Student Learning & Assessment

"We support student learning by measuring the effectiveness and learning outcomes of Division of Student Life programs and services."

From the Director

Thanks for visiting the student learning assessment portion of the Division of Student Life website. This page is meant to provide you with more information about the ways our programs and services support student success and how we contribute to student learning, growth and development. We are committed to assessing student learning because doing so helps us make thoughtful decisions based on good information versus instinct.

My goal as the Director of Assessment within the Division is to support our Division staff in integrating assessment into their work in ways that are manageable and valuable. Sometimes asking two really good questions at the conclusion of a program can give us more usable information than a big survey. Assessment doesn’t have to be intimidating or overly complicated – mostly it’s about keeping the goal(s) in mind and gathering information that will give us reasonable ability to make decisions about whether we met our goals or not.

We all want to know if we’re helping students succeed – assessment is a key tool that helps us target our efforts, learn about their impact and make changes to best help students learn, grow, and develop during their time at Iowa.

- Sarah Hansen, Director of Assessment

 

Latest Assessment Reports

See all assessment reports

University Counseling Service published on March 23, 2012

University Counseling Services, the primary mental health agency for Iowa students, explored which psychological difficulties... [...] more

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Strategic Programming Initiative Fall 2011 Report published on March 21, 2012

This is a summary of the outcomes of late night activities aimed at supporting a... [...] more

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Health Iowa 2010-2011 Assessment Report published on January 17, 2012

Health Iowa, the education branch of the Student Health Service, supports student learning through health... [...] more

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