BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

An ACPA / NASPA Joint Publication Series

Coordinating Student Affairs Divisional Assessment

A Practical Guide

Paperback
December 2015
9781620363287
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  • Publisher
    Stylus Publishing
  • Published
    4th December 2015
  • ISBN 9781620363287
  • Language English
  • Pages 176 pp.
  • Size 6" x 9"
$29.95
Hardback
December 2015
9781620363270
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  • Publisher
    Stylus Publishing
  • Published
    8th December 2015
  • ISBN 9781620363270
  • Language English
  • Pages 176 pp.
  • Size 6" x 9"
$125.00
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Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

January 2016
9781620363294
More details
  • Publisher
    Stylus Publishing
  • Published
    11th January 2016
  • ISBN 9781620363294
  • Language English
  • Pages 176 pp.
  • Size 6" x 9"
$125.00
E-Book
January 2016
9781620363300
More details
  • Publisher
    Stylus Publishing
  • Published
    11th January 2016
  • ISBN 9781620363300
  • Language English
  • Pages 176 pp.
  • Size 6" x 9"
$23.99

An ACPA/NASPA Joint Publication     


The need for the new role of student affairs assessment coordinator has emerged in response to the increasing demand for outcomes information, the proliferation of data, and the recognition that coordinating this work within divisions is of paramount importance.

For those taking on this role, this book constitutes a practical guide to leading and implementing an assessment program – whether doing so full- or part-time, as an individual or in a multi-person office, or whether reporting to or being in positional leadership.

Recognizing that this function that is new to student affairs, and that those who take it on frequently find themselves in an in-between world, being both embedded with, but also distinct from, their divisional colleagues, this book first addresses the common challenges and issues related to defining and implementing the role and cultivating a culture of assessment. It then deals with the practicalities of creating systems and structures; developing assessment skills throughout the organization; and creating an integrated model for measuring progress towards strategic planning goals, and for informing decision-making and resource allocation.

The book concludes with guidance on leading and maintaining ethical standards related to data collection, storage and sharing for the division, and on navigating the dynamic political environment that assessment professionals will encounter.

"[The] editors have provided a comprehensive guide for coordinating assessment within the complex organizational environments of student affairs divisions. Ostensibly written for newly hired assessment coordinators, the discussions of coordinators’ responsibilities presented in this book will also be of interest to experienced incumbents as well as individuals aspiring to these unique roles.

Among the book’s many notable strengths is the extensive professional assessment experience of chapter authors and editors. Readers will also find a number of useful tools for organizing and coordinating divisional assessment in almost every chapter, including lists of resources for teaching assessment skills to colleagues, frameworks for strategic planning, and a trove of online resources for developing divisional assessment materials.

While intended for assessment coordinators, this volume is also essential reading for vice presidents and other senior student affairs leaders considering creating an assessment coordinator position or wishing to better understand the role. Faculty members teaching assessment courses may find that the applied nature of the book helps students connect key concepts to professional practice."

Teachers College Record

“Coordinating Student Affairs Divisional Assessment is a comprehensive A-Z guide to establishing, evolving and sustaining a student affairs division assessment program. The authors offer a practical and professionally grounded model to inform and support successful leadership of student affairs assessment.

The beauty and brilliance of “Coordinating Student Affairs Divisional Assessment is in the aggregate design it offers to demystify student affairs assessment and make successful leadership accessible.

This book should be on the reading list of every senior student affairs officer, regardless of where his or her division is in implementation of its assessment program, as [it] not only offers a process for initiating assessment program, but also provides a guide for evaluating the successful functioning of programs. Data will continue to be crucial to the success and survival of student affairs, as well as the successful stewardship of student affairs organizations and institutional resources. This book contributes greatly to our ability to have a positive and productive future.”

Larry D. Roper - , Oregon State University

Figures

Foreword – Larry D. Roper

Preface – Erin M. Bentrim, Gavin W. Henning, and Kimberly Yousey-Elsener
1) Tenet One: Building Capacity in Student Affairs Assessment: Roles of Student Affairs Assessment Coordinators – Erin M. Bentrim and Gavin W. Henning
2) Tenet Two: Cultivating A Culture of Assessment – Gavin W. Henning
3) Tenet Three: Developing Infrastructure for Student Affairs Assessment Practices – Michael Christakis and Dan Bureau
4) Tenet Four: Leading Logistical and Administrative Assessment Tasks in Student Affairs – Justin Keen
5) Tenet Five: Using Technology to Advance Assessment – Erin Bentrim and Ted Elling
6) Tenet Six: Building Talent and Increasing Assessment Knowledge – Vicki L. Wise and Robert W. Aaron
7) Tenet Seven: Connecting Assessment to Planning, Decision Making, and Resource Allocation – James R. Doyle and Ellen S. Meents-DeCaigny
8) Tenet Eight: Cultivating Ethical Assessment Practice – Kimberly Yousey-Elsener and Becki Elkins
9) Tenet Nine: Navigating Politics – Darby Roberts
10) Tenet Ten: “Other Duties As Assigned” – Kimberly Yousey-Elsener and M. Erin Bentrim

Editors and Contributors

Index

Kimberly Yousey-Elsener

Kimberly Yousey-Elsener is the director of assessment and evaluation for University Life and Services at the University of Buffalo. In addition, she serves as associate editor for internal publications for ACPA and on the faculty for the College Student Personnel Administration program at Canisius College. Her experience in higher education includes teaching at the undergraduate and graduate levels, residence life, academic advising/support, service learning, student activities, and assessment, as well as serving as an assessment consultant for Campus Labs. She received a doctorate from New York University in higher education administration and policy, a master’s degree from Kent State University in college student personnel administration, and a bachelor’s of music education from Baldwin-Wallace College.

Erin Bentrim

Erin Bentrim is a visiting assistant professor of psychology at Wingate University. She is also a consultant who specializes in student assessment and strategic planning. Over the past 23 years, Bentrim has served in a variety of positions in higher education administration, including assistant dean of students, interim director of academic assessment, and the director of institutional research and effectiveness. In addition, Bentrim has held faculty appointments at the undergraduate and graduate levels. She has led several strategic planning initiatives in her local community and served as an assessment consultant for multiple campuses. She was the national co-chair of the NASPA Assessment, Evaluation, and Research Knowledge Community from 2009 to 2011 and is a founding member of the Student Affairs Assessment Leaders. She holds a PhD in educational psychology and research and an MEd in student personnel services from the University of South Carolina and a BA in English from Wofford College.

Gavin W. Henning

Gavin W. Henning is a college student educator with a reputation as a coordinator, collaborator, and catalyst for educational change. He has more than 20 years of higher education experience that includes faculty, student affairs assessment, institutional research, and residence life. As associate professor and program director at New England College in New Hampshire, Henning coordinates the master’s of higher education administration and doctorate of education programs. He has served as president of ACPA—College Student Educators International as well as on the board of directors and executive committee of the Council for the Advancement of Standards in Higher Education (CAS). Henning holds a doctor of philosophy degree in education leadership and policy studies and a master of arts degree in sociology, both from the University of New Hampshire, as well as a master of arts degree in college and university administration and a bachelor of science degree in psychology and sociology from Michigan State University.