Using the CAS Standards in Assessment Projects

Dean, Laura A.

doi:10.1002/ss.20046

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…They need to have the empirical evidence to be confident that these programs, activities, and experiences actually do contribute to student learning. (p. 12) While many times this notion is assumed, outcomes-based assessment requires staff, faculty and students to articulate what they hope to achieve and to measure these results (Dean, 2013). This process is especially critical when a programme has been taking place for several years.…”

Section: Outcomes Assessmentsmentioning

confidence: 99%

Enhancing the professionalisation of student affairs through assessment

Gansemer-Topf

2013

JSAA

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The past decades have seen an increase in the attention and focus of student affairs work in Africa. As the profession works to strengthen its reputation and value within higher education through conferences, organisations and publications, student affairs professionals can also raise the stature of the profession through work on their individual campuses. Engaging in assessment may be one such opportunity. As a way to create a common language regarding student affairs assessment, this paper provides an overview of the definitions, types and purposes of assessment. The thought is that viewing assessment as an integral, rather than 'extra' aspect of student affairs and incorporating these activities within their work, student affairs professionals will not only improve the effectiveness of their work with students but also can help legitimise the field as a profession.

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Section: Outcomes Assessmentsmentioning

confidence: 99%

Enhancing the professionalisation of student affairs through assessment

Gansemer-Topf

2013

JSAA

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“…Educational practitioners account for these characteristics as they create programs that aim to address independent living skills. Dean (2013) explains, Students learn and develop as a result of their interactions with the total collegiate environment, including the programs and services with which they engage. We need to understand our students, we need to understand the programs and services they experience, and we need to understand the effects that their experiences have on their learning and development.…”

Section: Figure 2 Ieo Research Frameworkmentioning

confidence: 99%

“…We need to understand our students, we need to understand the programs and services they experience, and we need to understand the effects that their experiences have on their learning and development. When we measure outcomes, we must do so with the intent to address any changes that may need to occur with our programs because of the insight gained from our research (Dean, 2013). The following subsections highlight some additional frameworks that bolster the IEO framework and add additional context to this research study.…”

Section: Figure 2 Ieo Research Frameworkmentioning

confidence: 99%

Student perceptions of independent living skills development as a result of the residence hall experience

Burch¹

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This mixed-methods case study examined how students perceived the development of independent living skills because of their residence hall experience. Using Astin's (1993) Inputs-Environment-Outputs (IEO) framework to guide the research methodology and analyze data, this study highlighted the importance of students living with, and among, their peers in shared living space. Sharing living spaces with peers was found to be a key contributor to developing interpersonal and intrapersonal skills. Students expressed the importance of the residence hall experience during their first year and highlighted the relationship with their Resident Assistant as the most significant residence hall intervention strategy. Upperclass students discussed wanting fewer points of contact with residence hall staff, resources, and programs. Lastly, residence hall leadership positions (Resident Assistant and Hall Government involvement) were noted as significant contributors to developing independent living skills associated with interacting with others. Findings will inform adjustments to the Resident Assistant role in upperclass student living areas and help address specific learning strategies that students shared some helpful perspective and insight regarding their effectiveness (e.g., roommate agreement). This study established a research framework that will support future research regarding the residence hall experience.

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The Distance Between Silos: Familiarity and Use of CAS Standards Among Law Student Affairs Professionals

Kennedy¹

2019

SSRN Journal

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Using the CAS Standards in Assessment Projects

Cited by 3 publications

References 3 publications

Enhancing the professionalisation of student affairs through assessment

Enhancing the professionalisation of student affairs through assessment

Student perceptions of independent living skills development as a result of the residence hall experience

The Distance Between Silos: Familiarity and Use of CAS Standards Among Law Student Affairs Professionals

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