Case Studies for Implementing Assessment in Student Affairs New Directions for Student Services, Number 127

by Bresciani, Marilee J.; Moore Gardner, Megan; Hickmott, Jessica

• ISBN13: 9780470554746
• ISBN10: 0470554746
• Edition: 1st
• Format: Paperback
• Copyright: 2009-10-19
• Publisher: Jossey-Bass

Summary

Thirteen case studies of successful assessment implementation in a wide range of institutes -- community colleges, private four-year liberal arts colleges, and public colleges and universities of various sizes and missions -- are all in this one volume.Assessment is not difficult to talk about and conceptualize, but in the real world of classrooms, deadlines, students, faculty, departments, administrators, and accountability the practice can appear a mare's nest of clashing interests and perceptions. Chapters in this volume untangle that nest as the editors review assessment at:OL {list-style:disc}P:{margin-left 60px} Alverno College Colorado State University Frederick Community College Isothermal Community College John Carroll University Northern Arizona University North Carolina State University Oregon State University Paradise Valley Community College Pennsylvania State University California State University, Sacramento Texas A&M University Widener UniversityFrom student involvement and software development to the use of assessment data in strategic planning and the broad institutionalization of a pilot program, there is something here for everyone responsible for assessment in higher education.This is the 127th volume of the Jossey-Bass quarterly report series New Directions for Student Services. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Table of Contents

Editors' Notes	p. 1
Alverno College	p. 7
This chapter details the integrative process used at Alverno College to link student affairs learning outcomes with overall college learning outcomes. Tips for implementation and challenges are discussed as well.
Colorado State University	p. 13
While providing an overview of student affairs assessment at Colorado State University, this chapter highlights strategies for using institutionally designed software to collect outcomes-based assessment data for use in integrative planning. In addition, the chapter addresses use of peer-review in creating an organizational learning environment.
Frederick Community College	p. 21
Frederick Community College highlights many of its strategies to evaluate student learning in this chapter. A sample assessment plan is shared along with suggestions for overcoming barriers to implementation.
Isothermal Community College	p. 29
In this chapter, Isothermal Community College illustrates how it transitioned from gathering data to establishing a process for systematic outcomes-based assessment. Examples of data-informed decisions are also given.
John Carrol University	p. 37
John Carroll University details the process of integrating assessment into its strategic planning process in this chapter. Specific tips and challenges are described along with examples of how data are used to inform planning.
Northern Arizona University	p. 45
This chapter illustrates the Northern Arizona University Division of Student Affairs' process for evaluating individual departmental priorities. In addition, they share examples of strategies to include students in the assessment process.
North Carolina State University	p. 53
North Carolina State University discusses the process of moving away from focusing on assessment for assessment's sake to connecting outcomes to action planning to evaluation methods. Helpful tips to consider while implementing this process are presented.
Oregon State University	p. 61
Establishment of an outcomes-based assessment process within student Affairs at Oregon State University is discussed in this chapter; a process that was later adopted by the entire university. Examples of data used to improve student learning are shared as well.
Paradise Valley Community College	p. 69
Paradise Valley Community College illustrates its process of creating and evaluating learning outcomes in this chapter. The steps to align student affairs outcomes with the college's general education outcomes are also discussed.
The Pennsylvania State University	p. 79
This chapter provides a specific illustration of how a pilot assessment project at Pennyslvania state University evolved to become an institutional assessment process that is both recognized and praised for its high quality. Tips and challenges in implementation are addressed as well.
California State University, Sacramento	p. 87
California state University Sacramento student Affairs Division is Recognized by its regional accreditor for establishing a solid outcomes-based assessment process. This chapter highlights its suggestions and lessons learned in the journey.
Texas A&M University	p. 95
Texas A&M University Division of student Affairs describes its process to systematically support professionals in the assessment of student learning. This chapter details the support processes in place and the resulting benefits.
Widener University	p. 103
Widener University has been recognized by its regional accreditor for its excellence in assessment of student learning. This chapter describes the integrative process that led to this achievement.
Index	p. 113
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