Assessment and Evaluation
Graduates should be ale to evaluate both the processes and desired outcomes of student affairs programs and services. Specifically, students should possess the skills necessary to:
a. gather and analyze quantitative and qualitative data from students and programs,
b. read with understanding the published research on higher education,
c. conduct and write a program evaluation report.
Graduates should be ale to evaluate both the processes and desired outcomes of student affairs programs and services. Specifically, students should possess the skills necessary to:
a. gather and analyze quantitative and qualitative data from students and programs,
b. read with understanding the published research on higher education,
c. conduct and write a program evaluation report.
Evening with Industry
In the course CCSD 592: Program Evaluation in College Student Affairs I was able to participate in a group study that evaluated if the campus program, Evening with Industry, provided by the Career Center gave students the opportunity to develop their interpersonal communication and networking skills. This program allowed students and employers to network and socialize through a strategically planned dinner event. Likert scale surveys were distributed to student and employers at the end of the event to evaluate the effectiveness of the event. Overall, the assessment found that students who participated in the networking prep sessions had an increased confidence, increased awareness of nonverbal communication and could more accurately define networking.Through this project
I learned the importance of assessing and evaluating programs, as Schuh mentions, higher education accountability
is changing (2009). Campus programs are now being evaluated on whether or not learning outcomes are being met
(Schuh, 2009). It is through assessment and evaluations that higher education professionals will have the data to
prove the effectives of their programs (Schuh, 2009).
In the course CCSD 592: Program Evaluation in College Student Affairs I was able to participate in a group study that evaluated if the campus program, Evening with Industry, provided by the Career Center gave students the opportunity to develop their interpersonal communication and networking skills. This program allowed students and employers to network and socialize through a strategically planned dinner event. Likert scale surveys were distributed to student and employers at the end of the event to evaluate the effectiveness of the event. Overall, the assessment found that students who participated in the networking prep sessions had an increased confidence, increased awareness of nonverbal communication and could more accurately define networking.Through this project
I learned the importance of assessing and evaluating programs, as Schuh mentions, higher education accountability
is changing (2009). Campus programs are now being evaluated on whether or not learning outcomes are being met
(Schuh, 2009). It is through assessment and evaluations that higher education professionals will have the data to
prove the effectives of their programs (Schuh, 2009).
The Evolution of Adult Undergraduate Student’s: Barriers, Motivators, & Resiliency
The Evolution of Adult Undergraduate Student’s: Barriers, Motivators, & Resiliency is the qualitative assignment my group worked on in CCSD 562 Today’s College Students. In this study, we chose to evaluate the barriers and motivators adult (non-traditional students) face when returning to school. The study found four themes that students face returning to school; Transitions, Institutional Support, Self Management, and drive.
This project gave me an opportunity to help formulate effect questions, conduct interviews, participate in a focus
group and transcribe interviews. Overall, it gave me the opportunity to research and confirms our hypothesis
through qualitative methods. Assessments are important, because it lets institutions know, “what students are
learning and how to improve programs and services” (ACPA et al, 2006, p. 45).
The Evolution of Adult Undergraduate Student’s: Barriers, Motivators, & Resiliency is the qualitative assignment my group worked on in CCSD 562 Today’s College Students. In this study, we chose to evaluate the barriers and motivators adult (non-traditional students) face when returning to school. The study found four themes that students face returning to school; Transitions, Institutional Support, Self Management, and drive.
This project gave me an opportunity to help formulate effect questions, conduct interviews, participate in a focus
group and transcribe interviews. Overall, it gave me the opportunity to research and confirms our hypothesis
through qualitative methods. Assessments are important, because it lets institutions know, “what students are
learning and how to improve programs and services” (ACPA et al, 2006, p. 45).
Options’ Surveys
As an employee for Options- A Child Care and Human Services Agency, I had the opportunity to apply what I learned in CCSD 592 Program Evaluation in CSA, to assist management with updating their yearly assessment surveys. This assessment had to include questions about the programs’ three-year goals, parent’s evaluation of the overall program and services provided and received. It was important to be clear and concise to obtain a good representation of our services as a company and to have the quantitative data to propose change. I also gathered and summarized the parent workshop evaluations, which the Family Service Administrator used to report to her supervisor and to plan the following years workshops.
As an employee for Options- A Child Care and Human Services Agency, I had the opportunity to apply what I learned in CCSD 592 Program Evaluation in CSA, to assist management with updating their yearly assessment surveys. This assessment had to include questions about the programs’ three-year goals, parent’s evaluation of the overall program and services provided and received. It was important to be clear and concise to obtain a good representation of our services as a company and to have the quantitative data to propose change. I also gathered and summarized the parent workshop evaluations, which the Family Service Administrator used to report to her supervisor and to plan the following years workshops.