Putting the CAS Standards to Work

1
Putting the CAS Standards to Work

• Matt Weismantel, CiVSA CAS Director
• Rutgers University

2
Overview of CAS

• Founded in 1979 in response to efforts to
  establish specialized accreditation for student
  affairs preparation programs
• CAS is a consortium of 37 professional
  associations (100,000 professionals in higher
  education)
• Thirty standards and guidelines have been
  promulgated (and sometimes revised) by 2004

3
CAS Mission

• Promulgate standards and guidelines for practice
  and preparation
• Promote assessment in educational practice
• Promote the use of standards in practice
• Promote quality assurance within higher education

4
CAS Principles Organization, Leadership, and
Human Resources

• Leadership is essential for institutional success
• Institutional success is related to clarity of
  mission
• Qualifications of staff members is tied directly
  to quality of educational programs and services
• Leaders possess sound educational preparation and
  experience

5
CAS Purpose

• Beliefs about excellence require that all
  programs and services in institutions of higher
  education function at optimum levels
• Beliefs about collaboration require that all
  programs and services be accomplished in concert
  by students and educators
• Beliefs about ethics require that all programs
  and services be carried out in an environment of
  integrity and high ideals.

Continued
6
CAS Purpose

• Beliefs about student development require that
  the student be considered as a whole person and
  that the campus environment be structured to
  create opportunities for involvement and
  learning.
• Beliefs about responsibility require that
  institution provide an array of resources and
  opportunities that enable students to take full
  advantage of them.

7
Functional Areas
30 Functional areas ranging from Academic
Advising, to Campus Information and Visitor
services to Orientation Programs.
8
CAS Standards form the base

• Measures of service effectiveness.
• Designs for service development and assessment.
• Criteria for institutional self-studies and prep
  for accreditation.
• Opportunities for staff development.
• Frameworks for accountability and quality
  assurance.

9
Other Uses of CAS Standards

• Program establishment
• Staff development
• Academic preparation
• Credibility

10
CAS Protocol

• Identify and define a functional area.
• Use existing standards as a base.
• Majority vote to sponsor development.
• Development Team of 3-5 Directors.
• Identify CAS and Non-CAS member organization with
  interest, and ask for substantive
  recommendations.
• Evaluate recommendations and, using the teams
  knowledge, develop initial draft.

11
CAS Protocol (Continued)

• Initial draft sent to CAS Directors, CAS member
  association leaders and at least 5 recognized
  experts for review.
• Revised draft created and submitted to CAS
  Executive Committee for review and critique.
• Penultimate draft created for considerations of
  entire CAS Board of Directors for review and
  approval.
• CAS Self-Assessment Guide format created and all
  formats published.

12
Standards and Guidelines

• The CAS Standards

13
The CAS Component Parts

• Mission
• Program
• Leadership
• Organization and Management
• Human Resources
• Facilities, Technology and Equipment
• Legal Responsibilities

• Equal Opportunity, Access, and Affirmative Action
• Campus and Community Relations
• Diversity
• Ethics
• Assessment and Evaluation

14
Understanding CAS Standards

• CAS Standards . . .
• Represent indispensable requirements of
  practice
• Are achievable by all programs
• Appear in BOLD print
• Use auxiliary verbs must and shall

15
EXAMPLE Distance Learning Mission Statement
Standard BOLD type Auxiliary verb
MUST Institutions MUST identify the
characteristics of their distance students and
adapt services to meet the needs of the
particular populations they serve.
16
Understanding CAS Guidelines

• CAS Guidelines . . .
• Clarify amplify standards
• Guides enhanced practice
• beyond essential functions
• Appear in light-faced type
• Use verbs Should and May

17
EXAMPLE Distance Learner AcademicSupport
Services Guideline
Standard Information concerning academic support
services MUST be made available.
Guideline Distance Learning students SHOULD have
opportunities for developing learning strategies
and getting assistance with content
comprehension. Tutoring services, supplemental
instruction, and other academic support services
SHOULD be available to all distance education
students.
18
Self-Assessment Guides

• The SAGs

19
Self-Assessment Guides

• Promote program self-assessment
• Help you gain informed perspectives on strengths
  and weaknesses
• Support professional development
• Lead the way to enhancement of programs and
  services

• Translate Standards and Guidelines into more
  user-friendly evaluation format
• A vehicle to create action plans that can lead to
  enhanced student learning and personal development

20
Essential Elements in Self Assessment

• Institutional culture that values involvement.
• Quality indicators determined by institution.
• Use of standards and guidelines.
• Collection analysis of data.
• Commitment to continuing improvement.

21

• Process for Self-Assessment
• Assemble Team
• Understand Self Assessment
• Understand Standards Guidelines
• Gathering evidence and conduct rating
• Gather consensus
• Document strengths and deficiencies
• Prepare plan of action
• Write the report

22

• Key to Assessment

The Self-Assessment cant be successfully
undertaken until relevant data and related
documentation are in place to inform the raters
judgements.
23
Formulating an Action Plan

• On the basis of the review and discussion,
  develop an ACTION PLAN to set new directions to
  guide future performance and development.

24
Campus Information Visitor Services Standards
and GuidelinesHow to Orderwww.cas.edu
25
Putting the CAS Standards to Work

• Standards and Guidelines for Campus Information
  and Visitor Services