Special Announcement for ACPA Members
Leading the way for nearly 40 years, the Council for the Advancement of Standards in Higher Education (CAS) promotes intra-campus collaboration and reflects good practices agreed upon by the profession-at-large through the CAS Standards. Comprised of over 40 collaborating professional associations representing over 115,000 professionals in higher education, CAS has developed 47 sets of standards and guidelines and 3 cross-functional frameworks within diverse areas of the college student experiences.
ACPA members are invited to use 20% discount code ACPA2021 on all CAS resources including the following new releases:
Frameworks for Assessing Learning and Development Outcomes (2nd Edition)
In the second edition of Frameworks for Assessing Learning and Development Outcomes (FALDOs), CAS provides a timely update to the original FALDOs (2006), a popular text among higher education professionals that provided practical and accessible learning outcomes assessment guidance. In FALDOs 2, Darby M. Roberts and J. Patrick Biddix seek to demonstrate the process of assessment, focusing on key characteristics and elements of assessment across the institution. Using the CAS Student Learning and Development Domains and Dimensions as a framework, the focus of this text is on best practices in assessment processes as opposed to the prior edition's primary focus on tools and instruments.
The 2021 edition of the Frameworks for Assessing Learning and Development Outcomes (FALDOs) is available in hardcopy. An e-book will be available later in 2021. This product is available both independently and as a packaged set with the CAS Professional Standards for Higher Education (10th Edition) hardcopy.
CAS Standards for Indigenous Student Affairs
The CAS standards committee was chaired by Meg Evans, Ph.D., Program Director at Break Away, and CAS Representative from the Consortium of Higher Education LGBT Resource Professionals. Evans and Bazemore-James worked with an expert team of Indigenous and ally higher education scholars and practitioners. Significant contributors to the development of the standards and contextual statement include:
Robert L. A. Hancock, Ph.D., (Cree-Metis), University of Victoria, ACPA Indigenous Student Affairs Network
Saundra Mitrovich, (Tyme Maidu), University of Nevada-Reno
Symphony Oxendine, Ph.D., (Cherokee/Choctaw), University of North Carolina Wilmington, ACPA Native, Aboriginal, and Indigenous Coalition
Jack Soto (Navajo/Cocopah), American Indian College Fund
Stephanie Waterman, Ph.D., (Onondaga Turtle Clan), University of Toronto
CAS is grateful to this team for their collaboration and for sharing their knowledge and expertise about ways to foster inclusion of Indigenous students at institutions of higher education and to advance student learning, development, and success. CAS is proud to release this new set of standards for an important and evolving functional area in higher education.
The ISA Standards and Self-Assessment Guide are available in the CAS store.