Editor: Daniel W. Newhart | Year: 2015 | Issues: 1
John H. Schuh
This article reviews the contributions of selected publications to the assessment movement. It begins by reviewing the Student Personnel Point of View (NASPA, 1989) and includes contemporary thinking about the purposes of assessment. The article concludes with conclusions about the development of assessment in student affairs and includes recommendations for practice.
Marilee Bresciani Ludvik
We understand that providing students the ability to reflect on their learning experiences is key to development. Emerging neuroscience research illustrates that it takes at least 30 minutes of focused attention training for 8 weeks in a row to change certain portions of the structure of the brain. The portions of the brain that can change structure and therefore function include the emotional center, memory center, sensory perception areas, and the center for executive functions such as analytical reasoning, prioritizing, and decision-making, which may be critical for lasting learning and development. If we consider the space for reflection and this neuroscience research, how might we re-design our co-curricular education and evaluation systems?
Larry D. Roper
Assessment is crucial to demonstrating the success and effectiveness of student affairs programs. As understanding of the importance of assessment work grows, so too will the sophistication of approaches used by practitioners and the complexity of organizational structures in which programs are housed. This article offers perspectives on the future direction of assessment programs and the role of assessment within student affairs structures.
Daniel W. Newhart
In this piece, the editor in chief discusses the vision of the Journal, and places the Journal in the space of inquiry as a productive possibility in the development of the field of student affairs assessment.
Daniel W. Newhart
Student Affairs Assessment Leaders
