Based on analysis of the aggregate data from three ACUI/EBI assessments conducted with U.S. college students in 2010, this article identifies key factors that affect levels of program success.
In times when student demographics are always changing and budgets are always uncertain, the need to assess the effectiveness of services and activities in the college union becomes more important with each new program cycle or end-of-the-year report. The resulting data from such assessments is essential for intentional practice and decision making. It can also help professionals discover key areas for improvement and focus efforts on organizational priorities.
In studying the practices at 20 institutions with high student engagement levels and graduation rates for their book “Student Success in College: Creating Conditions That Matter,” George Kuh, Jillian Kinzie, John Schuh, Elizabeth Whitt, and associates identified six features shared by these educationally effective colleges that fostered student engagement and persistence. Of these conditions, one was that all of the institutions had an improvement-oriented ethos. They “seem to be in perpetual learning mode—monitoring where they are, what they are doing, where they want to go, and how to maintain momentum toward positive change. Supporting this orientation toward improvement is a ‘can-do’ ethic that permeates the campuses—a system of values and beliefs that reflect the institutions’ willingness to take on matters of substance consistent with their priorities and commitment to student success.” By determining the critical areas for improvement and concentrating on tasks related to them, organizations can see a larger return, rather than trying to be the best at all things.
Based on analysis of the aggregate data from three assessments conducted with U.S. college students through Educational Benchmarking Inc., key factors have been identified that affect levels of program success. Survey outcomes did vary from institution to institution, and benchmarking programs and services against peers does have some limitations, as it might not be appropriate nor give a complete picture in every situation. However, when looking collectively at the results of these assessments, trends emerge about what college unions and students activities organizations do well and what areas are commonly found to be in need of improvement. These global trends can help initiate an exploration of changes and priorities at the campus level.
Continue reading this article in The Bulletin of the Association of College Unions International, published March 2011.