Self-Study 2024-2025
Accreditation Overview
In the Commission's own description:
“The Middle States Commission on Higher Education (MSCHE), through accreditation, mandates that its member institutions meet rigorous and comprehensive standards, which are addressed in the context of the mission of each institution and within the culture of ethical practices and institutional integrity expected of accredited institutions. In meeting the quality standards of MSCHE accreditation, institutions earn accredited status, and this permits them to state with confidence: “Our students are well-served; society is well-served.” (see MSCHE Standards)
Visit the MSCHE website for more information.
Grants of accreditation are given for eight-year periods. In order to maintain its institutional accreditation, the College is responsible for meeting all of the MSCHE Requirements of Affiliation and Standards for Accreditation.
To see more about accreditation, visit the FCC Accreditation page.
Accreditation Cycle and Reporting Requirements
The College is required to demonstrate compliance through periodic reporting to MSCHE and to complete a self-study nearing the conclusion of the grant of accreditation. This is done through the following:
Annual Institutional Updates (AIU)
MSCHE uses the AIU as a means of monitoring metrics and documents for the College. This is one part of compliance reporting that speaks to the health of the institution to the Commission. MSCHE uses some information reported by the College via the Integrated Postsecondary Education Data System (IPEDS), including enrollment information, student achievement, and financial health. This information is publicly available via an MSCHE generated dashboard. Other information is provided by the College directly to the Commission including some of its required annual compliance reporting.
Self Study
The Self-Study is required every eight-years, coinciding with the end of a grant of accreditation. The Self-Study is an opportunity for the College to conduct an in-depth evaluation of its operations, with an emphasis on a collaborative and data-driven process, demonstrating compliance with the Requirements of Affiliation, Standards for Accreditation, and Federal Requirements.
Peer reviewers conduct an on-site review of the Self-Study, verifying the College’s compliance, and providing areas for improvement if warranted. The Self-Study is conducted over a three-year period.
Self-Study Timeline 2022-2025
Phase I
2022-2023
Formation of the Steering Committee and Work Groups, Communication Plan Development, Self-Study Outcomes Defined, and Approval of the Self-Study Design.
Phase II
2023-2024
Collection of Evidence and formalization of the Evidence Inventory, Work Group Drafts and Collaboration with the Steering Committee, Draft of the Self-Study Completed.
Phase III
2024-2025
Self-Study Report presented to the Campus Community, Feedback and Editing of the Report, Submission of the Report to the Evaluation Team, On-site Evaluation, Receipt of Team Report from the Evaluation Team, College response to report, Notice of Action from MSCHE.
Steering Committee
The Self Study Steering Committee is the body that ensures that the self-study is conducted in a rigorous manner that is inclusive, in-depth, and works toward achieving the intended outcomes of the self-study process. Steering Committee Members support the overall work of the Self-Study. The Committee is composed of two Co-Chairs of the Self-Study, Chairs of the Working Groups, and other individuals deemed necessary to the development of the final Self-Study.
The co-chairs of the Self-Study are:
Frederick Cope, Assistant Professor of English
Kevin Martin, Senior Researcher for Institutional Effectiveness
The Steering Committee is composed of the following individuals:
Jane Beatty, Executive Director for Student Finance/Bursar
Gerald Boyd, Special Assistant to the President for Institutional Effectiveness (Accreditation
Liaison Officer)
Molly Carlson, Associate Vice President, Dean, Continuing Education, and Workforce Development
Frederick Cope, Co-Chair of the Self Study, Assistant Professor of English
Gohar Farahani, Executive Director, Planning and Institutional Effectiveness
Julie Horton, Education Program Coordinator
Kevin Martin, Co-Chair of the Self Study, Senior Researcher for Institutional Effectiveness
Sandy McCombe Waller, AVP for Academic Affairs/Dean of Health, Business, Technology, and Science
Colleen McKnight, Director for Library Services
Karen Place, Capital Project Planner, Capital Planning and Project Management
Diana Oliver, Human Resources Manager
Nichole Pollard-Alford, Associate Vice President for Student and Financial Support Services
Benita Rashaw, Vice President for Student Experience
Brian Stipelman, AVP for Academic Affairs/Dean of Liberal Arts
Karen Wilson, Department Chair, Computing & Business Technology; Assistant Professor, Business Studies
Work Groups are the principal means of identifying compliance with the MSCHE standards and documenting their evidence. Each Work Group is aligned with a specific standard and are responsible for demonstrating compliance with the standard. The Working Groups are led by a Chair and Vice Chair. The Chair is responsible for reporting the progress made within the Work Group to the Steering Committee and must be intimately involved in the overall process to do so. The Vice Chair of the Work Group is responsible for coordinating and facilitating the work of the Working Group.
Work Group 1: Standard I - Mission and Goals
- Chair: Karen Place
- Vice Chair: Courtney Sloan
- Digital Librarian: Courtney Sloan
- Members: Kelli Ackiewicz, Eric Hall, Heather Hinkle, Nathalie Lewis, Jeanni Winston-Muir
- Executive Committee Liaison: Kevin Martin
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.
Work Group 2: Standard II - Ethics and Integrity
- Chair: Diana Oliver
- Vice Chair: Alesha Rosen
- Digital Librarian: Alesha Rosen
- Members: Danielle Duvall, Joseph Healey, Fred Hockenberry, Vell Lyles, Jennifer Sealy, Jessica Young
- Executive Committee Liaison: Colleen McKnight
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.
Work Group 3: Standard III - Design and Delivery of Student Learning Experience
- Chair: Julie Horton
- Vice Chair: Delaine Welch
- Digital Librarian: Chelsea Daggett
- Members: Darrin Berkley, Lora Diaz, Carrie Dorman, Jennifer McAninley, Erin Peterson, Douglas Valentine, Irene Von Lazar, Jessica Young
- Executive Committee Liaison: Frederick Cope
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.
Work Group 4: Standard IV - Support of the Student Experience
- Chair: Nichole Pollard-Alford
- Vice Chair: Renee Davis
- Digital Librarian: Esther Slack-Metellus
- Members: Robin Abell, Michael Anderson, Diana “Didi” Culp, Sara Goodman, Megan Henry, Michelle Ricketts
- Executive Committee Liaison: Kevin Martin
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.
Work Group 5: Standard V - Educational Effectiveness Assessment
- Chair: Sandy McCombe Waller
- Vice Chair: Brian Stipelman
- Digital Librarians: Laura Renninger and Courtney Sloan
- Members: Gohar Farahani, Earl (Dex) Mantheiy, Jessica Newnan, Deepa Ramakrishnan, Marie Jean Singh
- Executive Committee Liaison: Kevin Martin
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.
Work Group 6: Standard VI - Planning, Resources, and Institutional Improvement
- Chair: Jane Beatty
- Vice Chair: Scott Reece
- Digital Librarian: Sheri Bailey
- Members: Michele Tertel, Gohar Farahani, Jen Frank, Elizabeth Nichols, Susan Waddington
- Executive Committee Liaison: Colleen McKnight
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.
Work Group 7: Standard VII - Governance, Leadership, and Administration
- Chair: Karen Wilson
- Vice Chair: Lauren Lippiello
- Digital Librarian: Matthew Miles
- Members: Stephen Carter, Elizabeth Hadfield, Amany Madkour, Lama Masri, William Sheppard
- Executive Committee Liaison: Frederick Cope
Get Involved
The Self-Study process is intentionally collaborative and representative of the varied thoughts and visions of the College community. More information about how to get involved will be provided as the College approaches its next Self-Study beginning around Fall of 2030.