This document provides an overview of student affairs assessment at the University of Oregon. It begins with common definitions for assessment, evaluation, research, and student learning in the context of student affairs. The purpose of assessment is then outlined as improving student learning and program/service effectiveness through systematic data collection and use of findings to guide decision-making. An assessment model for the division is introduced. Next steps include establishing an assessment team, setting divisional priorities, and unit directors working with the interim director to define assessment plans. Resources like workshops and a website are also listed to support the assessment process.

1. Student Affairs Assessment and ResearchAmber Garrison DuncanInterim Director of Student Affairs Assessment and Research

2. AgendaQuick over view of common language and defined purpose of assessment for Student Affairs at the UOCreating a culture of assessment in the divisionStudent Affairs Assessment ModelPutting it into action:Next stepsResources to support next steps

3. Common LanguageAssessment– The ongoing, systematic process of collecting, analyzing, and using information about divisional, departmental, and programmatic effectiveness, in order to improve student learning (Upcraft & Schuh, 1996; Anderson, Bresciani, & Zelna, 2004). Evaluation – “[A]ny effort to use assessment evidence to improve institutional, departmental, divisional, or agency effectiveness” (Upcraft & Schuh, 1996, p.19)Research – In contrast to assessment, which “guides good practice,” research “guides theory development and tests concepts” and has “broader implication for student affairs and higher education” (Upcraft & Schuh, 2001, p. 5)Student Learning – “Learning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to students’ lives and needs, are fundamental parts of engaged learning and liberal education. True liberal education requires the engagement of the whole student – and the deployment of every resource in higher education” (Learning Reconsidered, 2004, p. 6).

4. Purpose of AssessmentConsistent with the Division of Student Affairs Strategic Plan, we will engage in assessment for the collective purpose of: Improving our role as educators and aspiring to our core purpose, “to transform and advance student learning”Improving the effectiveness of our programs and servicesGenerating evidence to guide decision making and strategic planningSubstantiating our impact on students, campus life, and learning Unifying the diverse aims of divisional units

5. Creating a Culture of Assessment and Planning

6. SA Assessment Model

7. Next StepsSpring Term: Small wins= Big advancesDivisionEstablish Assessment Team (A-Team)Set Divisional Assessment and Research agenda for 2010-2011Gather further resourcesUnitDirectors meet with Amber to begin to define unit assessment priorities for 2010-2011Program/ServicePractice

8. ResourcesiASK in Student Affairs Professional Development workshopsSA Assessment Websitehttp://sa-assessment.uoregon.eduSA Assessment ModelSA Assessment ProtocolWriting Learning OutcomesAssessment Library