Using Participatory Action Research and Assessment to Improve Support for Minoritized Students

• In Event: Who Benefits From Assessment in Higher Education?

Abstract

Colleges and universities commit significant time and resources to supporting student success. However, few devote commensurate effort to the systematic assessment and evaluation of these initiatives. This issue is particularly pronounced when examining the diverse group of programs designed to support minoritized (e.g., Black, Latinx, Asian American, students with disabilities, Veterans, international) students. Developing strategic partnerships that connect and draw on the unique expertise and institutional locations of faculty, staff, and senior administrators is critical to devising more effective strategies for evaluating and improving these interventions. The proposed study explores how intentionally linking assessment and institutional decision-making processes by giving ownership of the assessment process to staff can enhance administrative practice and better support student success.

Authors

• Marjorie L. Dorime-Williams, MDRC

• Soobin Choi, University of Missouri - Columbia

• Michael Steven Williams, University of Missouri

• Ekaete Udoh, University of Missouri - Columbia

• Tricia Joseph, University of Missouri - Columbia