CAS Resources 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. 
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CAS OVERVIEW
If 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
CAS Faculty Resource Packet
Tips for using CAS in HESA programs

CAS PROGRAM REVIEW OR SELF-ASSESSMENT
A primary way educators use CAS Standards is to evaluate the effectiveness and quality of their programs and services.The CAS Self-Assessment Guide (SAG)
An introduction to the CAS self-study process
Examples of using CAS for program review

CAS LEARNING AND DEVELOPMENT OUTCOMES
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.
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

STORIES AND TESTIMONIALS
Do you have a story to share? Contact [email protected] with your CAS experiences. 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).

Testimonials