copyright 2005, cas all rights reserved. tidewater community college and cas –the basics of...

Copyright 2005, CAS All rights reserved.

Tidewater Community College and CAS –The Basics of Program

Self-evaluation in Community College Student Affairs

Dr. Dennis GregoryAssociate Professor of Higher Education

Old Dominion University


Introduction to CASCAS 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


CAS Principles: Students and Their Institutions

• Student is considered as a unique, whole person

• Institutional environments shape learning• Responsibility for learning rests with the

student• Institutions provide opportunities for learning• Institutions reflect society and its diversity


CAS Principles: Diversity and Multiculturalism

• Institutions embrace diversity and eliminate barriers that impede student learning

• Justice and respect for differences bond individuals to community


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


CAS Principles: Health Engendering Environments

• Educational programs and services prosper in benevolent environments that provide students with appropriate levels of challenge and support.


CAS Principles: Ethics

• Educational service providers provide impeccable ethical behavior in their professional and personal lives


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


CAS Purpose, Slide 2

• Beliefs about student development require that the student be considered as a whole person in the context of a diverse population and a diversity of institutions, that outcomes of education be comprehensive, and that the total environment be structured to create opportunities for student involvement and learning.

Continued


CAS Purpose, Slide 3

• Beliefs about responsibility require that the institution recognize the rights and responsibilities of students as its citizens and that it provide an array of resources and learning opportunities that enable students to exercise their responsibility to take full advantage of them.


The CAS Approach to Self-Regulation and Self-Assessment

The essential elements of self-regulation include:

• Institutional culture that values involvement of all its members in decision making

• Quality indicators that are determined by the institution

• Use of standards and guidelines in quality assurance

Continued


The CAS Approach to Self-Regulation and Self-Assessment, Slide 2

• Collection and analysis of data on institutional performance

• Commitment to continuing improvement that presupposes freedom to explore and develop alternative directions for the future


Putting the CAS Standards to Work

• Establish and prepare the self-study team• Conduct the self-study• Identify and summarize evidence• Identify discrepancies• Determine appropriate corrective action• Recommend action for program

enhancement• Prepare an action plan


Other Uses of CAS Standards

• Program establishment

• Staff development

• Academic preparation

• Credibility


Council for Advancement of Standards in Higher Education

CAS Authority

– 36 member associations

– Representing 100,000 professionals in higher education

– 2004 was 25th Anniversary

– Blends academic affairs, student affairs, and service units


Council for the Advancement of Standards in Higher Education

Types of Evaluation Processes

• Certification• Best Practice• Accreditation• Registry• Licensure• Self-Assessment



CAS Terminology

-- Functional Area

-- Standard

-- Guideline

-- Components for rating

-- Quality assurance

-- Compliance


FALDOs

Frameworks for Assessing Learning and Development Outcomes

•Provide clarity on learning domains

•Guide assessment activities with questions and instruments



Process for Self-Assessment

1. Assemble Team

2. Understand Self Assessment

3. Understand Standards & Guidelines

4. Gathering evidence and conduct rating


35 Standards and Guidelines• Academic Advising

• Admissions Programs

• Alcohol, Tobacco and Other Drug Programs

• Campus Activities

• Campus Information and Visitor Services

• Campus Religious and/or Spiritual Programs

• Career Services


35 Standards and Guidelines

• Clinical Health Services

• College Honor Societies

• College Union

• Commuter and Off-Campus Living

• Conference and Event Programs

• Counseling Services

• Disability Support Programs



• Distance Education Programs

• Education Abroad Programs and Services

• Financial Aid

• Fraternity and Sorority Advising

• Health Promotion Services

• Housing and Residential Life programs

• International Student Programs



• Internship Programs

• Learning Assistance Programs

• Lesbian, Gay, Bisexual, Transgender Programs

• Masters Degree Preparation Programs

• Multicultural Student Programs

• Orientation Programs

• Outcomes Assessment and Program Evaluation



• Recreational Sports Program

• Registrar Programs and Services

• Service Learning Programs

• Student Conduct Programs

• Student Leadership Programs

• TRIO and Other Educational Opportunity Programs

• Women Student Programs



More to Come

Campus Police and Security

ProgramsStudent Media Programs, etc.


Contextual Statement

Instructions

Self-Assessment Instrument

Evaluation Forms

Complete Document



Recognizing a Standard

- Printed in BoldBold type

- Uses the “must” verb

- Uses the “shall” verb

- Required of all institutions



Recognizing a Guideline

- Appears as regular text

- Uses the “may” verb

- Uses the “should” verb

- Clarifies or amplifies a standard



Evaluative Data

* Qualitative

* Quantitative

* Where are all the sources for the data


Council for the Advance of Standards in Higher Education

Process for Self-Assessment(continued)

5. Gather consensus

6. Document strengths and deficiencies

7. Prepare plan of action

8. Write the report



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 made locally

• Develops a shared vision among various constituents



Thank You!

for your help and attention!

copyright 2005, cas all rights reserved. tidewater community college and cas –the basics of...

Documents

cas standards

student involvement

experiencecas principles

higher educationcas

communitycas principles

diversitycas principles

student learningjustice

student development