CAS
Self-Assessment Guide
Fraternity and Sorority Advising Program
August 2004
Part 1: MISSION
The
Fraternity and Sorority Advising Program (FSAP) must incorporate student
learning and student development in its mission. The FSAP must enhance overall educational
experiences. The FSAP 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. The FSAP must operate as an integral part of
the institution’s overall mission.
The
FSAP must promote academic and personal growth and development of students who
affiliate with fraternities and sororities and promote the fraternity and
sorority community as an integral and productive part of the institution.
To
accomplish its mission, the FSAP must:
·
promote the intellectual, social, spiritual, moral, civic, and career
development, and wellness of students
·
provide education and experience in leadership, group dynamics, and
organization development
·
promote student involvement in co-curricular activities
·
promote sponsorship of and participation in community service and
philanthropic projects
·
promote an appreciation for different lifestyles including cultural and
religious heritages
·
recognize and encourage the positive learning experiences that are
possible in a fraternity and sorority community that has a diversified
membership
Participation
in a campus chapter represents one of several group affiliation options for
college students. Fraternity and sorority affiliation may include: a
recruitment process, new/associate member education, initiation (formal
induction into the organization), ongoing membership development programming,
and lifelong affiliation. Professional staff members should promote student
development in all affiliation processes.
Staff
members should develop a comprehensive program to promote the education and
welfare of participating students and coordinate resources and activities with
others in the campus community.
Participation
in a fraternity or sorority must promote responsible membership in both the
organization and the institution.
ND 1 2 3 4 NR
Not
Done Not Met Minimally Met Well Met Fully Met Not
Rated
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PART 1. MISSION (Criterion Measures) 1.1 A program mission and goals statement is
in place and is reviewed periodically. 1.2 Student
learning, development, and educational experiences are incorporated in the
mission statement. 1.3 The mission is consistent
with that of the host institution and the CAS standards. 1.4The program functions as an integral part of the
host institution’s overall mission. 1.5The program promotes academic and personal growth
and development of students. 1.6The program includes … 1.6a promotion of intellectual,
social, spiritual, moral, civic, and career development and wellness of
students 1.6b provision of education and
experience in leadership, group dynamics, and organization development 1.6c promotion of student involvement in co-curricular
activities 1.6d sponsorship and participation
in community service and philanthropic projects 1.6e appreciation for different lifestyles 1.6f recognition of importance of
diversified membership in fraternity and sorority communities. 1.7 The program promotes
responsible membership in the organization and the institution. |
Rating
Scale
ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND
1 2 3
4 NR ND 1
2 3 4
NR ND
1 2 3
4 NR ND
1 2 3
4 NR |
NOTES List Criterion Number |
1.1
What is the program
mission?
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1.2
How does the mission embrace student learning and
development?
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1.3
In what ways does the program mission complement the mission
of the institution?
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Part 2: PROGRAM
The formal education of students
consists of the curriculum and the co-curriculum, and must promote student
learning and development that is purposeful and holistic. The Fraternity and
Sorority Advising Program (FSAP) must
identify relevant and desirable student learning and development
outcomes and provide programs and services that encourage the achievement of
those outcomes.
Relevant and desirable outcomes
include: intellectual growth, effective communication, realistic
self-appraisal, enhanced self-esteem, clarified values, career choices,
leadership development, healthy
behaviors, meaningful interpersonal relationships, independence, collaboration,
social responsibility, satisfying and productive lifestyles, appreciation of
diversity, spiritual awareness, and achievement of personal and educational
goals.
The FSAP must provide evidence of
its impact on the achievement of student learning and development outcomes.
The table below offers examples of
evidence of achievement of student learning and development.
|
Relevant, Desirable Student Learning and Development
Outcomes |
Examples of Evidence of Achievement |
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Leadership Development |
Articulates leadership philosophy or style; Serves
effectively in a leadership position in a student organization; Comprehends
the dynamics of a group; Exhibits democratic principles as a leader; Exhibits
ability to visualize a group purpose and desired outcomes |
|
|
Intellectual Growth |
Produces
personal and educational goal statements; Articulates and uses personal and
educational goals and objects to guide decisions; Employs critical thinking
in problem solving; Uses complex information from a variety of sources
including personal experience and observation to form a decision or opinion;
Obtains a degree; Applies previously understood information and concepts to a
new situation or setting; Expresses appreciation for literature, the fine
arts, mathematics, sciences, and social sciences |
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Collaboration |
Works
cooperatively with others; Seeks the involvement of others in accomplishing
tasks; Seeks feedback from others; Contributes to achievement of a group
goal; Listens well |
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Social Responsibility |
Understands
and participates in relevant governance systems; Understands, abides by, and
participates in the development, maintenance, and/or orderly change of
community, social, and legal standards or norms; Appropriately
challenges the unfair, unjust, or
uncivil behavior of other individuals or groups; Participates in
service/volunteer activities |
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Effective Communication |
Writes
and speaks coherently and effectively;
Writes and speaks after reflection; Able to influence others through
writing, speaking or artistic expression; Effectively articulates abstract
ideas; Uses appropriate syntax; Makes presentations or gives performances |
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Enhanced Self-Esteem |
Shows
self-respect and respect for others; Initiates actions toward achievement of
goals; Takes reasonable risks; Demonstrates assertive behavior; Functions
without need for constant reassurance from others |
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Realistic Self-Appraisal |
Articulates
personal skills and abilities; Makes decisions and acts in congruence with
personal values; Acknowledges personal strengths and weaknesses; Articulates rationale for personal
behavior; Seeks feedback from others; Learns from past experiences |
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Clarified Values |
Articulates
personal values; Acts in congruence with personal values; Makes decisions
that reflect personal values; Demonstrates willingness to scrutinize personal
beliefs and values; Identifies personal, work and lifestyle values and explains
how they influence decision-making |
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Career choices |
Articulate career choices based on assessment of
interests, values, skills and abilities; Documents knowledge, skills and
accomplishments resulting from formal education, work experience, community service
and volunteer experiences; Makes the connections between classroom and
out-of-classroom learning; Can construct a resume with clear job objectives
and evidence of related knowledge, skills and accomplishments; Articulates
the characteristics of a preferred work environment; Comprehends the world of
work; Takes steps to initiate a job search or seek advanced education |
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Healthy Behavior |
Chooses behaviors and environments that promote
health and reduce risk; Articulate the relationship between health and
wellness and accomplishing life long goals; Exhibits behaviors that advance a
healthy community. |
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Meaningful Interpersonal
Relationships |
Develops and maintains satisfying interpersonal
relationships; Establishes mutually rewarding relationships with friends and
colleagues; Listens to and considers others’ points of view; Treats others
with respect |
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Independence |
Exhibits self-reliant behaviors; Functions
autonomously; Exhibits ability to function interdependently; Accepts
supervision as needed; Manages time effectively |
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Satisfying and Productive
Lifestyle |
Achieves
balance between education, work and leisure time; Articulates and meets goals
for work, leisure and education; Overcomes obstacles that hamper goal achievement; Functions on the
basis of personal identity, ethical,
spiritual and moral values; Articulates long-term goals and objectives |
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Appreciating Diversity |
Understands
ones own identity and culture. Seeks involvement with people different from
oneself; Seeks involvement in diverse interests; Articulate the advantages
and challenges of a diverse society; Challenges appropriately abusive use of
stereotypes by others; Understands the impact of diversity on one’s own
society |
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Spiritual Awareness |
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