2. Council for the Advancement of Standards in Higher Education

3. History of CAS Founded in 1979 as a consortium of professional organizations Founded in 1979 as a consortium of professional organizations The primary mission was the development and promulgation of professional standards that higher education practitioners could use to guide, develop, and assess programs and services The primary mission was the development and promulgation of professional standards that higher education practitioners could use to guide, develop, and assess programs and services By 1986 CAS had developed standards for sixteen functional areas within higher education By 1986 CAS had developed standards for sixteen functional areas within higher education 2002 saw a revision of standards with an emphasis on “achievable, observable, and assessable outcomes associated with student learning and development.” 2002 saw a revision of standards with an emphasis on “achievable, observable, and assessable outcomes associated with student learning and development.”

4. CAS Mission 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 professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment 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 professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment.

5. Member Associations

6. What are CAS Standards? The standards, developed by both educators and practitioners, allow for quality assessment of individuals, departments and program offerings within higher education. “One criterion for the existence of a profession is the existence of professional standards to guide and judge practice. Without standards there would be few if any criteria established that institutions and their programs and services could use to judge their quality.” “One criterion for the existence of a profession is the existence of professional standards to guide and judge practice. Without standards there would be few if any criteria established that institutions and their programs and services could use to judge their quality.”

7. CAS General Standards The general standards are common to all of the functional areas that CAS has developed standards for. 1.Mission 2.Program 3.Organization and Leadership 4.Human Resources 5.Ethics 6.Law, Policy and Governance

8. 7.Diversity, Equity and Access 8.Institutional and External Relations 9.Financial Resources 10.Technology 11.Facilities and Equipment 12.Assessment and Evaluation CAS General Standards

9. CAS currently has standards for 43 functional areas within higher education Academic Advising Programs Career Services Disability Resources and Services Health Promotion Resources Master’s Level Student Affairs Professional Preparation Programs Transfer Student Programs and Services

10. CAS Learning and Development Outcomes Domains 1.Knowledge acquisition, construction, integration and application 2.Cognitive complexity 3.Intrapersonal development 4.Interpersonal competence 5.Humanitarian and Civic Engagement 6.Practical competence

11. Characteristics of Individual Excellence for Professional Practice in Higher Education General Knowledge Understands and supports the broad responsibility of the institution for enhancing the collegiate experience for all students Understands and supports the broad responsibility of the institution for enhancing the collegiate experience for all students Possesses appropriate knowledge of relevant theories, literature, and philosophies on which to base informed professional practice Possesses appropriate knowledge of relevant theories, literature, and philosophies on which to base informed professional practice Has developed, can articulate, and acts consistently with a sound educational philosophy consistent with the institution’s mission Has developed, can articulate, and acts consistently with a sound educational philosophy consistent with the institution’s mission Understands and respects similarities and differences of people in the institutional environment Understands and respects similarities and differences of people in the institutional environment Understands relevant legal issues Understands relevant legal issues

12. Characteristics of Individual Excellence for Professional Practice in Higher Education General Skills Works to create campus and related educational environments that are safe and secure Works to create campus and related educational environments that are safe and secure Engages disparate audiences effectively Engages disparate audiences effectively Engages in evaluation and assessment to determine outcomes and identify areas for improvement Engages in evaluation and assessment to determine outcomes and identify areas for improvement Uses technology effectively for educational and institutional purposes Uses technology effectively for educational and institutional purposes Bases decisions on appropriate data Bases decisions on appropriate data Models effective leadership Models effective leadership

13. Characteristics of Individual Excellence for Professional Practice in Higher Education Interactive Competencies With Students Counsels, advises, supervises, and leads individuals and groups effectively Knows the developmental effects of college on students Interacts effectively with a diverse range of students Provides fair treatment to all students and works to change aspects of the environment that do not promote fair treatment Actively and continually pursues insight into the cultural heritage of students Encourages student learning through successful experiences as well as failures

14. Characteristics of Individual Excellence for Professional Practice in Higher Education Interactive Competencies With Colleagues and the Institution Supervises others effectively Supervises others effectively Judges the performance of self and others fairly Judges the performance of self and others fairly Behaves in ways that reflect integrity, responsibility, honesty, and with accurate representation of self, others, and program Behaves in ways that reflect integrity, responsibility, honesty, and with accurate representation of self, others, and program Creates and maintains campus relationships characterized by integrity and responsibility Creates and maintains campus relationships characterized by integrity and responsibility Contributes to campus life and supports activities that promote campus community Contributes to campus life and supports activities that promote campus community

15. Characteristics of Individual Excellence for Professional Practice in Higher Education Self Mastery Commits to excellence in all work Commits to excellence in all work Intentionally employs self reflection to improve practice and gain insight Intentionally employs self reflection to improve practice and gain insight Views his or her professional life as an important element of personal identity Views his or her professional life as an important element of personal identity Stays professionally current by reading literature, building skills, attending conferences, enhancing technological literacy, and engaging in other professional development activities Stays professionally current by reading literature, building skills, attending conferences, enhancing technological literacy, and engaging in other professional development activities Manages personal life so that overall professional effectiveness is maintained Manages personal life so that overall professional effectiveness is maintained Assumes proper accountability for individual and organizational mistakes Assumes proper accountability for individual and organizational mistakes Espouses and follows a written code of professional ethical standards Espouses and follows a written code of professional ethical standards

16. Ways to Implement CAS Standards SWOT Analysis SWOT Analysis Survey Analysis Survey Analysis Procedure Review Procedure Review Policy Review Policy Review Leverage Points

17. Implications Greater Effectiveness Greater Effectiveness Greater Efficiency Greater Efficiency Improved Performance Improved Performance Increased Employee and Student Satisfaction Increased Employee and Student Satisfaction Framework for Responding to Change Framework for Responding to Change

18. References Council for the Advancement of Standards (2006). CAS characteristics of individual excellence for professional practice in higher education. In Council for the Advancement of Higher Education (Ed.), CAS professional standards for higher education (6th Ed.). Washington, DC: Author. Council for the Advancement of Standards in Higher Education. (2006). CAS professional standards for higher education (6th ed.). Washington, DC: Author. Jurevicius, O. (2013, February 13). SWOT Analysis - How to do it properly!. Strategic Management Insight. Retrieved April 27, 2014, from http://www.strategicmanagementinsight.com/tools/swot-analysis-how-to-do-it.html http://www.strategicmanagementinsight.com/tools/swot-analysis-how-to-do-it.html Mårtensson, H. (2010, August 3). Re-imagining Agile part 1: Why it shouldn't be done, and how to do it. Kallokain: From the Trenches of Business Management Consulting. Retrieved April 27, 2014, from http://kallokain.blogspot.com/2010/08/re-imagining-agile-part-1-why-it.html http://kallokain.blogspot.com/2010/08/re-imagining-agile-part-1-why-it.html Meadows, D. H., & Wright, D. (2008). Thinking in systems: a primer. White River Junction, Vt.: Chelsea Green Pub..