CAS Characteristics of Individual Excellence for
Professional Practice in Higher Education
CAS Contextual Statement
Defining competencies of student affairs and other professionals in higher education who plan, implement, and offer
programs and services is the mark of a maturing profession. A number of authors and organizations have framed
competencies in several broad areas. For example, Pope, Reynolds, and Mueller (2004) identified competencies in
the areas of 1) administration and management, 2) multicultural awareness, knowledge, and skills, 3) helping and
advising, 4) assessment and research, 5) teaching and training, 6) ethics and professional standards, and 7)
translation and use of theory to guide practice. This document seeks to define a list of necessary attributes for
professionals in higher education that is broader than competencies and includes other markers of professionalism.
These characteristics of excellence can be used in an evaluative format, both self evaluation and in the context of
“360 degree” (Tornow, London, & Associates, 1998) or supervisory format.
There are numerous purposes for the creation and use of this document. One purpose is to move the student affairs
profession and other professionals within the higher education context to more concrete, concise, and agreed upon
characteristics that are expected of professionals who provide, implement, and facilitate programs and services in
higher education. Another purpose is to assist in the enculturation of new professionals into the profession by
defining what it means to be a professional in higher education. This document also seeks to clarify the context within
which people are choosing to work. In response to the literature on supervision that indicates that supervision in
higher education is often irregular and when it does occur stresses operational tasks rather than professional
development (Arminio & Creamer, 2001; Saunders, Cooper, Winston, & Chernow, 2000; Winston & Creamer, 1997),
this document was created to provide aspirational expectations for higher education professionals (Carpenter, 2003).
Because it is the intent of this document to honor individual differences that people bring to their practice, when
perceived differences from the expected characteristics are identified these differences need to be discussed. It is
through these discussions with supervisors and colleagues that such differences can be acknowledged and their
implications explored.
This document offers direction for professional development whether prompted by self evaluation or from supervisory
evaluation. In either case, this document is intended to be used in collaboration and discussion with a supervisor,
supervisees, students, and/or colleagues. From these discussions an individual professional development plan can
be created and then movement toward accomplishing that plan be evaluated.
References
Arminio, J. & Creamer, D. G. (2001). What quality supervisors say about quality supervision. College Student Affairs Journal, 21,
35-44.
Carpenter, D. S. (2003). Professionalism. In S. R. Komives & D. Woodard Jr (Eds.). Student services: A handbook for the
profession (4th edition; pp. 573-592 ). San Francisco: Jossey-Bass.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco: Jossey-Bass.
Saunders, S. A., Cooper, D. L. Winston, R. B. Jr., & Chernow, E. (2000). Supervising staff in student affairs: Exploration of the
synergistic approach. Journal of College Student Development, 41, 1281-191.
Tornow, W. W., London, M., & Associates (1998). Maximizing the value of 360-degree feedback. San Francisco: Jossey bass.
Winston, R. B., Jr., & Creamer, D. G. (1997). Improving staffing practices in student affairs. San Francisco: Jossey-Bass.
