Across the broad spectrum of disciplines and departments within higher education, it sometimes feels like there is little that unites them. They talk about silos, they bemoan divergent and fragmented efforts, and they refer frequently to "them" and "they," regardless of where they are on the organizational chart. However, there is one topic that seems to cut across structural and disciplinary divides. They're all practically obsessed with establishing learning outcomes and assessing the extent to which their students are achieving them. Higher education associations are advocating hard for assessment, and some have articulated learning outcomes. States are mandating accountability not just for what they do, but also for results in terms of student learning. Thus, in order to facilitate the achievement of learning outcomes, educators must provide the highest-quality services and programs. This requires the assessment not only of learning, but also of those services and programs. And to do that, there is a need for clear and comprehensive standards of practice to guide their work. This article presents the Council for the Advancement of Standards in Higher Education's (CAS ) standards and guidelines which address a wide range of functional areas in higher education including housing and residence life, dining services, counseling services, undergraduate research programs, service-learning, academic advising, clinical health and health promotion programs, and many more.