The article entitled “ Student Affairs Assessment & Accreditation: History, Expectations, and Implications” in the Journal of Student Affairs Inquiry explores the evolution relationship between student affairs assessment and accreditation. While student affairs assessment does not have as long a history as academic assessment, a wealth of literature related to student learning makes clear reference to and inclusion of co-curricular and student affairs areas. Over the past several years, accrediting bodies have made criteria and standard revisions with language specifically naming co-curricular and student support services. Despite these elements, much is still misunderstood with respect to the role student affairs assessment may have in accreditation work. This article explores the key evolutions in the history of accreditation and student affairs assessment, explains accreditation interests and expectations for student affairs assessment, and concludes with implications and future considerations for institutions to integrate into practice.
The article entitled “Gender and Racial Disparities in a Youth Urban Agriculture Workshop” in the Journal of Extension explores the positive educational outcomes associated with urban youth participation in agricultural workshops. Specifically, the authors explore gender and racial differences in knowledge gains and intended behavior changes. Findings demonstrate that Female students and Black students reported higher knowledge gains compared to their Male and other race counterparts. Female students showed higher levels of intent to change behavior in juxtaposition to their male counterparts. Lastly, results suggest that female students learn at a faster rate than their male counterparts.