Middle States accreditation is an expression of confidence in an institution’s mission and goals, its performance, and its resources.
An institution of higher education is a community dedicated to the pursuit and dissemination of knowledge, to the study and clarification of values, and to the advancement of the society it serves. To support these goals, institutions of higher education within the Middle States region joined together in 1919 to form the Commission on Institutions of Higher Education of the Middle States Association of Colleges and Secondary Schools, a professional association devoted to educational improvement through accreditation. Today’s successor organization for higher education accreditation is the Middle States Commission on Higher Education (MSCHE).
Middle States Commission on Higher Education June 2020 Self-Study Design.
The Middle States Commission on Higher Education (MSCHE) Self-Study Steering Committee Charge
Steering Committee Charge. Provide essential leadership for the MSCHE Self-Study during the three-year process. Steering Committee Composition.The Self-Study Co-Chairs are the directors of the Steering Committee, which will consist of approximately 20 members, and report to the President, Senior Vice President and Board of Trustees. The Steering Committee is composed of the Standards Co-Chairs, the Communications Group, the Compliance Group, and ad-hoc members of the College. Each Standard has two Co-Chairs, typically one faculty and one staff member (14 in all). They will work closely with the Communications Group and Compliance Group. Steering Committee members will work with personnel that are both established and rising leaders at the College. They will be in charge of managing strategies and processes related to building and retaining an exceptional Working Group team. They act as advisors and consultants—but must also be able to roll up their sleeves and execute solutions. Members of the Steering Committee will work with the Co-Chairs to develop a well-defined Self-Study culture. They will ensure that the College’s values are reinforced with every initiative and communication. Steering Committee Responsibilities
Steering Committee Outcomes. The Steering Committee will help customize the Self-Study to create the intended outcomes of LaGuardia’s Self-Study process that go beyond meeting Standards for Accreditation, focusing on continuous improvement in the College’s Mission and strategic priorities, and engaging the institutional community in an inclusive and transparent self-appraisal process. These outcomes might include:
Members and Affiliation of the Middle States Steering Committee
Standard I: Mission and Goals Members
Standard II: Ethics and Integrity Members
Standard III: Design and Delivery of Student Learning Experience Members
Standard IV: Support of Student Experience Members
Standard V: Educational Effectiveness Assessment Members
Standard VI: Planning, resources and Institutional Improvement Members
Standard VII: Governance, Leadership, and Administration Members
Working Group VIII: Compliance Group
Evidence Inventory Team
For a complete explanation of the seven standards used by the Middle States Commission on Higher Education, please consult their website www.msche.org/standards or their publication www.msche.org/wp-content/uploads/2018/06/RevisedStandardsFINAL.pdf.
Standard I. Mission & Goals The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission. Standard II. Ethics & Integrity Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. In all activities, whether internal or external, an institution must be faithful to its mission, honor its contracts and commitments, adhere to its policies, and represent itself truthfully. Standard III. Design & Delivery of the Student learning Experience An institution provides students with learning experiences that are characterized by rigor and coherence at all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations. Standard IV. Support of the Student Experience Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success. Standard V. Educational Effectiveness Assessment Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education. Standard VI. Planning, Resources, and Institutional Improvement The institution’s planning processes, resources, and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges. Standard VII. Governance, Leadership, & Administration The institution is governed and administered in a manner that allows it to realize its stated mission and goals in a way that effectively benefits the institution, its students, and the other constituencies it serves. Even when supported by or affiliated with governmental, corporate, religious, educational system, or other unaccredited organizations, the institution has education as its primary purpose, and it operates as an academic institution with appropriate autonomy.
Dear Fellow Faculty, Staff, and Members of LaGuardia Community College, As you know, the Periodic Review Report (PRR) was submitted on June 1st, to the Middle States Commission of Higher Education. As part of the accreditation process, Middle States has recently forwarded a copy of the Reviewers’ Report for the PRR, the Reviewer's Report for Compliance, as well as the Financial Analysis Review Report. Of note, the Financial Analysis Review Report as well as the Compliance Review Report reveals that LaGuardia is in good financial standing and that the college has met all requirements for Verification of Compliance with Accreditation-Relevant Federal Regulations. The review of the Periodic Review Report itself, acknowledges the work and effort of the college since the 2012 Self Study, but additionally provides recommendations, some suggestions, and supportive commentary. The next step in the accreditation process is for Middle States to provide a final determination on the institution's accreditation status, in November 2017. More information regarding this process may also be found on the Middle States webpage, listed above. Sincerely, Joanne Pierre-Louis, Ph.D. Middle States Chair and Accreditation Liaison Officer Professor of Psychology Department of Social Science Phone: 718-482-6017 email@example.com