Assessment, Evaluation, and Research(AER)
Level: Foundational
I developed in the following areas related to this competency:
“Differentiate among assessment, program review, evaluation, planning, and research as well” (p. 20).
“Design program and learning outcomes that are appropriately clear, specific, and measurable, that are informed by theoretical frameworks and that align with organizational outcomes, goals, and values.as the methods appropriate to each” (p. 20).
“ Educate stakeholders in the institution about the relationship of departmental AER processes to learning outcomes and goals at the student, department, division, and institutional level” (p. 20).
“Demonstrate a working knowledge of additional methodological approaches to AER (e.g. mixed methods, historical or literary analysis, or comparative study) including elements of design, data collection, analysis, and reporting as well as strategies for ensuring the quality” (p. 21).
Academic Experience
EAF 462: Office Research Project:
In my EAF 462 - Organization & Administration Student Affairs Functions Higher Education class, we were required to create and design a creative digital research presentation introducing a specific kind of student affairs office. My project introduced career services where I researched career service offices within different institutions across Illinois. With this project, I was able to utilize various research methodologies including library research, interviewing and consulting with multiple career services professionals, and benchmarking the different offices’ websites and materials.
Work Experience
Student Stop-Out Data:
At my internship in Illinois Valley Community College’s (IVCC) Admissions Office, a responsibility that was given to our staff and myself was the Student Stop-Out project. The goal of the Student Stop-Out project was to receive a comprehensive understanding of why students may have not returned to further their educational goals at IVCC. This project involved analyzing survey data from students who were enrolled for at least a semester at IVCC, but did not return or complete their educational goal/s (Ie. completing their degree, completing their certificate, transferring to a four-year institution, etc.). My main responsibility through this project included contacting the Stop-Out students who did not enroll and register the previous two semesters, and sending these students surveys asking demographic info, confirmation or causes of why they are no longer enrolled at IVCC, and state their agreements assessing IVCC’s services and programs. This was a volunteer survey for the students, and they were not required or obligated to participate in the survey. After receiving the survey data, our staff would analyze the data, report our findings, and take necessary action. Necessary actions include providing the students with appropriate resources, sending out IVCC promotion, or getting students in contact with an admissions counselor to see if we can assist them in finishing their educational goals at IVCC. This experience demonstrates data collection, analysis and reporting.
Millikin Big Blue Scavenger Hunt Proposal:
During my practicum experience at Millikin University, I was asked to create a scavenger hunt activity for their Paraprofessional Training Day. Along with organizing and creating the activity, I was also asked to write a proposal explaining the objective and goals of the scavenger hunt and present my proposal to the Paraprofessional Training Committee. This project not only allowed me to learn about and reach out to the necessary resources and offices on Millkin’s campus, but I was also able to design an activity with learning outcomes and guidelines.
Reference:
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf