- Accreditation and the Role of the Student Affairs Educator
- Assessment in Practice: A Companion Guide to ASK Standards
Recordings are available by registering your name and email address.
Many departments within and outside of Student Affairs create employment and leadership development opportunities for students. As beyond the classroom educators, we should view these contexts for what they must be—highly effective learning experiences. However, assessing this learning in a meaningful manner can be difficult. Attend this webinar to learn how departments at the University of Southern Mississippi have enhanced the educational potential of these experiences using intentional learning-focused conversations, AAC&U’s VALUE Rubrics, and sound pedagogy.
Featuring Amy Homkes-Hayes and colleagues. University of Michigan's Student Life has advanced research and practice on student learning using integrative learning pedagogy. Integrative ePortfolios measured by action based research have demonstrated significant gains in student learning. The scope of research has widened to include content analysis and controlled experiments. Integrative outcomes have also served as models for measuring student life wide student learning outcomes. In this session, practitioners and researchers examine both effective approaches to measuring student learning, and the practical implications of the research.
Many colleges and universities across the United States have created committees, departments, and leadership roles dedicated to advancing diversity, equity, and inclusion on campus. As we experience a surge of diversity and inclusion efforts in higher education, how should campus officials approach assessment and planning in ways that demonstrate value and improvement in these areas?
In this webinar, Ryan J. Davis, Director of Assessment and Educational Programs at Purdue University, will provide an overview of a variety of approaches that campus officials may employ to fit their institutional and departmental missions, values, goals, and cultures. Specifically, participants will be able to identify multiple approaches to assessment and planning that enable campus officials to demonstrate the breadth and depth of their diversity, equity, and inclusion efforts within and across each campus unit.
The work environment is composed of a multi-generational landscape (Silent, Boomers, Gen X, Y, and soon Z). Each generation has different work values and preferences impacting employer recruitment efforts. This session will examine recruiting strategies across generations collected via an online survey. Participants will examine their work values and motivations through a generational lens and have the opportunity to engage in thoughtful discussion about recruiting strategies for the various generations and how they can assist both students and employer partners.
Narrative inquiry is a form of qualitative research that privileges participant stories. It is a complex methodology widely in educational research. However, it is rarely leveraged by administrators in student affairs. During this session, participants will hear from and be able to ask questions of a panel of two doctoral candidates and one faculty member who used narrative inquiry as the methodology of study for their dissertations. Challenges and strengths of narrative inquiry will also be identified and discussed.
With increasing calls for accountability, assessment has become a staple function for all divisions of student affairs. Ad hoc assessment occurring in pockets must be transformed into a culture where assessment is embedded into daily practice. Based on a chapter in the forthcoming ACPA/NASPA publication entitled Coordinating Divisional Assessment, participants attending this webinar will describe characteristics of cultures of assessment, use a tool to assess a division’s culture of assessment, and develop steps to cultivate such a culture.
The National Student Financial Wellness Study (NSFWS) is a national survey of college students which examined the financial attitudes, practices, and knowledge of students from all types of institutions of higher education across the United States via an online survey. The purpose of the 2014 NSFWS was to gain a more thorough and accurate picture of the financial wellness of students throughout the United States. The NSFWS was administered by The Ohio State University in collaboration with co-investigators from Cuyahoga Community College, DePaul University, Iowa State University, Oberlin College, Ohio University, and Santa Fe College.
The Journal of Student Affairs Inquiry is an online, peer-reviewed publication for inquiry (i.e., assessment, evaluation, and research) in student affairs. Intentionally comprehensive and flexible, The Journal of Student Affairs Inquiry aims to advance the scholarship of assessment practice in student affairs and engage practitioner scholars in thoughtful and critical discussions of inquiry in order to improve student experiences, promote equity and access, and advance the field of assessment in student affairs. Additionally, the editorial board encourages engagement and feedback by publishing letters to the editor and responses to published pieces. The Student Affairs Assessment Leaders (SAAL) in partnership with Oregon State University, invite you to a new space for conversation about inqiury in Student Affairs - the Journal of Student Affairs Inqiruy.