Assessment is a core function of student affairs work and is included as one of the core competencies for ACUI, ACPA, and NASPA. However, assessment is more than simply an audit of an organization’s strengths and weaknesses. Assessment offers campus practitioners the opportunity to affirm identities and experiences as well as create pathways to transforming their organization into a more inclusive and equitable place to be. As such, it is vital that campus practitioners develop a thorough understanding of how to conduct assessments in a thoughtful and intentional manner, with respect to the diversity of the population they are studying.
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Steven Feldman (he/they) is a Ph.D. student in the higher education and student affairs program at Indiana University–Bloomington, where they also work as a project associate in the Center for Postsecondary Research. They hold a Bachelor of Arts in gender and sexuality studies and music from Muhlenberg College, a Master of Arts in music history and theory from Stony Brook University, and a Master of Arts in higher education and student affairs from the University of Connecticut. Steven has previously worked in LGBTQ Services, academic advising, and undergraduate admissions. Their research focuses on trans and queer communities in higher education as well as Jewish identity and antisemitism.
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