As an institution committed to accountability and evidence-based decision making, the Division of Student Affairs seeks to assess and understand the students' college experience at all levels of involvement.

To assure that performance and effectiveness are objectivesly reviewed regularly, Student Affairs assesses student learning outcomes, the campus environment and culture, and professional competencies of staff at the Division-level.

At the Department-level and Program-level, Student Affairs assesses student learning and program outcomes, key performance indicators (metrics), satisfaction, and cost effectiveness.

National benchmarking and research efforts occur at the Department- and Program-level as well. Figure 1 depicts the various types and levels of data collection as they occur in an ongoing, iterative cycle (Upcraft & Schuh, 1996).

Bresciani et al. (2004) describes assessment as an ongoing cycle that continuously moves toward improvement. By aligning departmental missions to the division's mission, student affairs programs and services can demonstrate how they are contributing to both the division and the institution's mission.

Figure 1.

To ensure quality assessment occurs at the department and program level, Bresciani et al. (2004) suggest the following 5 steps be included in any assessment cycle:

1. Implement program/service - When considering a new or existing program, consider what evidence supports the need for such programs. While planning the program activities, discuss the intended program and/or student learning outcomes and how you will objectively determine whether or not those objectives have been satisfactorily met.
2. Define assessment strategy - Review or create program and/or student learning outcomes and identify how you will evaluate whether or not they have been met. Consider the information you will need to demonstrate learning occurred as well as how you will evaluate effectiveness and satisfaction. An assessment strategy should include both formative (for improvement) and summative (for accountability) assessments.
3. Collect data - Implement your assessment plan, developed in the previous step. Consider what type of sampling strategy is appropriate. May involve administering pre-test/post-tests, surveys, or conducting interviews or focus groups.
4. Analyze data - Review qualitative and quantitative data with department staff and/or the Assessment Team. Discuss what data you might be missing to continue improving your assessment plan. Discuss areas where data indicate need for improvement.
5. Use data to improve program/service - Based on data analysis, make appropriate changes to program or service. If unable to execute the needed change, use data to provide documentation for why change is needed to senior administration.

References

Bresciani, M.J., Zelna, C. L., & Anderson, J.A. (2004). Assessing student learning and development: A handbook for practitioners. National Association of Student Personnel Administrators (NASPA) Publication

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