Student affairs practitioners, faculty, and researchers rely heavily on surveys to assess elements of students' college experience such as student satisfaction and cocurricular participation. The ubiquitous student survey has serious drawbacks for informing institutional improvement, however, given typically low response rates and systematic underrepresentation of students from marginalized campus groups among those who do respond (Fosnacht, Sarraf, Howe, & Peck, 2017; Lin, Hewitt, & Videras, 2017; Porter, 2004; Standish & Umbach, 2019). Surveys are ill-equipped to capture in-the-moment, unfiltered responses of students' lived experiences in the arenas students themselves consider important. Moreover, surveys that ask for self-reported retrospective accounts make recall bias another roadblock to understanding what is currently going on in students' lives (Zirkel, Garcia, & Murphy, 2015). It is therefore imperative that higher education professionals adopt innovative student assessment strategies that elicit deeper and more representative accounts of student perceptions to inform student affairs policies and interventions. New affordances in technology and the increased use of digital communication among college students (Pew, 2019) offer unprecedented opportunities for creative, longitudinal, and formative student assessment methods that center student perspectives and occur in real time. The 360 Diary Method (360DM) provides a promising new approach to student assessment and intervention where current methods fall short.