The Outcomes for Clarion University's MSCHE Self Study are: Demonstrate how Clarion University meets Middle States standards for accreditation, requirements of affiliation, and federal compliance mandates. 8. periodic assessment of the effectiveness of programs providing student learning opportunities. 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). Middle States Commission on Higher Education Accreditation. 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. The self-study process is an opportunity for Clinton Community College to engage … 4. periodic assessment of mission and goals to ensure they are relevant and achievable. The criteria specify characteristics or qualities that encompass the standard. 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. Middle States accreditation instills public confidence in institutional mission, goals, performance, and resources through its rigorous accreditation standards and their enforcement. 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. 9. periodic assessment of ethics and integrity as evidenced in institutional policies, processes, practices, and the manner in which these are implemented. The Standards of Accreditation can be reviewed in detail. Accreditation Standards. The institution fully discloses its legally constituted governance structure(s) including any related entities (including without limitation systems, religious sponsorship, and corporate ownership). All member institutions are required to conduct a self-evaluation or self-study of those standards as part of the accreditation process. The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA). These policies can be viewed on the Commission website. Ethics and Integrity. 3624 Market Street, Suite 2 West, Philadelphia, PA 19104 | 267-284-5000 Follow Us: @mscheorg Understanding the Standards and Requirement of Affiliation | Standard I | Standard II | Standard III | Standard IV | Standard V | Standard VI | Standard VII. 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 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]. Ethics and integrity are central, indispensable, and defining hallmarks of … 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 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. 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. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations. 5. periodic assessment of the effectiveness of assessment processes utilized by the institution for the improvement of educational effectiveness. SUNY Broome Community College is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104. 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 Commission on Higher Education, 3624 Market Street, Suite 2 West, Philadelphia, PA 19104 | 267-284-5000. The institution’s representatives communicate with the Commission in English, both orally and in writing. 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. 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. 6. periodic assessment of the effectiveness of programs supporting the student experience. (267-284-5000) www.msche.org . Institutions and evaluators should not use the criteria as a checklist. Your Ip is blocked no services will be rendered. 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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