NAVIGATING THE WATERS: USING ASSESSMENT TO MAKE A DIFFERENCE

Amy Harper, Area Coordinator, Fordham UniversityGreer Jason, PhD, Assistant Dean of Students, Fordham University

Introduction

Heading the call: The Division of Student Affairs focus on assessment and strategic planning Greer Jason – Assistant Dean and

Director of Residential Life Amy Harper – Area Coordinator for

Integrated Learning Communities

Introduction

What is assessment?

How is assessment different from evaluation?

How do I accomplish both in my area of work?

Division of Student Affairs at Fordham University uses Upcraft and Shuh’s definition of assessment as our guide:

“Assessment [is] any effort to gather, analyze, and interpret evidence that describes institutional, departmental, divisional, or agency effectiveness.”1

If assessment is the effort, evaluation is the examination of the effort

For assessment to be effective, it needs to be apart of the culture. Your efforts should be ongoing, not episodic.

Schedule of Assessment:Fordham University Residential Life

Summer Fall Winter Spring

Training on Assessment and

goal setting

Analyze, discuss, and implement

results of survey findings

Refresher training on assessment

Compile data from the year for sharing

Create and distribute training

evaluations

Write the second quarterly report

Create and distribute training

evaluations

Review previous RA and RD training

evaluations

Create and distribute needs and interest surveys for

students

Prepare and distribute EBI and

Fall semester surveys

Share fall semester data during winter

training

Compile relevant EBI data to share

with other departments

Write the first quarterly report

Compile data from the semester for

sharing

Set dates for focus groups

Compile annual report

Share information received from focus

groups

Set goals and objectives for the upcoming year

Write the third quarterly report

Make revisions to assessment

schedule as needed

Setting Goals

External Analysis SWOT Analysis Environmental Scan Study “Peer and Aspirant” Institutions

Internal Analysis Mission: drives the decision making in

organizations Vision: describes aspirations and what

an organization really wants to be; defines standards of excellence, organizational competencies, and our most desirable goals

Setting Goals

Goals: the aim of our specific work to achieve our mission and vision. Note: Mission, Vision, and Goals should enhance the

work we already do, helping us make purposeful decisions in daily functions.

Objectives: the game plan for making our Goals reality.

Action Steps: the specific steps to accomplish Objectives.

Desired Results: the outcomes hoped to be achieved via Action Steps, Objectives, and Goals.

Actual Results: the data (quantitative and qualitative) gathered to measure impact/effectiveness of Actions.

Follow-Up: measures taken to modify behavior in context of actual results.

Setting Goals

Template:

Ensuring you reach your Goals:Utilizing Quantitative and Qualitative Information

Quantitative Large Scale

inventories Special interest

projects Benchmarks Operational

Data

Qualitative Focus groups Pictures Personal

testimonies Staff meetings

and one on one meetings

Ensuring you reach your Goals:Making Changes

Reflection What did I learn from the findings? What did people say? What are people

saying? How can we use what they are saying to

reach our goals? From what we are learning, do we need

to re-examine our goals to better serve our population?

Ensuring you reach your Goals:Tracking your Progress

Many departments find themselves in a state of being data rich but analysis poor. It is important to not let assessment efforts sit on a shelf and collect dust.

Regular Self-Checks Application of Data

Connect Data to Goals, Objectives, and Action Steps Quarterly and Annual Reports

Goals should not exist without pre-planned methods of assessment

Semesterly Progress Check-ins Progress should be measured in the context of the current

semester, goals, and previous semesters What should you ask yourself?

How are things going? Are we accomplishing what we set out to do? What needs to be tweaked/changed? Who needs to adjust their contributions?

Sharing Assessment Data

When planning to share information, consider the following questions: Who is the audience of the results? Why is this information important to this audience? What is the appropriate format given the audience?

Obstacles to Sharing Data Lack of Time Lack of Expertise/Tools Fear of the Results Ineffective Data Sharing

Types of Reports Full Reports: When working on a proposal or grant. Summary Reports: Required of all assessment efforts in Student Affairs at

Fordham. Presentations: Used during staff trainings. Informal Reporting: Student newspaper articles, meetings, planning

opportunities. Who Should be included in the Information Sharing?

Everyone! But not all constituents will have the same level of access to data. Consider how your boss, your staff, and your students each might be given the

information.

Reflecting on Assessment Data Be willing to be

transparent and acknowledge shortcomings identified by the data

Schedule regular time for reflection

Review prior assessment data during future planning

If at first you don’t succeed… Try, try again!

It might take a few years to fully actualize your goals

Goals can not be attained due to circumstances outside of our control (e.g. the economy)

Strategies for achieving the goals were not implemented effectively

After reflection and evaluation, you may need to adjust your strategies for achieving your goals.

Questions/Discussions

References

1. Upcraft, M.L., and Shuh, J.H., Assessment in Student Affairs: A Guide for Practitioners. San Francisco: Jossey-Bass, 1996.