LEADER 05431nam 2200649Ia 450 001 9910462626903321 005 20200520144314.0 010 $a1-118-73878-0 010 $a1-118-73887-X 035 $a(CKB)2670000000388224 035 $a(EBL)1222114 035 $a(OCoLC)852757500 035 $a(SSID)ssj0001052009 035 $a(PQKBManifestationID)11642085 035 $a(PQKBTitleCode)TC0001052009 035 $a(PQKBWorkID)11061005 035 $a(PQKB)10929755 035 $a(MiAaPQ)EBC1222114 035 $a(Au-PeEL)EBL1222114 035 $a(CaPaEBR)ebr10726717 035 $a(EXLCZ)992670000000388224 100 $a20130710d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSelected contemporary assessment issues$b[electronic resource] /$fJohn H. Schuh, editor 210 $aSan Francisco $cJossey-Bass$dc2013 215 $a1 online resource (119 p.) 225 0 $aNew directions for student services ;$vno. 142, Summer 2013 300 $aDescription based upon print version of record. 311 $a1-118-73227-8 320 $aIncludes bibliographical references and index. 327 $aTitle page; Copyright page; Contents; Editor's Notes; 1: Challenges of Assessment in Student Affairs; The Climate for Assessment in Higher Education; Assessment Challenges in Student Affairs; Using Assessment to Make Management and Policy Decisions; Knowledge Discovery through Data Mining; The Politics of Assessment; Conclusions; 2: The Role of the Assessment Coordinator in a Division of Student Affairs; Role of Assessment Coordinator; Create and Manage Assessment Teams.; Encourage and Stimulate Assessment Projects.; Ensure That Assessment Is a Divisional Priority Among Senior Leaders. 327 $aProvide Educational Opportunities for Staff.Review Assessment Reports and Provide Feedback.; Challenges; Balancing Multiple Divisional Responsibilities.; Herding Cats.; Addressing Competing Priorities Among Divisional Leaders.; Connecting Assessment to Budget and Strategic Planning.; Enhancing the Skill of Professionals to Conduct Assessment.; Examples of Assessments and Impact of Results; Understanding the Community Service Experience of Conduct-Mandated Students.; Assessing the Needs of Transgendered Students, Queer Students of Color, and Queer Students of Faith. 327 $aEducating Student Athletes on Fueling for Performance.Living and Learning: Residence Life and the Continuous Cycle of Assessment.; Conclusion; 3: Using the CAS Standards in Assessment Projects; Determining Quality through the Use of Standards; CAS Standards and Guidelines.; Relevant Research.; Assessing Both Programs and Outcomes.; CAS Approach to Self-Study.; Examples of Assessment Using CAS Standards; Considerations in Using CAS; Conclusion; 4: From Classroom to Practice: A Partnership Approach to Assessment; Course Description; Project Description and Examples; Project Description. 327 $aExample Projects.Evaluation and Revisions; Considerations for Implementation; Defining Partnerships.; Clarifying Roles.; Recognizing Opportunities.; Accepting Challenges.; Concluding Thoughts; 5: Collaborating on Assessment of the Undergraduate Student Experience; Student Life Strategic Planning; Retention and Transition Initiatives: A Partnership; Ignite Program; Life of the Mind/Welcome Week; Assessment and Strategic Planning: Successes and Opportunities; 6: How Assessment Can Advance Efforts to Enhance Undergraduate Student Persistence 327 $aUsing Assessment to Supplement Research on Student PersistenceTypes of Assessment; Needs Assessment.; Utilization Assessment.; Satisfaction Assessment.; Outcomes-Based Assessment.; Seidman's Retention Formula; Early Identification.; Interventions.; Summary; 7: Developing and Using Dashboard Indicators in Student Affairs Assessment; The Origins of Dashboards; Executive Information Systems.; Balanced Scorecards.; Dashboards.; What Is a Dashboard?; Applications and Types of Dashboards.; Dashboards and Key Performance Indicators.; Dashboards in the Context of Higher Education and Student Affairs 327 $aDashboard Indicators in Higher Education and Student Affairs 330 $a As demands for accountability escalate, assessment continues to evolve as a central aspect of student affairs administration. Experience clearly indicates that without a robust portfolio of assessment activities, the services, programs, and activities of a student affairs division are at risk of being reassigned to other organizational units on campus-or, in a tight budgetary environment, being eliminated. This sourcebook reminds student affairs educators of the importance of developing an assessment program and explores topics that will add depth and richness to such a program. From 410 0$aJ-B SS Single Issue Student Services 606 $aEducational counseling$zUnited States 606 $aCounseling in higher education$zUnited States 608 $aElectronic books. 615 0$aEducational counseling 615 0$aCounseling in higher education 676 $a378.1 676 $a378.197 701 $aSchuh$b John H$0986387 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462626903321 996 $aSelected contemporary assessment issues$92254352 997 $aUNINA