Assessment in higher education has been precipitated by calls for increased accountability for standards and outcomes in both the public and private sectors. Eventually these calls for accountability attracted the attention of various federal agencies, which gave rise to the current reporting guidelines to which all institutions of higher education are subject. As student affairs professionals it is necessary to balance our commitment to student development with accountability and demonstration of effectiveness through evaluation and measurable objectives. Formative and summative assessment is essential to the success of the Division of Student Affairs Strategic Plan. The application of assessment outcomes will enable the Dean’s Cabinet and departments to be cognizant of substantive priorities and to plan strategically. This encompasses departmental/intra-unit operational issues; interdepartmental/inter-unit collaborative assessment issues; and divisional assessment, research and survey protocol development.
In 1996 Barry L. Wells was appointed Vice President for Student
Affairs and Dean of Student Relations. Early on in his tenure Dean Wells made
assessment a priority. In 1996 while attending the NASPA Annual meeting he
was inspired by a presentation of the best practices and forward-thinking
assessment strategies from Pennsylvania State University. Upon his return
to Syracuse University, Dean Wells discussed his vision for assessment in
the Division of Student Affairs. The Office of Residence Life expressed a
clear interest and capacity for implementing the Dean’s vision of “just in
time” polling surveys to gauge student perception of current issues. The
Office of Residence Life received the divisional resources for assessment
software and publication production. Under the leadership of Steve St. Onge,
associate director, Office of Residence Life, the Orange Slice (c) gained
University-wide recognition providing information on the student experience
in a timely, efficient manner. In 1998 the Division of Student Affairs implemented
the Assessment Quality Improvement Team (QIT). In 1997 the All University
Student Learning Outcomes Assessment Committee (AUSLOC) was created to support
the development of general guidelines for an assessment program at Syracuse
University; in 2001 this group evolved into the University Assessment Council,
and in 2002 established the Co-curricular Learning Assessment Committee thus
further validating the important role of learning outside as well as inside
the classroom. In 2001 Dean Wells implemented the Division of Student Affairs
Strategic Plan, 2001-2006, and assessment emerged as one of the ten priorities
identified in this plan. To date the Division of Student Affairs has accomplished
the three primary assessment objectives outlined in the strategic plan and
is poised to implement a vibrant, responsive, and scientifically sound assessment
program. Through the employment of sound assessment, evaluation, and research
design, under the direction of Dr. Bergen-Cico the Division of Student Affairs
will be positioned to contribute to the professional field of Student Affairs
by increasing the student affairs/student development professional knowledge
base through research publications and strategic conference presentations.
The Division of Student Affairs is an integral component of the student learning experience at Syracuse University. Through its programs and services, the Division of Student Affairs contributes significantly to the growth of an academic culture on campus. As the Division is both “student centered” and “learning centered,” it is imperative to ensure an atmosphere conducive to educational pursuits both in and out of the classroom. In order to measure progress towards this atmosphere, the Division of Student Affairs is committed to ensuring rigorous assessment and evaluation of all services and programs.
Assessment is a dynamic process the aim of which is the continuing enhancement and comprehension of the overall student experience. The central focus of assessment is the continuous improvement of student development, learning, and retention through programs, services, and policies within the Division of Student Affairs. Based in carefully defined standards and concepts, assessment's foundation is systematic investigation, and analysis to provide clear objective scrutiny. The outcome of successful assessment addresses the question of whether performance meets and/or exceeds established standards.
| Assessment | Evaluation | Research |
| Collection/analysis of information to gauge effectiveness[1] | Systematic investigation Scientific data collection | Relational & inferential data analysis |
| Descriptive data | ||
| Guides practice | Guides theory development |
Principally, assessment practices are necessary to ensure the efficacy, relevance, and quality of programs, services and policies pertaining to the mission, vision, and values of the Division of Student Affairs and Syracuse University. Assessment evaluates these areas to ensure that student development, learning, and retention are well served. The Dean of Students Office will be responsible for the management, organization, and implementation of assessment practices within the Division of Student Affairs, with input from the Division of Student Affairs Assessment Committee and other constituents as necessary to ensure full consideration of relevant issues.
Consistent with the Division of Student Affairs Strategic Plan, the assessment plan outlined here provides an overview of how we will apply assessment to:
Assessment is a continuous, cyclical process composed of three main tenets: Measurement, Decision, and Outcome. The first two, measurement and decision, are under direct control of assessment practice while the third, outcome, is a result from the first two tenets. Measurement includes surveying and/or researching existing data or data stores, data collection, descriptive and statistical analysis, and benchmarking. Decision is the processing of the measurement step. The decision step involves a synthesis of the practitioner’s knowledge/experience and the data findings to determining the best course of action to pursue. Outcome is the result of the decision stage or the results generated by the course of action pursued. The cycle then begins again, measuring to examine if the desired outcome is being achieved, and proceeds onward toward a state of continuous improvement.
The decision portion of the cycle is the most complex. This is where the outcome and measurement steps are used to determine if a particular program or service is consistent with the Division of Student Affairs mission statement and the University’s five core values: quality, caring, diversity, innovation, and service. Using the Divisional mission statement and the five core values, each assessment cycle should address the following four points as outlined by the Syracuse University - All University Assessment Council in 2001:
This cycle of assessment is the model the University has adopted in preparation for the 2008 Middle States Accreditation site visit. Effective assessment will enhance, facilitate, and support the academic experience through the continuous improvement of the student learning experience and perception of our campus as a safe and open haven for the pursuit of higher education. In this way we may advance the excellence of the Division of Student Affairs, the university and the overall competence of the students.
To assist departments in evaluating the relevance of their assessment plan, the following standard assessment and action plan preparation schema will be employed:
Assessment plans that fall under the purview of the Division of Student Affairs Assessment Committee, the Assistant Director for Assessment (ADA) and the Associate Dean of Students with responsibility for assessment must answer these two questions:
Note: The Assessment Committee will provide training for the implementation of the Division of Student Affairs Assessment Plan and the requirements for developing departmental and interdepartmental assessment plans.
Types of outcomes should be identified and clearly stated in the department or program assessment plan. Types of outcomes include, for example, cognitive skills, knowledge, competencies, attitudes/values, behaviors, satisfaction, interests, appreciation, and socio-emotional adjustment (Moore, 1992). Central to the Division of Student Affairs mission is nurturing good citizenship and responsibility, best measured through assessing attitudes, values and behaviors.
August 2003 – June 2005
During the 2003-2004 and 2004-2005 academic years, the Assessment Committee will focus on assessment of the First-Year student experience beginning with Welcome Syracuse 2003 New Student Orientation. The Assessment Committee will participate in the design and deployment of orientation program assessment and coordinate polling surveys to conduct a needs assessment of First-Year student transitional issues. This needs assessment will lead to the identification of effective and coordinated programs and services for First-Year students and the identification of transitional issues that need to be addressed throughout the student life-cycle such as the needs of our second year students.
September 2003 Implementation of the Division of Student Affairs Assessment Web Site
September 2003 Completion of Survey and Assessment Audit for Student Affairs
October 2003 Deployment of the Community Survey-Orange Slice-Residence Life
November 2003 Preliminary Report to the Senior Vice President on NASPA Student Affairs/Student Services Benchmarking Survey[3]
November 2003 Initiate participation in TheHealthSurvey (a web based health assessment benchmarking survey) from Outside the Classroom. The process for deploying this survey and the application of the results will be a collaborative venture with the Counseling Center, Health Services, Recreation Services, the R.A.P.E. Center, and the S.A.P.H.E. Office.
January 16, 2004 Interim report from the ADA to the Associate Dean of Students evaluating the functionality, facility and effectiveness of database hosting contract with CMS.
January 16, 2004 The ADA’s mid-year report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives for the current year.
February 2004 Deployment of the Diversity Survey - Orange Slice - Residence Life, February 2004. This survey is to be jointly developed with input from TAB, OMA, SCIS, and the LGBT Resource Center.
March 2004 Deployment of the 5th and final Survey of College Alcohol Norms and Behaviors Survey
May 28, 2004 Overview of one department/interdepartmental proposed assessment project that will be conducted in the 2004-2005 academic year is due to the Assessment Committee. The assessment projects need to conform to the guidelines on page 4, and are limited to one page.
May 28, 2004 The ADA’s year-end report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives established for the previous and upcoming academic year.
June 19, 2004 Assessment Committee completes review of departmental/interdepartmental proposed assessment projects to prepare for Divisional planning.
June 2004 Presentation to the Division of Student Affairs on divisional assessment findings and implications for inter-departmental collaboration for the upcoming academic year.
July 1, 2004 Full scale DBMS with Web applications on line and functional.
July 1, 2004 Complete feasibility study for Microsoft OS based server.
July 1, 2004 Final report to the Associate Dean of Students evaluating the functionality, facility and effectiveness of database hosting contract with CMS.
September 2004 Results of the Survey of College Alcohol Norms and Behaviors Survey available.
October 2004 Dissemination of report evaluating Syracuse University’s 5-year participation in the Social Norms Marketing Research Projects.
January 17, 2005 The ADA’s mid-year report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives for the current year.
May 27, 2005 Overview of one department/interdepartmental proposed assessment project that will be conducted in the 2005-2006 academic year is due to the Assessment Committee. The assessment projects need to conform to the guidelines on page 4, and are limited to one page.
May 27, 2005 The ADA’s year-end report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives for the previous and upcoming academic year.
June 18, 2005 Assessment Committee completes review of each departmental/interdepartmental proposed assessment projects.
June 2005 Presentation to the Division of Student Affairs on divisional assessment findings and implications for inter-departmental collaboration for the upcoming academic year.
November 2005 Second cycle of participation in TheHealthSurvey. The process for
deploying this survey and the application of the results will be a collaborative venture with the Counseling Center, Health Services, the R.A.P.E. Center, and the S.A.P.H.E. Office.
January 18, 2006 The ADA’s mid-year report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives for the current year.
May 26, 2006 Overview of one department/interdepartmental proposed assessment project that will be conducted in the 2005-2006 academic year is due to the Assessment Committee. The assessment projects need to conform to the guidelines on page 4, and are limited to one page.
May 26, 2006 The ADA’s year-end report is due to the Associate Dean of Students reviewing status of the assessment projects, processes and objectives for the previous and upcoming academic year.
June 18, 2006 Assessment Committee completes review of each departmental/interdepartmental proposed assessment projects.
June 2006 Presentation to the Division of Student Affairs on divisional assessment findings and implications for inter-departmental collaboration for the upcoming academic year.
2007 University’s Middle States Re-Accreditation self-study
2008 University’s Middle States Re-Accreditation site visit
Note: There is a corollary five-year time line for the University’s Middle States Re-Accreditation self-study in 2007 and the 2008 site visit. To date the Division’s departments have submitted their assessment plans, and we will focus on data collection from 2003-2006 Data analysis for the 2003 – 2006 time period is due by mid December 2006.
There is a continuum of measurement used in assessment, evaluation, and research. The Division of Student Affairs Assessment Plan will employ qualitative, descriptive, relational, and causal data analysis techniques as deemed most appropriate for the objective, scope, and design of an assessment project.
Behavioral indicator information will be collected and analyzed each semester from the following departments: Judicial Affairs [with supporting information from the Department of Public Safety (DPS)], the Counseling Center, S.A.P.H.E. and the University R.A.P.E. Center. These departments have in place comprehensive data collection systems that enable the collection and analysis of behavior trends measuring the impact of Divisional policies and programs; identification of needs; and grant funding viability as demonstrated by our capacity to measure outcomes. The behavioral indicator information, combined with survey data, will be used to develop interdepartmental collaborative educational services and programs as they relate to respective departments and the Division for the coming year. Data from these units and their programs may precipitate discussion and research into the programs and services offered throughout the Division of Student Affairs.
Behavioral indicators will be used to identify needs and establish benchmarks. This information will be shared with stakeholders, the Dean’s Cabinet, and department directors on an annual basis to develop strategic objectives, guide and inform practice, and plan programming for the coming year(s). In addition to behavioral indicators, we will collect and analyze data through the use of web-based surveys, intercept interviews, focus groups and other qualitative methods. The surveys will focus on content areas related to the priorities identified in the strategic plan content areas namely: campus safety, diversity, strategic communications, student development, and wellness and substance abuse prevention.
Surveys are a systematic means of collecting data from a group of people in
order to describe some aspects, characteristics, or perceptions of the population
in question. Surveys may be used for formative and summative evaluation as
demonstrated in the following examples:
· Assess current students' perceptions of the academic and social climate of their residence hall. (formative)
The Division of Student Affairs Assessment Committee will
develop a student life studies survey series that employs web-based and telephone
survey strategies with scientifically valid samples. The web-based surveys
will be modeled after the Office of Residence Life’s Orange Slice survey system.
The telephone survey program will be modeled after the Texas A&M, University
of Massachusetts at Amherst, and Penn State Pulse programs and the student
life studies projects that IST Professor Mike Nilan has conducted with students
in IST 215 courses. The subject matter of these surveys will be based on
priorities established by the Division of Student Affairs reflecting the Strategic
Plan (campus safety, diversity, strategic communications, student development,
and wellness and substance abuse prevention), assessment of the First-Year
experience and transitional issues, in addition to noteworthy current events.
The Dean of Students (DOS) office will administer the assessment program within the Division of Student Affairs and their charge will be one of innovation, guidance, and leadership in the facilitation of this plan for the Division. The Associate Dean of Students/Coordinator of Assessment and the Assistant Director for Assessment (ADA) will direct these efforts in collaboration with the Assessment Committee. The Associate Dean of Students/Coordinator of Assessment, the Assistant Director for Assessment and the Assessment Committee will facilitate collaborative goal development and cross departmental application of findings through meaningful assessment that employs consistent, valid standards and criteria.
The primary role of the Associate Dean of Students/Coordinator of Assessment is to foster educational partnerships that advance student learning and success by providing leadership, oversight, and process management for intradepartmental, interdepartmental and divisional assessment evaluation and research priorities. The Associate Dean of Students/Coordinator of Assessment also serves on the All-University Assessment Council, and the Co-Curricular Learning Assessment Committee to facilitate the Division of Student Affairs process and outcomes in preparation for the Middle States Accreditation self-study.
The Division of Student Affairs Assessment Committee was established in the fall of 2001. Ensuring that we have communication across the division is critical to the success of the Division of Student Affairs, and the 2001-2006 Strategic Plan’s ten priority initiatives. To improve two-way communication with departments throughout the Division of Student Affairs, the Assessment Committee members work as liaisons with assigned departments in the Division. It is incumbent on directors, or their designee, to work with their assigned liaison and provide liaisons/the Assessment Committee with information or feedback when asked to do so. The primary functions of the Assessment Committee are as follows:
During the 2003-2004 and 2004-2005 academic years, the Assessment Committee will focus on assessment of the First-Year student experience beginning with Welcome Syracuse 2003 New Student Orientation. The Assessment Committee will participate in the design and deployment of orientation program assessment, coordinate polling surveys and focus groups to conduct a needs assessment of First-Year student transitional issues. This needs assessment will lead to the identification of effective and coordinated programs and services for incoming First-Year students and the identification of transitional issues that need to be addressed throughout the student life-cycle such as the needs of our second year students.
The chief role of the ADA is that of an information/data systems coordinator and statistical authority for assessment within the Division of Student Affairs. Acting in the role of consultant, the ADA will nurture a collaborative and collegial atmosphere by guiding and assisting the various departments through the assessment process. Over the coming academic year (2003-2004) systems will be built that address the qualitative and quantitative aspects of assessment, including the area of technical competency. The ADA will integrate into the assessment infrastructure an environment that encourages all staff members to maximize their talents and explore opportunities for professional growth and enrichment. Additionally the ADA will provide technical consultation and support for information systems and statistical practice. Remaining attentive to new concepts and research directions in the field of assessment and by providing an atmosphere of openness and shared objectives it is the intention of DOS to see that all assessment projects are meaningful and ensure adherence to basic standards and established criteria. The following points outline the duties and responsibilities of the ADA.
Ongoing and professional development of the ADA to facilitate the introduction of new techniques, concepts and practices into the assessment processes within the Division of Student Affairs will include the following:
In the fall of 2003 we will conduct an “audit” of annual and regular surveys and assessment projects to enable the Division to coordinate efforts and maximize the application of knowledge gained from these surveys. The results of these surveys will be posted on the Assessment web site in Adobe Acrobat “pdf” format as an informational reference for the Division and the University community. Each department will provide a listing of proposed assessment projects to be completed during the following academic year to the Assessment Committee (including the Associate Dean of Students and the ADA) for review by May 30 each year.
It is incumbent on the departments within the Division of Student Affairs to work in conjunction with the Associate Dean of Students/ Coordinator of Assessment, the Assistant Director for Assessment and the Assessment Committee to plan and report on assessment projects.
Each department or program should employ continuous quality improvement and self-study initiatives (e.g. S.U. Health Services model) as a routine means of problem solving both intra- and inter- departmentally.
The Division of Student Affairs will continue its collaboration with Academic Affairs on learning communities. The Student Affairs Assessment Committee will collaborate with Academic Affairs to ensure the regular participation in national student surveys such as the National Survey of Student Engagement (NSSE) and explore the use of other national surveys such as the Cooperative Institutional Research Program (CIRP), or Your First College Year (YFCY).
Any successful program includes an education component and in this respect assessment is no exception. As research by professional organizations progresses, so too does the science and technology related to assessment. It is the aim of the Division of Student Affairs to keep pace with the leading edge of assessment ideas, concepts, and techniques. The current state of technical capability within the Division is mixed and technological improvement will be included as a formal portion of the assessment program.
The ADA will:
Assessment is a unique instance of information management and in this regard the program will accord information systems a prominent place in the formal program structure. The Division of Student Affairs is currently in negotiation with Computing and Media Services for a hosting service for a full-scale database management system (DBMS). We will also experiment with an alternative operating system (OS) over the first nine months of the 2003-2004 fiscal year. The purpose of this is to afford the division maximum flexibility in data application and data access over different platforms. The importance of technology in effective assessment processes will require a strong collaborative working relationship between the Computer Consultant and the Assistant Director of Assessment. It is further recommended that all information management projects be reviewed by and integrated under the purview of the ADA and the Division of Student Affairs Computer Consultant to achieve the following:
The Assistant Director for Assessment is a resource for the entire Division of Student Affairs. Departments should consult with the ADA and utilize the statistical expertise and technical resources available to them through the establishment of the divisional position of Assistant Director for Assessment.
As noted on page 4 of this document the Assessment Committee will provide training for the implementation of the Division of Student Affairs Assessment Plan and the requirements for developing departmental/interdepartmental assessment plans[4].
In conjunction with the Co-curricular Learning Assessment Committee (CLAC) the Associate Dean of Students and the Assistant Director of Assessment will develop and provide a series of sequential staff development seminars on: 1) basic types of assessment; 2) effective methods of data collection; 3) practical application of findings; 4) assessment technology; and 5) communicating results (on the web, publishing research, conference presentations).
As a means of demonstrating the Division ’s success the assessment program for the Division of Student Affairs will be thoroughly documented and made available on the Student Affairs Assessment website at http://students.syr.edu/assessment. A chronological accounting of past, present and future assessment for the Division and each of the participating departments will be initiated. The results of Divisional surveys and assessment projects will be posted on the Student Affairs Assessment web site in Adobe Acrobat “pdf” format as an informational reference for the Division and the University community.
In May of each year a one-page overview outlining one key department/interdepartmental proposed assessment project that is to be conducted in the upcoming academic year is due to the Assessment Committee. In June of each year, the Assessment Committee will review these departmental and/or interdepartmental proposed assessment projects to facilitate collaborative goal development and cross-departmental application of findings, in addition to ensuring that the plans employ the Syracuse University Model of Assessment, which strives for application of outcomes.
A succinct presentation of the previous academic year’s assessment project findings and departmental goals with implications for inter-departmental collaboration for the upcoming academic year will be presented during Division of Student Affairs annual retreat to facilitate Divisional unity toward achieving the ten priorities in the Division of Student Affairs 2001-2006 Strategic Plan.
The ADA will submit a mid-year and annual summary report to the Associate Dean of Students - Coordinator of Assessment. The reports will review the current year's assessment projects and processes and establish objectives for the upcoming semester or year. This may also be accompanied by a Divisional presentation to provide an overview to campus constituents and foster communication of our progress toward the objectives of the Division of Student Affairs Strategic Plan.
Through the employment of sound assessment, evaluation, and research design, the Division of Student Affairs will be positioned to contribute to the professional field of student affairs by increasing the student affairs/student development professional knowledge base through research publications, and strategic conference presentations.
This plan is a starting point; once assessment practice is firmly established an environment of continuous improvement will become the ongoing aspiration to make Division of Student Affairs at Syracuse University a contributor and leader in the field of assessment practice.
As the Vice Chancellor has noted, one of priorities at Syracuse University is promoting a strong academic culture on campus. The Division of Student Affairs Assessment Plan is built on a strong applied theory and practice foundation. This assessment plan provides opportunities for Academic Affairs and Student Affairs collaborative research opportunities that enable both graduate and undergraduate students to work with Syracuse University staff and faculty on research projects. These applied theory and research opportunities contribute to the development of a stimulating academic culture by engaging students in the study of their social development, academic culture, learning experiences, institutional policies, and public health. Students may join established research projects and participate in several phases of research including aspects of all of the following:
Student Organizations
In the coming years we will work with the Office of Greek Life and Experiential Learning to explore the development of a student organization assessment program under a model similar to Texas A&M’s, which promotes and facilitates assessment and evaluation of services and programs within student organizations. The Texas A&M Student Organization Assessment Center is expansive and serves as a resource to student organizations interested in evaluation of their programs and services. This process will begin with the development of educational workshops on assessment for student organizations. The objectives of assessment with Syracuse University’s student organizations will facilitate organizational planning, mission/vision development, and goal setting for student organizations.
American Association for Higher Education. Assessment Forum http://www.aahe.org/assessment/
Castelli, P., Green, J. L. Outcomes Assessment in Higher Education. Monograph
Prepared by International Assembly for Collegiate Business Education. September 2002.
Gall, M, Borg, W. and Gall, J. (1996) Educational research: An introduction (6th ed) White Plains, NY: Longman
Hamrick, F. A., Evans, N. J., Schuh, J. H. Foundations of Student Affairs Practice. Jossey-Bass Publishers San Francisco. 2002.
Maki, P. Developing an Assessment Plan to Learn about Student Learning. Journal of Academic Librarianship, Jan/Mar2002, Vol. 28 Issue 1/2, p8.
Moore, D. Shaping Department Goals and Objectives for Assessment, Assessment Workbook. Muncie, IN: Ball State University. (1992).
Shaffer, P. Designing a Department Assessment Plan, Assessment Workbook. Muncie, IN: Ball State University. (1992).
Stout, T., & Pickerill, B. (1992). Using Surveys for Assessment, Assessment Workbook. Muncie, IN: Ball State University.
Troy, M. and Lowe, P. A. Texas A&M Assessment Manual
http://www.tamu.edu/marshome/assess/Manual.html accessed May 31, 2003
Upcraft, M. L., Schuh, J. H. Assessment Practice in Student Affairs An Applications Manual. Jossey-Bass Publishers San Francisco. 2001.
Upcraft, M. L., Schuh, J. H. Assessment in Student Affairs A Guide for Practitioners. Jossey-Bass Publishers San Francisco. 1996.
[1] Upcraft & Schuh, (2001)
[2] This timeline will be more inclusive following completion of the Survey and Assessment Audit for Student Affairs.
[3] Syracuse University is currently participating in the NASPA Student Affairs/Student Services Consortium Benchmarking Study. Our participation will enable us to access a web based analysis system that can be customized to generate institution specific peer comparisons. Participation in the current benchmarking study will be complete in September 2003. A complete report and access to peer institution data analysis will be available in November 2003.
[4] These plans must include the following key components:
· A statement of program, department, or strategy needs with a stated objective.
· The establishment of a clear link between written objectives and the measures to be used.
· The program or service has attributes and outcomes that are measurable or that may be quantitatively and/or qualitatively evaluated.
· The intended frequency of data collection.
· A statement addressing how and by whom assessment results will be put into action and applied to programs, departments, or strategies.
· A schedule of projected progress and a projected completion date.