The Guiding Principles of the Office of Assessment
The guiding principles of the Office of Assessment in the Division of Student Affairs are based on the assumption that students benefit from developing affinities for the institutions where they seek to complete degree requirements. Since there is a dynamic relationship between students and their college environment, the Assessment Office takes into account the research findings of several scholars’ Astin (1993) , Nora & Cabrera (1996), Tinto (2005), and Arbona & Nora (2007), on the impact of “institutional fit” on student educational experiences.
These scholars’ provide the rationale for Students Affairs professionals to assess student experiences at the College, and use data to develop programs and services that enhance students’ intellectual and social development and respond to their evolving needs. The core elements of this office are to focus on students, continuous improvement, accountability, collaboration, evaluation, and inclusiveness.
Focus on Students - The Office of Assessment in the Division of Student Affairs works with members of the Division and the College community to use data to create personalized programs and services that meet the evolving and diverse needs of the students. Our focus is student-centered.
Continuous Improvement - The Office of Assessment in the Division of Student Affairs works with members of the Division and the College community to research best practices in student services across the country and establish benchmarks for performance.
Accountability - The Office of Assessment in the Division of Student Affairs works with members of the Division and the College community to assess the success of College services to students.
Collaboration - The Office of Assessment in the Division of Student Affairs works with members of the Division to encourage input and dialogue from the College community on the impact of programs and services on student educational experiences.
Evaluation - The Office of Assessment in the Division of Student Affairs works with members of the Division to develop metrics to evaluate the impact of programs and services on student educational experiences.
Inclusiveness - The Office of Assessment in the Division of Student Affairs provides venues for multiple stakeholders across the College to discuss the nuances of creating appropriate tools for assessment, and using the data to improve student educational experiences.
References
Arbona, C., & Nora, A. (2007, spring). The influence of academic and environmental factors on Hispanic college degree attainment. The Review of Higher Education, 30 (3), pp. 247-269.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey- Bass.
Nora, A., & Cabrera, A. F. (1996, March/April). The role of the perceptions of prejudice and discriminations on the adjustment of minority students in college. Journal of Higher Education, 67 (2), pp 119-148.
Tinto, V., (2005, December). Reflections on Student Retention and Persistence: Moving to a Theory of Institutional Action on Behalf of Student Success” Studies in Learning, Evaluation, Innovation and Development, 2.