COLLEGE STUDENT UNIONS: WHAT PROFESSIONALS ARE DOING TO ASSESS LEARNING OUTCOMES FOR STUDENT PROGRAM BOARD LEADERS

Abstract

The descriptive survey employed in this study explored current assessment practices of learning outcomes, including the resources used and the learning outcomes assessed for student programming board leaders. The researcher collected data through document review and phone interviews. She interviewed 21 student activities and union advisors who are responsible for the assessment activities for their respective student programming boards. Twenty of the 21 are from AAU institutions. One of the interviewees worked at a non-AAU institution that fit the other sample selection criteria. Key findings included that all 21 student programming boards were performing some type of assessment in regard to events, and a majority of professionals had implemented learning outcomes for their student leaders. Through document review and interviews, the top learning outcomes fell within nine themes: 1) communication and collaboration, 2) leadership development, 3) event management, 4) multiculturalism and civic engagement, 5) critical thinking and creativity 6) intrapersonal development, 7) resilience and personal wellness, 8) traditions and institutional connections, and 9) customer service. This study is important as it determined that student activities and union professionals immerse themselves in assessment of some type, be it event assessment or learning outcomes assessment. The student activities and union professionals are spending a great deal of time and effort on these activities, driven by their perceived need to talk about their programs within an assessment context. While they hear the call for greater accountability, they are not being provided with the skills or resources needed to engage in effective assessment practices.