Discussions about Learning is not a Sprint and A Culture of Evidence in Student Affairs.
Throughout this process, the word mindfulness has come back again and again: mindful of the fact that I and my coworkers and our students constantly make sure some kind of impact on many types of student learning, and the students themselves. It is through continuing mindfulness that student learning, engagement and service improves, by recognizing our impact and improving it.
- Assessment should be intentional, part of the everyday process. It will assist with: everyday decisions, long range plans, effective budget and programming decisions.
- It is important to be able to articulate and provide evidence of Student Affairs role in student success, retention and revenue production.
- Learning outcomes of institution must be aligned with the outcomes of the institution—must be seamless and supported campus wide.
As a learning institution that focuses on teaching, we seek to learn how to teach (directly and indirectly) better. We strived to “find ourselves”.
- To encourage a culture of intentioned and measured learning within Student Affairs and Enrollment Management.
- To understand our role and style of teaching students beyond the classroom experience and value its importance.
The Assessment Team can help SAEM leadership with coaching others in their area with Assessment Planning.
- Learning is a never-ending process and it must be evaluated.
- Having “by-in” is very important from staff, faculty, and students to make assessments work.
- Assessments can focus on both positive and negative areas in a department.
- That outcomes can show us how to better allocate resources. Increase on the low to make them a high.
- Assess in a way to collect higher data, not just tally.
- Invest in ways to support positive outcomes and create them from negative ones.
- Find a way to help increase utilization by appeal.