Contributions to student learning: aligning student affairs assessment with institutional accreditation improvement goals
| Author(s) | Tweedy, Iveta Ziegelbauer | |
| Date Accessioned | 2017-06-27T11:25:36Z | |
| Date Available | 2017-06-27T11:25:36Z | |
| Publication Date | 2016 | |
| Abstract | This Executive Position Paper (EPP) presents an examination of the role of student affairs in broad based student learning and explores potential connections of student affairs units to general education goals. Furthermore, it presents an examination of potential roles student affairs can play in contributing to educational effectiveness and participating in an institutional periodic accreditation process. There is mounting pressure for higher education to measure and demonstrate student learning. This includes student affairs. ☐ This study is a qualitative examination of three institutions that were deemed to model practices in assessing student learning and making tangible contributions to general education through the efforts of student affairs. Literature on outside of classroom education domains and capacity is offered. The intended aim was capturing national best practices, sequential steps, evolution, and key influential factors toward connecting curricular and co-curricular student learning efforts in a manner that could provide a road map for the Division of Student Life at the University of Delaware. This study utilized an expansive document review analysis of the identified model institutions, interviews with key institutional leaders in student affairs and educational effectiveness assessment. Model institution practices were cross-referenced with leading scholarship in student affairs. Findings were further cross-referenced with institutional leaders at the University of Delaware for potential applicability. ☐ A qualitative approach allowed for rich storytelling of the deeper context and of the development process, including valuable lessons learned, of student affairs’ path toward a measurable role in contributing to broad-based institutional student learning aspirations. Six themes emerged that represent key factors and approaches that led to organizational growth and improvement by the three institutions in this study. These include alignment with institutional general education goals, determining educational capacity, establishing a culture of assessment, achieving a role in the accreditation cycle, effective use of technology, and the importance of partnerships. An expansive review of scholarly literature provided ample support of the identified themes and presented philosophies on the important role of student affairs in student learning. Recommendations are offered in a manner that furthers and expands upon the six themes with deep consideration for the institutional specific context. | en_US |
| Advisor | Hofstetter, Fred T. | |
| Degree | D.Ed. | |
| Department | University of Delaware, School of Education | |
| Unique Identifier | 993260292 | |
| URL | http://udspace.udel.edu/handle/19716/21505 | |
| Publisher | University of Delaware | en_US |
| URI | https://search.proquest.com/docview/1868839531?accountid=10457 | |
| dc.subject.lcsh | Student affairs services -- United States. | |
| dc.subject.lcsh | Universities and colleges -- Accreditation -- United States. | |
| dc.subject.lcsh | Education, Higher -- Aims and objectives -- United States. | |
| dc.subject.lcsh | Universities and colleges -- Evaluation. | |
| dc.subject.lcsh | University of Delaware. | |
| Title | Contributions to student learning: aligning student affairs assessment with institutional accreditation improvement goals | en_US |
| Type | Thesis | en_US |