1. Standards that Spark SWACUHO 2018 Beth Eppinger
Director of Housing and Residential Life
University of Arkansas – Fort Smith
SWACUHO 2018

2. Learning Outcomes
Explore the CAS Standards and ACUHO-I Professional Standards and Ethical Principles and their role in planning, decision making, and evaluation
Understand the difference between a guideline and a standard within the ACUHO-I Standards
Learn ways to share information about ACUHO-I standards and CAS with staff members
Learn ways to utilize the standards and self-assessment guide on small and large campuses

3. Council for the Advancement of Standards in Higher Education (CAS) Standards www.cas.edu
Since 1979
45 functional Student Affairs areas including Education Abroad Programs and Services, Financial Aid Programs, Campus Activities Programs, and Housing and Residential Life Programs
Newer Areas: Student Media Programs and Internship Programs
Collaboration with at least 12 organizations including ACUHO-I
12 Criteria Categories which have standards, specialty standards, and guidelines

4. CAS Criteria Categories
Mission
Program
Organization and Leadership
Human Resources
Ethics
Law, Policy, Governance
Diversity, Equity, and Access
Internal and External Relations
Financial Resources
Technology
Facilities and Equipment
Assessment and Evaluation

5. Housing and Residential Life Programs CAS
HRLP standards must apply to residence halls, apartment communities, and other Facilities that are managed or owned by private operators whenever there is a formal relationship with the institution.
Any off-campus housing services should include referrals to available off- campus housing listings and information about leases, landlord/tenant law, local ordinances, local crime statistics, community resources, and other related information.
HRLP must develop, disseminate, implement, and regularly review their missions. The mission must be consistent with the mission of the institution and with professional standards. The mission must be appropriate for the institution's student populations and community settings. Mission statements must reference student learning and development.

6. ACUHO-I Standards Mission Functional Areas
Business/ Management (9 sub-areas)
Student Learning and Development (6 sub-areas)
Residential Facilities
Food Service Dining Services
Emergency Preparedness Crisis Management
Public-Private Partnerships (5 sub-areas)
Ethics
Ethical Hiring Practices for Housing Professionals
Qualifications
Explain how often Standards are updated and self-assessment guide is updated vs the frequency of CAS updates
Explain why the Education/Programming section was swapped for the Student Learning and Development section
If have internet, click over to the ACUHO-I website

7. Standard vs. Guideline
“The Standards provide a compendium of best practices that all colleges and universities operating student housing are strongly encouraged to use regularly. Guidelines are in italic font indicating practices and or policies that are recommended.”
Standard: Adequate and appropriate internal controls are in place to ensure full accountability of financial processes.
Guideline: Rate increases are announced well in advance of their implementation.

8. Functional Areas: Business/ Management
Planning
Personnel
Accounting/ Finance
Purchasing/ Property Management
Contracts/ Lease Agreements
Service Delivery
Conference Administration
Evaluation
Information Technology

9. Standards from the Personnel section of Business/ Management
There must be at least one professional staff member responsible for the administration/coordination of the department. This person must be knowledgeable about the goals and mission of the program.
An organizational chart defines both the responsibilities and relationships of staff members with the understanding that managers should emphasize fluidity, adaptability and cross-functional collaboration.
A written job description is provided to each employee.
Training, supervision, evaluation and resources to accomplish assigned tasks are provided each staff member.
A written performance appraisal is provided to each employee at least annually.
33 more standards for just this section

10. Functional Areas: Student Learning and Development
Planning and Assessment
Academic Initiatives
Personal Development
Community Development
Community Development: Policy and Procedures
Advising

11. Standards from the Community Development section of Student Learning and Development
Help new students to connect with their institution by connecting them to other residents and staff and developing a sense of personal comfort.
Introduce and orient residents to community expectations, facilities, services, emergency and safety protocols.
Provide residence environments that reinforce the need for self- respect, respect of others and property.
Provide community service opportunities.
7 more standards for just this section

12. Functional Areas: Residential Facilities
12 standards with 6 guidelines
Facilities create a welcoming environment that provides adequate spaces to ensure privacy during meetings involving sensitive information and provides resources for both routine and mission critical operational tasks.
Facilities are accessible to persons with disabilities and in compliance with relevant national and local standards and laws and local health and safety requirements.
9 general minimum standards with 5 guidelines
Where provided, public, common, study, and recreational areas are adequately furnished to accommodate the number of residents who use them.
Adequate information technology resources will be made available to all students.
Difference between standards and general minimum standards in this section

13. Functional Areas: Dining services
In campus operations where food service is a part of or related to the housing program, the purposes of food service are to provide high quality, nutritious meals at a reasonable cost and to support the educational mission of the campus. When possible partnerships with organic and local vendors should be established to improve quality, reduce transportation cost and support the local economy.

14. Functional Areas: Crisis management
Ensure thorough planning documents and protocols exist through annual audits that identify, report, and respond to potential risks.
Ensure a well-developed Business Interruption Plan (BRP) for housing- related services exists.
Fully participate in campus crisis management planning, training, and evaluation.
Take campus leadership role in defining what an emergency is.
Ensure evacuation plans are inclusive of students with disabilities or those who become disabled during an emergency.
Work with campus legal counsel on the development of interagency agreements, memorandums of understanding, crisis response, and business continuity of operations.
This is the entire section including a guideline
Beth: Pandemic planning document story

15. Functional Areas: Public-Private Partnerships
Planning and Personnel
A set of measurable project objectives is established.
Procurement/ Purchasing
The procurement plan allows for flexibility and negotiation.
Transaction Structure
Financial terms for the project are established.
Development
A suitable site is identified and meets legal, policy requirements and project objectives.
Governance/ Oversight
Responsibility for the project development as well as operational management once the building is occupied is established.

16. Uses of the Standards Program Evaluation Staff Training
Campus or Department Self/Internal Review
External Review
Staff Training
Graduate Preparation Programs
Assessment
Establishing benchmarks and best practices
Goal setting and strategic planning
Cindy

17. Self-Assessment Guide
The ACUHO-I Self-Assessment Guide (SAG) was developed for the purpose of putting the ACUHO-I Standards into a survey format.
Standard Statements were converted into questionnaire form so that a survey could be administered to determine the extent to which a student housing organization meets the ACUHO-I Standards.
Translates ACUHO-I Standards into self-study format so you can:
Assure compliance with ACUHO-I Standards
Gain an informed perspective on strengths and deficiencies of a particular housing operation
Plan program improvement
Use in conjunction with an external review

18. Self Assessment Guide Role of the Rater Rating Scale
Assessment Criteria
Documentation

19. Rating Scale
1: Non-Compliance: None of the criteria within the standard under review has been met.
2: Minimal Compliance: A small portion of the criteria within the standard under review has been met. The information and documentation reviewed demonstrates some application of the ACUHO-I Standards & Ethical Principles. The department may need to conduct a thorough review of existing policies and practices. The evidence suggests that very few steps have been taken to meet the criteria within the standard, and current policies and practices are in need of improvement.
3: Partial Compliance: At least half of the criteria within the standard under review have been met. The information and documentation reviewed demonstrates an application and understanding of the ACUHO-I Standards & Ethical Principles. The department may require some additional planning, training and development in key areas within the standard to achieve full compliance. There is evidence that suggest a departmental commitment to meet the criteria within the standard in the future.

20. Rating Scale, continued
4: Substantial Compliance: Majority of the criteria within the standard under review has been met. The information and documentation reviewed demonstrates a purposeful use of the ACUHO-I Standards & Ethical Principles. The department may need to develop a plan to incorporate the remaining standards and principles into existing practices. There is evidence that suggest that systematic steps have been taken to utilize the criteria within the standard. 5: Full Compliance within the Standards: All of the criteria within the standard under review has been met or exceeded. The information and documentation reviewed demonstrates the full integration of the ACUHO-I Standards & Ethical Principles. The department provides comprehensive and effective uses of the standard as it relates to students, faculty, administrators and other stakeholders. There is evidence of a systematic effort to maintain and modify current practices so that they remain in alignment. Unknown: At this time an evaluation can’t be made based on the information or the lack of information provided. Not Applicable
Not Applicable - This is so institutions which may not have certain positions due to size or specific areas not being under the purview of the group completing the SAG will not be adversely affected when completing the SAG. A rating of Unknown is different than Not Applicable, thus both should be part of the rating scale.

21. Beth
Part 1 being struck
Labeling so you can find where in the standards this standard comes from.

22. Conducting a Self Study
Establish and Prepare the Self-Assessment Team
Begin the Self-Study review of the SAG individually and rate
Identify and summarize evaluative evidence
Review institutional data and resources
Identify discrepancies
Study team reviews their ratings discrepancies between the assessment criteria and practice and identify operational problems needing resolution
Determine Appropriate Corrective Action
Recommend Steps for Program Enhancement
Prepare an Action Plan
Identify and set priorities for future action and direction
Cindy

23. Additional Uses of the Self Assessment Guide and Standards
Use the Self-Assessment Guide to survey the housing staff on an annual basis. Compare scores from one year to the next.
Use the Self-Assessment Guide to develop surveys to send out to other university departments.
Develop an exchange with a housing department on another campus. Several staff members from your institution use the Self-Assessment Guide to evaluate the other housing department and several staff members from the other department evaluate your department.
Solicit a group of faculty and staff from your institution to use the Self-Assessment Guide to evaluate your department.
Share findings with staff formally, informally, and at all levels. Explain why this is being done early and often.
Preparing for an external review

24. External Reviews Reasons for an External Review
Things to Consider/Preparations
Timeline
Schedule
Who Will Be Involved
How to Prepare Staff and Campus Partners
Gathering Necessary Information for Review Team
How to Select a Review Team
Cost
Agreements - Detailed in Writing

25. ACUHO-I Professional Standards Institute
Every summer prior to the annual ACUHO-I conference
Colorado College in Colorado Springs, July 4 – 7, 2018. 
Deadline to register: sooner than later- only 20 spots!
$899 including lodging, meals, and registration materials
An intensive immersion experience designed to provide the participants with:
Exposure to the ACUHO-I Standards
The use of the ACUHO-I Self-Assessment Guide
Exposure to the CAS Standards
How to conduct an internal departmental self-review
How to prepare a department for an external review
How to serve as an external reviewer and conduct an external review

26. Action Plan
What is something new you learned during this presentation?
Devise one action item related to the ACUHO-I Professional Standards that you plan to complete in the next 45 days. 
Notecards with Name, Institution, Title, and

27. Questions?
Thank You!