MSCHE Self-Study

1. The institution is authorized or licensed to operate as a postsecondary educational institution and to award postsecondary degrees; it provides written documentation demonstrating both. 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.

Institutions that offer only postsecondary certificates, diplomas, or licenses are not eligible for accreditation by the Middle States Commission on Higher Education.

3. 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.

13. A majority of the institution’s governing body’s members have no employment, family, ownership, or other personal financial interest

in the institution. The governing body adheres to a conflict-of-interest policy that assures that those interests are disclosed and that they do

not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and fiscal

integrity of the institution. The institution’s district/system or other chief executive officer shall not serve as the chair of the governing body.

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. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission.

Criteria

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;

g. are periodically evaluated;

Strategic Planning documents College Assembly presentations

Campus Chronicles communications

BOT meeting minutes
State of College updates to different stakeholder groups (BOT, Alumni, Foundation, etc.)

Website

President’s vlog

President’s Annual Report

BOT meeting agendas
 

President’s quarterly updates to SCC Foundation Board
 

Board of Trustees’ minutes
 

Master Planning Documents
 

Administrative Unit Reviews
 

Institutional Profiles
 

Governance Committee Charges
 

See Standard I evidence

Strategic Planning Documents
 

Mission to Strategic Plan Crosswalk
 

Strategic Goals to MSCHE Standards Crosswalk

Student Learning Outcomes Handbook and Results
General Education Learning Outcomes from the College Catalog/Handbook
 

Selected Unit Review Reports
 

Selected Academic Program Assessment Reports
 

Selected Student Learning Outcome Results

Strategic Plan Assessments
 

Annual Report on Strategic Plan Process
 

Institutional Research Survey and Report Schedule

Standard II: Ethics and 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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

Association Contract

College Catalog and Handbook

Administrative Guidelines
Academic Freedom Policy

Intellectual Property Policy

Use of Copyrighted Work Policy

Sample Syllabus

Diversity Statement and Hiring Procedures

ADA Policies

Human Resources Annual Trainings

College Catalog/Handbook

Title IX Documents

Institutional Surveys (Revealing Institutional Strengths and Challenges, (Community College Survey of Student Engagement, ad-hoc surveys)

Campus Climate Survey
 

Student Grievance Process

Recruitment Policies

Performance Evaluation Documents

Policy on Corrective Action, Discipline, and Termination

Employee Achievement Programs

Succession Plan

Administrative Guidelines

Faculty Promotion Policies

Faculty Contracts

Staff Contracts

Campus Chronicles

Board of Trustees Reports

Marketing Documents

Campus Security Report

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;

Tuition Cost Documents

Refund Policy

Financial Aid Documents

Scholarship Documents

Disability Services Resources

English and Math Placement Policies

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

Website (Student Right-to-Know)

Annual Report

OSHE (Office of the Secretary of Higher Education) Profile

Standard III: Design and 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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

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;

College Catalog and Handbook

Academic Program Review Template

Curriculum Review Committee Minutes

Academic Senate Minutes

Perkins Outcomes Data

List of Articulation Agreements

Program Curriculum Sheets

2. student learning experiences that are designed, delivered, and assessed by faculty (fulltime 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;

c. sufficient in number;

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;

Faculty and Adjunct Observation Forms

Selected Academic Program Review Reports

Student Learning Outcome Reports

Faculty and Staff Recognition Awards

Promotion and Tenure Procedures for Faculty

Institutional Profile
Procedure on Faculty and Adjunct

Qualification and Certifications
Faculty Professional Development Opportunities and Funding

Teaching and Learning Center Collateral

Faculty and Adjunct Job Descriptions

Library Resources

Disability Services Resources

Academic Support Lab Resources

Facilities (Labs, Studios, etc.)
Career Services

Early Alert (Dropout Detective) Information

Perkins Grant Documents

Nursing Clinical Site Agreements

Select Questions from Institutional Surveys

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. Consistent with mission, the general education program also includes the study of

values, ethics, and diverse perspectives; and

c. in non-US institutions that do not include general education, provides evidence that students can demonstrate general education skills;

Selected Unit Review Reports

Selected Academic Program Review Reports

Selected Student Learning Outcome Reports

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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

1. clearly stated, ethical policies and processes to admit, retain, and facilitate the success of students whose interests, abilities, experiences, and goals provide a reasonable expectation for success and are compatible with institutional mission, including:

a. accurate and comprehensive information regarding expenses, financial aid, scholarships, grants, loans, repayment, and refunds;

b. a process by which students who are not adequately prepared for study at the level for which they have been admitted are

identified, placed, and supported in attaining appropriate educational goals;

c. orientation, advisement, and counseling programs to enhance retention and guide students throughout their educational

experience;

d. processes designed to enhance the successful achievement of students’ educational goals including certificate and degree completion,

transfer to other institutions, and post completion placement;

Strategic Enrollment Management Plans

Admissions Policies

Financial Aid Documents

Selected Marketing Collateral

Recruitment Documentation

Retention Analysis

Sample Degree Audits

Course Descriptions from College Catalog and Handbooks

Advising Documentation

Graduation Requirements and Policy

2. policies and procedures regarding evaluation and acceptance of transfer credits, and credits awarded through experiential learning, prior

non-academic learning, competency-based assessment, and other alternative learning approaches;

Acceptance of Credits Policy

Transfer Policy

College Catalog and Handbook

Veterans Affairs Policies

Data Security Policies

FERPA (Family Educational Rights and Privacy Act) Policies

Selected Unit Reviews

Retention Analysis

Select Survey Results

Grant Reporting

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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

Master Planning Documents

Program Learning Outcomes listed in the College Catalog and Handbook

Selected Course Learning Outcomes listed in Master Course Syllabi

Selected Instructor Syllabi Addendums

2. organized and systematic assessments, conducted by faculty and/or appropriate professionals, evaluating the extent of student

achievement of institutional and degree/program goals. Institutions should:

a. define meaningful curricular goals with defensible standards for evaluating whether students are achieving those goals;

b. articulate how they prepare students in a manner consistent with their mission for successful careers, meaningful lives, and, where appropriate, further education. 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;

Student Learning Outcomes Handbook

Selected Student Learning Outcome Reports

Selected Academic Program Review Reports

Selected Official Course Descriptions

Selected Instructor Syllabi Addendums

Nursing Accreditation Reports

Program and Course Learning Outcomes Mapped to Assignments

Graduation Survey

Alumni Survey

3. consideration and use of assessment results for the improvement of educational effectiveness.

Consistent with the institution’s mission, such uses include some combination of the following:

a. assisting students in improving their learning;

b. improving pedagogy and curriculum;

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;

Placement Policy Assessments

Selected Academic Program Review Reports

Course Review or Revisions

Teaching and Learning Center Collateral

Student Affairs Initiatives (Retention, Transfer, and Placement)

Strategic Plans

Select Student Learning Outcome reports

Evaluation of Assessment Reports

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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

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;

Master Planning Documents

Strategic Plans

Select Unit Review Reports

Board of Trustees Policies

Budget Review Documents

Budget Communications

Strategic Plans

Budget Review Documents

Budget Communications

Strategic Plans

Master Planning Documents

Organizational Charts

Facilities Master Plan

Technology Master Plan

Standard VII: Governance, Leadership,

and 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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

Organizational Chart

Board of Trustees Bylaws

Bylaws of the Academic Senate

Bylaws of Governance Committees

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. 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. This may include a timely review of audited financial statements and/or other documents related to the fiscal viability of the institution;

f. appoints and regularly evaluates the performance of the Chief Executive Officer;

g. is informed in all its operations by principles of good practice in board governance; h. establishes and complies with a written conflict of interest policy designed to ensure the impartiality of the governing body

by addressing matters such as payment for services, contractual relationships, employment, and family, financial or other

interests that could pose or be perceived as conflicts of interest;

i. supports the Chief Executive Officer in maintaining the autonomy of the institution;

3. Chief Executive Officer who:

a. is appointed by, evaluated by, and reports to the governing body and shall not chair the governing body;

b. has appropriate credentials and professional experience consistent with the mission of the organization;

c. has the authority and autonomy required to fulfill the responsibilities of the position, including developing and implementing institutional plans, staffing the organization, identifying and allocating resources, and

directing the institution toward attaining the goals and objectives set forth in its mission;

d. has the assistance of qualified administrators, sufficient in number, to enable the Chief Executive Officer to discharge his/her duties effectively; and is responsible for establishing procedures for assessing the

organization’s efficiency and effectiveness;

Organizational Charts

Board of Trustee Meeting Minutes

Strategic Plans

CV of the President

President Speeches, Presentations, vlogs

Job description of the President

4. an administration possessing or demonstrating:

a. an organizational structure that is clearly documented and that clearly defines reporting relationships;

b. an appropriate size and with relevant experience to assist the Chief Executive Officer in fulfilling his/her roles and responsibilities;

c. members with credentials and professional experience consistent with the mission of the organization and their functional roles;

d. skills, time, assistance, technology, and information systems expertise required to perform their duties;

e. regular engagement with faculty and students in advancing the institution’s goals and objectives;

f. systematic procedures for evaluating administrative units and for using assessment data to enhance operations; and

Organizational Charts

Select CVs of Administrators

BOT Assessments

Staff Evaluations

President’s Evaluation