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From the President CAS Election Process by Alice H. Gannon
"Do you think that candidates in CAS Board elections should be asked to provide a position statement on key issues?"
This was question #49 in the last CAS membership survey and 677 of the 961 members responding to the survey
answered "yes."
A single question on a survey does not necessarily provide adequate evidence of the need for a specific change. However,
the results from this question, along with other information (such as a downward trend in percent of Fellows voting to 46 percent
in 1999), was viewed by the CAS's Executive Council (EC) as evidence that some changes to CAS election processes should
be considered. As a result, the Task Force on the CAS Election Process was formed, chaired by
John Purple, to review CAS election procedures and make recommendations to the Board. The task force studied CAS election processes for both the
Board and officer positions, and while they addressed the specific issue referred to in the survey question, their analysis went
well beyond that single issue.
The task force solicited member input, gathered information about the election procedures used by other organizations
of professionals, and carefully considered the pros and cons of a wide variety of possible changes. They developed an
extensive report and made several recommendations. You may view the report on the CAS Web Site at
www.casact.org/about/reports/tfelect.htm.
The Board carefully considered those recommendations and adopted many
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EC Implementing Recommendations of Education Task ForceCAS to Hire Education ConsultantThe Executive Council is now working with the admissions committees to begin implementing some of the recommendations of the Task Force on the Review of Education and Examination Process and Procedures, including the hiring of an education consultant. The decision to hire an outside education consultant is a significant result of discussions of the task force report. This professional would assist with the following: Development of educationally sound learning objectives and a blueprint based on the learning objectives for each examination, Training of Examination Committee members to write good "thinking" questions, and Construction of objective measures of examination length and difficulty. The transition to the 2000 examination structure brought the educational process to the forefront of CAS activities in the
last three years.
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