Middle States Re-Accreditation

• Self-Study Report & Design

  In the self study design process, the college identifies its process and the outcomes it plans to achieve. It then completes a self-study report.

  Final Self-Study Report
  
  Final Self-Study Design.

• Timeline & Site Visit

  The college finalized working groups and began to design and draft the self-study plan in spring 2020.

  Work continued in fall 2020, with revisions to and acceptance of the self-study design and gathering and analysis of data by working groups. The college also hosted meetings with liaisons from Middle States and well-attended open online forums for the campus community.

  Mileposts in the process included:

  Spring 2021
  First self-study draft completed
  Middle States visit dates identified

  Fall 2021
  Self-study revisions and campus review
  Meetings with all working groups
  Campus town hall discussion of self-study draft
  Preliminary Middle States visit with chair

  Spring 2022
  Final Self-Study Report completed and shared
  Middle States team report
  Middle States visit, April 4-6
  Meeting schedule

  Fall 2022
  Middle States determination

• Steering Committee

  Executive Committee
  JoAnn Gleeson-Kreig, Associate Vice President for Academic Affairs
  Del Hart, Co-Chair, Professor, Computer Science
  Ken Knelly Co-Chair, Chief of Staff, Office of the President
  Sara Phillips, Director, Institutional Effectiveness
  Sandra Rezac, Co-Chair, Associate Professor, Sociology

  Steering Committee
  Jake Avery, Assistant Director, Center for Student Involvement
  Renee Bator, Professor, Psychology
  Ray Carman, Associate Professor, Political Science
  Michele Carpentier, Assistant Vice President for Enrollment and Student Success
  Sean Dermody, Assistant Vice President for Administration and Finance
  Lauren Eastwood, Associate Professor, Sociology
  Ashley Gambino, Director, Clinical Audiology, Communication Sciences & Disorders
  Wendy Gordon, Professor, History
  Gary Kroll, Professor, History
  Razvan Pascalau, Associate Professor, Economics and Finance
  Ken Podolak, Associate Professor, Physics

• Working Groups

  Standard 1 Working Group
  JoAnn Gleeson-Kreig, Associate Vice President, Academic Affairs
  Del Hart, Professor & Chair, Computer Science
  Ken Knelly, Office of the President
  Sara Phillips, Director, Institutional Effectiveness
  Sandra Rezac, Associate Professor & Chair, Sociology; Presiding Officer of the Faculty

  Standard 2 and 7 Working Group
  Co-chairs:
  Wendy Gordon, Professor, History; Chair, Criminal Justice
  Gary Kroll, Professor, History; Chair of Faculty Senate
  Members:
  Deborah Altamirano, Associate Professor, Anthropology
  Wendy Braje, Associate Professor & Chair, Psychology
  Tobi Hay, Director, Career Development Center
  Pam Munson, College Registrar
  Jonathan Slater, Professor & Chair, Journalism and Public Relations; Director Institute for Ethics in Public Life
  Mike Thompson, Assistant Director, Human Resource Services; AAO

  Standard 3 Working Group
  Co-chairs:
  Jake Avery, Assistant Director, Center for Student Involvement
  Ray Carman, Associate Professor, Political Science
  Members:
  Genie Babb, Interim Dean, School of Arts and Sciences; Professor, English
  Tracie Guzzio, Director, Honors Program; Professor, English
  Sarah Hackett, Lecturer & Program Leader, Teacher Education, Grad MST Program
  Michelle Howland, Assistant to the Dean, SUNY Plattsburgh at Queensbury
  Rob Keever, Associate Professor & Chair, Mathematics
  Brooke Layhee, Study Away Coordinator, Global Education Office
  Jason Lee, Professor, Accounting
  John Locke, Coordinator, Technology Enhanced Learning

  Standard 4 Working Group
  Co-chairs:
  Michele Carpentier, Assistant Vice President, Enrollment & Student Success; Director, Special Programs
  Ashley Gambino, Associate Professor & Chair, Communication Sciences and Disorders; Associate Director of Speech and Hearing Center
  Members:
  Cheryl Datkun, Programmer Analyst, Computer Information Systems
  John McMahon, Assistant Professor, Political Science
  Michelle Ouellette, Associate Professor, Journalism and Public Relations
  Daniel Snyder, Nurse 1, Student Health and Counseling Center
  Mila Su, Associate Librarian, Feinberg Library
  Jackie Vogl, Associate Vice President & Director, Global Education Office
  Breea Willingham, Associate Professor, Criminal Justice

  Standard 5 Working Group
  Co-chairs:
  Renee Bator, Professor, Psychology
  Lauren Eastwood, Associate Professor, Sociology
  Members:
  Anna Battigelli, Professor & Chair, English; Campus Assessment Fellow
  Cori Jackson, Assistant Vice President for Student Life, Enrollment and Student Success; Director, Center for Student Involvement
  Kevin O’Neill, Associate Professor, Supply Chain Management and International Business
  Jamar Pickreign, Associate Dean for Assessment and Accreditation, School of Education, Health and Human Services
  Amy Ryan, Assistant Professor, Biological Sciences
  Michelle Toth, Associate Librarian, Feinberg Library

  Standard 6 Working Group
  Co-chairs:
  Razvan Pascalau, Associate Professor, Economics & Finance
  Ken Podolak, Associate Professor, Physics
  Members:
  John Bradley, Assistant Chief Information Officer, Library and Information Technology Services
  Neil Buckley, Associate Professor & Chair, Biological Sciences
  Dave Gregoire, Assistant Vice President & Director of Advancement Services, Institutional Advancement
  Todd Moravec, Director of Student Financial Services
  TJ Myers, Unit Coordinator, Computing Systems and Desktop Support
  Maureen Squires, Associate Professor & Chair, Teacher Education, Grad MST Program

  Requirements of Affiliation Working Group
  Chair:
  Sean Dermody, Assistant Vice President, Administration & Finance
  Members:
  JoAnn Gleeson-Kreig, Associate Vice President, Academic Affairs
  Rosy Hearns, Analyst, Administration and Finance
  Todd Moravec, Director of Student Financial Services
  Sara Phillips, Director, Institutional Effectiveness

• Campus Participation

  Working groups and open sessions were a part of the Middle States self-study process.

  Working groups identified key components, data and evaluated aspects of the standards for accreditation. These were developed into chapters of the Self-Study Report prepared for Middle States. The executive committee met with chairs and members of the working groups periodically through the writing process in 2021.

  A campus town hall discussion and opportunity for feedback was also held in December.

  The Self-Study Report was shared with the campus in March and a campus meeting to review and discuss is set for March 23 at noon.

• Past Reports & Studies
  • Self-Study Report — 2012
  • MSCHE Visiting Team Report Final — 2012
  • Reviewers Report — 2017
  • Plattsburgh Periodic Review Report — 2017

Standards

• Standard I: Mission & 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.

• Standard II: Ethics & 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.

• Standard III: Design & 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.

• 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.
• Standard V: Educational Effectiveness Assessment
  Assessment of student learning demonstrates that the institution’s students have accomplished educational goals consistent with their programs of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.
• Standard VI: Planning, Resources, & 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.
• Standard VII: Governance, Leadership, & 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.