BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Student Affairs Assessment

Theory to Practice

Paperback
February 2016
9781620363362
More details
  • Publisher
    Stylus Publishing
  • Published
    19th February 2016
  • ISBN 9781620363362
  • Language English
  • Pages 356 pp.
  • Size 6" x 9"
  • Images 6 figures & 3 tables
  • Request Exam Copy
$35.00
Hardback
February 2016
9781620363355
More details
  • Publisher
    Stylus Publishing
  • Published
    19th February 2016
  • ISBN 9781620363355
  • Language English
  • Pages 356 pp.
  • Size 6" x 9"
  • Images 6 figures & 3 tables
  • Request Exam Copy
$125.00
Lib E-Book

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.

February 2016
9781620363379
More details
  • Publisher
    Stylus Publishing
  • Published
    23rd February 2016
  • ISBN 9781620363379
  • Language English
  • Pages 356 pp.
  • Size 6" x 9"
  • Images 6 figures & 3 tables
$125.00
E-Book
February 2016
9781620363386
More details
  • Publisher
    Stylus Publishing
  • Published
    23rd February 2016
  • ISBN 9781620363386
  • Language English
  • Pages 356 pp.
  • Size 6" x 9"
  • Images 6 figures & 3 tables
  • Request E-Exam Copy
$27.99

With the recognition of the integral role of student affairs in student education, and with stakeholders requiring increasing accountability at a time of tight resources, it has become imperative that staff be familiar with and competent in undertaking assessment. This book provides student affairs staff with the grounding they need to integrate assessment into how they design and monitor the programs, services, and activities they create to contribute to students’ development.

This book is intended both as a text for student affairs and higher education master’s programs, and as a practical guide for early career staff who have had little formal preparation in assessment. It can be used for self-study or in professional development workshops. For divisions, departments, or units getting started with assessment, the discussion questions at the end of the chapters can engage staff in the process of developing an effective assessment culture.

This book provides a thorough introduction to all aspects of assessment, assuming no prior knowledge, and illustrated throughout with examples of application in student affairs settings. Key elements include:

• Takes into account the latest standards and competencies defined by AAC&U, ACPA, AER, CAS, NASPA, and others
• Introductory and comprehensive
• Provides essential background and theory
• Covers preparation, planning and design
• Describes the full range of assessment methods
• Introduces principles and methods of qualitative and quantitative analysis
• Guidance on using and sharing results
• Addresses cultivating and sustaining a culture of assessment
• Considers ethical and political concerns
• Covers use of technology
• Illustrated throughout by examples of practice in student affairs.

Student Affairs Assessment: Theory to Practice is one of a handful of new publications directed specifically at student affairs practitioners and graduate students who seek to study assessment. As the title indicates, this is a comprehensive text that includes topics not always covered in similar texts, including the history of assessment in student affairs, the importance of epistemology or ‘ways of knowing’ when it comes to thinking about assessment, the politics of assessment, and the uses of technology in practice. Henning and Roberts’ text would be ideal for course instruction as it covers theory to practice and could be taught in the order best suited for the class. Course instructors may choose to create assignments tethered to key points and discussion questions provided by the authors.”

Teachers College Record

“If my graduate program curriculum had included an assessment course, I would have liked for this new book from Henning and Roberts to be the text. And as I prepare to introduce a position dedicated to assessment and storytelling into my Student Affairs portfolio in the coming months, I’ll certainly purchase this book as a resource for our staff. Accessible to assessment newcomers and useful for seasoned professionals, Student Affairs Assessment: Theory to Practice belongs in Student Affairs libraries everywhere.”

John Austin, Executive Director, Student Affairs, Ryerson University

"Rigor in implementing assessment is emphasized throughout this volume. Rigor also characterizes the book’s contents, which are particularly thorough in explaining why and how to do assessment and how to use results to improve programs and services. The authors make unique contributions in chapters on epistemology, politics, closing the loop, and ethics."

Trudy W. Banta, Professor of Higher Education and Senior Advisor to the Chancellor - Indiana University-Purdue University Indianapolis

"This comprehensive primer on student affairs based assessment is a welcome and valuable contribution to the profession. This is the best kind of example of connecting theory and practice, all for the benefit of our students. In many ways student affairs has led the academy in implementing true assessment of student learning and this work enables higher education to make even stronger progress on this critically important work.”

Mike Segawa, Dean of Students, University of Puget Sound - Indiana University-Purdue University Indianapolis

"Henning and Roberts bring their superb scholar-practitioner orientations to this informed, accessible, and comprehensive approach to assessment. Their experience shines with practical examples embedded in solid research methodologies. Built from now-classic documents in student affairs, both graduate students and those coming into student affairs work new to assessment will find this book foundation to their professional practice."

Susan R. Komives, professor emerita, Student Affairs Graduate Program, University of Maryland and past president of both ACPA and CAS - Indiana University-Purdue University Indianapolis

“If tasked to spearhead assessment with little support, this single resource might be what saves you. Whether new to assessment or interested in bolstering your grasp of assessment, you will find that this isn’t simply a textbook on assessment but rather a comprehensive review of the context, methods, and implications of assessment. Important chapters on the history and mechanics of assessment are balanced by often missing discussions of political realities and implications associated with assessment activities. This is a thorough handbook for everyone in student affairs.”

Dean L. Bresciani, President - Indiana University-Purdue University Indianapolis, North Dakota State University and Professor of Human Development and Education

Foreword by Marilee Bresciani Ludvik
Preface

Acknowledgements

Preface

1. Assessment in Student Affairs: Setting the Stage
2. Epistemology
3. The Assessment Process: The Big Picture
4. Planning and Designing Individual Assessment Projects
5. Types of Assessment
6. Outcomes
7. Quantitative Designs
8. Survey Design
9. Statistical Overview for Assessment
10. Qualitative Design
11. Interviews and Focus Groups
12. Additional Assessment Methods
13. Sharing Assessment Results
14. Using Assessment Results: Closing the Loop
15. Ethics
16. Politics
17. A Culture of Assessment
18. Technology
19. The Future: Where Are We Headed?

References

About the Authors

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.

Darby Roberts

Darby Roberts is director of Student Life Studies in the Division of Student Affairs at Texas A&M University, and a faculty member in the Student Affairs Administration and Higher Education master’s program. She is a past co-chair for the NASPA Assessment, Evaluation, and Research Knowledge Community, co-editor of Learning is Not a Sprint: Assessing and Documenting Student Leader Learning in Co-curricular Involvement, and a founding member of SAAL. Darby focuses on student learning in the co-curricular to move the profession, institutions, divisions, and departments forward in documenting the learning that occurs outside the classroom.