From Expectations to Results

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From Expectations to Results

• EDUCATIONAL SERVICESfor DISTANCE LEARNERS

AAHE Conference June 2001
Presenters Dr. Douglas K. Lange and Dr.
Theodore K. Miller
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COUNCIL FOR THE ADVANCEMENT OF STANDARDSIN
HIGHER EDUCATION
CAS Established in 1979

• Consortium of 34
• Professional Organizations
• 100,000 Constituents

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Functional Area Standards(1985)

• Standard
  Latest Revision
  
• 1. Academic Advising 1997
• 2. Campus Activities 1997
• 3. Career Services 2000
• 4. College Unions 1999
• 5. Commuter Student Programs 1997
• 6. Counseling Services 1999
• 7. Disabled Student Services 1997
• 8. Fraternity and Sorority Programs 1996
• 9. Housing and Residential Life 1996
• 10. Judicial Programs 1997
• 11. Learning Assistance Programs 1997
• 12. Minority Student Programs 1997
• 13. Recreational Sports Programs 1997
• 14. Religious Programs 1997
• 15. Outcome Assessment Program Eval. 1997
• 16. Student Orientation Programs 1997

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Functional Area Standards

• Followed By . . .
• Standard
  Latest Revision
  
• 17. Admission Programs (1986) 1997
• 18. Alcohol and Other Drug Programs (1990) 1997
• 19. Women Student Programs (1990) 1997
• Standard
  Adopted
  
• 20. International Student Programs 1995
• 21. Registrar Programs and Service 1995
• 22. Financial Aid Programs 1996
• 23. Student Leadership Programs 1996
• 24. TRIO Other
• Educational Opportunity Programs 1999
• 25. Lesbian, Gay, Bisexual, and Transgender
  2000
  
• 26. Campus Information and
• Visitors Services 2000
• 27. Educational Services

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Current CAS Projectsand Initiatives

• Standards Undergoing Revision
• Admission Programs
• Alcohol Other Drug Programs
• Alcohol Other Drug Programs
• Disability Services
• Fraternity and Sorority
• Housing and Residence Life Programs
• Religious Programs
• Masters Level Preparation Programs

Standards Under Development Service Learning Pro
grams
Campus Auxiliary Services
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CAS Mission

• Develop and Disseminate Professional Standards
  of
  
• Practice (27 Standards)
• Preparation (1 Standard)
• Promote Improvement of Higher Education via
  Professional Standards
  
• Encourage the use of Standards by Higher
  Education Professionals

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CAS Mission
Promote Inter-Association Efforts to Address
Issues of Quality Assurance, Student Learning,
and Professional Integrity in Higher Education.
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SACS Distance Learning Criteria 1998

• 4.5 Distance Learning Program
• Institution Must Demonstrate that its Distance
  Learning Programs. . .
  
• 1. Have Clear Explicit Goals Consistent With
  Institutions Purpose
  
• 2. Stated Goals Are Achieved
• 3. Are Effective
• 4. Comply With All Applicable SACS Criteria
• 5.1.7 Library/learning Resources For Distance
  Learning Activities
  
• The Institution must ensure provision and ready
  access to adequate. . .
  
• 1. library/learning resources
• 2. Library/learning services
• The Institution Must Either . .
• 1. Own the Resources
• 2. Provide Access to Electronic Information
  Available Thru Existing Technologies
  -- OR
  
• 3. Provide Resources Through Formal Agreements

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Inter-Regional Statement onEvaluation of
Electronically Offered Degree and Certificate
Programs
Appropriate Services must be available for
Students of Electronically Offered Programs
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Inter-Regional Statement onEvaluation of
Electronically OfferedDegree and Certificate
Programs

• Promoting a sense of community
• Study Groups
• Student Directories
• Institutional Publications and Events
• Student Government Representation
• Invitations to Campus Events
• Graduation Ceremonies

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Distance LearningStandards Writing Committee

• Dan Connell, Academic Support and Extended Campus
  Programs, Morehead State University
  
• Don Creamer (Chair), Professor of Higher
  Education and Student Affairs, Virginia Tech,
  
• Carmen Neuburger, Executive Director, American
  College Personnel Association (ACPA),
  Washington D.C.
  
• Marianne Phelps, US Office of Postsecondary
  Education
  
• Andrea Reeve, National TRIO Clearinghouse,
  Washington D.C.
  
• Nancy Thompson, University System of Georgia
  Independent Study, American Association for
  Collegiate Independent Study
  
• Martha Baer Wilmes, U of MD Commuter Affairs
  Community Service, National Clearinghouse for
  Commuter Programs

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Distance Learning StandardsConsultants and
Advisors

• Peg Auchterlonie, Educational Technologies and
  Distance Learning Services, California State
  University-Northridge
  
• Alma Azama, Director, Academic Technology
  Services, University of Northern Colorado
  
• Marie A. Barber, Department of Distance
  Education, U Nebraska
  
• Ellen Blackmun, Director of Electronic Services
  Projects, National Association of Student
  Financial Aid Administrators
  
• Sandy Frieden, Director, Distance Education,
  University of Houston
  
• Elizabeth Houdek, Instructional Design
  Specialist, Independent Study, Ohio University,
  
• Kevin Jackson, Office of VPSA, Texas A M
  University

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Distance Learning StandardsConsultants and
Advisors

• Steve Janosik, Higher Education Student
  Affairs, Virginia Tech
  
• Sally Johnstone, Western Cooperative for
  Educational Telecommunications, Boulder,
  Colorado
  
• Gary Kleeman, Arizona State University East
• Chair, NASPA Task Force for Distance Learning
• Barbara Krauth, Western Cooperative for
  Educational Telecommunications, Boulder,
  Colorado
  
• Von Pittman, Center for Independent Study, U of
  Missouri
  
• Jean Marie Redeker, University of Kansas
  Independent Study Office
  
• Amy Struthers, Academic Telecommunications,
  Continuing Education, University of Nebraska,
  Lincoln

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UnderstandingCAS Standards

• CAS Standards . . .
• Represent INDISPENSABLE requirements of
  practice
  
• Are achievable by all programs
• Appear in BOLD PRINT
• Use auxiliary verbs MUST and SHALL

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EXAMPLE Distance LearningMission Statement
Standard BOLD type Auxiliary verb MUST
Institutions must identify the characteristics o
f their distance students and adapt services to
meet the needs of the particular populations they
serve.
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UnderstandingCAS Guidelines
CAS Guidelines . . . Clarify Amplify Standar
ds Guides enhanced practice beyond essential fun
ctions Appear in LIGHT-FACED type Use verbs
SHOULD and MAY
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EXAMPLE Distance Learner AcademicSupport
Services Guideline
Standard Information concerning academic support
services must be made available.
Guideline Distance Learning students should hav
e 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.
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The CAS SAG A Self-Assessment Guide

• Operationalizes the CAS Standards
• Promotes Program Self-Assessment
• A Tool that Informs on Program Strengths
  and Weaknesses
  
• Supports Staff Development
• A Vehicle to Create Action Plans that Can
  Lead to Enhanced Student Learning and
  Personal Development

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Putting theCAS standards to work
A Self-Assessment Approach

• Decide on Type of Self-Study and Form
  Assessment Team
  
• Select Guidelines (if any) to be Judged as
  Standards
  
• Assessment Team Reviews Standards BEFORE Making
  Judgments
  
• Identify and Summarize Available Documented
  Evidence

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Putting theCAS Standards to work
A Self-Assessment Approach (cont)

• Judge Program Against Standards Calculate
  Criteria Rating Scores
  
• Describe Discrepancies Between Standards and
  Observed Practice
  
• Identify Corrective Actions Needed
• Recommend Enhancement Actions
• Prepare an Overall Action Plan

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Compile and ReviewDocumentary Evidence
Key to Assessment The Self-Assessment is not c
omplete until relevant data AND related
documentation are in place to support rater
judgments.
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Using Self-Study Evidence

• Study the Functional Area Standard
• Review all relevant data about that standard
• Gather additional data as needed
• Report supportive evidence
• Report discrepancies noted between assessment
  criteria and actual practice
  
• Append relevant documents to final
  self-assessment report

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Formulating an Action Plan

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

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Action Plan Components

• Program Action Plans
• Identify those responsible to complete action
  steps
  
• Schedule dates for completing designated actions

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CAS Standards

• Educational Services
• for
• Distance Learners
• The Content

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Mission
Definition of Distance Education--separated by
time and/or space
Comparable Services -- commensurate,
but might have different needs.

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Congruency of Mission Program
Clearly Stated Authority Exists Leadership
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Faculty Quality Support
Faculty key to distance learning
--Skilled in technology
--Primary contact --Trained
in special issues
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Resources
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Legal Responsibilities Equal Opportunity, Acce
ss Affirmative Action Campus Community Rela
tions
Diversity
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Curriculum Course Degree Requirements
Appropriate Faculty / Student Interactions Te
chnical, Competent Students
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Access
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Services to Assess
Information for Prospective Students

Admissions Financial Aid Registration
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Services to Assess (Cont)
Orientation Advising Technical Support Ca
reer Services
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Services to Assess (Cont)
Library Services Services for Students with Dis
abilities Counseling Academic Support (e.g.,
Tutoring, SI)
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Services to Assess (Cont)
Instructional Materials Promoting Identity O
ther (e.g., Leadership Development, Welln
ess)
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Services to Assess (Cont)
Ethics Assessment
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Questions
What are current best practices today for
delivering student and academic services to
distant learners? What are best practices in di
stance learning? Where is the bar of excellenc
e today in Georgia and how do we take it up a
notch? What are we doing administratively at ou
r institutions to address part, some, or all of
these standards? How can we best use the distan
ce learning standards to gain enhanced results
on our campuses?