Bridging Silos Building Assessment Culture and Capacity

Outcomes for Today Participants will be able to: Articulate why co-curricular assessment is critical within student affairs Identify barriers to building assessment culture Diagnose your institutional readiness for assessment within student affairs Identify one action step you will take on your home campus

Our Mandate: Standards 5 and 8 5.20. Through a program of regular and systematic evaluation, the institution assesses the appropriateness and effectiveness of its student services to advance institutional purposes. Information obtained through this evaluation is used to revise these goals and services and improve their achievement. 8.4 The institution with stated goals for students’ co- curricular learning systematically assesses their achievement.

Co-Curricular Assessment There has been a longstanding relationship between learning outcomes and accountability for higher education. The Student Affairs profession has been and continues to be under considerable pressure to demonstrate its importance and worth. Student affairs practitioners have felt increased pressure to conduct assessments as a way to provide evidence to compete for resources and answer questions of importance, rationale, and end results of programs.

Assessment, Evaluation, and Research: Basic Competencies One should be able to: Differentiate among assessment, program review, evaluation, planning, and research and the methodologies appropriate to each Effectively articulate, interpret, and use results of assessment, evaluation, and research reports and studies, including professional literature Facilitate appropriate data collection for system/department wide assessment and evaluation efforts using up-to-date technology and methods Assess trustworthiness and other aspects of quality in qualitative studies and assess the transferability of these findings to current work settings Assess quantitative designs and analysis techniques, including factors that might lead to measurement problems, such as those relating to sampling, validity, and reliability Identify the political and educational sensitivity of raw and partially processed data and AER results, handling them with appropriate confidentiality and deference to the organizational hierarchy; and Align program and learning outcomes with organization goals and values

What’s the Problem? Over-reliance on national benchmark surveys Top down directive (accreditation visit coming!) rather than bottom up (continuous improvement framework) Disconnected from overall campus (academic) assessment efforts Large focus on satisfaction and needs Lack of expertise to conduct assessment of student learning

The Changing Mandate of Student Affairs: Learning Responding to a revised, broader understanding of learning that integrates development Mapping and supporting learning inside and outside classrooms Engagement of students in active, transformative learning Identifying and ameliorating barriers to learning Shift from satisfaction to student learning Sources: Keeling and Associates, LLC. 2006; Schuh and Gansemer-Topf, 2010

Learning Outcomes Assessment Outcomes assessment is the most valid way of demonstrating the effectiveness of services, programs, and facilities, especially in defending and promoting higher education, and also in meeting accreditation standards. It is also the most difficult, complex and misunderstood of all the assessment methodologies. (Upcraft & Schuh, 1996)

What are the Learning Opportunities? Community service Service learning Learning communities Internships Study abroad Immersion trips Tutoring Discipline systems On campus employment Participation in student clubs and organizations Residential living Peer mentorship programs Retreats Recreational sports

Typical Barriers within Student Affairs Additional work – “another thing we need to do” Time/staff restraints Difficult to coordinate Lack of expertise Concerns about “unscientific” or “non- valid” studies Fear of over assessing or survey fatigue Results not shared, benefits not realized Fear of negative findings or consequences Getting started Lack of enthusiasm from key constituents Source: Campus Labs

What staff really think… It’s just additional work We don’t have time I don’t know how to do it, but I don’t want to admit that I’m afraid that negative findings will reflect negatively on me I don’t know where to start

Building Assessment Culture

Conditions needed to create a culture of assessment: Trust Assessment must be “doable.” Commitment Support

Strategies to build trust: Start by assessing a component of student life as a whole, not just at individual units. Set up the process so that the amount of effort required is relatively small and less of a risk. Use relevant examples to explain how programs used the information gained to enhance their programs (i.e. Marketing funds used to purchase more plasma screens, increase tutoring hours at night/Sundays) Tell staff clearly that assessment results will not be used to evaluate staff.

Strategies for making assessment doable Start small Team up with a colleague Map and utilize your campus resources

Strategies to develop support: Identify those who are interested in assessment. Empower them to identify barriers and strategies to overcome them. Provide professional development opportunities to build capacity.

Strategies to develop commitment: Generate and celebrate short-term wins Provide opportunities for staff to share results As a senior leaders, participate in assessment projects and value work done by making data- driven decisions (actions speak louder than words)

Keys to Success Senior Student Affairs leadership Strategic goals Build capacity and competency Systematic approach Start small and build – not everything at once Use data to make decisions Share results Celebrate assessment

√ Assessment Checklist My Institution’s Student Affairs Division: Provides assessment professional development opportunities Has an assessment committee Uses data to inform decisions Has senior leadership that expects, supports, and encourages assessment Embeds assessment in annual reports and performance appraisals Uses a common assessment language Provides easy-to-access resources (e.g. data, assessment tools, people, technology) Identifies measurable learning outcomes Has a strategic plan/goals Has a dedicated staff member for assessment Recognizes and celebrates assessment work

Lessons Learned Challenges The importance of starting small, anxiety reduction Build gradually Accept small wins as legitimate progress Consult with experts (e.g. Campus Labs) Have a champion at the highest level It’s okay to not know something Be prepared to change course as needed Must have buy-in and support from department directors Must maintain momentum – assessment is not a fad and is not going away Use the data that you collect Hold people accountable

Taking Action What is your top priority for moving forward on assessment within your student affairs division? What are your next steps? Who needs to be involved?

Questions/Discussion Your learning on assessment continues with an overview of some specific techniques widely used in assessment, from formative techniques, surveys, focus groups, and rubrics. We will then review interpreting your data, reporting and sharing the results, and deciding if and how to adjust your program based on the data.