Middle States Re-Accreditation

• Timeline

  Spring 2020
  Finalize Working Groups
  Design/draft the self-study plan

  Fall 2020
  Revisions/acceptance of self-study design
  Working groups gather and analyze data

  Spring 2021
  Self-study drafted and shared with campus community
  Middle States visit dates chosen

  Fall 2021
  Self-study revisions and campus review
  Preliminary Middle States visit

  Spring 2022
  Final self-study report
  Middle States team report
  Middle States visit

  Fall 2022
  Middle States determination

• Self-Study Process

  As part of the self study design, the college will identify outcomes the process will achieve. Here are some examples:

  1. Reaffirmation of accreditation by demonstrating SUNY Plattsburgh’s commitment to excellence and that it currently meets Middle States’ Standards for Accreditation, the Requirements of Affiliation, and all applicable state and federal compliance mandates.
  2. Strengthened processes on campus resulting from a thorough self-study process that engages the whole campus community in improving communication and collaboration.
  3. A comprehensive evaluation of SUNY Plattsburgh that will be instrumental as we update our Mission, Vision, and Strategic Plan.
• Campus Participation

  Working groups and open sessions are an integral part of the Middle States self-study process.

  Related details will be posted here as available.

• Steering Committee 

  Executive Committee
  JoAnn Gleeson-Kreig, Associate Vice President for Academic Affairs
  Del Hart, Co-Chair, Professor, Computer Science
  Ken Knelly Co-Chair, 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

  Gary Kroll, Professor, History

  Razvan Pascalau, Associate Professor, Economics and Finance

  Kerri Zappala-Piemme, Associate Professor, Educational Leadership
• 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.