Making it Matter
Making it Matter: A Conversation About Assessment and Accreditation with Dr. Ryan McCombs
Working in student affairs means wearing a lot of hats, and sometimes spinning a few plates, too. So when someone brings clarity and purpose to the chaos, it really stands out. That’s exactly what I saw in my recent conversation with Dr. Ryan McCombs, Assistant Vice Chancellor of Student Affairs at Ivy Tech Bloomington.
Dr. McCombs has only been in his current role for about six months, but with over a decade in higher ed, he knows how important assessment and accreditation are to creating positive change. At Ivy Tech, he oversees seven departments, including Student Life, Academic Advising, and Disability Services. And with nearly 40% of students still in high school through dual enrollment programs, support systems have to be flexible, responsive, and student centered.
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One of the most impactful projects he shared was a student customer service assessment, designed to understand how students interact with different departments. It’s not about collecting data just to say you did, it’s about using that info to make real improvements. He also highlighted ongoing efforts in Disability Support Services, where regular assessments help guide training and improve campus accessibility.
When it comes to accreditation, Ivy Tech’s statewide model means that performance at just a few campuses can affect the whole system. That puts extra weight on assessments to show what’s working and where changes are needed, not just to keep accreditation, but to grow stronger. Dr. McCombs even shared how, at a previous institution, data from early assessments led to new hires and better staff support. It’s a reminder that assessment can be a tool for advocacy, not just accountability.
His biggest advice for anyone getting new to this work? Understand your data. Go beyond the numbers. Ask the right questions. And always keep the student experience at the center of your efforts.
Looking ahead, Dr. McCombs acknowledged the challenges facing higher ed, declining enrollment, funding pressure, staffing cuts, but said those realities make assessment even more important. With funding increasingly tied to outcomes like job placement and graduate earnings, colleges have to be clear on what’s working, what’s not, and how to make meaningful, lasting changes.
As someone early in my student affairs career, I found our conversation encouraging. It reminded me that behind every data point is a person, and that every policy, every survey, every change we make is an opportunity to serve students better. Assessment and accreditation aren’t just boxes to check. They’re tools to build campuses where all students have the support they need to succeed.
