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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. Reaccredited in 1981, 1990, 2000 and 2010.

Middle States Reaccreditation Overview
Middle States Evaluation Team Final Report (PDF)
Institutional Response (PDF)

What is the Middle States Commission?

The Middle States Commission on Higher Education accredits degree-granting colleges and universities in the Middle States region, which includes Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S. Virgin Islands, and several locations internationally.

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.

Retrieved January 29, 2008 from http://www.msche.org/

What is the Middle States Self Study?

The self study is a decennial process of self-evaluation for the purpose of institutional improvement and to attain or maintain accredited status with the Middle States Commission on Higher Education. Ramapo was reaccredited in 2010. The process for applying for re-accreditation involves examining the college’s programs and services within the context of the fourteen standards outlined in the Commission’s Characteristics of Excellence in Higher Education and the college’s own mission. Through this process, areas of strength and need for improvements will be identified. In order to be meaningful and useful for the institution, the self study should be a deep and rigorous process, with broad participation from the college community.

Links

Reaccreditation Standards

Standards

Middle States “Standards at a Glance”

Excerpted from Characters of Excellence in Higher Education: Eligibility Requirements and Standards for Accreditation
Middle States Commission on Higher Education, 2006.
Further information found at http://www.msche.org/

Institutional Context

Standard 1: Mission and Goals
The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used
to develop and shape its programs and practices and to evaluate its effectiveness.

Standard 2: Planning, Resource Allocation, and Institutional Renewal
An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality.

Standard 3: Institutional Resources
The human, financial, technical, physical facilities, and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing outcomes assessment.

Standard 4: Leadership and Governance
The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision-making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution.

Standard 5: Administration
The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance.

Standard 6: Integrity
In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.

Standard 7: Institutional Assessment
The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.

Educational Effectiveness

Standard 8: Student Admissions and Retention
The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

Standard 9: Student Support Services
The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

Standard 10: Faculty
The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Standard 11: Educational Offerings
The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

Standard 12: General Education
The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

Standard 13: Related Educational Activities
The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.

Standard 14: Assessment of Student Learning
Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

Self-Study Documents

Self Study (PDF) (Full Documents)

Chapter 1: MISSION, GOVERNANCE, AND ADMINISTRATION (PDF)
Middle States Standards 1, 4, 5 and 6

Chapter 2: PLANNING AND RESOURCES (PDF)
Middle States Standards 2 and 3

Chapter 3: INSTITUTIONAL EFFECTIVENESS (PDF)
Middle States Standard 7

Chapter 4: STUDENTS (PDF)
Middle States Standards 8, 9 and 6

Chapter 5: FACULTY (PDF)
Middle States Standards 10 and 6

Chapter 6: ACADEMIC PROGRAMS AND ASSESSMENT (PDF)
Middle States Standards 11, 12, and 14

Chapter 7: RELATED EDUCATIONAL ACTIVITIES (PDF)
Middle States Standard 13

Conclusions: CONCLUSIONS (PDF)

Volume I Appendices: VOLUME I APPENDICES (PDF)

Volume II Appendices: VOLUME II APPENDICES (PDF)

Social Work – The Social Work Program has been accredited by the Council on Social Work Education since 1977, reaccredited in 1987, 1997 and 2008.

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.

Memberships

The American Association of State Colleges and Universities (AASCU), a participant in the AASCU/ New York Times American Democracy Project

American Council on Education (ACE)

Association of American College and Universities (AACU)

Association of Governing Boards (AGB)

Council for Advancement and Support of Education (CASE)

The Council of Public Liberal Arts Colleges (COPLAC) founding member, a national alliance of leading liberal arts colleges in the public sector

Mahwah Regional Chamber of Commerce

Meadowlands Regional Chamber of Commerce

National Association of College and University Business Officers (NACUBO)

The New Jersey Association of State Colleges and Universities (NJASCU)

Society for College and University Planning (SCUP)