1. Assessment and Evaluation Applications in
Student Affairs

2.  Student Affairs Administrators
 Faculty
 Students
 Other Stakeholders (parents of students, state
legislators, state & government agencies,
members of the community).

3.  Educate
 Communicate
 Disseminate Results of Assessment
Share with appropriate audiences
Triangulate info-sharing efforts with largest number
constituents
Consider who the audience is and the type information
to be shared: newsletters, face to face meetings, presentations,
campus-wide emails, and institution website.

4.  Formulate ways to use results to make informed decisions to improve student learning experiences
Organize specific report with:
mission
goals
learning outcomes
methods of data collection
results
recommendations and decisions
implementation of revised plan
Possible Pitfalls of Disseminating and Using Results:
senior level leadership sees it first
keep them in the loop
some sharing with the public
results don’t change, but the nature of the presentation does according to the audience
“draft” until final recommendations are made

5.  There should be a balance of student success
and institutional priorities reflected in the use of
the outcomes.
 Tie assessment results to budgeting and funding.
 Deadlines should be set for the use process and
evaluate the effectiveness of the process.
Potential Pitfalls to Results Use and
Dissemination
How and with who results will be shared.

6. Results from assessments should link to
decisions that reinforce initiatives and planning
priorities, or the process may lose the
organization’s focus on improving student
success.
Allocation of resources by leadership to
implement decisions.

7.  Process Questions
 Data Usage Questions
 Selection of stakeholders, steering committees,
to decide on course of action.
 Using rubric of planning and evaluation
standards
 Once agreement among stakeholders, results
can be published on website.
 Professional Development Plan creates a
common starting point
 “Train the trainer” models with key faculty


8.  Program review data collected
 Professionals learn to use the data
 Meta-assessment process
 Professional development is evaluated for its
effectiveness.
 Is the process sustainable over time?

9.  Training schedule presented to college, unit
 Work with key leadership to establish a core
training team
 “Train the trainer model”
 Workshop evaluations.

10.  How to contribute to student learning and
development
 Better understanding of purpose for the
organization.
 Goals of the organization should be
reinforced through decision making.

11. Financial Aid
Admissions
Residential Life

12.  Why Assessments are necessary in
 Financial Aid
 Enrollment- Necessary for correct information be received
by parents and students to comprehend financial
assistance or students will choose to go elsewhere
 Budget – If financial aid office does not effectively and
astutely distribute funds, students will take their
scholarship and aid money to other schools which impacts
available funds
 Retention – If students are unable to finance their
education and do not understand how to navigate through
the financial aid process they will not persist.

13.  Communication
◦ High School Students
◦ Applicants
◦ Enrolled Students
◦ Parents
 Comprehension
◦ FAFSA
◦ Government Regulations
◦ Application Process
 Programs
◦ Literature
 Satisfaction
◦ Enrolled students
◦ Graduated students
 Service
◦ Timely
◦ Informative
◦ Compassionate

14.  Quantitative
◦ Satisfaction Process Survey
 Enrolled Students
 Graduates
◦ Comprehension Survey
◦ Survey after Freshman Orientation for students and
parents
Qualitative
Interview Parents and Students on difficulty
Exit interview with graduating seniors on service
received and improvements

15.  Why Assessments are necessary in Admissions
Enrollment – Admissions are responsible for
recruiting and enrolling students.
Budget –The number of students effects tuition
money which influences budgets
Retention – Selecting the right student – who will be
successful academically and persist is paramount

16.  Why Student’s Enroll
 Why Accepted Students choose to go
elsewhere
 Marketing tools and College Fair recruitment
 Admission Process itself
 CAS standards
 How enrollment supports institution’s
mission

17.  Quantitative survey
◦ for data concerning application numbers vs. acceptance
numbers vs. enrollment numbers.
◦ Retention numbers for year two
◦ Satisfaction on admission process –Likert scale
Qualitative Interview or focus group
Reasons for choosing institutions
Reasons for not choosing institution
Suggestions for improving process

18.  Why Assessments are necessary in Residential
Life
 Enrollment – students could be influenced by
quality of residential halls
 Budget - if students choose to live off
campus, less money is available for the
institution’s budget
 Retention – if students successfully transition
to campus, the higher their chance of
persisting.

19.  Needs
 Satisfaction
◦ Physical space
◦ Programming
◦ Food
 Safety
 Wants
 Culture

20.  Mixed Methodology
◦ Quantitative survey effective to survey current
satisfaction of status of Residential Hall
 Create survey
 Utilize Resident Satisfaction Survey – created by The
Association of College and University Housing Officers
–International and Educational Benchmarking, Inc.
◦ Qualitative to gauge their unmet needs and
suggestions for improvement and new
programming
 Conducted by RA’s or RD’s
 Either through interview, observation, focus groups