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This exploratory study examines law student affairs professionals’ awareness and use of the CAS Standards, identifying a notable gap between these professionals and the broader field. Findings suggest that, amid heightened oversight, law student affairs can more actively engage these assessment and benchmarking tools to strengthen program evaluation and articulation of needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/distance-between-silos-familiarity-with-cas-standards-among-law-student-affairs-professionals/599387/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/distance-between-silos-familiarity-with-cas-standards-among-law-student-affairs-professionals/599387.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this exploratory study?","Question",{"text":112,"@type":113},"The study investigates how aware law student affairs professionals are of the CAS Standards and how often those standards are used in law student affairs work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study emphasize CAS Standards in law student affairs?",{"text":117,"@type":113},"It argues that CAS Standards serve as strong assessment and benchmarking tools, yet they are rarely engaged in the legal education context despite their value in other student affairs areas.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the literature section say about the origin of CAS Standards?",{"text":121,"@type":113},"It states that the standards were formed in 1979 as a joint project involving professional groups, and that the effort later expanded to include 41 member associations focused on student services and related development programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599387,1792210722,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DISTANCE BETWEEN SILOS: FAMILIARITY WITH CAS STANDARDS AMONG LAW STUDENT AFFAIRS PROFESSIONALS  \nJ. Trent Kennedy  \nGeorgetown University Law Center  \nAbstract  \nThe CAS Standards are commonly used in undergraduate-facing student affairs practice but rarely discussed in legal education. This study explores law student affairs professionals’ awareness and use of the CAS Standards, finding a significant divergence from the rest ofthe field and suggesting that (in the current era of increased scrutiny) law student affairs may be a functional area ripe for greater engagement with these strong assessment and benchmarking tools.  \nPlease direct inquires about this manuscript to: J. Trent Kennedy, [j.trent.kennedy@georgetown.edu](j.trent.kennedy@georgetown.edu)  \nCollege Student Affairs Journal, Volume 40(2), pp. 70-85 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n71 College Student Affairs Journal Vol. 40, No. 3, 2022  \nS  \nince their introduction in 1986, the general and functional-area-specific standards published and regularly updated by the Council for the Advancement of  \nStandards in Higher Education (CAS) have become a cornerstone of student affairs preparation and practice. Paterson and Carpenter (1989) described them as “a major step forward in the efforts toward [student affairs] becoming a profession”(p. 125) distinct from other types of educatorsand helping professionals. Bryan and Mullendore (1991) noted that, with the creation of professional standards,“[s]tudent affairs clearly announced its determination to control its own destiny”(p. 29) .  \nDepartmental self-study projects often use the CAS Standards as essential guides, and prospective Higher Education Administration graduate students would be hard-pressed to find a program that does not explicitly include the CAS Standards somewhere in its curriculum. In an era of increased scrutiny and reduced access to resources (Blimling, 2013; Wegner, 2018), the CAS Standards provide a common benchmark to evaluate student affairs programs and a model to articulate program needs when they arise.  \nIn contrast with their undergraduate-facing counterparts, student affairs offices that serve law students rarely display outward signs of engagement with the CAS Standards. In 2019, more than 100,000 students attended ABA-accredited law schools in the United States (American Bar Association, 2019) . McGuire and Phye (2006) noted that law students must be socialized into the norms and values of the legal profession, while researchers from Shanfield and Benjamin (1985) to Organ et al. (2016) described significant developmental and mental-health-related needs in the same student population. Both Polson (2003) and Pontius and Harper (2006) roundly rejected the myth that graduate and professional students are developmentally final (even apart from professional socialization) and do not benefit from services to address their unique needs.  \nSpecialized law school student affairs offic-  \nes have been created to meet those needs, often staffed by law school graduates, responsible for a wide range of traditional student affairs functions, and reporting to the academic dean of their law school rather than the chief student affairs officer (CSAO) of their parent university. Describing the creation of the field in the 1970s, Van Zandt (2005) opined:  \nThe standard approach was to hire a dean of students to handle all the student problems and complaints in the hope that this would keep the dean’s office more serene. Often the new dean of students was a faculty member of a particularly pleasant demeanor who tried to empathize with the students and respond to their self-identified problems but had little or no professional training. (p.172)  \nIn 1992, Hazen wrote to an audience of increasingly specialized law student affairs professionals, specifically addressing those “with titles such as Associate Dean for Stud","cbCaisNbvad2Xewb","https://ap.wps.com/l/cbCaisNbvad2Xewb","pdf",987227,16,"English","# Abstract\n# Since the Introduction of CAS Standards\n## Application in Undergraduate Practice\n## Limited Visible Engagement in Law Student Affairs\n# Literature Review\n## Overview of the CAS Standards\n## Formation, Growth, and Membership","[{\"question\":\"What is the focus of this exploratory study?\",\"answer\":\"The study investigates how aware law student affairs professionals are of the CAS Standards and how often those standards are used in law student affairs work.\"},{\"question\":\"Why does the study emphasize CAS Standards in law student affairs?\",\"answer\":\"It argues that CAS Standards serve as strong assessment and benchmarking tools, yet they are rarely engaged in the legal education context despite their value in other student affairs areas.\"},{\"question\":\"What does the literature section say about the origin of CAS Standards?\",\"answer\":\"It states that the standards were formed in 1979 as a joint project involving professional groups, and that the effort later expanded to include 41 member associations focused on student services and related development programs.\"}]","DISTANCE BETWEEN SILOS: FAMILIARITY WITH CAS STANDARDS AMONG LAW STUDENT AFFAIRS PROFESSIONALS | PDF",1792088678]