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CAS SELF-ASSESMENT REVIEW

CAS Self-Assessment Review Project: Self-Assessment Guide Plan

Ashley Alba, Celeste Hernandez, Markeshia Iverson, and Brandi Loera-Mendiola

Kremen School of Education, California State University, Fresno

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History of Functional Area
History of Academic Advising

In higher education, academic advising plays an integral part of student success, learning,

and persistence. Academic advisors are a central component of how students navigate their

academic paths, preparedness, and engagement into their communities. Furthermore, CAS

(2019) states that as a result of interactions with academic advisors’ students will “become

members of their higher education community, to think critically about their roles and

responsibilities as students, and to prepare to be educated citizens of a democratic society and a

global community” (NACADA, 2006). The roles of academic advisors have also evolved and

grown as the higher education system and practices have changed.

The National Academic Advising Association (NACADA) was established in 1977 and

is now present internationally with more than 13,000 members (CAS, 2019). NACADA “offers

the ethical principles that guide advising practice...along with Academic Advising Core

Competencies and CAS Standards…” (CAS, 2019). NACADA serves as an element of

professional references and guidelines, but at the same time serves as an accountability space for

professionals. The role that academic advisors play in the tenure of students' educational careers

are pivotal to their learning, persistence, retention, performance, and success. Equally important,

CAS (2019) acknowledges that through academic advising students may be encouraged to find

“meaning in their lives, make significant decisions about their futures, and access institutional

resources” (p 32). Hence, it is important that academic advisors continue developing their

competencies to better serve the ever-changing needs of today's student population.

History of College of Social Sciences Advising Center

As a relatively new center, the College of Social Sciences Advising Center (COSSAC)

has a history that demonstrates a commitment to supporting the academic and personal
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development of students at California State University, Fresno (Fresno State). Prior to 2015,

there was a centralized model of academic advising at the university where all students received

academic advising from the University Advising Center regardless of major (R. Whitton,

personal communication, September 25, 2020). However, in 2015, the institution adopted a new

decentralized model where each college would have a separate advising center. The shift to a

decentralized model allowed each advising center to develop programming specific to the majors

offered within the college and the needs of students they served. Under the College of Social

Sciences, COSSAC provides advising services for the majors, minors, and certificates from

eleven departments/programs at Fresno State. After three years after the opening of COSSAC,

Dr. Charlie, an external advising professional in the field, helped with the creation of the mission

statement (R. Whitton, personal communication, September 25, 2020). The mission statement

details that they are committed to the success of their students by providing academic advising

services to support the achievement of their educational, career, and life goals (Fresno State,

n.d.). COSSAC also encourages their students to take ownership of their educational experience,

enact on fostering an academic relationship between student and counselor, and lastly, they

collaborate with campus partners to provide a quality educational experience. COSSAC vision is

built on the platform of what they expect their center to look like, and how students will perceive

it.

Data and Analyzation

In the following section you will find our rating and justification of Parts 1, 2, 3, 4, 5, 7,

8, 10, and 12 according to CAS Standards. Evidence was collected from multiple sources

including the COSSAC website, an interview with the lead academic counselor, the COSSAC

social media account, and results from a survey administered in 2018. Data was collected and
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analyzed in accordance with the CAS Self-Assessment Guide. Appendices A - C are available as

existing and new evidence utilized as aiding tools to complete this informal assessment.

Part 1. Mission

Rating: 2 (Meets)

Justification:

According to CAS Standards and guidelines, section 1.1, AAP program mission

statements must be developed, defined, consistent with the mission of the department, college,

division and institution (CAS, 2019). The mission and vision of COSSAC centers student

success through academic advising. COSSAC’s mission statement compliments the institution's

mission, given that both mission statements, COSSAC and Fresno State, center the

empowerment of students through education (see appendix B).

According to CAS Standards and guidelines, section 1.2, AAP mission statements should

be regularly reviewed, updated, and reference student learning, success, and development (CAS,

2019). COSSAC collaborates across campus while simultaneously, relationship building

between counselors and students remains a key factor in encouraging students to engage in the

success of their careers. Their approach to academic advising is not exclusive to academics, but

also hones in on the holistic development of the students to create an institutional effort to

encourage persistence and retention.

Furthermore, the mission and vision statements were carefully guided and crafted to

complement the mission of not only the College of Social Sciences, but also the institution at

large. As a young program, established in 2015, the models for decentralized academic advising

were foggy to the professional staff and they were charged with the immediate privilege of

working with students' needs. The mission and vision statements were developed and guided
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through outside resources such as NACADA specifically for Academic Advising Centers a few

years after the program began (R. Whitton, personal communication, September 25, 2020).

The mission and vision statements reflect how they want the COSSAC to look like and

their desires for how students will perceive their services. Additionally, it communicates that the

full autonomy of students is respected and acknowledged by the COSSAC. This demonstrates

trust in the students and empowers them to take ownership of their lives.

Part 2. Program and Services

Rating: 1(Partly Meets)

Justification:

According to section 2.1 of the CAS Standards, AAP should provide a set of written

goals and objectives directly related to the mission and aligned with institutional priorities (CAS,

2019). Considering the evidence that has been obtained from the interview conducted with the

lead academic counselor and the information presented on the COSSAC website (Fresno State,

n.d.), COSSAC partly meets the requirements set by the CAS Standards. Even though the lead

academic counselor was able to verbally identify the goals and objectives of the department,

COSSAC does not clearly state the program’s goals and objectives on its website to be viewed

by students, staff, and community partners (R. Whitton, personal communication, September 25,

2020). Since the department goals and objectives are able to be verbally identified, it is evident

that the goals and objectives do indeed align with the mission and institutional priorities.

According to section 2.2 of the CAS Standards, AAP must provide information, services,

and resources consistent with its mission and goals (CAS, 2019). Drawing from the information

listed on the COSSAC website, COSSAC has clearly written the services that are provided by
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the program and these services are consistent with its mission and goals and are vital to the

success of the student. After interviewing the lead academic advisor of COSSAC, he identified

that COSSAC’s goal is to encourage students to take responsibility for their college education

and experience (R. Whitton, personal communication, September 25, 2020). COSSAC also

encourages students to explore everything out there, take advantage as much as they can while

they are in college and to think about graduate school and/or credential programs. COSSAC

provides advising information on its website, such as exact dates and times of available advising

appointments. COSSAC also provides an accessible zoom link on its website that is available for

all appointments (Fresno State, n.d.). The lead academic advisor confirmed that COSSAC does

monitor academic progress and connects at-risk students to programs such as SupportNet (R.

Whitton, personal communication, September 25, 2020).

The advisory staff of COSSAC is structured to receive their workload based on the alpha

of the student’s last name. This information is advertised on the COSSAC website for all

students, staff, and community partners to identify which student would be assigned to which

advisor based on their last name (Fresno State, n.d.). COSSAC provides flexibility to students by

allowing them to continue working with an advisor they may have previously worked with in the

past regardless of their last name.

According to section 2.3 of the CAS Standards (2019), AAP works in close consultation

and collaboration with others with expertise and resources to meet the needs and interests of

students and promotes student success (CAS, 2019). COSSAC collaborates with departments

across the institution to promote student learning, development, and success. COSSAC

collaborates with programs such as the Learning Center, Writing Center, Health Center, and
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Career Center, among many other programs (R. Whitton, personal communication, September

25, 2020).

Part 3. Student Learning, Development, and Success

Rating: 1 (Partly Meets)

Justification:

As stated in section 3.1 of the CAS Standards (2019), academic advising programs

contribute to student learning, development, and success in both curricular and co-curricular

experiences.

After reviewing the website, social media accounts, and conducting an interview with the

lead advisor, COSSAC hosts meetings with students and facilitates events to support the ability

for students to take ownership of their educational experience. COSSAC strives to empower

students throughout their college experience and life after college by encouraging students to

consider how majors, degrees, and certificates can help them reach their goals. Advisors within

COSSAC provide information to help students become more informed about their options while

encouraging students to feel empowered enough to take responsibility for their educational

experience. Additionally, advisors meet with students to ensure timely completion of

educational goals using advising sheets listing degree requirements for majors under the College

of Social Sciences at Fresno State. If students appear to be experiencing academic hardships that

are impeding their ability to be successful, students are provided campus resources to gain

specific support. COSSAC also promotes the “15 to Finish” campus initiative on their website

which encourages graduation within a four-year time period (Fresno State, n.d.). However, the

scheduling of on-going follow up meetings with students was not a part of the regular procedures
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of COSSAC. While COSSAC seeks to meet these objectives, it is difficult to assess the impact

being made without the use of specific learning and development outcomes.

According to section 3.2 of the CAS Standards (2019) student learning and development

outcomes should be established and assessed to understand how well the outcomes are being

met. Currently, COSSAC has not created student learning and development outcomes relevant to

their functional area (R. Whitton, personal communication, September 25, 2020). The mission

and vision statements that COSSAC has developed guide their practices. These statements are

influenced by standards from the NACADA and not the CAS Standards. Additionally, since

COSSAC has not developed student learning and development outcomes, it is impossible to

provide “evidence of the extent to which student learning and development outcomes are

achieved” (CAS, 2019, p.16). Nevertheless, COSSAC has administered a student survey to

measure scheduling methods, satisfaction, reason for making an appointment, social media use,

and number of appointments needed to resolve an issue (COSSAC, 2018). The survey did not

appear to be informed by specific student learning and development outcomes. COSSAC is

aware of their need to improve in assessment practices and has access to an assessment

committee that can help them develop student learning and development outcomes.

Part 4. Assessment 4.1- 4.6

Rating: 1 (Partly Meets)

Justification:

The suggested evidence and documentation from the CAS standards under criteria

Assessment 4, is proven very minimal from the COSSAC website. It starts with an introduction

to what services they offer. A few areas listed can determine what is found under functional area

goals, key indicators, outcomes, and related assessment data. The evidence that details what
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services are provided can be found under “Services Provided” (Fresno State, n.d.). The list

includes the functional area’s outcomes and goals which are: advising on majors, minors, and

certificates within the COSSAC, academic plans, class registration, general education

requirements, degree requirements/grad checks, how to read Degree Progress Report (DPR),

clearing registration holds and change of major (within the COSSAC). COSSAC states they are

committed to the success of their students by providing academic advising services to support the

achievement of their educational, career, and life goals, however, assessment data related to

student learning, development, and success outcomes are yet to be established. Hence, they

encourage their students to take ownership of their educational experience, this functional area

also fosters an academic relationship between student and counselor, and staff collaborates with

campus partners to provide a quality educational experience.

Sections under 4.1-4.3 were very hard to be determined due to the fact that their work in

assessment is yet to be conducted and completed. Evidence suggests it is still a work in progress.

Following section 4.5 review and intercept findings, we were able to complete this task with the

interviewee. The evidence gathered from our interview states that assessment is an area of

improvement that the program needs to work on as a whole (R. Whitton, personal

communication, September 25, 2020). So far, they have built an assessment committee that

provides tips onto the department. The department does not have any real rubrics to provide in

regards to assessment. COSSAC’s hope is to enforce that students have a better understanding of

what they need to graduate. When students visit the center multiple times, they are asked to

analyze the students' needs & compare it with previous sessions. They have a consistent practice

of looking inward in the language they use in sessions. They also provide some efforts in regards

to approaches in assessment strategies by the COSSAC student survey assigned in 2018. It

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conducts questions for the students and checks in on if their goals were met or what areas lacked.

This student survey provides information on what areas need improvement, areas that were

successful and any recommendations. They are working on changes, adjustments as a result from

this student survey among other activities created to make sure they are successful. The

interviewee has personally started picking off from the survey & work on it with the department

as a whole. The interviewee was very honest and clear of where they are as a program in

assessment (R. Whitton, personal communication, September 25, 2020). It is clear that the

department has work to be done in assessment and to grow off the little information they have on

assessment.

Part 5. Access, Equity, Diversity, and Inclusion

Rating:1(Partly Meets)

Justification:

According to CAS Standards and guidelines, section 5.1, AAP must not discriminate on

the basis of race, gender, color, etc., and must “create and maintain educational and work

environments for students…” in accordance with the laws and codes implemented by the

institution (CAS, 2019). COSSAC strives to ensure a welcoming, accessible, and inclusive

environment through daily interactions with community members receiving their services.

Student aids and administrative staff members are urged to treat people with kindness and

servingness at the center of their interactions, as they are the forefront of COSSAC.

According to CAS Standards and guidelines, section 5.2, AAP must engage in providing

equitable access to resources and facilities, respond to constituents needs in the establishment of

hours, program deliveries, and resources. They must also “identify and address actions, policies,
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and structures within its operation that perpetuate systems of privilege and oppression” (CAS,

2019).

The COSSAC team tackles barriers and advocates for access, equity, diversity and

inclusion by referring students to appropriate programming campus partners when their services

do not fulfil the needs of students (R. Whitton, personal communication, September 25, 2020).

During student sessions, staff members intentionally practice active listening to engage in

providing equitable resources and direction to the students’ unique needs. The COSSAC team is

committed to continually finding new and innovative ways to engage the different needs of

students. For example, their commitment to engage the different needs of students is illustrated

through their constant collaboration and communication with a variety of programs and services

on campus. Their Instagram account; @cossadvising, (see Appendix A) provides a long history

of creating content and programming to engage diverse student populations (COSS Advising

Center, 2020).

According to CAS Standards and guidelines, sections 5.3 and 5.4, AAP must advocate

for accessible facilitates, inclusion, social justice, continually engage in professional

development, cultivate understanding of identity, and promote respect amongst different people

groups (CAS, 2019).

The COSSAC team has adapted well to the virtual environment through the COVID-19

pandemic. Part of their changes include online student advising sessions. The challenge of

transitioning to a fully-online programming environment has not only proven that their team is

well organized, but also that the students' needs have remained at the center of their work.

Though COSSAC does not directly control accessibility to their online services, Fresno State has

provided support services to online accessibility through other campus programming. By the
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same token, the professional development of the academic counselors is limited to what

COSSAC is allocated from the College of Social Sciences, therefore, limiting their ability to

engage in development using funds from COSSAC. It appears that there is room for

improvement through establishing mandatory professional development that staff can

strategically plan to attend around diversity, equity, and inclusion. Furthermore, there was no

mention of accountability in professional development or application of training to their work,

and protocols need to be developed for bias incident reporting.

Part 7. Human Resources

Rating: IE (Insufficient Evidence)

Justification:

According to section 7.1 of the CAS Standards, advisors have an opportunity to

determine and articulate the need for administrative, technological, and executive support of

advising (CAS, 2019). Due to the lack of evidence obtained from the COSSAC website and the

lead academic advisor, this section is rated an IE due to insufficient evidence.

According to section 7.2 of the CAS Standards, personnel have written performance

goals, objectives, and outcomes for each performance cycle and are used to plan, review, and

evaluate work and performance (CAS, 2019). Due to the lack of evidence obtained from the

COSSAC website and the lead academic advisor, this section is rated an IE due to insufficient

evidence.

According to section 7.3 of the CAS Standards, AAP personnel have access to resources

and receive specific training on policies, procedures, and laws related to the programs and

services they support (CAS, 2019). Even though the lead academic advisor mentioned that the
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advisors in the department make an effort to participate in professional development, they are

limited to opportunities due to funding. There is still not enough sufficient evidence to support an

official rating. This section is rated an IE due to insufficient evidence.

According to section 7.4 of the CAS Standards, paraprofessionals working in AAP are

enrolled in an appropriate field of study/and or have relevant experience (CAS, 2019). Due to

the lack of evidence obtained from the COSSAC website and the lead academic advisor in

regards to paraprofessionals, this section is rated an IE due to insufficient evidence.

Part 8: Collaboration and Communication

Rating: 1 (Partly Meets)

Justification:

As mentioned within section 8.1 of the CAS Standards (2019), AAP professionals must

establish and maintain relationships with relevant campus offices so that they may appropriately

refer students they advise to receive additional support. Not only do advisors within COSSAC

collaborate with their students and help them gain access to information and services to enrich

their educational experience, but they also work with other campus offices to strengthen support

services. To support the academic and personal success of students, COSSAC engages in

collaboration with students, faculty from the COSSAC, other advising offices on campus (R.

Whitton, personal communication, September 25, 2020). For academic support, students may be

referred to the Learning Center, Support Net, or the Writing Center at Fresno State. The Student

Health and Counseling Center is also a resource that students may be referred to if they need

medical or mental health support. If necessary, advisors refer students to various campus
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resources to help with specific areas of concern. COSSAC is aware of the need for campus

collaboration to effectively support the needs of students and values open communication with

the aforementioned campus organizations to ensure students receive individualized support.

Communication between COSSAC and campus offices appeared to be done through frequent

emails, phone calls, or personally walking students over to the appropriate office (R. Whitton,

personal communication, September 25, 2020). However, COSSAC did not appear to have a

method to assess the quality or effectiveness of these campus relationships.

COSSAC provides services that are aimed to fulfill the mission, vision, and values of the

advising center. According to section 8.2 of the CAS Standards (2019), the information

communicated to students must be “accurate and free of deception” (p.38). The COSSAC

website presents information on how to schedule an appointment or contact an advisor (Fresno

State, n.d.). Additionally, drop-on sessions are advertised through walk-in Wednesdays and the

zoom links to these sessions are provided directly on the website (Fresno State, n.d.).

Communication has been in-person, via zoom, phone call, or through email with students (R.

Whitton, personal communication, September 25, 2020). They are active on their social media

accounts and share information regarding their center, events from other campus partners, and

other important campus information (Coss Advising Center, 2020). They also frequently show

current work of their staff including presentations or involvement in campus events. The

information presented on their website and social media accounts appears to be consistent and

accurate.

As noted in section 8.3 of the CAS Standards (2019), “AAP must have and follow

procedures and guidelines consistent with institutional policy” (p. 38). Although COSSAC

disperses information multiple ways, information regarding the procedures and guidelines for
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communication was not provided. Policies and guidelines pertaining to the use of social media,

collaborations with external programs, and the distribution of information were not discussed

during the interview. Nevertheless, COSSAC continues to foster collaboration and open

communication with relevant campus programs and the student population at Fresno State.

Part 10. Financial Resources 10.1-10.3

Rating: 0 (Does not meet)

Justification:

The CAS Standards section 10.1 Funding and 10.2 Financial Planning was also an area

that lacked evidence or information. The suggested evidence and documentation that is provided

on their website regarding financial resources was not clear. As far as section 10.3 Financial

Management the interviewee did state that their funding strategy comes strictly from the state of

California. The dollar amount of the fund gets determined from the state level and then

distributes from the chancellor's office. The budget is automatically set when the fund trickles

down from the COSSAC (R. Whitton, personal communication, September 25, 2020). When the

centers first opened, funding was fluid because of the need to improve and implement training,

hiring, and so forth. The center does not have control of the dollar amount. However, COSSAC

can inquire and then will receive a “yes” or “no” answer. The services COSSAC provides are

free to students, therefore, there is no administration and allocation fee for services. No details

were provided surrounding the budget, budget process, financial policies and procedures,

financial statements, and audit reports.

Part 12. Facilities and Infrastructure

Rating: IE (Insufficient Evidence)

Justification:
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According to CAS Standards and guidelines (2019), sections 12.1, AAP facilities must be

in accessible locations that will support the mission and goals. Striving to promote learning, AAP

must design spaces that are accessible and safe for students of all backgrounds (CAS, 2019).

Furthermore, the facilities must be ADA compliant and designed to protect the security and

privacy of student records and conversations. COSSAC was established in already existing

facilities under the College of Social Sciences. During the foundational stages of the design, the

COSSAC team had minimal decision-making powers and were aware that an ADA compliance

officer was on site throughout the process and educated staff through providing reasoning (R.

Whitton, personal communication, September 25, 2020).

According to CAS Standards and guidelines (2019), sections 12.2, AAP work spaces

should be private, free from visual and auditory distractions, and support the work of the

personnel. Hence, while working with students with hearing or visual impairments, COSSAC

directly partners with Students with Disabilities programming to best fulfill the needs of

students. Additionally, since the office space is open and consists of cubicles without enclosed

walls, the COSSAC office employs white noise makers to block off conversations going on

around them (R. Whitton, personal communication, September 25, 2020).

There was insufficient evidence on the acquisition and use of equipment within

COSSAC. As stated in the CAS Standards (2019) sections 12.3 and 12.4, AAP should practice

sustainability when purchasing equipment and using facilities. The maintenance and inventory of

facilities within COSSAC was not shared with us. Moreover, in sections 12.4 of the CAS

Standards (2019) the influence of facilities and equipment in decisions-making process is

discussed where intentional choices are made regarding space allocation and usage. However, it
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was unclear if and how facilities, workspaces, and equipment are considered in decision-making

within COSSAC.

Development Plan & Closing the Loop

In the following section we will identify good practices, areas of improvement and
recommendation action, and the beginning of an action plan under Work Forms B through D.
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Work Form B – Good Practices

INSTRUCTIONS:
This work form should be completed following a review of the individual ratings of the
team members. Examine the ratings of each criterion measure by the team members, and
record the following in the form below:
● Good Practices: Item number(s) for which all participants have given a rating of 2,
indicating agreement that the criterion meets the standard.

Part Standards of Good Practice

1. Mission 1.1 - 1.2

2. Program and N/A

Services

3. Student Learning, 3.1

Development, and
Success

4. Assessment N/A

5. Access, Equity, N/A

Diversity, and
Inclusion

7. Human Resources N/A

8. Collaboration and 8.1; 8.2

Communication

10. Financial N/A

Resource

12. Facilities and N/A

Infrastructure
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Work Form C –Areas for Improvement and Recommended Action

INSTRUCTIONS:
This work form should be completed following a review of the individual ratings of the
team members. Examine the ratings of each criterion measure by the team members, and
record the following in the form below:
● Areas for Improvement: Item number(s) for which all participants have given a
rating of 0 or 1, indicating agreement that the criterion does not meet or partly meets
the standard. Items rated IE for insufficient evidence/unable to rate should be listed
here as well.
· Recommendations: List the items needing follow-up action for improvement
and indicate what requires attention. The team or coordinator should consider
including any criterion measure rated as being not met by the reviewers, as well as
those with significant discrepancies that are not resolved by team discussion.

Areas for Improvement:

Items that do not meet or partly
meet the standard (consensus Recommendations for Functional
Part ratings = 0, 1) Area Action:

1. Mission N/A N/A

2. Program and 2.1 Establish written goals and

Services objectives that are displayed on the
COSSAC website. Regularly review
and revise goals and objectives.

3. Student 3.2, 3.3 Develop student learning and

Learning, development outcomes. Establish
Development, and assessment measures to determine
Success the extent to which learning and
development outcomes are being
achieved. Create strategies for
improving student learning,
development, and success based on
the evidence collected from
assessment practices.

4. Assessment 4.1-4.6 An establishment of assessment

needs to be executed. In order to
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ensure their work is effective,

assessment is important. The
department lacks in assessment and
is aware. They created a student
survey and moved on from there to
build on assessment. It is their
starting point in assessment.

5. Access, Equity, 5.3, 5.4 Establishing mandatory professional

Diversity, and development that staff will be
Inclusion strategically planned to attend
around diversity, equity, and
inclusion. Furthermore, a form of
accountability in professional
development or application of
training to their work needs to be
implemented. Protocols need to be
developed for bias incident
reporting.

7. Human 7.1-7.4 Establish procedure for recruitment,

Resources selection, and training. Establish
mandatory professional
development. Accommodate the
dual roles paraprofessionals hold

8. Collaboration 8.3 Provide evidence of compliance

and with institutional policy for
Communication communicating with media
(including print, broadcast, online
sources, and social media). Present
procedures and guidelines for
working with external organizations
and donors that are consistent with
institutional policy.

10. Financial 10.1-10.3 Create a strategic plan of their

Resources financial resources and how it will
get distributed accordingly.

12. Facilities and 12.3; 12.4 Provide evidence of making

Infrastructure sustainable decisions in the
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purchasing of equipment. Provide

evidence of inventory and
maintenance practices of facilities
and equipment.
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Work Form D – Beginning the Action Plan

INSTRUCTIONS:
This work form is for use by the staff of the functional area being reviewed and is the first
step in identifying the actions to be taken as a consequence of study results. Using the Items
Requiring Attention listed in Work Form C, write a brief action plan that identifies the
focus and intended outcomes of the next steps in to be taken in each area.

Part 1. Mission

N/A

Part 2. Program and Services

Staff must collaborate and create the goals and objectives of the department. Goals and
objectives must be reviewed each semester to ensure that they are still meeting the needs of
students during the current semester. Goals and objectives must be clearly written and
revised on the COSSAC website.

Part 3. Student Learning, Development, and Success

COSSAC must develop student learning, development, and success outcomes informed by
the CAS Standards. Additionally, COSSAC should employ assessment strategies to measure
the effectiveness of their services and continue ongoing improvements.

Part 4. Assessment

The next steps needed for assessment are to create strategic planning to conduct an
assessment evaluation. Once an assessment evaluation is executed the department will be
able to determine areas for progress, reevaluation, modifications and most importantly
fulfill the assessment sector.

Part 5. Access, Equity, Diversity, and Inclusion

Staff must create a plan of action to identity professional development opportunities that
are centered on diversity, inclusion, and equity. COSSAC staff must partner with other
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Academic Advising programs either on campus or at a sister campus to create and maintain
an accountability relationship surrounding diversity, inclusion, and equity. COSSAC must
inquire with NACADA or another professional organization to identify policies and
procedures for bias incident reporting. Through partnership and collaboration with an
organization like NACADA and support from the College of Social Sciences, COSSAC’s
policies and procedures will align with COSS and the Fresno State campus at large.

Part 7. Human Resources

COSSAC should make an effort to identify on their website the level of education and
related experience the advisors have. COSSAC must establish procedures for recruitment,
selection, and training. Professional development needs to be a priority for all advisors.
Funding needs to be set aside that is designated only for professional development.

Part 8. Collaboration and Communication

Examine institutional policies and procedures for communicating with the media and the
distribution of information. Compare institutional and COSSAC policies regarding
communication and dissemination of information to ensure they are consistent. Consider
communication through prints, social media, online sources, and broadcast. Additionally,
examine the policies and procedures of communication with external organizations and
donors to ensure they are reflective of Fresno State’s policies.

Part 10. Financial Resources

Information that COSS provides on their financial resources is very minimal. The little
information found is based on where they get funds from. Received from the state then the
department dean receives the aid. No other information is told. Perhaps advise the
department to reevaluate their means of how they receive their financial resources. Also
create a strategic plan for those financial resources and how to distribute accordingly.

Part 12. Facilities and Infrastructure

Take an inventory of all current equipment and recent purchases within COSSAC.
Determine if purchases were made with the intention of allocating sustainable equipment. If
not, discuss what could be done to ensure sustainable practices are developed and followed.
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Review procedures for maintenance of equipment including how frequently equipment is

inspected and reported if malfunctioning. Lastly, discuss if the allocation of facilities and
equipment is done equitably. If not, establish concrete ways of ensuring the assignment of
facilities and equipment is consistent, appropriate, and fair.

Conclusion

In conclusion, the data collected demonstrates an array of areas for improvement as well

as areas executed well. COSSAC is accelerating in the following areas; mission, student

learning, development, success, and the department's collaboration/communication actions.

These sectors are highly visible when rating along the CAS standards. Equally important, the

data all showed areas for improvement or areas that lacked information. The areas of

improvement are: assessment, access, equity, diversity, inclusion, human resources, financial

resources and facilities and infrastructure. Our data gathered shows these areas either have little

supporting evidence or none.

As COSSAC continues to develop and serve the various needs of students during a global

pandemic, we have been able to identify both areas of good practice and areas with opportunities

to improve. In our recommendations to COSSAC we identified possible plans of action to

engage.

References

College of Social Sciences Advising Center. (2018). COSSAC Student Survey [Unpublished raw
data].

Coss Advising Center [@cossadvising]. (2020, October 12).

https://www.instagram.com/cossadvising/
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Council for the Advancement of Standards in Higher Education. (2019). CAS self-assessment
guide for Academic Advising Programs. Washington, DC: Author.

Fresno State. (n.d.). College of Social Science Advising Center. Retrieved October 24, 2020,
from https://www.fresnostate.edu/socialsciences/advising/index.html

NACADA: The Global Community for Academic Advising. (2006). NACADA concept of
academic advising. Retrieved from
https://www.nacada.ksu.edu/Resources/Pillars/Concept.aspx
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Appendix

Appendix A
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Appendix B
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Appendix C
(See Attachment)