Using the CAS Standards in Assessment Projects

2013 ◽  
Vol 2013 (142) ◽  
pp. 25-33
Author(s):  
Laura A. Dean
Keyword(s):  
Cas Standards

scholarly journals Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

10.28945/4472 ◽  
2020 ◽  
Vol 5 ◽  
pp. 001-016
Author(s):  
Daniel W Calhoun ◽  
Steven Tolman ◽  
Kaylee M. King
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
The United States ◽  
Future Research ◽  
Curriculum Alignment ◽  
Education Student ◽  
Content Areas ◽  
Credit Hours ◽  
Cas Standards ◽  
Preparatory Programs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

scholarly journals Student Satisfaction With Orientation

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniel P. Nadler ◽  
Michael T. Miller ◽  
Jennifer Casebere
Keyword(s):  
Student Satisfaction ◽  
Professional Staff ◽  
Orientation Programs ◽  
Orientation Program ◽  
Student Orientation ◽  
New Student Orientation ◽  
Cas Standards ◽  
Personal Success ◽  
New Student

Orientation programs are vital to a new student's acculturation to the campus community, and have been linked to students' long-term academic and personal success on campus. The Council for the Advancement of Standards (CAS) Standards for New Student Orientation provide a meaningful guide for program development and assessment. These CAS Standards were utilized over a two-year period to assess Tulane University's new student orientation program. The results of the assessments have prompted the professional staff at Tulane to examine the rationale behind each of the orientation program's activities and intentions.

scholarly journals New Student Orientation in Online Education

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Sara Connolly
Keyword(s):  
Online Education ◽  
Degree Programs ◽  
Orientation Programs ◽  
Online Environment ◽  
Student Orientation ◽  
Online Orientation ◽  
New Student Orientation ◽  
Cas Standards ◽  
Online Schools ◽  
New Student

This study utilized the standards put forth by the Council for the Advancement of Standards in Higher Education (CAS) to assess orientation in online education. Two surveys were used to examine the oldest and largest online degree programs, as well as all-online schools. Descriptive statistics were employed to compare online orientation practices to the CAS Standards. Results suggest that online orientation programs are meeting the standards in some areas and missing them in others. The demographics and needs of online students must be closely examined in order to define engagement in the online environment.

Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Dallin George Young ◽  
Steven M. Janosik
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Learning Outcomes ◽  
Clear Understanding ◽  
Preparation Programs ◽  
Student Affairs Preparation ◽  
Cas Standards ◽  
Recent Graduates ◽  
Level Student

A majority of recent graduates from master’s level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between selfreported learning of graduates from CAS compliant and non-compliant programs on 60 items, data suggest that recent graduates from CAS compliant programs report greater confidence in their preparation in 48 of the 60 outcomes presented in the questionnaire.

AAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

2014 ◽  
Vol 34 (2) ◽  
pp. 26-31
Author(s):  
Rich Robbins
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Academic Advising ◽  
Liberal Education ◽  
Critical Role ◽  
Success For All ◽  
Institutions Of Higher Education ◽  
Liberal Learning ◽  
Future Success ◽  
Cas Standards

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.

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