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Accreditation

The College – Established in 1969 as a state-supported, co-educational, four-year College of liberal arts, sciences, and professional studies. Accredited by the Middle States Commission on Higher Education in 1975. Following self studies, the College was reaccredited in 1981, 1990, 2000 and 2010. Further, Ramapo’s accreditation was reaffirmed in 2015.

2019-20 will mark Ramapo’s next self-study. 2020 Self-Study documents are available on the Reaffirming Our Promise Self-Study 2020 webpage at https://www.ramapo.edu/self-study/

Middle States advises that the self-study process should be valuable to an institution, enabling it to demonstrate that it meets the Commission’s expectations and to gain insights that will serve the institution well for several years after the Self-Study Report and On-Site Evaluation Visit have been completed. Self-study demonstrates an institution’s commitment to continuous improvement and is used to strengthen and sustain the institution. In addition, institutions should be prepared to engage in a careful analysis of institutional priorities that it has selected in the interest of identifying mission-related areas of improvement, responding effectively to challenges, and identifying and adopting innovative practices to more readily achieve institutional mission, adapt to changes in the higher education sector, and to best serve students and society.

About Middle States Accreditation

About Middle States Accreditation

The Mid-Atlantic Region Commission on Higher Education, doing business as the Middle States Commission on Higher Education (MSCHE), was formally incorporated under Pennsylvania Commonwealth law on March 1, 2013. From its origins in 1919 through February 2013, the Commission was a unit of the Middle States Association of Colleges and Schools and is now an independent corporation.

The Commission on Higher Education is recognized by the U.S. Secretary of Education to conduct accreditation and pre-accreditation (candidacy status) activities for institutions of higher education in Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands, including distance education and correspondence education programs offered at those institutions. MSCHE is also recognized by the Council on Higher Education Accreditation (CHEA) to accredit degree-granting institutions which offer one or more post-secondary educational programs of at least one academic year in length in Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the Virgin Islands, and other geographic areas in which the Commission conducts accrediting activities.

The Commission is a voluntary, non-governmental, membership association that defines, maintains, and promotes educational excellence across institutions with diverse missions, student populations, and resources. It examines each institution as a whole, rather than specific programs within institutions.

An institution of higher education is a community dedicated to students, to the pursuit and dissemination of knowledge, to the study and clarification of values, and to the advancement of the society it serves. 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. 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.”

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. Compliance is expected to be continuous and will be validated periodically, typically at the time of institutional self-study and during any other evaluation of the institution’s compliance. Once eligibility is established, an institution then must demonstrate on an ongoing basis that it meets the Standards for Accreditation.

Retrieved October 2019 from https://www.msche.org/about-us/

Requirements for Affiliation

Requirements for Affiliation

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.

2. The institution is operational, with students actively enrolled in its degree programs.

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.

4. The institution’s representatives communicate with the Commission in English, both orally and in writing.

5. The institution complies with all applicable government (usually Federal and state) laws and regulations.

6. The institution complies with applicable Commission, interregional, and inter-institutional policies. These policies can be viewed on the Commission website, www.msche.org.

7. The institution has a mission statement and related goals, approved by its governing board, that defines its purposes within the context of higher education.

8. The institution systematically evaluates its educational and other programs and makes public how well and in what ways it is accomplishing its purposes.

9. 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.

10. 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.

11. 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. 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.

12. The institution fully discloses its legally constituted governance structure(s) including any related entities (including without limitation systems, religious sponsorship, and corporate ownership). 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.

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.

14. 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. 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.

15. 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.

Standards for Accreditation

Middle States Standards for Accreditation

Standard 1: 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.

Standard 2: 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.

Standard 3: Design and Delivery of 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 4: 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 5: 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.

Standard 6: 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.

Standard 7: 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.

2020 Self-Study

2020 Self Study

Self-Study documents are available on the Reaffirming Our Promise Self-Study 2020 webpage at https://www.ramapo.edu/self-study/.

Program Accreditations

Program Accreditations

The Social Work Program is accredited by the Council on Social Work Education.

Chemistry – The Chemistry Program is approved by the American Chemical Society (ACS).

Nursing – The Nursing Program is accredited by the Accreditation Commission for Education in Nursing (ACEN).

Teacher Education – Accredited in 2013 by the Teacher Education Accreditation Council (TEAC), the Teacher Certification program is approved by the State of New Jersey.

Business School – In December, 2010, the Anisfield School of Business earned accreditation for its undergraduate business program through AACSB International – The Association to Advance Collegiate Schools of Business. AACSB International accreditation represents the highest standard of achievement for business schools. Achieving AACSB accreditation required a rigorous, standards based, multi-year process that requires the commitment of the entire faculty and staff of the school as well as the on-going support of College administration. Key stakeholders include students, alumni and the business community, all of whom were included in the process. AACSB reaffirmed accreditation of the Anisfield School of Business in January, 2016 following a successful Continuous Improvement Review as recommended by the peer review team that visited the School in the fall of 2015.


Institutional Memberships

Ramapo College is a member of several national/international organizations that are dedicated to promoting, sustaining, and advancing the goals of public higher education. The following institutional memberships are leveraged by the College to advance its strategic goals of increasing student success and student engagement, cultivating and supporting equity, diversity, and inclusion, advancing innovation as the College’s promise and obligation to its students, community, and the State of New Jersey, and improving long-term financial strength.

Abridged List of Institutional Memberships

Abridged List of Institutional Memberships

The American Association of State Colleges and Universities (AASCU) & the American Democracy Project (ADP)

• AASCU is a Washington-based higher education association of nearly 400 public colleges, universities and systems whose members share a learning and teaching-centered culture, a historic commitment to underserved student populations and a dedication to research and creativity that advances their regions’ economic progress and cultural development.

• The American Democracy Project (ADP) is a network of more than 250 state colleges and universities focused on public higher education’s role in preparing the next generation of informed, engaged citizens for our democracy.

American Council on Education (ACE)

• The American Council on Education (ACE) is a membership organization that mobilizes the higher education community to shape effective public policy and foster innovative, high-quality practice.

Andrew Goodman Foundation Partner Network
• The Andrew Goodman Foundation supports youth leadership development, voting accessibility, and social justice initiatives on campuses across the country with mini-grants to select institutions of higher learning and other financial assistance to students.

Association of American Colleges and Universities (AAC&U)
• AAC&U is the leading national association dedicated to advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to democracy.

Association of Governing Boards of Universities and Colleges (AGB)
• The Association of Governing Boards of Universities and Colleges (AGB) is the premier organization centered on governance in higher education.

Campus Compact
• Campus Compact is a national coalition of 1,000+ colleges and universities committed to the public purposes of higher education. Campus Compact puts special emphasis on partnerships to support educational equity.

Coalition for College
• The Coalition for College is a group of more than 150 distinguished colleges and universities across the U.S. that joined together to increase students’ access to higher education. Coalition’s diverse member schools are united in their mission to support lower-income, under-resourced, and/or first-generation students; to provide responsible financial aid; and to bolster students’ success in college—and beyond.

Council for Advancement and Support of Education (CASE)
• The Council for Advancement and Support of Education is the global association for professionals in advancement—alumni relations, communications, development, marketing, and advancement services—who share the goal of championing education to transform lives and society.

The Council of Public Liberal Arts Colleges (COPLAC)
• COPLAC is a national alliance of leading liberal arts colleges in the public sector. Ramapo College is a founding member of COPLAC. COPLAC serves both external and internal constituencies. It communicates to state and federal policy makers the vital importance and benefits of providing students with comprehensive public higher education in the liberal arts and sciences.

Mahwah Regional Chamber of Commerce
• The MRCC is organized to advance the general welfare and prosperity of the greater New Jersey/New York region so that its citizens and its business community may prosper. All reasonable means to secure these ends may be exercised. Particular attention and emphasis shall be given to the business, social, civic, cultural, and educational interests of the region.

Meadowlands Regional Chamber of Commerce
• The Meadowlands Chamber is a dynamic forward thinking business service organization whose sole purpose is dedicated to the success and business growth of its members. As it focuses on this task it also finds itself as a community catalyst. It advocates for a positive economic atmosphere that improves the quality of life in the greater Meadowlands region for all who live and work there.

National Association of College and University Business Officers (NACUBO)
• The National Association of College and University Business Officers (NACUBO) is a membership organization representing more than 1,900 colleges and universities across the country. NACUBO specifically represents chief business and financial officers through advocacy efforts, community service, and professional development activities. The association’s mission is to advance the economic vitality, business practices, and support of higher education institutions in pursuit of their missions.

The New Jersey Association of State Colleges and Universities (NJASCU)
• The New Jersey Association of State Colleges and Universities (NJASCU), based in Trenton, is a nonprofit higher education association serving New Jersey’s nine state colleges and universities. The Association is a nongovernmental entity created by the State Legislature [NJSA 18A:64-45 et seq.] in 1985 to advance and support public higher education in New Jersey. NJASCU’s primary mission is to advocate higher education as a public good and the collective value of the state colleges/universities in serving the public interest and the State of New Jersey.

Second Nature
• Second Nature is an organization committed to accelerating climate action in, and through, higher education. It mobilizes a diverse array of higher education institutions to act on bold climate commitments, to scale campus climate initiatives, and to create innovative climate solutions.

Society for College and University Planning (SCUP)
• The Society for College and University Planning (SCUP) unites the best of college and professional planners. We create a range of learning opportunities, from publications to our annual SCUP conference, for our community to share perspectives, resources, best practices, and fresh ideas that move challenges to solutions—building upon a culture of integrated planning.