LAUSR

Throughout, the authors consistently position assessment as a routine, planned, structured, and predictable responsibility of student affairs professionals, including entry-level professionals. In accordance with the general and program-specific CAS Standards and the ACPA/NASPA Professional Competencies document, Assessment in Student Affairs moves assessment knowledge, skills, and proficiencies into the center of effective student affairs practice. Another relatively new book on assessment, Student Affairs Assessment: Research to Practice (Henning & Roberts, 2016) also emphasizes the convergence of assessment expertise with professional competence through its close alignment of content with foundational Assessment, Evaluation, and Research compe tency indicators; its discussions of quantitative assessment approaches are also particularly strong. Coordinating Student Affairs Divisional Assessment (Yousey-Elsener, Bentrim, & Hen ning, 2015) provides—as the title indicates — perspectives on the development of appropriate resources, infrastructure, and expertise to support assessment work at the division level. Professionals, scholars, and graduate students all stand to benefit from the growing collection of student affairs assessment resources, and the second edition of Assessment in Student Affairs deserves to be front and center on one’s assessment bookshelf.