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\nNational Institute for  \nLearning Outcomes Assessment  \nUsing CASasa Framework to Assess Holistic Learning  \nGavin W. Henning,  \nRich Robbins & Stacy Andes  \nContents  \nAbstract   3  \nUsing CAS as a Framework to Assess Holistic Learning . . . . .4  \nImportance of Holistic Learning . . . . .4  \nGoals for Learning in Higher Education . . . . .5  \nLearning Happens Everywhere . . . . .5  \nImportance of Holistic Learning and Outcomes Measurement . . . . .7  \nOverview of CAS and Brief History . . . . .7  \nCAS Learning Domains and Dimensions . . . . .8  \nUses for CAS Learning Domains and Dimensions . . . . .9  \nSetting Divisional Learning Goals . . . . .9 Setting Divisional Priorities . . . . .9 Developing New Programs and Services . . . . . 10  \nIdentifying Program and/or Service Learning Outcomes . . . . . 10 Market Programs and Services . . . . . 10  \nAdvocating for Resources . . . . . 10  \nAligning Program Activities to Outcomes . . . . . 11  \nLearning Assessment as Component of Self-Assessment . . . . .11  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNationalInstitutefor    \nAssessment  \nLearning Outcomes  \nUsing CAS as Model for Other Self-Assessment Processes . . . . .11  \nUsing CAS for Institutional Effectiveness . . . . .12 Conclusion   13  \nReferences   14  \nAbout the Authors   16  \nAbout NILOA   17  \nPlease Cite As:  \nHenning, G. W., Robbins, R., & Andes, S. (2020, February) . Using CAS as a framework to assess holistic learning (Occasional Paper No. 43). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).  \n| CAS Mission |\n| --- |\n| The Council for the Advancement of Standards in Higher Education (CAS), a consortium of professional associations in higher education, promotes the use of its professional standards for the development, assessment, and improvement of quality student learning, programs, and services. |\n\nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nHolistic student learning has been a hallmark of U.S. higher education since the early 20th Century when the American Council on Education (ACE) published the Student Personnel Point of View (SPPV) in 1937, reaffirming time and again that learning happens both inside and outside of the classroom. To consider students’ holistic development, various scholars and organizations have developed learning taxonomies and learning outcome frameworks. The Council for the Advancement of Standards in Higher Education (CAS) provides tools and resources to guide the development of holistic learning and development outcomes that employers and higher education professionals wish to see in college graduates. CAS consists of a consortium of experts from various areas of higher education engaged in developing standards for professional practice as well as resources for self-assessment for functional areas of student support in higher education. Based in holistic learning and incorporating 47 functional areas involved in student learning and development, the CAS Standards serve as a validated, reliable resource in this data-driven, accountability-focused higher education environment. CAS Standards align with multiple other learning frameworks, are endorsed by higher education organizations and associations, and have multiple uses in research, evaluation, and assessment of student engagement, learning, and development. This paper explores how the CAS learning domains and dimensions can be used to identify and achieve various division-level or functional unit goals, to advance self-assessment, and to inform institutional effectiveness.  \nNational Institute for Le","cbCaijRvVoSMMXVr","https://ap.wps.com/l/cbCaijRvVoSMMXVr","pdf",464287,18,"English","# Abstract\n# Using CAS as a Framework to Assess Holistic Learning\n## Importance of Holistic Learning\n## Goals for Learning in Higher Education\n## Learning Happens Everywhere\n## Overview of CAS and Brief History\n## CAS Learning Domains and Dimensions\n## Uses for CAS Learning Domains and Dimensions\n## Setting Divisional Learning Goals\n## Identifying Program and/or Service Learning Outcomes\n## Advocating for Resources\n## Aligning Program Activities to Outcomes\n## Learning Assessment as Component of Self-Assessment\n## Using CAS for Institutional Effectiveness\n# Conclusion\n# References","[{\"question\":\"What is the central purpose of using the CAS framework for holistic learning?\",\"answer\":\"The paper explains how CAS learning domains and dimensions can be used to identify and achieve division-level or functional unit goals, support self-assessment, and inform institutional effectiveness.\"},{\"question\":\"Why is holistic student learning emphasized in U.S. higher education?\",\"answer\":\"Holistic student learning is presented as a long-standing hallmark, based on the idea that learning and development occur both inside and outside the classroom and should be supported in a whole-student way.\"},{\"question\":\"How does CAS support learning outcomes measurement and improvement?\",\"answer\":\"CAS is described as a consortium-based set of standards, tools, and resources that guide the development and assessment of holistic learning and development outcomes, aligned with broader learning frameworks and used in research and evaluation.\"}]","Using CAS as a Framework to Assess Holistic Learning - Occasional Paper No. 43 | PDF",1792054889,45]