In my conversation with Kyle Amore, Associate Director of Co-curricular Assessment at Santa Clara University, Kyle shared how his journey into student affairs assessment began organically, rooted in a desire to demonstrate impact and improve student experiences. His reflections emphasized the importance of relationships, continuous learning, and storytelling through data. As a SAAL leader, Kyle’s commitment to building community and fostering growth in the field is both inspiring and deeply aligned with SAAL’s values.
Who are you?
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Kyle Amore
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Associate Director of Co-curricular Assessment at Santa Clara University for the past 3 years
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Vice President for Community Development and Engagement
Ok, Kyle. Tell me about your journey into student affairs assessment. How did you get here?
I, like many people I’ve talked with in the field, sort of happened upon assessment. Looking back, one of the first meaningful assessment projects I completed was in my assistantship in my masters program where I planned an alternative spring break trip connected to my students majors. I had managed to raise money from different campus offices and I, initially, just wanted to show them the impact of their financial contribution to the trip. After I presented the data I’d gathered to them they asked me to run the trip again, but with more resources so more students could participate. In my first professional role overseeing Living Learning Programs I moved the RAs from an open and ambiguous programming model to an Outcomes driven model, and I developed and administered my own surveys where I was able to talk about what students were, and were not, getting from the learning experience in the residential communities. When it came time to look for my next opportunity, my Director encouraged me to apply for my current role. I had imposter syndrome around it, but after serving in it for the past 3 years, I really enjoy what I get to do, who I get to work with, and the impact we’re making on campus!
What advice do you have for me as a new director or someone new to this field?
I realize that advice when it comes to working in assessment is pretty common, but that’s also because it is also so true. I’ve found two things to be very helpful: First - relationships are a part of the work. Taking the time and effort to connect with folk that you support in their assessment efforts will make the work easier and more impactful. When the walls come down and you can have better discussions where folks know that you and your efforts are judgments about them and their work, the assessments, insights, and their ability to implement effective change increases. The second thing is being open to learning and growing in your assessment knowledge and practice, much like your campus partners. We are seen as the experts on our campuses, but experts are learners too!
What’s the biggest issue/change you are watching in the field right now?
I think there are a few big challenges in the field of higher education that relate to assessment work. The erosion of public trust in Higher Ed, I believe, is holding up a mirror to who we are as an industry, and also as distinct institutions. When I think about how Student Affairs developed, and the professionalization that has brought us to this point, I also think about the role that assessment has played in this.
So, how do assessment leaders address erosion of public trust in higher education in their local, institutional contexts?
The conversion around justifying our existence is based on telling our story, and to do this we have to try and tell the most convincing story to every audience - meaning we’ll need hard numbers, we’ll need to show change over time, and we’ll need the deeper stories shared through qualitative data. But with this, I believe that we need to continue to use and measure learning outcomes to show that students are getting more out of their college experience than classroom based knowledge. We know they are, there are a lot of studies in the field that help with this message, but we get to make it personal to our campus and to our students.
What impresses you most about SAAL?
After my short time on the board, I’m really impressed with the dedication and work that the board give to SAAL to remain an impactful organization. A big shout out to the outgoing board members, as they’re set up SAAL to the an officially recognized non-profit organization and have continued to build the organization to serve its membership into the future.
What should new members or potential new SAAL members know about SAAL?
SAAL is a great resource to all levels of folks doing assessment in Student Affairs with so many resources like the blog, open course, listserv, and website. I’ve, personally, gained a lot for using these free resources. I think this is a major contribution that we provide to the field. Thinking more specifically about the Community Development and Engagement Committee, our goal is to connect assessment professionals for community and learning. We manage the blog, conference meet-ups, and some online gatherings. We also run the elections - so if you are interested in getting involved in SAAL, definitely reach out to us!
On that note, what do you do in your spare time?
I’m currently in the last year of my doctorate program, so that takes up a lot of my spare time. When I can, I like to escape into the redwood or to the beach - it’s been one of the greatest parts of living in California. Though I don’t get to go often, I enjoy camping and being outside!
Kyle Amore’s journey reminds us that assessment is not just about data. It’s about people, growth, and communicating impact. His emphasis on SAAL’s free resources and community-building efforts highlights how accessible and supportive the field can be for professionals at every stage.
This blog post was written by Emily Braught, Director of Assessment and Planning, Division of Student Life, Indiana University.