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Crossing the Silos: Assessment Between and Within Academic and Student Affairs Dr. Kerry Lynn Levett CSPA-NYS.

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Presentation on theme: "Crossing the Silos: Assessment Between and Within Academic and Student Affairs Dr. Kerry Lynn Levett CSPA-NYS."— Presentation transcript:

1 Crossing the Silos: Assessment Between and Within Academic and Student Affairs Dr. Kerry Lynn Levett CSPA-NYS

2 Outcomes of this session Delineate & identify practice model at participants’ institutions –Map assessment process for both models including standardizing reporting Identify the pro’s/con’s of each assessment model Define learning outcomes to cross silos Develop strategies for balancing the assessment “playing field” for both silos Create a roadmap for transitioning from the parallel to collaborative practice model

3 Engagement Activity

4 Institutional Variations Public vs. Private –Process autonomy 2 yr vs. 4 year –Time to teach  learn  observe attainment of SLO

5 Many silos, one mission Academic Affairs –Structured (class, department, gen eds, SLO –Intentional –Student population –Often quantitative questions –Historically focused on cognitive gains* –“thinkers”* Student Affairs –Structured (department, SLO, efficiencies, satisfaction –Intentional & unintentional –Sub-populations –Often qualitative and quantitative questions –Historically focused on affective gains* but shifting –“doers”* *Source: Bresciani, Zelna, & Anderson, 2004)

6 An Assessment Cycle Model Delivering curriculum, programs, and services Asking Questions Collecting data Analyzing data Defines who we are and what we do Uniqueness and sameness Improve student learning & the student experience Recommending or implementing policy and practice changes Decision Making Mission & Values Implementing Goals & Attaining Outcomes Assessing

7 Collaborative Assessment Model Structure –One committee –One process –Reporting: same timeline, same format Mission & Values –Directly tackle institutional mission –Some values are tough to impart/measure in classroom, can be focused out of classroom Implementing Goals & Outcomes –College goals & SLO can be jointly defined Assessing –May be collaborative, may be department based (depends on the questions) Decision Making –Allows for campus wide approach to improvement

8 Collaborative Model Pro’s 1.Holistic understanding of student learning 2.Minimize redundancy & “assessment burnout” of students 3.Share resources, sources, and results in challenging all to assess better 4.Chance to develop a common language 5.Accreditation Con’s 1.Hard (i.e. scheduling) 2.Greater time commitment 3.Danger: spend more time on process, less time in practice 4.Requires greater understanding of each other before starting the process 5.Academic units can overshadow Student Affairs

9 Parallel Assessment Model Structure –Typically 2 separate committees and/or separate processes –May have shared facilitator Mission & Values –May be distinct parts of institutional mission “assigned” to different silos Implementing Goals & Outcomes –Often define differently Assessing –Departmental/divisional Decision Making –localized

10 Parallel Model Pro’s 1.Easier 2.Allows for customization and emphasizing nuances in each silo 3.More nimble in making changes Con’s 1.Potentially missing a chasm of student learning & experience 2.Need more trained facilitators (need someone in both silos) 3.Danger: group think 4.Minimal shared information and resources 5.Perpetuates the silo mentality

11 Other Examples Collaborative Assessment Committee –Representative from both silos Committee reported to Cabinet Jointly hired (search committee/process) Jointly defined SLO Parallel Academic Assessment Committee –Faculty only Committee reports to Faculty Senate Position faculty Different definitions of SLO –No Student Affairs input in determining SLO

12 Strategies for balancing the assessment “playing field” Student affairs practitioners must learn the language & education faculty in out of class learning – faculty must recognize SA practitioners as educators Identify and use allies insert yourself in processes Be an assessment scholar-practitioner

13 On the road: From parallel to collaborative models Divide into pairs –Identify the type of model you currently have and how well it is working –Identify at least 3 changes that could be implemented on your campus to move toward or improve the collaborative model

14 Group Discussion


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