ABSTRACT
Assessment and evaluation in student affairs are not new concepts as attested to on page 552 of Mueller’s classic 1961 text Student Personnel Work in Higher Education , but this aspect of the portfolio of student affairs administrators has become increasingly important during the past three decades (Upcraft & Schuh, 1996). The growing importance of assessment and evaluation in student affairs is a consequence of calls for greater accountability in higher education (Wingspread Group, 1993, for example). Conducting business in higher education as usual is outdated (Balderston, 1995), which means that institutions either must be able to demonstrate how their programs make a difference or face a reduction in resources. Pascarella and Whitt (1999) concluded that “Although the press for assessment and accountability affects all aspects of a college or university, there is some evidence that student affairs is particularly vulnerable” (p. 100). Consequently, student affairs practitioners must be able to measure the effectiveness of their services and programs. Creating high quality assessments and evaluations will help student affairs practitioners meet the challenge of accountability.
