CAS Standards Program Review and Division-wide Assessment.
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Transcript of CAS Standards Program Review and Division-wide Assessment.
CAS Standards
Program Review and Division-wide Assessment
With thanks to the generosity ofDeborah A. GarrettVice Chancellor for Student AffairsArkansas State University - Beebe
Carole S. Henry, ACUHO-I CAS LiaisonExecutive Director of Housing & Residence Life Old Dominion University
Doug Lange, CAS SecretaryDean of Student AffairsAi The Art Institute of Tennessee-Nashville
Agenda
Overview of CAS and program review
Preparation for a review
Self Study and Process
Developing an Action Plan
Assessing Student Learning Outcomes
CAS Resources
CAS Overview
Founded in 1979 (ACUHO-I charter member) in response to efforts to establish specialized accreditation for student affairs preparation programs
CAS is a consortium of prof. association members (100,000+) in higher education who work collaboratively to promulgate standards & guidelines
CAS Overview
Focus on quality programs & services for students
Promulgate standards and guidelines for practice and preparation
Promote assessment in educational practice
Promote quality assurance within higher education
WHAT IS PROGRAM REVIEW NOT?
it is not an evaluation of an individual staff member
an evaluation of an individual studenta vehicle for punishment
WHAT IS PROGRAM REVIEW?
Formal, collaborative process for systematic review and evaluation
Tied closely to mission, goals, and specified outcomes of a given department Provides a snapshot of where a department is now Identifies progress toward department priorities &
university strategic planningAssesses strengths and weaknessesMakes recommendations for program
improvement
ELEMENTS OF PROGRAM REVIEW
A. Collect, analyze data/evidence about a program
B. Compare results to some standard for purpose of evaluating services provided: effectiveness efficiency impact quality
C. Tied to continuous improvement
CAS Self Assessment Components
mission program leadership organization and management human resources financial resources facilities, technology, and equipment legal responsibilities equity and access campus and external relations diversity ethics assessment and evaluation
CAS Self Assessment Guides Purpose and Organization
Outcomes relevant to student learning and development that must be identified and assessed: knowledge acquisition cognitive complexity intrapersonal development interpersonal competence humanitarianism and civic engagement’ practical competence
Key Questions for CAS Components
Mission How does the unit uniquely contribute to and advance the
Division’s goals, objectives, & strategic initiatives?
Program What are the Unit’s core programs and services? Describe any key collaborative relationships (within and
beyond Student Affairs) in which the department is involved. Please explain how these partnerships:
What lines of communication exist for students’ input to be included in the mission/purpose of the dept.?
Key Questions for CAS Components
Leadership What leadership practices are used to establish and
promote the unit’s values, short and long term directions, and performance expectations?
How does unit leadership promote a work culture that encourages staff empowerment, innovation, risk taking to effectively meet needs of students?
Philosophy of decision-making? How does planning take place?
Key Questions continued
Organization and Management Explain the unit’s organizational structure, including
reporting relationships, distribution of responsibilities/authority, lines of communication, and use of management and/or work teams.
What criterion does the unit use to accurately determine the correct number of personnel that are needed to effectively fulfill the mission and meet the needs of those it serves?
Key Questions continued
Human Resources What strategies are used to recruit, hire, and retain staff? How are staff performance expectations established,
effectively communicated, and understood? How is staff performance evaluated? How is staff being trained and developed?
Financial Resources Please provide a financial overview of the unit, What is the funding model for the unit? What resource
changes have occurred over the past five years and what are the anticipated changes for the future?
How are budget allocation/reallocation decisions made in the unit?
Key Questions continued
Facilities, Technology, and Equipment How effectively do current facilities/space and
equipment support the work of the unit? How has technology been integrated into the program,
service, and operating functions of the unit? How has the unit kept pace with the development of hardware, software, maintenance, and training support? What are the projected technology needs for the future?
How effectively do the unit’s current facilities, space, and equipment support its operations?
Key Questions continued
Legal Responsibilities How is staff trained to ensure that they are knowledgeable
about the laws and regulations, and professional ethics that apply to their respective job responsibilities?
What processes are in place for managing risks
Equity and Access How is non-discriminatory, fair, and equitable treatment of
staff and constituents ensured?
Campus and External Relationships What collaborative relationships exist with campus
colleagues?
What short and long-term goals have been established to strengthen these types of relationships?
Key Questions continued
Diversity How does the unit advance the University and Division’s
diversity agenda specific to: program/service offerings recruiting, hiring, retaining, and promoting staff student learning and development outreach and engagement activities campus and work environments
Ethics What is the unit’s policy/strategy for managing student/client
and staff member confidentiality issues? How are they informed of these practices?
Key Questions continued
Assessment and Evaluation Provide a description of the unit’s assessment and evaluation
activities. How are student needs assessed and considered in the
development and delivery of programs and services? How is benchmark data used to stay current with peers?
Basic Steps:Self-Assessment Process
A. Establish the process, identify a team and train them.
B. Understand CAS Standards and Guidelines.
C. Determine data sources, compile and review evidence. Gather & analyze pertinent qualitative and
quantitative data
D. Judge performance.
E. Complete the assessment process.
Step B: Understand CAS Standards and Guidelines
CAS functional area standards and guidelines – basic statements that should be achievable by a program
STANDARD (Bold type; Verbs MUST or SHALL)
Sample: HLRP staff members must provide a variety of educational opportunities that promote academic success and the achievement of learning and student development outcomes.
GUIDELINE (Regular type; Verbs SHOULD or MAY)
Sample: HLRP should provide an environment that assists residents to remain in good academic standing, earn higher GPA’s, and be retained.
Step C: Compile and ReviewDocumentary Evidence for Your Area
Recruitment and marketing materials Participation policies and procedures Results reports; participant evaluation summaries
Program documents brochures, catalogs
institutional administrative documents organization charts financial statements
Research, assessment, evaluation data needs assessments, follow-up studies assessment outcomes reports
Staff activity reports Student activity reports
Step D: Judging Performance
Assessment criterion measures specific to your part of the review
ND 1 2 3 4 NRNot Done Not met Minimally Well Fully
Met Met Met
Using this scale, consider each criterion statement and decide the extent to which each criterion measure has been met by the program or service
Step D: Judging Performance continued
Each criterion measure focuses on a particular aspect of the standard, allowing raters to express more detailed and specific judgments
In most instances, there are multiple criteria for each standard
Judging Performance Exercise
Page 31: Review must statements
Diversity Criterion Measures
Rate 11.1, 11.2, 11.3, 11.4 independently
Review in group.
Formulating an Action Plan
1. Answer overview questions
2. Identify areas of program strength (Work form A)
3. Identify areas of program weakness (Work form A)
4. Describe practices requiring follow up (Work form A)
5. Summarize actions required for the program to meet the standards (Work form B)
6. Summarize program enhancement activities (Work form C)
7. Write program action plan
CAS: Work Form AAssessment, Ratings, and Significant Items
CASWork Form A
Assessment, Ratings, and Significant ItemsINSTRUCTIONS:This work form should be completed following individual ratings of the participants. For each of the 13 Parts, identify (circle) the criterion measure item number(s) in the column labeled for which there is a substantial rating discrepancy (two or more ratings apart). Items not circled should reflect consensus among judges that practice in that area is satisfactory. Items where judgment variance occurs need to be discussed thoroughly by team members. Follow this action by determining which practices (criterion measures) can be designated as “excellent” or “unsatisfactory” and record them in the Step One column. In Step Two, list the items requiring follow-up action including any criterion measure rated as being unsatisfactory by any reviewer.
Step One
Part Items Excellent Unsatisfactory
1. Mission 1.1a1.4
1.1b1.5
1.1c1.6
1.2 1.3
2. Program 2.1 2.4.3 2.4.8 2.4.132.6 2.8d2.11
2.2 2.4.4 2.4.9 2.4.142.7 2.8e2.12
2.32.4.52.4.102.4.152.8a2.8f2.13
2.4.12.4.62.4.112.4.162.8b2.9
2.4.22.4.72.4.122.52.8c2.10
CAS: Work Form A continued
Step Two: List item number(s) for each Part determined to merit follow-up and describe the practice weaknesses that require attention
1.
2.
3.
4.
5.
CAS Work Form B: Follow Up Actions
INSTRUCTIONS:
The purpose of this work form is to begin the planning for action to be taken on practices judged to merit follow-up (See Step 1, Work Form A). In Step Three, transfer short descriptions of the practices requiring follow-up and detail these items using the table format provided.
Step Three: Describe the current practice that requires change and actions to initiate the change
Practice Description
Corrective Action Sought
Task Assigned To Timeline Due Dates
CAS Work Form C:Summary Action Plan
Step Four: This form concludes the self-assessment process and calls for action to be taken as a consequence of study results. Write a brief action plan statement in the spaces below for each Part in which action is required.
Part 1: Mission
Part 2: Program
Part 3: Leadership
Part 4: Human Resources
Part 5: Ethics
Student Outcomes Assessment
What is the effect of our work on students?
How are they different as a result of interacting with our programs and services?
How do we demonstrate their learning? How do we know? How can we show that the outcome was due to
our programs, etc.?
Plan for Assessing Student Learning Outcomes
Review/revise missionIdentify major services, programs, activitiesSpecify desired student outcomesIdentify information needed to show student
learningIdentify existing and new data neededDevelop process for measuring outcomesIdentify ways to use findings to
change/improve
CAS Resources
www.cas.edu
CAS Statement of Shared Ethical Principles
CAS Characteristics of Individual Excellence
CAS Professional Standards, 2009 edition Prologue & Context with “How to” information
Self-Assessment Guides SAG’s- tools to help conduct self-assessment activities
Frameworks for Assessing Learning and Development Outcomes (FALDO’s) –contain information for measuring learning outcomes
CD of Self Assessment Guides includes all 38 functional area SAG’s and Standards; also includes an e-learning course on conducting self assessment & a power point presentation that can be modified by user.
Program Review Timeline
Self Study (January – April)
Program review committees studentsfacultystaff
Determine adequacy of evidence Collect more data? Conduct focus group?
Timeline (continued)
Report Findings Report of findings and recommendations
w/emphasis on how unit can improve and contribute more fully.
Timeline (continued)
External Review/Site Visit (October) Two or three external reviewers Write preliminary report based on Self Study Campus visit External Review Team Report
Timeline (continued)
Writing the Unit Program Review Report (November/December)
Prepare final report (generally same individuals as self study team)
Share with unit director (ifs/he is not on team) to correct any factual errors
Report to VP, Division Program Review Team, Unit Director, Supervisor
Timeline (continued)
Develop the Unit Action Plan (November – December)
Proposed actions Implementation strategies Person(s) responsible Appropriate timelines and identify resources Include in annual goal-setting