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To provide an example of outcomes assessment that aligns with student affairs standards (Finney & Horst, 2019a), we share our process of assessing a mandated eight-week program for students on academic probation. Furthermore, our process highlights the value of using existing theory and research to inform assessment and program redesign efforts (Pope et al., 2019). Using a high-quality theory-based measure, we assessed several student learning and development outcomes (e.g., institutional commitment, academic self-efficacy) that theory and research indicated are necessary for students to achieve academic success. Based on the outcomes assessment results, we identified which aspects of the program seemed to be working and which aspects needed improvement. Finally, we close by providing recommendations for other professionals seeking to build and assess high-quality student affairs programs informed by theory and research. [The publication year on the PDF is incorrect, this article was published in 2023.]

Professional standards related to outcomes assessment call for student affairs professionals to use research to inform programming. If professionals are to rely on research to build programs that positively impact student learning outcomes, the research should be credible. We examined the quality of program effectiveness research available for programming decisions. We reviewed five years of quantitative and mixed methods program effectiveness studies published in four student affairs journals. Despite frequent assertions of program effectiveness, the research designs and analyses did not often support such claims due to plausible threats to the validity of those claims. Articles claiming that programming is effective without credible evidence to support such a claim can result in professionals offering ineffective programming and engaging in inefficient assessment efforts. To address the credibility of effectiveness claims, we call for increased training in research methods, careful review of authors' claims by editors, and assistance from assessment practitioners.

Professional standards related to outcomes assessment call for student affairs professionals to use research to inform programming. If professionals are to rely on research to build programs that positively impact student learning outcomes, the research should be credible. We examined the quality of program effectiveness research available for programming decisions. We reviewed five years of quantitative and mixed methods program effectiveness studies published in four student affairs journals. Despite frequent assertions of program effectiveness, the research designs and analyses did not often support such claims due to plausible threats to the validity of those claims. Articles claiming that programming is effective without credible evidence to support such a claim can result in professionals offering ineffective programming and engaging in inefficient assessment efforts. To address the credibility of effectiveness claims, we call for increased training in research methods, careful review of authors' claims by editors, and assistance from assessment practitioners. [ABSTRACT FROM AUTHOR]