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CAS on a Shoestring

This guide provides an overview of the Council for the Accreditation of Counseling and Related Educational Programs (CAS) assessment process as implemented by Cleveland State University (CSU) for Student Leadership Programs. It highlights the importance of strategic planning, quality assurance, and affordability while addressing common staff concerns, such as time commitment and fear of low ratings. The document outlines effective organizational strategies for assessment committees, documentation requirements, and budget considerations, while fostering a collaborative learning environment among faculty, staff, and students.

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CAS on a Shoestring

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  1. CAS on a Shoestring Paul Putman Coordinator, Student Leadership Programs Jason Bergeron Practicum Intern, Student Leadership Programs

  2. Introduction • Why complete the assessment process? • Survival • Quality • Affordability • Strategic Planning • Political • Accreditation

  3. CAS at Cleveland State • Mandated by VP of Student and Minority Affairs • Some staff reluctance to complete process • Fear of low ratings • Too much work • Unclear with the CAS process • Seen as “obstacle” rather than “learning experience”

  4. Learning about CAS • Reading of standards…multiple times • CAS Consultant workshop at CSU • Arrived with specific questions about the standards • Connections with other professionals who had completed the CAS process • Realizations of differences in processes • Conversations with Univ. of Wisconsin - Stout

  5. CAS Composition • 13 Parts • Including mission, programs, human resources, ethics, etc. • Programs constitutes the largest time commitment of the assessment process • Many parts can consume little or no time • Mostly written in relevant language that can be easily understood

  6. Organizing the Assessment Committee • Approach A – Staff Self-Assessment • Easier to organize, schedule meetings • Knowledge present speeds up process • Outside participant to review self-assessment and other feedback • Approach B – Review Committee (Our Choice) • Faculty, staff, & students • Chair from outside office/department • Graduate intern from other institution as chair

  7. Organizing the Assessment Committee • Approach B – Review Committee • Faculty, staff, & students • Chair from outside office/department • Invite from high administrative level • Have schedule/timeline mapped out • Program/staff involvement

  8. Gathering Relevant Documentation • 3-ring binder for self-assessment document • Position descriptions, résumés/vitaes for all staff • Annual reports • Program summaries • Assessment data/reports • Promotional materials • Qualitative information

  9. Gathering Relevant Documentation • Mission statements • University, divisional, department, program, vision, short & long term goals • Consider how far to dig • How much should be provided v. self-research for committee • Everything needs to be documented

  10. Facilitating the Assessment Discussion • JB spends ~ 10 minutes according to outline…

  11. Closing the Assessment Process • Final reporting still in progress • Final reports typed directly into the CAS Self-Assessment • Will be sent back to committee for feedback • Will be used as a guide for other departmental assessments

  12. CAS on a Budget • Individual self-assessment guides (RTF) $20 • CAS 2003 Book of Professional Standards $45 • 2004 CD version of self-assessment guides $150 • CAS 2003 Book of Professional Standards & 2004 CD Package $175 • Order online at CAS.edu

  13. CAS on a Budget • Additional Budget Items • photocopies, notebooks • Staff time • Snacks or meals (water at minimum) • Thanks • To “do it up” • Honorariums • Travel • Lodging

  14. Questions? Thanks for your participation! Jason Bergeron Paul Putman – p.putman@csuohio.edu

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