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Search returned 45 results using Keyword: "Student affairs"



1. Student Affairs Assessment Leaders .
This list's main goal is to provide the opportunity for full-time student affairs assessment professionals to discuss issues to improve their work. The group and its listserv are open only to educators that coordinate assessment for divisions of student affairs.
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2. University and College Accountability Network (U-CAN).
U-CAN is a Web-based resource designed to give students and parents concise, consumer-friendly information on nonprofit, private colleges and universities in a common format. U-CAN was developed and is managed by the National Association of Independent Colleges and Universities (NAICU). Through focus groups, students and parents shared the information they most need to make an informed college choice which was then included in the institutional profiles. The in-depth information included in the institutional profiles includes admissions, enrollment, academics, student demographics, graduation rates, most common fields of study, transfer of credit policy, accreditation, faculty information, class size, tuition and fee trends, price of attendance, financial aid, campus housing, student life, and campus safety.
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3. (Eds.) Collins, K. and Roberts, D. 2012. Learning is not a sprint: Assessing and documenting student leader learning in cocurricular involvement.
Student affairs professionals are increasingly being asked to provide evidence that students are learning and growing through their experiences on campus. Stakeholders such as accrediting agencies, legislators, families, employers, faculty, and students all have opinions about what individuals should be learning in college. Students learn in all contexts, from resolving roommate conflicts, to managing a complex student organization budget, to making a persuasive speech in front of the student government. The task of assessing and documenting student learning outside the traditional classroom presents a unique set of challenges: there are no grades given at the end of an experience, the skills developed may not fit into one academic area, and there are no national standards or summative curriculum. Learning is Not a Sprint: Assessing and Documenting Student Leader Learning in Cocurricular Involvement offers multiple perspectives and a framework to establish and document student learning in the cocurricular env
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4. ACT. 2008. New accountability tool helps students find right college.
The article provides information on how the Collegiate Assessment of Academic Proficiency (CAAP)is being used by institutions as one of the preferred learning outcomes assessment instruments for the Voluntary System of Accountability.
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5. Allen, K., Elkins, B., Henning, G., Bayless, L., and Gordon, T. Accreditation and the Role of the Student Affairs Educator.
This article provides guidance for student affairs professionals on how they can contribute to and lead in the accreditation process.
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6. Allitt, P., White, L., Carnevale, A., Eaton, J., McCormick, A., Hinton, F., Ewell, P., Wilson, J. 2010. A lapse in quality: 8 views of a flawed system.
The article presents essays that are the viewpoints of a variety of education experts on the quality of higher education in the U.S.. History professor Patrick Allitt of Emory University discusses tenure for college teachers and teacher training. Lawrence White, vice president and general counsel at the University of Delaware, comments on government regulations and mandates on higher education. Anthony P. Carnevale, director of the Center on Education and the Workforce at Georgetown University, discusses how market forces have harmed educational equality in terms of per student funding.
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7. Ambrose, S.A., & Poklop, L. . 2015, January/February. Do Students Really Learn From Experience? .
A year-long qualitative study at Northeastern University identifies findings as well as approaches to a cooperative curriculum that emphasizes experiential learning. This article describes the impact of experiential learning at this institution and how it gives students the opportunity to apply knowledge and skills in real-world situations.
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8. Astin, A. W. 1998. The changing American college student: Thirty-year trends, 1966-1996.
This article examines trends in student responses to the CIRP Freshman Survey over 30 years.
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9. Bresciani, M. J. 2003. External partners in assessment of student development and learning in student affairs and external relations.
This chapter discusses the role of external partnerships in student development and learning outcomes assessment in the context of results from a national survey of senior student affairs officers.
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10. Bresciani, M. J. August 2011. Making assessment meaningful: What new student affairs professionals and those new to assessment need to know.
With the growing demands of assessment becoming more widespread throughout higher education institutions, knowledge about assessment for new student affairs professionals is even more critical. Marilee J. Bresciani provides a quick overview as to how new student affairs professionals can contribute both effectively and meaningfully to assessment practices at their institution.
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11. Bresciani, M., Gardner, M, & Hickmott, J. 2010. Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs.
Using case studies as exemplars, this book focuses on the use of assessment in student affairs, highlighting challenges, collaboration strategies across institutions, and considerations for future practice.
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12. Bresciani, M., Zelna, C., and Anderson, J. 2004. Assessing student learning and development.
Assessing Student Learning and Development is a must read for professionals at any level of their career. The authors not only document the importance of assessing student learning, but also provide student affairs professionals with specific techniques, ideas, and examples for assessing student learning and development in academic and student support services.
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13. Bresciani, M.J., Zelna, C.L., & Anderson, J.A. 2004. Assessing student learning and development: A handbook for practitioners.
This handbook argues the importance of student learning assessment and gives the reader a toolbox of techniques and examples for student learning and development assessment.
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14. Brownell, J. E., & Swaner, L. E. 2010. Five high-impact practices: Research on learning outcomes, completion, and quality.
"This monograph examines what educational research reveals about five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences."
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15. Carey, S. J. (Ed.). 2015. Faculty leadership for integrative liberal learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
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16. Carnevale, A., Strohl, J. 2011. Our economically polarized college system: Separate and unequal.
The article presents discussion regarding the socioeconomic divisions present within the higher education system of the United States in the 21st century. The author asserts that nearly 80 percent of low income students attend lower-quality colleges throughout the nation. Discussion is offered criticizing what the author sees as an increasing social polarization and stratification between elite schools and less competitive community colleges. It is suggested that such a divide is contrary and threatening to the American ideal of social and economic freedom. Advice is then given outlining ways in which institutions can help alleviate the problem.
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17. Coker, J.S., & Porter, D.J. . 2015, January/FebruarY. Maximizing Experiential Learning for Student Success.
The results of a study conducted at Elon University yield three best-practices for experiential learning: (1) Provide a wide array of experiential learning opportunities for students; (2) Frame experiences for broad liberal-learning outcomes; and (3) provide all students with access to each type of experience.
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18. Cole, J.S., Kennedy, M., & Ben-Avie, M. 2009. The role of precollege data in assessing and understanding student engagement in college.
This article demonstrates through case studies how precollege student data can help institutions understand the first-year experience.
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19. Day Keller, K. 2012. Examining internships as a high-impact educational practice.
This dissertation examines the role of internships in student engagement and success.
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20. Deardorff, D. 2014, Spring. Outcomes Assessment in International Education.
This paper from International Higher Education is for international educators on assessment.
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21. Fifolt, M. Jul/Aug2013. Applying qualitative techniques to assessment in student affairs.
The article focuses on the application of qualitative techniques to assessment initiative in the student affairs division at the University of Alabama at Birmingham (UAB). The Vision Team utilized multiple verification techniques, including triangulation of data sources, member checking, an audit trail, and rich description. Examples of interview questions are presented. Recommendations for future assessment endeavors in student affairs are listed.
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22. Flateby, T. 2010. Improving writing and thinking through assessment.
This book discusses the effective usage of writing and writing assessment as a method to engender and express critical thought in post-secondary institutions.
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23. Gilchrist, D., & Oakleaf, M. April 2012. An essential partner: The librarian’s role in student learning assessment.
Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment. The paper includes a variety of examples of institutions that have developed student learning assessment processes.
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24. Henning, G.W. & Roberts, R. 2016. Student affairs assessment: Theory to practice.
A resource for those new to assessment in student affairs.
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25. Jankowski, N., & Kinzie, J. October 2016. Future directions of assessment: Movement on the field..
This presentation explores three shifts in the field of assessment toward more cross-cutting, integrative initiatives and projects. Efforts to document student learning through co-curricular transcripts and active integration of academic affairs and student affairs will be discussed, followed by an overview of the importance of transparent communication to various audiences of our current initiatives and ongoing assessment activities. The presentation will conclude with an overview of what NILOA has been learning from institutions through the work of tracking and mapping involvement with the Degree Qualifications Profile.
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26. Keeling, R. P., Wall, A. F., Underhile, R., & Dungy, G. J. December 15, 2008 . Assessment reconsidered: Institutional effectiveness for student success.
Written by an ensemble of educators with broad experience in assessment theory and practice in higher education, this illuminating work helps both student affairs professionals and faculty members address internal and public questions about the functioning of postsecondary institutions by reconsidering assessment policies, patterns, and practices in colleges and universities. While the book acknowledges and responds to greater expectations for institutional accountability, its focus is on building capacity to engage in evidence-based, reflective practice and supporting educators in doing their best work. Assessment Reconsidered is not primarily a workbook or "how to" manual; instead, it addresses the substantive aspects of assessment and prepares readers to begin or improve assessment practice; it lays the foundation of concepts, knowledge, and skills that is essential for effectiveness.
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27. Kinzie, J. August 2011. Colorado State University: A comprehensive continuous improvement system.
Colorado State University was determined to be an instructive case study because of its innovative learning outcomes assessment and institutional improvement activities have been highlighted in various publications (see Bender, 2009; Bender, Johnson, & Siller, 2010; Bender & Siller, 2006, 2009; McKelfresh & Bender, 2009) and have been noted by experts in assessment and accreditation. CSU's assessment effort in student affairs is a model for bridging the work of academic affairs and student affairs through student learning outcomes assessment. Over the last dozen years, CSU has expanded its continuous improvement system for managing information sharing to serve the decision-making and reporting needs of various audiences. This system—known as the CSU Plan for Researching Improvement and Supporting Mission, or PRISM—provides information on the university's performance in prioritized areas, uses a peer review system for feedback, and emphasizes the importance of documenting institutional improvements informed by
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28. Kuh, G. 2009. What student affairs professionals need to know about student engagement.
This article includes a summary of research on the relationship between student engagement and high-impact practices.
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29. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. 2005. Student success in college: Creating conditions that matter.
"Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. This book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment."
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30. Kuh, G. D., Schuh, J. H., Whitt, E. J., & Associates. 1991. Involving colleges: Successful approaches to fostering student learning and development outside the classroom.
"Involving Colleges details the extracurricular environments of fourteen diverse involving colleges and universities and shows how and where successful conditions and characteristics can be adapted to institutions to complement the institution's unique educational purpose and mission."
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31. Low, L. 2000. Are college students satisfied? A national analysis of changing expectations.
This report is the result of a national study of 745 college and universities. It examines student satisfaction data over a 4-year period from 1994-95 through 1997-98.
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32. Makela, J. P., & Rooney, G. S. June 2012. Learning outcomes assessment step-by-step: Enhancing evidence-based practice in career services.
This newest monograph, "Learning Outcomes Assessment Step-by-Step: Enhancing Evidence-Based Practice in Career Services," by Julia Panke Makela and Gail S. Rooney, examine learning outcomes assessments in career services offices. Examples of practical strategies are offered.
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33. Manning, K., Kinzie, J., & Schuh, J. (Eds). 2006. One size does not fit all: Traditional and innovative models of student affairs practice.
"In this book, leading scholars advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multi-institutional case study research project involving 20 institutions of higher education varying by type, size and mission."
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34. Massey, J., & Gouthro, K. Jan/Feb2011. Community outreach: Assessment and program planning for off-campus students.
Abstract: The article offers information on the Community Outreach Centre (COC), a support centre for students who live off the Queen's University in Kingston, Ontario. It states that the goal of the centre is to cultivate community among off-campus students and community members which involves establishing and supporting activities that nurture community involvement, civic engagement, and responsible citizenship. It also mentions the assessment of the centre's role on the campus in April 2009.
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35. McInerney, D. M., Brown, G. T. L., & Liem, G. A. D. 2009. Student perspectives on assessment: What students can tell us about assessment for learning.
Seeking diverse student voices on assessment? This books uses American, and international student feedback on both formative and summative assessment across all levels of education.
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36. Naser, C.R., Donoghue, K., & Burrell, S. (2012). The eyes and ears of engagement: Using RAs to assess resident engagement.
This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university’s schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention.
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37. NASFA, Association of International Educators. 2010. Assessment and evaluation for international educators.
"This document provides essential background and information to allow international educators to participate in assessment and evaluation, and it summarizes what is being done and by whom, identifying key resources and existing practices for international educators."
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38. Schuh, J. H. & Gansemer-Topf, A. M. December 2010. The role of student affairs in student learning assessment.
Student affairs professionals are expected to be knowledgeable about the student experience. Thus, it follows that they can and should play an important role in assessing student learning. We hope this paper will persuade faculty and institutional leaders that student affairs staff with the requisite expertise should be involved in collecting, interpreting, and using evidence of student learning for both accountability and improvement.
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39. Schuh, J. H., Upcraft, M. L., & Associates. 1996. Assessment in student affairs: A guide for practitioners.
This is a "single-volume, practical resource on using assessment to develop and improve all facets of student affairs. It includes detailed guidance for student affairs staff on how to assess student needs, student satisfaction, campus environments, campus cultures, and student outcomes. And it explains how senior staff can employ assessment findings in strategic planning, policy development, and day-to-day decision making."
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40. Schuh, J. H., Upcraft, M. L., & Associates. 2001. Assessment practice in student affairs: An applications manual.
An companion to the 1996 release, "this manual continues the work begun in their earlier book and provides a full range of tools for conducting effective assessments. The authors begin with an overview of the assessment process and then detail a range of methodologies, approaches, and issues--explaining how to use them and when to recruit expertise from other campus sources."
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41. Seybert, J. A. 2002. Assessing student learning outcomes.
"This chapter addresses assessment of student learning in general education, transfer programs, career and occupational programs, remedial and developmental courses and programs, and noncredit and continuing education offerings, as well as assessment of affective and noncognitive outcomes and the use of assessment results."
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42. Sobania, N. & Braskamp, L.A. 2009. Study abroad or study away: It's not merely semantics.
The authors in this article discuss how we need to think differently about studying abroad in an increasingly international world.
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43. Turrentine, C., Esposito, T., Young, M. D., & Ostroth, D. D. 2012. Measuring educational gains from participation in intensive co-curricular experiences at Bridgewater state university.
The purpose of this study was to assess the educational value of cumulative participation over four years in intensive co-curricular experiences at Bridgewater State University in Massachusetts. We compared responses to the National Survey for Student Engagement (NSSE) institutional-contribution-to-gains and satisfaction items for 103 senior co-curricular participants and a matched group of nonparticipants. Participants reported significantly greater gains than their nonparticipant peers in nine areas of personal development, with moderate-effect sizes on developing a personal code of values/ethics and contributing to the welfare of your community, and smaller-effect sizes for the seven remaining areas. Among co-curricular participants, the number of years of co-curricular experience was significantly and positively correlated with gains in understanding people of other racial/ethnic backgrounds, deepened sense of spirituality, and agreement that if they had it to do over they would choose the same institution. This study provides a model for assessing the value of out-of-class experiences, while addressing common challenges with such assessments.
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44. Virginia Assessment Group. 2013, Winter. Research & Practice in Assessment.
This issue focuses on assessment in the field of student affairs and showcases the scholarship of faculty from five major research universities. In a paper on assessing college student growth in student affairs, Nicholas Bowman of Bowling Green State University argues that reliance solely upon self-reported measures of student growth in cognitive domains such as learning and leadership can be “highly problematic and potentially misleading” to institutional decision-makers. Bowman then suggests five concrete ways to improve the quality of assessment data used to drive decision-making in student affairs.
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45. Yousey-Elsener, K., Bentrim, E., & Henning, G.W. 2015. Coordinating Student Affairs Divisional Assessment: A Practical Guide.
This book is a practical guide for practitioners to lead and implement assessment efforts in student affairs.
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