• Middle States

    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).

  • 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

    • Examine priorities. Collaborate with Co-Chairs and Steering Committee Members to determine how Strategic Priorities will be studied. Work with institutional leadership to demonstrate the achievement of the five strategic plan priorities to be addressed in the Self-Study.
    • Support Self-Study design. Understand the Self-Study goals and process, and support Self-Study design, including Documentation Roadmap.
    • Lead Working Groups and problem solve. Charge, support and oversee the Working Groups, including coordinating their research and work, supporting different roles, and apprising the Co-Chairs of any issues.
    • Manage timeline. Ensure the timely implementation of Self-Study milestones, as planned.
    • Organize communications. Collaborate and facilitate communications within the College about the Self-Study process and the Working Group. Support the Communications Plan to effectively communicate within the College.
    • Collect evidence. Ensure that evidence collected by Working Group members is researched, organized and accessible.
    • Write, review and revise. Support the College wide review of evidence and Self-Study drafts. Generate chapter drafts from Working Groups for review and revision with Co-Chairs. Review interim reports that will be used to write the final Self-Study Report. Ensure that institutional priorities are addressed in the Working Groups’ analysis.
    • Prepare and present. Identify the most important opportunities for improvement and innovation that will be included in the final Self-Study Report. Arrange for institution-wide review of and response to a draft of the Self-Study Report. Oversee the completion of the final Self-Study Report, including the refinement of the Evidence Inventory and completion of the Verification of Compliance materials. Participate in Middle States site visits and support public presentations of the Self-Study in the College and community.

    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:

    • Advancing multi-level communication throughout the College to improve the circulation of assessment, data, and narrative of strategic goals and accomplishments;
    • Integrating the Self-Study process into the College’s assessment of Institutional Effectiveness and corresponding actions;
    • Consulting with community stakeholders to identify areas of opportunity to grow with Long Island City.

    2020-2022 Co-Chairs:

    • Reem Jaafar, Ph.D. Professor Math, Engineering & Computer Science
    • Justin Rogers-Cooper, Ph.D. Professor English Department

    Steering Committee Core Group

    • Reem Jaafar, Ph.D. Professor Math, Engineering & Computer Science
    • Robert Jaffe, Chief of Staff and Senior Advisor to the President
    • Nava Lerer, Dean of Institutional Effectiveness
    • Justin Rogers-Cooper, Ph.D. Professor English Department

    Communications/IT Group

    • Charles Elias, Communications Executive Officer for Strategic Initiatives
    • Juan Genao, Project Manager, Information Technology
    • Reem Jaafar, Ph.D. Professor Math, Engineering & Computer Science
    • Justin Rogers-Cooper, Ph.D. Professor English Department
    • Brad Orcutt, Associate Dean, Information Technology

    Compliance Group

    • Gail Baksh-Jarrett, Senior Director Enrollment and Student Financial Services
    • Burhan Siddiqui, Director of Registrar

    Document Inventory

    • Steven Ovadia, Deputy Chief Librarian

    2019 Standards Committee Members

    Standard I. Mission & Goals Preethi Radhakrishnan, Professor, Natural Science
    Linda Mellon, Senior Director, Business Services
    Standard II. Ethics & Integrity Oswald Fraser, Executive Director of Human Resources
    Jeanne Funk, Professor, Mathematics, Engineering and Computer Science
    Standard III. Design & Delivery of the Student Learning Experience Demetri Kapetanakos, Professor, English
    Elizabeth Iannotti, Director, English Language Center
    Standard IV. Support of the Student Experience Karen Williams, Deputy to the Vice President of Student Affairs
    Ellen Quish, Director for First Year Programming and Student Success
    Standard V. Educational Effectiveness Assessment Marisa Klages-Bombich, Professor, English
    Regina Lehman, Associate Professor, Health Science
    Standard VI. Planning, Resources, and Institutional Improvement Andrea Francis, Professor, Business and Technology
    Anthony Garafola, Finance Budget Director
    Standard VII. Governance, Leadership, & Administration Fay Butler, Administrative Executive Officer
    Rajendra Bhika, Professor, Business and Technology

    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.

    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 success or organization for higher education accreditation is the Middle States Commission on Higher Education.

    Accreditation is the means of self-regulation and peer review adopted by the educational community. The accrediting process is intended to strengthen and sustain the quality and integrity of higher education, making it worthy of public confidence and minimizing the scope of external control. The extent to which each educational institution accepts and fulfills the responsibilities inherent in the process is a measure of its concern for freedom and quality in higher education and its commitment to striving for and achieving excellence in its endeavors.

    Middle States’ accreditation is an expression of confidence in an institution’s mission and goals, its performance, and its resources. Based upon the results of institutional review by peers and colleagues assigned by the Commission, accreditation attests to the judgment of the Commission on Higher Education that an institution has met the following criteria:

    • that it has a mission appropriate to higher education;
    • that it is guided by well-defined and appropriate goals, including goals for student learning;
    • that it has established conditions and procedures under which its mission and goals can be realized;
    • that it assesses both institutional effectiveness and student learning outcomes, and uses the results for improvement;
    • that it is accomplishing its mission and goals substantially;
    • that it is organized, staffed, and supported so that it can be expected to continue to accomplish its mission and goals; and
    • that it meets the eligibility requirements and standards of the Middle States Commission on Higher Education.

    Membership in the Middle States Association follows a period of candidacy lasting up to five years. The Middle States Commission on Higher Education reviews institutions periodically through either on-site evaluation or other reports. Accreditation is continued only as a result of periodic reviews and evaluations through assessments of institutional achievements.

    "Characteristics of Excellence in Higher Education, Eligibility Requirements and Standards for Accreditation", Middle States Commission on Higher Education. 


    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
    middlestates@lagcc.cuny.edu

    The decennial evaluation consists of an extensive institutional self-study process that produces a written self-study report. This report and the Commission’s accreditation standards serve as the basis for on-site evaluation by a team of peer evaluators.

    Review detailed information regarding the 2012 Comprehensive Institutional Self-Study