ASSESSMENT, EVALUATION, AND RESEARCH (AER)
Foundational Competency Assessment
As described by ACPA/NASPA (2016), Assessment, Evaluation, and Research (AER), focuses on the ability to design, conduct, critique, and use AER methodologies and obtained results, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education. Knowledge and skills within areas such as AER terms and concepts; AER designs; values, ethics, and politics in AER; data interpretation and reporting; and more contribute to the competency development of AER (ACPA & NASPA, 2016). According to ACPA/NASPA (2015, 2016), development and experiential outcomes within AER include:
“Effectively articulate, interpret, and apply results of AER reports and studies, including professional literature” (ACPA & NASPA, 2015, p. 20).
“Consider rudimentary strengths and limitations of various methodological AER approaches in the application of findings to practice in diverse institutional settings and with diverse student populations” (ACPA & NASPA, 2015, p. 20).
“Ensure all communications of AER results are accurate, responsible, and effective” (ACPA & NASPA, 2015, p. 20).
“Use culturally relevant and culturally appropriate terminology and methods to conduct and report AER findings” (ACPA & NASPA, 2015, p. 20).
Activities and artifacts to fulfill my foundational development within AER include:
EDFI: 6910 Statistics in Education (Fall 2019) Course Completion & EDFI: 6420 Research in Education (Spring 2020) Course Completion
These courses are designed to develop student understanding of statistical concepts applied in educational research, developing skills in interpreting statistical results via computer output and research publications, along with understanding research methods.
CSP 6035: Multicultural Competence in Student Affairs (Spring 2020) Multicultural Competence Assessment and Program Enhancement Project (MCAPEP)
The Multicultural Competence Assessment and Program Enhancement Project (MCAPEP) identifies and assesses an experience such as a program, event, service, or process within the student’s (my) assistantship site, providing improvements or changes that towards increasing the access, equity, and/or inclusiveness of the experience. For this, I assessed BGSU’s Office of Title IX website to gage if the website’s content is comprehensive and user-friendly.
Division of Diversity and Belonging Climate Survey/Diversity Dashboard Interpretation (Spring 2020)
Responsible for different diversity efforts, plans, programs at the university, in May 2020, the Division of Diversity and Belonging launched the Diversity and Belonging Comprehensive Strategy and Plan for 2020 – 2023. Within this comprehensive strategy and plan, data on BGSU faculty, staff, and students regarding race/ethnicity, gender, etc. are included. In collaboration with the diversity and belonging (DB) practicum student, Alonzo Johnson, data from the campus diversity climate survey was exported and translated by DB practicum student, to be included in the comprehensive strategy and plan. I assisted with translating the data into graphics/visual images and creating the physical presentation. Our final results and interpretations were presented to the Chief Diversity and Belonging Officer, Jennifer McCary and BGSU marketing team. Practicum student, Alonzo Johnson was the lead on this project.
Diversity and Belonging Comprehensive Strategy and Plan for 2020 – 2023 (pg. 5 – 11)
Diversity Climate Survey Results Presentation by Alonzo Johnson and Breion Hawkins
