The Journal of College and University Student Housing - Volume 43, No. 3 - 25

PAR as Assessment Framework

be grounded in their own departmental vision
and outcomes. Their passion and willingness
to push outside the box took them to a PAR-influenced approach. The design and implementation of the CDTT and use of PAR was also a
direct response to stated concerns by residents
and student staff. While the process was not
seamless, the case presented highlights assessment practice that is different than the norm
- effective and social-justice centered. With
growing emphasis on assessment in housing
and student affairs not going anywhere soon,
we must embrace this opportunity to imagine
assessment practice differently and enact it
in ways that uphold our social justice values
for the benefit of ourselves, our students, and
higher education as a whole.

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