ACPA / NASPA
Assessment, Evaluation, and Research
Using evidence, reflection, and feedback to improve practice
Why I Selected This Competency
I selected Assessment, Evaluation, and Research because I want my work in student affairs to be informed by more than instinct or good intentions. While Residence Life often involves fast-paced, relational, and highly practical work, I have learned that assessment is essential if we want to understand whether our programs, decisions, and support practices are actually helping students. This competency matters to me because it moves student affairs work from assumption to evidence-informed practice.
How This Competency Shows Up in My Practice
In practice, this competency means asking intentional questions about student learning, program effectiveness, and community outcomes. It involves gathering feedback, noticing patterns, interpreting information thoughtfully, and making adjustments based on what is learned.
I have learned that informal student feedback, observation of participation, and reflection on outcomes all help shape how I think about improving residential programs. I also recognize that theory and research help guide student affairs professionals in designing experiences that support student development more intentionally. This is an area where I have grown through practice, but also one where I want to become more deliberate and skilled over time.
Reflection and Professional Growth
This competency is reflected strongly in my Union Street Center Environmental Observation Assessment, which demonstrates my ability to analyze how physical space, organizational structure, and environmental factors influence student engagement, belonging, and development. It is also visible in my Student Staff Evaluation, where assessment is used to identify strengths, document performance, and guide future growth.
In addition, my Promising Practices: International Student Career Readiness Program Presentation shows how assessment can be built into program design through evaluation methods, feedback loops, and sustainability planning. These artifacts matter because they show that I am beginning to think about assessment not just as paperwork or reporting, but as a way of improving practice and supporting student success more intentionally.
Growth Over Time
At this point, I see myself as having foundational competence in Assessment, Evaluation, and Research, with growing movement toward intermediate practice. I have begun to use observation, documentation, and feedback as tools for reflection and improvement, but I also know that this is an area where I want much deeper growth.
Moving forward, I want to become more confident in designing assessment tools, interpreting data, and using evidence to guide program development and decision-making. My long-term goal is to make assessment part of how I think as a practitioner, not just something I do when required.
Related Artifacts
- Union Street Center Environmental Observation Assessment
- Student Staff Evaluation
- Promising Practices: International Student Career Readiness Program Presentation