April 23, 2002, effective May 16, 2002

INSTITUTIONAL ACCREDITATION
SELF-STUDY GUIDE

INTRODUCTION

Degree-granting institutions in New York State may designate the New York State Board of Regents and the Commissioner of Education as their nationally recognized accrediting agency for the purpose of establishing eligibility for student aid funds available under Title IV of the Higher Education Act of 1965, as amended. Institutions receiving such designation must meet the quality standards established by the Regents and the Commissioner of Education for voluntary institutional accreditation. Institutional adherence to these standards is periodically confirmed through a process of institutional self-study and subsequent peer review.

The Office of Higher Education, acting under the authority of the Regents and the Commissioner, has prepared this “Self-Study Guide” to assist institutions in undergoing a review for purposes of institutional accreditation. The self-study requires an examination of the entire institution and the contributions of its departments to the institution as a whole. The process is intended to help identify areas that need strengthening and suggest future actions as well to assure compliance with accreditation standards.

This guide includes:

• a description of the format for the self-study
• a summary data form (printable page)
• statements of the applicable standards, " examples of compliance " and "suggested documentation"
• a list of materials commonly used in documentation of the self-study and in the subsequent on-site review (Attachment A)
• specific forms to be used in the self-study (Attachment B)

Because of the distinctiveness of each institution, it is important that the institutional representative coordinating the self-study maintain ongoing communication with the Department's designated review coordinator during all phases of the self-study process.

SELF-STUDY FORMAT

An institution must assess itself in terms of all applicable sections of the standards for institutional accreditation. Under each standard, or grouping of standards, three responses are requested:

1. Data:  In this section, the institution provides current and accurate information describing its present status with regard to the standard cited.  The statements of "examples of compliance" and "suggested documentation" are intended to assist the institution in its self assessment of compliance and to identify any areas needing changes, as well as to assist peer reviewers and decision-making bodies in reaching decisions on accreditation and renewal of accreditation.  Documentation may vary in type and scope, depending on an institution’s mission and scope of instruction.  The institution should consult with the review coordinator to clarify documentation appropriate to its circumstances.  Documentation commonly required is cited in Appendices A and B of this self-study guide.



2. Analysis: In this section, the institution provides a careful and thorough evaluation of its compliance with the standard cited and of the effectiveness of its policies and practices in the area addressed by the standard.  It gives due recognition to both accomplishments and areas for improvement.



3. Plans: In this section, the institution presents its plans to build on its strengths in the area addressed or to correct identified weaknesses or matters of non-compliance.