Theory to Practice - The Use of Assessment in Shaping First-Year Student Services and Support

Oct 15, 2026

This article examines how theory and assessment work together to shape first-year student services and support through collaboration between student and academic affairs. It highlights a first-year assessment tool used in the College of Agriculture at Louisiana State University (LSU) to analyze students’ transition experiences and provide feedback for improving both academic and social integration. Guided by Tinto’s institutional action model, the paper presents innovations across first-year seminars, goal check-in meetings, and combined academic and social support, concluding with practice-focused recommendations for retention initiatives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Purpose and Significance

Literature and Framework

First-Year Experience

Academic and Student Affairs Collaboration

THEORY TO PRACTICE: THE USE OF ASSESSMENT IN SHAPING FIRST-YEAR STUDENT SERVICES AND SUPPORT Amanda L. Martin Louisiana State University Ashley B. Clayton Louisiana State University Abstract This article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU) . Guided by Tinto’s (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: firstyear seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly. Keywords: assessment, collaboration, academic and student affairs, first-year experience, first-year transition Please direct inquires about this manuscript to: Ashley B. Clayton, [aclayton@lsu.edu](aclayton@lsu.edu) College Student Affairs Journal, Volume 40(2), pp. 47-61 ISSN 2381-2338 Copyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 48 College Student Affairs Journal Vol. 40, No. 2, 2022 tion of their scarce resources to the first year in college”(p. 3) . Purpose and Significance The purpose of the article is to highlight the use of theory in developing an assessment tool and, importantly, how the results informed student services and support. Acknowledging the importance of the first year of college within the broader retention conversation, this article highlights the use of a first-year student assessment tool that informed student support practices in the College of Agriculture at Louisiana State University (LSU) . Guided by Tinto’s (2012a) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college can better support students’ transition to college. This article adds to the scholarly literature and is significant for three primary reasons. First, it provides a real-world way practitioners used scholarship and theory to inform practice in an undergraduate academic college. Second, this project provides a theoretical rationale for utilizing a collaborative approach between a staff member and faculty member to support first-year student success. Dr. Amanda Martin serves as the Assistant Dean of Recruitment and Student Development in the LSU College of Agriculture. Dr. Ashley Clayton is a faculty member in the LSU Higher Education Administration graduate program. Third, this project serves as an example of how to develop a meaningful and theoretically-based assessment for first-year student programs. We will share implications and recommendations for practitioners interested in implementing a similar assessment initiative to improve students’ first-year experiences. Literature and Framework First-Year Experience Since the 1980s, the “freshman year experience”or first-year experience has become a movement The Use of Assessment in Shaping First-Year Student Services and Support 49 within higher education to support student success (Barefoot, 2000) . To address the growing needs of the student transition to the institution, first-year experience programs were developed (Schrader & Brown, 2008) . Over time, the resources devoted to assisting with student support and transition evolved from institutional centers to include courses and seminars and expanded to an overall process designed with linked

FAQs

What is the main focus of the article?

The article focuses on how theory and assessment can be used to shape first-year student services and support through collaboration between student and academic affairs.

How does the assessment tool affect student support practices at LSU?

The tool examines first-year students’ transition experiences and provides feedback that helps the academic college improve students’ academic and social integration.

What innovations does the article describe for supporting first-year students?

It describes strategic initiatives in three areas: first-year seminars, goal check-in meetings, and academic and social support.

Oct 15, 2026

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