Despite assessment’s prominent role within higher education and student affairs graduate preparatory programs, graduate students and new professionals may be reluctant to undertake assessments. Development of assessment skills is one of the CAS Standards for graduate programs, and it is important that graduate students and new professionals develop these skills. Our round table session will include a discussion questions regarding the graduate program’s role in empowering graduate students to engage in assessment.
As graduate students in the Rutgers University College Student Affairs program, we have engaged in an independent study assessment project to determine the degree to which graduate student hall directors develop transferable professional skills from their assistantships.In order to enhance our discussion of graduate student assessment practice, we plan to share our path toward initiating an assessment study, as well as the steps we took throughout our analysis. By helping participants see the connection between goals and objectives of their institution and their assistantships, we will make assessment more accessible and bridge the gap between the perceived difficulties of assessment and the reality that assessment is an attainable practice for graduate students and new professionals. We will help them contribute to the greater mission and goals of their institution through assessment. In essence, we will contribute to the creation of wellbeing for graduate students and new professionals by helping them feel more empowered to engage in assessment.