Medaille College: Self-Study 2013

Enrollment (Fall 2012)

  • Total full-time enrollment: 2307
  • Total part time enrollment: 280
  • Total full time undergraduate: 1618
  • Total part time undergraduate: 185
  • Total full time graduate: 689
  • Total part time graduate: 95
  • Resident students: 371
  • Average class size: 17
  • Student to faculty ratio: 14:1

Contact Medaille

Buffalo Campus
18 Agassiz Circle
Buffalo, NY 14214
(716) 880-2000
(800) 292-1582

Rochester Campus
1880 S. Winton Rd.
Rochester, NY 14618
(585) 272-0030
(866) 212-2235

Entance to Medaille's Main Building at Sunset
        

During the 2012–2013 academic year, the Middle States Commission on Higher Education (MSCHE) will conduct a decennial review of Medaille’s accreditation status. In its publication, Self-Study: Creating a Useful Process and Report, MSCHE stresses that "accreditation is intended to strengthen and sustain higher education, making it worthy of public confidence and minimizing the scope of public external control." Furthermore, accreditation attests that Medaille College:

 

  • has a mission appropriate to higher education;
  • is guided by well-defined and appropriate goals, including goals for student learning;
  • has established conditions and procedures under which its mission and goals can be realized;
  • assesses both institutional effectiveness and student learning outcomes, and uses the results for improvement
  • is accomplishing its mission and goals substantially;
  • is organized staffed and supported so that it can be expected to continue to accomplish its mission and goals; and
  • meets the eligibility requirements and standards of the Middle States Commission on Higher Education.

The decennial review includes an institutional self-study report, as well as a visit by a team of external peer evaluators appointed by MSCHE. The self-study is at the heart of accreditation review. MSCHE recommends that an institution begin the self-study process approximately two-and-a-half to three years prior to the date of the decennial review. The self-study report that results from this process will be examined by external evaluators prior to their site visit, and the report, combined with the site visit, will provide the basis for determining the extent to which Medaille continues to meet MSCHE accreditation standards.

The Self-Study Process: An Overview

The self-study process is designed to examine the mechanisms and procedures used by the institution to set goals, evaluate its progress toward those goals, and design and implement strategies to enhance continuously its overall mission effectiveness. The process, in short, is designed to ascertain the congruence between what we say we do and what we are actually accomplishing.

The self-study process has two major purposes. First, it will allow the College to assess comprehensively
the effectiveness of its strategic planning efforts and thus inform the institution’s ongoing planning for appropriate enrollment levels, program development, and fundraising in support of our mission, goals, and aspiration over the next five to ten years. As such, the self-study process intersects significantly with development of the 2011 – 2014 Strategic Plan, Focus Fourteen. Second, the process will produce a report that demonstrates the degree to which Medaille possesses the characteristics of excellence described in the accreditation standards of MSCHE and that makes recommendations for improving compliance with those standards.

Organization of the Self-Study Process

The self-study will use a comprehensive approach to examine compliance with all fourteen MSCHE standards and strengthen the College’s planning-assessment cycle. In order to facilitate a comprehensive approach and align the self-study with development of the 2011–2014 Strategic Plan, MSCHE standards are bundled under each of the four themes guiding the 2011–2014 Strategic Plan.

The Self-Study Steering Committee will organize and manage the overall process. The membership of the Steering Committee includes two co-chairs, Barbara Coulter Kurasch, the Senior Director of SAGE Academic Services and Dr. Brad Hollingshead, the Associate Dean for Foundational Learning & Assessment; Dr. Douglas W. Howard, the Vice President for Academic Affairs; Patrick McDonald, the Director of Institutional Research and Planning; Kari Costelloe, the Coordinator of Academic Program Development; and the co-chairs of the Self-Study Working Groups. Steering Committee co-chairs are responsible for directing the self-study and writing the final report. The Vice President for Academic Affairs serves as a liaison between the Committee, the President and his Cabinet, and the Board of Trustees. The Director of Institutional Research and Planning facilitates the collection, organization, and analysis of institutional data, and the Coordinator of Academic Program Development is responsible for maintaining college-wide communication about the process and assisting in the use of MSCHE resources.

The Working Groups are at the heart of the self-study process. There are four Working Groups, each co-chaired by a faculty member and administrator. Each Working Group is responsible for a single theme of the self-study and the MSCHE standards aligned with that theme.

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