ELPS 431: Evaluation in Higher Education

"Labels and definitions - and the language itself - have their uses in much the same way that road signs make it easy to travel: they point out the directions.  But you don't get to where you're going when you just stand underneath some sign, waiting for it to tell you what to do."

-Kate Bornstein

Research and Assessment Competence

          My White Paper #2 for Dr. Pierre’s Evaluation in Higher Education course demonstrates my competence and commitment to using sound information, theories, and critical thinking to ground my analytical inquiry approach. Through my analysis of qualitative and quantitative data collection methods I demonstrate my ability to understand the positive and negative sides to using both data collection methods and the impact they can have on assessments. For example, I discuss that a focus on reporting and numbers can lead to a compliance mentality, and this can adversely affect the ways that assessment results are used. This compliance mentality can lead to people forgetting to enact changes to improve programs because they are so focused on achieving a reporting standard, thus the focus is not on student learning and development. I also realize that qualitative data collection methods can be challenging because it requires trust and time, two things which can be difficult to establish and create in assessment activities. I end suggesting that combing data collection methods when performing assessments can provide a clearer picture of the results than using only one method. 

          Understanding that a phenomenon is occurring that is supported by data (the quantitative side) and the reasons why those phenomena are occurring (the qualitative side) are vital to assessment practices that lead to process and program improvement.  Performing assessments will be very much about the balance of satisfying the numbers crowd and maintaining focus on student learning and experiences. Without doing both we cannot provide credibility to our stakeholders and quality programming to our students. 

Analytical Inquiry

          This paper also demonstrates my ability to discuss the application of models to the assessment process through an examination of how to create a ‘culture of assessment’. Barham and Scott (2006) suggest a model that bases assessment in the foundational mission and strategies of the university, and then branching into the philosophical area to assess (i.e. service, development, or learning), and ending the process with an evaluation to support a culture of accountability. In using models like this in practice, I am asking myself to continually assess and improve my assessment and analytical skills. Assessment work requires the coordination and collaboration of a diverse group of people to be most effective. I agree with Henning and Roberts (2016) and Kuh et al. (2015) that integrating assessment work into the institution’s governance and organizational structures and building assessment into the accreditation process can reinforce a culture of assessment as it keeps assessment practices on the radar and normalizes the practices for leadership and teams. 

Commitment to Social Justice

          Finally, my White Paper #2 demonstrates commitment to increasing my knowledge and understanding of others and the social justice issues that they face. Using theories and models can help ground our work and lend credibility to our analysis, but we must remember that these theories and models do not apply universally, and therefore be committed to seeking out theories and models that reflect the voices of others. This will continue to develop my analytical and critically thinking skills that will be important to building my practice in higher education. 

          In thinking about our discussions in our Rome seminar, and reviewing this document, I would add that we should consider asking different questions when performing qualitative assessments of our international study abroad programs and courses. For example, many of the questions I have answered regarding my study abroad experience are almost identical to the ones I answer about the courses I have taken domestically and do not include any discussion of the support system I had while abroad-other than an evaluation of the teacher and assistant. In our ELPS 529 course we discussed the issues and challenges with reviewing mental health and safety as well as access to support for our international students. For example, that many students do not reveal that they have a history of mental health issues that could affect their study abroad experience. In my practice, I will want to try to find ways to better assess how our study abroad programs are supporting these aspects of our students when they study abroad. I think this includes ways to ask questions about the support students receive while being sensitive to protecting their identity and right to medical privacy, especially keeping in mind any legal restrictions. But for those willing to share and with protections in place I think there could be value in getting the answer to questions that are a little uncomfortable. I found value in being challenged to answer some difficult questions about myself and my beliefs in this program. One way that I grew over the course of these two years is in my ability to debate difficult topics. For example, I have a better understanding of my triggers, and can recognize when I need to take a break from the conversation and come back to that topic at a later time. Reflecting on the the conversation and what specifically I find challenging has allowed me to remove some of my emotional response to ideas different from mine, and this has improved my communication skills overall.