Assessment, Evaluation, and Research
“The Assessment, Evaluation, and Research competency area (AER) focuses on the ability to use, design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations using AER processes and the results obtained from them; and to shape the political and ethical climate surrounding AER processes and uses on campus” (ACPA & NASPA, 2010).
Competency Growth:
The assessment, evaluation, and research competency is one that I have developed to a proficient level through my coursework, internship, and practicum experiences. Utilizing the skills associated with this competency has allowed me to show the validity for my work and the learning that occurs through it.
Working with the Center for Leadership at Bowling Green State University, I conducted research and completed an assessment on various typology tests that many people complete in hopes of gaining a better understanding of themselves and their strengths/areas of improvement. Looking at StrengthsQuest, True Colors, DiSC, and Myers-Briggs Type Indicator typology tests, I looked into the history of each test, complied research on the validity of each test, completed each typology test myself, and interviewed trained facilitators of each typology test to determine which was the most cost effective, which had the most easily understood results, and which had the most retainable results. Though I initially was hoping to determine that one typology test would fit the three aforementioned categories, my research and assessment concluded that True Colors was the most affordable, StrengthsQuest yielded the most easily understood results, and Myers-Briggs Type Indicator provided the most retainable results.
The Falcon Leadership Institute, a program run out of the Center for leadership for first-year students, is mainly comprised of bi-weekly cohort meetings, each of which is planned from specific learning outcomes and session goals. From these identified learning outcomes, I have created outcomes-based assessments for each cohort meeting, which members of the Falcon Leadership Institute cohort complete at the end of each session. When creating the assessments, I also create an assessment key that is used as rubric for the cohort members’ submissions to determine if out learning outcomes were met in each session. The data collected from the assessments is then used to determine if any cohort meetings need to be altered next year to ensure desired learning outcomes are obtained. The data also validates the program is equipping students with leadership skills, which may help us secure funding for the program.
Working collaboratively with the Assistant to the Chair for the Higher Education Administration program, we implemented an assessment after the first Department of Higher Education and Student Affairs Retreat, titled “Engaging Diversity as Higher Education Professionals.” In the assessment, we asked “what was the most valuable component of the retreat for you;” “what was the least valuable component of the retreat for you;” and “what other feedback do you have that you would like to share.” From the submissions, we worked to identify common themes in responses and submit recommendations for future department-wide retreats.
Through extensive digging into the coursework in CSP 6040: Educational Outcomes of American Colleges and Universities, especially How College Affects Students (Pascarella & Terenzini, 2005), I learned a lot about the research and assessment done in regard to various college outcomes through different lenses. Through one paper in particular, I explored leadership as a college outcome and determined the effect college has on the leadership development of those who complete their degree (Misseri, 2013).
As a part of CSP 6030: Theory and Assessment of Educational Environments, I visited Roosevelt University's vertical campus in Chicago, IL with my classmates to complete an assessment on current students experience and satisfaction with the building and the services it provides its students, such as classroom space, fitness center, and dining services, through interviews and focus groups.
Competency Growth:
The assessment, evaluation, and research competency is one that I have developed to a proficient level through my coursework, internship, and practicum experiences. Utilizing the skills associated with this competency has allowed me to show the validity for my work and the learning that occurs through it.
Working with the Center for Leadership at Bowling Green State University, I conducted research and completed an assessment on various typology tests that many people complete in hopes of gaining a better understanding of themselves and their strengths/areas of improvement. Looking at StrengthsQuest, True Colors, DiSC, and Myers-Briggs Type Indicator typology tests, I looked into the history of each test, complied research on the validity of each test, completed each typology test myself, and interviewed trained facilitators of each typology test to determine which was the most cost effective, which had the most easily understood results, and which had the most retainable results. Though I initially was hoping to determine that one typology test would fit the three aforementioned categories, my research and assessment concluded that True Colors was the most affordable, StrengthsQuest yielded the most easily understood results, and Myers-Briggs Type Indicator provided the most retainable results.
The Falcon Leadership Institute, a program run out of the Center for leadership for first-year students, is mainly comprised of bi-weekly cohort meetings, each of which is planned from specific learning outcomes and session goals. From these identified learning outcomes, I have created outcomes-based assessments for each cohort meeting, which members of the Falcon Leadership Institute cohort complete at the end of each session. When creating the assessments, I also create an assessment key that is used as rubric for the cohort members’ submissions to determine if out learning outcomes were met in each session. The data collected from the assessments is then used to determine if any cohort meetings need to be altered next year to ensure desired learning outcomes are obtained. The data also validates the program is equipping students with leadership skills, which may help us secure funding for the program.
Working collaboratively with the Assistant to the Chair for the Higher Education Administration program, we implemented an assessment after the first Department of Higher Education and Student Affairs Retreat, titled “Engaging Diversity as Higher Education Professionals.” In the assessment, we asked “what was the most valuable component of the retreat for you;” “what was the least valuable component of the retreat for you;” and “what other feedback do you have that you would like to share.” From the submissions, we worked to identify common themes in responses and submit recommendations for future department-wide retreats.
Through extensive digging into the coursework in CSP 6040: Educational Outcomes of American Colleges and Universities, especially How College Affects Students (Pascarella & Terenzini, 2005), I learned a lot about the research and assessment done in regard to various college outcomes through different lenses. Through one paper in particular, I explored leadership as a college outcome and determined the effect college has on the leadership development of those who complete their degree (Misseri, 2013).
As a part of CSP 6030: Theory and Assessment of Educational Environments, I visited Roosevelt University's vertical campus in Chicago, IL with my classmates to complete an assessment on current students experience and satisfaction with the building and the services it provides its students, such as classroom space, fitness center, and dining services, through interviews and focus groups.
References:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Misseri, M. (2013). Does college make a difference in leadership? (Unpublished paper). Bowling Green State University, Bowling Green, OH.
Pascarella E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, (Vol. 2). San Francisco, CA: Jossey-Bass.
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Misseri, M. (2013). Does college make a difference in leadership? (Unpublished paper). Bowling Green State University, Bowling Green, OH.
Pascarella E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research, (Vol. 2). San Francisco, CA: Jossey-Bass.