• 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).

  •  2017 Periodic Review Report
     Committee Members
    Please contact committee members directly to share feedback regarding the College’s actions on recommendations specific to each Standard.

     Committee Members  Contact  Standards
    Joanne Pierre-Louis       
    Middle States Chair and
    Accreditation Liaison Officer

    Professor of Psychology, Social
    Science Department
    Division of Academic Affairs

    jopierre@lagcc.cuny.edu
    (718) 482-6017 

      Standard 14 Assessment of Student Learning
      Standard 2 Planning & Resources (support)
      Standard 12 General Education (support)

     

    Karen Bria
    Faculty Workload Coordinator, 
    Office of the Vice President for 
    Academic Affairs
    Division of Academic Affairs 

    kbria@lagcc.cuny.edu
    (718) 482-5718 

      Standard 4 Leadership & Governance 
      Standard 6 Integrity 
    Gina Capetanakis
    Communications Marketing 
    Manager, Marketing & Communications Department
    Division of Institutional 
    Advancement
    gcapetanakis@lagcc.cuny.edu
    (718) 482-5100 
      Standard 1 Mission & Goals 
    Luke Cardaio
    Division of Student Affairs
    lcardaio@lagcc.cuny.edu
    (718) 482-6072
     
    Erez Lenchner
    Senior Institutional Researcher, 
    Office of Institutional Research 
    and Assessment
    Division of Information Technology
    elenchner@lagcc.cuny.edu
    (718) 482-6155 
      Standard 3 Institutional Resources
      Standard 7 Institutional Assessment
    Giaman (Carmen) Luong 
    Associate Business Manager,
    Business Office & Financial
    Operations
    Division of Administration
    carmenl@lagcc.cuny.edu
    (718) 482-5511 
      Standard 2 Planning & Resources
      Standard 5 Administration
    Ann Matsuuchi
    Instructional Technology Librarian
    and Associate Professor, Library
    Division of Academic Affairs
    amatsuuchi@lagcc.cuny.edu
    (718) 482-5213 
      Standard 10 Faculty
      Standard 12 General Education 
    Jerrell Robinson
    Senior Director of Student Life for 
    Health & Wellness Services
    Division of Student Affairs
    jerobinson@lagcc.cuny.edu
    (718) 482- 5666 
      Standard 8 Student Admissions & Retention
      Standard 9 Student Support Services
    Michelle Valdez
    Executive Director for Workforce
    Development
    Division of Adult & Continuing
    Education

    mvaldez@lagcc.cuny.edu
    (718) 482-5364

      Standard 11 Educational Offerings
      Standard 13 Related Educational Activities
     PRR Timeline
     Date  Activity

     
     Spring 2015 - Fall I 2017

     •    Convene PRR Steering Committee/Core Team
     •    Actions on recommendations tied to Strategic Planning
     •    Preparation of drafts

     
     Spring 2017

     •    Share PRR drafts with campus
     •    Two Weeks, College PRR Feedback Period
     •    Finalize PRR


     June 1, 2017


     •   Submit final PRR
     

     November 1, 2017


     •   MSCHE response
     Accreditation
    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. 


     Middle States Standards
    For a complete explanation of the fourteen standards used by the Middle States Commission on Higher Education, please consult their publication Characteristics of Excellence in Higher Education: Requirements of Affiliation and Standards for Accreditation,12th Edition 

    Standard 1: Mission and Goals
    The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness.

    Standard 2: Planning, Resource Allocation, and Institutional Renewal

    An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality.

    Standard 3: Institutional Resources
    The human, financial, technical, physical facilities, and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing outcomes assessment.

    Standard 4: Leadership and Governance
    The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision-making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution.

    Standard 5: Administration
    The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance.

    Standard 6: Integrity
    In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.

    Standard 7: Institutional Assessment
    The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.

    Standard 8: Student Admissions and Retention
    The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

    Standard 9: Student Support Services
    The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

    Standard 10: Faculty
    The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

    Standard 11: Educational Offerings

    The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

    Standard 12: General Education
    The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

    Standard 13: Related Educational Activities
    The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.

    Standard 14: Assessment of Student Learning
    Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

     2012 Comprehensive Institution Self Study
    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
     Letters to LaGuardia

    Dear Members of LaGuardia Community College:
     
    It is with pleasure that I share that the Periodic Review Report was submitted on June 1st 2017. As you know, submission of the Periodic Review Report is a major accreditation event. The report is a reflection of the progress the institution has made in addressing the recommendations made in the 2012 Self Study and is therefore a measure of our advancement.
      
    On behalf of the Middle States Committee, I would like to thank you for your contributions. Feedback received during the Review and Feedback Period have been carefully considered and will be used to promote the institution’s continued growth. Please find the Periodic Review Report on the Middle States Website, under the 2017 Periodic Review Report tab.

    More information regarding Middle States’ response will be shared soon.

    Sincerely,

    Joanne Pierre-Louis, Ph.D.
    Professor of Psychology
    Middle States Chair and Accreditation Liaison Officer
    middlestates@lagcc.cuny.edu

     Presentations

    The Periodic Review Report: Re-Accreditation at the Mid-point
    Presentation, May 2, 2017

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