Advance Online Publications are online versions of articles before they are published in an issue. This practice allows quicker access for scholars and practitioners. The manuscripts have been peer-reviewed and accepted for publication. Advance Online Publications have not been assigned a volume, an issue, or final pagination.
Andrea M. Pope, Sara J. Finney, and Morgan Crewe
To provide an example of outcomes assessment that aligns with student affairs standards (Finney & Horst, 2019a), we share our process of assessing a mandated eight-week program for students on academic probation. Furthermore, our process highlights the value of using existing theory and research to inform assessment and program redesign efforts (Pope et al., 2019). Using a high-quality theory-based measure, we assessed several student learning and development outcomes (e.g., institutional commitment, academic self-efficacy) that theory and research indicated are necessary for students to achieve academic success. Based on the outcomes assessment results, we identified which aspects of the program seemed to be working and which aspects needed improvement. Finally, we close by providing recommendations for other professionals seeking to build and assess high-quality student affairs programs informed by theory and research.
Katherine H. Burr, Jason K. Wallace, and Laura A. Dean
Grant projects. Program review. Accreditation. All of these may involve the use of external reviewers to provide consultation and objective evaluation. Working with external visitors, or serving in this capacity, can be a complicated process to navigate. While external review strategies have clear advantages, they also present distinct challenges to the external reviewers and those internal to the project. Staff in departments undergoing review may experience anxiety and wonder how to maximize chances for success. Using Bolman and Deal's (2017) four-frame model of perspectives on organizations, the authors offer considerations for student affairs professionals engaging in the external review process for both external reviewers and internal parties. These considerations include encouraging individuals to be thoughtful about campus culture, logistics, access to information, effective working relationships, and explicit clarification of the nature and purpose of the task(s). Ultimately, these considerations focus on ways to make the external review process positive and effective.