A Note From the Editor...
Special Edition: Assessment & Evaluation

The processes of program evaluation and outcomes assessment are often viewed as add-on activities to functional units in student affairs. Increasingly, however, much of our professional literature has attempted to break down the procedures (Upcraft & Schuh, 1996) or provide us with useful roadmaps (CAS, 2006) for assessing our effect on student learning and development as well as for evaluating our services. This special edition of the Georgia Journal of College Student Affairs is intended to be a practitioner-oriented addition to our literature-base regarding assessment and evaluation processes.

The first article in this edition, by Bryan Rush, provides the reader with an understanding of the fundamentals of assessment in student affairs through an explanation of terminology, processes, and structures. Too often we use terms like “research,” “evaluation,” and “assessment” as if they are interchangeable; this not only interferes with clarity, but can also increase confusion for professionals who are unsure of the distinctions among them. Rush sets this context for the reader. Next Leigh Poole outlines the steps professionals can use when developing learning outcomes, and Joel Scott provides guidelines for selecting assessment instruments. Both of those skills are often cited by student affairs professionals as challenges they experience as they begin to operationalize assessment and evaluation in their work.

For many practitioners, a focus on assessment arises in conjunction with an upcoming accreditation self-study. Preparing for a SACS reaffirmation visit can be a frustrating and anxiety-producing process for any institution. In the next article, Samantha Wilson writes about the SACS process, providing some thoughts about how student affairs can understand and be prepared for this activity. One important resource available to assist with self-assessments, including accreditation-related activities, is the CAS standards. Regina Sargent and Laura Dean describe CAS and the materials available and discuss how to put them to use. Cara Skeat then explores assessment issues specifically related to working at two-year colleges.

The next section of this special edition explores assessment and evaluation in specific student affairs functional areas. Karen Boyd writes about the development of an assessment plan for judicial services, while Marion Higgins discusses similar activities in career services. J.D. White then outlines the process of evaluating resident assistant training programs and shows how data from this evaluation can be used for continuous program improvement.

Next, Khrystal Smith gives readers an overview of how to design a process of environmental assessment. Use of this data collection process can provide student affairs professionals with very useful data about how students experience the campus and how student learning and development are enhanced by the environment. Gail Cole-Avent then writes about the importance of learning more about outcomes assessment and program evaluation as an aspect of our individual professional development plans, and finally, Brandon Frye and Laura Dean discuss the use of staff development plans and the assessment of learning outcomes in effective employee supervision.

We all have much to learn about the topics presented here. We hope that this special edition serves as a good overview of the concepts and ideas that will inspire additional research, professional development activities, and overall improved practice.

Laura A. Dean
Diane L. Cooper
University of Georgia

References

Council for the Advancement of Standards (2006). CAS professional standards for higher education (6th Ed.). Washington, D.C: CAS.

Upcraft, M.L. & Schuh, J.H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass