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Uses evidence from a review of relevant publications and an empirical analysis of data from a professional Listserv. Identifies student affairs assessment evolving from a skillset into a professional field and considers campus professional development. Describes ongoing and future trends and discusses how the field has advanced data collection and reporting to demonstrate impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scholarship-professional-development-and-community-of-practice-in-student-affairs-assessment/599186/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scholarship-professional-development-and-community-of-practice-in-student-affairs-assessment/599186.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article examine about student affairs assessment?","Question",{"text":112,"@type":113},"It examines how student affairs assessment professionalized through the development of assessment positions and the evolution of operations, functions, and responsibilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources of evidence does the article use?",{"text":117,"@type":113},"It reviews multiple publications and conducts an empirical examination of data from a professional Listserv.",{"name":119,"@type":110,"acceptedAnswer":120},"How has student affairs assessment changed according to the findings?",{"text":121,"@type":113},"The findings describe assessment evolving from a skillset into a professional field and highlight related development of campus professionals and reporting practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599186,1792209339,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SCHOLARSHIP, PROFESSIONAL DEVELOPMENT, AND COMMUNITY OF PRACTICE IN STUDENT AFFAIRS ASSESSMENT  \nJ . Patrick Biddix  \nUniversity of Tennessee  \nGresham D . Collom  \nUniversity of Tennessee  \nDarby M . Roberts  \nTexas A&M University  \nThis article traces the professionalization of student affairs assessment through the development of the assessment position and the progression of operations, functions and responsibilities. Evidence includes a review of various publications followed by an empirical examination of data from a professional Listserv. Findings identify how assessment in student affairs has evolved from a skillset to a professional field as well as consideration of the development of the campus professional. Ongoing and future trends are described and ways in which the field has developed and contributed evidence about the impact of student affairs by advancing data collection and reporting is included.  \nPlease direct inquires about this manuscript to: J. Patrick Biddix, [pbiddix@utk.edu](pbiddix@utk.edu)  \nCollege Student Affairs Journal, Volume 38(2), pp. 157-171 ISSN 2381-2338  \nCopyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n158 College Student Affairs Journal Vol. 38, No. 2, 2020  \nStudent affairs assessment has become  \nincreasingly easier and simultaneously  \nmore complex.” (Levy, Hess, & Thomas, 2018, p. 16)  \nIntroduction  \nIn the past decade, student affairs assessment has transitioned from a secondary job responsibility to a primary professional field. While assessment and evaluation in higher education has been a fundamental function linked to accreditation and more recently student learning outcomes movement, the distinct field of student affairs assessment is new. This rapid emergence might be linked to several different factors including a resurgent call for accountability in the early 2000s (McArthur, 2016; Schuh, 2003), a renewed emphasis on college relevancy (Arum & Roska, 2010), and continued calls for measurable outputs (Biddix, 2018; Henning & Roberts, 2016; Schuh, Biddix, Dean, & Kinzie, 2016) . As a result, student affairs leaders recognized the need to legitimize their work and link it to the larger institutional mission (Elkins, 2015) . The past two decades have seen a surge in scholarship, professional development, and consequently, development of positions and full professional staff on campus with primary responsibility for assessment directly relate to student affairs.  \nAssessment in student affairs has existed since emergence of the field in the 1920s, originating in the personnel department at Northwestern (Biddix & Schwartz, 2012) . Student affairs assessment emerged as a separate community of practice and profession in the past three decades, growing from academic affairs, action research, the accountability movement (Erwin, 1991; Ewell, 2002; Schuh, 2015; Upcraft & Schuh, 1996) . More recently, the rise in professionalism (Malaney, 1999; Henning & Roberts, 2016) and expanded expectations for student affairs assessment data and reporting (Kinzie & Kuh, 2017) have emerged. Elkins (2015) questioned whether the field had“reached the pinnacle” asking if the work  \nwas done and what might remain.  \nStudent affairs assessment has emerged from an ancillary to a critical position in the field of student affairs. While the conceptual development of the profession can be traced from the beginnings of the field a century ago, it has only recently emerged in the past decade stemming from an emphasis in the scholarship, external pressures for relevancy and legitimacy, and a need for professional support and common standards. Although there are some accounts of this initial development from the scholarship (Henning, 2016) and professional development,(Elkins, 2015), there has not been consideration of the grassroots development of the profession from those who are doing the work. Understanding this development and evolution helps ","cbCaifw22xnca6U7","https://ap.wps.com/l/cbCaifw22xnca6U7","pdf",284144,15,"English","# Introduction\n## Professionalization through Scholarship\n## Scholarship, professional development, and community of practice trajectories\n## Empirical examination of the SAAL listserv\n## Future directions and trends","[{\"question\":\"What does the article examine about student affairs assessment?\",\"answer\":\"It examines how student affairs assessment professionalized through the development of assessment positions and the evolution of operations, functions, and responsibilities.\"},{\"question\":\"What sources of evidence does the article use?\",\"answer\":\"It reviews multiple publications and conducts an empirical examination of data from a professional Listserv.\"},{\"question\":\"How has student affairs assessment changed according to the findings?\",\"answer\":\"The findings describe assessment evolving from a skillset into a professional field and highlight related development of campus professionals and reporting practices.\"}]","SCHOLARSHIP, PROFESSIONAL DEVELOPMENT, AND COMMUNITY OF PRACTICE IN STUDENT AFFAIRS ASSESSMENT | PDF",1792088307,38]