Ohio women’s centers’ reflections on evaluation and assessment: revisited

This chapter explores the current political climate and budgetary state of institutions of higher education as initiating a new sense of purpose for women’s center personnel, while also creating a renewed need to engage in consistent assessment and evaluation to justify the existence of women’s centers. Using theories associated with feminist and intersectional assessment models and the learning outcomes as proposed by the Council for the Advancement of Standards in Higher Education, the authors provide ways to engage in successful models of assessment and evaluation that are focused on processes, participation, and a grounding in the experiences of women.