Co-published with ACPA, College Student Educators International and NASPA, The National Association of Student Personnel Administrators, Inc. 
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.
Recenzijas
"[ 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 books 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
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ix | |
| Foreword |
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xi | |
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| Preface |
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xv | |
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1 Tenet One: Building Capacity In Student Affairs Assessment: Roles of Student Affairs Assessment Coordinators |
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1 | (10) |
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2 Tenet Two: Cultivating A Culture Of Assessment |
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11 | (24) |
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3 Tenet Three: Developing Infrastructure For Student Affairs Assessment Practices |
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35 | (17) |
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4 Tenet Four: Leading Logistical And Administrative Assessment Tasks In Student Affairs |
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52 | (13) |
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5 Tenet Five: Using Technology To Advance Assessment |
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65 | (21) |
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6 Tenet Six: Building Talent And Increasing Assessment Knowledge |
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86 | (19) |
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7 Tenet Seven: Connecting Assessment To Planning, Decision Making, And Resource Allocation |
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105 | (14) |
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8 Tenet Eight: Cultivating Ethical Assessment Practice |
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119 | (14) |
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9 Tenet Nine: Navigating Politics |
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133 | (15) |
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10 Tenet Ten: "Other Duties As Assigned" |
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148 | (9) |
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| Editors And Contributors |
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157 | (6) |
| Index |
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163 | |
Erin M. Bentrim is a Senior Education & Training Specialist for Assessment at Anthology, Inc. Her higher education portfolio includes management level positions in Institutional Research and Effectiveness, Academic Assessment, Student Affairs Assessment, and Strategic Planning. In addition to her administrative roles, Dr. Bentrim has experience teaching graduate and undergraduate level courses in diverse subject matters including psychology, higher education administration, and educational statistics. Dr. Bentrim is a founding member of the Student Affairs Assessment Leaders (SAAL) organization which serves individuals responsible for implementing assessment on their respective campuses. Dr. Bentrim holds a PhD in Educational Psychology & Research, an MEd in Student Personnel Services, both from the University of South Carolina, and is a Phi Beta Kappa graduate of Wofford College where she earned a BA in English. Gavin W. Henning is Professor of Higher Education at New England College in New Hampshire where he directs the Master of Science in Higher Education Administration and Doctorate of Education programs. Gavin is a past president of ACPA College Student Educators International as well as a past president of the Council for the Advancement of Standards in Higher Education (CAS). He has over 20 years experience in higher education assessment and institutional research and frequently consults and presents regionally, nationally, and internationally on the topic. His scholarship includes over 90 peer-reviewed presentations and over 90 invited presentations and keynotes regarding assessment. In addition, he has published articles and books on assessment including Student Affairs Assessment: Theory and Practice with Darby Roberts that serves as the foundational text for assessment courses in many higher education graduate programs. Gavin earned his Ph.D. in Leadership and Policy Studies from the University of New Hampshire. Kimberly Yousey-Elsener
