MSCHE Standards

 

Middle States’ accreditation is an expression of confidence in an institution’s mission and goals, its performance, and its resources. Based upon the results of institutional review by peers and colleagues assigned by the Commission, accreditation attests to the judgment of the Commission on Higher Education that an institution has met the following criteria: 


·  that it has a mission appropriate to higher education;
·  that it is guided by well-defined and appropriate goals, including goals for student learning;
·  that it has established conditions and procedures under which its mission and goals can be realized;
·  that it assesses both institutional effectiveness and student learning outcomes, and uses the results for improvement;
·  that it is accomplishing its mission and goals substantially;
·  that it is organized, staffed, and supported so that it can be expected to continue to accomplish its mission and goals; and
·  that it meets the Requirements of Affiliation and accreditation standards of the Middle States Commission on Higher Education.
 
Camden County College demonstrates how the MSCHE accreditation Standards are met within the context of the institutional mission and goals.  Camden County College demonstrates compliance with the Standards in substantial measure, conducts activities in a manner consistent with the standards, and engages in ongoing processes of self-review and improvement.

 

Standard Characteristics of Excellence
Roadmap Data Collection Worksheet
Institutional Context



 1: Mission and Goals
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 2: Planning, Resource Allocation and Institutional Renewal
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 3: Institutional Resources
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 4:Leadership and Governance
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 5: Administration
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 6. Integrity
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 7: Institutional Assessment
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Educational Effectiveness



 8: Student Admissions and Retention
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 9: Student Support Services
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10: Faculty
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11:  Educational Offerings
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12: General Education
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13: Related Educational Activities
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14: Assessment of Student Learning
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Standard 7: Institutional Assessment

Middle States Standard 7: Institutional Effectiveness Document Road Map
(Middle States, 2009, pp 66-67 and Commission on Higher Education Assessment Task Force recommendations, 10/11/12)
 

An accredited institution is expected to provide documented evidence of a sustained and collaborative process that:

S7 FE 1.1. Identifies institutional and unit goals and their inter-relationships with one another and with the institution’s mission;
S7 FE 1.2. Collects qualitative and/or quantitative data related to those goals;
S7 FE 1.3. Communicates and shares results among appropriate stakeholders;
S7 FE 1.4. Uses these data for documenting success and improving programs and services;
S7 FE 1.5. Informs institutional and unit planning; and,
S7 FE 1.6. Is periodically evaluated.

Camden County College Strategic Plan to 2015
Indicators of Institutional Effectiveness Reporting Out

Institutional Effectiveness Plan

Periodic Review Report June, 2013


Standard 14: Student Learning Assessment


Middle States Standard 14 Fundamental Elements for Assessment of Student Learning Document Road Map
(Middle States, 2009, pp 66-67 and Commission on Higher Education Assessment Task Force recommendations, 10/11/12)
 

An accredited institution is expected to provide documented evidence of a sustained and collaborative process of assessment of student learning, across all degree levels (undergraduate, graduate, and professional) that includes the following:

S14 FE 1.1. Clearly articulated statements of expected student learning outcomes at the institution, degree/program, and course level their inter-relatedness with one another and with the institution’s mission;

Institutional Learning Outcomes and Program Student Learning Outcomes are articulated in the Academic Program Guide and the college catalog.  Course Learning Outcomes are articulated in the course syllabus.
·    Student Learning Outcomes Assessment Plan 2013-2015

·    Institutional Effectiveness/General Education Assessment
·    2013 Camden County College Catalog and Academic Program Guide
·    Sample Department Master Syllabi



S14 FE 1.2. Courses or other experiences that provide opportunities for students to achieve institutional and degree/program outcomes;
Curriculum Mapping
Through curriculum mapping, faculty determine whether all Camden County College graduates have adequate opportunities to achieve all core competencies and program/course learning outcomes.  It is a process for showing curriculum-integration at the institutional, program and course levels and identifying where students in a program or course achieve learning outcomes and core competencies.

The Inter-relatedness component of academic programs’ assessment of student learning outcomes is demonstrated through the interconnectedness of Course Level Student Learning Outcomes as indicated on the Departmental Master Syllabi, and the Programmatic Student Learning Outcomes.  Each year, faculty review and record how the learning outcomes at both the course and the program levels are appropriately integrated with one another.

Through both curriculum mapping and completion of the interconnectedness chart, faculty determine whether all Camden County College graduates have adequate opportunities to achieve all core competencies and program/course learning outcomes.  This process demonstrates curriculum integration at the institutional, program and course levels and identifies where students in a program or course achieve learning outcomes and core competencies.

Assessment of Student Learning
·    Curriculum Maps 2010/2011
·    Assessment Summary 2010/2011
·    Interconnectedness 2010/2011

S14 FE 1.3. Assessments demonstrating the extent of student achievement of those institutional and degree/program outcomes;
Student Learning Outcomes Assessment Plan 2013-2015
Assessment of Student Learning
P-SLO Assessment Checklist

S14 FE 1.4. Dissemination and discussion of assessment results with faculty and other appropriate stakeholders;
S14 FE 1.5. Use of assessment results for documenting success and/or improving student learning, pedagogy and curriculum;
S14 FE 1.6. Use of assessment results in support of academic planning; and,

Assessment findings are discussed throughout the academic year at Opening Day events, Division, Chairs and Coordinators and Department meetings. Assessment results are collected and shared though the College's internal shared drive which contains multiple years of reported student learning assessment data, artifacts and their utilization to improve student learning.
2013 Assessment Exemplars - Academic Departments

2013 Assessment Exemplars - Administrative Services

2012-2013 Curriculum Action Summary

2011-2012 Curriculum Action Summary


S14 FE 1.7. Periodic evaluation of the overall assessment process.

As a result of the two year process of self-assessment in preparing for their Periodic Review Report, the College has come to realize the importance of creating a culture of shared responsibility and integration of assessment activities. Efforts to reduce the dependence on the Office of Curriculum and Assessment in the implementation of assessment activities, including the collection and management of assessment data, have empowered newly formed faculty teams to become active participants in the assessment process. 

In 2013, the existing Student Learning Outcomes Committee’s responsibilities were expanded with a new charge; to assist the academic dean in the mentoring of faculty and implementation of assessment initiatives within their division. Under the leadership of an Associate Dean of Curriculum and Assessment, stipends were offered to at least two faculty members per division to serve as Student Learning Outcomes Assessment (SLOA) Liaisons. SLOA Liaisons are responsible for meeting with assigned program coordinators, assisting faculty in the collection of assessment data and assisting the dean in recording and tracking documentation and assessment summaries. In just one semester of decentralized assessment oversight, there have been significant improvements in the quality of assessment and compliance with documentation requirements. New tools, including an Assessment Verification Checklist, have been created to assist faculty in the assessment process, providing additional resources to interpret assessment results and understand how the assessment activities tie back to programmatic and institutional mission.