For HESA Faculty
In a 2016 CAS market research study, 36 percent of respondents indicated that their first exposure to CAS occurred during their graduate studies. We hope to provide valuable resources for faculty in Higher Education and Student Affairs programs, who typically introduce CAS to their students.
CAS OverviewIf you are introducing CAS to graduate students and new professionals, we recommend you begin with the following resources:
- The CAS General Standards
- CAS mission, vision, and purpose
- CAS member associations
- List of CAS Standards
- Our basics on CAS
- Tips for using CAS in HESA programs
A primary way educators use CAS Standards is to evaluate the effectiveness and quality of their programs and services.
CAS Program Review or Self-Assessment
- The CAS Self-Assessment Guide (SAG)
- An introduction to the CAS self-study process
- Examples of using CAS for program review
As part of each set of standards, CAS requires that programs and services articulate and assess learning and development outcomes that students are expected to achieve as a result of interacting with them. CAS has identified six board categories of outcomes.
CAS Learning and Development Outcomes
- The CAS outcome domains and dimensions
- How to develop learning outcome statements
- How to apply domains and dimensions to student affairs work
- Basic approaches to assessing learning outcomes
Do you have a story to share? Contact firstname.lastname@example.org with your CAS experiences.
Stories and Testimonials
- Learn how students and instructors benefit from incorporating CAS into their graduate programs
- Dr. Brian Bourke shared about Using CAS to Teach Assessment in the Summer 2017 edition of Research and Assessment in Practice (RPA Journal)