Remembering the basics

Abstract

Previous articles from Schuh (2015), Roper (2015), and Henning (2016) contained a wealth of information pertaining to the history, evolution of practice, future projections, and application of scholarship to student affairs assessment. Despite robust resources and past practices, some fundamental assessment elements are often omitted from practice. This letter to the editor explores how the field could benefit from recalibrating around outcomes-focused efforts, appropriate data collection, and making use of data.