KC Spotlight - Assessment, Research & Evaluation

Greetings Student Affairs Professionals!

As student affairs professionals, we know it is our role to develop students outside of the classroom. Holistic student development occurs through services and activities offered at our institutions. I know we have all been very busy this year providing co-curricular learning opportunities for students. As a result of all of those activities, we have collected vast amounts of data on student learning just waiting to be analyzed and evaluated. Some may think analysis and evaluation are the final steps in assessing co-curricular activities. We are not able to cross the finish line just yet; we have few more steps to go! Reporting the results should be the next step in the assessment cycle.

Reporting results of co-curricular assessments inform student affairs professionals about whether or not student learning occurred. Through data analysis, student affairs professionals can determine if learning occurred. If learning did not occur (or as much as anticipated), student affairs professionals can then make adjustments to the activity so that increased learning will take place the next time the activity is offered to students.

Earlier I mentioned reporting was one of the final steps of the assessment cycle, it is one of the steps near the end of the process but it is not the final one. In my opinion, the final step of the assessment cycle is to use the reports from co-curricular assessments in the integrated planning process. Integrated planning is a term used to describe the process of aligning resources with the mission, vision, values, and priorities of the institution. Not only should the integrated planning be utilized to coordinate activities within the division, it should be used to coordinate the division with the entire institution.

The integrated planning process ensures that co-curricular activities, as well as other activities within the division, align with the mission, vision, and values of the institution. Additionally, utilizing integrated planning is a great way to track the use of human and capital resources for co-curricular learning. For example, Residence Life sponsored an activity that utilized a large amount of fiscal resources and human capital. It appeared that students enjoyed the activity. However, assessments from the event indicated students had a positive experience but student learning was minimal. As a student affairs professional, you should review the resources used, the fulfillment of the mission, vision, and values of the institution, and the data from the assessments to determine how the activity should be improved to increase student learning.

The use of integrated planning promotes consistent communication among the departments of the division as well as within the institution. It also encourages collaborative efforts among departments and divisions to provide students with learning opportunities in and outside of the classroom. Through collaboration, fiscal and human resources are used in a more efficient manner as well. Who would have thought something as simple as data collected from assessments could promote unity and efficiency at an institution?

For the latest information on what is happening in the NASPA Assessment, Research, and Evaluation Knowledge Community, you can follow them on Twitter @NASPA_AERKC and like them on Facebook at NASPA Assessment, Evaluation, and Research Knowledge Community.

Ashley Buchman is the Vice Chancellor for Student Affairs at ASU-Newport and currently serves as the NASPA IV-W Assessment, Evaluation, and Research KC Representative.  For more information please contact Ashley at [email protected].