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  1. 1. Assessment and Evaluation Applications in Student Affairs
  2. 2.  Student Affairs Administrators  Faculty  Students  Other Stakeholders (parents of students, state legislators, state & government agencies, members of the community).
  3. 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. 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. 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. 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. 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. 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. 9.  Training schedule presented to college, unit  Work with key leadership to establish a core training team  “Train the trainer model”  Workshop evaluations.
  10. 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. 11. Financial Aid Admissions Residential Life
  12. 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. 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. 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. 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. 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. 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. 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. 19.  Needs  Satisfaction ◦ Physical space ◦ Programming ◦ Food  Safety  Wants  Culture
  20. 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
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