The Journal of College and University Student Housing - Volume 43, No. 3 - 15
WHILE SUFFICIENT METHODOLOGICAL training and effective
implementation of assessment approaches are essential for
successful evaluation in student affairs, those with an interest
and passion for social justice may be conflicted. Many of
the assessment approaches employed today are misaligned
with social justice agendas, lack theoretical grounding and
incorporation of research, and fail to adequately inform
decisions about how best to serve students, particularly
those marginalized within higher education. Considering
the limitations of assessment and evaluation, participatory
action research (PAR) becomes an appropriate alternative
for conducting ethical research with a social justice lens.
PAR, as a research approach, provides a mutually-benefitting
orientation of the work, as it is focused on action for
community development and social justice; is a cyclical
process of research, reflection, and action; and is collaborative
across researchers and participants. This article argues for the
use of PAR as a framework for assessment efforts as a means
of strengthening and grounding assessment within a social
justice agenda. To do so, we first offer an overview of PAR as a
methodological framework and argue for PAR as a promising
direction for assessment practice. We then provide a case study
drawn from the University of San Francisco where PAR was
used as a framework to assess students' learning experiences
within residential life. We conclude with reflections and
recommendations for others in implementing PAR as a
framework for assessment in housing and student affairs.
Many of the
assessment
approaches
employed today
are misaligned
with social
justice agendas,
lack theoretical
grounding and
incorporation of
research, and fail
to adequately
inform decisions
about how best
to serve students,
particularly those
marginalized
More and more, student affairs professionals are being called to
prove that their work matters by demonstrating tangible outcomes
related to student success (Bresciani, 2011). These demands have
been exerted by state and federal mandates within an increasingly
tight financial environment for higher education (Kochan & Locke,
2010) and the general public. More attention has turned to what
students gain out of the college experience as well (Baker, 2004;
Collins & Roberts, 2012; Huba & Freed, 2001). While top-down
within higher
education.
V O L U M E 4 3 , NO. 3 * 2 0 1 7
15
The Journal of College and University Student Housing - Volume 43, No. 3
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3
Contents
The Journal of College and University Student Housing - Volume 43, No. 3 - Intro
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