Transcript Cover Page

What they don’t teach you in graduate
school: How to thrive in the field of
student affairs assessment
Diane E. Waryas, Ph.D.
Kim E. VanDerLinden, Ph.D.
What Brings You To This Session?
Motivations for Session
• Student affairs assessment is a new position.
• Unlike other disciplines, there is not a ‘clean’
career path; Graduates in student affairs
assessment don’t exist.
• Better defining the positions, so that student
affairs assessment truly becomes a profession.
• Graduate programs need to better define the
curriculum.
• Networking opportunities – find out who your
colleagues are at other institutions.
You want me to do what???
1. Develop, implement and maintain an assessment program for
Student Affairs that is related to learning outcomes and integrated
with the Division’s strategic goals and objectives.
2. Collaborate with the Office of Institutional Research and
appropriate other offices engaged in assessment research to support
connections between Student Affairs and relevant programs in the
schools/college and other administrative areas. Disseminate relevant
information concerning student characteristics and experiences.
3. Using established principles of measurement theory, develop valid
and reliable instruments that assess student learning and
development. Use established survey research techniques to
administer survey instruments that assess student satisfaction and
evaluate programs. Use qualitative assessment techniques such as
focus groups and interviews.
4. Complete statistical analyses, manage data pertaining to student
outcomes and Division goals, disseminate findings to internal and
external constituencies and facilitate use of assessment findings
throughout Student Affairs.
….and this too?
5. Provide assistance and consultation to Student Affairs departments to
develop and maintain appropriate and regular assessment of their programs
and services including assistance with objectives, learning outcomes,
assessment plans, evaluation methods, tools, data analysis, and reporting.
6. In partnership with the Director of Professional Development Programs,
develop and deliver assessment training sessions, workshops, and seminars
for faculty and staff. Facilitate discussions with Student Affairs to advance
assessment and research initiatives.
7. Develop and maintain a comprehensive assessment research website for
Student Affairs.
8. In partnership with the Director of Communications, determine format and
frequency of research dissemination to external constituencies.
9. Prepare and monitor budgets and develop the administrative framework to
support assessment research initiatives. Develop operational plan and
procedures.
10. Recruit, train, and manage performance of staff assistant and/or student
interns/assistants.
11. Perform other duties incidental to the work described herein.
You want me to know what???
• Quantitative research methodology including advanced knowledge in
multivariate analysis, linear regression and item response theory.
• Qualitative research methodology including focus groups and interview
techniques
• Knowledge of outcomes based assessment
• Reference theoretical basis/literature review from student learning and
development literature
• Knowledge of strategic planning concepts and implementation
• Demonstrated ability to work with diverse individuals
• Demonstrated ability to multi-task and meet deadlines
• Proven leadership, organizational, and strategic planning skills
• Proven communications skills
• Ability to work alone and independently as well as collaboratively with
colleagues
• Technology skills including advanced knowledge of Microsoft Office,
SPSS, database and spreadsheet management and development of on-line
resources and self-paced instructional modules
• Basic financial management skills including budget development and
reconciliation of expenses
• Basic supervisory skills including performance management
Questions asked of “thriving” professionals
• As a thriving student affairs assessment professional,
what are some things you wish you had learned in
graduate school that would have helped in the
position?
• What courses/pre-reqs or experiences would you
recommend in advance of assuming a job in student
affairs assessment?
• Since there is no "typical" career path to becoming a
student affairs assessment professional, how did you
end up in the position?
• Other thoughts/advice that you would share with
graduate students or professionals interested in a
career in student affairs assessment.
Prepare To Wear Multiple Hats
Student affairs assessment is both specialized and
generalist position all in one. You need to be specialized
in research and assessment, skills that few student affairs
practitioners have today (but this will be changing soon).
You also need to know about all of the functional areas
within student affairs. This helps when assisting others
across the division with assessment. So, try to get as
much research and assessment experience as possible
and work on committees and talk with folks in other
functional areas to learn what they do along with the
theory behind their work.
Gavin Henning, Dartmouth College
Define Your Own Starting Point
At the time that I became a coordinator of assessment, I
had no prior assessment experience -- just the research
background I'd acquired as part of my higher ed PhD
program. Upcraft and Schuh quickly became my new best
friends. In retrospect, I wish I'd learned that assessment is
kind of like writing a dissertation -- the best assessment
project is a finished assessment project. It's too easy to
get bogged down in trying to do things just right. The best
approach, however, is to start somewhere, anywhere, and
go from there...
Sherry Mallory, Western Washington University
Know Who’s Doing Assessment Work
I wish I would have learned some specifics about
assessment. When I was in grad school assessment
wasn't even a topic. It would have been helpful to know
who some of the people doing and writing about this are.
Gavin Henning, Dartmouth College
Assessment is Essential
I graduated in 1999 from a research heavy program,
however, I was not encouraged to complete a research
project. I now wish I would have gone through the steps to
learn the process and more importantly apply statistical
analysis. In addition, assessment was not a key topic
discussed in my classes in regards to being a good
practitioner. I also did not see it applied in my graduate
assistantship. I wish findings from practitioners working with
students on a daily basis would have been shared which
may have given me a better idea of how essential
assessment is in the work we do.
Anonymous
Understand Research, Understand the Field
I think a background in psychology and research design is
good academic preparation. I think some experience in
student affairs is also required so that you have a pretty
good grasp of what happens in the various functional
areas. I happen to have had a long career in student
affairs and have worked directly in several areas so have
been fortunate in that regard. I think you definitely have
to make it your business to understand the cultures,
issues, hopes, dreams of departments and then work to
help them realize them using data and making data driven
decisions.
Rebecca Sanderson, Oregon State University
Personally Connect to Get Buy-In
“Assessment is not a four letter word.”
Many people have a somewhat irrational fear of
assessment and it is helpful if you can connect and
make it less threatening.
Stacy Ackerlind, University of Utah
Know your stats!
… solid qualitative and quantitative methods courses; a
program evaluation course; some database
management/student information system experience.
Susan Martin, U of Maryland, Baltimore County
Keep it Simple!
One thing I've learned is the beauty of keeping things
simple. My first assessment plan (just last year) was too
involved and complicated. It would never have been
possible for me to do it all, especially since I am the only
one in my office who is directly involved with assessment.
This year I kept my assessment plan simple and focused
on just two learning objectives. Not only is it more doable,
but I've been able to use multiple assessment methods to
gather more meaningful data.
Melissa Yamamato, Oregon State University
Develop Basic Skills
Get your basics down pat. Fancy might be fun, but it is the
hard core basic skills - good assessment planning, good
relationship building, good communication, and solid
measurement - that are critical.
Anonymous
You’re Not Alone!
There is a growing community of folks who are working in
this area so it is ripe for those who want to move in that
direction. …There are many excellent print resources that
provide some great perspectives AND don't limit your
reading to only what Student Affairs is printing. Read
about learning centered education, etc. Join AAC&U,
NASPA, and begin to think about the larger issues of
assessment in terms of the transformational power of data
and of focusing our attention on education in addition to
service. When I think of this, I get excited about the
potential of student affairs and our contributions to the
educational enterprise on our campuses.
Rebecca Sanderson, Oregon State University
Resources
• NASPA Assessment, Evaluation, and Research
Knowledge Community (Regional reps)
• Pre-conferences, drive-ins
• Other assessment conferences:
- ACPA
- IUPUI
- Texas A&M Assessment Symposium
- NC State Assessment Symposium
- San Diego State Conferences
Questions/Discussion
Diane E. Waryas, Ph.D.
[email protected]
702-651-7569
[Community] College of Southern Nevada
Kim E. VanDerLinden, Ph.D.
[email protected]
716-652-9400
StudentVoice