CAS has raised standards and focuses on the attributes, such as wisdom and honesty, of those professionals who would use the standards. Professionals working to provide services in higher education share more than a commitment to quality assurance and standards of practice.
Most of the member associations represented in CAS are guided by ethical codes of professional practice enforced through the prescribed channels of its association. A review of the ethical statements of member associations demonstrates clearly that there are elements of ethical principles and values that are shared across the professions in higher education.
CAS acknowledges and respects the individual codes and standards of ethical conduct of their organizations. From these codes, CAS has created a statement of shared ethical principles that focuses on seven basic principles that form the foundation for CAS member association codes: autonomy, non-malfeasance, beneficence, justice, fidelity, veracity, and affiliation. This statement is not intended to replace or supplant the code of ethics of any professional association; rather, it is intended to articulate those shared ethical principles. It is our hope that by articulating those shared beliefs, CAS can promulgate a better understanding of the professions of those in service to students and higher education. Citation: Council for the Advancement of Standards in Higher Education (2023). CAS statement of shared ethical principles. In J. B. Wells & L. K. Crain (Eds.), CAS professional standards for higher education (Version 11). Author.
Statement on Justice, Diversity, Equity, Inclusion and Belonging (JDEIB).
CAS values, embraces, and recognizes the need to foster equitable and inclusive communities to promote student learning, development, success, and belonging. CAS recognizes the historical and ongoing challenges around discrimination, racism, and oppression present in higher education. As a strategic area of focus, CAS will be an inclusive organization that reflects the broad and diverse higher education community. CAS is committed to advocating for creating programs and services that advance equitable outcomes for all students. CAS serves as a conduit of professional standards for post-secondary institutions and member associations to foster a framework for inclusive and equitable environments. CAS will also work to identify and address barriers and inequities to promote socially just assessment and evaluation practices and partner in support of student learning, development, and success.
As a reflection of CAS’s values and mission, the framework for our justice, diversity, equity, inclusion, and belonging work is grounded in the following models:
Museus and Smith’s (2016) culturally engaging campus environments (CECE model) which provides a framework for principles of promoting and advocating for diverse, equitable, and inclusive environments (CAS, 2019).
Equity Mindedness created by the Center for Urban Education at the University of Southern California, the EM model recognizes and addresses policies, practices, and racialized structures contributing to the creation and sustainment of racial inequities (Bensimon & Malcolm, 2012; Dowd & Bensimon, 2015).
Universal Design for Learning (UDL) a set of principles based on the three-network model of learning for curriculum development that give all individuals equal opportunities to learn (Johnston, Daley, S. G., & Abarbanell, 2006).
Belonging a critical model for student success focused on fostering diverse, equitable and inclusive environments where all students feel welcomed, accepted, and fully engaged (Strayhorn, 2019).
A bold vision forward: A framework for the strategic imperative for racial justice and decolonization. Addressing racial justice in student affairs and higher education using an intersectional lens with a focus on reducing the oppression of communities of color (ACPA, 2019).
References. The American College Personnel Association (ACPA). (2019). A bold vision forward: A framework for the strategic imperative for racial justice and decolonization. https://myacpa.org/sirjd/ Bensimon, E. M., & Malcolm, L. E. (2012). Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Stylus Publishing. Council for the Advancement of Standards (CAS). (2019). The case for CAS. In CAS professional standards for higher education (10th Ed.). Washington, DC: Author. Dowd, A. C., Bishop, R. M., & Bensimon, E. M. (2015). Critical action research on race and equity in higher education. In Martinez-Aleman, A. M., Bensimon, E. M., & Pusser, B. (Eds.) Critical approaches to the study of higher education. (pp. 174-192) Johns Hopkins University Press. Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd edition). Routledge, Taylor & Francis Group. W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), http://www.udlcenter.org/sites/udlcenter.org/files/UDLinPostsecondary.pdf
Evaluating individual professional practice in higher education requires the identification of ideal performance characteristics that describe excellence in professional practice. This document, developed in 2006, has evolved from multi-faceted professional competencies that are inherent in the purpose, development, and application of the CAS Standards and Guidelines. It assumes a philosophy and practice of life-long learning and professional development shared by individual practitioners and their institutions. Characteristics are grouped into General Knowledge and Skills, Interactive Competencies, and Self Mastery. General Knowledge and Skills General Knowledge
Understands and supports the broad responsibility of the institution for enhancing the collegiate experience for all students
Possesses appropriate knowledge of relevant theories, literature, and philosophies on which to base informed professional practice
Knows values, historical context, and current issues of one’s profession
Has developed, can articulate, and acts consistently with a sound educational philosophy consistent with the institution’s mission
Understands and respects similarities and differences of people in the institutional environment
Understands relevant legal issues
Manages and influences campus environments that promote student success
Works to create campus and related educational environments that are safe and secure
Effectively utilizes language through speaking, writing, and other means of communication
Engages disparate audiences effectively
Teaches effectively directly or through example
Thinks critically about complex issues
Is trustworthy and maintains confidentiality
Exercises responsible stewardship of resources
Engages in evaluation and assessment to determine outcomes and identify areas for improvement
Uses technology effectively for educational and institutional purposes
Bases decisions on appropriate data
Models effective leadership
Interactive Competencies With students:
Counsels, advises, supervises, and leads individuals and groups effectively
Knows the developmental effects of college on students
Knows characteristics of students attending institutions of higher education
Knows students who attend the institution, use services, and participants in programs
Interacts effectively with a diverse range of students
Provides fair treatment to all students and works to change aspects of the environment that do not promote fair treatment
Values differences among groups of students and between individuals; helps students understand the interdependence among people both locally and globally
Actively and continually pursues insight into the cultural heritage of students
Encourages student learning through successful experiences as well as failures
With Colleagues and the Institution:
Supervises others effectively
Manages fiscal, physical, and human resources responsibly and effectively
Judges the performance of self and others fairly
Contributes productively in partnerships and team efforts
Demonstrates loyalty and support of the institution where employed
Behaves in ways that reflect integrity, responsibility, honesty, and with accurate representation of self, others, and program
Creates and maintains campus relationships characterized by integrity and responsibility
Effectively creates and maintains networks among colleagues locally, regionally, nationally, and internationally
Contributes to campus life and supports activities that promote campus community
Commits to excellence in all work
Intentionally employs self reflection to improve practice and gain insight
Responds to the duties of one’s role and also to the spirit of one’s responsibilities
Views his or her professional life as an important element of personal identity
Strives to maintain personal wellness and a healthy lifestyle
Maintains position-appropriate appearance
Stays professionally current by reading literature, building skills, attending conferences, enhancing technological literacy, and engaging in other professional development activities
Manages personal life so that overall professional effectiveness is maintained
Belongs to and contributes to activities of relevant professional associations
Assumes proper accountability for individual and organizational mistakes
Espouses and follows a written code of professional ethical standards
Abides by laws and institutional policies and works to change policies that are incongruent with personal and professional principles
Re-evaluates continued employment when personal, professional, and institutional goals and values are incompatible and inhibit the pursuit of excellence
Citation: Council for the Advancement of Standards (2006). CAS characteristics of individual excellence for professional practice in higher education. In Council for the Advancement of Higher Education (Ed.), CAS professional standards for higher education (6th Ed.). Author.
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