While I have conducted and evaluated assessments, I consider myself at the foundational level in the AER area. I continue to enlist the use of assessments, although I am aware that fine-tuning needs to take place. I have moved forward with incorporating the feedback that is collected by assessments, and strive consistently take this data into consideration.

 

One way I have considered reaching students (where they are) took place in one of my high schools as a college adviser. I noticed that most upperclass students passed through the north wing of the school, and a rather empty bulletin board was conveniently in the center of the hallway, in front of the entrance. Because the wing is shaped like a T, all students who enter the building must walk by the board and then turn left or right to reach their classroom. I took advantage of this to display college-relevant information for juniors and seniors (see below).

 

To the right is an example of an assessment tool I have used for my Hoosier Den late night programming staffs. This tool has been adjusted over the last two years, and my current leadership team has outlined a way to analyze staff responses and address them with supplemental training and in adjusting the vision of our space. This is a relatively new approach to our typical assessment process.

 

In addition, I have completed very little formal self-evaluation in my graduate role. Reflecting on processes and my (re)actions has been helpful, but certainly a more intentional approach would support my learning and use of tools to officially document and assist myself, my staff, and my department.

 

Participating in research (as a research subject) had been the extent of my research experience prior to graduate school. As I wrap up my final semester at IU, I am proud to say I have been the author or contributor to five research projects. Additionally, I have fine-tuned (but not perfected) my approach to conducting original, authentic, and peer-reviewed research.

 

Next steps include connecting assessment and research to my future role and department, commiting to critical thinking in how I conduct assessment, and draw stronger connections between formal student development theories with scholarly literature.