Student Affairs Assessment and Program Review

At Peru State College, we believe in the importance of providing students with the best possible experience in both the curricular and co-curricular programs and services that impact a student’s success and learning. In Student Affairs, we are systematically developing plans to collect program effectiveness and student learning data in order to improve those experiences. This starts with developing assessment plans focusing on outcomes for both what the program should be accomplishing and what students should be learning as a result of their experiences in student affairs programs; learning doesn’t just happen through coursework. In addition to outcomes-based assessment, starting in 2020-21, the division will be participating in program reviews using the CAS Standards. CAS, a consortium of higher education professional organizations, continuously develops and revises their standards through consensus and collaboration focused on shared values (CAS, 2015).    

CAS has a set of twelve general standards that are applicable to all functional areas and then each functional area provides more specific standards and guidelines in addition to the general standards. Having these general standards allows institutions to implement the standards at a divisional and even campus-wide level (Arminio & Creamer, 2004). Assessment does need to focus on outcomes, but it is essential to also focus on the inputs of our programs and services that impact the outcomes. The CAS standards were designed with the inputs in mind, but they also provide a framework to help guide programs and services with identifying their outcomes. In addition to proposing standards, CAS also provides a process for self-assessment of different functional areas. They offer self-assessment guides for 45 different functional areas that help steer institutions through the process of using the CAS standards when conducting program reviews. The self-assessment process not only allows the institution to evaluate functional programs and services, but also encourages the opportunity for individuals across campus to collaborate and reach consensus with the intention of quality improvement. The self-assessment process involves seven steps including assembling and preparing the self-assessment team, conducting the self-assessment process, collecting and reviewing the evidence, addressing differences in individual ratings, deciding necessary action to take to address the gaps, recommending steps for building upon the strengths of the program, and developing the improvement plan (Dean, 2013; CAS, 2015). 


The Student Affairs and Enrollment Management division will systematically conduct program reviews through collaborative, campus-wide teamwork to ensure students receive the highest quality programs and services aimed at assisting them with their learning and development.

Student Affairs Assessment and CAS (SAAC) Steering Committee

Similar to the academics, the division of Enrollment Management and Student Affairs has established a committee to oversee all aspects of assessment and CAS program review. The below information details the mission, goals, and membership of the committee:


The SAAC Steering Committee provides overall assessment and CAS self-study leadership for the division of Student Affairs and Enrollment Management to cultivate a culture of evidence-based, quality improvement.


  • Provides oversight and guidance for the systematic reporting process, including the CAS Self-Study Review.
  • Reviews department annual assessment plans and provides feedback to departments based on best practices.
  • Ensures alignment between departmental learning outcomes and the institutional-level learning outcomes.
  • Provides opportunities for departments to share their assessment findings with the Division.
  • Identifies professional development needs of the Division focused on assessment and program review.


  • Vice President of Enrollment Management and Student Affairs (Co-Chair)
  • Dean of Student Life (Co-Chair)
  • Director of Residence Life
  • Director of TRIO
  • Coordinator of Tutoring and Disability Services
  • Director of Assessment

5-year Assessment and Program Review Process 

At Peru State College, beginning in 2017-18, we began to develop outcomes-based assessment plans for each of the programs/departments within the division of Enrollment Management and Student Affairs. 

Year 1
  • Develop foundations for the designated program including mission statement and goals and success criteria or outcomes (both learning and program outcomes)
  • Map the outcomes to the experiences within the program
  • Identify/Develop assessment methods to measure the outcomes and set targets to help determine if outcomes are being met
  • All information will be recorded in assessment software, Weave
  • The SAAC Steering Committee will review the assessment plan and provide feedback using the meta-assessment rubric (Feedback to each department by July 15)
Year 2
  • Implement assessment plan by administering the assessment methods and collecting data
  • Based on data, develop improvement plan
  • All information will be recorded in assessment software, Weave
  • The SAAC Steering Committee will review the assessment plan and provide feedback using the meta-assessment rubric (Feedback to each department by July 15)
Year 3
  • By July 1 - Director of Assessment meets with functional area leads to share with them the standards in which their program/service will be evaluated through the self-assessment so they can start identifying and collecting evidence that will be helpful
  • By July 21 - Each program review member is identified (2-4 members including a faculty member)
  • By August 15 - Director of Assessment meets with chairs to provide training on CAS standards and the self-review process
  • By October 15 - Either Director of Assessment or chair trains the program review team
  • By February 1 - Compile and Review Documentary Evidence
  • By March 1 - Judging Performance
  • By April 15 - Write initial report with recommendations for improvements (what can be done to meet standards)
Year 4
  • August 1 - October 15 - Present findings, recommendations for improvement to the steering committee, and funding strategies and prioritization is determined
  • October 15 - July 30 - Implement changes
Year 5
  • By March 1 - Implement any final recommended changes (prepare descriptive report of changes implemented; describe impact of changes; list those changes yet to be implemented and justifications)
  Outcomes-based assessment plan implementation continues through years 3-5


5-year Assessment and Program Review Timeline

The following tables show the plan for when programs within the Enrollment Management and Student Affairs division will be going through the 5-year assessment and program review cycle.

Program Timeline - Starting Year One of 5-year Cycle
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Orientation Welcome Week Student Clubs & Orgs Drug and Alcohol Disability Services
  LLCs Residence Life Student Staff Career Prep/Advising
    TRiO Intramurals/Club Sports  
    Counseling Tutoring  


Program Timeline - Starting CAS Review (Year 3-5)
Program Year Three Year Four Year Five
Orientation/WW 2020-2021 2021-2022 2022-2023
Residence Life/LLCs 2021-2022 2022-2023 2023-2024
Student Clubs & Orgs 2021-2022 2022-2023 2023-2024
Counseling 2021-2022 2022-2023 2023-2024
Intramural/Club Sports 2022-2023 2023-2024 2024-2025
TRiO 2022-2023 2023-2024 2024-2025
Drug and Alcohol 2022-2023 2023-2024 2024-2025
Tutoring 2023-2024 2024-2025 2025-2026
Student Staff 2023-2024 2024-2025 2025-2026
Career Services 2024-2025 2025-2026 2026-2027
Disability Services 2024-2025 2025-2026 2026-2027
Orientation/WW 2025-2026 2026-2027 2027-2028