Connecting Administrative and Student Affairs Assessment and Resources with Student Success
Location
Higher Education: Assessment and Well-Being - Preston 2
Proposal Track
Research Project
Session Format
Presentation
Abstract
This quantitative study examined administrative and student affairs units’ perceptions of a variety of assessment resources supported by the Office of Institutional Effectiveness (OIE) at one large public, southeastern university to determine the effectiveness of an institution-wide assessment process. Ensuring student success in higher education goes beyond assessing academic programs and student learning within those programs. Students rely on the effectiveness of a multitude of support systems, making student success a product of the input of a broad range of campus services housed in student affairs and a variety of more administrative areas. As with academic assessment, the effectiveness of these services can be determined through sound programmatic assessment processes which assist student affairs and administrative units in determining how well they are meeting student needs. To support student affairs and administrative professionals in conducting assessment, many institutions implement assessment teams to provide peer feedback and various other institutional resources provided by institutional effectiveness or assessment offices. While institutions cannot determine the utilization of resources available, they can be more certain that the resources provided are beneficial to those who seek them as they support overall student success.
Keywords
institutional assessment, student affairs assessment, administrative assessment, student success
Professional Bio
Cynthia Groover completed her EdD in Higher Education Leadership from Georgia Southern University in December 2018 and has served on staff in the Office of Institutional Effectiveness at Georgia Southern since 2011. She works with administrative and student affairs professionals across campus to develop and support effective assessment processes. Her research focuses on the ways in which assessment can be used to effectively support both student and institutional success and achievement.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
GROOVER, CYNTHIA; McBrayer, Juliann; Cleveland, Richard; and Riggs, Amy Jo, "Connecting Administrative and Student Affairs Assessment and Resources with Student Success" (2019). Georgia Educational Research Association Conference. 38.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/38
Connecting Administrative and Student Affairs Assessment and Resources with Student Success
Higher Education: Assessment and Well-Being - Preston 2
This quantitative study examined administrative and student affairs units’ perceptions of a variety of assessment resources supported by the Office of Institutional Effectiveness (OIE) at one large public, southeastern university to determine the effectiveness of an institution-wide assessment process. Ensuring student success in higher education goes beyond assessing academic programs and student learning within those programs. Students rely on the effectiveness of a multitude of support systems, making student success a product of the input of a broad range of campus services housed in student affairs and a variety of more administrative areas. As with academic assessment, the effectiveness of these services can be determined through sound programmatic assessment processes which assist student affairs and administrative units in determining how well they are meeting student needs. To support student affairs and administrative professionals in conducting assessment, many institutions implement assessment teams to provide peer feedback and various other institutional resources provided by institutional effectiveness or assessment offices. While institutions cannot determine the utilization of resources available, they can be more certain that the resources provided are beneficial to those who seek them as they support overall student success.
