Self-Study Design

I. Brief Institutional Overview

After an extensive feasibility study, Sussex County Community College (SCCC) was incorporated in 1981 after the Department of Education in August of 1981 approved the College to operate as an Article III Community College Agency (Commission). The College offered its first classes in the spring of 1982, through brokering contracts with Upsala College/Sussex Campus and County College of Morris. Under the brokering concept, SCCC paid these institutions for their courses and instructors. SCCC managed the enrollment of students, offered support, basic skills testing, accepted tuition payments, and arranged for textbooks for the classes. Classes were held at Kittatinny High School, High Point Regional High School, Sussex County VO-Tech, and Vernon High School. The College held its first graduation in 1988 with five graduates. As its enrollment grew, the College was authorized by the Department of Higher Education to offer its own classes. The first associate degree program – Business Administration – was approved in 1986.

In January 1992, the Department of Higher Education approved the change in the College’s license from an Article III Community College Agency to an Article I County College.  In 1993, the College received its initial accreditation and in June of 1998, the Middle States Commission on Higher Education accredited SCCC for the next ten years.

Located 50 miles from New York City, SCCC has a student body of approximately 3,000 undergraduate students, who come from four different states and 14 foreign countries.

Sussex County Community College continues to be guided by the institutional Mission and Vision

Mission

Sussex County Community College provides a dynamic college experience to a diverse community of students that supports the economic prosperity of the region through lifelong learning, and high-quality academic and occupational programs, in an accessible and supportive environment to ensure student success.

Vision

Sussex County Community College will be a leader in NJ Higher Education as a premier provider of 21st-century learning opportunities, professional training, and skills development to meet the needs of the people of our community in a globally competitive environment.

Core Values

  • Student Centeredness
  • Academic Excellence
  • Integrity
  • Quality Workplace
  • Innovation Diversity
  • Environmental & Fiscal Stewardship

II. Model for the Self-Study

Sussex County Community College has chosen to adopt the comprehensive Self-Study review model, as detailed in the MSCHE Self-Study Institute documentation. The 2022-2026 SCCC Strategic Plan will be extended one year, until the completion of the Self-Study review process. The adoption of the comprehensive review model will allow the institution to utilize the Self-Study as an internal environmental scan and to inform the next Strategic Plan which will guide the institution into the future.


III. Intended Outcomes of the Self-Study

This comprehensive review of Sussex County Community College provides an opportunity to assess how well the College is achieving its Mission, while moving forward in actualizing a new vision that will inform the new Strategic Plan.

In the context of the review of the MSCHE Standards for Accreditation, the intended outcomes of the Self-Study are to:

  • Demonstrate how SCCC continues to meet the MSCHE Standards for Accreditation;
  • Assess how well the Institution is achieving its Mission;
  • Identify the adequacy of student services that support the overall student experience; and
  • Inform the Institution in its development of a new Strategic Plan.

IV. Self-Study Organizational Structure

The Middle States Commission on Higher Education Self-Study is organized into a steering committee of 17 individuals that are representative of the college community. The Co-Chairs were selected and invited to participate by President Jon H. Connolly in August 2023. The Steering Committee was selected and invited to participate by the President and Co-Chairs of the Self-Study.

The two co-chairs of the Self-Study are Wendy Fullem, Chief of Staff, and Cory Homer, Vice President of Student Success and Institutional Effectiveness. Immediately after attending the MSCHE Self-Study Institute in November 2023, the two Co-Chairs began a series of meetings with the College president, Dr. Jon Connolly, Ph.D., to design a framework and schedule for completion of the Self-Study. After the framework and schedule were constructed, work began on identifying representatives from the College to serve as members of the Steering Committee.

On October 17, 2023 Dr. Connolly invited these individuals to serve as chairs of the working groups and consequently as members of the Steering Committee:

Standard

Working Group Chair(s)

Position

Standard I

Stacie Golin, Ph.D.

Kathleen Carr, Ed.D.

Assistant Professor of Sociology/Chair

Assistant Dean of Library and Learning Resources

Standard II

Diane Harris

Stephanie Cooper

Instructor of Mathematics

Director of the College Library

Standard III

Mary Thompson, Ph.D.

Nancy Gallo, J.D.

Professor of English/Chair

Associate Vice President of Academic Affairs

Standard IV

Deborah Lanza

Jason Rodriquez

Assoc. Prof. of Psych. & Program Coord., Foundations for Success

Coordinator of Student Engagement & Inclusion

Standard V

Nicholas Lionetti

Sherry Fitzgerald

Program Supervisor, Exercise Science

Associate Professor of Visual Arts

Standard VI

James Gaddy

Ketan Gandhi

Chief Operating Officer

Chief Financial Officer

Standard VII

Kathleen Okay, Ed.D.

Sal Paolucci

Senior Vice President of Academic Affairs

Instructor of Business and Economics/Chair

Evidence Archiver

Olga Maali

Maureen Lynch

Saliha Iftikhar

HR and Institutional Research Special Projects

Academic Coordinator

Administrative Assistant, Executive Office


V. Charges to the Working Groups

“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.”

Working Group Membership:

  • Stacie Golin (Co-Chair), Assistant Professor of Sociology/Chair
  • Kathleen Carr (Co-Chair), Assistant Dean of Library and Learning Resources
  • Sara Gorst, ABE/HSE Program Coordinator
  • Tom Caines, Adjunct Faculty – Foundations for Success
  • Stan Kula, Executive Director of the College Foundation
  • Student

Charge

The working group for Standard I: Mission and Goals will gather, review, and analyze key sources of documentation, institutional processes, and institutional procedures to determine how well Sussex County Community College is meeting the expectations set forth by the Middle States Commission on Higher Education for Standard I.

This working group is expected to analyze institutional strengths, challenges, and opportunities for Standard I as it relates to the institution as a whole, which includes each component of the current Mission Statement and each institutional goal. The work of this group will be pivotal in guiding the development of a new strategic plan for the institution. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard I, including:

  • Providing a dynamic college experience;
  • Serving a diverse community of students;
  • Supporting regional economic prosperity;
  • Providing high-quality academic and occupational programs; and
  • Supporting an accessible and supportive environment.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goals in the context of Standard I:

  • Strengthening and supporting high-quality academic and occupational programs
  • Providing an accessible and supportive environment
  • Offering a dynamic college experience
  • Fostering lifelong learning
  • Embracing and strengthening an inclusive college community

Lines of Inquiry Standard I

  1. How were the College's current mission, vision, and values formulated, and to what extent did the development process involve diversity and collaboration?
  2. In what ways do the College's mission, vision, and values strengthen and support high-quality academic and occupational programs?
  3. How closely do the College's academic programs and institutional initiatives align with its mission, vision, and values to provide an accessible and supportive environment?
  4. To what extent are the College’s mission, vision, and values realistic and relatable to the community served by the institution?

“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.”

Working Group Membership:

  • Diane Harris (Co-Chair), Instructor of Mathematics
  • Stephanie Cooper (Co-Chair), Director of the College Library
  • Ashley Williams, Financial Aid Loan Specialist
  • Rachelle Jones, Adjunct Faculty - Legal Studies
  • Jason Boehm, Student Success Center Advisor
  • Christina Sakelakos, Head Athletic Trainer
  • Student

Charge

The working group for Standard II: Ethics and Integrity, will gather, review, and analyze key sources of documentation, institutional processes, and institutional procedures to determine how well Sussex County Community College is meeting the expectations set forth by the Middle States Commission on Higher Education for Standard II.

The principles of ethics and integrity are embedded throughout the entirety of the institution. Because of this, the working group for Standard II is expected to analyze institutional strengths, challenges, and opportunities for Standard II, as it relates to the institution as a whole. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard II, including:

  • Serving a diverse community of students; and
  • Supporting an accessible and supportive environment.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goals outlined in the 2022-2026 Strategic Plan in the context of Standard II:

  • Providing an accessible and supportive environment
  • Embracing and strengthening an inclusive college community

Lines of Inquiry Standard II

  1. How does the College ensure ethics and integrity are core to serving a diverse community of students?
  2. How does the College ensure ethics and integrity are integrated in the process of supporting and accessible and supportive environment?
  3. What role do ethics and integrity play in embracing and strengthening an inclusive college community?

“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.”

Working Group Membership:

  • Mary Thompson, Ph.D. (Co-Chair), Professor of English/Chair
  • Nancy Gallo, J.D. (Co-Chair), Assoc, Vice President of Academic Affairs
  • Dina Conde, Ph.D., Professor of Biology
  • Melissa DeJoseph, Senior Academic Affairs Coordinator and Assistant Registrar
  • Daniel Warhol, Instructor of English
  • Student

Charge

The working group for Standard III: Design and Delivery of the Student Experience, will gather, review, and analyze key sources of documentation, institutional processes, and institutional procedures to determine how well Sussex County Community College is meeting the expectations set forth by the Middle States Commission on Higher Education for Standard III. In addition, this working group is expected to analyze institutional strengths, challenges, and opportunities for Standard III as it relates to the institution as a whole. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard III, including:

  • Providing high-quality academic and occupational programs; and
  • Supporting an accessible and supportive environment.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goals in the context of Standard III:

  • Strengthening and supporting high-quality academic and occupational programs;
  • Providing an accessible and supportive environment; and
  • Fostering lifelong learning.

Lines of Inquiry Standard III

  1. How does the College ensure the design and delivery of high-quality academic and occupational programs promotes a quality student experience?
  2. How does the College design and deliver the student experience in a way that supports an accessible and supportive environment?
  3. How does the College ensure the design and delivery of the student experience fosters lifelong learning?

“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.”

Working Group Membership:

  • Deborah Lanza (Co-Chair), Associate Professor of Psychology, Program Coordinator,

Foundations for Success:

  • Jason Rodriquez (Co-Chair), Coordinator of Student Engagement and Inclusion
  • Maureen Murphy-Smolka, Associate Professor of English
  • Ann Bruno, Educational Opportunity Fund Program Coordinator
  • Pamela Cavanaugh, Student Accessibility Services Coordinator/Counselor
  • Alyssa Dionne, Student

Charge

The working group for Standard IV: Support of the Student Experience, will gather, review, and analyze key sources of documentation, institutional processes, and institutional procedures to determine how well Sussex County Community College is meeting the expectations set forth by the Middle States Commission on Higher Education for Standard IV. In addition, this working group is expected to analyze institutional strengths, challenges, and opportunities for Standard IV as it relates to the institution as a whole. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard IV, including:

  • Providing a dynamic college experience;
  • Serving a diverse community of students; and
  • Supporting an accessible and supportive environment.

Statement, this group will examine the following Institutional Goals in the context of Standard IV:

  • Providing an accessible and supportive environment
  • Offering a dynamic college experience
  • Embracing and strengthening an inclusive college community

Lines of Inquiry Standard IV

  1. How is the student learning experience at the College supported through a dynamic college experience?
  2. How does the student learning experience at the College support a diverse community of students?
  3. How does the student learning experience at the College support an accessible and supportive environment?
  4. How does the College embrace and strengthen and inclusive college community through the support of the student learning experience?

“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.”

Working Group Membership:

  • Nicholas Lionetti (Co-Chair), Program Supervisor, Exercise Science
  • Sherry Fitzgerald (Co-Chair), Associate Professor of Visual Arts
  • Traci Smith, Administrative Assistant to the Dean of Student Affairs/Director of

Athletics and AVP of Student Success:

  • Jumana Hablawi, Instructor of Biology/Program Coordinator
  • Sareena Sciabica, Student Success Center Advisor
  • Jason Fruge, Dean of Technical Occupations
  • Student

Charge

The working group for Standard V: Educational Effectiveness Assessment will obtain, analyze, and present evidence that the College is engaged in an iterative process of evaluating whether students are learning what the College intends for them to learn. Additionally, the Working Group is charged with examining, documenting, and describing the assessment of learning among programs and different populations of students at the College and for creating lines of inquiry that interrogate our on-going processes assessing student learning. This working group is expected to analyze institutional strengths, challenges, and opportunities for Standard V as it relates to the institution as a whole. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard V, including:

  • Providing high-quality academic and occupational programs; and
  • Supporting an accessible and supportive environment.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goal in the context of Standard V:

  • Strengthening and supporting high-quality academic and occupational programs;
  • Providing an accessible and supportive environment; and
  • Fostering lifelong learning.

Lines of Inquiry Standard V

  1. How does educational effectiveness assessment ensure the College is providing high-quality academic and occupational programming?
  2. How does the College ensure that educational effectiveness assessment is used to support an accessible and supportive environment?
  3. How does educational effectiveness assessment at the College foster lifelong learning?

“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.”

Working Group Membership:

  • James Gaddy (Co-Chair), Chief Operating Officer
  • Ketan Gandhi (Co-Chair), Chief Financial Officer
  • Karen Unrath, Chief Budget Officer
  • John Dixon, Director of the PSTA
  • Vicky Hoskin, Manager of Continuing Education & Workforce Development
  • Kim Ryan, Director of Bursar
  • Mimely Little, Science Lab Coordinator
  • Tim O’Connor, Media Services Assistant
  • Student

Charge

In accordance with Middle States Standard VI: Planning, Resources, and Institutional Improvement, the Working Group for Standard VI is charged with a completing a comprehensive assessment and evaluation of Sussex County Community College’s planning processes, resource allocation, and institutional structures in order to determine that they are coherent, aligned, and adequate to support the fulfillment of the institution's mission and goals. The College should demonstrate a commitment to continuous improvement, robust program and service assessment, and effective response strategies to address both anticipated and unforeseen opportunities and challenges.

More specifically the Working Group for Standard VI will examine specific elements of the Mission Statement as they relate to Standard VI, including:

  • Providing a dynamic college experience;
  • Supporting regional economic prosperity; and
  • Delivering high-quality academic and occupational programs.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goals in the context of Standard VI:

  • Strengthening and supporting high-quality academic and occupational programs
  • Offering a dynamic college experience
  • Fostering lifelong learning

Lines of Inquiry Standard VI

  1. How does the institution define and measure its effectiveness in providing a dynamic college experience, supporting regional economic prosperity, and delivering high-quality academic and occupational programs?
  2. How does the institution support ongoing training and learning opportunities that support regional economic prosperity and foster lifelong learning?
  3. How does the institution incorporate diversity, equity, and inclusion into its planning processes in order to deliver high-quality academic and occupational programs?

 

“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.”

Working Group Membership:

  • Kathleen Okay, Ed.D. (Co-Chair), Senior Vice President of Academic and Student Affairs
  • Sal Paolucci (Co-Chair), Instructor of Business and Economics/Chair
  • Suzan Melik, MD, Medical Assisting Program Supervisor
  • Melissa DeJoseph, Senior Academic Affairs Coordinator and Assistant Registrar
  • Julie Fliegel, Admissions Assistant
  • Maureen Lynch, Academic Coordinator
  • Karissa Mahoney, Student and President of the SGA

Charge

The working group for Standard VII: Governance, Leadership, and Administration will gather, review, and analyze key sources of documentation, institutional processes, and institutional procedures to determine how well Sussex County Community College is meeting the expectations set forth by the Middle States Commission on Higher Education for Standard VII.

In order to ensure that the College is committed to the public interest and complies with applicable standards, rules, policies, and procedures that are in line with the College's values, mission, and goals, the College charges the working group for Standard VII with demonstrating that all levels of college leadership and governance, including the Board of Trustees, administration, staff, faculty, and students, operate with integrity and within a transparent and well-defined governance structure. In addition, this working group is expected to analyze institutional strengths, challenges, and opportunities for Standard VII as it relates to the institution as a whole. More specifically this group will examine specific elements of the Mission Statement as they relate to Standard VII, including:

  • Providing a dynamic college experience;
  • Serving a diverse community of students;
  • Supporting regional economic prosperity;
  • Providing high-quality academic and occupational programs; and
  • Supporting an accessible and supportive environment.

In addition to the specific elements of the Mission Statement, this group will examine the following Institutional Goals in the context of Standard VII:

  • Strengthening and supporting high-quality academic and occupational programs
  • Providing an accessible and supportive environment
  • Offering a dynamic college experience
  • Fostering lifelong learning
  • Embracing and strengthening an inclusive college community

Lines of Inquiry Standard VII:

  1. How is the institution's shared governance structured?
  2. What roles do the board, administration, faculty, and staff play in decision-making processes that support regional economic prosperity?
  3. How does the leadership ensure transparency, accountability, and inclusivity in decision-making that supports an accessible and supportive environment?
  4. What policies and practices are in place to ensure diversity, equity, and inclusion at Sussex County Community College?

The following visual representation is SCCC’s comprehensive organizational chart for the Self-Study:

MISSION ELEMENTS

Working Group #1

Working Group #2

Working Group #3

Working Group #4

Working Group #5

Working Group #6

Working Group #7

Providing a dynamic college experience

P

S

S

P

S

P

P

Serving a diverse community of students

P

P

S

P

S

S

P

Supporting regional economic prosperity

P

S

S

S

S

P

P

Providing high-quality academic and occupational programs

P

P

P

S

P

P

P

Supporting an accessible and supportive environment

P

P

P

P

P

S

P

2022-2026 INSTITUTIONAL GOALS

 

 

 

 

 

 

 

Strengthening and supporting high-quality academic and occupational programs

P

S

P

S

P

P

P

Providing an accessible and supportive environment

P

P

P

P

P

S

P

Offering a dynamic college experience

P

S

S

P

S

P

P

Fostering lifelong learning

P

S

P

S

P

P

P

Embracing and strengthening an inclusive college community

P

P

S

P

S

S

P

P: Primary  S: Secondary 


VI. Organization of the Self-Study Report

The final report will consist of a comprehensive self-evaluation of how well Sussex County Community College is achieving the institutional mission and meeting the expectations set forth by the Middle States Commission on Higher Education. Additionally, the final report will include corresponding recommendations that will better guide the College in developing the next strategic plan. There will be four primary sections in the final report consisting of an Executive Summary, an Introduction, Individual Working Group Analyses and Recommendations, and a Conclusion.

  • The Executive Summary will include a brief (1-5 pages) description of the major findings and recommendations of the Self-Study.
  • The Introduction will consist of a brief overview of the Institution and description of the Self-Study process.
    • The Individual Working Group Analyses and Recommendations will include:
    • A heading indicating the Standard under consideration;
    • A description of the topic(s) under review and analysis of the evidence considered, with appropriate reference to the Standards for Accreditation and Requirements of Affiliation;
    • Cross-references to relevant materials in other sections of the report;
    • Analysis of relevant strengths and challenges, with appropriate reference to the Standards for Accreditation and Requirements of Affiliation; and
    • Recommendations for improvement.
  • The Conclusion will include a summary of the major conclusions and recommendations offered in the report.

VII. Editorial Style and Format

Guidelines will be provided to each of the working groups to maintain a consistent style throughout all of the documentation in the Self-Study process. The writing and editing of the Self-Study Report is understood by Sussex County Community College to be a multi-phasic process that will include input and feedback by the College Community throughout every step of the process.

Each of the Working Groups will be made aware that final editorial changes will be made by the Self-Study Steering Committee. Additionally, it will be conveyed to each of the Working Groups that the utilization of consistent style throughout the process will allow interim reports to be more easily combined together.

To ensure that each section of the working draft is well-written and concise, each Working Group will assign a group member to act as the primary writer. This writer will ensure there is a consistent format among the drafts generated by the Working Groups by utilizing the following elements:

  • Present tense with active voice;
  • Justified (or Block) text format;
  • Double-spacing;
  • 12-point Times New Roman font;
  • APA v.7 citations embedded within the text, with supporting documentation listed as an appendix;
  • Tables and figures numbered and labeled;
  • Main headers in bold; and
  • Page numbers on the bottom of the page in the middle.

VIII. Timetable for the Self-Study Process

Date

MSCHE Self-Study Process

2023

Fall 2023-Monthly

All-College MSCHE Standards Open Forums

September 2023

Self-Study Co-Chairpersons confirmed

October 2023

MSCHE Self-Study Institute

November 2023

Self-Study All-College Kickoff

December 2023

Confirm Steering members

December 2023

Schedule Conference Call with MSCHE Vice President Liaison Dr. Sean McKitrick

2024

January 2024

Standard Working Group members selected

January 2024

Expand the College’s website to include Self-Study Information

January 2024

Remaining members of Working Groups confirmed

February 2024

Self-Study Core Team provided information about Self-Study

February 2024

Conference call with Dr. Sean McKitrick

February 2024

Initial meeting with Steering Committee

March 2024

MSCHE Self-Study Kick-off

March 2024

Working Groups given charge by respective Steering Committee Member

April 2024

Finalized Draft Self-Study Design

April 2024

Self-Study Design sent to Dr. McKitrick

April 2024

Host conference call with Dr. McKitrick

May - June 2024

Revisions to be made based on feedback from Dr. McKitrick

June 2024

Updated Self-Study Design approved

July - December 2024

Working Groups to submit outlines and evidence needed for Standards

July – December 2024

Working Groups Gather Feedback from College Community

December 2024

First Drafts of Chapters Submitted to Steering Committee

2025

February 2025

Steering Committee to provide feedback on chapter drafts and gap analysis

March 2025

SCCC and Visiting Team Chair Select Dates for Team Visit

March 2025

SCCC to send a copy of the Self-Study Design to the Visiting Team Chair

April 2025

Second Drafts of Chapters Submitted to Steering Committee

April-July 2025

Co-Chairs Develop Self-Study Draft

September 2025

College Community Reviews Self-Study Draft

Fall 2025

SCCC Sends Self-Study Draft to Team

Fall 2025

Visiting Team Chair Visit to Campus

Fall 2025

College completes final version of the Self-Study Report with edits based on Team Chair’s feedback and final feedback from college community

2026

Spring 2026

Team Visit to Sussex County Community College Campus

Spring 2026

Team to submit Team Report to College President

Spring 2026

College President to respond to Team Report

Spring 2026

Commission to meet and determine accreditation status


IX. Community Involvement and Communication Plan

Community involvement is of the highest importance to Sussex County Community College and appears throughout the College’s Vision, Core Values, and Strategic Plan. The Middle States publication, Self-Study, Creating a Useful Process and Report, reinforces the need for the involvement of the entire college community throughout the Self-Study process.

In an effort to address this need, a Self-Study Communication Plan has been developed by the Institutional Marketing Department and the Self-Study Co-Chairs. Specific aspects of this plan feature:

  • A public website dedicated specifically to the Self-Study process. This website will contain:
    • Overview of the Self-Study process;
    • Self-Study Schedule;
    • Self-Study Design; and
    • Contact information for the Self-Study Co-Chairs to allow the public to ask questions and give feedback.
  • Townhall Meetings;
  • Open Campus Discussions; and
  • Email announcements sent to the College Community with status updates on the Self-Study process.

Additional opportunities for community involvement will include scheduled meetings during the Self-Study preparation visit with the MSCHE liaison. Public forums dedicated to the completed Self-Study draft will be scheduled and the entire college community will be invited to read and comment on the final Self-Study report.


X. Profile of the Evaluation Team

The following description of individuals serves as the Institution’s recommendations concerning the characteristics of the Self-Study Chairperson and Evaluation Team Members. These descriptions were formed by careful consideration of the Institution’s current status as well as the strategic direction of the Institution.

  1. A President from a public, similar-sized institution;
  2. A Chief Financial Officer from a public, similar-sized institution;
  3. An Academic Dean with experience in interdisciplinary curriculum;
  4. A Senior-Level executive with experience in institutional effectiveness and outcomes assessment;
  5. A Senior-Level Faculty member with expertise in online learning and/or technical careers;
  6. A Senior-Level Fund-Raising Executive from a public, similar-sized institution; and
  7. A Senior-Level Executive in Student Affairs from a public, similar-sized institution.

Comparative institutions in the Middle States Accreditation Region include:

  • SUNY Ulster
  • SUNY Herkimer
  • Allegany College of Maryland
  • Cecil College
  • Pennsylvania Highlands Community College

The Steering Committee believes representatives from institutions within the immediate tristate area or the state of New Jersey may present conflicts of interest.