This study analyzed how three award-winning divisions of Student Affairs are using assessment to show evidence of student learning and development at their institutions. There is a movement in U.S. higher education toward increased accountability through outcomes assessment. Institutions are called upon to demonstrate effectiveness in their programs and services and to provide evidence of student learning and development in the curricular and co-curricular environments. To date, there is little research on how Student Affairs uses assessment to show that students are learning and developing as a result of participating in its programs, services, and activities. Findings and discussion from this study revealed (a) conditions and strategies for building and sustaining a culture of learning outcomes assessment in divisions of Student Affairs; (b) promising practices in planning, designing, implementing and using student learning outcomes assessment in Student Affairs; and (c) ways that Student Affairs contributes to student learning and development in the co-curricular and curricular environments. Implications of this study show also how selected divisions of Student Affairs are addressing the call for increased accountability in higher education and suggest that Student Affairs plays an integral role within institutions of higher education for student learning and development.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-1094 |
| Date | 01 January 2011 |
| Creators | Kirksy, Mylon J. |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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