Loren Rullman, member of the CAS Board of Directors, honored by his alma mater
Rullman has served students for 25 years at four universities, including the University of Hartford, Southeast Missouri State University, Indiana University, and University of Michigan. In his current role, Rullman is responsible for student involvement, residence life, student unions, recreational sports, dining services, and auxiliary services.
Rullman's recent work focuses on the relationship between campus physical environments and student engagement. In 2011, Rullman conceived and coordinated Physical Place on Campus: Summit on Building Community, a think tank comprised of 50 thought leaders from 10 higher education associations which resulted in a research report published and distributed across the country. In addition to representing ACUI on the Board of Directors for CAS, Rullman is on the Code of Ethics Committee for the Student Affairs in Higher Education Consortium (SAHEC).
Rullman holds a B.A in Communication from Valparaiso University; a M.S. in Higher Education and Student Affairs from Indiana University in 1989; and a Ph.D. in Educational Leadership and Policy Studies from the University of Missouri – St. Louis. His dissertation, on the topic of political cynicism among college students, was named Dissertation of the Year by the American Association of University Administrators in 2005.
CAS was established in 1979 to develop standards that promote college student learning and promote self-assessment for institutional effectiveness. Composed of 39 collaborating professional associations representing over 100,000 professionals in higher education, CAS has developed standards and guidelines for 43 diverse areas of the college student experiences.
The eighth edition of the book, CAS Professional Standards for Higher Education, was released in August 2012. The book of standards is the defining source of professional standards for many of the services provided to students in higher education. Along with the book, CAS also released an updated CD of all 43 functional area self-assessment guides (SAGs). The SAGs provide institutions of higher education with strategies for assessing program and service effectiveness based on the evidence a self-study team gathers and evaluates. Information about CAS and its efforts over its more than three decades can be found at http://www.cas.edu.