During the session, the group discussed several milestone initiatives central to our mission, including:

• Modernizing CAS Standards: Ensuring our benchmarks remain cutting-edge and highly relevant.
• Expanding the CAS+ Platform: Continuing the development of digital resources to better serve our community.
• Long-Term Sustainability: Strengthening the overarching impact and endurance of the organization.​

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These collaborative conversations remind us that the road ahead is paved by those who helped
build our foundation. The experience and insights of our past leaders remain an invaluable
asset as we navigate the future.

We want to extend a special thank you to those who attended: Susan Komives, Doreen Murner,
Gayle Spencer, Don Creamer, Jason Vlastaras, Deb Garrett, Jan Arminio, Ralph Johnson, and Laura Dean.

Want to learn more about the leaders who have guided CAS through the years?

Explore our history and network on the official Past Presidents' web page.

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ACHA’s mission, to advance the health of college students and campus communities through advocacy, education, and research, aligns closely with the work of the Council for the Advancement of Standards in Higher Education (CAS). Both organizations emphasize the importance of quality programs, continuous improvement, and the role of holistic well-being in student success.

Participation in CAS has strengthened ACHA’s ability to collaborate across functional areas in higher education. Through involvement in the development and refinement of standards for Health Promotion Services, Clinical Health Services, and Counseling Services, ACHA ensures that college health perspectives are well represented within the broader student affairs framework. This collaboration has helped establish shared language and expectations, strengthening connections between health professionals and campus leadership.

ACHA encourages professionals to explore CAS resources developed in collaboration with the association, including:
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• Health Promotion Services Standards
• Clinical Health Services Standards
• Counseling Services Standards

CAS standards provide critical support for ACHA members, many of whom enter higher education from clinical fields such as medicine, nursing, or public health. These standards help bridge the gap between clinical practice and the academic environment, offering a framework that enables practitioners to align their work with institutional priorities and effectively communicate their impact within Student Affairs and Academic Affairs.
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A key example of this collaboration is the Cross-Functional Framework for Advancing Health and Well-Being. This resource represents one of the first efforts to intentionally bridge siloed campus services traditionally, encouraging integrated, campus-wide approaches to student health. By promoting collaboration across departments, the framework helps institutions maximize resources and advance a more holistic approach to wellness.

ACHA continues to engage professionals through its Education Center, which offers live and recorded professional development opportunities, and through its Annual Meeting, scheduled for May 2026 in Denver. These offerings provide opportunities for connection, learning, and advancement within the field of college health.

CAS is pleased to spotlight the American College Health Association and its continued leadership in advancing student health, fostering cross-functional collaboration, and supporting holistic student success across higher education.

With April underway, CAS encourages student affairs professionals to reflect on this month’s observances, which offer meaningful opportunities for engagement across campus communities. April’s holidays highlight themes of accessibility, well-being, sustainability, learning, creativity, and integrity, reminding institutions of the interconnected ways policies, programs, and campus environments shape student success. By intentionally engaging with these observances and using the CAS Standards as a guide, professionals can ground their efforts in continuous assessment and purposeful action, fostering inclusive, health-promoting, and environmentally responsible campus communities where all students can thrive.

World Autism Awareness Day (Apr 2)
World Autism Awareness Day highlights the importance of accessibility, understanding, and inclusion for autistic individuals. The CAS Disability Resources and Services Standards guide institutions in promoting equal access to educational opportunities and fostering campus environments where disabled students can fully participate and thrive.

World Health Day (Apr 7)
World Health Day emphasizes the importance of physical and mental well-being in supporting student success. The CAS Health Promotion Services Standards guide institutions in creating health-promoting environments that encourage healthy behaviors, strengthen wellness education, and support the overall well-being of campus communities.

Earth Day (Apr 22)
Earth Day highlights the global importance of environmental stewardship and sustainable practices. The CAS Sustainability Programs Standards support institutions in promoting environmental responsibility, encouraging sustainable decision-making, and advancing campus initiatives that contribute to long-term ecological well-being.

World Book Day (Apr 23)
World Book Day celebrates the power of reading and learning in shaping knowledge and opportunity. The CAS Learning Assistance Programs Standards guide institutions in supporting students as they develop the learning strategies and academic skills needed for educational success.

National Honesty Day (Apr 30)
National Honesty Day highlights the importance of integrity, accountability, and ethical behavior within campus communities. The CAS Student Conduct Programs Standards guide institutions in promoting fair processes, responsible decision-making, and community standards that support student development and institutional integrity.

While CAS Standards are most often associated with student affairs and academic support units, their impact reaches far beyond traditional departmental boundaries. A recent example from the University of Tennessee, Knoxville, demonstrates how standards-based review can strengthen even the most operational, logistics-heavy areas of campus life.

The UTK VolShop, the university’s campus retail and bookstore operation, recently completed a comprehensive program review using the CAS Standards. What makes this especially noteworthy is not simply that the review occurred, but the scope and depth of the work involved. Over the course of a year, seven staff members examined twelve operational areas, compiling more than 600 pages of evidence to assess their practices, policies, leadership, and student impact.

This was not a symbolic exercise. The VolShop team approached the CAS review as a serious opportunity for continuous improvement and organizational growth. Their findings and process were significant enough to be highlighted in their official Impact Report and presented at a national conference as a model of evidence-based operational assessment.

For CAS, this represents something powerful: a non-traditional unit voluntarily demonstrating how the Standards can improve real-world operations. Retail services are revenue-generating, customer-service driven, and logistics-focused. Yet the VolShop team found significant value in applying CAS guidance across staff development, leadership practices, safety, and the student experience.

In doing so, they offer a compelling example for institutions everywhere. If a campus bookstore can use CAS Standards to enhance its effectiveness and better serve students, the applicability of standards-based assessment extends well beyond the areas many professionals assume it covers.

CAS will feature insights from this process in an upcoming interview with VolShop leadership, covering how their team approached the review, what they learned, and how CAS helped shape their operational and student-centered practices.
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This story serves as a reminder that CAS is not theoretical. CAS is practical, adaptable, and capable of improving the everyday work that supports students across every corner of campus life.

NCDA’s mission is to provide professional development, publications, standards, and advocacy to practitioners and educators who inspire and empower individuals in their career journeys. This mission aligns closely with CAS’s focus on professional standards, continuous improvement, and student success. Both organizations are committed to strengthening practice, promoting quality programs, and supporting professionals who guide students through critical developmental experiences.

Participation in CAS has created valuable opportunities for NCDA to exchange knowledge and collaborate. Through this partnership, NCDA representatives have shared CAS resources with career services professionals and learned from discussions with leaders across functional areas in higher education. This exchange has strengthened the connection between career development practice and broader student affairs standards and initiatives.

CAS standards play an important role in supporting NCDA members’ work. They provide guidance for those new to higher education career services, those building or expanding career centers, and those conducting program evaluation and assessment. Many career development professionals also oversee internship programs and other experiential learning initiatives, making access to multiple CAS functional area standards especially valuable.
NCDA encourages professionals to explore CAS resources developed in partnership with the association, including:
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• Career Services Standards
  
• Career Services Functional Area Resource Paper (FARP)
• Career Services Self-Assessment Guide (SAG)
  

NCDA serves career development professionals from a wide variety of institutional types and settings. Through its annual conference, year-round professional development, and extensive networking opportunities, NCDA fosters connection and growth across the profession. The association also offers professional credentials that support practitioner development and recognition within the field.

CAS is pleased to spotlight the National Career Development Association and its ongoing commitment to advancing career development practice, professional standards, and student success in higher education.

​As we enter January, CAS invites student affairs professionals to begin the new year with reflection, intention, and renewed commitment to student well-being, equity, and learning. January’s observances highlight the interconnected nature of mental health, safety, education, and civic responsibility across campus communities. By engaging these moments thoughtfully and using the CAS Standards as a guide, professionals can ground their efforts in continuous assessment and purposeful action, supporting holistic student development while fostering inclusive, supportive, and academically enriching environments.

Carol Miller Schaefer has been duly recognized and appropriately honored by the Council for the Advancement of Standards in Higher Education as a 2025 Presidential Citation Recipient for 12 years of outstanding service and exemplary leadership to CAS.

During which time she served as the representative for the National Association of College Stores (NACS), served on multiple standards revision committees, was responsible for shepherding the first ever standards for College Stores, established the CAS Financial Advisory Committee, and served on the Governing Board as Member-at-Large for Administration and Finance from 2018 to 2025.

Now be it therefore known, that Carol Miller Schaefer is to be honored with the title and the rights and the privileges of "CAS Member Emeritus" and further, that this citation be presented to her and read at the CAS Council of Representatives meeting in November of 2025, and be spread across the minutes of the Council for the Advancement of Standards in Higher Education so that all may recognize her contributions and leadership.

Therefore, by the authority vested in me as the President of the Council for the Advancement of Standards in Higher Education, I do hereby set forth my hand and cause to be affixed the seal of CAS.

Be it so ordered by acclamation of the CAS Council of Representatives, November 11, 2025.

​Gayle Spencer, PH.D.
​President

The Association of College Honor Societies (ACHS) is the organization that honor societies join when they seek certification by a neutral body and collaboration with peers to uphold the highest standards of excellence in scholarship, leadership, service, and research. Founded in 1925, ACHS is the only certifying agency for college and university honor societies. It establishes standards for organizational excellence, scholastic eligibility, and governance practices, ensuring that academic recognition remains meaningful and aligned with institutional values.

The mission of ACHS is to build a cohesive community of national and international honor societies that promotes the values of higher education and fosters excellence in scholarship, leadership, service, and research. This mission aligns closely with CAS’s dedication to student learning, development, and quality practice. Both organizations emphasize ethical leadership, continuous improvement, and the creation of co-curricular environments that promote student success and engagement.

Through its participation in CAS, ACHS has gained access to a nationally recognized framework for program assessment and improvement, strengthening the credibility and integrity of its own standards for honor society excellence. Participation in the CAS community has also connected ACHS to a broad network of higher education associations, fostering collaboration and the exchange of best practices across student affairs, academic programs, and co-curricular leadership development.

Most recently, ACHS partnered with CAS in revising the CAS College Honor Society Programs Standards, ensuring that they reflect both sector-wide expectations and the unique contributions honor societies make to student learning, engagement, and recognition. This collaboration reinforced ACHS’s role as a key contributor to student development across higher education while strengthening the quality and impact of honor society programs nationwide.

Professionals in the field are encouraged to explore the CAS College Honor Society Programs Standards and the accompanying Self-Assessment Guide (SAG) to support program evaluation, strategic improvement, and alignment with nationally recognized best practices:

• College Honor Society Programs Standards
• College Honor Society Programs Self-Assessment Guide (SAG)

ACHS encourages the broader higher education community to recognize the vital role honor societies play in advancing scholarship, leadership, and student belonging. ACHS-member organizations uphold rigorous standards of integrity and excellence, offering high-impact involvement opportunities that complement academic programs and foster meaningful student development.

Looking ahead, ACHS will host its 2026 Annual Conference from January 29–31 in Baton Rouge, Louisiana, bringing together leaders, educators, and honor society members from across the country. The conference will focus on collaboration, academic excellence, and student engagement, strengthening the collective impact of honor societies nationwide. Learn more at: https://www.achshonor.org/2026-annual-conference

CAS is proud to spotlight the Association of College Honor Societies and its enduring commitment to recognizing achievement, promoting leadership, and advancing student success across higher education.

As we enter December, CAS invites student affairs professionals to pause and consider the many opportunities this month offers to foster awareness, connection, and growth across campus communities. Meaningful engagement with holidays and observances begins with reflection, but it’s strengthened through action. Using the CAS Standards as a guide, professionals can ensure that their efforts to recognize and support diverse student experiences are grounded in continuous assessment and intentional improvement.

World AIDS Day (Dec 1)
December 1 is World AIDS Day, a global call to support health, wellness, and access to care. The CAS Health Promotion Services Standards guide institutions in creating health-promoting campus environments, advancing personal development, and strengthening partnerships that empower students to make informed, healthier choices. These standards help campuses embed wellness into everyday culture and foster communities that support student success.

International Day of Persons with Disabilities (Dec 3)
December 3 honors the importance of accessibility, equity, and full participation for disabled students across higher education. The CAS Disability Resources and Services Standards guide institutions in creating inclusive environments that remove barriers, ensure equal access to all opportunities, and support the success and well-being of disabled learners.

International Volunteer Day (Dec 5)
December 5 celebrates the impact of volunteerism and community engagement worldwide. The CAS Civic Engagement and Service-Learning Programs Standards and Leadership Education and Development Standards support institutions in creating meaningful service experiences, fostering reciprocal community partnerships, and helping students develop as reflective, ethical leaders. These standards guide campuses in empowering students to engage with purpose, contribute to their communities, and grow through intentional leadership learning.

National Impaired Driving Prevention Month (Dec 6)
December highlights the importance of safety, prevention, and responsible decision-making. The CAS Alcohol and Other Drug Programs Standards and Campus Police and Public Safety Standards guide institutions in promoting healthy choices, providing safety education, and fostering campus environments that support student well-being. These standards help institutions reduce risk, encourage informed behaviors, and uphold a safe and learning-focused community.
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Human Rights Day (Dec 10)
December 10 recognizes the universal right to dignity, equity, and justice. The CAS LGBTQ+ Programs and Services Standards, Women’s and Gender Programs and Services Standards, and Multicultural Student Programs and Services Standards support institutions in fostering inclusive campus communities—advancing equity, promoting intercultural understanding, and ensuring that students of all identities can learn and thrive in safe, supportive environments.

Developed collaboratively by NISTS, AACRAO, and transfer practitioners nationwide, these updated standards provide a comprehensive approach to supporting transfer students throughout their educational journey—from initial exploration through goal completion.

Ensure your transfer students receive the most comprehensive support, purchase the new Transfer Student Programs and Services Standards and the accompanying Self-Assessment Guide today.
Purchase Standards or SAG: https://store.cas.edu/search.php?sear...

*This presentation was recorded on Wednesday, October 22, 2025. 

Speakers
Dr. Wendy Kilgore, Senior Director of Research
AACRAO

Dr. Daniel Bureau, Associate Vice President for Student Well-being
University of Kentucky; Council for the Advancement of Standards (CAS)

Emily Kittrell, Assistant Director
NISTS

​The Association for Student Conduct Administration (ASCA) supports more than 2,700 members across higher education who work every day to promote student development, responsible decision-making, and the safety and well-being of their campus communities. ASCA members serve in conduct offices, Title IX and Title VI teams, case management and CARE units, and within organizational headquarters. Together, they advance practices that encourage accountability, learning, and growth for students during some of the most challenging moments of their college experience.

ASCA’s mission is to educate, develop, and support student-centered conduct professionals, while providing a collective voice for the student conduct profession. The association fosters the development and enforcement of conduct and conflict resolution practices that uphold community standards and student well-being. This mission aligns closely with CAS’s work to promote quality practices, professional development, and institutional effectiveness in higher education.
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Membership in CAS provides ASCA professionals with access to structured self-assessment tools that support reflection, program improvement, and strategic planning. Conduct offices vary widely in size, staffing, and scope of responsibilities, and CAS standards offer both essential expectations and aspirational guidance that can be adapted to a diverse range of institutional models. When paired with external review processes, CAS self-assessments have also helped conduct offices strengthen effectiveness and service to students.

ASCA encourages its members to use the CAS Student Conduct Programs Standards and Self-Assessment Guide to support continuous improvement:

• Student Conduct Programs Standards: https://store.cas.edu/student-conduct-programs-standards/?searchid=6564&search_query=conduct
• Student Conduct Programs Self-Assessment Guide (SAG): https://store.cas.edu/student-conduct-programs-self-assessment-guide-sag/?searchid=6564&search_query=conduct

In addition, ASCA has been involved in work related to the Disability Resources and Services Standards, which provide guidance that supports equitable and accessible student experiences. These resources may be of particular value to conduct professionals who collaborate with disability resource teams:

• Disability Resources and Services Standards: https://store.cas.edu/disability-resources-and-services-standards/?searchid=6562&search_query=disab
• Disability Resources and Services Self-Assessment Guide (SAG): https://store.cas.edu/disability-resources-and-services-self-assessment-guide-sag/?searchid=6562&search_query=disab

Student conduct professionals work with students during some of the most difficult points of their college careers. The work extends beyond compliance. It centers on growth-focused conversations that help students understand their role in community and take accountability for their actions. CAS is proud to support ASCA in advancing practices that promote student learning, reflection, and success.

ASCA invites colleagues to the Gehring Academy, which will be held July 12 through 16 in St. Louis, Missouri, with registration opening in January. This immersive professional development experience supports both new and experienced conduct professionals.

CAS is pleased to spotlight the Association for Student Conduct Administration and its ongoing commitment to fostering learning, accountability, and community care in higher education.

As we enter November, CAS invites student affairs professionals to pause and consider the many opportunities this month offers to foster awareness, connection, and growth across campus communities. Meaningful engagement with holidays and observances begins with reflection—but it’s strengthened through action. Using the CAS Standards as a guide, professionals can ensure that their efforts to recognize and support diverse student experiences are grounded in continuous assessment and intentional improvement.

National Native American Heritage Month:
This month honors the rich histories, cultures, and contributions of Indigenous peoples. The CAS Indigenous Student Affairs Standards provide a framework for creating inclusive campus environments that celebrate Indigenous identities, support student success, and build strong communities rooted in respect and belonging. Learn More

Movember / Men’s Health Awareness Month:
Movember highlights the importance of men’s mental and physical well-being. The CAS Health Promotion Services Standards guide campuses in creating environments that empower students and staff to live, learn, and work in ways that support holistic health—embedding wellness into campus culture and fostering lifelong healthy behaviors. Learn More

National Family Caregivers Month:
This month recognizes the vital role families play in supporting loved ones’ growth and well-being. The CAS Parent and Family Programs Standards emphasize building strong partnerships between institutions and families to foster student learning, development, and success—ensuring caregivers feel informed, engaged, and valued as part of the campus community. Learn More

National Military Family Month & Veterans Day (11th):
November honors the service, strength, and resilience of veterans and their families. The CAS Veterans and Military-Connected Programs and Services Standards guide institutions in building inclusive communities that recognize, connect, and empower military-affiliated students—ensuring access, opportunity, and advancement for the entire military-connected population. Learn More

National Vegan Month:
This month celebrates the benefits of plant-based living and mindful food choices. The CAS Dining Services Programs Standards support institutions in offering diverse, high-quality dining options that meet the nutritional and social needs of every student—creating inclusive environments where wellness, sustainability, and community can thrive. Learn More

International Students Day (17th):
International Students Day celebrates the diversity and global perspectives that enrich our campuses. The CAS
International Student Programs and Services Standards​ support institutions in helping students successfully navigate international transitions, ensuring every learner feels welcomed, supported, and prepared to succeed. Learn More

Developed collaboratively by CAS, the American Association of Collegiate Registrars and Admissions Officers (AACRAO), the National Institute for the Study of Transfer Students (NISTS), and a national committee of transfer professionals, this revision provides an equity-minded and adaptable framework for advancing transfer student success across diverse institutional contexts.

“These updated CAS standards equip transfer departments with an actionable, equity-minded framework that directly addresses current challenges, from credit loss in transfer and information gaps to the growing complexity of multiple transfer pathways,” said Wendy Kilgore, Ph.D., Senior Director of Research, AACRAO. “By emphasizing collaborative partnerships, transparent processes, and data-informed practices, these standards provide guidance for building transfer-receptive cultures that support diverse student populations with varying goals, enrollment patterns, and life circumstances.”

“These standards validate what transfer professionals have long understood: transfer success requires specialized expertise and sustained support across the full transfer student experience,” said Emily Kittrell, Assistant Director, NISTS. “By articulating the broad scope of transfer work and establishing clear professional expectations, this research-based framework equips transfer champions with the language and legitimacy needed to influence institutional policies, build cross-campus partnerships, and advocate for necessary resources.”
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A central theme of this revision is intentional flexibility. The updated standards acknowledge that effective transfer support looks different at every institution, whether a two-year college, regional university, or flagship institution. Rather than prescribing a single model, the standards offer a scalable and adaptable framework that meets professionals where they are while guiding them toward aspirational best practices.

This collaborative revision underscores CAS’s ongoing commitment to ensuring that student support standards evolve alongside the higher education landscape.

Explore the new Transfer Student Programs and Services Standards here and the Self-Assessment Guide (SAG) here.

There’s still time to register for tomorrow’s launch of the IWC Learning Series, presented by the Inter-association Well-being Collaborative (IWC) and CAS.

Join higher education leaders as we explore how every role — from academics to operations — helps shape student well-being.

This fast-paced, practical session will show how your everyday decisions can make a measurable difference in campus culture and student success.

Tomorrow! October 22 | 1–2 PM ET
Be part of the conversation shaping the future of campus well-being — reserve your spot before registration closes!

​After more than a decade, the CAS Standards for Transfer Student Programs and Services have been fully updated—reflecting today’s realities in transfer research, policy, and student success.

Developed collaboratively by NISTS, AACRAO, and transfer professionals nationwide, this revision offers a comprehensive roadmap to support transfer students from their first exploration through goal completion.

Join us to explore:

•  What’s new in the revised standards
•  How they apply across roles and institutions
•  Practical ways to use them for strategic planning, professional development, and advocacy

Speakers:
Dr. Wendy Kilgore
Senior Director of Research · AACRAO

Dr. Daniel Bureau
Associate Vice President for Student Well-being · University of Kentucky / Council for the Advancement of Standards (CAS)

Emily Kittrell
Assistant Director · NISTS

Don’t miss your chance to stay ahead of the curve in shaping effective, equitable transfer practices.

Can’t attend live?
Register anyway, and you’ll receive a link to the recording about a week after the session.

​The National College Testing Association (NCTA) is a non-profit organization of testing professionals working in postsecondary institutions, testing companies, and other professional venues. NCTA is dedicated to promoting professionalism and quality in the administration of testing services and programs, including issues related to test administration, accessibility, development, scoring, and assessment.

NCTA’s mission is to promote professionalism and quality in testing through professional development, member engagement, partnerships, and collaboration. The association enhances professional testing practices, offers development opportunities, supports collaborative efforts across the industry, and provides a strong professional network for testing professionals. This mission aligns closely with CAS’s goals of advancing standards, promoting best practices, and strengthening the effectiveness of higher education professionals and programs.

Through its membership with CAS, NCTA has collaborated on the development of the CAS Testing Programs and Services Standards, which help institutions ensure high-quality testing practices. These standards inform policy and procedure development, promote fairness and consistency across institutions, and serve as a foundational framework for professional practice. In addition, NCTA enforces its own professional standards through the Test Center Certification Program, ensuring that certified centers maintain consistency, integrity, and accessibility in their testing services.

CAS standards continue to support NCTA members by offering specific benchmarks they can share with administrators to inform staffing decisions, technology investments, and facility management. Because testing centers often operate behind the scenes, the CAS standards provide external validation that helps communicate their value and secure institutional support.

NCTA encourages its members to explore and apply the CAS Testing Programs and Services Standards and the accompanying Self-Assessment Guide (SAG) to strengthen testing programs and enhance quality assurance:

• Testing Programs and Services Standards
• Testing Programs and Services Self-Assessment Guide (SAG)

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Testing Programs and Services are an integral part of campus life, supporting students from orientation through graduation. Whether through placement testing, accessibility accommodations, or certification and licensure exams, NCTA members help institutions ensure fairness, accessibility, and success for all students.

To stay connected, NCTA invites professionals to attend its Annual Conference, taking place September 14–17, 2025, in Sacramento, California, and to participate in the upcoming Proctor Certification Window from October 6–31, 2025.
CAS is proud to spotlight the National College Testing Association and its ongoing commitment to excellence, equity, and collaboration in higher education assessment.

​Since 2019, Doreen Murner has served as the Executive Director of the Council for the Advancement of Standards in Higher Education (CAS), bringing more than 15 years of nonprofit leadership experience to the role.

Doreen is a mission-driven executive with a career dedicated to strengthening associations in higher education, equity, and community health. Over the course of her robust career, she has served as Executive Director or CEO for several national and international organizations, including the National Association of Educational Procurement (NAEP) and the Eastern Association of College and University Business Officers (EACUBO). In every position, she has guided organizations through strategic transformation, financial stabilization, and operational modernization.

At CAS, Doreen’s leadership has focused on mission alignment and member engagement. She has overseen the development of international standards, supported data-driven program evaluation, and advanced financial sustainability efforts. Known for her collaborative style, she has built strong relationships with boards, higher education leaders, and community partners, ensuring CAS continues to be a trusted resource for advancing student learning and success.

Beyond CAS, Doreen is active in the association community and in her own community. She has served as a founding member of the Higher Education Association Sustainability Collaborative and the National Council of Public Procurement and Contracting. She also volunteers as co-chair of the Ludwigs Corner Horse Show Association’s Volunteer Committee and fundraises for the Brandywine Health Foundation.

Doreen holds an MBA from Southern New Hampshire University and a BS in Business Administration from the University of New Hampshire, where she was a member of Alpha Xi Delta and competed in track and field. When she is not working, she enjoys golf, horseback riding, and time outdoors.
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CAS is proud to be led by Doreen, whose expertise, vision, and commitment to equity and excellence continue to guide the organization forward.

The Council for the Advancement of Standards in Higher Education (CAS) is pleased to announce that Patricia I. Mulcahy-Ernt, Ph.D., Professor in the School of Education at the University of Bridgeport, has been elected to serve as Member at Large (General) on the CAS Governing Board, effective September 1, 2025.

​Dr. Mulcahy-Ernt has dedicated more than thirty years to the University of Bridgeport, where she has served in numerous leadership roles to enhance student academic success, prepare future educators, and provide faculty development. She coordinated graduate programs in Secondary English Education and Literacy, served as the University’s first Title III Coordinator, and was its first Director of the Center for Excellence in Learning and Teaching. Most recently, she provided leadership as Director of the School of Education before transitioning into a part-time faculty role in 2024 to continue mentoring doctoral students.

Her research and service focus on academic support services, learning assistance programs, literacy instruction, and program assessment. A longtime leader in the College Reading and Learning Association (CRLA), Dr. Mulcahy-Ernt served on the CRLA Board, including as President, and later founded the first CRLA Chapter in the Northeast. Since 2013, she has represented CRLA on the CAS Council, contributing her expertise to the development and revision of several CAS standards and contextual statements.

In recognition of her significant contributions to the field, Dr. Mulcahy-Ernt was named a Fellow in the Council for Learning Assistance and Developmental Education Associations (CLADEA) in 2021. She is the author of more than sixty publications and has delivered nearly two hundred professional presentations, consistently advancing research on student learning, assessment, and academic support services.

CAS congratulates Dr. Patricia Mulcahy-Ernt on her election to the Governing Board and looks forward to her continued leadership and contributions in advancing the mission and work of the Council.

​The Southern Association for College Student Affairs (SACSA) is a premier generalist association that supports student affairs professionals and graduate students across the South. Founded in 1949, SACSA has a long history of fostering community, professional development, scholarship, and ethical practice, guided by its core values of inclusiveness, professionalism, and collegiality. What distinguishes SACSA is its close-knit, collaborative atmosphere where professionals at all levels can connect and engage in advancing both the scholarship and practice of student affairs.

SACSA’s mission is to advance opportunities for professional development, scholarship, research, and ethical practice, and to deepen the understanding of issues impacting students and the student affairs profession. These goals align closely with CAS’s commitment to promoting growth, development, and quality practices in higher education. Together, SACSA and CAS reinforce a shared dedication to supporting student success and strengthening the effectiveness of higher education professionals and programs.
Membership in CAS has provided SACSA with valuable tools and frameworks that enhance professional growth opportunities for its members. Through CAS, SACSA is able to offer resources for program development, assessment, and improvement, as well as access to experts and standards at its annual conference. This collaboration allows SACSA members to remain up to date on the latest best practices while delivering high-quality services to students across the South.
CAS standards serve as a blueprint for practitioners, giving SACSA members a reliable and forward-looking guide as the field evolves. One example of this collaboration’s impact is the annual CAS primer offered at the SACSA conference, a tradition that began with former CAS President Ralph Johnson. In addition, Dr. Johnson represented SACSA in the production of the CAS Esports Programs Standards, which provide institutions with a framework to build, assess, and strengthen esports initiatives in higher education. These standards and the accompanying Self-Assessment Guide are available now through the CAS Store:

• Esports Programs Standards
  
• Esports Programs Self-Assessment Guide
  

SACSA also continues to foster engagement with CAS by encouraging professionals to attend its annual conference, where CAS resources and conversations are shared broadly. Looking ahead, SACSA will celebrate a milestone at the 2025 SACSA Conference with NASPA Region III, held November 1–3 in Louisville, KY. Themed “Shining Bright: 75 Years of Brilliance, Reflection and Strength,” the gathering will commemorate SACSA’s history while looking toward an innovative and collaborative future.
Through its partnership with CAS, SACSA strives to create a sense of belonging and provide tools and connections that support professionals at every stage of their careers. Whether new to the field or seasoned in leadership, SACSA members benefit from the shared commitment to advancing student affairs and fostering environments where students thrive.

The Council for the Advancement of Standards in Higher Education (CAS) extends its gratitude to Dr. Dan Bureau as he concludes his term as Member at Large for Research, Assessment, and Publications on the Governing Board, effective August 31, 2025.

​Dr. Bureau has been an engaged and impactful leader within CAS for many years. He served as the ninth President of CAS from 2019 to 2021, where he guided the organization through important conversations on the integration of health and well-being into CAS standards and reinforced the importance of cross-functional collaboration in higher education. His presidency reflected his lifelong commitment to advancing holistic student development and ensuring standards remain relevant to the evolving needs of students and institutions.

Beyond his presidency, Dan has continued to provide leadership on the Governing Board, where his role as Member at Large for Research, Assessment, and Publications helped strengthen CAS’s resources and scholarly contributions to the field. His insights and expertise have supported CAS’s mission to advance quality programs and services through rigorous standards and self-assessment.

Currently, Dr. Bureau serves as Associate Vice President for Well-Being at the University of Kentucky, where he continues his career-long commitment to student success, access, and equity.

CAS is grateful for Dan’s years of service on the Governing Board and is pleased that he will continue to serve on the CAS Council, ensuring his experience and vision remain part of our work.

We thank Dan for his leadership and dedication to CAS and look forward to his ongoing contributions to the Council and the field of higher education.

What makes this update especially significant is that it is the first CAS resource to be revised while being actively applied on campuses. Four institutions are simultaneously conducting self-assessments using the Framework and contributing feedback to the update process. This unique approach ensures that the new version will be informed not only by CAS’s 40 years of expertise in student affairs and student development standards, but also by real-time application and collaboration across campuses.

The current edition of the CFF for AHWB, last updated in 2018, guides leaders—presidents, vice presidents, and cross-functional teams—in building structures that foster flourishing campus communities. When paired with CAS functional area standards (such as Health Promotion Services, Clinical Health Services, and Alcohol and Other Drug Programs), the Framework provides a comprehensive approach to advancing health and well-being.
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As CAS prepares to launch this updated edition, we invite you to be the first to know when it becomes available. Sign up below to receive a notification when the updated Cross-Functional Framework for Health and Well-Being is released.

CAS's Frameworks for Assessing Learning and Development Outcomes (FALDOs) 2.0, is a compendium of tools, focused on the CAS learning and development outcomes. Through August 31st, we are giving away free hardcopies of FALDO 2.0 to TEN of CAS's followers. Read on to learn how you can get your free copy!

📖 Start the new school year with the definitive guide to student learning assessment!

FALDOs 2.0 emphasizes the process of assessing learning outcomes. This edition guides professionals in developing assessment methods tailored to their department’s or institution’s unique structure, culture, and context—teaching them “how to fish” rather than simply providing tools. Overviews of common assessment methods and case studies offer practical, real-world examples that ground the concepts in a comprehensive, holistic resource.

How to enter:
👉Navigate to any of CAS's official social media accounts and follow us. Already following? Not a problem - you're already a third of the way there!
👉Locate any of our FALDOs 2.0 giveaway posts, like, and share

That’s it! You’re entered.

✨ Bonus: Enter on every post and every platform (Facebook, LinkedIn, X, Instagram) for more chances to win.
⏳ Deadline: August 31

Giveaway Terms
Open to U.S. residents, 18 years or older. No purchase necessary. Limit one entry per person per platform (Facebook, LinkedIn, Twitter, Instagram). Winners will be selected at random and contacted directly by CAS through official CAS accounts only. This giveaway is not sponsored, endorsed, or administered by, or associated with, Facebook, LinkedIn, Twitter, or Instagram.

Colleagues,
As the Council for the Advancement of Standards in Higher Education (CAS) fiscal year draws to a close, now is the perfect time to reflect on what we have accomplished together while looking ahead to the year to come. This has been a year of meaningful contributions, hard conversations and decisions, and transitions that position us for the future.

We have continued to share the stories and expertise that make our community so strong. In December, we concluded our Past Presidents series, reflecting on the leaders who helped shape CAS into the organization it is today. Our ongoing Member Spotlight series has been a wonderful way to highlight the professionals and member associations who bring our standards to life on campuses across the country.

This year we honored the remarkable service of several Governing Board members now concluding their terms. Carol Miller Schaefer, Member at Large for Administration, is retiring from the Board after years of dedicated service to CAS and the National Association of College Stores. Christine Self, Member at Large for User Experience, and Dan Bureau, Member at Large for Assessment, Publications, and Research, will also step down from their Board roles. All three will conclude their terms on August 31, 2025.  Their contributions will certainly have a lasting impact on CAS. We are deeply grateful for their leadership, vision, and commitment to the mission of CAS.

It is with sincere gratitude that I share the Governing Board’s unanimous decision to extend my term as CAS President for another year. I am truly honored by their continued confidence in my leadership, and I extend my heartfelt thanks to the Council for the opportunity to serve. This continuity in leadership will help us maintain our momentum while we welcome new voices to the Governing Board and continue our path forward.

We are excited to celebrate our newly elected Governing Board members. Jeff Nelson will serve as Member at Large for Finance and Administration, Melissa L. Rocco and Patricia Mulcahy-will serve as Members at Large, and Jason Vlastaras will serve as President-Elect while continuing as Member at Large for Standards for another year. Their expertise, dedication, and perspectives will help guide CAS in the important work ahead.

As we enter a new fiscal year, CAS faces both significant challenges and exciting opportunities that will shape our future impact on higher education. Guided by the findings and recommendations from the SOVA consultancy’s comprehensive analysis, we have identified three priority areas of focus.

First, CAS is committed to modernizing our standards. We have initiated the process of issuing an RFP for a vendor to build a dynamic portal system that will provide institutions with nimble, flexible access to CAS standards. This modernization effort reflects our mission to ensure that CAS tools remain relevant, user-friendly, and responsive to the evolving needs of higher education practitioners.

Second, we are exploring the development of a Service Provider Model. This model will allow CAS to provide more direct and sustainable campus support for institutions engaged in assessment and program review. By offering tailored services, we aim to strengthen institutional capacity for meaningful outcomes assessment and foster continuous improvement.

Third, we are enhancing our collaborative strategies. CAS will intentionally seek partnerships with like-minded associations and organizations whose goals align with ours, expanding our reach and amplifying our collective voice in advancing student learning, development, and success.

Like many organizations in higher education, CAS is navigating financial pressures. We remain committed to careful stewardship of resources by reducing expenses where possible and pursuing opportunities to increase revenue. The next two years will be especially pivotal for CAS, and we are dedicated to maintaining transparency about our priorities, progress, and challenges as we move forward.

As we begin a new fiscal year, I look forward to building on our shared successes, welcoming our new leaders, and continuing to advance the standards that strengthen higher education programs and services. Thank you for your dedication to student learning, development, and success.
 
 
Sincerely,
Gayle
Gayle Spencer, Ph.D.
CAS President