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Subject:

CAS Standards for Learning Assistance Programs

From:

Georgine Materniak <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Tue, 30 May 1995 09:43:01 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (233 lines)

Dear learnasst participants:
 
Now  for the real fun!!!  This is an interactive opportunity.  There are
four standard statements that appear below:
 
VIII.   Legal Responsibilities
 XI.    Equal Opportunity, Access and Affirmative Action
XI.     Diversity
XII.    Ethics.
 
In the original CAS Standards and Guidelines for Learning Assistance
Programs, there were no specific learning assistance interpretations of
these topics.  Readers were referred to the General CAS statement for
each of these topics to personally interpret what it meant for learning
assistance.
 
In this revision, we are soliciting input from learning assistance
professionals as to whether or not specific standards and guideline
interpretations of any or all of these four topics should be developed.
 
We are posting all four sections below.  Please e-mail
[log in to unmask]   with lists of learning asssistance topics, issues,
concerns that you would recommend be included with these topics.  We will
compile them, compose a draft, and submit them for your review.
 
Now, there are only two standards remaining to complete the entire
document.  They will appear shortly in separate messages similar to those
previously posted for the first seven sections.
 
Sincerely,
 
Martha Maxwell and Georgine Materniak
 
email or send your replies to:
 
[log in to unmask]
 
Georgine Materniak
University of Pittsburgh
Learning Skills Center
311 William Pitt Union
Pittsburgh, PA   15260
 
 
 
VIII.   LEGAL RESPONSIBILITIES
 
CAS GENERAL STANDARDS
 
STAFF MEMBERS MUST BE KNOWLEDGEABLE ABOUT AND RESPONSIVE TO LAW AND
REGULATIONS THAT RELATE TOO THEIR RESPECTIVE PROGRAM OR SERVICE.  SOURCES
FOR LEGAL OBLIGATIONS AND LIMITATIONS ARE:  CONSTITUTIONAL, FEDERAL, AND
STATUTORY, REGULATORY, AND CASE LAW, MANDATORY LAWS AND ORDERS EMANATING
FROM FEDERAL, STATE, PROVINCIAL AND LOCAL GOVERNMENTS AND THE INSTITUTION
THROUGH ITS POLICIES.
 
STAFF MEMBERS MUST USE REASONABLE AND INFORMED PRACTICES TO LIMIT THE
LIABILITY EXPOSURE OF THE INSTITUTION, ITS OFFICERS, EMPLOYEES, AND
AGENTS.  STAFF MEMBERS MUST BE INFORMED ABOUT INSTITUTIONAL POLICIES
REGARDING PERSONAL LIABILITY AND RELATED INSURANCE COVERAGE OPTIONS.
 
THE INSTITUTION MUST INFORM STAFF AND STUDENTS, IN A TIMELY AND
SYSTEMATIC FASHION, ABOUT EXTRAORDINARY OR CHANGING LEGAL OBLIGATIONS AND
POTENTIAL LIABILITIES.
 
 
 
In the original document, there were no legal standards or guidelines
specific to learning assistance programs.  The reader was referred to the
CAS General Standards legal responsibilities statement above.
 
Should legal responsibilities standards and guidelines be written
specifically to address learning assistance programs?   Yes?                    No?
 
If "yes", what issues, concerns, topics, etc. would you suggest to include?
 
 
 
 
 
 
 
 
 
 
 
 
IX.     EQUAL OPPORTUNITY, ACCESS AND AFFIRMATIVE ACTION
 
CAS GENERAL STANDARDS
 
STAFF MEMBERS MUST ENSURE THAT SERVICES AND PROGRAMS ARE PROVIDED ON A
FAIR AND EQUITABLE BASIS.  EACH PROGRAM AND SERVICE MUST BE ACCESSIBLE.
HOURS OF OPERATION MUST BE RESPONSIVE TO THE NEEDS OF ALL STUDENTS.
 
EACH PROGRAM AND SERVICE MUST ADHERE TO THE SPIRIT AND INTENT OF EQUAL
OPPORTUNITY LAWS.
 
PROGRAMS AND SERVICES MUST NOT BE DISCRIMINATORY ON THE BASIS OF AGE,
COLOR, DISABILITY, GENDER, NATIONAL ORIGIN, RACE, RELIGIOUS CREED, SEXUAL
ORIENTATION AND/OR VETERAN STATUS.  EXCEPTIONS ARE APPROPRIATE ONLY WHERE
PROVIDED BY RELEVANT LAW INSTITUTIONAL POLICY.
 
CONSISTENT WITH THEIR MISSION AND GOALS, PROGRAM AND SERVICES MUST TAKE
AFFIRMATIVE ACTION TO REMEDY SIGNIFICANT IMBALANCES IN STUDENT
PARTICIPATION AND STAFFING PATTERNS.
 
 
In the original document, there were no equal opportunity, access, and
affirmative action standards or guidelines specific to learning
assistance programs.  The reader was referred to the CAS General
Standards statement above.
 
Should equal opportunity, access, and affirmative action standards and
guidelines be written specifically to address learning assistance
programs?       Yes?                    No?
 
If "yes", what issues, concerns, topics, etc. would you suggest to include?
 
 
 
 
 
 
 
 
XI.     DIVERSITY
 
CAS GENERAL STANDARDS
 
WITHIN THE CONTEXT OF EACH INSTITUTION'S UNIQUE MISSION,
MULTI-DIMENSIONAL DIVERSITY ENRICHES THE COMMUNITY AND ENHANCES THE
COLLEGE EXPERIENCE FOR ALL;  THEREFORE, PROGRAMS AND SERVICES MUST
NURTURE ENVIRONMENTS WHERE SIMILARITIES AND DIFFERENCES AMONG PEOPLE ARE
RECOGNIZED AND HONORED.
 
PROGRAMS AND SERVICES MUST PROMOTE CULTURAL EDUCATIONAL EXPERIENCES THAT
ARE CHARACTERIZED BY OPEN AND CONTINUOUS COMMUNICATION, THAT DEEPEN
UNDERSTANDING OF ONE'S OWN CULTURE AND HERITAGE, AND THAT RESPECT AND
EDUCATE ABOUT SIMILARITIES, DIFFERENCES AND HISTORIES OF CULTURES.
 
PROGRAMS AND SERVICES MUST ADDRESS THE CHARACTERISTICS AND NEEDS OF A
DIVERSE POPULATION WHEN ESTABLISHING AND IMPLEMENTING POLICIES AND
PROCEDURES.
-
 
 
In the original document, there were no diversity standards or guidelines
specific to learning assistance programs.  The reader was referred to the
CAS General Standards diversity statement above.
 
Should diversity standards and guidelines be written specifically to
address learning assistance programs?   Yes?                    No?
 
If "yes", what issues, concerns, topics, etc. would you suggest to include?
 
 
 
 
 
 
 
XII.    ETHICS
 
CAS GENERAL STANDARDS
 
ALL PERSONS INVOLVED IN THE DELIVERY OF PROGRAMS AND SERVICES TO STUDENTS
MUST ADHERE TO THE HIGHEST STANDARDS OF ETHICAL BEHAVIOR.  PROGRAMS AND
SERVICES MUST DEVELOP OR ADOPT AND IMPLEMENT STATEMENTS OF ETHICAL
PRACTICE ADDRESSING THE ISSUES UNIQUE TO EACH PROGRAM AND SERVICE.
PROGRAMS AND SERVICES MUST PUBLISH THESE STATEMENTS AND INSURE THEIR
PERIODIC REVIEW BY ALL CONCERNED.
 
ALL STAFF MEMBERS MUST ENSURE THAT CONFIDENTIALITY IS MAINTAINED WITH
RESPECT TO ALL COMMUNICATIONS AND RECORDS CONSIDERED CONFIDENTIAL UNLESS
EXEMPTED BY LAW.
 
INFORMATION DISCLOSED IN INDIVIDUAL COUNSELING SESSIONS MUST REMAIN
CONFIDENTIAL UNLESS WRITTEN PERMISSION TO DISCLOSE THE INFORMATION IS
GIVEN BY THE STUDENT.  HOWEVER, ALL STAFF MEMBERS MUST DIVULGE TO THE
APPROPRIATE AUTHORITIES INFORMATION JUDGED TO BE OF AN EMERGENCY NATURE,
ESPECIALLY WHERE THE SAFETY OF THE INDIVIDUAL OR OTHERS IS INVOLVED.
INFORMATION CONTAINED IN STUDENTS' EDUCATIONAL RECORDS MUST NOT BE
DISCLOSED TO NON-INSTITUTIONAL THIRD PARTIES WITHOUT APPROPRIATE CONSENT,
UNLESS CLASSIFIED AS "DIRECTORY" INFORMATION OR WHEN THE INFORMATION IS
SUBPOENAED BYLAW.  PROGRAMS AND SERVICES MUST APPLY A SIMILAR DEDICATION
TO PRIVACY AND CONFIDENTIALITY TO RESEARCH DATA CONCERNING INDIVIDUALS.
ALL STAFF MEMBERS MUST BE AWARE OF AND COMPLY WITH THE PROVISIONS
CONTAINED IN THE INSTITUTION'S HUMAN SUBJECTS RESEARCH POLICY AND IN
OTHER RELEVANT INSTITUTIONAL POLICIES ADDRESSING ETHICAL PRACTICES.
 
ALL STAFF MEMBERS MUST RECOGNIZE AND AVOID PERSONAL CONFLICT OF INTEREST
OR THE APPEARANCE THEREOF IN THEIR TRANSACTIONS WITH STUDENTS AND
OTHERS.  STAFF MEMBERS MUST STRIVE TO INSURE THE FAIR, OBJECTIVE AND
IMPARTIAL TREATMENT OF ALL PERSONS WITH WHOM THEY DEAL.
 
WHEN HANDLING INSTITUTIONAL FUNDS, ALL STAFF MEMBERS MUST ENSURE THAT
SUCH FUNDS ARE MANAGED IN ACCORDANCE WITH ESTABLISHED AND RESPONSIBLE
ACCOUNTING PROCEDURES.
 
STAFF MEMBERS MUST NOT PARTICIPATE IN ANY FORM OF HARASSMENT THAT DEMEANS
PERSONS OR CREATES AN INTIMIDATING, HOSTILE OR OFFENSIVE CAMPUS ENVIRONMENT.
 
ALL STAFF MEMBERS MUST PERFORM THEIR DUTIES WITHIN THE LIMITS OF THEIR
TRAINING, EXPERTISE, AND COMPETENCE.  WHEN THESE LIMITS ARE EXCEEDED,
INDIVIDUALS IN NEED OF FURTHER ASSISTANCE MUST BE REFERRED TO PERSONS
POSSESSING APPROPRIATE QUALIFICATIONS.
 
ALL STAFF MEMBERS MUST USE SUITABLE MEANS TO CONFRONT AND OTHERWISE HOLD
ACCOUNTABLE OTHER STAFF MEMBERS WHO EXHIBIT UNETHICAL BEHAVIOR.
 
 
 
In the original document, there were no ethical standards or guidelines
specific to learning assistance programs.  The reader was referred to the
CAS General Standards ethics statement above.
 
Should ethical standards and guidelines be written specifically to
address learning assistance programs?   Yes?                    No?
 
If "yes", what issues, concerns, topics, etc. would you suggest to include?
 
 
 
Please e-mail or send comments to:
 
[log in to unmask]
 
Georgine Materniak
University of Pittsburgh
Learning Skills Center
 311 William Pitt Union
Pittsburgh, PA  15260

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