Summary: Jean Ashmore, AHEAD representative to the Council for the Advancement of Standards in Higher Education (CAS) provides responses to frequently asked questions on how CAS relates to our daily work in disability service offices.
What is CAS?
CAS is the Council for the Advancement of Standards in Higher Education, a consortium of professional associations all of which are affiliated with higher education. AHEAD has been a member of CAS since 1981. As of November 2015, CAS has standards for professional practice in 43 functional areas within the realm of higher education.
Does CAS have a standard for disability services?
Yes, the most recent edition of standards and guidelines for disability services was approved in 2013 and is entitled Disability Resources and Services (DRS). In addition to the DRS standards there is a 2013 Contextual Statement about the field which gives history, background and a review of current topics in the field.
Each CAS standard has 12 parts covering the components that make up comprehensive service. Mission is Part 1 and Program is Part 2; these two sections frame the rest of the standards. AHEAD members have free access to the CAS DRS standards. See the link in the Information Services portal.
CAS uses terms “standards” and “guidelines.” What is the difference?
All CAS Standards and Guidelines include functional elements believed to be essential to practice, and these essentials are considered standards and are written as “must” statements in CAS. Guidelines, on the other hand, are recommendations but not requirements and therefore written as “should” statements.
AHEAD has professional and program standards, how do these relate to CAS DRS standards?
The AHEAD standards are organized in a different way than are CAS standards. AHEAD standards for both professionals and programs are research based and provide solid foundations for services.
How can the CAS DRS standards help my office and our work?
- 2013 CAS DRS mission has 3 elements – provide institution-wide advisement, consultation and training; collaboration with institutional partners; provision of individual services. These elements can help shape the disability office’s services and roles on campus
- Using the CAS Mission and Program elements in the DRS standards can provide a framework for strategic planning, writing of a mission, vision and office plan.
- Referencing standards of practice coming from CAS can help bolster appeals for needed staff
- CAS standards provide framework for program review with intent of continuous improvement which is just good business
- For program review each set of standards has a Self-Assessment-Guide (SAG) which provides a rubric to follow for evaluating each standard
- Knowing about CAS improves interdepartmental connections as other campus departments and offices may also be using CAS to shape their services and evaluate their programs
- Using CAS standards for program reviews will help significantly when accrediting bodies expect evidence of program and student outcomes
- Familiarity with CAS can put DS on the institutional radar for excellence in program design and review resulting in leadership opportunities
What are learning and development outcomes?
Learning outcomes identify the measurable aspects of learning experienced by students when engaging with programs, disciplines and services. CAS identifies six domains of learning from higher education programs and services; these domains are embedded in Part 2 Program of each CAS standard. The domains are:
1. Knowledge Acquisition, Construction, Integration and Application
2. Cognitive Complexity
3. Intrapersonal Development
4. Interpersonal Competence
5. Humanitarianism and Civic Engagement
6. Practical Competence.
Each domain then has identified dimensions in which student learning outcomes may be evidenced.
How do student learning outcomes pertain to work in the disability office?
- Not all domains listed above are usually addressed by each functional area on campus, and that is true for disability services.
- Developing measurable student learning and development outcomes takes thoughtful reflection on the purposes of services provides, the evidence of their benefit and the relationship between student outcomes and overall program outcomes
- An example of a student learning outcome (SLO) in disability services that relates to both Intrapersonal Development and Interpersonal Competence is students’ follow through with established procedures for securing accommodations. The student understands the process, and follows through appropriately (e.g. keeps scheduled appointments or deadlines, disseminates information to faculty in established manner, notifies DS of accommodation concerns). Every SLO should be measurable in different ways. Student self report, staff report, survey responses, faculty input, appointment records, compliance with stated timeframes are some ways in which Intrapersonal Development and Interpersonal Competence can be assessed.
How do I get started with CAS?
- Read the DRS standards, use them to help frame an office mission, vision, strategic plan; access to the DRS standards is through the members section on www.ahead.org
- Develop student learning outcomes that pertain to your services, are measurable, and meaningful
- If planning a program review and want to use CAS standards as framework for this review, purchase the SAG, self assessment guide, that goes with the DRS standards (inexpensive!) at www.cas.edu
- Think continuous improvement. Recognize standards inform practices which impact student outcomes which circle back to inform and improve practices
Who can I contact if I have questions about CAS?
- Jean Ashmore, jean@ahead.org, Past-President of AHEAD, current CAS Director for AHEAD
- Ann Knettler-Smith, ask66@drexel.edu, CAS Alternate Director for AHEAD
- Marybeth Drechsler Sharp, marybeth@cas.edu, CAS Executive Director
- Stephan Smith, stephan@ahead.org, AHEAD Executive Director
Thanks to by Jean Ashmore, AHEAD representative to CAS, for contributing this article