Case Studies for Implementing Assessment in Student Affairs: New Directions for Student Services, Number 127 / Edition 1

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

Overview

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:

1. Alverno College
2. Colorado State University
3. Frederick Community College
4. Isothermal Community College
5. John Carroll University
6. Northern Arizona University
7. North Carolina State University
8. Oregon State University
9. Paradise Valley Community College
10. Pennsylvania State University
11. California State University, Sacramento
12. Texas A&M University
13. Widener University

From 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.

Product Details

ISBN-13:	9780470554746
Publisher:	Wiley
Publication date:	10/19/2009
Series:	J-B SS Single Issue Student Services Series , #104
Pages:	116
Product dimensions:	5.80(w) x 8.90(h) x 0.60(d)

About the Author

Marilee J. Bresciani is a professor of postsecondary education and codirector of the Center for Educational Leadership, Innovation, and Policy at San Diego State University.

Megan Moore Gardner is an assistant professor of higher education administration at the University of Akron.

Jessica Hickmott is the student affairs assessment coordinator at Weber State University.

Table of Contents

Editors' Notes Marilee J. Bresciani Megan Moore Gardner Jessica Hickmott 1

1 Alverno College Virginia Wagner 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.

2 Colorado State University David A. McKelfresh Kim K. Bender 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.

3 Frederick Community College L. Richard Haney Debralee McClellan 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.

4 Isothermal Community College Karen Kitchens Jones 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.

5 John Carrol University Kathleen Lis Dean Patrick Rombalski Kyle O'Dell 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.

6 Northern Arizona University Michael F. Butcher Margot Saltonstall Sarah Bickel Rick Brandel 45

Thischapter 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.

7 North Carolina State University Carrie L. Zelna 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.

8 Oregon State University Rebecca A. Sanderson Patricia L. Ketcham 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.

9 Paradise Valley Community College Paul A. Dale 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.

10 The Pennsylvania State University Philip J. Burlingame Andrea L. Dowhower 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.

11 California State University, Sacramento Lori E. Varlotta 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.

12 Texas A&M University Sandi Osters 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.

13 Widener University Brigitte Valesey Jo Allen 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 113

Editorial Reviews

Edited by Marilee J. Bresciani, Megan Moore Gardner and Jessica Hickmott, Case studies for implementing assessment in student affairs, has collected information in a standardized format from thirteen institutions of higher education from across the United States. The key word in understanding the applications of this book is “implementing” assessment. As a collection of case studies, this book focuses on looking at the process of implementing assessment, not sharing the findings from the assessment process. Therefore, this book is a good resource for administrators who are in decision-making roles and wish to develop assessment programs and strategies related to student development at their institution. As the Editors point out, it is not a “how-to” guide, but rather, is “intended to promote reflection about what constitutes good practice in implementing assessment within students affairs/services at your institution.” (p. 4).
—From NACADA Journal, Review by: Dawn Fettig and Lily Board, Academic Advising Center and the Department of Psychology and Neuroscience, University of Colorado, Boulder

From the Publisher