Transcript CAS Internship Standards

CAS Internship Standards
Council for the Advancement of
Standards in Higher Education
About CAS
(Council for the Advancement of Standards in
Higher Education)
 Founded
in 1979
 Consortium of 36 professional orgs
 Consensus-oriented, collaborative
 Mission: Promote improvement of
programs and services to enhance
quality of student learning and
development
CAS Purpose
 Beliefs
about excellence require that
all programs and services in
institutions of higher ed function at
optimum levels
 Beliefs about collaboration require
that all programs and services be
accomplished in concert by students
& educators
CAS Purpose (2)
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Beliefs about ethics require that all programs
& services be carried out in an environment
of integrity & high ideals
Beliefs about student development require
that the student be considered a whole
person in the context of a diverse population
and a diversity of institutions, that outcomes
of education be comprehensive and that the
total environment be structured to create
opportunities for student involvement and
learning
CAS Purpose (3)
Beliefs about responsibility require
that the institution recognize the
rights and responsibilities of students
as its citizens and that it provide an
array of resources and learning
opportunities that enable students to
exercise their responsibility to take
full advantage of them.
CAS Approach to Self-Regulation
and Self- Assessment
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Institutional culture that values involvement of all
its members in decision-making
Quality indicators that are determined by the
institution
Use of standards and guidelines in quality
assurance
Collection and analysis of data on institutional
performance
Commitment to continuing improvement that
presupposes freedom to explore and develop
alternative future directions
CAS Member Associations
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Amer Assoc for Collegiate Independent Study (AACIS)
Amer Assoc for Employment in Education (AAEE)
Amer Clg Counseling Assoc (ACCA)
Amer Clg Health Assoc (ACHA)
Amer Clg Personnel Assoc (ACPA)
Amer Counseling Assoc (ACA)
Assoc of Clg & Univ Housing Ofcrs – Int’l (ACUHO-I)
Assoc of Clg Unions Int’l (ACUI)
Assoc of Clg’t Conf & Events Directors – Int’l (ACCED-I)
Assoc of Fraternity Advisors (AFA)
Assoc for Student Judicial Affairs (ASJA)
Assoc on Higher Ed & Disability (AHEAD)
Canadian Assoc of Clg & Univ Student Svcs) CACUSS)
CAS Member Assoc’s (2)
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Clg Reading & Learning Assoc (CRLA)
Clgt Info & Visitor Svcs Assoc (CIVSA)
Council for Opportunity in Ed (COE)
NAFSA – Assoc of Int’l Educators (NAFSA-AIE)
Nat’l Acad Advising Assoc (NACADA)
Nat’l Assoc for Campus Activities (NACA)
Nat’l Assoc for Clg Admission Cnslng (NACAC)
Nat’l Assoc for Dvlpmntl Ed (NADE)
Nat’l Assoc of Clg Aux Svcs (NACAS)
Nat’l Assoc of Clgs & Employers (NACE)
Nat’l Assoc fo Student Fin Aid Admins (NASFAA)
Nat’l Assoc of Student Personnel Admins (NASPA)
Nat’l Clearinghouse for Commuter Progs (NCCP)
Nat’l Consort of Lesbian, Gay, Bisexual and Transgender Resources
in Higher Ed
CAS Members (3)
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National Cncl on Student Dvlpmt (NCSD)
Nat’l Intramural and Recreational Sports Assoc (NIRSA)
Nat’l Orientation Dir’s Assoc (NODA)
Nat’l Soc for Exp Ed (NSEE)
The Network: Addressing Clg’t Alcohol & Other Drug Issues (The
Network)
Southern Assoc for Clg Student Afrs (SACSA)
What is experiential education?
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A systematic approach to applied learning
whereby a student engages in professional,
productive learning activities
A process through which a learner constructs
knowledge
Learning by doing
Incorporated strategy to increase understanding
Formal integration of a student’s academic study
Direct hands-on experience
Active engagement in an experience expected to
provide real learning consequences
Provides for career and educational development
Exp Ed Standardization
Advancements in the U.S.
 1998
– NSEE Standards of Good
Practice
 2005 – CAS Standards for Service
Learning
 2006 – CAS Standards for Internship
Programs
 2007 – CAS Standards for U’Grad
Research (new edition 09/09)
NSEE’s 8 Principles
Intention
 Preparedness & Planning
 Authenticity
 Reflection
 Orientation & Training
 Monitoring & Continuous Improvement
 Assessment & Evaluation
 Acknowledgement
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Is there even a need
for IP standards?
 What
impact can standards and
adherence to standards have on the
actual experiential education learning
experience?
 Are there standards that can impact
the quality of the institution/office
delivering the experience?
CAS IP Mission
Primary mission of Internship
Programs (IP) is to engage students
in planned, educationally-related
work and learning experiences that
integrate knowledge and theory with
practical application and skill
development in a professional
setting.
IP Mission (cont’d)
IP must incorporate student learning and
development in its mission. IP must
enhance overall educational experiences.
IP must develop, record, disseminate,
implement and regularly review its
mission and goals. Mission statements
must be consistent with the mission and
goals of the institution and with the
standards in this document. IP must
operate as an integral part of the
institution’s overall mission.
Purpose of Standards
 Determine
quality
 Determine whether activity is
academic credit-worthy
 To protect the student
 To protect the faculty or staff
member
 To protect the institution
 To protect the employer/site sponsor
What does that mean?
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Determine program quality
– Set benchmarks to ensure program effectiveness
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Determine activity’s academic credit-worthiness
- Aligned w/ institutional mission?
Protect the student
– Does program enhance overall educational experience?
– Assess risk mgmt and safety of students
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Protect the faculty or staff member
- Due diligence in effective IP management
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Protect the institution
– Preparation for accreditation
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Protect the employer/site sponsor
– Credibility & accountability
CAS Standards
CAS Standards represent best
practices as formulated by
representatives of multiple
professional associations concerned
with student learning and
development in higher education
CAS Principles:
Students & Their Institutions
Student is considered a unique, whole
person
 Institutional environments shape learning
 Responsibility for learning rests with the
student
 Institutions provide opportunities for
learning
 Institutions reflect society & its diversity
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CAS Principles:
Diversity & Multiculturalism
 Institutions
embrace diversity and
eliminate barriers that impede
student learning
 Justice and respect for differences
bond individuals to community
CAS Principles: Organization,
Leadership & Human Resources
 Leadership
is essential for
institutional success
 Institutional success is related to
clarity of mission
 Qualifications of staff members is
tied directly to quality of educational
programs and services
 Leaders possess sound educational
preparation and experience
CAS Principles: Health
Engendering Environments
Educational programs and services
prosper in benevolent environments
that provide students with
appropriate levels of challenge and
support.
CAS Principles: Ethics
Educational service providers provide
impeccable ethical behavior in their
professional and personal lives.
Implementing the
Self-Assessment Process
Establish and prepare the self-study team
 Conduct the self-study
 Identify and summarize evidence
 Identify discrepancies
 Determine appropriate corrective action
 Recommend action for program
enhancement
 Prepare an action plan
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Thirteen areas of assessment
Mission
 Program
 Leadership
 Organization and
Management
 Financial Resources
 Facilities,
Technology and
Equipment
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Legal
Responsibilities
 Equity and Access
 Campus and
External Relations
 Diversity
 Ethics
 Assessment and
Evaluation
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The Assessment Process
A) Establish & Prepare Review Team
– Size of team
– Identify individual who will coordinate/lead
self-assessment process
– Team composition (staff, faculty,
students/internal-external)
– Establish ground rules
– Review and discuss meaning of each standard
before beginning
 “Interpret”
standards for purpose of this assessment
Assessment Process (2)
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A cont’d
How to initiate the rating process
Select optimal rating strategy
Encourage discussion/expect
disagreements/commit to consensual
resolution of differences before proceeding
– B: Understanding Standards & Gdlns
– Standards = Best practices
– Guidelines are suggestions for practice
Assessment Process (3)
C.
D.
Compile and review documentary
evidence
Judging performance
A. 4-point rating scale
ND Not Done 1 Not Met 2 Minimally met
3 Well Met
4 Fully met NR Not Rated
Assessment Process (4)
E.
Complete the assessment process
2-tiered judgment approach
1) self-assessment team and individual functional area staff
members should rate each criterion
2) follow up with a collective
review and analysis of the
individual ratings
 Understand
the importance of
assessing and reporting input data as
well as student learning and
development outcomes as strategies
for improving learning and program
quality
Summary of assessment process
Answer evaluation/assessment questions
 Identify areas of program strength
 Identify areas of program weakness
 Describe practices requiring follow-up
 Summarize actions required for the
program to meet CAS standards
 Summarize program enhancement actions
 Write program action plan
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CAS Internship Standards
Arleen Anderson
Director, Internships & Employer Relations
University of New Haven
Ph: 203-932-7491
[email protected]