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CAS-BOARD-of-DIRECTORS-PRESENTATION

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					 Council for the Advancement of Standards in Higher Education



   CAS Standards and Self-
Assessment in Higher Education

                      Tony Ellis, CAE
              Director of Education, NACS
                           CAS
    Council for the Advancement of Standards in Higher Education

• Founded in 1979
• A consortium of 36 professional organizations
• Constituency of over 100,000
• Member associations send representatives to the CAS
  Board of Directors
• Consensus-oriented, collaborative
• Focused on quality programs and services for students
• Guide practice by student affairs, student development,
  and student support service providers
                      CAS Mission
•   Establish, adopt, and disseminate unified and timely professional
    standards to guide student learning and development programs and
    services
•   Promote assessment and improvement of higher education programs and
    services through self-study
•   Establish, adopt, and disseminate unified and timely professional preparation
    standards for the education of student affairs practitioners, and to promote
    the assessment and improvement of graduate preparation programs
•   Advance the use and importance of professional standards
•   Develop and provide materials to support the use of standards
•   Promote and encourage a focus on quality assurance
•   Promote inter-association efforts to address these issues
        CAS Essentials
The CAS Standards provide an important
  tool that expresses to students, faculty,
 and administrators the complex and vital
 nature of student support programs and
services, and their relationship to student
         learning and development.
     CAS Guiding Principles
• Students and Their Institutions
• Diversity and Multiculturalism
• Organization, Leadership, and Human
  Resources
• Health Engendering Environments
• Ethical Considerations
 Self-Regulation & Self-Assessment

• Self-regulation relies on the willingness
  and capacity of the organization to:
  – examine itself meticulously, faithfully, and
    reliably
  – assemble the pertinent results of that
    examination into coherent reports that
    constituents can comprehend and use
    Uses of the CAS Standards
• Measures of program and service
  effectiveness
• Institutional self-studies
• Preparation for accreditation
• Design of new programs and services
• Staff development
• Academic preparation
• Credibility and accountability
                   CAS Resources
• 35 functional area standards (pub. in 6th edition, 2006)
    – Auxiliary Services Standards available from www.nacs.org/cas.
    – Reviewed and revised regularly
    – General standards contained within every other set of standards
• Master’s level student affairs administration preparation program
  standards
• Contextual statements for each area
• CAS Statement of Shared Ethical Principles
• CAS Characteristics of Individual Excellence
• Self-Assessment Guides, with instructions and training
• Frameworks for Assessing Learning & Development Outcomes
  (FALDOs)
   CAS Standards Format
13 Component Parts (or Domains)
   1. Mission
   2. Program
   3. Leadership
   4. Organization & management
   5. Human resources
   6. Financial resources
   7. Facilities, technology, & equipment
   8. Legal responsibilities
   9. Equity and access
   10. Campus and community relations
   11. Diversity
   12. Ethics
   13. Assessment & evaluation
Understanding CAS Standards
CAS standards . . .
  • Represent indispensable requirements
    of practice
  • Are achievable by any and all programs
    of quality
  • Appear in bold print
  • Use auxiliary verbs “must” and “shall”
Understanding CAS Guidelines
CAS guidelines . . .
  • Clarify and amplify standards
  • Guide enhanced practice beyond essential
    functions
  • Appear in regular (non-bold) type
  • Use verbs “should” and “may”
Standard and Guideline Example

STANDARD: BOLD TYPE | VERBS:              “MUST” and “SHALL”
ASFA must demonstrate fiscal responsibility and cost
effectiveness consistent with institutional protocols.



GUIDELINE: REGULAR TYPE | VERBS “SHOULD” and “MAY”
Funds to support the ASFA, insofar as it is possible and desirable,
should be generated from pricing set at fair market rates.
               The CAS SAG:
          A Self-assessment Guide
•   Translates CAS standards into an effective workbook
    format
•   Promotes program self-assessment and development
•   Informs on program strengths and weaknesses
•   Supports professional staff development
•   Leads to enhanced student learning and development
        Getting the Self-Assessment
              Process Started
    Appoint and Train the Self-Assessment Team

•   Division-wide requires 8-10 members
•   Single functional area calls for 3-5
•   Include members from the outside
•   Establish team ground rules
•   Establish team’s inter-rater reliability
•   Encourage team discussion and expect team members
    to disagree
           Team Actions to Conduct
           the Assessment Process
• Decide whether to include guidelines or other measures
  that go beyond the standards
• Gather and analyze relevant quantitative/qualitative data
• Individuals rate each and every criterion measure
• Obtain additional documentary evidence if required to
  make an informed team decision
• Complete the assessment, ratings, and action planning
• Compile and review results, and create an overarching
  Action Plan
        Compile and Review
        Evaluative Evidence

      KEY TO ASSESSMENT

The self-assessment is not complete until relevant
  data and related documentation are in place to
          support the raters’ judgments.
   Examples of Evaluative Evidence
PROGRAM DOCUMENTS:
      Mission statements; purpose and philosophy statements
      Staff manuals; policies & procedures statements
ADMINISTRATIVE DOCUMENTS:
      Organization charts; staff profiles
      Financial resource statements & budgets
      Annual reports
STAFF and STUDENT ACTIVITY REPORTS:
      Resumes; professional activity
      Service to other programs, departments, or community
      Portfolios, developmental transcripts, resumes
      Reports of student service
RESEARCH & EVALUATION DATA:
      Needs assessments and self-studies
      Program evaluations
      Additional CAS Resources

• www.cas.edu
• FALDOs – book & CD formats as package
• SAGs – CD or individually
• Standards book – revised in 2006 (due next in
  2009)
  –   Prologue & Context with “How to” information
  –   CAS Statement of Shared Ethical Principles
  –   Characteristics of Individual Excellence
  –   Glossary and FAQs

				
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