Assessment in Student Affairs (and beyond)

1. Assessment in Student Affairs (and beyond) Jessica Oyler Director of Student Affairs Assessment and Strategic Initiatives Weber State University

2. Take a moment to think about one thing you’re really proud of with assessment…

3. Things that haven’t changed • Assessment has been a national discussion for almost 30 years. • For community colleges overall: • Accreditation is still a driving factor • Followed by interest in improving learning and institutional commitment • The heart of assessment is still the same… • Improving student learning and development

4. Assessment Trends • Everyone does assessment • Portfolios, badges • Direct assessment • Strategic planning • Incorporating student learning into program review

5. And more trends… • Performance funding • Making higher education accountable for results • Institutional learning outcomes • Lots and lots of tools.

6. What Institutions Spend on Assessment • Institutions spend approximately $160,000 on assessment activities (although $108,000 is in salaries) • 57% of institutions spend less than $25,000 on assessment resources including national surveys, exams, and books • 65% of institutions use assessment software while 54% pay for that software.

7. Obstacles What do you believe are the primary barriers to engaging in outcomes-based assessment?

8. Obstacles (Banta, 2002; Bresciani, Moore Gardner, & Hickmott, 2009;Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Palomba & Banta, 1999; Suskie, 2004; Upcraft & Schuh, 1996).

9. Time • There is no “new” time • Reallocating time based on priorities • Implementing faculty release time and/or workshops and trainings at all levels.

10. Understanding of assessment • Can be easily addressed through professional development workshops, the assistance of an assessment coordinator, or professional reading and applications • Ensuring that everyone is on the same page (or at least in the same book) • Making sure departmental, division, and institution goals and priorities are clearly articulated.

11. Resources • Be very specific about what resources are required • Ensure that they are really necessary • Be creative with regard to where the resource need can be met • Students • Faculty • Colleagues • Implement rewards structures where possible.

12. Coordination of the process • Develop a plan for assessment within your division or department • Designate an individual or committee of individuals to help guide assessment processes • Incorporate assessment into strategic planning and program review processes • Consider incorporating assessment into job descriptions.

13. Conceptual framework for assessment • Create clear expectations of purpose of engaging in assessment • Articulating how planning at all levels fit together and what is being done with data • Discussing how academic and student affairs collectively contribute to student learning • Define what excellence looks like.

14. Trust • Enhanced by leadership commitment, transparency, and articulation of values • Educate student affairs professionals regarding the use of data • Educate faculty about student affairs professionals’ contributions to student learning • Focus on what you have control over.

15. Collaborationwith faculty • Faculty Members • Genuinely interact with faculty/staff and utilize feedback to improve the process • Faculty /Administrators must have ownership of the process • Show how this impacts the learning in the classroom • Provide professional development opportunities • Include assessment in the annual performance review • Share the results of assessment and how they’re being used

16. COLLABORATION WITH OTHERS • Peers • Share examples with each other • Work together; oftentimes, we are assessing the same things • Students • Incorporate students in all facets of assessment planning and implementation, if your program is ready • Community Members and employers. • Remember that collaboration is a process of give and take.

17. Managing Expectations • Acknowledge that our values may not be measurable • Focus on the components of what we value that are measurable • Acknowledge that we don’t always find what we think we will

18. Specific challenges for community colleges • Varying student characteristics • Much learning takes place outside of the university • Less professional support • Large numbers of adjunct faculty

19. THINGS TO CONSIDER • Learning must be facilitated • We are doing a LOT of assessment. We must make sure to disseminate results and keep the process transparent • Make sure that you are willing and able to change that which you assess • Keep it simple • Every department and institution is different • Maintain flexibility and structure

20. Things to consider • Identify and celebrate success • Know the culture of your institution • Have patience • Start with those who are excited • Consider both short and long term goals • Discuss why you are engaging in assessment

21. Things to consider • Keep a pulse on staff engagement and knowledge • Look at what you’re learning from your assessment plans • Use assessment results to inform future decisions • Don’t leave the plan on the shelf • Ask stakeholders if they’re seeing what they expect • Revise the assessment process

22. Questions?

23. References • American Association of College and Universities. (2007). College learning for the new global century. Retrieved from https://www.aacu.org/leap/documents/GlobalCentury_final.pdf • Banta, T. W., & Associates. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey-Bass • Bresciani, M. J. (2006). Outcomes-based academic and co-curricular program review: A compilation of institutional good practices. Sterling, VA: Stylus. • Bresciani, M. J., Moore Gardner, M. M., & Hickmott, J. (2009). Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Sterling, VA: Stylus Publishing. • Bresciani, M. J., Gardner, M. M., & Hickmott, J. (Eds.). (2009). Case studies in assessing student success. New Directions for Student Services, 127. Boston, MA: Jossey-Bass. • Cooper, T., & Terrell, T. (2013). What are institutions spending on assessment? Is it worth the cost? Retrieved from http://learningoutcomesassessment.org/documents/What%20are%20institutions%20spending%20on%20assessment%20Final.pdf • Hanover research. (2013). Best and innovative practices in higher education assessment. Retrieved from http://www.grip.umn.edu/assets/best-and-innovative-practices-in-higher-education-assessment-(4).pdf • Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. Retrieved from http://nces.ed.gov/npec/pdf/kuh_team _report.pdf • Nunley, C., Bers, T., & Manning, T. (2011). Learning outcomes assessment in community colleges. Retrieved from http://www.learningoutcomeassessment.org/documents/CommunityCollege.pdf • Schuh, J. H., & Gansamer-Topf, A. M. (2010). The role of student affairs in student learning assessment. Retrieved from http://www.learningoutcomeassessment.org/documents/studentAffairsrole.pdf