To use or not to use: Should you be Using Assessment Dashboards?

Cheryl Stanley, Assistant Director, Office of Student Assessment, Tulsa Community College
Scott Mannas, Assessment Specialist, Tulsa Community College

Dashboard is the hot new buzzword in higher education, but is the usage of dashboards right for you and your division/unit? What does it take to implement effective dashboards? This learning lab will focus on the decision to implement dashboards, a quick checklist for reviewing dashboard software, challenges facing the implementation of dashboards, and creating buy-in from campus constituents who will utilize assessment dashboards to make their decisions.

Assessment Strategies for Measuring Student Resilience

Argyle Wade, Assistant Vice Provost and Associate Dean of Students, University of Wisconsin–Madison
Ning Sun, Program Assistant for Student Life Assessment, University of Wisconsin–Madison

Recognizing the broad range of positive impact resilience can have on college student success, the division of student life at a large four-year research university adopted increasing student resilience as their divisional strategic priority. The presenters will share steps and lessons learned in developing and implementing the assessment on this divisional strategic priority. Included will be an institutionally created assessment tool as well as results from a variety of department assessment plans.

Beginning from Scratch: Creating a Student Affairs Assessment Office

Cheryl Stanley, Assistant Director, Office of Student Assessment, Tulsa Community College
Scott Mannas, Assessment Specialist, Tulsa Community College

As institutions continue to press forward in creating a culture of assessment, it is critical that student affairs play an important role in that process. In creating a new organizational structure at Tulsa Community College, the division of student affairs established a new office of student assessment. The goal of this office was to support assessment activities within student affairs. Participants in the presentation will explore a pre-development checklist, a multi-tiered training process, and how to establish your voice on campus.

Despicable Me: Encouraging Persistence through Collaborative Student Engagement

Chris Crippen, Director, Center for Service and Learning, Brigham Young University
Casey Peterson, Associate Dean of Students, Brigham Young University
Moises Aguirre, Assistant Dean of Students, Assessment & EvaluationBrigham Young University

It has been demonstrated that students are more likely to persist to graduation as they feel supported by student affairs personnel and programming. This presentation will demonstrate the causal links between individual outreach through integrated student involvement programming and persistence, particularly with students who have exhibited poor conduct. Also included is a discussion regarding the benefits of integration of collaborative assessment within student affairs.

Exploring the Impact of First-Year Residential Experiences on Students' Sense of Belonging

Ling Ning, Quantitative Research Analyst, University of Colorado Boulder
Amy Biesterfeld, Director, Strategic Planning & Assessment, University of Colorado Boulder

Many factors influence students' sense of belonging and retention. The research question of focal interest has always been what the prominent factors are and how to align the resources towards the implementation of programs that are effective to improve students' first-year experience. The present study proposes to use a supervised machine learning algorithm to identify and rank order prominent factors within the residential hall environment impacting students' sense of belonging and retention, with particular focus on the underrepresented student population.

Measuring Student Success by Assessing Out-of-classroom Engagement

Christine Deacons, Director of Academic Support Programs and the Holman Success Center, Eastern Michigan University
Lauren Condon, Director of Student Union and Engagement, Cedar Crest College

Eastern Michigan University and Cedar Crest College will demonstrate how they utilized data collected through large-scale assessment initiatives to identify successful student pathways of engagement. Both institutions used mobile technology to integrate real-time measurement and feedback mechanisms capturing student engagement across events and services. Session participants will learn how these institutions have used this assessment data to identify patterns of involvement, set benchmarks, and highlight critical programming for student engagement.

The VALUE of Institutional Assessment for Co-Curricular Learning

Terrel Rhodes, Vice President for the Office of Quality, Curriculum and Assessment, Association of American Colleges and Universities (AAC&U)
Kate McConnell, Senior Director for Research and Assessment for the Office of Quality, Curriculum and Assessment, Association of American Colleges and Universities (AAC&U)

Assessment in higher education has seen vast improvements in recent years. Institutions have grown beyond using standardized tests to assess learning, and now implement new methods, such as using rubrics, to evaluate authentic student work. The presenters will discuss the development and utility of the Association of American Colleges and Universities VALUE rubrics by evaluating data displays and institutional examples. Attendees can evaluate whether their campus can benefit from utilizing the VALUE rubrics as a tool for co-curricular assessment.

Trade-offs in a Comprehensive and Comparable Model of Involvement and Persistence

Jennifer Lowman, Director, Persistence Research, University of Nevada, Reno
Lisa Maletsky, Coordinator, Persistence Research, University of Nevada, Reno

We examine tradeoffs made in the construction of a comprehensive and comparable model of campus involvement to predict persistence. Campus involvement indicators differ widely in how they capture the depth of involvement (e.g. quality, intensity, onset, and duration). Tradeoffs between depth and breadth are a common research challenge that we invite our audience to debate. The presenters will highlight the need of institutional researchers and program professionals to collaborate when evaluating the impact of decisions made in quantitative persistence research.

Unexpected Assessment Results? Strategies for Handling the “Oh-No” Moment

Sherry Woosley, Director of Analytics and Research, Skyfactor
Erin Bentrim, Senior Research Analyst for Student Affairs, University of North Carolina Charlotte

Most presentations focus heavily on the successful aspects of data analysis. But what happens when the results are the opposite of what was expected or just does not make sense? How do we respond when our data does not support our theories, programs, initiatives, or resources? In this session, we will explore six concrete strategies for making the most of unexpected data findings using both national data and examples from specific campuses.

Accounting for the ‘I’: Practical Strategies for Incorporating Students’ Precollege Characteristics and Attitudes in Assessment

Frim Ampaw, Associate Professor, Central Michigan University
Anne Hornak, Professor, Central Michigan University
Matt Johnson, Associate ProfessorCentral Michigan University
Ethan Kolek, Assistant Professor, Central Michigan University
Quentrese Cole, Graduate Research Assistant, Central Michigan University
Le Shorn Benjamin, Graduate Research Assistant, Central Michigan University

This session will explore the importance of precollege characteristics, commonly referred to as "input measures" in student affairs assessment. The presenters will highlight the relevance of input measures, especially attitudes and perception constructs, in assessment activities. Further, they will explore possible uses of input measures within programmatic and division-wide assessments, and finally, will discuss practical and inexpensive procedures for incorporating input measures into current institution data collection.

Assessing Inclusiveness and Engagement with Cultural Diversity to Increase Success for All

Jillian Kinzie, Associate Director, Indiana University Center for Postsecondary Research, National Survey of Student Engagement Institute, Indiana University Bloomington

The assessment of inclusivity and cultural responsiveness represents an imperative for higher education. In 2017, the National Survey of Student Engagement (NSSE) added a module asking students more about inclusive educational practices and perceptions of their institution's cultural responsiveness. This session highlights findings from this set, examines how results vary by student characteristics, and includes a discussion about campuses' use of these findings to create environments that support students of all backgrounds and leverage the educational benefits of diversity.

Inferential Statistics: Choosing the Right Statistical Analysis for Your Assessment Project

Elizabeth Duszak, Assistant Director for Student Affairs Assessment, Evaluation, and Research, University of Utah
Carlyn Graham, Assessment Analyst, University of Utah

The presenters will delve into the use of statistical analyses for student affairs assessment projects. While some projects don't need analyses beyond simple descriptive statistics, other projects can benefit from more advanced statistical analyses. The presenters will address: the selection of various statistical tests in line with the data; examples of analyses conducted to answer specific assessment questions; the use of statistical software programs to employ these techniques; and the accurate interpretation of the results of these statistical tests.

Nurturing Committement and Transparency in a Compliance Driven Assessment Culture

Dan Stroud, Assessment Specialist, Midwestern State University
Mark McClendon, Director, Institutional Research and Assessment, Midwestern State University

A commonly asked question by student affairs professionals and faculty regarding assessment expectations is 'How will this help my program?' In too many cases, the response refers to compliance rather than commitment. As Barbara Walvoord suggests, assessment should be "a kind of 'action research,' intended not so much to generate broad theories as to inform local action." This session outlines strategies for enhancing commitment and transparency in assessment that will positively influence staff, faculty, and student learning outcomes.

Promoting Success and Persistence for First-Generation Students

Nicole Battaglia, Director, First Year Initiatives, Seton Hall University
Monica Burnette, Director, Projects and Planning, Seton Hall University
Rohan Thakkar, Consultant, Campus SuccessCampus Labs

The persistence efforts of first-generation college students continue to be a national focus as statistics indicate a high attrition for this population. To improve the academic and social integration of first-year, low-income, first-generation students, a small, private institution partnered student services and faculty to develop a 10-day orientation program called "Gen 1"; to provide a holistic pre-college experience. This session will describe "Gen 1", it's formative and summative assessment, and show how this program yielded a 100% semester persistence rate.

Using Persistence Data in Student Affairs: A Panel Discussion

Pamelyn Shefman, Director of Assessment and Planning, Division of Student Affairs and Enrollment Services, University of Houston
Christos Korgan, Director of Institutional Research and Effectiveness, University of Saint Katherine
Timothy Salazar, Director, Student Life Assessment and PlanningThe University of Alabama
Vincent Nix, Dean of Student Services and Assistant Professor, United States Sports Academy
B. (Brenda) Woods, Director of Research and Assessment,

Knowing student affairs' impact on student persistence assists in telling the story of our places within our institutions. The institutions represented on the panel will share how they define and measure persistence as well as roadblocks and successes. Attendees of this session will be able to gather solid frameworks of how persistence data is used across a variety of institutions and how to apply these to their respective campuses.

Culture Eats Strategy: Rethinking Program Review to Align with Divisional Needs and Expectations

Robert Snyder, Executive Director of Planning and Outreach, Division of Student Affairs, The George Washington University

Learn how the George Washington University's Division of Student Affairs Assessment Committee re-thought departmental program review in response to divisional culture and stakeholder feedback, resulting in a departmental continuous improvement project model. This model provides departments with flexibility and significantly expanded the number of reviews being completed, while also remaining rigorous and standards-driven. Participants will have an opportunity to consider how they might adopt this model and to provide feedback on the model as the committee continues to refine it.

Designing and Implementing an Assessment Framework Across Student Services

Kristen Vickery, Director, Testing & Assessment, Anne Arundel Community College
Danielle Brookhart, Director, Orientation Programs, Anne Arundel Community College

How do you get student affairs staff to embrace assessment with excitement instead of fear? Learn how one institution created a culture of assessment and implemented an assessment framework grounded in CAS with continued success. Information will be provided on strategies, meeting planning, organization, materials, accreditation planning, and training. All of this while staying student focused.

Developing a Welcome Survey: Our Efforts to Research the First-year Student Experience

Eric Walsh, Assistant Director of Assessment and Coordinator of Survey Research, University at Albany
Douglas Sweet, Director of the Office of Student Affairs Assessment and Planning, University at Albany
Emily Feuer, Assistant Director for Student Affairs Assessment and PlanningUniversity at Albany

Student affairs assessment and planning, with help from institutional research, surveys all new students six weeks into the fall semester. The data collected is used to understand a student's experience, reimagine how we engage with these students, and ensure that they persist and succeed. The presenters will discuss how we have refined the instrument and increased response rates over time. We will also discuss the items that provided the most meaningful insight and explain how this insight was put into action.

Institutional Research: Your New Best Friends

Daniel Kaczmarek, Director, Assessment and Evaluation-Student Life, University at Buffalo
Rohan Thakkar, Consultant, Campus Labs

A friendship built from shared history, investment in the same community, and common interests and goals? When student affairs assessment professionals partner with Institutional Research, data collection, reporting, and decision-making can improve across the university. This sesion will guide participants through a reflection of their relationship with Institutional Research on their campus, provide insight through promising practices at the University at Buffalo and other institutions, and leave participants with concrete steps on how to develop this important campus connection.

Surveys for Social Justice?: Aligning our Assessment Practices with our Beliefs

Sophie Tullier, Assistant Director, Assessment and Research, University of Maryland, College Park

This session will examine beliefs about knowledge creation and student voice as student affairs professionals. Attendees will engage in an activity centered on identifying how our beliefs about knowledge creation align with the methods used to assess student learning and discuss how we might work towards greater alignment in our assessment data collection.

Dr. Tia Brown McNair

Vice President of the Office of Diversity, Equity & Student Success

Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success at Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact educational practices, and student success, including AAC&U’s Network for Academic Renewal series of yearly working conferences. McNair also directs AAC&U’s Summer Institute on High-Impact Educational Practices and Student Success. McNair serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation," “Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success,” and Purposeful Pathways: Faculty Planning and Curricular Coherence.” She directed AAC&U's projects on "Advancing Underserved Student Success through Faculty Intentionality in Problem-Centered Learning,” "Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success,” and "Developing a Community College Roadmap. McNair chaired AAC&U’s Equity Working Group that was part of the General Education Maps and Markers (GEMs) project that represented a large-scale, systematic effort to provide “design principles” for 21st-century learning and long-term student success. She is the lead author of the book Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016). McNair is a co-author on the publication Assessing Underserved Students’ Engagement in High-Impact Practices. Prior to joining AAC&U, McNair served as the Assistant Director of the National College Access Network (NCAN) in Washington, DC. McNair’s previous experience also includes serving as a Social Scientist/Assistant Program Director in the Directorate for Education and Human Resources at the National Science Foundation (NSF), Director of University Relations at the University of Charleston in Charleston, West Virginia; the Statewide Coordinator for the Educational Talent Search Project at the West Virginia Higher Education Policy Commission; and the Interim Associate Director of Admissions and Recruitment Services at West Virginia State University. She has served as an adjunct faculty member at several institutions where she taught first-year English courses. McNair earned her bachelor’s degree in political science and English at James Madison University and holds an M.A. in English from Radford University and a doctorate in higher education administration from George Washington University.