Student Affairs Assessment: Theory to Practice by Gavin W. Henning and Darby Roberts (review)

Increasing demands on higher education have paved the way for an amplified focus on intentionality and effectiveness of programs delivered to students. Gavin Henning and Darby Robert's new book, Student Affairs Assessment: Theory to Practice, provides an in-depth look at the assessment process for those either new to assessment or for those seasoned professionals who may be in need of a refreshing look at assessment work. The prior work on assessment by John Schuh and Lee Upcraft (Schuh & Upcraft, 2000; Upcraft & Schuh, 1996) is likely complemented with a refreshed look at the role assessment has on current student affairs work. While some chapters are mutually exclusive from one another, each builds upon a previous chapter to form a comprehensive overview of all the considerations one should be aware of when conducting assessment.

A need for professionals with advanced assessment skills is vital for continued progression from understanding assessment to the actual application of assessment practices. As institutions of higher education and divisions of student affairs increase their complexity, a desire to assess larger and more comprehensive programs, departments, and divisions on college campuses is required (ACPA & NASPA 2015). The American College Personnel Association (ACPA)-College Student Educators International and National Association of Student Personnel Administrators (NASPA)-Student Affairs Administrators in Higher Education provide professional competencies for Assessment, Evaluation, and Research (AER) that should be applied to one's experience, background, and job expectations; the structure of the book chapters are intentionally aligned with the professionally development rubric of the AER.

This book is organized "in an order that sets the stage for assessment" (p. xv), it progresses from particular assessment methodologies to present issues to be aware of and consider and concludes with a discussion of the role assessment will play in student affairs and higher education in the future. It should serve as a handy reference for anyone with the responsibility of conducting or reviewing assessment projects. Similar assessment books, including those referenced, follow a similar framework. Henning and Roberts however, provide more current assessment terminology and an expanded discussion on the role assessment will have in the future of student affairs work. Additionally, the authors place a large emphasis on rigor when conducting assessment..

Chapter 1 begins with a historical and contemporary overview of assessment within student affairs. Henning and Roberts show the demand to focus on assessment includes "political, environmental, and ethical issues" (p. 5) surrounding higher education and an increased public and internal desire for accountability of institutions. The authors also discuss the increasing role Senior Student Affairs Officers have in broader institutional planning efforts and how assessment methods have evolved to accommodate a more holistic approach to division leadership. The chapter concludes with the argument, "as the field grows and develops, student affairs professionals need to continue to grow and develop their knowledge and application [of assessment]" (p. 18).

Rigor is a theme stressed throughout this book. In Chapter 2, the focus is solely on the rigor demanded of engaging in quality research and assessment work. A discussion on the importance and specific approaches for acquiring knowledge in this chapter should solidify any doubt of the authors' passion and respect for assessment. While the authors make a clear distinction "that assessment is not research" (p. 35), they do concern themselves with having accurate and reliable assessment results to inform and guide improvement and accountability of programs and services. Additionally, this chapter helps frame the concerns faculty members and researchers may share about the credibility of some assessment methodologies and results.

Chapter 3 continues with the concept of "rigor" with an overview of the assessment process. "In order to be meaningful, student affairs units need to have a systematic and ongoing plan…" for assessment to be effective and warrant future attention (p. 37). By following and engaging in an ongoing process, Henning and Roberts make the...