CAS Standards | Student Congress

CAS Professional Standards for Higher Education; Academic Advising Standards (AAP)

Part 1: Mission

The mission of AAP is to assist students as they define, plan and achieve their educational goals. AAP must advocate for student success and persistence.
AAP must develop and define its mission.
AAP must implement, disseminate, regularly review and update its mission statement.
Mission statements must reference student learning, development and success.

Part 2: Program and Services

AAP must be guided by a set of written goals and objectives that are directly related to the stated mission.
AAP advisors must engage students in the shared responsibility of academic advising.
- Private and safe
- Convenient and accessible to the student employing the use of electronic and multimedia formats and traditional in-person or telephone interactions as appropriate
- Carried out individually or in groups, depending on the needs of the student and always with the student’s consent

AAP advisors should offer advising sessions in a format that is:

AAP must clarify institutional policies and procedures for students.
AAP must raise awareness of institutional and community resources and services for students.
AAP must monitor academic progress, proactively identify academically at-risk students and connect those students with appropriate resources to facilitate student success.
AAP must promote the program such that the campus community can identify the individual or group coordinating academic advising.
AAP must have stated, current, relevant and documented:

Goals and outcomes
Policies and procedures
Responsibilities and performance expectations for personnel
Organizational charts demonstrating clear channels of authority

Regardless of organizational structures, AAP must work in close consultation with and collaboration with others with expertise and resources to meet the needs and interests of students and designated clients.
AAP must collaborate with colleagues and departments across the institution to promote student learning, development and success.
AAP must provide the same quality of academic advising and in the appropriate accessible forums to distance learners as it does to students on campus.

Part 3: Student Learning, Development and Success

AAP must contribute to students’ progression and timely completion of educational goals.
AAP must assist students in identifying the realistic timeframe to complete their educational goals and support their efforts.
AAP must help students and designated clients prepare for their careers and meaningful contributions to society.
AAP must support students, on an ongoing basis, as they establish and evaluate their educational, career and life goals.

AAP advisors should inform students that the ultimate responsibility for making decisions about educational plans and life goals rests with the individual student.

Part 5: Access, Equity, Diversity and Inclusion

AAP must provide equitable access to facilities and resources for all constituents.
AAP must identify and address actions, policies and structures within its operation that perpetuate systems of privilege and oppression.
AAP must enact culturally responsive, inclusive, respectful and equitable practices in the provision of services.
AAP must establish goals for access, equity, diversity and inclusion.
AAP must address the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures and practices.
AAP must ensure that personnel are trained in diversity, equity, access and inclusion and are held accountable for applying the training to its work.
AAP must have an established protocol for, and foster expectation of, bias incident reporting.

Part 9: Ethics, Law, and Policy

AAP personnel must be honest, objective and impartial in their interactions.
AAP must encourage and provide a forum for personnel to address and report unethical behavior.
AAP personnel must make referrals when issues presented exceed the scope of their position.

CAS Professional Standards for Higher Education; Undergraduate Admissions Programs and Services (UAPS) Standards

Part 1

The mission of Undergraduate Admissions Programs and Services (UAPS) is to enroll undergraduate applicants who will, both individually and collectively, benefit from the collegiate learning environment through academic and personal enrichment and development.

Part 2

UAPS provides relevant information, services and resources consistent with its mission and goals.
UAPS develops and implements strategies for outreach and promotion.
UAPS includes recruitment, admission, and enrollment criteria, procedures and strategies.
UAPS includes information about the institution, academic programs and admissions policies.
UAPS has policies and procedures for managing applications and communicating to students who do not meet traditional admission criteria.
UAPS accurately represents and promotes the institution by providing current, factual and accurate information about bridge programs, dual high school/college enrollment programs, diploma, certificate and other special admissions programs.

Part 5

UAPS creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable and free from bias or harassment.
UAPS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence or veteran status; or any other basis included in codes, laws and institutional policies.
UAPS identifies and addresses actions, policies and structures within its operation that perpetuate systems of privilege and oppression.
UAPS advocates for inclusion, multiculturalism and social justice within the institution.
UAPS enacts culturally responsive, inclusive, respectful and equitable practices in the provision of services.
UAPS develops plans for ongoing professional development on cultural competence and workplace inclusion.
UAPS establishes goals for access, equity, diversity and inclusion.
UAPS accurately describes and depicts images of the diversity of the institution in admission material and media.
UAPS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures and practices.
UAPS ensures that personnel are trained in diversity, equity, access and inclusion and are held accountable for applying the training to its work.
UAPS personnel demonstrate an awareness of and sensitivity to the unique social, cultural and economic circumstances of students.
UAPS has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within UAPS cultivate understanding of identity, culture, self-expression and heritage.
UAPS personnel recognize and appreciate individual differences among students and integrate an understanding of this information into the recruitment relationship.
Personnel within UAPS promote respect for commonalities and differences among people within their historical and cultural contexts.

Other

Tours relay accurate and relevant information
Students are treated as individuals and are given a chance to experience the school apart from their parents

CAS Professional Standards for Higher Education; Career Services (SP) Standards

Part 1

The mission of Career Services (CS) is to assist students and other designated clients in developing, evaluating and implementing career, education and employment readiness goals.

Part 2

CS goals and outcomes advance career exploration and preparation; experiential learning; student success; and employer, alumni and community engagement.
CS includes six essential services: career education, coaching, advising and counseling; career information and resources; career readiness and employment services; graduate and professional school or further educational planning; employer development and recruitment services; and collaboration with faculty and other constituents.
CS helps students and other designated clients make career choices based on knowledge of their individual interests, skills, abilities, values and goals.
CS helps students and other designated clients identify the options they have for employment related to their career choices.
CS determines approaches and parameters for referral of students and designated clients in need of mental health support.
CS provides access to current, valid and reliable online resources and services that help students pursue their career goals.
CS securely maintains notes on advising, coaching, or counseling sessions with students and designated clients.
CS provides resources to help students and other designated clients assess and relate their interests, values, skills, competencies, identity-based needs, expectations, education, experience, personal background, and desired lifestyle to the employment market.
Career information and resources include those that address interests and needs of diverse, multicultural, post-traditional students, and designated clients with attention to students and designated clients who are underrepresented based on their experiences and identities.
Career information resources are accessible, organized, current, adaptable to change and available in a variety of media.
CS assists students and designated clients in preparing for and managing their careers before and after graduation.
CS assists students and other designated clients in exploring and evaluating a full range of career and work possibilities that match their career goals, interests, values, competencies and workplace/community fit.
CS assists students and other designated clients in developing job-search competencies and presenting themselves effectively as candidates for employment to potential employers.
CS assists students and other designated clients in connecting with employers through campus interviews, online job databases, referrals, direct application, networking, job-search events, publications and social media.
CS assists students and other designated clients in connecting with professionals in target career fields for information and advice about internships, shadowing opportunities, employment outlooks and job search strategies.
CS assists students and other designated clients in exploring high-impact and experiential learning opportunities provided by the institution, available through academic departments or with external/community resources.
CS assists students and other designated clients in learning how to secure workplace accommodations and consulting with disability experts as needed.
CS consults or collaborates with institutional constituents on the development of curricular and co-curricular initiatives focused on career readiness and success of students and designated clients.
CS helps facilitate the involvement by employers, organizations and other professionals in curricular and co-curricular initiatives focused on career readiness and the success of students and designated clients.
CS is a resource to the institution on employment and workforce data.

Part 5

CS creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable and free from bias or harassment.
CS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence or veteran status; or any other basis included in codes, laws and institutional policies.
CS designs and delivers programs and services based on the needs and interests of students and designated clients, including those underrepresented based on identity and experiences.
CS identifies and addresses actions, policies and structures within its operation that perpetuate systems of privilege and oppression.
CS addresses employers’ non-adherence to equal employment opportunity and affirmative action policies.
CS enacts culturally responsive, inclusive, respectful and equitable practices in the provision of services.
CS develops plans for ongoing professional development on cultural competence and workplace inclusion.
CS ensures that personnel are trained in diversity, equity, access and inclusion and are held accountable for applying the training to its work.
CS has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within CS cultivate understanding of identity, culture, self-expression and heritage.
Personnel within CS promote respect for commonalities and differences among people within their historical and cultural contexts.
When educational and/or workplace accommodations are requested, CS provides individuals with an interactive process to determine reasonable accommodations.

Part 6

CS leaders advance diversity, equity, access and inclusion goals in the workplace.

Part 7

Paraprofessionals working in CS are enrolled in an appropriate field of study and/or have relevant experience.
Paraprofessionals working in CS are carefully selected, trained, supervised and evaluated by personnel who possess applicable educational credentials, work experience and have supervisory experience.
CS leaders accommodate the dual roles paraprofessionals may have as both student and employee.

CAS Professional Standards for Higher Education; Campus Religious, Secular, and Spiritual Programs (CRSSP) Standards

The mission of Campus Religious, Secular, and Spiritual Programs (CRSSP) is to provide members of the campus community with opportunities to pursue spiritual growth, philosophical development and the intersections between them.
CRSSP advocates for a campus atmosphere allowing free expression of religious, secular and spiritual identity.
The goals of CRSSP are to provide opportunities for members of the campus community to receive the religious, secular and spiritual support they seek; articulate a personal philosophy; acquire skills and knowledge to address issues of values, ethics and morality; examine the interaction among faith, intellectual inquiry and social responsibility as bases for finding and affirming meaning and satisfaction in life; and participate in dialogue with others in the expression of their worldviews.
CRSSP provides opportunities for students to question, explore, understand, affiliate with or avoid, and express or reject various religious faiths, spiritual beliefs and secular practices.
CRSSP provides opportunities for students to seek individual guidance or group associations for the examination and application of religious, secular and spiritual values and worldviews, beliefs and non-beliefs.
CRSSP must treat and serve all members of the campus community fairly, regardless of an individual’s religious, secular or spiritual ideas.
CRSSP personnel must avoid actions that disparage the beliefs of others.
CRSSP must identify and address actions, policies and structures within its operation that perpetuate systems of privilege and oppression.
CRSSP must advocate for inclusion, multiculturalism and social justice within the institution.
CRSSP must establish goals for access, equity, diversity and inclusion.
CRSSP must address the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures and practices.

A private institution may state its preference for a particular faith or spiritual tradition and may directly use institutional personnel and resources to reflect that faith or tradition.

CRSSP must ensure that personnel are trained in diversity, equity, access and inclusion and are held accountable for applying the training to its work.
CRSSP must have established protocol for, and foster expectation of, bias incident reporting.
CRSSP personnel should advocate for free expression, including dissenting points of view, at public forums sponsored by the institution.
CRSSP should advocate for religiously affiliated institutions to permit on-campus programs about religious, secular or spiritual beliefs other than those espoused by the institution.

CAS Professional Standards for Higher Education; Campus Police and Security Program (CPSP) Standards

Part 1: Mission

CPSP serves to provide a safe and orderly campus by enforcing the law, enforcing institutional and community standards, and fostering students’ learning and development through the provision of safety education.

Part 2: Program and Services

CPPS goals address

the institution's needs to maintain a safe and orderly campus
communication and enforcement of applicable laws and ordinances
collaboration with appropriate institutional unit and programs to develop, disseminate, interpret, and enforce campus policies and procedures
protection of the rights of students, employees, and campus visitors in the administration of CPPS and enforcement of the law
response to student, employee, and campus visitors who need assistance in a fair and consistent manner
facilitation and encouragement of respect for the law, campus safety, and institutional governance
initiation and encouragement of educational activities that serve to promote safety and reduce violations of the law and of campus regulations

CPPS serves the campus community by partnering with other stakeholders to reduce disruption, harm, and violation of institutional policy and the law and to encourage safe individual and group behavior.
CPPS develops and implements strategies for outreach and promotion.
CPPS develops and disseminates a written statement describing its authority, philosophy, jurisdiction, and procedures to all members of the campus community.
If an institution contracts with a local law enforcement agency to provide police and security services on campus, CPPS advocates that the institution

describe the relationship of campus personnel with local law enforcement agencies, including whether those security personnel have the authority to make arrests
identify any agreements, such as written memoranda of understanding between the institution and such agencies
provide training to these personnel regarding their responsibility for enforcement of institutional policy
identify an institutional employee to whom this agency and its personnel report while working on behalf of the institution

Part 4: Assessment

Campus Police and Public Safety (CPPS) develops assessment plans and processes that document progress toward achievement of mission, goals, outcomes, and objectives.
CPPS designs assessment plans that incorporate an ongoing cycle of assessment activities.
CPPS has fiscal, human, professional development, and technological resources to develop and implement assessment plans.

Part 5: Access, Equity, Diversity, and Inclusion

Campus Police and Public Safety (CPPS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
CPPS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
CPPS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
CPPS prohibits profiling based on a person’s actual or perceived identity or status.
CPPS advocates for accessible facilities and resources and addresses issues that impede access.
CPPS advocates for inclusion, multiculturalism, and social justice within the institution.
CPPS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
CPPS develops plans for ongoing professional development on cultural competence and workplace inclusion.
CPPS establishes goals for access, equity, diversity, and inclusion.
CPPS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
CPPS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
CPPS requires that all CPPS personnel receive entry-level training and regular follow-up training on preventing bias-based policing.
CPPS has an established protocol for, and fosters expectations of, bias incident reporting.
CPPS investigates all complaints of bias-based enforcement activity.
When CPPS personnel are found responsible for bias-based policing, they are held accountable and remedies are provided for victims.
Personnel within CPPS cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within CPPS promote respect for commonalities and differences among people within their historical and cultural contexts.
When educational and/or workplace accommodations are requested, CPPS provides individuals with an interactive process to determine reasonable accommodations.

Part 6: Leadership, Management, and Supervision

CPPS leaders advance diversity, equity, access, and inclusion goals in the workplace.
CPPS leaders incorporate data and information in decision making.
CPPS leaders incorporate sustainable practices in the design of programs, services, and facilities.
CPPS leaders develop and empower new leaders from within the organization.
CPPS managers engage diverse perspectives from within and outside the unit to inform decision making.

Part 7: Human Resources

In order for CPPS personnel to fulfill their roles and functions, initial training includes

a review of constitutional and other relevant individual and institutional legal rights and responsibilities
information about working with diverse campus populations, including students, student organizations, and faculty

CPPS personnel are trained to address implicit bias.
CPPS personnel are trained on how to recognize and address systems of oppression in the workplace and facilitate a welcoming, inclusive work environment.
CPPS personnel are trained on how and when to refer those in need of additional assistance to qualified personnel and have access to a supervisor for assistance in making these judgments.
CPPS provides personnel with information about internal and external mental health intervention resources to address concerns about campus safety and well-being.

Part 9: Ethics, law and Policy

CPPS personnel neither participate in nor condone any form of harassment or activity that demeans persons or creates an intimidating, hostile, or offensive environment.
CPPS adheres to institutional policies and procedures regarding sexual misconduct, harassment, and workplace violence.
CPPS advocates for membership on critical institutional committees, especially those related to crisis response, students at-risk, and threat assessment.

CAS Professional Standards for Higher Education; Multicultural Student Programs and Services (MSPS) Standards

Part 1: Mission

The mission of MSPS must be to facilitate the learning and development of traditionally underserved students; offer programs that educate the campus about diversity, multiculturalism, and interaction across differences in a global society; convene departments across campus to facilitate intercultural dialogue; and work with on- and off-campus stakeholders to create an institutional community climate of justice, access, and equity.
The mission of MSPS must consider factors that influence one’s identity when delivering programs and services. Race is one aspect of a person’s identity. One’s racial identity intersects with other identities, including disability; age; cultural identity; ethnicity; nationality; family educational history (e.g., first generation to attend college); political affiliation; religious affiliation; sex; sexual orientation; gender identity and expression; marital, social, economic or veteran status; or anu other bias included in institutional policies and codes and laws.

Part 2: Programs and Services

MSPS must promote growth of students by

Enhancing students’ understanding of their own culture, heritage, and identities
Enhancing students’ understanding of cultures, heritages, and identities other than their own
Supporting students in efforts to advance their intellectual, career, social , ethical, and social justice development
Providing opportunities for students to establish satisfying interpersonal relationships
Providing opportunities for interaction, exchange of ideas, and reflection that will acknowledge students’ presence and support their goals and aspirations

MSPS must work to create a socially just campus climate by

Challenging tacit and overt prejudices or discrimination against students
Coordinating efforts to promote multicultural sensitivity and the elimination of prejudicial behaviors by students, faculty, and staff
Collaborating across campus to enact change as needed
Leading or engaging in efforts to maintain aspects of campus life that support multiculturalism and diversity
Identifying and addressing impediments to the growth, development, and engagement of students
Collecting and using campus climate data to identify and address aread of concern
Empowering students to impact campus climate through advocacy and allyship
Engaging in institutional efforts to address issues of bias or discrimination

MSPS must provide educational programs and services for all students that focus on identifying

Cultural and identity differences and commonalities
Perceptions of cultures, identities, or populations
The value of interactions with persons who are different from each other
Students’ backgrounds and possible dispositions of privilege, oppression, and prejudice
Strategies for changing discriminatory, prejudicial, oppressive, and stereotypical attitudes or behavior

MSPS must offer to the campus community training, education, and development that increase multicultural awareness, knowledge, and skills by

Promoting and enhancing the understanding of a variety of cultures and historical experiences
Challenging, promoting, and enhancing understandings of privilege, power, and prejudicial and stereotypical assumptions
Promoting and enhancing identity development
Teaching skills on comparing discrimination
Complementing the academic curricula

Part 3: Student Learning, Development, and Success

MSPS must contribute to students’ formal education, which includes both curricular and co-curricular experiences
The retention and success of underrepresented populations must be a focus of MSPS programs, resources, and services
MSPS must identify relevant and desirable student learning and development outcomes

MSPS should work with other departments to determine appropriate learning and development outcomes that can facilitate multicultural understanding in those departments (e.g. work with an activities office to identify learning and development outcomes for campus wide events)

MSPS must collect and use campus climate data to identify and address the needs of multicultural groups on campus

Part 7: Human Resources

MSPS professional personnel must be committed to social justice and demonstrate knowledge and use of social justice and inclusion competencies in their practice

MSPS personnel should be able to explain the significance of their own cultural heritage and understand that of different cultures

MSPS personnel must have knowledge about identity development and the intersections of various aspects of diversity on identity development and the acculturation process
MSPS professional personnel must know how various groups experience the campus and what institutional and societal barriers limit their access and their success
MSPS personnel must have access to resources and receive specific training on policies, procedures, and laws related to

The programs and services they support
Privacy and confidentiality
Student records and sensitive institutional information
Systems and technologies necessary to perform their assigned responsibilities
Sexual misconduct, harassment and workplace violence

Part 8: Collaboration and Communication

MSPS should be involved in community collaborations and coalitions that confront all forms of discrimination. Community services should be available for all students

Part 9: Ethics, Law, and Policy

MSPS must not share information about students’ identities without their permission
MSPS personnel must be honest, objective, and impartial in their interactions.

MSPS should help students understand the complexity of organizing for change in higher education and be prepared to explain the limitations to activism placed on MSPS staff

MSPS personnel must neither participate in nor condone any form of harassment or activity that demeans persons or creates an intimidating, hostile, or offensive environment.
MSPS must adhere to institutional policies and procedures regarding sexual misconduct, harassment, and workplace violence.

Part 10: Financial Resources

MSPS must have the funding that is necessary to accomplish its mission and goals.
MSPS must determine with administrative leadership what funding is necessary.

MSPS personnel should work with institutional advancement personnel to develop approaches to alternative revenue sources.
MSPS personnel should work with those responsible for grants and contracts to find alternative revenue sources

Part 12: Facilities and Infrastructure

MSPS facilities should be viewed as environments in which the goal of living well in a diverse society can be learned
MSPS facilities must be intentionally designed to engage various constituents, promote learning, and provide accessible and safe spaces

CAS Professional Standards for Higher Education; Counseling Services (CS) Standards

Part 1

The primary mission of Counseling Services (CS) is to assist students in cultivating mental health and well-being to achieve educational and career success.

Part 2

CS provides services to students who may be experiencing psychological, behavioral, or learning difficulties. CS provides

individual counseling in areas of personal, educational, career development, interpersonal relationships, family, social, and psychological issues
group interventions, as resources allow (e.g., counseling, psychotherapy, support), to help students establish satisfying personal relationships and to become more effective in areas such as interpersonal processes, communication skills, decision-making concerning personal relationships and educational or career matters, and the establishment of personal values

CS offers assessment services to identify and address student needs.
CS provides or offers referrals to psychiatric consultation, evaluation, and support services for students needing maintenance or monitoring of psychotropic medications.
CS provides consulting services to the institution to help foster an environment supportive of the intellectual, emotional, spiritual, and physical development of students.

Part 5

Counseling Services (CS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
CS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
CS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
CS advocates for accessible facilities and resources and addresses issues that impede access.
CS advocates for inclusion, multiculturalism, and social justice within the institution.
CS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
CS develops plans for ongoing professional development on cultural competence and workplace inclusion.
CS establishes goals for access, equity, diversity, and inclusion.
CS conducts outreach activities with attention to the needs of students from diverse backgrounds and marginalized populations.
CS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
CS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
CS has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within CS cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within CS promote respect for commonalities and differences among people within their historical and cultural contexts.

CAS Professional Standards for Higher Education; Dining Services Programs (DSP) Standards

The mission of Dining Services Programs (DSP) is to provide a clean and comfortable dining environment that offers quality dining options, prioritizes customer service, encourages individual and community development, and meets the nutritional, educational, and social needs of students and the campus community.
DSP provides education, programming, and services that help students and other customers make healthy eating choices.
DSP provides students with information about dining locations and options, including meal plans, costs, and nutritional information.
Dining Services Programs (DSP) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
DSP does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
DSP responds to the needs of all constituents when establishing hours of operation and developing methods for delivering programs, services, and resources.
DSP provides programs and services in ways that demonstrate the appreciation of new ideas, cultural differences, and other forms of diversity, through appropriate accommodations for dietary and medical needs and requirements.
DSP has an established protocol for, and fosters expectations of, bias incident reporting.
When educational and/or workplace accommodations are requested, DSP provides individuals with an interactive process to determine reasonable accommodations.
DSP leaders model ethical behavior and demonstrate alignment with institutional mission, goals, and ethical practices.
DSP leaders provide management and supervision as well as lead strategic planning and program advancement.
Strategic planning processes facilitate continuous development, implementation, assessment, and evaluation of program effectiveness and goal attainment congruent with institutional mission and ongoing planning effort.
DSP establishes procedures and expectations for personnel recruitment, selection, training, supervision, performance, and evaluation.
DSP maintains up-to-date, accurate, and complete personnel, payroll, and certification records for each staff member of the department.
DSP provides procedures for filing, processing, and hearing employee grievances.
DSP leaders accommodate the dual roles paraprofessionals may have as both student and employee.

CAS Professional Standards for Higher Education; Disability Resources and Services (DRS) Standards

Part 1

The primary mission of Disability Resources and Services (DRS) is to provide leadership and facilitate equal access to all institutional opportunities for disabled students.
To accomplish its mission, DRS provides institution-wide advice, consultation, and training on disability-related topics, including legal and regulatory compliance, universal design, and disability scholarship.
DRS collaborates with partners to identify and remove barriers to foster an all-inclusive campus.
DRS provides individual services and facilitates accommodations to students with disabilities.

Part 2

DRS clearly articulates both the rights and responsibilities of the institution for providing accommodations, aids, or services and the rights and responsibilities of individuals identifying as disabled and seeking accommodation.
DRS establishes and promulgates processes for disabled students to self-identify, to seek and obtain specific accommodations, aids, and services, and to grieve accommodation decisions.
DRS establishes methods for informing faculty members and other identified institutional personnel of students’ rights to specific DRS-identified accommodation(s), when requested by students.
DRS establishes a process for involving faculty members and identified institutional personnel in determining the reasonableness of identified accommodations.
DRS develops relevant office policies, procedures, and processes that minimize extra burdens for disabled students.
DRS promotes non-cumbersome, interactive processes for students to identify as disabled and request accommodations whether directly through DRS or to other institutional offices.
DRS engages in an interactive process with each student to understand how his or her disability intersects with the institutional environment and how accommodation(s) would reduce barriers.
DRS ensures that accommodations do not fundamentally alter essential components of the course, program, activity, or experience.
DRS monitors the utilization and effectiveness of individual accommodations.
DRS is available to consult with students, faculty, and staff as needed.
DRS promotes and supports equitable and inclusive campus environments.
DRS provides guidance to faculty members in providing reasonable and effective accommodations.
DRS participates with academic decision-makers to ensure that policies do not have the effect of discriminating against students with disabilities.
DRS provides consultation and training on disability-related topics across the institution.
DRS advocates for disabled students to have access to the same level of service from campus offices as is available to non-disabled students and to receive from DRS only those services not provided elsewhere by the institution.
DRS actively fosters the development of a campus culture that values the diversity of disability and that values disability as a core component of diversity.
DRS proactively encourages the design of campus environments that welcome disabled students.
DRS advocates for inclusion of a commitment across institutional departments.
DRS informs the institutional community of the processes to follow in seeking accommodations.
DRS informs the institutional community of the availability and location of equipment and technology useful to students with disabilities.

Part 5

Disability Resources and Services (DRS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
DRS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
DRS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
DRS identifies institutional policies, practices, technologies, and environments that negatively impact disabled persons and proposes strategies for removing the resulting barriers to access.
DRS advocates for inclusion, multiculturalism, and social justice within the institution.
DRS personnel actively foster disability as a positive and integral part of the institution’s diversity.
DRS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
DRS develops plans for ongoing professional development on cultural competence and workplace inclusion.
DRS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
DRS has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within DRS cultivate understanding of identity, culture, self-expression, and heritage.
DRS personnel have an appreciation of disability as a valued aspect of diversity and as an integral part of the institution and postsecondary educational experience.
Personnel within DRS promote respect for commonalities and differences among people within their historical and cultural contexts.

CAS Professional Standards for Higher Education; Sexual Violence-Related Programs and Services (SV-RPS) Standards

The mission of Sexual Violence-Related Programs and Services (SV-RPS) is to end sexual violence on campus and to engage the campus community in creating a safe, supportive, and responsive environment for all members affected when sexual violence occurs.
SV-RPS provides relevant information, services, and resources consistent with its mission and goals.
SV-RPS provides a range of crisis intervention, advocacy, education, training, and prevention programs and services that meet the needs of the institutions and individuals they serve including survivors, complainants, respondents, and all members of the campus community.
SV-RPS provides referrals to counseling and other key services to survivors, complainants, and respondents.
SV-RPS provides access to emergency support at all times.
SV-RPS informs all individuals of their rights, including complainants and respondents, and ensures that they have all the information needed to make informed decisions about what is right for them.
SV-RPS informs all parties of the limits of their confidentiality and provides them with information regarding confidential support services.
SV-RPS employs supportive and survivor-centered care that avoids victim-blaming attitudes, practices, and beliefs.
SV-RPS provides and/or facilitates access to the range of available services as a way of supporting the choices made by the survivor, regardless of whether the survivor chooses to seek disciplinary and/or legal action.
SV-RPS develops and implements strategies for outreach and promotion.
SV-RPS educates the campus community on issues of sexual violence and about the current campus climate related to these issues.
SV-RPS focuses special attention to the training needs of personnel in roles most likely to interact with survivors, complainants, and respondents.
SV-RPS training for the campus community covers SV-RPS policies and protocols as well as information about the nature of these crimes, legal responsibilities of individuals and groups, and other important elements of prevention.
SV-RPS creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
SV-RPS provides equitable access to facilities and resources for all constituents.
SV-RPS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
SV-RPS advocates for inclusion, multiculturalism, and social justice within the institution.
SV-RPS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
SV-RPS develops plans for ongoing professional development on cultural competence and workplace inclusion.
SV-RPS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
SV-RPS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
SV-RPS has an established protocol for, and fosters expectations of, bias incident reporting.

CAS Professional Standards for Higher Education; Case Management Services (CMS) Standards

The mission of Case Management Services (CMS) is to manage and address concerns about students experiencing or causing distress that interferes with learning, development, and success, and ensure that they are connected to appropriate resources.
As part of its mission, CMS fosters a culture of information sharing among concerned parties, serves as a hub of information regarding concerns, and promotes a campus culture free from harm and violence.
The CMS mission characterizes CMS as a collaborative resource for faculty, staff, and students who are concerned about students in distress.
CMS cultivates a community of care in which faculty, staff, and students are aware of resources and appropriate interventions given their concerns.
CMS program goals include balancing the needs, interests, safety, and well-being of each student with the needs, interests, safety, and well-being of the community.
CMS goals include prioritizing student and community well-being; allowing for a wide range of possible outcomes; and working to consider paths for the student both within and outside of the institution.
CMS develops and maintains a reporting system to receive referrals regarding students of concern.
CMS establishes a protocol for outreach to students of concern.
CMS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.

CAS Professional Standards for Higher Education; Fraternity and Sorority Advising Programs (FSAP) Standards

Part 2: Program and Services

FSAP must promote sponsorship of and participation in community service, service-learning, and philanthropic projects.
FSAP must promote an appreciation for differences and development of cross-cultural competencies.
FSAP must recognize and encourage learning experiences that occur as a result of a diverse fraternity and sorority community.
FSAP must attend new member and chapter meetings as appropriate.
FSAP must assist members and chapters in understanding their rights and responsibilities as part of the institution.
- This may include interpreting institutional policies, administering a conduct system that addresses inappropriate behavior in a manner that safeguards procedural fairness and is consistent with institutional conduct policies, and providing outreach programming to familiarize other departments and community agencies with fraternity and sorority life

Part 4: Assessment

FSAP must develop assessment plans and processes that document progress toward achievement of mission, goals, outcomes, and objectives.

Part 5: Access, Equity, Diversity, and Inclusion

FSAP must not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history (e.g., first generation to attend college); political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
FSAP must provide equitable access to facilities and resources for all students.
FSAP should work with members to promote fraternity and sorority membership as a viable involvement option for all student populations.
FSAP must identify and address actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
FSAP must address aspects of the fraternity and sorority community that are historically problematic, including:
- Applicable laws and institutional policies
- Housing safety
- Hazing
- Alcohol and other drug abuse
- Sexual harassment and sexual assault
- Racism and intolerance based on religion or sexual orientation
- Other practices and attitudes that diminish human dignity or physical and social security
FSAP must enhance members’ knowledge, understanding, skills, and responsibilities associated with being a member of a pluralistic and global society.
FSAP must ensure that personnel are trained in diversity, equality, access, and inclusion and are held accountable for applying the training to its work.
FSAP must have an established protocol for, and foster expectation of, bias incident reporting.

Part 9: Ethics, Law, and Policy

FSAP must adopt a statement of ethics intended to:

Treat fairly prospective students who wish to affiliate with a fraternity/sorority
Eliminate illegal discrimination associated with the selection of members
Uphold applicable standards of conduct expressed by the institution and by the respective national or international organization

FSAP must demonstrate responsibility for sound and ethical assessment, research, evaluation, and program review.

CAS Professional Standards for Higher Education; Clinical Health Services (CHS) Standards

Part 1

The mission of Clinical Health Services (CHS) is to teach, provide, promote, and support clinical health care, preventive services, treatment of illness/injury, patient education, and general public health responsibilities.

Part 2

CHS advocates for inclusive and equal access to resources and services, eliminating health disparities, and achieving health equity.
CHS ensures that students are informed about the importance of health care insurance and how to select a policy or coverage based on their needs.
CHS accesses multiple data sources focused on the health status of the student population.
(The Health Center creates sufficient access to health services based on population data. (women vs. men ratio))

Part 5

Clinical Health Services (CHS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
CHS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
CHS provides equitable access to facilities and resources for all constituents.
CHS responds to the needs of all constituents when establishing hours of operation and developing methods for delivering programs, services, and resources.
CHS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
CHS advocates for accessible facilities and resources and addresses issues that impede access.
CHS advocates for inclusion, multiculturalism, and social justice within the institution.
CHS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
CHS develops plans for ongoing professional development on cultural competence and workplace inclusion.
CHS establishes goals for access, equity, diversity, and inclusion.
CHS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
CHS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
CHS has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within CHS cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within CHS promote respect for commonalities and differences among people within their historical and cultural contexts.

Other

Offices are sufficient
Interaction with Patient Portal

CAS Professional Standards for Higher Education; Housing and Residential Life Program (HRLP) Standards

Part 1

The mission of Housing and Residential Life Programs (HRLP) is to provide for a living environment that promotes learning and development in the broadest sense and an emphasis on supporting the academic mission of the institution.
The mission of HRLP addresses reasonably priced living facilities that are clean, attractive, well-maintained, comfortable, sustainable, and which include contemporary safety features.
The mission of HRLP addresses programs, services, and experiences occurring in living facilities.
HRLP standards apply to residence halls, apartment communities, and other facilities that are managed or owned by private operators whenever there is a formal relationship with the institution.

Part 2

HRLP provides relevant information, services, and resources consistent with its mission and goals.
HRLP develops and implements strategies for outreach and promotion.
HRLP provides educational and community development programming, advising and counseling, and administrative activities.
HRLP introduces and orients residents to community expectations, facilities, services, emergency protocols, and HRLP personnel.
HRLP documents institutional and residential living policies, procedures, and expectations including the potential consequences for violation.
HRLP provides educational programs that focus on awareness of cultural differences, social justice, and self-assessment of possible bias.
HRLP offers social, recreational, educational, cultural, spiritual, and community service programs.
HRLP promotes and provides education about the effects and risks of drug and alcohol use, and other high-risk behaviors.
HRLP encourages residents to exercise responsibility for their community through confrontation of inappropriate or disruptive behavior.
HRLP encourages residents to participate in mediating conflict within the community.
HRLP encourages residents to learn about their rights as students, tenants, residents, and consumers.
HRLP provides policies and procedures to support special populations.
HRLP provides information on safety, security, and emergency procedures.
HRLP ensures that the safety and security of the residents and their property are taken into consideration as policies are developed.
HRLP has clearly stated, current, relevant, and documented goals and outcomes; policies and procedures; responsibilities and performance expectations for personnel; and organizational charts demonstrating clear channels of authority.
HRLP provides a clear and complete written agreement between the resident and the institution that conveys mutual commitments and responsibilities. The agreement includes: contract eligibility and duration; room assignments and changes; rates and payment policies; dining options; procedures for canceling, subleasing, or being released from the housing and/or dining agreement; room entry and inspection procedures; pertinent rules and regulations.

Part 3

HRLP provides students with access to opportunities, experiences, and services that facilitate development of a sense of identity through educational opportunities
HRLP provides students with access to opportunities, experiences, and services that facilitate independence and self-sufficiency through activities and educational opportunities
HRLP provides students with access to opportunities, experiences, and services that facilitate development of mature styles of relating to others and living cooperatively with others
HRLP provides students with access to opportunities, experiences, and services that facilitate appreciation of cultural differences, perspectives, lifestyles, spirituality, and other forms of diversity
HRLP provides students with access to opportunities, experiences, and services that facilitate interaction between students, faculty, and staff

Part 4

At least once annually residents are invited to anonymously evaluate the performance of their resident assistants and other student staff members who serve in their residences.
HRLP informs constituents of assessment results and how data have been used for continuous improvement.

Part 5

Housing and Residential Life Programs (HRLP) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
HRLP does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
HRLP provides equitable access to facilities and resources for all constituents.
The location and layout of HRLP facilities are sensitive to the needs of transgender individuals.
HRLP identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
HRLP advocates for inclusion, multiculturalism, and social justice within the institution.
HRLP enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
HRLP develops plans for ongoing professional development on cultural competence and workplace inclusion.
HRLP establishes goals for access, equity, diversity, and inclusion.
HRLP addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
HRLP ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
HRLP has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within HRLP cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within HRLP promote respect for commonalities and differences among people within their historical and cultural contexts.
When educational and/or workplace accommodations are requested, HRLP provides individuals with an interactive process to determine reasonable accommodations.

Part 8

HRLP provides relevant information, services, and resources that explain its mission and goals.
HRLP develops and implements strategies for outreach and promotion.
HRLP promotional and descriptive information is accurate and free of deception and misrepresentation.

CAS Professional Standards for Higher Education; International Student Programs and Services (ISPS)

The mission of International Student Programs and Services (ISPS) is to provide advising and support necessary for international students to achieve their educational goals. ISPS ensures institutional compliance with governmental immigration regulations.
For ISPS to successfully accomplish its stated purpose, it includes the following programs and services or works closely with other departments responsible for: recruitment, admissions, and enrollment; academic, personal, and career advising; integration and student success; graduation and alumni; regulatory compliance; health and wellness; disability accommodations; and global education initiatives.
ISPS accurately represents the institution’s academic offerings, support services, and host community.
ISPS orients international students to the expectations, policies, and culture of the institution.
ISPS orients international students to the host country's culture and educational system.
ISPS promotes and deepens international students' understanding of cross-cultural differences while building cross-cultural competencies.
ISPS facilitates the enrollment and retention of international students.
ISPS guides and supports students with maintenance or resolution of immigration and compliance issues.
ISPS advises students on employment options and responsibilities and take the necessary actions to ensure working students comply with regulations.
ISPS assesses the social, emotional, and cultural needs of international students and offers or provides access to services that will help students with these concerns.
ISPS advocates within the institution and to community organizations and local and government agencies for the needs of international students.
ISPS develops and collaborates with others to offer curricular and co-curricular programs to enhance learning and interaction between domestic and international students.
ISPS develops and offers programs for faculty, staff, and administrators to develop awareness of cultural differences, international student needs, and the process of adjusting to a host country's educational system and culture.
ISPS collaborates with student affairs and student organizations to facilitate international students’ participation in campus life.
ISPS develops and offers programs, services, resources, and referrals to help students prepare for re-entry and cultural re-adjustment related to the students’ return home.
ISPS develops and offers programs, services, resources, and referrals to help students who may be in conflict over returning to their home culture.
ISPS develops and offers programs, services, resources, and referrals to help students obtain post-graduation practical training in accordance with immigration and governmental policies and regulations.
ISPS offers programs and services to support global education initiatives on campus.
ISPS develops and implements strategies for outreach and promotion.
International Student Programs and Services (ISPS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
ISPS provides equitable access to facilities and resources for all constituents.
ISPS responds to the needs of all constituents when establishing hours of operation and developing methods for delivering programs, services, and resources.
ISPS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
ISPS advocates for inclusion, multiculturalism, and social justice within the institution.
ISPS enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
ISPS develops plans for ongoing professional development on cultural competence and workplace inclusion.
ISPS addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
ISPS personnel anticipate and balance the wants, needs, and requirements of students with institutional policies, laws, and sponsors.

CAS Professional Standards for Higher Education; Lesbian, Gay, Bisexual, Transgender, Queer+ Programs And Services (LGBTQ+PS) Standards

Part 1

The mission of LGBTQ+PS establishes and maintains coalitions with other campus constituencies and active supporters to create a more socially just institution and community.
The mission of LGBTQ+PS promotes education, understanding, and awareness that supports intersectional racial, and economic justice in policies and praxes.
The mission of LGBTQ+PS offers programs to educate the campus about sexual orientation, gender identity, and expression.
The mission of LGBTQ+PS and the goals of its initiatives are based on assessed campus climate for LGBTQ+ students. LGBTQ+PS selects priorities among those needs and responds accordingly.
The LGBTQ+PS mission is consistent with the mission of the department, college, division, institution, and applicable professional standards.

Part 2

LGBTQ+PS promotes and advocates for admissions and enrollment services to address the maintenance of records and documentation that facilitates the use of names and gender markers that align with students’ lived identities.
LGBTQ+PS promotes and advocates for housing and residential life programs that address housing assignments that respect students' gender identity.
LGBTQ+PS promotes and advocates for housing and residential life programs that address married and family student housing options that are inclusive with regard to sexual orientation, gender identity, and expression.
LGBTQ+PS promotes and advocates for library services, research guides, and course content that address the needs of students interested in LGBTQ+ issues, especially when they cross traditional lines of academic disciplines. LGBTQ+PS supports the identification of courses with LGBTQ+ specific content, especially at institutions with no LGBTQ studies or similar programs.
LGBTQ+PS promotes and advocates for collegiate recreation programs and intercollegiate athletics that address intramural, club, and varsity sports and other recreational opportunities that include and support individuals who do not fit into traditional sex segregated categories.
LGBTQ+PS promotes and advocates for collegiate recreation programs and intercollegiate athletics to adhere to NCAA guidelines for athletic gender equity.
LGBTQ+PS promotes and advocates for international LGBTQ+ students, including support of international LGBTQ+ students and identification of global laws and practices that may affect LGBTQ+ students studying abroad.
LGBTQ+PS promotes learning opportunities for LGBTQ+ students and for all students on issues regarding sexual orientation and gender identity and expression.
LGBTQ+PS examines the intersection of sexual orientation, gender identity, and gender expression with race, class, disability, ethnicity, religion, and age.
When institutional decisions or policies have the potential to affect LGBTQ+ students, LGBTQ+PS educates the campus community; publicizes services, events, and issues of concern to LGBTQ+ students; and sponsors events that meet educational, personal, physical, and safety needs of LGBTQ+ students and their allies.
LGBTQ+PS promotes and advocates for individual and group psychological counseling services addressing coming-out support with particular attention to multiple identities, especially race, ethnicity, disability, religion, and family-of-origin issues.
LGBTQ+PS promotes and advocates for individual and group psychological counseling services addressing support for individuals facing difficulties regarding gender identity and expression and for those experiencing internalized transphobia andor/homophobia.
LGBTQ+PS promotes and advocates for individual and group psychological counseling services addressing services for victims, survivors, and perpetrators of homophobia, biphobia, transphobia, and other forms of sexual orientation and gender-based discrimination and violence, including hate crimes.
LGBTQ+PS promotes and advocates for individual and group psychological counseling services addressing services to address family issues; services for individuals in intimate, sexual, and/or romantic relationships involving issues or needs related to sexual orientation, gender identity, and expression; services addressing domestic and relationship violence; body image concerns; and support for understanding racial, ethnic, national, cultural, and religious issues and differences.
LGBTQ+PS promotes and advocates for health services addressing health forms with inclusive language, addressing LGBTQ+ health issues brochures, and addressing safer sex information and supplies for LGBTQ+ people, addressing access to or referral for hormone therapy and gender-affirming medical procedures, inclusion of transgender-specific health care coverage by any insurance offered by the institution, and culturally knowledgeable, responsive, and competent healthcare providers.
LGBTQ+PS promotes and advocates for career services addressing information on LGBTQ+ friendly employers.
LGBTQ+PS promotes and advocates for public safety addressing training for police officers and other public safety officials to respond appropriately when an LGBTQ+ person is involved in any incident.
LGBTQ+PS promotes and advocates for public safety addressing management of incidents related to bias against LGBTQ+ individuals.
LGBTQ+PS promotes and advocates for co-curricular opportunities and organizations that address access to opportunities for membership in student organizations, including fraternities and sororities.
LGBTQ+PS has clearly stated, current, relevant, and documented goals and outcomes; policies and procedures; responsibilities and performance expectations for personnel; and organizational charts demonstrating clear channels of authority.
LGBTQ+PS is empowered to work with all functional areas of the institution to meet the needs of LGBTQ+ students and eliminate discriminatory behaviors. All institutional units share responsibility for meeting the needs of LGBTQ+ students in their area of service.

Part 5

LGBTQ+PS does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
LGBTQ+PS collaborates with campus constituents to eliminate discriminatory and uncivil behavior.
LGBTQ+PS addresses the needs of all LGBTQ+ students inclusive of their identities, pregnant and parenting status, and degree or enrollment status. In addition, LGBTQ+PS plans for, recognizes, and celebrates the diversity among the LGBTQ+ student population.
LGBTQ+PS identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
LGBTQ+PS advocates for inclusion, multiculturalism, and social justice within the institution.
LGBTQ+PS advocates for creating and maintaining a campus climate that is free from harassment, discrimination, and violence.
LGBTQ+PS advocates for training for students, staff, and faculty in providing an accepting, inclusive, and supportive environment.
LGBTQ+PS advocates for training and support for allies.
LGBTQ+PS ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
LGBTQ+PS has an established protocol for, and fosters expectations of, bias incident reporting.
When educational and/or workplace accommodations are requested, LGBTQ+PS provides individuals with an interactive process to determine reasonable accommodations.

Part 7

LGBTQ+PS identifies the level of staffing necessary to achieve its mission and goals.
The staffing, level, and diversity of services are established and reviewed regularly with regard to service demands, enrollment, user surveys, institutional resources and climate, and other student services available on the campus and in the local community.
When LGBTQ+PS is part of a unit with a broader scope, it is staffed adequately to promote academic and personal growth of LGBTQ+ students.
LGBTQ+PS is staffed by individuals qualified to accomplish its mission and goals.
LGBTQ+PS has access to technical and support personnel to accomplish its mission.

CAS Professional Standards for Higher Education; Orientation Programs (OP) Standards

Part 1: Mission

OP must facilitate the transition of new students into the institution; prepare students for the institution’s educational opportunities and student responsibilities; and initiate the integration of new students into the intellectual, cultural, and social facets of the institution. Central to the mission of OP is the inclusion of parents/guardians and families in support of the new student. OP must also contribute to institutional enrollment management, including retention.
OP must implement, disseminate, regularly review, and update its mission statement.

Part 2: Program and Services

OP must aid students and their parents/guardians and families in understanding the nature and purpose of higher education, the mission of the institution, and their membership in the community.
OP must design and facilitate intentional opportunities for new students to interact with fellow new students as well as continuing students, faculty, and staff members.

Part 5: Access, Equity, Diversity, and Inclusion

OP must not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history (e.g., first generation to attend college); political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
OP must respond to the needs of all constituents when establishing hours of operation and developing methods for delivering programs, services, and resources.
OP Must identify and address actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
OP must enact culturally responsive, inclusive, respectful and equitable practices in the provision of services.
OP must address the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
OP should take into account the needs of international students as well as students enrolled in online programs when designing and delivering programs.
First year and transfer students as well as their parents/guardians and families should be served as distinct populations.
OP must ensure that personnel are trained in diversity, equity, access and inclusion and are held accountable for applying the training to its work.
OP must have an established protocol for, and foster expectation of, bias incident reporting.
Personnel within OP must cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within OP must promote respect for commonalities and differences among people within their historical and cultural contexts.

Part 6: Leadership, Management, and Supervision

OP managers must engage diverse perspectives from within and outside the unit to inform decision making

CAS Professional Standards for Higher Education; Registrar Services (RS)

The mission of Registrar Services (RS) is to support student learning, development, and success by managing the stewardship and integrity of student academic records; establishing, managing, and enforcing student and educational policies and practices in accordance with institutional standards and policies; and administering the implementation and maintenance of student information systems.
RS includes the following services and functions or provide support for units responsible for:

records management and data stewardship
records and information access
academic policies and procedures
curriculum logistics and catalog development and management
degree audit; degree clearance, graduation policies, procedures, and processes; and commencement
enrollment management and retention support
support for specific populations
financial aid compliance support
veteran’s services certification
information dissemination and education

RS participates in and provides leadership to institution-wide discussions on data governance and supports the creation of policy to uphold data governance security models.
RS ensures the security, privacy, and confidentiality of all student data regardless of medium throughout the institution, including limiting access to electronic and paper files to those who have an educational need to know.
RS ensures the accuracy and reliability of the data collected and distributed.
RS provides leadership for developing and maintaining the student record database and archival files.
RS develops and implements effective and secure processes for exchange of transcripts and academic record data between institutions.
RS has clearly stated, current, relevant, and documented goals and outcomes; policies and procedures; responsibilities and performance expectations for personnel; and organizational charts demonstrating clear channels of authority.
Registrar Services (RS) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
RS treats people courteously and with respect.
RS applies policies and decisions consistently, fairly, and equitably to ensure no student is disadvantaged by unfair application of policies.
RS has an established protocol for, and fosters expectations of, bias incident reporting.
RS leaders incorporate sustainable practices in the design of programs, services, and facilities.
RS uses technology to enhance the delivery of programs and services for all constituents.
RS provides institutional leadership in the use of technologies for academic processes, records management, and systems information.
RS managers engage diverse perspectives from within and outside the unit to inform decision making.

CAS Professional Standards for Higher Education; Campus Activities Programs (CAP) Standards:

Part 1

The mission of Campus Activities Programs (CAP) is to enhance the overall student educational experience through providing activities and events to facilitate students' sense of belonging and connection to the institution and the overall academic mission.
The CAP mission emphasizes student involvement in meaningful activities that facilitate connection, involvement, leadership skill development, citizenship and social responsibility, and that supplement the overall academic experience.

Part 2

CAP fundamental functions include implementing campus programs and events that add vibrancy to the campus.
CAP fundamental functions include advising student organizations that implement programs or services.
CAP fundamental functions include advising student governance organizations.
CAP fundamental functions include ensuring the proper and efficient stewardship of funds including the student activity fee and institutional allocation.
CAP fundamental functions include providing resources for the successful implementation of student organization events and programs.
CAP fundamental functions include supporting enrollment, retention and persistence of students.
CAP provides opportunities to create an environment for students to participate in co-curricular and extra-curricular activities and events that promote understanding, appreciation of, and interaction with people of one’s own cultures as well as other cultures and create healthy interpersonal relationships.
CAP provides opportunities to create an environment for students to participate in co-curricular and extra-curricular activities and events that create a sense of place for students in the campus community allowing students to identify and explore new interests and increase their self-understanding and self-efficacy.
CAP provides campus activities that appeal to the broad campus population.
CAP is comprehensive and reflects and promotes a broad range of student interests and needs.
CAP, in partnership with student organizations, develops clearly defined grievance procedures to settle disagreements regarding continuity of leadership, budgeting procedures, and ethics violations by student leaders.
Students who have fiscal responsibility relative to CAP programs and services are provided with information and training regarding institutional regulations and policies that govern accounting and the appropriate handling of funds.
CAP has clearly stated, current, relevant, and documented goals and outcomes; policies and procedures; responsibilities and performance expectations for personnel; and organizational charts demonstrating clear channels of authority.

Part 5

Campus Activities Programs (CAP) creates and maintains educational and work environments that are welcoming, accessible, inclusive, equitable, and free from bias or harassment.
CAP does not discriminate on the basis of race; color; national origin; sex; disability; age; cultural identity; ethnicity; nationality; citizenship; family educational history; political affiliation; religious affiliation; sexual orientation; gender identity and expression; marital, family, social, economic, place of residence, or veteran status; or any other basis included in codes, laws, and institutional policies.
CAP identifies and addresses actions, policies, and structures within its operation that perpetuate systems of privilege and oppression.
CAP advocates for inclusion, multiculturalism, and social justice within the institution.
CAP enacts culturally responsive, inclusive, respectful, and equitable practices in the provision of services.
CAP develops plans for ongoing professional development on cultural competence and workplace inclusion.
CAP establishes goals for access, equity, diversity, and inclusion.
CAP addresses the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices.
CAP personnel design and implement strategies for involving and engaging diverse student populations in the planning, implementation, and assessment of programs and services.
CAP ensures that personnel are trained in diversity, equity, access, and inclusion and are held accountable for applying the training to its work.
CAP has an established protocol for, and fosters expectations of, bias incident reporting.
Personnel within CAP cultivate understanding of identity, culture, self-expression, and heritage.
Personnel within CAP promote respect for commonalities and differences among people within their historical and cultural contexts.

Part 6

CAP leaders identify and address individual, organizational, and environmental conditions that foster or inhibit mission achievement.
CAP leaders facilitate discussion and decisions regarding program advancement.
CAP leaders advocate for representation in strategic planning processes at departmental, divisional, and institutional levels.