John Hoffman presented two sessions at the NASPA International Assessment and Retention Conference held in St. Louis, Missouri in June, 2008. Click here to review session handouts.
John presented Implementing a Comprehensive Assessment Program: Can I Get One Hour a Month? with Shauna Young on June 18, 2006 at the International Assessment and Retention Conference held in Phoenix, Arizona. Shauna is involved in NASPA Region VI's Assessment, Evaluation, and Research Knowledge Community as the sub-chair for Southern California.
John presented Christian Students on Campus: Privileged or Oppressed? Stereotyped or Misunderstood? at NASPA's Multicultural Institute held December 8-10 in Las Vegas, NV. more...
John Hoffman and Marla Franco presented Assessment in Student Affairs at the Western Regional Careers in Student Affairs Day held at California State University, Long Beach on October 21, 2005. Click here to see the handout.
John Hoffman and Katie Lowitzki had their research article, "Predicting college success with high school grades and test scores: Limitations for minority students," published in the August-September, 2005 issue of The Review of Higher Educationmore...
John along with his brother, Louis, and several colleagues, presented two papers in April at the International Convention of the Christian Association of Psychological Studies (CAPS), held in Dallas, TX: Cultural Diversity and the God Image (read the paper) and Modern and Postermodern Ways of Knowing (read the paper).
John Hoffman, along with his wife, Joy, and colleague Andre Coleman, presented "Surprise and Sense-Making: Using Assessment to Improve Student of Color Retention" in March at the 2005 NASPA Conference in Tampa, FL more...
EDP 596: Program Evaluation
Course Description
The central objective of this course is to provide students with a general understanding of college student and adult development and learning theory, with a particular focus on research traditions and practical application. Students will be challenged to analyze the underlying philosophical assumptions of a diverse body of literature and to develop a more advanced understanding of theory building. Although many of the developmental theories pertaining to college students have been based on traditional views of the college-going population, more recent research has focused on the diversity of contemporary students and the multiplicity of today's collegiate experience. Thus, an essential component of this course is to offer an exploration of traditional views complemented with extensive exposure to emerging theoretical understandings. Mastery of the course and its contents should enable students to employ an eclectic approach to understanding and interpreting student behavior and development that requires the practical application of many theoretical perspectives simultaneously. In addition, the emphasis on research associated with college student development, college impact and adult learning and development will enable students to design appropriate research questions and plan research to meet diverse objectives.