The relevance and success of students at historically black colleges and universities (HBCUs) have been topics of discussion in higher education for decades. HBCUs were created for the sole purpose of educating Blacks when there were no other opportunities for them to attend colleges and universities (Cantey et al., 2013; LeMelle, 2002). The use of assessment to tell the story of student support services at HBCUs has been limited in the research. This paper provides an overview of HBCUs and how using the CAS standards can be used for staff development as it relates to understanding the impact of student support services on student learning.
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