Determining Priorities
in Fraternity/Sorority Life Assessment DAN BUREAU, PH.D. & ANNEMIEKE RICE
Have you ever felt like you did not have enough time
to fit in your assessment responsibilities? Assessment can be hard work. It is particularly difficult when busy professionals who must respond to the needs of students and stakeholders are also managing assessment projects. In the work fraternity and sorority life professionals conduct every day, assessment must be prioritized even if it seems like it cannot fit into one’s schedule. The challenge of how this is achieved is ultimately a question each of us must address in our work. Much has been written about the importance of assessment in modern higher education.1 Articles have appeared in past issues of Perspectives, Essentials and Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors that cover the role assessment can play in fraternity and sorority life.2 This very issue of Perspectives has great content about the why and how of assessment in fraternity and sorority life; however, no matter how much you know, implementation will always be difficult if you do not set priorities. 1
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Before we provide these strategies, it is vital you understand something: setting priorities, period, is an essential practice for all in higher education, including fraternity and sorority life. Our primary suggestion as authors and avid fans of assessment may come as a surprise to you: DO LESS. Or more specifically, DO WHAT MATTERS. This means the assessment you are able to fit in is truly meaningful to your work and the time spent on it generates a direct impact on your objectives as a fraternity and sorority life professional, and as a result impacts your students. This article presents three steps to selecting assessment priorities when determining a fraternity and sorority life assessment agenda, and some practical tips for making time for them. Ultimately, once priorities are determined and planning occurs, you will be on your way to creating an intentional and contributory assessment agenda for your fraternity and sorority advising program.
Banta, T.W, & Palomba, C.A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. Jossey Bass. San Francisco, CA. Bingham, R., Bureau, D.A., & Garrison Duncan, A. (2015). Leading assessment for student success. Sterling, VA; Stylus Publishing. Henning, G. W. & Roberts, D. (2016). Student affairs assessment: Theory to practice. Sterling, VA: Stylus. Strayhorn, T. L., & Colvin, A. J. (2006). Assessing student learning and development in fraternity and sorority affairs. Oracle: The Research Journal of the Association of Fraternity Advisors, 2(2), 95-107.
09 PERSPECTIVES Issue #4
