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Conducting a CAS Standards Self- Review

Conducting a CAS Standards Self- Review. John Purdie II, Ph.D. Assoc. Dir., Residence Life Western Washington University. Remember “getting a physical”?.

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Conducting a CAS Standards Self- Review

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  1. Conducting a CAS Standards Self-Review John Purdie II, Ph.D. Assoc. Dir., Residence Life Western Washington University

  2. Remember “getting a physical”? “Again this year, members of the Whatcom Medical Society will be performing sports physicals for Squalicum and other area high school athletes. This is not intended to be a comprehensive physical exam and should not take the place of those recommended by your family physician. These physicals are designed to be limited to sports-directed examinations. As such, only returning athletes (current 9th, 10th, and 11th graders) with record of a comprehensive exam on file at their high school will be eligible. INCOMING HIGH SCHOOL 9TH GRADERS ARE NOT ELIGIBLE.

  3. What game are you playing…? Together we provide an environment for our diverse student population to reach their greatest potential through inspiration, accessibility, and support. UAA Student Affairs departments and staff are committed to providing student-centered services and programs that support students' academic and social integration into the UAA community, engage students in active learning, and foster the growth and development of each student.

  4. Purpose Culture of Evidence • Introduce the CAS Standards • Develop capacity to conduct a CAS self-study • Provide support and motivation as you continue to progress toward becoming… Evidence-based decision-making Data driven Able to demonstrate contributions to student learning Mission Driven Informed Practitioners

  5. A Connoisseur, a Critic, and a Skeptic walk into a student union… CAS provides a structured method of evaluation: • Is the “X” functioning effectively to achieve its mission? • X is usually a program , service, or department • What evidence is available to support the determination?

  6. Participant Outcomes • In order to be able to conduct a CAS self-study, by the end of this session participants will be able to: • Articulate the purpose and benefits of a self-study • Feel increased self-efficacy • Identify institutional stakeholders needed for the process • Identify and obtain appropriate sources of data/evidence

  7. What is CAS? The mission of the Council for the Advancement of Standards in Higher Education (CAS) is to promote the improvement of programs and services to enhance the quality of student learning and development. CAS is a consortium of 40 professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment.

  8. Hmmm... Essential Elementsin the CAS Approach • Culture that values involvement of all its members • Has identified quality indicators • Use of standards and guidelines • Willingness/capacity: • To examine itself and assemble results • To report and use the results • Has accountability, credibility, improvement • Measures of quality & effectiveness, impact on learning, and program & service improvement

  9. We hold these truths to be self-evident…

  10. Evaluative Evidence STUDENTRECRUITMENT MATERIALS: • Brochures & other program information • Participation policies & procedures PROGRAM DOCUMENTS: • Mission statements; program purpose & philosophy statements • Catalogs & related materials • Staff & student manuals; policies & procedures ADMINISTRATIVE DOCUMENTS: • Organization charts; student & staff profiles • Financial resource statements & budgets • Annual reports

  11. Evaluative Evidence (cont.) STAFF ACTIVITY REPORTS: • Curriculum vitae & resumes; professional activity • Service to other programs, departments, or community STUDENT ACTIVITY REPORTS: • Portfolios, developmental transcripts, resumes • Reports of student service RESEARCH & EVALUATION DATA: • Needs assessments & self-studies • Program evaluation; graduate & follow-up studies

  12. Quantitative Data • Summary of objective responses on a questionnaire or program evaluation • Statistics about use by students and various population subgroups • Needs assessments, follow-up studies, and self-study reports • Institutional research reports and fact books • Comparative or benchmark data at local, regional or national level

  13. Qualitative Data • Focus group information • Written summaries of responses to open-ended questions in interviews and on evaluations • Client satisfaction surveys, self-reports, and written comments, both solicited and unsolicited • Team Discussion – what would be useful and where can you get that

  14. Organization of CAS Standards • Mission • Program • Leadership • Human Resources • Ethics • Legal Responsibilities • Equity and Access • Diversity • Organization and Management • Campus and External Relations • Financial Resources • Technology • Facilities and Equipment • Assessment and Evaluation

  15. CAS: Standards and Guidelines STANDARD (BOLD TYPE; AUXILARY VERB MUST) Financial Aid Programs (FAP) must have adequate, suitably located facilities, adequate technology, and equipment to support its mission and goals efficiently and effectively. Facilities, technology, and equipment must be evaluated regularly and be in compliance with relevant federal, state, provincial, and local requirements to provide for access, health, safety, and security. GUIDELINE (LIGHT-FACED TYPE; VERB SHOULD) The program should have facilities or have access to: • private office or space for confidential counseling, interviewing, and other meetings • office, reception, and storage space and security sufficient to accommodate assigned staff, supplies, equipment, library resources, and machinery • conference room or meeting space

  16. "If you don't know where you are going, you will wind up somewhere else.“ ~Yogi Berra

  17. CAS Self-Assessment Process • Establish and prepare the Self-Assessment Team • Compile and review Documentary and Evaluative Evidence • Identify Discrepancies • Determine appropriate Corrective Action • Recommend Steps for Program Enhancement • Prepare an Action Plan

  18. The Self-Study Team Appointing the Team: • Size of team ≈ 5 • Composition: Faculty, Staff, Students & Others • Most, if not all, should be from outside the unit • At least 2 of those should be pretty knowledgeable • Admin. support?

  19. The Self-Study Team Training the Team: • Establish team ground rules • Discuss meaning of each standard • Establish team’s inter-rater reliability • Encourage team discussion; expect disagreements; commit to consensual resolution

  20. Status Report!

  21. Participant Outcomes • In order to be able to conduct a CAS self-study, by the end of this session participants will be able to: • Articulate the purpose and benefits of the review • Feel increased self-efficacy • Identify institutional stakeholders needed for review process • Identify and obtain appropriate sources of data/evidence With pilot teams after lunch: A cursory review of “what” and “why”In-depth on “how” (i.e., using SAGs)

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