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Student Affairs Assessment Professionals Survey. Ted Elling University of North Carolina – Charlotte twelling@uncc.edu Gavin Henning Dartmouth College gavin.henning@dartmouth.edu. Results and Recommendations. Session Goals.

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student affairs assessment professionals survey

Student Affairs Assessment Professionals Survey

Ted Elling

University of North Carolina – Charlotte

twelling@uncc.edu

Gavin Henning

Dartmouth College

gavin.henning@dartmouth.edu

Results and Recommendations

session goals
Session Goals
  • Share with participants the results of a recent survey regarding student affairs assessment including their demographics and the assessment methods they employ in their work
  • Discuss implications and recommendations for preparing and supporting full-time student affairs assessment professionals.
survey overview
Survey Overview
  • Genesis
    • Both ACPA & NASPA assessment groups interested
      • ACPA Commission for Assessment and Evaluation
      • NASPA SAAER Knowledge Community
  • Administration
    • Survey jointly developed
    • Multiple populations surveyed (July-Dec. 07)
      • 2007 IARC participants (n = 515)
      • ACPA CSAO’s and Commission members (n = 1000)
      • NASPA Voting Delegates and SAAER KC members (n = 3000)
    • Useable surveys returned (n = 376)
      • Rate of Return (8.3%)
      • Significant overlap in roles and organizations
assessment professionals profile
Assessment Professionals Profile
  • Public 4-year institution with >15,000
  • Earned doctorate
  • 6 or more years in higher education
  • 3-10 years in assessment
  • <5 years in current position
  • Coordinate assessment at division level
  • Housed in central SA or SA assessment office
discussion
Discussion
  • What was most interesting/surprising?
  • What do these data mean for student affairs assessment professionals?
  • How can these professionals be supported?
    • Institutionally?
    • From the field?
recommendations
Recommendations
  • Incorporation of an assessment curriculum or development of assessment programs in graduate preparation programs
  • Providing financial resources for professional development
  • Develop network for assessment professionals
recommendations1
Recommendations
  • ACPA
    • ASK Standards
    • ASK Standards Needs Assessment
    • Assessment Institute at ACPA annual convention
    • ACPA Student Affairs Assessment Conference
    • Commission for Assessment and Evaluation
    • Published websites of assessment professionals
recommendations2
Recommendations
  • NASPA
    • Published websites of assessment professionals
    • Encouraged expanded sessions on most needed skills at conferences
    • Developing an Assessment Framework for the development of curriculum for various professional development opportunities
    • Expanded national assessment skills research study of NASPA members May-June 2008
    • Assessment, Evaluation, and Research Knowledge Community
conclusions
Conclusions
  • There is no clear path to being an assessment professional
  • There are not clear support structures for assessment professionals
  • Graduate prep. faculty should explore how they can help educate students interested in assessment and evaluation
  • Institutional leadership needs to discover ways to support these individuals
  • Individuals need to find ways to support themselves through individual professional development (workshops, reading, etc.) and utilize resources from NASPA and ACPA
  • The ASK Standards, NASPA Curriculum, and results of NASPA survey can provide direction in this professional development
wrap up
Wrap Up
  • Questions, comments, final thoughts?