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Running head: ASSESSMENT, EVALUATION, AND RESEARCH 1

Assessment, Evaluation, and Research Reflection

University of Wisconsin-La Crosse

Howard McKee
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The Assessment, Evaluation and Research competency focuses on the ways to design and

conduct different methods of gathering data. The competency also describes ways of using the

results as they relate to ethics and politics. The second section of the competency is

Values/Ethics/Politics. I feel I am at a foundational level in my understanding of how to “handle

data with appropriate confidentiality and deference to organizational hierarchies” (ACPA &

NASPA, 2016, p. 13). For my first artifact the residence life graduate students worked on an

assessment of the front desk utilization by five residence halls last year. Our data supported

making a change at the University of Wisconsin-River Falls from supporting postal package

delivery at every residence hall to consolidating this into one centralized location on campus.

This change will be implemented during the 2019-2020 school year. The fourth section of the

competency is Methodology, Data Collection and Data Analysis. I am working through the

foundational level of being able to “differentiate among methods for assessment, program

review, evaluation, planning, and research” (ACPA & NASPA, 2016, p. 15). Having gone

through our Assessment course last semester, I learned the different styles and methods.

However, I am still working on incorporating them into my everyday work, such as reviewing

the programs Hall Council has sponsored. I am also at the foundational level of another part of

the fourth section, which will enable me to “facilitate data collection for system/department-wide

assessment and evaluation efforts using current technology and methods” (ACPA & NASPA,

2016, p. 15). In my second artifact, which is my proposal for my capstone, I researched different

ways institutions are handling the increase in the number of mental health disorders being

reported by students. Over the course of next semester, I plan to work with members of the

Department of Residence Life to examine how I can implement more programming that is

focused on educating students on mental health.


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I recognize there are still many parts of this competency I am working on to reach the

foundational level. The third section of the competency is AER Design. I would like to be able to

“design program and learning outcomes that are clear, specific, and measurable; informed by

theoretical frameworks and aligned with organizational outcomes, goals, and values” (ACPA &

NASPA, 2016, p. 14). Last year my supervisor and I established learning outcomes for the year

which were not structured around the principles of the department. I would like to learn more

ways of developing concrete learning outcomes and how they can be incorporated into more

parts of my position. Another area I would like to work on is the fourth section of the

competency. I would like to be able to “consider strengths and limitations of methodological

approaches when applying findings to practice in diverse institutional settings and with diverse

student populations” (ACPA & NASPA, 2016, p. 15). I have not worked on data collection in a

diverse population and am curious to learn how to change the approaches based on that

population.
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References
ACPA: College Student Educators International & NASPA: Student Affairs Administrators in

Higher Education. (2016). ACPA/NASPA professional competencies rubrics. Retrieved

from

https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency

_Rubrics_Full.pdf