Middle States Self-Study
Salisbury University
2003-2006
What is a Middle States
accreditation?
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10-year interval of self-examination, external review,
and commission approval (with a 5 year Periodic
Review Report) that an institution meets specified
regional standards of quality
Initial approval is accreditation; subsequent renewal is
reaccreditation
A requirement for receiving federal funding (student
financial aid grants and loans, federal grants, etc.)
In the Middle States region, affirmation of 14
standards of higher education achievement
Why accreditation?
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The “good housekeeping seal of approval” for
proprietary schools, colleges, and universities, primary
and secondary school systems
An honest look at the University’s demonstrated
strengths and challenges
Institutional renewal—opportunity to renew strengths,
assess continuing challenges, and identify new
challenges
Consensus recommendations for the next decade
What does “Middle States” mean?
Middle States Association of Colleges and Schools
Commission on
Elementary Schools
Commission on
Secondary Schools
Commission on
Higher Education
Regional Commissions of the Council
for Higher Education Accreditation
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New England
Southern
North Central
Western
Northwest
Middle States--serving New York, New Jersey,
Pennsylvania, Delaware, Maryland, the District of
Columbia, Puerto Rico, and the U.S. Virgin Islands, as well
as the Mid-East, Near-East, Africa, and Europe.
Goals of SU’s Self-Study
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The Middle States Self-Study provides a forum to conduct a comprehensive
review of SU’s suppositions, practices, programs, personnel, policies, and
institutional habits. By conducting a multiyear, data-driven and consensusbased study of its own strengths and opportunities for change, Salisbury
University will
involve the campus community and constituent communities in an
assessment of Salisbury’s mission, educational programs, activities, ongoing
processes of planning, resource allocation, and institutional renewal;
provide a framework for continual improvement of Salisbury University’s
educational and administrative inclusiveness and effectiveness;
enhance the shared understanding of Salisbury’s central purpose as an
educational institution;
create a common vision of where the institution will go in the future; and
provide comprehensive and coherent recommendations for Salisbury
University’s next decade (2006-16)—recommendations that have been
carefully crafted, assessed, and affirmed by its constituencies.
What is the timeline and process for Salisbury?
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√ Fall 2003: Steering committee of the self study appointed
√ Spring 2004: Creating the self-study design
Fall 2004: Campus affirmation and Middle States √ approval of
the design; √ formation of working groups. Nov 5th—Campus
visit by Middle States liaison
Spring 2005: Working groups investigate and write their
reports
Summer 2005: First draft of the self-study report
Fall 2005: Completion of report—Campus visit by team chair
February 2006 (3-1/2 days): 10-member team visit
Spring and summer 2006: Commission action (spring and
summer 2006) and any campus response
Choice of the Self-Study Design
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Comprehensive (60-75% of Middle States institutions)
Comprehensive with special emphasis/emphases (13-28%)
Special focus periodic self-study (12%)
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After discussion, the steering committee narrowed its options to
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comprehensive review
comprehensive review with special emphasis (with diversity, resource allocation,
and institutional renewal as contenders for such special emphasis)
Decision: the committee chose
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a comprehensive review process in which diversity, resource allocation, and
institutional renewal are central components within its working groups—a
characteristic example of consensus work that marked the steering committee’s
deliberations.
Five working groups that combine the 14 standards & SU’s six values (excellence,
student-centeredness, learning, community, civic engagement, diversity)
What have we accomplished so far?
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The Self-Study Design Document
Five Working Groups with over 75 campus participants
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1. Academic Excellence: Faculty and Curriculum
2. Student-Centeredness, Mission, and Institutional Identity
3. Diversity and Globalization
4. Community Engagement, Governance, and Leadership
5. Planning, Resource Allocation, and Institutional Renewal
258 analytical charging questions (38 to 69 per working group)
Approval of the design (7/1/04)—Middle States indicates “the design
is overall an excellent one, and it reflects the very active participation of
the steering committee and working groups, particularly in the
development of thoughtful charge questions.”
What will each Working Group do?
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assess the University’s current effectiveness in meeting
the specific categories and Middle States standards
assigned to it;
write a 25-page report (6300 words) plus tables, charts
and appendices, responding to its charging questions,
submitted to the self-study chair by May 1, 2005;
make a clear set of recommendations for the next
decade to address topics the working group considers
necessary.
14 Standards
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Std 1: Mission, Goals, and
Objectives
Std 2: Planning, Resource
Allocation, and Institutional
Renewal
Std 3: Institutional Resources
Std 4: Leadership and
Governance
Std 5: Administration
Std 6: Integrity
Std 7: Institutional
Assessment
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Std 8: Student Admissions
St. 9: Student Support
Services
Std 10: Faculty
Std 11:Educational Offerings
Std 12: General Education
Std 13: Related Educational
Activities
Std 14: Assessment of
Student Learning
Standard 1:Mission, Goals, and
Objectives
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The institution’s mission clearly defines its purposes within the
context of higher education and explains whom the institution
serves and what it intends to accomplish.
The institution’s stated goals and objectives, consistent with the
aspirations and expectations of higher education, clearly specify
how the institution will fulfill its mission.
The mission, goals, and objectives are developed and recognized
by the institution with its members and its governing body and
are utilized to develop and shape its programs and practices and
to evaluate its effectiveness. (Working Groups 2 and 4)
Standard 2: Planning, Resource
Allocation, and Institutional Renewal
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An institution conducts planning and resource
allocation on its mission 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. (Working Group 5)
Standard 3: Institutional Resources
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The human, 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. (Working Group 5)
Standard 4: Leadership and
Governance
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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. (Working Group 4)
Standard 5: Administration
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The institution’s administrative structure and
services facilitate learning and
research/scholarship, foster the improvement of
quality, and support the institution’s recognition
and governance. (Working Group 4)
Standard 6: Integrity
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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 to academic and intellectual
freedom. (Working Groups 1, 2, 4, and 5)
Standard 7: Institutional Assessment
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The institution has developed and implemented an assessment
plan and process that evaluates its overall effectiveness in
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achieving its mission and goals;
implementing planning, resource allocation, and institutional renewal
processes;
using institutional resources efficiently;
providing leadership and governance;
providing administrative structures and services;
demonstrating institutional integrity;
and assuring that institutional processes and resources support
appropriate learning and other outcomes for its students and graduates.
(Working Groups 1, 2, 3, 4, 5)
Standard 8: Student Admissions
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The institution seeks to admit students whose
interests, goals, and abilities are congruent with
its mission. (Working Groups 2 and 3)
Standard 9: Student Support Services
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The institution provides student services
reasonably necessary to enable each student to
achieve the institution’s goals for students.
(Working Groups 2 and 3)
Standard 10: Faculty
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The institution’s instructional, research, and
service programs are devised, developed,
monitored, and supported by qualified
professionals. (Working Groups 1 and 3)
Standard 11: Educational Offerings
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The institution’s educational offerings display
academic content, rigor, and coherence that are
appropriate to its higher educational mission.
The institution identifies student learning goals
and objectives, including knowledge and skills,
for its educational offerings. (Working Groups
1 and 3)
Standard 12: General Education
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The institution’s curricula are designed so that
the students acquire and demonstrate collegelevel proficiency in general education and
essential skills, including
oral and written communication,
 scientific and quantitative reasoning,
 critical analysis and reasoning,
 technological competency,
 and information literacy (Working Groups 1 and 3)
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Standard 13: Related Educational
Activities
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Institutional programs or activities that are
characterized by the following meet appropriate
standards:
particular content,
 focus,
 location,
 mode of delivery,
 or sponsorship (Working Groups 1 and 3)
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Standard 14: Assessment of Student
Learning
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Assessment of student learning demonstrates
that the institution’s students have the knowledge,
skills, and competencies consistent with institutional
goals
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appropriate higher education goals. (Working
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Groups 1, 2, 3, 4, 5)
Middle States Steering Committee
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Member
Robin Adamopoulos
Anita Brown
David Buchanan
Kerri Jones Bunting
Grace Clement
Sandra Cohea-Weible
Betty Crockett
Ron Dotterer
Charles Emery
John Fields
Susan Muller
Darrell Newton
Bryant Penn
Bryan Price
Elizabeth Rankin
Lesley Schiff
Brenda Stanley
Rosemary Thomas
Ying Wu
Ellen Zinner
Relationship with the SU Community
Graduate student
Assistant Professor of Chemistry (alumna)
Provost and Vice President for Academic Affairs
Alumni Association (alumna)
Associate Professor of Philosophy and Department Chair
Liaison from Academic Affairs to the steering committee
Associate Vice President for Administration and Finance (alumna)
Professor of English and Self-Study Chair
Board of Directors Member: Salisbury University Foundation
Assistant Vice President for Student Affairs (alumnus)
Associate Professor of Physical Education and Faculty Senator
Assistant Professor of Communication and Theatre Arts
Undergraduate student
Director of Institutional Research, Assessment, and Accountability
Professor of Nursing
Staff Technician in Blackwell Library and MCEA representative
Telecommunications Manager and Staff Senate representative
Vice President for University Advancement
Associate Professor of Economics
Assistant to the President
Steering Committee
Working Groups
Group 1: Academic Excellence:
Faculty and Curriculum
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Anita Brown, Assistant Professor of Chemistry (alumna) and
Ying Wu, Associate Professor of Business (co-chairs). Michael
Garner, Professor of Accounting (co-chair, spring 2005)
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Sandra Cohea-Weible (Assistant Vice President for Academic Affairs)
Thomas Jones (Dean of the Henson School of Science and Technology)
Nancy Michaelson (Associate Professor of Education)
Fran Sistrunk (Instructor of Social Work)
Donald Spickler (Assistant Professor of Math and Computer Sciences)
Tony Whall (Director of the Honors Program and Professor of English)
Arlene White (Associate Professor of Modern Languages and General Education
Coordinator)
an additional staff member
undergraduate student
Group 2: Student-Centeredness,
Mission, and Institutional Identity
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Byron Hughes Area Director, Housing & Resident Life
(alumnus) and Brenda Stanley, Telecommunications
Manager (alumna) & Staff Senate rep (co-chairs)
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Robin Adamopoulos (graduate student)
Jennifer Berkman (Director of Student Health Services)
David Gutoskey (Assistant Director of Housing/Residence Life)
Jason Jacoski (undergraduate student)
Kathryn Kalmanson (Head Reference Librarian)
Timothy O’Rourke (Dean of the Fulton School of Liberal Arts)
Bryant Penn (undergraduate student)
Laura Thorpe (Director of Admissions)
Ellen Zinner (Assistant to the President)
4 faculty, one from each school
Group 3: Diversity and Globalization
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Grace Clement, Associate Professor of Philosophy, Department
Chair, and Darrell Newton, Assistant Professor of
Communication and Theatre Arts (co-chairs)
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Marvin Ames (Buildings and Grounds, MCEA representative)
Alice Bahr (Dean of Libraries and Instructional Resources)
Carolyn Bowden (Associate Professor of Education)
Kevin Carreathers (Assistant to the VP of Academic Affairs for Institutional
Diversity)
James Forte (Assistant Professor of Social Work)
Robert Hallworth, Director of International Education
Agata Liszkowska (Co-ordinator of International Student Services)
Anjali Panday (Associate Professor of English)
Jing Quan (Assistant Professor of Information and Decision Sciences)
Gerald St. Martin (Professor of Modern Languages)
Rosemary Thomas (Vice President for University Advancement)
Janine Vienna (M.B.A. Director)
Vaughan White (Director of Multiethnic Student Services)
Candace Wimberly (undergraduate student, president of NAACP)
Group 4: Community Engagement,
Governance, and Leadership
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John Fields, Assistant Vice President for Student Affairs (alumnus)
and Susan Muller, Associate Professor of Physical Education
(alumna) and Faculty Senator (co-chairs)
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Robin Bowen (Campus Recreation)
Kerrie Jones Bunting (Alumni Association board member and alumna)
Charles Emery (Salisbury University Foundation board member)
Bill Folger (Assistant Professor of Music)
Francis Kane (Co-Director Public Affairs and Civic Engagement Institute and
Professor of Philosophy)
Dennis Pataniczek (Dean of the Seidel School of Education and Professional
Studies)
David Parker (Professor of Math and Computer Science)
James Phillips (Chief, University Police)
Lesley Schiff (Technician in Blackwell Library and MCEA representative)
George Whitehead (Professor of Psychology)
undergraduate student
Group 5: Planning, Resource
Allocation, and Institutional Renewal
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Betty Crockett, Associate Vice President for Administration and
Finance (alumna) and Elizabeth Rankin (Professor of Nursing)
(co-chair spring and fall 2004). Robert Tardiff Professor of
Mathematics (co-chair, spring 2005-on)
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John Bing (Professor of Education)
David Buchanan (Provost and Vice President for Academic Affairs)
Debra Clark (Executive Administrative Assistant, Seidel School of Education and Professional
Studies)
Wayne Decker (Professor of Business Administration)
Elizabeth Emmert (Assistant Professor of Biology)
Lisa Gray (Assistant Director of Book Rack)
Bryan Horikami (Advising Co-ordinator, Fulton School of Liberal Arts)
Kevin Mann (Director of Physical Plant/Building Trades)
Willie Moore (Dean of the Perdue School of Business)
Kim Nechay (Assistant Director, SU Foundation)
Bryan Price (Director of Institutional Assessment, Research and Accountability)
Melissa Thomas (Instructional Designer for Teaching & Learning Network; Staff Senate chair)
Undergraduate student
For continually updated information
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Or to read more about the Middle States selfstudy and to find Middle States publications
Check the Salisbury University Middle States
website at
http://www.salisbury.edu/iara/Accreditation/Welcome.htm
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Middle States Self Study