Accredited institutions are expected to demonstrate compliance with the seven MSCHE Accreditation Standards and 15 Requirements of Affiliation. 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. Middle States accreditation is an expression of confidence in an institution’s mission and goals, its performance, and its resources. 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. A majority of the institution’s governing body’s members have no employment, family, ownership, or other personal financial interest in the institution. The Middle States Standards for Accreditation are qualitative statements that reflect research-proven practices for schools pursuing continuous school improvement. It is designed to engage the entire College community in a self-reflective process of how it is doing in relation to its mission and goals aligned with the Middle States standards for accreditation. and to the public, the Middle States Commission on Higher Education revised its accreditation standards, Characteristics of Excellence in Higher Education: Eligibility Requirements and Standards for Accreditation, to refine the requirements and recommendations for establishing learning goals and assessing student achievement. Accredited institutions are expected to demonstrate compliance with these standards and requirements, to conduct their activities in a manner consistent with the standards and requirements, and to engage in ongoing processes of self-review and improvement. The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably; 4. the avoidance of conflict of interest or the appearance of such conflict in all activities and among all constituents; 5. fair and impartial practices in the hiring, evaluation, promotion, discipline, and separation of employees; 6. honesty and truthfulness in public relations announcements, advertisements, recruiting and admissions materials and practices, as well as in internal communications; 7. as appropriate to its mission, services or programs in place: a. to promote affordability and accessibility; b. to enable students to understand funding sources and options, value received for cost, and methods to make informed decisions about incurring debt; 8. compliance with all applicable federal, state, and Commission reporting policies, regulations, and requirements to include reporting regarding: a. the full disclosure of information on institution-wide assessments, graduation, retention, certification and licensure or licensing board pass rates; b. the institution’s compliance with the Commission’s Requirements of Affiliation; c. substantive changes affecting institutional mission, goals, programs, operations, sites, and other material issues which must be disclosed in a timely and accurate fashion; d. the institution’s compliance with the Commission’s policies; and. Standard 8: Student Admissions and Retention 3624 Market Street, Suite 2 West, Philadelphia, PA 19104 | 267-284-5000 Follow Us: @mscheorg These standards affirm that the individual mission and goals of each institution remain the context within which these accreditation standards are applied. The institution has a core of faculty (full-time or part-time) and/or other appropriate professionals with sufficient responsibility to the institution to assure the continuity and coherence of the institution’s educational programs. The self-study process is an opportunity for Clinton Community College to engage … Middle States Standards for Accreditation 13th Edition Standard I—Mission and Goals. What are the major conclusions from the current self-study? 8. periodic assessment of the effectiveness of programs providing student learning opportunities. 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. 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.”. 5. periodic assessment of the effectiveness of governance, leadership, and administration. Authorization or licensure is from an appropriate governmental organization or agency within the Middle States region (Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands), as well as by other agencies as required by each of the jurisdictions, regions, or countries in which the institution operates. Each standard is expressed in one or two sentences and is then followed by criteria. The Middle States Commission delivers one of the highest available forms of accreditation as one of seven United States Department of Education-recognized regional agencies. Middle States Accreditation is an external process that validates school quality and student achievement, and provides a focus for continuous school improvement. 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. During self-review processes (i.e., Self-Study[pdf]), institutions demonstrate how they meet the requirements and standards within the context of their institutional missions and goals. Four principles guided the development of these standards: first, the mission-centric standards acknowledge the diversity of institutions; second, the focus of the standards is on the student learning experience; third, the standards emphasize institutional assessment and assessment of student learning; fourth, the standards support innovation as an essential part of continuous institutional improvement. The institution is authorized or licensed to operate as a postsecondary educational institution and to award postsecondary degrees; it provides written documentation demonstrating both. Middle States representative members conduct periodic reviews of the standards to be used for all accredited members. Middle States Commission on Higher Education. Once an institution is initially accredited 1 by the Middle States Commission on Higher Education (MSCHE or Middle States), it then engages in a ongoing cycle of review to retain its accredited status. The Middle States Standards have several important functions in the accreditation process. Middle States Association 3624 Market Street, 2 West Philadelphia, PA 19104 To Visit The Middle States Commissions on Elementary and Secondary Schools Click Here. Middle States Commission on Higher Education Accreditation. 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. 4. periodic assessment of mission and goals to ensure they are relevant and achievable. The Middle States Commission on Higher Education's (MSCHE) 15 Requirements of Affiliation and 7 Standards (see Figure 1) for accreditation are specified in the Commission's Standards for Accreditation and Requirements of Affiliation publication [pdf]. All Rights Reserved. 1. a commitment to academic freedom, intellectual freedom, freedom of expression, and respect for intellectual property rights; 2. a climate that fosters respect among students, faculty, staff, and administration from a range of diverse backgrounds, ideas, and perspectives; 3. a grievance policy that is documented and disseminated to address complaints or grievances raised by students, faculty, or staff. 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. The institution’s representatives communicate with the Commission in English, both orally and in writing. The institution’s governing body is responsible for the quality and integrity of the institution and for ensuring that the institution’s mission is being accomplished. Middle States accreditation instills public confidence in institutional mission, goals, performance, and resources through its rigorous accreditation standards and their enforcement. Middle States accreditation instills public confidence in institutional mission, goals, performance, and resources through its rigorous accreditation standards and their enforcement. Middle States Accreditation Middle States Commission on Higher Education (MSCHE) focuses on mission-centric standards that acknowledge diversity and enhance the students' learning experience of an institution. 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. The institution and its governing body/bodies make freely available to the Commission accurate, fair, and complete information on all aspects of the institution and its operations. Accompanying each standard is narrative text that provides context, guidance, and definition. 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. The institution’s student learning programs and opportunities are characterized by rigor, coherence, and appropriate assessment of student achievement throughout the educational offerings, regardless of certificate or degree level or delivery and instructional modality. 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. 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 mission, the general education program also includes the study of values, ethics, and diverse perspectives; and. Accreditation Standards. 6. periodic assessment of the effectiveness of programs supporting the student experience. The institution demonstrates a record of responsible fiscal management, has a prepared budget for the current year, and undergoes an external financial audit on an annual basis. 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. Middle States Accreditation Carnegie Mellon University is accredited through a voluntary, peer-review process coordinated by the Middle States Commission on Higher Education (MSCHE or Middle States). Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. Criteria for each standard specify the characteristics or qualities that constitute the standard. 1. clearly stated educational goals at the institution and degree/program levels, which are interrelated with one another, with relevant educational experiences, and with the institution’s mission; 2. organized and systematic assessments, conducted by faculty and/or appropriate professionals, evaluating the extent of student achievement of institutional and degree/program goals. Your Ip is blocked no services will be rendered. 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 become accredited, or have its accreditation renewed, by the Middle States Association, a school must demonstrate that it meets the appropriate Standards for Accreditation. 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. Copyright 2020. Accreditation Cycle . 5. periodic assessment of the effectiveness of assessment processes utilized by the institution for the improvement of educational effectiveness. The standards address seven key questions that are … 1. institutional objectives, both institution wide and for individual units, that are clearly stated, assessed appropriately, linked to mission and goal achievement, reflect conclusions drawn from assessment results, and are used for planning and resource allocation; 2. clearly documented and communicated planning and improvement processes that provide for constituent participation, and incorporate the use of assessment results; 3. a financial planning and budgeting process that is aligned with the institution’s mission and goals, evidence-based, and clearly linked to the institution’s and units’ strategic plans/objectives; 4. fiscal and human resources as well as the physical and technical infrastructure adequate to support its operations wherever and however programs are delivered; 5. well-defined decision-making processes and clear assignment of responsibility and accountability; 6. comprehensive planning for facilities, infrastructure, and technology that includes consideration of sustainability and deferred maintenance and is linked to the institution’s strategic and financial planning processes; 7. an annual independent audit confirming financial viability with evidence of followup on any concerns cited in the audit’s accompanying management letter; 8. strategies to measure and assess the adequacy and efficient utilization of institutional resources required to support the institution’s mission and goals; and. Understanding the Standards and Requirement of Affiliation | Standard I | Standard II | Standard III | Standard IV | Standard V | Standard VI | Standard VII. Statement of Accreditation » How does Middle States accreditation evaluate us? 9. periodic assessment of ethics and integrity as evidenced in institutional policies, processes, practices, and the manner in which these are implemented. The institution’s district/system or other chief executive officer shall not serve as the chair of the governing body. 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. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations. 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. The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA). 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. As a voluntary, non-governmental membership association, the MSCHE facilitates and supports the ability of higher education institutions to respond to a diverse, dynamic and global higher education community that is continually evolving. The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. 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. Accreditation Processes. What are the recommendations and suggestions coming out of our self-study? The standards emphasize the centrality of the institution's mission to planning and decision-making, including determinations about programmatic offerings and resource allocation. When the Commission on Secondary Schools accredits a school, it certifies that the school has met the prescribed qualitative standards of the Middle States Association within the terms of … Learning opportunities renewal processes, and definition, including determinations about programmatic offerings and resource allocation,! 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