessment practices will be weaved throughout the book.

 

Preface: The use of the book, process of writing the book, the selection of cases, methodology for case analysis, etc. (Megan)

 

Section I:  The Evolution and Significance of Outcomes-Based Assessment

 

Chapter 1:   The History and Development of Outcomes-Based Assessment (Megan)

• The history of assessment in student affairs
• An explanation of the various types of assessment

Chapter 2:  Why Outcomes-Based Assessment is Important for Student Affairs (Megan)

• The increasing issue of accountability in higher education
• What outcomes-based assessment can say about the impact of the out-of-class experience on student development and learning
• How outcomes-based assessment impacts policy development and resource allocation

 

Section II:  Effective Outcomes-Based Assessment

 

Chapter 3:  Components of an effective plan (Marilee)

• Establishing a mission
• Defining goals
• Developing learning outcomes
• Include examples from case studies
• Outcome delivery mapping
• Technology support

 

Chapter 4:  Assessment Methods (Megan)

• Quantitative Measures
• Qualitative Measures
• Triangulation
• Benchmarking
• Using required performance indicators
• Include examples from case studies

 

Chapter 5:  Utilization and Dissemination of Results (Megan)

• Who should be involved?
• Ways to effectively disseminate information
• Things to consider
• Include examples from case studies

 

Chapter 6:  Implementation (Marilee)

• Effective implementation strategies
• Common challenges to implementation
• Key players in the implementation process
• Include examples from case studies

 

Chapter 7:  Criteria for evaluating effective outcomes based assessment (Marilee)

• Criteria for evaluating effective outcomes-based assessment within student affairs/services.
• Guide for using the book to promote internal reflection at institutions on how they can apply the practices presented to further their institutional assessment practices

 

 Section III:  Barriers, Resources, and Future Considerations

 

Chapter 8:  Barriers to Effective Assessment (Marilee)

• Challenges to effective assessment
• Strategies for addressing challenges

 

Chapter 9:  Collaboration (Marilee)

• Why departmental, divisional, and institutional collaboration is important
• Ways to foster collaboration among administrators and faculty
• Include examples from case studies

 

Chapter 10:  Funding and Other Resources for Assessment (Megan)

• Why funding is an issue
• Cost-effective ways to do assessment
• Resources for supporting institutional assessment

 

Chapter 11:  Recommendations and Resources for the Future (Marilee)

• Conclusions and implications for the future
• Assessment resources compiled by the authors
• Appendices with additional examples from the participating institutions

 

Appendices

 

Selection of Case Studies

 

An open invitation for submission of a case study was made to all institutions that belong to the National Association of Student Personnel Administrators, Inc (NASPA) via an avenue approved by the NASPA office.  Thirteen submissions were received and twelve of the thirteen show strong potential for inclusion in the book.

 

Each institution was asked to provide an 8-10 page case study that follows the outline listed below.

 

• Overview of Institutional Culture
• Describe your Institutional Culture
• Briefly describe your institution (size, type, location). 
• What is your institution known for? 
• How is it organized?  Where does Student Affairs/Services fit into the overall organizational structure? 
• How does your institution’s special culture or peculiarities affect its view of student affairs/services?

 

• Overview of your Division of Student Affairs/Services
• Describe your division of student affairs/services.
• What is the mission and/or primary purpose of your division?
• What do the faculty and administrators expect to see as a result of having a division of student affairs/services?
• What are students expected to learn or how are they expected to develop as a result of engaging in student affairs/services?
• How involved are faculty in what you deliver and evaluate within student affairs/services?

 

• Overview of Assessment  Process within the Division of Student Affairs/Services
• Describe your process of assessing student learning and development within the Division of Student Affairs/Services
• How and when is student development and learning evaluated within the Division? 
• Who is responsible for each step?
• How flexible is the administration of the assessment process?
• What parts are required?
• What can be adapted?

 

• Examples of assessment and how results are used
• Please provide a specific example of your outcomes based assessment process for at least one program or service, complete with outcomes, evaluation methods, criteria, and decisions based on results, etc.

 

• Tips for implementing process
• Based on how you construct assessment of student learning and development within student affairs/services and how you evaluate it; what recommendations would you make for other institutions who would want to implement your design? 
• What would you encourage them to replicate and/or adopt? 
• What would you recommend they avoid? 
• What general advice would you provide?

 

• Description of barrier to assessing student learning and development and an illustration of the strategy to overcome it
• Please describe at least one challenge you encountered when implementing your assessment process and at least one strategy that you used to overcome that challenge.  In describing this challenge, please feel free to recommend suggestions for adoption or strategies that should be avoided.

 

• Reference
• List the  references you utilized in your writing the aforementioned material

 

• Resource Suggestions
• Would you like to share any specific suggestions for resources or references for others to use as they implement assessment of student learning and development within student affairs?

 

Each case study will be utilized to illustrate points in the various chapters.  

 

 

References

 

American Association of Higher Education (1992). Nine Principles of Good Practice for Assessing Student Learning. Retrieved March 16, 2006 from http://www.aahe.org/assessment/principl.html.

 

Astin, A. (1993).  Assessment for excellence.  Phoenix, AZ:  Oryx Press.

 

Bresciani, M.J. (2006). Outcomes-based academic and co-curricular program review: A compilation of institutional good practices. Sterling, VA: Stylus Publications.

 

Kuh, G.D., Kinzie, J., Schuh, J. H., and Whitt, E.J. (2005). Assessing conditions to enhance educational effectiveness.  San Francisco, CA: Jossey Bass.

Maki, P. (2004).  Assessing for student learning: Building a sustainable commitment across the institution.  Stylus Publishing, LLC: Sterling, VA.

 

Palomba, C. & Banta, T. (1999) Assessment essentials: Planning, implementing, and improving assessment in higher education. Jossey Bass, San Francisco.

 

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

Upcraft, M. L. & Schuh, J. H. (1996).  Assessment in student affairs:  A Guide for Practitioners.  San Francisco:  Jossey Bass.

 

 

Timeline:

 

Soliciting new cases - Now

 

Data Analysis of existing cases in September

 

First chapters due to each other October 15, 2007

(Arrange a conference call October 18th in the morning)

 

First draft of chapters done to Megan and Marilee - January 1, 2008

 

Editing chapters for each other – March 1, 2008

 

Meeting in person to discuss any book issues March 5-8, 2008

 

Final edits completed – July 15, 2008

 

First draft to Stylus - August 15, 2008