Accreditation Cycle . Middle States Accreditation Duquesne University is accredited by the Middle States Commission on Higher Education (MSCHE), 3624 Market Street, 2nd Floor West, Philadelphia, PA 19104 (267.284.5000). The extent to which each educational institution accepts and fulfills the responsibilities inherent in the process of accreditation is a measure of its commitment to striving for and achieving excellence in its endeavors. The institution has documented financial resources, funding base, and plans for financial development, including those from any related entities (including without limitation systems, religious sponsorship, and corporate ownership) adequate to support its educational purposes and programs and to ensure financial stability. Consistent with the institution’s mission, such uses include some combination of the following: a. assisting students in improving their learning; c. reviewing and revising academic programs and support services; d. planning, conducting, and supporting a range of professional development activities; e. planning and budgeting for the provision of academic programs and services; f. informing appropriate constituents about the institution and its programs; g. improving key indicators of student success, such as retention, graduation, transfer, and placement rates; h. implementing other processes and procedures designed to improve educational programs and services; 4. if applicable, adequate and appropriate institutional review and approval of assessment services designed, delivered, or assessed by third-party providers; and. To be eligible for, to achieve, and to maintain Middle States Commission on Higher Education accreditation, an institution must demonstrate that it fully meets the following Requirements of Affiliation. The standards emphasize the centrality of the institution's mission to planning and decision-making, including determinations about programmatic offerings and resource allocation. Most importantly, they serve as a mechanism for improving a school’s capacity to produce the levels of student performance that are both desired and expected by its community of stakeholders. MSCHE understands that this is a difficult time for institutions and is committed to … What was the outcome of our last reaccreditation self-study? These standards affirm that the individual mission and goals of each institution remain the context within which these accreditation standards are applied. Middle States Commission On Higher Education. The major review process--also known as a reaccreditation process--is the Self-Study, described below. Middle States Commission on Higher Education Accreditation. Standard 8: Student Admissions and Retention Institutions and evaluators should not use the criteria as a checklist. The Middle States Standards for Accreditation are qualitative statements that reflect research-proven practices for schools pursuing continuous school improvement. Statement of Accreditation » How does Middle States accreditation evaluate us? The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA). They should collect and provide data on the extent to which they are meeting these goals; c. support and sustain assessment of student achievement and communicate the results of this assessment to stakeholders; 3. consideration and use of assessment results for the improvement of educational effectiveness. 5. periodic assessment of the effectiveness of governance, leadership, and administration. Middle States Standards Standard I: Mission and Goals The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. Does Ithaca College meet all of the Middle States Standards for Accreditation? Your Ip is blocked no services will be rendered. The below videos provide context for the Standards for Accreditation and Requirements of Affiliation. The VoC handbook provides detailed information on the requirements and how their are evaluated by peer reviewers. The governing body/bodies ensure that the institution describes itself in comparable and consistent terms to all of its accrediting and regulatory agencies, communicates any changes in accredited status, and agrees to disclose information (including levels of governing body compensation, if any) required by the Commission to carry out its accrediting responsibilities. Consistent with mission, the general education program also includes the study of values, ethics, and diverse perspectives; and. Institutional planning integrates goals for academic and institutional effectiveness and improvement, student achievement of educational goals, student learning, and the results of academic and institutional assessments. 1. a clearly articulated and transparent governance structure that outlines roles, responsibilities, and accountability for decision making by each constituency, including governing body, administration, faculty, staff and students; 2. a legally constituted governing body that: a. serves the public interest, ensures that the institution clearly states and fulfills its mission and goals, has fiduciary responsibility for the institution, and is ultimately accountable for the academic quality, planning, and fiscal well-being of the institution; b. has sufficient independence and expertise to ensure the integrity of the institution. 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. View all questions in this category… Community Participation Compliance is expected to be continuous and will be validated periodically, typically at the time of institutional self-study and during any other evaluation of the institution’s compliance. Accredited institutions are expected to demonstrate compliance with the seven MSCHE Accreditation Standards and 15 Requirements of Affiliation. Each standard is expressed in one or two sentences and is then followed by criteria. 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. The criteria specify characteristics or qualities that encompass the standard. c. in non-US institutions that do not include general education, provides evidence that students can demonstrate general education skills; 6. in institutions that offer graduate and professional education, opportunities for the development of research, scholarship, and independent thinking, provided by faculty and/or other professionals with credentials appropriate to graduate-level curricula; 7. adequate and appropriate institutional review and approval on any student learning opportunities designed, delivered, or assessed by third-party providers; and. Any questions about the content of these videos should be directed to an institution’s MSCHE Vice President Staff Liaison, or to info@msche.org. The self-study requires the institution to comprehensively assess its programs, services, and operations with respect to Middle States standards and in the context of its own mission. 1. certificate, undergraduate, graduate, and/or professional programs leading to a degree or other recognized higher education credential, of a length appropriate to the objectives of the degree or other credential, designed to foster a coherent student learning experience and to promote synthesis of learning; 2. student learning experiences that are designed, delivered, and assessed by faculty (full-time or part-time) and/or other appropriate professionals who are: a. rigorous and effective in teaching, assessment of student learning, scholarly inquiry, and service, as appropriate to the institution’s mission, goals, and policies; b. qualified for the positions they hold and the work they do; d. provided with and utilize sufficient opportunities, resources, and support for professional growth and innovation; e. reviewed regularly and equitably based on written, disseminated, clear, and fair criteria, expectations, policies, and procedures; 3. academic programs of study that are clearly and accurately described in official publications of the institution in a way that students are able to understand and follow degree and program requirements and expected time to completion; 4. sufficient learning opportunities and resources to support both the institution’s programs of study and students’ academic progress; 5. at institutions that offer undergraduate education, a general education program, free standing or integrated into academic disciplines, that: a. offers a sufficient scope to draw students into new areas of intellectual experience, expanding their cultural and global awareness and cultural sensitivity, and preparing them to make well-reasoned judgments outside as well as within their academic field; b. offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. For institutions pursuing Candidacy or Initial Accreditation, the institution will graduate at least one class before the evaluation team visit for initial accreditation takes place, unless the institution can demonstrate to the satisfaction of the Commission that the lack of graduates does not compromise its ability to demonstrate that students have achieved appropriate learning outcomes. Institutions and evaluators will use these criteria together with the standards, within the context of institutional mission, to demonstrate or determine compliance. Middle States representative members conduct periodic reviews of the standards to be used for all accredited members. Accreditation Standards. The coronavirus (COVID-19) continues to be a global concern, and the Middle States Commission on Higher Education (MSCHE) has received a number of inquiries about its operations. What are the recommendations and suggestions coming out of our self-study? Members must have primary responsibility to the accredited institution and not allow political, financial, or other influences to interfere with their governing responsibilities; c. ensures that neither the governing body nor its individual members interferes in the day-to-day operations of the institution; d. oversees at the policy level the quality of teaching and learning, the approval of degree programs and the awarding of degrees, the establishment of personnel policies and procedures, the approval of policies and by-laws, and the assurance of strong fiscal management; e. plays a basic policy-making role in financial affairs to ensure integrity and strong financial management. An accredited institution possesses and demonstrates the following attributes or activities: 1. clearly defined mission and goals that: a. are developed through appropriate collaborative participation by all who facilitate or are otherwise responsible for institutional development and improvement; b. address external as well as internal contexts and constituencies; c. are approved and supported by the governing body; d. guide faculty, administration, staff, and governing structures in making decisions related to planning, resource allocation, program and curricular development, and the definition of institutional and educational outcomes; e. include support of scholarly inquiry and creative activity, at levels and of the type appropriate to the institution; f. are publicized and widely known by the institution’s internal stakeholders; 2. institutional goals that are realistic, appropriate to higher education, and consistent with mission; 3. goals that focus on student learning and related outcomes and on institutional improvement; are supported by administrative, educational, and student support programs and services; and are consistent with institutional mission; and. 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