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In an exciting development, two prominent organizations in the higher education space, The Council for the Advancement of Standards (CAS) and StudentAffairs Assessment Leaders (SAAL) have joined together to enhance the landscape of higher education through collaboration and shared resources.
Graduate school is a transformative journey, providing students with the opportunity to delve deeper into their chosen fields, cultivate skills, and make valuable connections. Another central objective of this professionaldevelopment series is to deepen understanding of program development, differentiating it from program planning.
Perhaps more importantly (or more frightening), at least five cohorts of University of Connecticut (UConn) Higher Education and StudentAffairs (HESA) master’s students know your monsters, too. Mahoney, 2020 ) play an important role in the learning and development of emerging UConn HESA studentaffairs assessment leaders.
We are excited to announce the formation of the Consortium of Organizations for StudentAffairs Assessment (COSAA), a collaborative effort across key studentaffairs assessment organizations. We acknowledge the challenges assessment professionals face engaging with the multiple studentaffairsprofessional organizations.
Personas showcase the synergy of skills, encourage collaboration, and reflect the real-world complexity of professional contributions, emphasizing that no one person has all abilities. These valentines show how creative, personalized approaches can make professionaldevelopment both engaging and impactful. Parnell, A.
The VCU Division of StudentAffairs (DSA) was recently named one of the Most Promising Places to Work in StudentAffairs by Diverse: Issues in Higher Education and in collaboration with the American College Personnel Association (ACPA). Aaron Hart, Vice President of the Division of StudentAffairs, and Brooke Berry, J.D.,
This is particularly felt for emerging professionals, who shared that they felt overwhelmed and confused when attempting to identify resources to help them on their assessment journey. Course Learning Outcomes There were 98 syllabi containing student learning outcomes (SLOs) for their courses, 706 in total.
The SAAL Blog is meant to be a place to highlight diverse voices and perspectives of assessment professionals from all skill levels. Over the course of the next year, you will hear from our blog writing team as we reflect on trends in assessment, respond to SAAL programs and events (i.e Now say hello to your blog writing team!
Source: [link] Education and assessment have always been an integral part of my professional life. I earned a BA from a teacher's college to become a secondary school teacher, followed by a master's in educational administration and a PhD in higher education and studentaffairs with a secondary focus on inquiry methodology.
StudentAffairs Assessment brings so much value and opportunity to our students and institutions and I am committed to moving our profession forward within the higher education community. At my current institution, the mission of my unit is to build a culture of assessment throughout the division of StudentAffairs.
Photo by Matt Bango on StockSnap In the ever evolving landscape of higher education, organizations such as StudentAffairs Assessment Leaders (SAAL) play a pivotal role in shaping the student experience as well as for those engaged in assessment. SAAL is committed to ensuring that equity is central to steering our direction.
To take a leadership role in StudentAffairs assessment, you have to be a pretty interesting character. First, you have to want to work for students as an advocate in advancing their experience. I’ve found tangible resources and professionaldevelopment opportunities available when I needed them the most.
In a previous blog post , I recommended assessment professionalsdevelop four documents that can help to guide their work. More to the point, these documents also offer a consistent source of reflection for professionals at the end of the year and a springboard for using data in practice.
Hello SAAL Blog readers! Here is the next installment of our conversation series getting to know the leaders that make up this wonderful group of StudentAffairs Assessment Leaders and learning from their personal stories. I had a pretty traditional route into studentaffairs. How did you get here?
As we reach the midpoint of the year, the StudentAffairs Assessment Leaders (SAAL) Board has taken a moment to reflect on our strategies, goals, and the practice of what we preach. As studentaffairs assessment professionals, we know that reflection is not just a practice but a necessity.
Hello SAAL Blog readers! My name is Sophie Tullier and I recently joined the SAAL blog team after starting a new role as the Director of Assessment, Data Analytics, and Research at the University of Delaware. I definitely stumbled into studentaffairs and assessment. We want our students to feel like they belong here.
We have not undertaken these changes lightly, but deem them to be relevant and necessary given the state of our organization and the field of studentaffairs assessment. Thank you for your commitment to studentaffairs assessment and this organization. Wishing you all the best for the remaining time this year!
Blogs Overwhelmed by complaints on campus? When we first offered it, we thought it would be popular mostly with VPs of studentaffairs—compassion is such a central element to what they do. Megan Adams: First of all, who has been attending this seminar? Provosts, too. MA: Really?
Projects addressed topics such as annual giving, student retention, professional and continuing education, academic program planning, and more. The blog posts below are written by the participants to showcase their project and early outcomes.
Eight years ago, in 2015, SAAL put out a call for volunteers to compile topical resources to aid studentaffairs assessment pros. Blog written by Joe Levy, Open Course Manager I hope you benefit from our collective hard work here - whether that’s by engaging while the course runs or whenever it works for you.
To illustrate the contents, here is part of the April 2023 issue on recent developments in Publishing. Mark Hanson (Exeter) blogged about the predatoriness of MDPI on 25 March 2023. If you would like to see a sample issue just email rob.cuthbert@uwe.ac.uk or rob.gresham@srhe.ac.uk. In 2022, 17,777 special issues published content.”
In my recent interview with Paul Holliday-Millard at UNC-Charlotte, we connected over both having developed and piloted an equity-centered assessment professionaldevelopment training for staff over the past year.
Blogs 5 attributes defining Gen Z's relationship with advancement As the class of 2023 prepares to graduate this spring, advancement leaders can no longer ignore the increasing prevalence of Generation Z in their donor and alumni constituencies.
Rodney Lee Parks (00:26.106) This will be the sixth time in January that I’ve climbed Kilimanjaro and the 13th time that I’ve done the Inca Trail with students over Thanksgiving. So I’m one of those registrars, you know, a little bit of studentaffairs, a little bit of teaching, a little bit of registrar work.
June 26th to 28 th saw the convergence of StudentAffairs folks at the ACPA Assessment Institute hosted in Costa Mesa, California. For those that have not been, the ACPA Assessment Institute is a professionaldevelopment opportunity for all levels of assessment experience and roles.
This project was particularly important to me because of the impact CliftonStrengths had made in my life and how the tool was being used to support post-secondary students’ development. This led me to create a UofGH interdepartmental committee to develop a program to meet the needs of our students. 2020, July 28).
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