Middle States
Contact Us
Room: E-Building, E-511
Phone: (718) 482-6119
OIRA@lagcc.cuny.edu
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). LaGuardia’s current accreditation phase and accreditation status are displayed on the institution’s listing in the Institution Directory and in the Statement of Accreditation Status (SAS).The virtual Middle States Evaluation Team Site Visit will occur from Monday, March 21 to Wednesday, March 23. The purpose of the visit is to determine LaGuardia’s compliance with the Middle States Standards and Requirements of Affiliation. It is a high-stakes event that represents the culmination of our three-year Self-Study.
Team members will meet with faculty, students, staff, administrators, trustees, and other members of the campus community to confirm and clarify the information provided in the Self-Study Report and to gather additional perspectives, and in some cases, additional information that was not available to them prior to the visit.
Since all faulty, staff and students are on stand-by during the site visit, this section has been developed to help us get ready and be at our best. Please refer to all of the information below and start preparing now. If you have questions or need additional help, please contact MiddleStatesSelfStudy@lagcc.cuny.edu.
- Middle States Evaluation Team Site Visit Dates, Schedule, Purpose and Description
- Preparation Strategy
- Preparation Approaches and Resources
- Table of Recommendations, Strengths, Challenges and Key Evidence
- The Self-Study Executive Summary
- The Self-Study Introduction
- Guide Document (All information above in one document)
- Addressing Equity and Inclusion
- A Report on the impact of the Pandemic on Student Outcomes: December 2021 (This document and other studies can be found In the IE website under evaluation studies and In the OIRA website under the Analytical Studies and Research tab, Institutional Assessment section.)
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.
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.
General Structure
Core Group:
Members and Affiliation of the Middle States Steering Committee
| Nava Lerer, Dean of Institutional Effectiveness | Core Group/Accreditation Liaison Officer |
| Robert Jaffe, Chief of Staff to the President | Core Group |
| Reem Jaafar, Professor, Math, Engineering & Computer Science | Core group, Steering Committee co-chair |
| Justin Rogers-Cooper, Professor, English | Core Group, Steering Committee Co-chair |
| Linda Mellon, Senior Director, Business Services, Division of Adult & Continuing Education | Standard I Co-chair |
| Preethi Radhakrishnan, Professor, Natural Sciences | Standard I co-chair |
| Lara Kattekola, Associate Professor, English | Standard II co-chair |
| Jeanne Funk, Professor, Math, Engineering & Computer Science | Standard II co-chair |
| Elizabeth Iannotti, Senior Director of ESOL Programming, Division of Adult & Continuing Education | Standard III co-chair |
| Demetri Kapetanakos, Professor, English | Standard III co-chair |
| Ellen Quish, Director of First Year Programming and Student Success, Division of Academic Affairs | Standard IV co-chair |
| Lanaia DuBose, Confidential Executive Officer, Division of Adult & Continuing Education | Standard IV co-chair |
| Marisa Klages-Bombich, Professor, English | Standard V co-chair |
| Regina Lehman, Professor, Health Sciences | Standard V co-chair |
| Nicole Maguire, Lecturer, Business & Technology | Standard VI co-chair |
| Anthony Garafola, Director of Budget & Financial Planning, Business Office | Standard VI co-chair |
| Rajendra Bhika, Professor, Business & Technology | Standard VII co-chair |
| Fay Butler, Administrative Executive Officer, Student Affairs, Division of Student Affairs | Standard VII co-chair |
| Gail Baksh-Jarrett, Financial Aid Office, Division of Student Affairs | Compliance Group/ Working Group VIII |
| Burhan Siddiqui, Higher Education Officer, Division of Academic Affairs | Compliance Group / Working Group VIII |
| Juan Genao, Project Manager, Division of Information Technology | Communication Team |
| Charles Elias, Communication Officer for Information Technology, Division of Information Technology | Communication Team |
| Ann Matsuuchi, Instructional Technology Librarian & Professor | Evidence Inventory Team |
Standard I: Mission and Goals Members
| Linda Mellon, Adult & Continuing Education (co-chair) | Preethi Radhakrishnan, Natural Sciences (co-chair) |
| Debra Engel, Health Sciences | Edward Goodman, Business and Technology |
| Michelle Castro, Accelerated Studies in Associate Programs | Rochell Isaac, English |
| Ian Alberts, Natural Sciences | Praveen Khethavath, Math, Engineering, and Computer Science |
| Cory Feldman, Social Science | Elizabeth Anderson, College Discovery |
| Mercedes Flor, Early Childhood Learning Center Programs | John Parssinen, Grants Office, Division of Adult and Continuing Education |
| Howard Motoike, Natural Sciences | Yves Ngabonziza, Math, Engineering, and Computer Science |
| Benjamin Taylor, Natural Sciences | Anita Baksh, English |
| Donald Webster, Marketing and Communications, Division of Institutional Advancement | Student member: Christie Laurent, christie.laurent@live.lagcc.cuny.edu |
Standard II: Ethics and Integrity Members
| Lara Kattekola, English (co-chair) | Jeanne Funk, Math, Engineering, and Computer Science (co-chair) |
| Clarence Chan, Health Sciences | Xin Gao, Natural Sciences |
| Ian McDermott, Library | John Toland, Natural Sciences |
| Damaris J. Dorta, Division of Adult and Continuing Education | Sherouk Alzeory, Natural Sciences |
| Wendy Nicholson, Student Placement Services | Shannon Proctor, Humanities |
| Lucy McNair, English | Sarada Rauch, Assistant Professor, Humanities |
| Michael Alifanz, Chief Laboratory Technician, Humanities | Schafer, Jason Assistant Professor, Humanities |
| Karamvir Kaur, Human Resources |
Standard III: Design and Delivery of Student Learning Experience Members
| Elizabeth Iannotti, Division of Adult and Continuing Education (co-chair) | Demetri Kapetanakos, English (co-chair) |
| Leigh Garrison-Fletcher, Education and Language Acquisition | Deema Bayrakdar, Women’s Center and LGBTQIA Safe Zone Hub |
| Ece Aykol, English | Tomonori Nagano, Education and Language Acquisition |
| Juline Koken, Health Sciences | Kevin Mark, Natural Sciences |
| Jazmine Freire, Health Sciences | Olivia Mayer, Pre-College Academic Programming, Division of Adult and Continuing Education |
| Magdalena Kieliszek, The English Language Center, Division of Adult & Continuing Education | Shakira Whitley, Student Advising Services |
| Alaa Darabseh, Math, Engineering, and Computer Science | Jennifer Arroyo, Business and Technology |
| Bukurie Gjoci, Math, Engineering, and Computer Science | Nereida Rama, Accelerated Studies in Associate Programs |
| Niki Jones, Division of Academic Affairs | Jenny Lugo, Accelerated Studies in Associate Programs |
| Filip Stabrowski, Social Science | Student member: Gurleen Kaur ( gurleen.kaur2@live.lagcc.cuny.edu or Gkaur@lagcc.cuny.edu) |
Standard IV: Support of Student Experience Members
| Ellen Quish, Academic Affairs (co-chair) | Lanaia DuBose, Division of Adult & Continuing Education (co-chair) |
| Leah Richards, English | Hassan El Houari, Math, Engineering, and Computer Science |
| Jhony Nelson, Office of Students with Disability | Jason Weinstein, Career Development, Division of Adult & Continuing Education |
| May Tom, Health Sciences | Carolyn Nobles, Career Development, Division of Adult & Continuing Education |
| Doyel Pal, Math, Engineering, and Computer Science | Silvia Lin Hanick, Library |
| Alejandro Lopez, Student Engagement | Priscilla Stadler, Center for teaching and Learning |
| Jarrod San Angel, Student Advising Services | Sylwia Prendable, English |
| Julianne Salazar, College Discovery | Karla Chinchilla, Health Sciences (Alumni) |
| Student: Vince Pamolarco ( vince.pamolarco@live.lagcc.cuny.edu) |
Standard V: Educational Effectiveness Assessment Members
| Marisa Klages-Bombich, English (co-chair) | Regina Lehman, Health Sciences (co-chair) |
| Amit Aggarwal, Natural Sciences | Richa Gupta, Natural Sciences |
| Michele deGoeas-Malone, Education and Language Acquisition | William Fulton, Humanities |
| Emad Nassar, Office of Institutional Research and Assessment | Mahdi Majidi-Zolbanin, Math, Engineering, and Computer Science |
| Marsha Oropeza, Division of Academic Affairs | Rejitha Nair, Division of Academic Affairs |
| Cheri Carr, Humanities | Allia Abdullah-Matta, English |
| Olga Calderon, Natural Sciences | Kyoko Toyama, College Discovery |
| Tameka Battle, Health Sciences | Faith Armstrong, Health Sciences |
| Robin Levenson, Assistant Professor, Humanities |
Standard VI: Planning, resources and Institutional Improvement Members
| Nicole Maguire, Business and Technology (co-chair) | Anthony Garafola, Business Office (co-chair) |
| Paul Fess, English | Nicolle Fernandes |
| Tuli Chatterji, English | Alexa Duque, Accelerated Studies in Associate Programs |
| Bonnie Brown, Human Resources Operations | Laura Bartovics, Grants Office, Division of Adult and Continuing Education |
| Jin Lee, Building Operations | Hannah Weinstock, Workforce Development, Division of Adult and Continuing Education |
| Thomas Cleary, Library | Hector Fernandez, Business and Technology |
| Chandana Mahadeswaraswamy, Division of Adult and Continuing Education | Karen Saca, Business Office |
| Karen Saca, Business Office | Jessica Zeichner-Saca, Division of Academic Affairs |
Standard VII: Governance, Leadership, and Administration Members
| Rajendra Bhika, Business and Technology (co-chair) | Fay Butler, Student Affairs (co-chair) |
| Hugo Fernandez, Humanities | Patricia Sokolski, Humanities |
| Sada Jaman, Business and Technology | Kyoung Kang, Division of Academic Affairs |
| Derek Stadler, Library | Denise Steeneck, Building Operations, Division of Administration |
| Charles Keyes, Library | Kathleen Karsten, Health Sciences |
| Cristina Bruns, English | Loretta Capuano, Student Information Center |
| Nancy Santangelo, Student Information Center | Neil Meyer, English |
| Luke Cardaio, Student Advising Services | Tara Coleman, English |
Verification of Compliance Strategy
Group VIII is designated for Verification of Compliance. It consists of faculty and staff from Academic Affairs and Student Affairs. The Co-Chairs of the Group are also part of the Steering Committee.
Working Group VIII: Compliance Group
| Gail Baksh-Jarrett (Steering Committee) | Financial Aid Office, Division of Student Affairs |
| Burhan Siddiqui (Steering Committee) | Higher Education Officer, Division of Academic Affairs |
| Leslie Scamacca | Associate Professor and the Director of the Travel, Tourism, and Hospitality Management program, Business &Technology |
| Caitlin Dean | Adjunct CLT/Coordinator of the Modern Languages Lab ELA |
| Shinhi Han | Assistant Professor, Health Science Department |
| Taejong Kim | Legal Counsel/Labor Relations Manager, Legal Affairs And Labor Relations |
Special advisor to the Core Group
Jeffrey Weintraub Office of Institutional Research and Assessment
Jenny Zhu, Office of Institutional Research and Assessment
Evidence Inventory
The Evidence Inventory Team consists of a Librarian and a Staff from Information Technology. The Chair of the team is also part of the Steering Committee.
Evidence Inventory Team
| Ann Matsuuchi, (Steering Committee) | Instructional Technology Librarian & Professor |
| Jetmir Troshani | Project Manager, Division of Information Technology |
Communication Team
The Communication Team serves on the Steering Committee and will assist the Core Group with all aspects of Communication during the entire Self-Study Cycle.
| Juan Genao, Project Manager, Division of Information Technology | Communication Team |
| Charles Elias, Communication Officer for Information Technology, Division of Information Technology | Communication Team |
| Tonya Hendrix, Associate Professor, Natural Sciences | Student Communications Team chair |
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.
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.
The Middle States committee has been working very hard this academic year to propose changes (recommendations) that will make LaGuardia better. The Town Halls allow everyone at LaGuardia a chance to give helpful feedback on the recommendations.
Please refer to the LaGuardia Middle States Self-Study Report Recommendations Rubric designed to evaluate the potential recommendations.
To log into the synchronous sessions, please use the ZOOM link indicated in the Synchronous ZOOM column for each standard.
To log into the asynchronous sessions, please use the standard title Yammer links indicated in the Asynchronous CUNY Office 365 Yammer column. In addition, please refer to the ” How to Log Into Yammer” page which includes direct links to the asynchronous sessions and how to’s for accessing Yammer through web browsers, mobile, and Teams. Video tutorials on how to log into and use Yammer are also featured on the page.
Students Only: How to Login to the Middle States Town Halls
Students must login to Zoom for all synchronous Town Halls and Yammer for all asynchronous Town Halls. Follow these instructions to join the Town Halls.
Standard and Self-Study Draft Recommendations | Synchronous ZOOM | Asynchronous CUNY Office 365 Yammer |
|---|---|---|
Monday May 3, 2021 Click for ZOOM Link | Monday May 3, 2021: 2:00 – 4:00 pm | |
Wednesday May 5, 2021 Click for ZOOM Link | Wednesday May 5: 3:00 – 5:00 pm | |
Wednesday May 12, 2021 Click for ZOOM Link | Wednesday May 12: 4:00 – 5:00pm | |
Monday May 10, 2021 Click for ZOOM Link | Monday May 10: 1 pm – 3 pm | |
Monday May 17, 2021 Click for ZOOM Link | Monday May 17: 11:00 am – 1:00 pm | |
Tuesday May 18, 2021 Click for ZOOM Link | Tuesday May 18: 11:00 am – 1:00 pm | |
Tuesday May 25, 2021 Click for ZOOM Link | Tuesday, May 25: 1:00 pm – 4:00 pm | |
Reem Jaafar & Justin Rogers-Cooper, Middle States Steering Committee Co-Chairs | Thursday May 27, 2021 Click for ZOOM Link | |
Thursday, June 3, 2021 Click for ZOOM Link |
Please read the Middle States Commission policy on Complaints Involving Member and Candidate Institutions for a complete explanation of how to communicate with the Commission regarding a complaint. The Commission’s complaint procedures are created to address non-compliance with the Commission’s standards for accreditation, requirements of affiliation, policies or procedures, or the institution’s own policies or procedures. Students can also file complaints with the New York State Education Department (NYSED) by visiting their website: http://www.nysed.gov/college-university-evaluation/filing-complaint-about-college-or-university
For Students
All colleges and universities have to be “accredited,” which means they need to show they are doing specific things required to receive Federal and State aid, to graduate students, and to make sure students are getting the best education possible.
LaGuardia is currently doing a Self-Study required for its re-accreditation by the Middle States Commission on Higher Education (MSCHE). Without accreditation, we cannot exist as a College.
You are at the heart of our mission, and we need your voice for self-assessment and self-improvement. With your help, together we can make a difference for all LaGuardia students. We know you are all busy, but your experience at LaGuardia matters a lot to us, and we would really appreciate you joining us to help study the College for accreditation.
Since the start of the process, members of the working groups, including students, have conducted research and determined few issues that may eventually translate into a recommendation for the College to act upon. Those recommendations need to be reviewed by members of the community during virtual town halls, including students, and we need you to help us determine which ones you think the College should undertake.
As a student, you are in a unique position to reflect on your experience, and how the College could improve in certain areas. There are seven standards or areas listed in “The Middle States Standards” on this page. Please take a look and decide which one(s) may be of interest to you.
At the bottom of the page, you will find a link to sign up to participate in the process and town halls. If you choose to do so, we will reach out to you with relevant information.
For more information about Middle States, visit the other sections of this website. For ways you can participate, take a look at the “Ways that you can participate” on this page.
(As a student, you may be especially interested in Standard III and Standard IV.)
- Standard I. Mission & Goals
Engage in active inquiry, to demonstrate how LaGuardia lives and achieves its Mission within the framework of Higher Education, to assess how the Mission guides our Strategic Plan Priorities, and to describe how the College works across divisions, and how it engages with the surrounding community - Standard II. Ethics & Integrity
Investigate, fairly and impartially, LaGuardia’s commitment to ethics and integrity in guiding and fulfilling the Mission of the College, and how its internal and external activities reflect the Mission. The inquiry will be conducted in an inclusive and honest spirit in collaboration with other Self-Study Working Groups. The Working Group’s collection of different points of view will incorporate universal design principles to maximize accessibility, and their suggestions for improvement will utilize measurable evidence. - Standard III. Design & Delivery of the Student learning Experience
Examine how LaGuardia’s programs demonstrate the College’s commitment to providing a learning experience characterized by rigor and academic excellence irrespective of instructional modality. The group will review the institutional structures, policies, and procedures in place to assess academic programs, student learning, and teaching effectiveness. It will evaluate the structures available to support both student learning and faculty teaching, professional growth, and scholarly research, including resources, services, and facilities. - Standard IV. Support of the Student Experience
Determine how LaGuardia provides student experiences congruent with its Mission and educational offerings. The group will assess how LaGuardia is committed to enriching the student experience through its Strategic Priorities, and to sustaining a coherent support system with engaged and qualified faculty and staff. The group will examine programs, services and opportunities aimed at increasing retention, graduation and success, and provide solution seeking approaches to policies that may hinder student success. - Standard V. Educational Effectiveness Assessment
Demonstrate that the College uses its assessments of student learning to share how effectively academic programs meet their goals through demonstrated rigor and coherence. The Group will illustrate how the College shares its assessments of student learning with the community and will describe how academic programs meet their learning goals through continuous assessment practices and processes. - Standard VI. Planning, Resources, and Institutional Improvement
Determine how well LaGuardia’s planning processes, resource allocations, and structures are aligned with one another and with the College’s Mission and goals. In addition, the Group will evaluate LaGuardia’s institutional ability through well defined, systematic, and sustainable assessment to continuously improve its planning processes and allocation of resources through analysis of Mission critical areas and Strategic Priorities. - Standard VII. Governance, Leadership, & Administration
Demonstrate that the College is governed and administered within a clearly articulated and transparent governance structure in a manner that allows it to realize its stated Mission and Strategic Priorities. Operating as part of the City University of New York System, LaGuardia focuses on educating its students with appropriate autonomy.
- What is re-accreditation? 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. Re-accreditation occurs when a college or university performs a new Self-Study to maintain its previous status as an accredited institution. LaGuardia undergoes the re-accreditation process every eight years to continue its status as an accredited institution.
- Who re-accredits LaGuardia? The Middle States Commission on Higher Education ( MSCHE).
- What happens if LaGuardia loses accreditation? Without accreditation, we cannot exist as a College. That means students that attend LaGuardia would not be eligible for federal financial aid, not be able to transfer credits to another school and not be able to obtain appropriate professional licensure in chosen fields. In addition, degrees may not be accepted by employers, depending on local laws, the institution’s reputation, and the industry standards.
- What are the steps of the accreditation process? LaGuardia must conduct a Self-Study following MSCHE Standards. The Self-Study is submitted to the MSCHE for review and for approval of accreditation. Please review the Middle States June 2020 Self-Study Design available in another section of this website for detailed information.
- Where are students involved in the accreditation process? Students participate in the process to ensure the student voice is being heard. Some students serve as members on the Standards Working Group Teams.
- How does accreditation impact students? Attending LaGuardia or other accredited institutions provide students with the confidence that they are receiving an education that is at a high level and that the institution is constantly striving for improvements to better serve them. In addition, accreditation ensures that students will be eligible for federal financial aid, they will be able to transfer credits to other schools and they will earn degrees recognized by employers.
- Have students been participating in this process? Yes, students were selected to serve as members on the Standards Working Group Teams. The co-chairs of this effort have also visited the SGA to inform them about the progress of this effort.
- Participate and attend Town Halls! Listen to what students have to say!
- Give feedback on recommendations
- Read recommendations in the Town Hall Schedule Section of this website.
- Attend a town hall (synchronous and asynchronous options). See the schedule in the Town Halls section of this website.
- Please tell us which Town Hall(s) you would be most interested in attending by completing the Town Hall survey.
You Are Not Alone: Interview with Kristina Graham (Student) and Middle States co-chair about why students should participate in Middle States.
When?
Instagram live Wednesday May 5 at 4:30 pm.
Details:
The You Are Not Alone: Ask A Mentor session will begin with a segment about Middle States at 4:30 pm on Wednesday, May 5th via Instagram. The discussion will be for 15-30 minutes and the SSM & Peer Advisor will be asking questions like:
- What is accreditation anyway?
- What re-accredits LaGuardia?
- Why is student participation important?
- What can student do to help?
- How can student attend the town halls?
- Where can I find the schedule?
Follow:
Follow the program accounts on Instagram — @peeradvisoracademy & @studentsuccessmentors.
How to Join:
https://www.facebook.com/help/instagram/699289326902954
Middle States 2012 – 2017
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 the 2012 Comprehensive Institutional Self-Study and the 2012 Comprehensive Institutional Self-Study Appendices.