Beyond Compliance: How to Cultivate Truly Inclusive Campus Environments with CAS Standards

​In today’s diverse educational landscape, colleges and universities face increasing expectations to create spaces where all students feel valued, respected, and supported. For student affairs professionals, fostering inclusive environments goes beyond checking boxes or meeting minimum requirements—it’s about establishing a culture of belonging where each individual can thrive. This is where the Council for the Advancement of Standards in Higher Education (CAS) plays a pivotal role.

The CAS General Standards offer a powerful framework for ensuring that institutional policies and practices do not unintentionally exclude or discriminate against any group. While these standards cover a range of identity considerations—from race and gender to disability and family status—CAS encourages institutions to adapt and expand these guidelines as student demographics and needs evolve.

When CAS's Conferences & Events Standards were revised in recent years, this important consideration was at the forefront. As Kathy Walters, CMP, CCEP shared, "As a member of ACCED-I (Association of Collegiate Conference and Events Directors-International), the revision of these standards was very timely as we take into account all the changes that have happened in the last 3 years.  Our committee was able to incorporate the nuances that come with university events pivoting to become virtual as well as the increased awareness of the need for stronger DEI (Diversity, Equity, Inclusion) in university event planning as a whole." This is just one example of the way CAS empowers institutions to think deeply about the importance of a standards-guided approach to assessment.

Moving Beyond Compliance: The Heart of CAS Standards
At the heart of CAS Standards is a commitment to fostering authentic inclusion, a goal that extends well beyond legal compliance. Although institutions often focus on avoiding discrimination lawsuits, CAS challenges educators to envision an environment that actively respects and celebrates the full spectrum of student identities. The General Standards provide a comprehensive list of identities, but they are intentionally not exhaustive, as new identity considerations continue to emerge.

This framework invites student affairs professionals to think critically about the diversity within their communities and to continuously re-evaluate their practices. By prioritizing active inclusivity, institutions can do more than simply meet the law—they can become leaders in creating a culture of belonging.

Practical Applications: Embracing Evolving Identities
While the CAS General Standards provide a robust foundation, the guidance encourages colleges to consider emerging identity factors. Elements like neurodivergence, caregiver responsibilities, and reproductive health decisions have a growing impact on students’ experiences, yet they may not be top of mind for many institutional policies.

For student affairs professionals, acknowledging these evolving identities means developing practices that address needs that might not have been visible or widely understood a decade ago.

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).

Building a Culture of Belonging Through Self-Assessment
Self-assessment is an invaluable tool for cultivating inclusivity on campus. The CAS Self-Assessment Guides (SAGs) are designed to help professionals evaluate the effectiveness of their programs and identify areas for improvement. By using SAGs, student affairs professionals can ensure they’re not only meeting standards but are actively identifying gaps in inclusivity and working toward continuous improvement.

The process of self-assessment is often eye-opening, revealing blind spots and uncovering areas where policies or programs may inadvertently exclude or fail to serve certain groups. With this insight, institutions can make targeted changes to better serve their students and uphold a commitment to inclusivity.

The Long-Term Benefits of Inclusive Environments
When student affairs professionals embed inclusivity within the fabric of their campus culture, the benefits extend beyond the individual. Students who feel they belong are more likely to engage, persist, and succeed academically and personally. Moreover, by building these environments, institutions enhance their reputation and appeal to prospective students who prioritize a welcoming campus.
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Creating an inclusive culture takes dedication and intentionality, but the result is a thriving campus community where every student has the opportunity to contribute meaningfully. CAS Standards are an essential resource, offering a roadmap that empowers institutions to make inclusivity an actionable, measurable priority.

Consider whether your institution can dig deeper to go beyond compliance in the inclusivity of your environments and whether CAS can help! Check out the resources in the CAS store, which cover a wide range of functional areas.

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