SAGS - Southern Association for College Student Affairs

Report
PRACTICAL APPLICATION OF
CAS SELF-ASSESSMENT
GUIDES (SAGS)
Donna Lee Sullins and Jami Hall
Who are we?

Not experts…just practitioners
Donna Lee Sullins
Associate Director of Student Life
Jami Hall
Director of Student Life
Student Conduct
Student Programming
Learning Outcomes
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Participants will understand the purpose of
voluntary self evaluation.
Participants will be aware of multiple approaches
to using CAS Self-Assessment Guides on their
campuses.
Participants will be able to outline the steps to use a
CAS Self-Assessment Guide on their campuses.
Pre-test time!
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What is CAS?
What is a SAG?
Has anyone done a SAG?
How comfortable do you feel leading a SAG
review in your office?
Assessment you are currently doing
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What is your office doing?
Why? What goals are to be accomplished in so
doing?
What are your hopes for collaboration?
What is
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?
“Founded in 1979, The Council for the Advancement of
Standards in Higher Education (CAS) is the pre-eminent
force for promoting standards in student affairs, student
services, and student development programs.”- CAS
CAS has eight guiding principles that are concerned
with student learning and the environmental conditions
at institutions needed to in order to promote leaning
and development.
Member groups: ACPA, ACUHO-I, ACUI, ASCA,
NACA,NASPA, NIRSA, NODA…just to name a few
What is a SAG?
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“An operational version of the CAS Standards and
Guidelines designed to provide users with an
assessment tool that can be used for self-study or
self-assessment purposes. A SAG is available for
each functional area for which a CAS standard
exists.” – CAS
CAS standards use of auxiliary verbs “must” and
“shall” that appear in bold print.
Guidelines use “may” and “should” appear in
regular text.
SAG Review of Part 2. Program
SAG Review of Part 2. Program
8th Edition
7th Edition
How do you get a SAG?
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www.cas.edu
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CAS Professional Standards for Higher Education (8th edition) and the
Self-Assessment Guides - CD = $300
CAS Professional Standards for Higher Education (8th edition) = $85
Self-Assessment Guides - CD (all 43 functional areas) = $255
Individual Self Assessment Guide(s) = $35 each
A few ways of doing things
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Timeline
Number of functional areas to evaluate
Who’s on your team
Implementation and review plan
Georgia SouthernCenter for Student Leadership 2005
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One semester to complete
Group/Peer review
Outside/Inside perspective
Evidence collected as we went
Belmont UniversityNew Student Programs 2007
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One month to complete
Individual review
Outside perspective
Hesitancy by office
Most evidence collected first
Dalton State CollegeOffice of Admission 2009
Lack of clear timeline
when starting
 Lack of diversity in team
member selection
 Lack of true desire to learn
areas of needed improvement
 Irregular meeting times
 All this led to an incomplete review
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Dalton State CollegeOffice of Student Activities/Life 2010-2012
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One year original timeline
Cross Campus Team
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Donna Lee Sullins, Student Life (2010-2012)
Jami Hall, Student Life (2010-2012)
Dr. Gina Kertulis-Tartar, Biology Faculty (2010-2012)
Dr. Kent Harrelson, English Faculty (2010-2011)
Dr. Christian Griggs, History Faculty (2011-2012)
Kim McCroskey, OCIS (2010-2011)
Kris Richardson, OCIS (2011)
Ashley Baugh, Business Services (2012)
Andrew Mailman, Student (2010)
Ashley Lindsey, Student (2010-2011)
Greg Ellis, Student (2012)
Review of 4 functional areas and the general SAG section by section
Collect evidence as we go
Once per month 3 hour meetings then later twice per month hour and a half
meetings
Why can’t we be friends?
Typical
organization
scheme for
higher
education
Collaborations = Success

Student Life + Academic
Affairs = Perfect
Partners!
a (perceived?)
disconnect
 Share a common goal –
student success
 Perhaps a better
organization plan is:
President
 Often
Enrollment
Student
Services
Affairs
Academic
Affairs
Fiscal
Affairs
Questions to consider:

Who?
 Personality!
 Consider

background & interests of individuals
What?
 Establishing
role(s) of each member is important
 Do you really want “yes” men and women?
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When?
 Time

commitment – frequency/duration
How?
 Dissemination
of information/materials
 Amount covered in each meeting
Added validity and accountability
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Self assessment – but what does “self” really mean?
 Internally
driven
 Supports and encourages staff development
 Develops a shared vision among various constituents
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Post assessment follow through
 Are
recommendations considered?
 What are the changes made?
 Timeframe for changes?
Who benefits?
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Students!
All interested parties
Creates
 Open
communication
 Sustainability
 Working relationships
Practice Time
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Please get into groups of no larger than 10 by the
following functional areas:
 Assessment
Services
 Campus Activities Programs
 Housing and Residential Life Programs
 Multicultural Student Programs and Services
 Orientation Programs
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You will work on Part 1. Mission by accessing your
office’s materials as best you can from the internet
Steps to get started tomorrow
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1. Get your supervisor on board
2. Decide if done as a team or individually
a. Brainstorm area to be involved and key people to invite
from those areas
 b. Invite Committee members
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3. Set a time frame
4. Decide your approach as a team
5. Get other staff members on board to provide
evidence and set deadline(s)
6. Create an action plan with timelines
7. Write a summary report (if you want to)
Worksheet B
Post test time!
What is CAS?
 What is a SAG?
 How comfortable do you
feel leading a SAG review
in your office?

References
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Council for the Advancement of Standards in Higher Education.
(2012). CAS professional standards for higher education (8th
ed.). Washington, DC: Author.
Council for the Advancement of Standards in Higher Education.
(2012). Council for the advancement of standards in higher
education. Retrieved August 24, 2012. www.cas.edu.
Schuh, M. L., Upcraft, J. H., and Associates. (2001). Assessment
practice in student affairs: An applications manual. San
Francisco, CA: Jossey-Bass.
Upcraft, J. H. & Schuh, M. L. (1996). Assessment in student affairs: A
guide for practitioners. San Francisco, CA: Jossey-Bass.
Questions?

To Contact us:
 Donna
Lee Sullins
 [email protected]
 Jami
Hall
 [email protected]

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