John Purdie II, Ph.D.
Assoc. Dir., Residence Life
Western Washington University
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 self-study
 Feel increased self-efficacy
 Use SAG tools to evaluate compliance with standards &
guidelines
 Document and present the results of the review
Have you ever had to “get a physical”
before you could play a sport, travel, or
engage in some other activity?
"If you don't know where you are going,
you will wind up somewhere else.“
~Yogi Berra
Together we provide an environment
for our diverse student population to reach their greatest
potential through inspiration, accessibility, and support.
A CAS self-study tells you
how well prepared you are to succeed,
not whether you are successful or not.
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.
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.
CAS Self-Assessment Process
1.
2.
3.
4.
5.
6.
Establish and prepare the Self-Assessment Team
Compile and Review available information
Evaluate Congruence with standards
Determine appropriate Corrective Action
Recommend Steps for Program Enhancement
Prepare an Action Plan
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
Team Actions
 Decide whether to include guidelines or other
measures that go beyond the standards
 Gather and analyze quantitative and qualitative
data
 Individuals rate every criterion measure they have
agreed to do
 Obtain additional documentary evidence if
required to make an informed team decision
 Complete the assessment, ratings & action plan
worksheets
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
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
Rating Scale
ND
Not Done
1
Not met
2
3
4
NR
Minimally
Met
Well
Met
Fully
Met
Not Rated
Using this scale, consider the evidence available and
decide the extent to which each criterion has been met.
Assessment Criteria Example
Part 6: FINANCIAL RESOURCES
Financial Aid Programs (FAP) must have adequate funding to accomplish its mission and goals. Funding
priorities must be determined within the context of the stated mission, goals, objectives, and
comprehensive analysis of the needs and capabilities of students and the availability of internal or external
resources.
FAP must demonstrate fiscal responsibility and cost effectiveness consistent with institutional protocols.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 6. FINANCIAL RESOURCES (Criterion Measures)
6.1 The program has adequate funding to accomplish its mission and goals.
Rating Scale
ND 1 2 3 4 NR
6.2 Funding priorities are determined within the context of program mission,
student needs, and available fiscal resources.
ND 1 2 3 4 NR
6.3 The program demonstrates fiscal responsibility and cost effectiveness
consistent with institutional protocols.
ND 1 2 3 4 NR
Part 6: Financial Resources Overview Questions
A. What is the funding strategy for the program?
B. What evidence exists to confirm fiscal responsibility and cost-effectiveness?
NOTES
CAS: Work Form A
Assessment,
Ratings, and Significant Items
1. Cross out
un-rated items
CASlow, Triangle those rated high
2. Circle items everyone rated
Work Form A
Assessment,
Ratings,
and Significant
Items seek consensus
3.
Discuss
remaining
items
(varied
ratings),
INSTRUCTIONS:
This work form should be completed following individual ratings of the participants. For each of the 13 Parts, identify (circle) the criterion
measure
number(s) in the
column labeled
for which
there items
is a substantialto
rating
discrepancy (two or more
ratings apart).
Items (i.e.
not circled
4. item
Discuss
High
and
Low
determine
“Fully
Met
should reflect consensus among judges that practice in that area is satisfactory. Items where judgment variance occurs need to be discussed
thoroughlyExcellence)”
by team members. Follow this
by determining
practices
(criterion measures) can be designated as “excellent” or
oraction“Not
Metwhich(i.e.
Unsatisfactory)”
“unsatisfactory” and record them in the Step One column. In Step Two, list the items requiring follow-up action including any criterion measure
rated as being unsatisfactory by any reviewer.
Step One
Part
Items
Excellent
1. Mission
1.1a
1.4
1.1b
1.5
1.1c
1.6
1.2
1.3
2. Program
2.1
2.4.3
2.4.8
2.4.1
3
2.6
2.8d
2.11
2.2
2.4.4
2.4.9
2.4.1
4
2.7
2.8e
2.12
2.3
2.4.5
2.4.1
0
2.4.1
5
2.8a
2.8f
2.13
2.4.1
2.4.6
2.4.1
1
2.4.1
6
2.8b
2.9
2.4.2
2.4.7
2.4.1
2
2.5
2.8c
2.10
Unsatisfactory
CAS: Work Form A continued
Step Two: List item number(s) for each Part determined to merit
follow-up and describe the practice weaknesses that require attention
1.
2.
3.
4.
5.
CAS Work Form B:
Follow Up Actions
Include additional
staff as needed
INSTRUCTIONS:
The purpose of this work form is to begin the planning for action to be
taken on the practices judged to merit follow-up (See Step 1, Work Form A).
In Step Three, transfer short descriptions of the practices requiring followup and detail these items using the table format provided.
Step Three: Describe the current practice that requires change and actions to
initiate the change
Practice
Description
Corrective Action
Sought
Task Assigned To Timeline Due
Dates
CAS Work Form C:
Summary Action Plan
Include additional
staff as needed
Step Four:
This form concludes the self-assessment process and calls for action
to be taken based on the study results. Write a brief action plan
statement in the spaces below for each Part in which action is
required.
Part 1: Mission
Part 2: Program
Part 3: Leadership
Part 4: Human Resources
Part 5: Ethics
Reporting your results
Discuss with Steering Committee your draft report
of Findings and Recommendations
 Include completed SAGs & data (as feasible)
Prepare executive summary of:
 The self-study process,
 Identified excellence and needed improvements,
 Action plan for program enhancement
An iterative Cycle…
1. Purpose & scope of study is defined
2. Self-study team is created and trained
3. Evaluative evidence is collected
4. Discrepancies & Excellence are identified
5. Appropriate actions are determined
6. Action plan is developed and approved
7. Plan is communicated and enacted
8. Repeat (i.e., step 1 = check if improvement achieved)
Status Report!
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
 Use SAG tools to evaluate compliance with standards &
guidelines
 Document and present the results of the review
The next session is a follow-up with
the pilot teams
We hold these truths to be self-evident…
Evaluative Evidence
STUDENT RECRUITMENT 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
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
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
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