Application and perceived effectiveness of the Council for the Advancement of Standards in community colleges

Abstract

This study examined the application and perceived effectiveness of the Council for the Advancement of Standards (CAS) in a community college Student Affairs Division. The two research questions were as follows: (1) How does a Community College apply CAS standards? (2) What is the perceived effectiveness of applying those standards? A case study methodology was utilized with five focus groups and two in-depth interviews. Stake's Responsive Evaluation Model was utilized as the conceptual framework in which the concerns of the stakeholders are taken into account and their perceptions are also taken into account. This framework provided the basics of analysis.

Analysis of the data showed that four themes emerged from the analysis: professional development and staff development, change and transformation in programs and processes, satisfaction and fulfillment of student affairs professionals with practices and services given to students, and evaluation and assessment of programs.

Effectiveness was viewed in terms of change occurring and staff being satisfied with their work. There was no clear definition associated with effectiveness; it was used subjectively. Student learning and student learning outcomes did not emerge as a theme in this study. Participants viewed the use and implementation of CAS in terms of the leveraging of resources, and if used with intentionality, the CAS process provides an important tool for assessment and review.