CAS Presentation

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CAS Presentation Workshop

• Dr. Douglas K. Lange
• CAS Secretary
• Mr. Matthew J. Weismantel
• CAS Executive Committee

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(No Transcript)
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CAS Characteristics of Individual Excellence for
Professional Practice in Higher Education
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Laura Dean CAS Editor American College Counseling
Association Director to CAS The development of
student affairs as a profession
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Professionalism in Student Affairs

• Are we there yet??
• Arguments have ranged from a disjointed group
  of professions serving students to a sense of
  professionalism permeating all activities in a
  clear Student Affairs field
• 2007 NASPA Journal devoted entirely to Student
  Affairs Professionalism
• Perhaps this is an internal struggle?

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Criteria for Professionalism

• Professionals are employed full-time in these
  roles
• Established philosophy is in place
• Professional preparation exists with a body of
  knowledge
• Standards of practice

• Ethical Codes
• Professional organizations are in place
• Research is underway developing theories and
  analyzing practice

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Laura Dean CAS Editor American College Counseling
Association Director to CAS How can standards
help with the development of professionalism?
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Renardo Hall President National Association of
Student Affairs Professionals NASAP CAS
Director How does CAS contribute to
professionalism within student affairs
professional associations?
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Top Ten Reasons I Entered Student Affairs

• 10. It was either this or nuclear biophyisics
• 9. I cant get enough self-reflection
• 8. Newsprint and smelly markers are a great
  obsession of mine
• 7. People bug me, but I am constantly fascinated
  by them
• 6. I believe that Myers Briggs (MBTI) should be
  an organized religion

• 5. The hours are flexible - you can work 80 hours
  a week anytime you want
• 4. I thought student affairs was something
  sexual
• 3. I enjoy the challenge of trying to tell people
  what I do for a living
• 2. How else could I re-live college for the rest
  of my life
• 1. To make a difference in the lives of students
  who in turn will change the world (Susan Komives)

An adapted list by Susan Komives from an original
document created by a student affairs masters
class at Ohio State
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• Accountability

Accountability is the obligation to demonstrate
and take responsibility for performance in light
of commitments and expected outcomes.
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Standards and Outcomes

• Some outcomes maybe more salient to a
  program/service than others but all should be on
  radar
• Critically important to think first of desired
  outcomes and design programs that will get us
  there
• Standards, outcomes, assessment lead us to
  accountability

• Standards serve a purpose in leading towards
  intentional outcomes
• CAS identifies 16 learning outcomes to address
  the whole student
• Each functional area either directly influences,
  contributes or makes outcome possible

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CAS Learning Development Outcomes
1. Intellectual growth 2. Effective
communication 3. Enhanced self-esteem 4.
Realistic self-appraisal 5. Clarified values 6.
Career choices 7. Leadership development 8.
Healthy behavior 9. Meaningful interpersonal
relationships
10. Independence 11. Collaboration 12. Social
responsibility 13. Satisfying and productive
lifestyles 14. Appreciating diversity 15.
Spiritual awareness 16. Personal educational
goals
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Jan Arminio CAS President NACA Director to
CAS How can standards enhance student learning?
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Jan Arminio CAS President NACA Director to
CAS Outline CAS contributions to student
learning?
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• Self-Assessment the CAS Perspective

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Why Assess??

• Preparation for accreditation
• Licensure - Certification
• Program Review
• Measure effectiveness
• Institutional self-studies
• Starting new programs
• Staff development
• Academic preparation
• Credibility and accountability

• Improve student learning
• Examine congruence with institutions stated
  purpose
• Performance budgeting
• Investigate programmatic concerns (access, cost,
  changes)
• Ethical practice
• Curiosity

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Advantages of Self-Assessment

• Internally driven
• Supports staff development
• You are in the best position to evaluate your
  programs and services
• Recognition and rewards are local
• Develops a shared vision among constituents

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Phyllis Mable CAS Executive Director CAS Past
President Former ACPA Director to CAS How did
CAS arrive at self-assessment?
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CAS Fundamental Elements

• Quality is best determined by institutions own
  people
• Goals must be based on shared vision
• Use of widely agreed-upon quality indicators
• Reliance on honesty with meticulous evaluation
• Final assembling of results into a action plan
  for improvement

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Ground Rules for Self-Assessment
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Phyllis Mable CAS Executive Director CAS Past
President Former ACPA Director to CAS Explain
the CAS self-assessment model
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CAS Self-Assessment Process
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Good Assessment

• Provides useful information
• Provides reasonably accurate information
• Protects student privacy
• Is systematic regular
• Is effective in terms of time, cost, etc.
• Charts quality program development
  professionalism
• Guides solid staff development

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Practicing Self-Assessment

• Assemble Working Teams
• Review Standards Guidelines
• Adapt to Institution
• Design Process for Compiling Evidence
• Identify Quality Indicators
• Report Back

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Council for the Advancement of Standards in
Higher Education
www.cas.edu
One Dupont Circle NW Suite 300 Washington, DC USA