General Standards
Professional Standards Accreditation
CASEPS Accreditation assures quality and promotes excellence in the field of education in the following areas: course design, teaching practices, and program development. Accreditation is a voluntary process that is non-governmental in nature. Committees award accreditation to syllabi, course design, teaching practices, curriculum, programs, and departments. Accreditation reviews can also include colleges as the entity themselves. Accreditation provides that the most current and appropriate practices are included in the teaching and learning process for at-risk, nontraditional, racialized, and marginalized student populations in online and face-to-face learning environments.
The benefits to CASEPS Accreditation:
- Provides standards for current practice in education with diverse populations.
- Increases understanding of benchmarks for diverse populations.
- Supports accountability of teaching practices, course design, and leadership.
- Highlights evaluation and improvement for diverse populations.
- CASEPS seal of accreditation signals to students that faculty and staff are committed to creating safe learning spaces and that individual teaching a course, or running a program possesses a high level of understanding when working with non-traditional student populations.
How CASEPS Enhances the Teaching and Learning Process
CASEPS adheres to 13 key standards for both in-person and online education, in order to promote more effective learning environments for all students. These standards have been developed within the theoretical frameworks of the Cultural Lens Approach (CLA) and the Community of Inquiry Theory.
Standard 1: Pedagogy and Andragogy
- Inclusion of teaching cultural methodology and consideration is documented within the course.
- Teaching methods are stated in the announcement section.
- Methodology is reflective of instructor vision and school diversity mission.
- Evidence of best teaching practices are applied in the learning environment.
Standard 2: Differentiated Instruction
- Process for teaching to learner variance is planned and provided.
- The use of small groups and purposes are identified.
- Tried activities are present in the teaching and learning and course design process.
Standard 3: Class Management and Policy Standards
- Ten percent of the syllabus consists of culturally responsive policy.
- Equitable course policy is developed and implemented.
Standard 4: Course Climate and Ecology
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Online course orientation best practices in diversity and inclusion for student on-boarding in face-to-face and online spaces.
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Course facilitation includes cultural and community considerations from various ethnic groups including individualistic and communal course facilitation.
Standard 5: Content and Curriculum
- Content demonstrates pre-planning and consideration for ethnic diversity, equity, and inclusion.
- Consideration for ethnic and diversity are included in at least 20% of course assignments.
- Identify and classify diverse content and voices with the content.
Standard 6: Sense of Community
- Developed a connectivity mind-set.
- Demonstrate effectiveness in course design.
- Demonstrate ability to build a sense of community in online spaces that include community decision-making.
- Identify any “trade-offs” for the benefit of the instructor and the community members.
- Define and develop different access points within the online community.
Standard 7: Group Development
- Identify, develop, and design different points of access for students working in teams.
- Demonstrates understanding of the importance of culture in the student grouping and group development process.
- Outline group management strategies for group development.
Standard 8: Teaching Presence
- Describe the development process of creating teaching presence.
- Define, develop, and design different levels within the online community.
- Explain and outline the methods used to create teaching presence that includes a cultural lens.
Standard 9: Social Presence
- Describe the development process of creating social presence.
- Define, develop, and design different levels within the online community.
- Explain and outline the methods used to create teaching presence that includes a cultural lens.
Standard 10: Cognitive Presence
- Describe the development process of creating cognitive presence.
- Define, develop, and design different levels within the online community.
- Explain and outline the methods used to create teaching presence that includes a cultural lens.
Standard 11: Diversity
- Describe the development process of creating cognitive presence.
- Define, develop, and design different levels within the online community.
- Explain and outline the methods used to create teaching presence that includes a cultural lens.
Standard 12: Crisis Prevention and Intervention
- Best practices for online crisis prevention and intervention are included within the face-to-face, hybrid, or online courses.
Standard 13: Social Justice
- Explain the importance of social justice in both face-to-face, hybrid, and online courses.
- Explain the role of social justice and best practices considerations for the courses.
CASEPS Standards & Accreditation Guide
Accreditation is a voluntary process that is non-governmental in nature. CASEPS Committees award accreditation to syllabi, course design, teaching practices, curriculum, programs, and departments. Accreditation reviews can also include colleges as the entity themselves.
Hosting
Many colleges and organizations choose to host a CASEPS event. When a college or organization hosts a CASEPS event, they open the event up for their teachers AND community members outside of their college or organization such as K-12 teachers, community nonprofits and government agencies. This allows the community to receive training together to provide new partnerships that support nontraditional, marginalized, and racialized student populations in various educational settings.
Arrange to host an event today by calling (215)701-3938 or use the form to send us a message! Training and certification is face-to-face or hybrid depending on current state regulations regarding COVID-19. Also, feel free to schedule an event in the future. We are currently booking for 2022-2023 for face-to-face gatherings.