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Assessment Planning and Practice

Student Affairs development of a comprehensive approach to assessment includes consideration of learning outcomes, student needs and inputs, campus environments, student motivation, student uses and satisfaction, and cost effectiveness (Schuh & Upcraft, 2001). This approach promotes a culture of evidence of student learning and development by conducting and using systematic research and assessment of Student Affairs programs and services at the Division level. We are driven by our desire to provide the very best educational experiences and opportunities for our students, and, to this end, we are accountable for quality of our programs and services. We support evidence-based decision making within the Division. Moreover, we are transparent in our use of data and demonstrate responsibility in our reporting to stakeholders. 

Student Affairs supports the following assessment cycle as articulated in our assessment plans. This assessment cycle overlaps with the feedback process as well. At each stage in the process, information gleaned can be used to inform the next stage or a previous stage. Each step of the process should strive for transparency. This may include publicly articulating the plan and intention, sharing results in a clear and meaningful way with all stakeholders, encouraging participants’ help in analyzing data, and sharing how conclusions impacted program development.