Middle States Self-Study Design - October 2023 | York College of Pennsylvania

SELF-STUDY DESIGN

Prepared for Middle States Commission on Higher Education

YORK COLLEGE OF PENNSYLVANIA

October 2, 2023

SECTION I Institutional Overview

Established in 1787, York College of Pennsylvania is a private, four-year college located in the city of York, a hub of arts and industry near Baltimore and Philadelphia. Housed on 190+ acres, the College is known for its focus on experiential learning and community engagement, serving over 3,200 undergraduate and 300+ graduate students in more than 70 baccalaureate majors, along with 30+ professional graduate degree and certificate programs. York College is ranked within the top 100 of Regional Colleges and Universities in the North by U.S. News. The College’s robust recreation and athletics program is among the best in the region, and is home to 24 NCAA Division III sports teams and 30+ intramural sports. York prides itself on its experienced and engaged faculty; its experiential learning and student-centric approach; its commitment to small class size and personalized advising; and its long-standing commitment to affordability and accessibility.

THE PROGRESSION OF YORK COLLEGE

York College is located in an economically vibrant area of approximately 60,000 people, with a solid industrial base as well as productive service and agricultural centers. Due to the proximity to major Northeast Cities, the college focuses on training career-ready individuals, equipped to work in the small towns, medium-sized cities, or major metropolitan areas nearby.

Founded in 1787 as the York County Academy, the Academy became York Junior College in 1941 and York College of Pennsylvania in 1968. Throughout its history, York College has always been regionally focused on educating people for future careers with skills valuable to employers in the region and beyond. To best serve the area, York College develops and maintains excellent regional partnerships that benefit students and area businesses. In the last 10 years, the College has created a formal structure that allows our students and faculty to benefit from area businesses, non-profits, community groups, and government agencies, and also allows these external groups to benefit from the intellectual capital that York College possesses and shares. The JD Brown Center for Entrepreneurship, founded in 2007, and the Knowledge Park, opened in 2023, partner with groups such as WellSpan Health, DataForma, and MRG Labs and reflect the mutual benefit that these types of relationships provide to the region and to York College students.

With its strong mission, in-demand Major programs, and its Generation Next general education curriculum, York College remains committed to the liberal arts as the foundation for preparing career-ready students for a global workforce.

INSTITUTIONAL MISSION AND VISION

In May 2022, the Board of Trustees of York College reaffirmed the Mission and Vision Statement and accepted these revised Goals:

MISSION STATEMENT

York College prepares its graduates for productive and purposeful lives. As a diverse community of educators and learners, we provide high-quality, private education that emphasizes personal development, close faculty/student mentoring relationships, and real-world experiences. We partner with our community for the benefit of both our students and the broader region. We strive to make this world-class, private education financially accessible.

VISION STATEMENT

York College will be the premier destination for students seeking an education that integrates career preparation with a strong foundation in the liberal arts, and will be a catalyst for positive change in higher education and in the broader community.

YORK COLLEGE WILL STAND APART THROUGH:

• Our graduates, known for their readiness to compete in dynamic and competitive global environments, and for the innovative spirit they bring to their life’s work;

• Our faculty, known for their expertise, engaging teaching techniques and their commitment to student success;

• Our programs, known for their academic excellence and their relevance to a world of careers; and

• Our campus and community, known for the distinctive curricular and co-curricular experiences that support student development and our commitment to economic, social, and environmental sustainability.

GOALS TO ACHIEVE THE VISION

1. York College will develop a national reputation for innovation and experiential learning (High Impact Practices).

2. York College will attract, enroll, and retain a robust and diverse undergraduate, graduate, and non-traditional student body.

3. York College will empower students for personal and professional success.

4. York College graduates will be career-ready professionals, prepared for the competitive global market and engaged with their alma mater.

5. York College will ensure organizational resiliency by fostering mission-based philanthropy, managing its resources effectively and sustainably, providing financial support to our students, and engaging and empowering a thriving employee base.

STUDENT POPULATION AND TRENDS

York College of Pennsylvania is a private-sector, independent institution of higher education, which focuses on offering baccalaureate degree programs in professional fields as well as in the arts and sciences. As a comprehensive college, the institution is rooted in the liberal arts and recognized for excellence in its business, education, engineering, and nursing programs. Students may also enroll in programs leading to the associate degree, master’s degree, and doctoral degree in selected professional fields. Additionally, the College supports dual enrollment for area high school students. Due to expansion of the number of graduate programs offered, the College has been able to increase graduate student enrollment at the institution. The College continues to attract transfer students, and has increased its enrollment of military veterans. The College has 170 full-time faculty, and a talented pool of part-time faculty, who contribute their expertise to the education of York College students.

The College draws its students from 21 states and 12 foreign countries. Typically, 65% of York’s first-year students come from Pennsylvania, 16% from Maryland, 6% from New Jersey, 4% from New York, and strong contingents from Virginia and Delaware. Fifty-five percent of its undergraduate students reside in college housing; others commute from their homes or live in rental housing in the vicinity of the campus. As of Fall 2022, the gender profile of the College population is 55% female or identifying as female, and its ethnicity and race profile is 75% White, 9% Hispanic, 7% Black, 2% Asian, with additional students of Indigenous, Pacific, or of multiple racial backgrounds.

INSTITUTIONAL HIGHLIGHTS AND KEY ENVIRONMENTAL FACTORS

York College is dedicated to the intellectual, professional, and social growth of its students. The College helps them develop a concrete plan to attain academic growth and career success; engages them in “real world” learning experiences in and outside of the classroom; and prepares them to be professionals in whatever career they choose to pursue. York is a center of affordable academic excellence, and has consistently received favorable regional and national recognition for its success in offering a program of high quality at a tuition rate lower than institutions of similar type, scope, and distinction. York’s effective control of tuition costs stems from its dedication to efficiency and from the long-term, generous support of the College by its friends in the York community and its alumni. This support has provided both excellent physical facilities and permanent endowment resources sufficient to fund institutional scholarships and financial aid for students. York uses this fiscal strength in turn to keep the education more affordable through relatively modest charges for tuition and campus housing.

CURRICULAR HIGHLIGHTS AND ENHANCEMENTS

York College has specialized accreditation for its business, engineering, nursing, allied health, recreation, sport management, and music programs. Teacher certification programs in education have been approved by the Pennsylvania Department of Education.

The College has continued its advancement as a center for learning, scholarship, public service, community engagement, and cultural affairs. The evolution of its curriculum continues to demonstrate attention to the needs of employers and student interest. The College has developed additional programs for in-demand fields, such as within health care (e.g., exercise science, healthcare administration, cannabinoid chemistry, and a RN to BSN program offered

online), sustainability (e.g., environmental horticulture), security (e.g., intelligence analysis and cybersecurity), engineering (e.g., civil engineering), and communication (e.g., sport media, technical communication and writing), and has expanded and restructured offerings in business-related majors (e.g., human resource management).

Joining a doctoral program in nursing practice (Anesthesia) instituted in 2011, the College has expanded master’s and certificate programs in nursing, education, business-related fields, and public policy.

Additionally, the College has added post-baccalaureate and post-master’s certificate programs in a variety of fields in education, business, and health care. The College also began to offer additional undergraduate courses online to provide greater flexibility for our students.

Other academic enhancements include:

Honors Community: The College has developed an Honors Community of students. There are two types of programs: Fellowships and Engaged Scholars Programs. Within these programs, there are a variety of smaller cohorts, each focused on a different area of impact. Students begin by choosing a program that aligns with their goals, interests, and talents. From there, they work with ambitious classmates and a deeply engaged group of faculty to pursue meaningful, impactful projects.

Fellowships include the Presidential Research Fellows and the Graham Collaborative Innovation Fellows. Engaged Scholars programs include Eisenhart Community Scholars, Gordon Leadership Scholars, DelliCarpini Community Art Scholars, Hope Scholars, and STEM scholars.

Generation Next General Education Program: During the last MSCHE self-study period, York College was just beginning to implement its new general education curriculum, called Generation Next, and now, finishing its eighth year, the College has been able to use Generation Next as the basis for conducting student learning assessment and for pursuing pedagogical innovation in general education teaching.

SUPPORT FOR STUDENTS

With a total enrollment of 3,500 undergraduate and graduate students, the College remains committed to providing the quality education experience in a supportive environment that has characterized the York educational experience for more than 200 years. Through a number of additions, the College continues to support the holistic development of its students and to address the needs of an increasingly diverse and changing student body. In Spring 2022, the College hired its first Director of Student Diversity and Inclusion, whose mandate includes overseeing DEI initiatives, faculty development and training, religious life, the Spartan Food Pantry, and international student programming. The College has invested in additional resources to address the mental health needs of its students, such as TimelyCare, and has built several new suite-style dorms and residential townhomes to meet what students want from a residential college experience. As a result of COVID-19, and not dissimilar from the experience of other colleges, a major project for 2020 was the expansion of classroom-based technology, allowing for greater flexibility in the modality of classroom instruction. Accessibility support services have also been updated to include best practices in providing accommodations for students with disabilities and varied learning needs.

CAMPUS FACILITIES

Campus acreage and facilities have continued to expand, including the development of property located to the north of campus on the former Kings Mill industrial site. The College’s campus has been substantially improved through a number of new or renovated facilities, representing investments in many areas of campus life:

• Center for Community Engagement (CCE): The CCE is housed in a substantially redesigned building located in the heart of the city of York. It provides space for faculty and students to meet with and begin collaborations with community members and organizational leaders. It also includes a full professional food production management laboratory for the hospitality management program.

• Marketview Arts: This arts center provides space for the display of exhibits from nationally recognized artists, YCP student work, and community artists. The facility also provides studio space for students and local artists.

• Graham Center for Collaborative Innovation: Housed in the Diehl House at Knowledge Park, the GCCI, provides resources for students, faculty, industry stakeholders, and community partners to collaborate on projects with real-world impact. It also provides grants to teams of faculty and students with the goal of providing the basis for lasting change in our approach to teaching, in and outside of the classroom.

• J.D. Brown Center for Entrepreneurship: This facility provides space for York College students to work with area businesses or organizations to conduct projects that serve the needs of the client. It also offers a business incubator program for local entrepreneurs.

• Appell Environmental Horticulture Center: Thanks to the generosity of the Appell family, this center, currently in the final stages of expansion, provides teaching and greenhouse space for our biology and horticulture students to engage in laboratory work and research.

• NASDAQ Trading Lab: Housed in the Willman Business Center as part of the Graham School of Business, the lab “brings Wall Street to Country Club Road” by providing students with advanced training in financial markets.

• Athletics Facilities: The College installed NCAA standard tennis courts, renewed track facilities, and added new lighting on athletic fields to support night games.

SENIOR LEADERSHIP AND STRUCTURAL REORGANIZATION

Since York College’s last Middle State review, the College’s organization has undergone significant structural changes, including the following:

• Establishment of the Center for Community Engagement (CCE) in 2017, which has spearheaded renewed engagement with community and business partners in York and the surrounding area

• Reorganization of the College into five Schools in 2018: the Kinsley School of

Engineering, the Sciences and Technology; the Dr. Donald E. and Lois J. Myers School of Nursing and Health Professions; the School of the Arts, Communication and Global Studies; the Graham School of Business; and the School of Behavioral Sciences and Education

• Reorganization of upper administrative structure to include a Provost, two Associate Provosts (Student Success and Institutional Effectiveness), and Vice-Presidents for the following areas: Finance and Campus Operations, Enrollment Management, and Development.

CHALLENGES FOR THE INSTITUTION

The College certainly faces challenges, including enrollment and broadening the diversity of our faculty and student body. The College is well-placed and motivated, however, to meet these challenges. The College has welcomed its fifth president, Dr. Thomas Burns, who began his tenure in July 2023. The College will also welcome its second permanent provost, anticipated in 2025. Rounding out the list of changes and accomplishments is the conclusion of the Evolve comprehensive campaign, which raised close to $92 million to support scholarships, academic innovation, community engagement projects, athletics, and facilities. The College continues to evaluate its curriculum to ensure relevancy for the workforce that our students will enter, and to revise majors and courses accordingly.

ENROLLMENT AND RETENTION

As a tuition-based institution, enrollment and retention are critical to the financial viability of York College. Recent years have been difficult. Under the leadership of a new VP for Enrollment Management, York College has developed a meaningful plan to recruit regionally for undergraduates and to build our graduate enrollment. Additionally, the Associate Provost for Student Success created a Retention Committee to examine the challenges faced by students and to make recommendations to the institution in order to increase overall retention. Together, these measures are designed to maintain a vibrant campus community.

The below enrollment table reflects the needs of the institution for maintaining a healthy student body. We are proud to say that for Fall 2023, these new enrollment recruitment initiatives have yielded the largest incoming freshman class since 2017, exceeding projections.

The below Retention Rate and Graduation Rate Summary Table reflects the challenges YCP faces regarding retention.

TABLE 2

Retention and Graduation Rates

Fall Cohort: First-Time, Full-Time, Bachelor’s Degree-Seeking Undergraduate Students

Enrollment and retention will continue to be a challenge, but recent changes to leadership have shown promising signs of improvement.

COLLEGE AFFORDABILITY

Since its inception, York College has prided itself on being an affordable option for a four-year college education. The recent national conversation regarding college affordability has placed a spotlight on the costs associated with a four-year degree. Students at York College receive the benefits of a private, liberal arts degree at costs comparable to those of public institutions.

3

This table demonstrates that York College has had minimal increases in total costs associated with attendance, allowing students to earn degrees with as little debt as possible while still enjoying all the benefits of a college education and the college experience.

THE VALUE OF HUMANITIES BASED MAJORS

In line with national trends, enrollment in humanities, arts, and some social sciences majors has declined in recent years.

TABLE 4

Undergraduate Graduate

OPPORTUNITIES FOR THE INSTITUTION

In spite of these challenges, York College continues to contribute to the vitality of our community. Through the Center for Community Engagement (CCE), the Urban Collaborative engages York College students and faculty from multiple disciplines in project-based research that tangibly supports an improved quality of life in York City. Another program out of the CCE is the Spartan Volunteer Network. The Spartan Volunteer Network (SVN) connects York College students, educators, alumni, and local community partners with resources and opportunities for meaningful volunteer engagement. The work of the Spartan Volunteer Network is supported and advanced by student volunteer leaders and student staff members. The SVN Compass Program engages, equips, and empowers student volunteer leaders, including Team Leaders, student mentors, project designers, certified van drivers, Project Coordinators, and a graduate Scholar-in-Residence.

The York College Community Opportunity Scholarship Program (YCCOSP) is a unique partnership between York City Schools and York College designed to provide pre-college guidance and support to students at the area’s most under-resourced district. This partnership is designed to acclimate and elevate students at William Penn Senior High School through enrichment and college readiness courses during high school and upon graduation. YCCOSP scholars receive full tuition, room and board to earn a degree at York College, building a culture of higher education in a community often left behind.

Recent upgrades to athletic facilities and the addition of new athletic programs attract new students and allow current students to fully participate in campus life and feel connected to the college experience.

Finally, with a more strategic approach to segmented enrollment marketing, the College sees great growth potential in recruiting and retaining first generation college students, minority students, veterans, and adult learners.

These opportunities along with the growth of external partnerships through programs like the Knowledge Park will provide York College strategic growth moving forward. With the recent completion of the $92 million EVOLVE Comprehensive Campaign, it is clear that York College is valued by its alumni and the community and will continue to serve its students and the region.

SECTION II Self-Study Priorities

MISSION STATEMENT

York College prepares its graduates for productive and purposeful lives. As a diverse community of educators and learners, we provide a high-quality, private education that emphasizes personal development, close faculty/student mentoring relationships, and real-world experiences. We partner with our community for the benefit of both our students and the broader region. We strive to make this world-class, private education financially accessible.

VISION STATEMENT

York College will be the premier destination for students seeking an education that integrates career preparation with a strong foundation in the liberal arts, and will be a catalyst for positive change in higher education and the broader community. York College will stand apart through:

• OUR GRADUATES, known for their readiness to compete in dynamic and competitive global environments, and for the innovative spirit they bring to their life’s work;

• OUR FACULTY, known for their expertise, engaging teaching techniques, and commitment to student success;

• OUR PROGRAMS, known for their academic excellence and their relevance to a world of careers; and

• OUR CAMPUS AND COMMUNITY, known for the distinctive curricular and co-curricular experiences that support student development and our commitment to economic, social, and environmental sustainability.

GOALS TO ACHIEVE OUR VISION

1. York College will develop a national reputation for INNOVATION AND EXPERIENTIAL LEARNING (High-Impact Practices).

2. York College will ATTRACT, ENROLL, AND RETAIN a robust and diverse undergraduate, graduate, and non-traditional student body.

3. York College will EMPOWER STUDENTS for personal and professional success.

4. York College graduates will be CAREER-READY PROFESSIONALS, prepared for the competitive global market and engaged with their alma mater.

5. York College will ensure ORGANIZATIONAL RESILIENCY by fostering mission-based philanthropy, managing its resources effectively and sustainably, providing financial support to our students, and engaging and empowering a thriving employee base.

York College will use a Standards-based approach to the Self-Study. The College recently completed its newest Strategic Long Range Plan (referred to as SP 2.0 within the College community), which was accepted by the Board of Trustees in May 2022. Using this extensive and collaborative process as a foundation, the members of the Steering Committee decided to align the priorities of the Self-Study to the Goals set forth in SP 2.0. The priorities are as follows:

Priority 1: Promote academic excellence through innovation and experiential learning in order to develop students as career-ready professionals.

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body.

Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission.

These Priorities were developed in collaboration with the President’s Cabinet (composed of Vice Presidents, the Provost, and Associate Provosts) and the Provost’s Council (composed of Deans, Department Chairs, and Directors who report to the Provost). The Priorities were then shared with the campus through meetings of the Academic Senate before they were finalized.

Table 5 below shows the alignment of the priorities with the Middle States Standards of Accreditation.

TABLE 5

Standard 1: Mission and Goals

Standard II: Ethics and Integrity

Standard III: Design and Delivery of the Student Learning Experience

Standard IV: Support of the Student Experience

Standard V: Educational Effectiveness Assessment

Standard VI: Planning, Resources, and Institutional Priorities

Standard VII: Governance, Leadership, and Administration

X X

Priority 1: Promote academic excellence through innovation and experiential learning in order to develop students as careerready professionals. X X

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body.

Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission. X X

X X

X X X X

X X X

Table 6 below shows the alignment of the priorities with the College’s Strategic Long Range Plan

TABLE 6

SLP Goal 1: YCP will develop a national reputation for innovation and experiential learning

SLP Goal 2: YCP will attract, enroll and retain a robust and diverse undergraduate, graduate and non-traditional student body

SLP Goal 3: YCP will empower students for personal and professional success

SLP Goal 4: YCP graduates will be careerready professionals prepared for the competitive global market and engaged with their alma mater

SLP Goal 5: YCP will ensure organizational resiliency by fostering missionbased philanthropy, managing its resources effectively and sustainably, providing financial support to our students, and engaging and empowering a thriving employee base

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body.

Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission.

X X X

SECTION III Self-Study Outcomes

The Self-Study co-chairs developed the additional outcomes after attending the MSCHE Conference in December 2022, during which MSCHE indicated that all self-study designs should include a discussion of DEI efforts. In consultation with the Academic Senate, Working Group Chairs (Steering Committee), and upper administration, including the President’s Cabinet, the co-chairs and steering committee added outcomes related to data management and academic and institutional assessment, two areas that the combined team determined needed additional attention.

OUTCOMES:

• Outcome 1: To be re-accredited by the MSCHE by demonstrating that we meet the Commission’s Standards for Accreditation and Requirements of Affiliation.

• Outcome 2: To demonstrate our commitment to continuous improvement in the attainment of York College’s mission, goals, and institutional priorities.

• Outcome 3: To engage the campus community in an inclusive and transparent self appraisal that includes members from all areas of the institutional community, and which is characterized by consistent communication and opportunities for input and feedback.

• Outcome 4: To examine opportunities for expanding and supporting the College’s commitment to diversity, equity, and inclusion across all areas of the College.

• Outcome 5: To provide the institution with a resource for informing the development of the next College Strategic Long Range Plan and other planning processes, and for making data-informed decisions.

• Outcome 6: To further embed the culture of assessment in the College, including improved assessment at the school, department, academic program, and administrative unit level; and improved data collection, management, access, and analysis.

EXPLANATION OF OUTCOMES

Outcome 4 is included as a way to advance the work of our Director for Student Diversity and Inclusion, a position recently revised to explicitly include DEI as part of its mandate. The SelfStudy will be used to identify specific areas that should be targeted for additional resources and/or improvement. The College adopted a new Diversity and Inclusion Statement in Spring 2021. This outcome will assist the College in revising existing and implementing new practices that will deepen institutional commitment to providing students, faculty, and staff with a sense of inclusivity and belonging.

Success for Outcome 4 would look like an increase in enrollment of underrepresented students by 16-37% as outlined in our 2023 Strategic Enrollment Management Plan. Success would also look like an increase in recruitment and retention of underrepresented faculty, staff, and administrators. Our goal would be to use the research and recommendations tied to this outcome to inform faculty and staff training, making York College a more attractive destination for students and employees.

Outcome 5 addresses some gaps in the way in which long-term planning is conducted at the College. The findings that come from the Self-Study process should be of continued value to the institution, and should be used to inform strategies for continued improvement.

Success for Outcome 5 would look like more robust institutional reporting of data so that it can be used to inform the development of the next strategic long-range plan.

Outcome 6 also addresses some issues related to the consistency of assessment as it is conducted across the institution. Assessment is happening, but this outcome is designed to improve upon how assessment results are used to close the loop to improve pedagogy and the functioning of administrative units. This outcome also addresses aspects of data collection, management, and access, which are already being revised at the level of institutional effectiveness.

Success for Outcome 6 would look like a clear reporting structure that provides appropriate access and dissemination of data that is actionable. Success also looks like the systematic assessment of all programs, including non-accredited programs.

SECTION IV Self-Study Approach

York College of Pennsylvania has chosen the Standards-Based Approach to its Self-Study. The Standards-Based Approach was chosen as an efficient way to organize our work, with a Working Group for each Standard that will evaluate how the institution complies with the Standards Criteria and Requirements of Affiliation. The institutional priorities and outcomes can then be addressed via an evaluation of the Standards.

SECTION V

Organizational Structure of Steering Committee and Working Groups

STEERING COMMITTEE

MEMBERSHIP AND RESPONSIBILITIES

Our Steering Committee is composed of eleven members, including the Self-Study Leadership team: the Self-Study Co-Chairs, the Interim Provost, who serves as the Accreditation Liaison Officer, and the Associate Provost for Institutional Effectiveness. The Leadership Team coordinates all Self-Study efforts and is responsible for data collection and management, communication, oversight of all reports and drafts, and promoting coordination and efficiency among the Working Groups. The Leadership Team will meet bi-monthly throughout the Self-Study process. The CoChairs will serve as the primary editors of the self-study design and self-study final report, and will work with the Institutional Editing Team of faculty to implement revisions. The remaining members of the Steering Committee are the seven Working Group Chairs, who have broad institutional knowledge and who represent a wide range of departments and offices throughout the campus, ensuring that the committee is an open and inclusive body.. There is one Working Group for each of the seven MSCHE standards.

The following members constitute the Steering Committee:

• Co-Chair: Kay McAdams - Associate Professor of History, Director of General Education

• Co-Chair: Erin Titter - Director of Advancement Services

• MSCHE Accreditation Liaison Officer: Patrice DiQuinzio - Interim Provost and Vice President for Academic Affairs

• Data Manager: Steve Jacob, Associate Provost for Institutional Effectiveness and Professor of Behavioral Sciences and Sociology

• Chair, Working Group for Standard I: Sung Wook Paik - Associate Professor of Political Science

• Chair, Working Group for Standard II: David Singleton - Associate Professor of Biology

• Chair, Working Group for Standard III: William Steel - Associate Professor of Chemistry

• Chair, Working Group for Standard IV: Stephanie Perago - Coordinator of Undeclared Student Advising

• Chair, Working Group for Standard V: Gabriel Cutrufello - Associate Professor of Communication and Writing, Chair of Communication and Writing

• Chair, Working Group for Standard VI: Fred Becker - Associate Professor of Hospitality Management, Director of Hospitality and Tourism Management

• Chair, Working Group for Standard VII: Rory Kraft - Assistant Professor of Philosophy, Chair of Arts and Humanities

STEERING COMMITTEE OVERSIGHT

The Steering Committee will meet at least monthly throughout the Self-Study process to ensure oversight of and coordination between the Working Groups, whose Chairs serve on the Steering Committee. These meetings will provide opportunities for Working Group Chairs to give regular progress reports about the evidence their group is analyzing and the outcomes of that analysis. The regular exchange of information will help Working Groups engage in common areas of inquiry and avoid duplicating each other’s efforts. Additionally, the Co-Chairs will meet monthly with each Working Group to make sure that it is conducting the inquiry and evaluation necessary to address the Working Group’s Standard and assigned institutional Priorities. Self-Study

Each document that the Working Groups must produce will be developed in a multi-step process, with guidelines for content, clear deadlines, and opportunities for feedback at each stage from the Steering Committee. The steering committee will review all findings of the seven working groups. If the finding is a true accreditation issue, then it will be included in our final draft. If the issue will further the Self-Study Design outcomes or address one of the Self-Study Design priorities, it will be included in the final draft. For those findings that are not accreditation issues, the Co-Chairs have established a list of findings that require some degree of institutional review. This list will be provided to the President, at his request, for follow-up action as his office sees fit. Once a complete draft has been compiled, an Institutional Editing Team will provide additional feedback.

See Table 7 in section VI for a list of the documents, their drafts, and opportunities for feedback. All Working Group documents will be posted in a shared Google Drive in the Steering Committee Workspace so that any member of the Steering Committee may review the documents at any time.

WORKING GROUPS

MEMBERSHIP AND RESPONSIBILITIES

Working Groups have been established for each Standard. Working groups will consist of a Chair, Vice-Chair, and three to five additional members, depending upon the Standard. The Chair and Vice-Chair have designated responsibilities for facilitating the duties of the Working Group (discussed below).

Working Group Chairs consulted with the Steering Committee Co-Chairs to identify potential Working Group members. Chairs were encouraged to include members from the campus community who may be less familiar with the area covered by the Standard in order to provide the Working Group with an outside perspective. The Steering Committee also considered how long potential Working Group members have been employed by the College, in order to involve newer members of the campus community in the Self-Study. Finally, the Steering Committee ensured broad participation in the Self-Study by recruiting working group members from faculty, staff, administration, and depending upon the Standard, students and members of the Board of Trustees. A charge was also developed for students when they were invited to participate. We recruited student participants based on their co-curricular leadership activities on campus, such as peer mentors, orientation leaders, and our honors communities. Recommended students were asked by the Co-Chair, who explained that participation in the re-accreditation process is an excellent professional development opportunity and a way to become more engaged on campus. This, along with a diverse group of Working Group Members from faculty, staff, and administration, ensures that the process is open and inclusive and accounts for varied viewpoints.

In March 2023, Working Group Chairs developed detailed plans for the conduct of their group’s work. These plans included: the anticipated number of meetings in Fall 2023-Spring 2025; dividing up the work among members, including data analysis and writing of drafts; and a general description of how the Working Group would accomplish meeting the deadlines established by the Leadership Team. These plans were shared in April 2023, and finalized in anticipation of an early May 2023 kick-off event, to which all Working Group members were invited to learn more about their role, their responsibilities, and the process for developing the Self-Study.

GENERAL CHARGE FOR EACH WORKING GROUP

Responsibilities: The primary responsibilities of the Working Group are 1) to identify and evaluate data and evidence that allows the Working Group to explain how the institution is meeting their assigned Standard and Requirements of Affiliation; and 2) to write a report for the Steering Committee that details their analysis with specific reference to the data and evidence used. To accomplish this, the Working Group will:

1. Develop a thorough understanding of the Standard of Accreditation and its criteria and the Requirements of Affiliation.

2. Identify sources of data and evidence that can be used to support evaluation of the College’s compliance with the Working Group’s Standard.

3. Consult with stakeholders to evaluate how the institution meets the Standard and Requirements of Affiliation.

4. Use the Working Group’s analysis to address the Self-Study priorities, outcomes, and specific lines of inquiry developed for each Working Group.

5. Meet deadlines as established by the Steering Committee for submitting updates and interim reports to the Steering Committee.

6. Participate in all stages of the process, including Accreditation Team site visits.

7. Meet at least once monthly, or more frequently as necessary, in order to complete the Working Group’s contribution to drafts of the Self-Study. Meetings may be in person or by Zoom, at the choice of the Working Group Chair and Vice-Chair.

8. Collaborate with other Working Groups in Standard-based areas that overlap or rely on the same data.

9. Keep a detailed record of its work, including meeting minutes that will be submitted to their Working Group’s Canvas site.

10. Revise drafts per feedback of the Steering Committee.

11. Formulate recommendations, submitted to the Steering Committee, for strategies to address Standard-based issues, Self-Study priorities, and/or Self-Study outcomes, as result of the Working Group’s analysis of the evidence.

WORKING GROUP LEADERSHIP

Our seven Working Groups will be led by a Chair and a Vice-Chair, who either volunteered for their positions or were nominated by senior leadership across campus. Whenever possible, we paired a faculty member and staff member to serve as Chair and Vice-Chair of each Working Group. The Chair is expected to serve on the Steering Committee for the duration of the Self-Study process. In the event that a Working Group Chair cannot serve for the duration, the Vice-Chair will then serve as Chair and become a member of the Steering Committee. Each Working Group Chair and Vice-Chair were given a charge that lays out the division of labor and responsibilities between Chair and ViceChair.

WORKING GROUP CHAIR CHARGE

The Working Group Chair will serve from the Spring 2023 semester through the site visit, anticipated to be in Spring 2025. The Working Group Chair is expected to serve on the Steering Committee for the duration of the Self-Study process. In the event that a Working Group Chair cannot serve for the duration, the Vice-Chair will then serve as Chair.

The Working Group Chair will have the following responsibilities:

1. Work with the Self-Study Steering Committee Co-Chairs and Provost to identify a potential Vice-Chair for the Working Group.

2. Work with the Self-Study Steering Committee Co-Chairs and Provost to identify potential Working Group members drawn from faculty, staff, and administration.

3. Work with the Self-Study Steering Committee members to consider institutional priorities to be evaluated alongside the Standards.

4. Work with the Self-Study Steering Committee members to develop lines of inquiry that will guide the work of the Working Group.

5. Attend Steering Committee meetings, to be held at least once monthly, or as needed.

6. Working with the Vice-Chair, arrange for and lead Working Group meetings, conducted as often as necessary to accomplish the work of the Working Group.

7. Ensure that comprehensive minutes are taken at each Working Group meeting and shared with the Steering Committee.

8. Distribute the tasks of the Working Group among members and establish internal Working Group deadlines.

9. Participate in the communication of the Self-Study process to college constituencies.

10. Report to the Steering Committee on the work of their Working Group and collaborate, as needed, with other Working Group Chairs to promote cohesion of reports.

11. Assign a Working Group member to populate the evidence inventory with materials specific to the Working Group’s standard.

12. Oversee the creation of interim reports of the progress of the Working Groups as assigned by the Steering Committee and share Steering Committee feedback on these reports with Working Group members.

13. Contribute to the drafting of the Self-Study Design (Spring 2023) and Self-Study Report (Spring 2024).

14. Assist with the evaluation of evidence and data, relevant to the Standard and priority, and assist with the consultation of appropriate constituencies and stakeholders.

15. Assist with the development of recommendations and action steps relevant to the findings of the Working Group and its evaluation of the Standard.

16. Help organize and participate in the on-site accreditation team’s visit.

WORKING GROUP VICE-CHAIR CHARGE

The Working Group Vice-Chair will serve from the Spring 2023 semester through the site visit, anticipated to be in Spring 2025. The Working Group Vice-Chair is expected to be able to serve for the duration of the Self-Study process. In the event that a Working Group Chair cannot serve for the duration, the Vice-Chair will then serve as Chair, and then become a member of the Steering Committee.

The Working Group Vice-Chair will have the following responsibilities:

1. Work with the Self-Study Steering Committee Co-Chairs, Provost, and Working Group Chairs to provide feedback on self-study institutional priorities and outcomes, and Working Groups’ lines of inquiry.

2. Serve as the person responsible for maintenance of the evidence inventory for the Working Group.

3. In coordination with the Working Group Chair, arrange for and lead Working Group meetings, conducted as often as necessary to accomplish the work of the working group.

4. Serve as a substitute on the Steering Committee for the Working Group Chair should they be unable to attend a meeting.

5. Serve as a Working Group Chair, should the original chair be unable to serve until the conclusion of the Self-study.

6. Ensure that comprehensive minutes are taken at each Working Group meeting and shared with the Steering Committee.

7. Participate in the communication of the Self-Study process to college constituencies, as needed.

8. Contribute to the drafting of the Self-Study Design (Spring 2023) and Self-Study Report (Spring 2024).

9. Assist with the evaluation of evidence and data, relevant to the Standard and priority, and assist with the consultation of appropriate constituencies and stakeholders.

10. Assist with the development of recommendations and action steps relevant to the findings of the Working Group and its evaluation of the Standard.

11. Participate in the on-site accreditation team’s visit.

MEMBERSHIP OF THE SEVEN WORKING GROUPS AND LINES OF INQUIRY

The Lines of Inquiry were developed by the Working Group Chairs in February 2023. Chairs were instructed to develop Lines of Inquiry that were agenda-free, entailed genuine inquiry, and would address the Standard’s Criteria and the Self-Study’s Priorities and Outcomes. Chairs workshopped their draft questions in several meetings, and finalized Lines of Inquiry were accepted by the Steering Committee in March 2023.

WORKING GROUP I: MISSION AND GOALS

Standard I: Mission and Goals

“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.” (MSCHE 2015)

Requirements of Affiliation:

7. Mission and Goals, 10. Institutional Planning

Working Group Members:

• Chair: Sung Wook Paik - Associate Professor of Political Science

• Vice-Chair: Vickie Kline - Systems Librarian and Associate Professor

• Kelly Arcieri - Director, Engineering Co-Op and Computer Science Internship Programs

• Scott Kiefer - Associate Professor of Mechanical Engineering

• Erin Lippard - Assistant Professor of Music, Director of Vocal Studies

• Student Member

Lines of Inquiry for Working Group I:

1. How do the College’s Mission and Goals continue to express a sustained commitment to academic excellence and improving the complete student experience?

2. To what extent are the goals appropriate, achievable, and consistent with the broader institutional mission?

3. What evidence demonstrates how the Mission and Goals are guiding decisions related to planning, resource allocation, curricular development, and defining student-learning outcomes?

4. How are the College’s Mission and Goals developed collaboratively and approved by an appropriate governing body?

5. How are the Mission and Goals communicated to all of the College’s constituencies?

6. To what extent does the College have a well-articulated process by which its Mission and Goals are periodically evaluated, and how does the evidence indicate that this process is inclusive and effective?

WORKING GROUP II: ETHICS AND INTEGRITY

Standard II: Ethics and Integrity

“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.” (MSCHE, 2015)

Requirements of Affiliation:

5. Compliance with Federal and State regulations, 6. Compliance with MSCHE policies, 7. Mission and Goals, 13. Governing Body

Related Institutional Priorities:

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body; Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission

Working Group Members:

• Chair: Dave Singleton - Associate Professor of Biology

• Vice-Chair: Dennis Weiss - Professor of Philosophy

• Trenton Bankert - Director of Information Literacy

• Erin Dubina - Senior Administrative Assistant, Student Success Division

• Karen Robinson - Assistant Professor of Accounting

• Erica Schieler - Associate Director of Transfer Admissions

• Student Member

Inquiry for Working Group II

1. How does York College demonstrate and foster a climate of respect and commitment to academic freedom between all stakeholders in order to maintain a range of diverse backgrounds and perspectives?

2. How does York College ensure that its various grievance policies for students, faculty, and staff are applied promptly and equitably?

3. What processes are in place to ensure fair and impartial practices for the hiring, evaluation, promotion, and separation of employees?

4. How does York College help students to understand the value received for the cost of education, their funding sources and options, and to enable them to make informed decisions about incurring educational debt?

5. What evidence demonstrates that York College’s marketing efforts, announcements, recruiting, and admissions materials show a commitment to honesty and transparency?

6. How does the College comply with the mandated reporting of institutional assessment, policies, and other material issues? How is information regarding institutional assessment and other academic metrics communicated to internal and external stakeholders?

7. How does York College periodically assess ethics and integrity, through the review and revision of institutional policies, processes, and practices?

WORKING GROUP III: DESIGN OF THE STUDENT LEARNING EXPERIENCE

Standard III: Design of the Student Learning Experience

“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.” (MSCHE, 2015)

Requirements of Affiliation:

8. Systematic Program Evaluation, 9. Academic Rigor and Assessment, 10. Institutional Planning, 15. Faculty

Related Institutional Priorities:

Priority 1: Promote academic excellence through innovation and experiential learning in order to develop students as career-ready professionals; Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body

Working Group Members:

• Chair: William Steel - Associate Professor of Chemistry

• Vice-Chair: Donna Grove - Visiting Assistant Professor of Sport, Tourism and Hospitality Management

• Kathleen Halligan - Associate Professor of Chemistry

• Padraic Kennedy - Associate Professor of History

• Travis Kurowski - Associate Professor of Communication and Writing

• Katie Lewis - Associate Professor of Education, Director of Secondary Education and Post Baccalaureate Programs

• Edward Westen - Associate Professor of Health Professions, Director of Exercise Science

• Student Member

Lines of Inquiry for Working Group III:

1. How are courses, programs, and majors at the undergraduate and graduate levels developed, proposed, evaluated and eliminated, and in what ways do external accrediting bodies impact the curriculum development and revision process? How effective is the process for meeting the College’s Mission and Goals and in what ways is curriculum assessment evidence used to guide future decisions about the design and delivery to support student learning?

2. To what extent does the design and delivery of the general education curriculum at the undergraduate level support the mission of York College and how effectively are the general education program goals fulfilled in the academic programs offered?

3. To what extent have the demographic changes of the student body contributed to changes in academic programs of the College and how they are delivered? To what extent do academic programs offer sufficient learning opportunities and support for the academic success for all students enrolling at York College?

4. To what extent does the College support teaching, service, and scholarship activities by faculty so that faculty responsibilities appropriately contribute to the success of student learning at the College?

5. How are faculty recruited and evaluated, and in what ways have any changes to these processes contributed to gains in the student learning experience?

6. How effectively has the College leveraged the expertise of its faculty and the surrounding community to develop and deliver student learning opportunities beyond the undergraduate level that are consistent with the Mission of the College?

7. How does the College disseminate information about academic programs and how effectively does this information reach students and contribute to their learning success at York College?

WORKING GROUP IV: SUPPORT OF THE STUDENT EXPERIENCE

Standard IV: Support of the Student Experience

“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.” (MSCHE, 2015)

Requirements of Affiliation:

8. Systematic Program Evaluation, 10. Institutional Planning

Related Institutional Priorities:

Priority 1: Promote academic excellence through innovation and experiential learning in order to develop students as career-ready professionals; Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body

Working Group Members:

• Chair: Stephanie Perago - Coordinator, Undeclared Student Advising

• Vice-Chair: Randi Shedlosky-Shoemaker - Associate Professor of Psychology

• Tami Amrom - Associate Director of Student Activities and Orientation

• Jenna Davis - Assistant Professor of Nursing

• Bridgette Hagerty - Associate Professor of Biology

• Julie Rasmuson - Director of Student Accessibility Services

• Darrel Wilt - Director of Counseling Services

• Student Member

Lines of Inquiry for Working Group IV:

1. What systems and processes exist at the College that support students and foster their success?

2. What policies and procedures exist regarding credit evaluation, safe and secure maintenance of student records, and FERPA compliance?

3. What practices does the College undertake to admit, retain, and support a diverse population of students?

4. In what ways are co-curricular experiences, including athletics, student organizations, and other activities regulated by the same procedures and policies as other institutional programs?

5. How does the College assess the effectiveness of internal and external programs and services that support the student experience? How are those results used to further develop these programs?

WORKING GROUP V: EDUCATIONAL EFFECTIVENESS ASSESSMENT

Standard V: Educational Effectiveness Assessment

“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.” (MSCHE, 2015)

Requirements of Affiliation:

8. Systematic Program Evaluation, 9. Academic Rigor and Assessment, 10. Institutional Planning

Related Institutional Priorities:

Priority 1: Promote academic excellence through innovation and experiential learning in order to develop students as career-ready professionals; Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body

Working Group Members:

• Chair: Gabriel Cutrufello - Associate Professor of Communication and Writing, Chair of Communication and Writing

• Vice-Chair: Kristy Daniel - Associate Registrar for Records and Progression

• Mary Boldt - Associate Professor of Language and Literature

• Jamie Guilford - Associate Director of Career Development and Employer Relations

• Greg Kaliss - Assistant Professor of History

• Josh Wyrick - Assistant Professor of Civil Engineering

• Student Member

Lines of Inquiry for Working Group V:

1. How are the degree and program-level goals interrelated with the institution’s Goals?

2. Where are these goals located, and how are they disseminated to relevant stakeholders?

3. In what ways are the student-learning outcomes processes consistent with the College’s Mission and Goals?

4. What processes and supports are in place that ensures that student assessments are ongoing and sustainable?

5. How does the College use institutional, departmental, and program student assessment results?

6. How does the College use technological tools effectively to assist in assessing student learning?

7. What is the College’s culture of assessment in which data are used to guide decision-making?

8. How does the College support the faculty development opportunities that use outcomes assessment data to improve student learning? What resources are available, and how are they used?

9. How does the College share and discuss student assessment results with the relevant stakeholders, including faculty, administrators, and students?

10. How does the College periodically assess the effectiveness of its outcomes assessment processes?

WORKING GROUP VI: PLANNING, RESOURCES, AND INSTITUTIONAL IMPROVEMENT

Standard VI: Planning, Resources, and Institutional Improvement

“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.” (MSCHE, 2015)

Requirements of Affiliation:

8. Systematic Program Evaluation, 10. Institutional Planning, 11. Financial Resources

Related Institutional Priorities:

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body; Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission

Working Group Members:

• Chair: Fred Becker - Associate Professor of Hospitality Management, Director of Hospitality and Tourism Management

• Vice-Chair: Renee Tacka - Assistant Professor of Marketing and Management

• Sarah Gallimore - Director of Institutional Research and Assessment

• Sean Georgi - Assistant Professor of Biology

• Molly Milam - Assistant Professor of Education, Assistant Director of Graduate Programs, School of Behavioral Sciences and Education

• Anne Saylor - Instructional Designer and Technologist

• Jeff Schiffman - WVYC Radio Station Manager, Instructor Audio and Radio Production

Lines of Inquiry for Working Group VI:

1. How does the planning and resource allocation reflect the College’s Goals and longrange plan at the unit (office, school, academic department) and institutional level?

2. What data is used to guide the planning process? To what extent do all constituencies of the College participate in the planning, resource allocation, and improvement process?

3. How does the allocation process ensure that there are sufficient human, fiscal, and infrastructure resources to support the College’s Mission and Outcome expectations?

4. What is the decision-making process for planning and what parties hold the decision making authority to facilitate planning and renewal and the responsibility to ensure the implementation of improvements?

5. How are the planning and decision-making processes communicated to all of its constituencies?

6. What ensures that the annual independent audit is used as a tool to assist in monitoring the College’s effective and efficient use of resources?

7. What evidence is there that the College uses a systematic approach to improve efficiency, contain costs, and develop revenue streams to support its Mission?

8. What process is used to periodically assess the College’s planning, resource allocation, and institutional renewal processes?

WORKING GROUP VII: GOVERNANCE, LEADERSHIP, AND ADMINISTRATION

Standard VII: Governance, Leadership, and Administration

“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.” (MSCHE, 2015)

Requirements of Affiliation:

12. Governance Structure, 13. Conflicts of Interest

Related Institutional Priorities:

Priority 2: Develop the infrastructure and programs to recruit, support, and retain a robust and diverse student body; Priority 3: Create a fiscally responsible and sustainable future true to the College’s mission

Working Group Members:

• Chair: Rory Kraft - Associate Professor of Philosophy, Chair of Arts and Humanities

• Vice-Chair: Karen Rice-Young - Manager of Archives and Special Collections Manager

• Sophia Barnes - Alumna (2022), West Chester University Graduate Student

• Eleanor Leung - Assistant Professor of Electrical Engineering

• Elizabeth Burns Frey - Director of the York College Fund

• Laura Wand - Chair, Board of Trustees

Lines of Inquiry for Working Group VII:

1. What evidence demonstrates a clearly defined system of shared governance, including written policies outlining the responsibilities of the different stakeholders? How are these policies shared with the campus community? What evidence exists that the written policies are adhered to?

2. What is the current structure and membership of the Board of Trustees? What structures are in place to avoid conflicts of interest and to make sure that the board plays an appropriate role in the oversight of the institution’s policies and financial affairs? What processes are in place to identify any need for changes to the structure and membership?

3. What evidence demonstrates that the constituents of governance are operating within their primary sphere of responsibility and expertise?

4. What policies and procedures are in place to ensure that the Chief Executive Officer and other administrative leaders have appropriate credentials, professional experience, resources, and assistance?

5. What evidence demonstrates a clear organizational structure with indication(s) of reporting structure and spheres of decision-making?

6. What evidence displays regular evaluation of the effectiveness of governance, leadership, and administration?

7. To what extent does the College’s administration possess skills, time, assistance, technology, and expertise required to perform their duties? How does the College use systematic procedures for evaluating administrative units and for using assessment data to enhance operations?

SECTION VI Guidelines for Reporting

WORKING GROUPS

The Working Groups will work during the 2023-2024 academic year to gather and assess data, to draft answers to each group’s Lines of Inquiry, and to produce a report for the Steering Committee about how York College is meeting the Standard and where there are recommendations for improvement. The Guidelines for Reporting were developed by the Co-Chairs to guide the Working Groups through this process.

WORKING GROUP PRODUCTS AND DEADLINES

Table 7 below outlines the products to be completed by Working Groups with deadlines for each document and opportunities for feedback throughout the process.

TABLE 7

Documents Deadline

Draft Lines of Inquiry

Feb. 21, 2023

Guidelines and Items to be included

• Develop qualitative questions to elicit thoughtful analysis of evidence of the College’s practices and policies as they related to the MSCHE standards and the YCP Self-Study priorities

• Feedback will be provided during Steering Committee meetings on Feb. 28

Responsible Party

Working Group Chairs

Final Lines of Inquiry

Work Plan

Mar. 7, 2023

Apr. 30, 2023

• Revise Lines of Inquiry based on feedback from Steering Committee

• Plan for how Working Groups will conduct their work

• Meeting schedule

• Individuals responsible for drafting and editing documents

• Division of work among WG members

• Plan for coordinating data requests with Vice-Chair and for using Evidence Request Spreadsheet

Working Group Chairs

Working Group Chairs

Documentation from Meetings

Regularly through Fall 23 and Spring 24

• Meeting Agendas

• Meeting Minutes

• Must be posted in appropriate WG folder on Google Drive

Working Group Chairs

Draft Answers to Lines of Inquiry

Feedback on Draft Answers

Revised Answers to Lines of Inquiry

Draft Working Group Report

Feedback on Draft Working Group Report

Oct. 30, 2023

• Draft answers for all Lines of Inquiry

• Cited evidence for all answers with specific reference to documents in Evidence Inventory

Working Groups

Nov. 15, 2023

• Substantive feedback on all answers to Lines of Inquiry with specific suggestions for improvement

• Feedback rubric will be provided

Self-Study Co-Chairs and Peer Reviewer (fellow Working Group Chair)

Dec. 15, 2023

Jan. 31, 2024

Feb. 28, 2024

• Complete answers for all Lines of Inquiry that address suggestions from Co-Chairs and Peer Reviewer

• Synthesis of answers to Lines of Inquiry

• Must include introduction, analysis, conclusion

• Template will be provided

• Substantive feedback on draft report with specific suggestions for improvement

• Feedback rubric will be provided

Working Groups

Working Groups

Self-Study Co-Chairs and Peer Reviewer (fellow Working Group Chair)

Self-Study Design

List of Recommendations for Institutional Improvement

Final Working Group Report

Feb. 28, 2024

• Recommendations for institutional improvement in all areas related to the Standard

Working Groups

Mar. 31, 2024

• Complete revision of report that addresses feedback from Co-Chairs, Peer Reviewer, and Institutional Editing Team

• Must include introduction, analysis, conclusion, and list or recommendations for institutional improvement

TEMPLATE FOR WORKING GROUP REPORTS

Each Working Group will produce a report that meets the following guidelines:

• Calibri 11 point

• 1” margins

• Single-spaced throughout with double-spacing around headings.

• Write in the 3rd person.

• Standard # & Name (bolded at the top of the first page)

• Executive Summary (Headings will be underlined)

• Intro to the Standard

• Methods & Analysis

• Answers

• Conclusions

• Recommendations

Working Groups

Citation: Each claim in the report must be supported by a citation of evidence from the Evidence Inventory. Citations should be parenthetical and formatted to include the Evidence Inventory number and either a page number, e.g., (E901: p. 2) or (E904: pp. 4-7), or paragraph number or numbers, e.g., (E2002: para. 4) (E2002: para. 4-5).

The following are page length guidelines based on the Standard:

Standard I – 10 pages

Standard II - 10 pages

Standard III - 15 pages

Standard IV - 15 pages

Standard V - 15 pages

Standard VI - 15 pages

Standard VII - 10 pages

Introduction & Conclusion - 10 pages

STEERING COMMITTEE

In addition to overseeing the Self-Study process, the Steering Committee is responsible for writing and revising the Institutional Priorities and Outcomes, Self-Study Design, and Self-Study Report. In some cases, the Steering Committee Co-Chairs have additional responsibilities for these documents, as noted below.

STEERING COMMITTEE PRODUCTS AND DEADLINES

Table 8 below outlines the products to be completed by the Steering Committee with deadlines for each document and opportunities for feedback throughout the process.

TABLE 8

Documents Deadline Guidelines and Items To Be Included

Documentation from Meetings

Draft of Self-Study Priorities and Outcomes

Final Self-Study Priorities and Outcomes

Spring 23 through Spring 25

Dec. 20, 2022

• Meeting Agendas

• Meeting Minutes

• Must be posted in Steering Committee Workspace on Google Drive

• Develop priorities and outcomes for the Self-Study process

• Seek feedback from Provost’s Council, President’s Cabinet, and Academic Senate

Responsible Party

Co-Chairs

Jan. 30, 2023

• Revise Priorities and Outcomes based on feedback from Provost’s Council, President’s Cabinet, and Academic Senate

• Must include three MSCHE required outcomes as well as selected institutional outcomes

Co-Chairs

Draft of Self-Study Design

Final Self-Study Design

April 15, 2023

Apr. 30, 2023

Draft Self-Study Report

FebruaryApril, 2024

Apr. 15, 2024 Submit Draft of Self-Study Report to Institutional Editing Team

Revise Self-Study Report

MayAugust, 2024

Second Revision of SelfStudy Report

Final Self-Study Report

AugustSeptember 2024

December 2024January 2025

Steering Committee

• Draft of twelve required sections of Self-Study Design Co-Chairs

• Full report addressing twelve required sections of Self-Study Design

• Must include comprehensive list of deadlines and timetable for the Self-Study process

• Synthesize the Working Group reports into a cohesive report

• Report must contain executive summary, institutional overview, and chapters for each standard

• Review Self-Design report draft

• Feedback rubric will be provided

• Feedback due on April 30

• Revise Self-Study report based on feedback from Institutional Editing Team

• Share revised Self-Study Report with campus community in mid-August

Steering Committee

Steering Committee

Steering Committee and Institutional Editing Team (description below)

Steering Committee

• Revise Self-Study report based on feedback from campus community Co-Chairs

• Revise Self-Study report based on feedback from Evaluation Team Chair

• Share final Self-Study Report with campus community

Steering Committee

Self-Study Design

INSTITUTIONAL EDITING TEAM

The Institutional Editing Team includes five faculty members, each serving on behalf of their School, and a member of academic administration.

This team will review the draft to assess how it addresses the Standards, Priorities, and Outcomes; to eliminate any redundancies; to evaluate how well evidence is employed to support the narrative; and to provide feedback on the overall delivery of the Self-Study findings.

SECTION VII

Organization of Self-Study Final Report

The Self-Study will be organized around the reports from the seven working groups. We plan to use the following structure for the Self-Study:

1. Table of Contents

2. Executive Summary

3. Institutional Overview Including History, Key Factors, and Challenges

4. Standard I: Mission and Goals

5. Standard II: Ethics and Integrity

6. Standard III: Design and Delivery of the Student Learning Experience

7. Standard IV: Support of the Student Experience

8. Standard V: Educational Effectiveness Assessment

9. Standard VI: Planning, Resources, and Institutional Improvement

10. Standard VII: Governance, Leadership, and Administration

11. Conclusion .

SECTION VIII Strategy for Verification of Compliance with Accreditation-Relevant Federal Regulations

The Co-Chairs of the Self-Study process will work with the office of the Director of Institutional Research and Assessment, the Middle States Data Manager, and the Accreditation Liaison Officer to complete the Institutional Federal Compliance Report. This team will partner with relevant offices and administrators on campus in order to complete the documentation demonstrating compliance in the eight required areas. Offices to be consulted include Registrar’s Office, Office of Institutional Research and Assessment, Enrollment Management, Finance and Campus Operations, Title IX Office, Financial Aid, Graduate and Professional Programs, and Human Resources. In addition, Deans of schools with accredited programs will be consulted, including the School of Behavioral Sciences and Education, the Graham School of Business, the Dr. Donald E. and Lois J. Myers School of Nursing and Health Professions, and the Kinsley School of Engineering, Sciences and Technology.

If at any point Working Group Chairs perceive deficiencies with regard to compliance, they will notify the Co-Chairs, the ALO, and the Associate Provost for Institutional Effectiveness immediately.

SECTION IX Self-Study Timetable

The Co-Chairs have developed the following timetable for York College’s Self-Study process, in consultation with the Accreditation Liaison Officer (ALO) and the Steering Committee.

TABLE 9: SELF-STUDY TIMETABLE

Dates Activities and Tasks

2022

September-October Begin Middle State Self-Study process

Responsible Party

Sept. 30 Announce Self-Study Co-Chairs ALO

Oct. 6-Nov. 10 Attend Self-Study Institute

November-December Determine Self-Study approach

Assemble Steering Committee

Select Working Group Chairs

Develop Charges for Working Groups, WG Chairs, and Vice-Chairs

Develop Self-Study website with Marketing team

Develop Evidence Inventory Guidelines and Nomenclature

Draft institutional priorities and outcomes

Dec. 7-9 Attend MSCHE Conference

2023

January Begin to draft the Self-Study Design

Develop Google Drive site for Steering Committee and Working Group

Organize Steering Committee meetings

Jan. 17 Meet with MSCHE Staff Liaison

Refine Self-Study Priorities and Outcomes with campus input

Select Working Group Vice-Chairs

February Develop communication plan

Launch Self-Study web pages with Marketing team

Structure Evidence Inventory and set up storage site on Canvas Begin to populate Evidence Inventory

Finalize Working Group Members

Develop Lines of Inquiry for Each Working Group

& Co-chairs

& Co-Chairs

Committee

Dates

Activities and Tasks

March-April Develop style guide Draft Self-Study Design

Gather and analyze general collection of institutional data Populate Evidence Inventory

Develop Working Group work plan

Responsible Party

Data Manager

May

May 1 Share SSD with Campus Community

May 8 Host kick-off meeting for Working Groups Steering Committee

May 9 Host campus-wide Forum on Self-Study Design Co-Chairs and ALO

May 30

Revise Self-Study Design based on campus feedback

June Submit final draft of Self-Study Design to MSCHE

August-December Meet monthly with Steering Committee

Submit regular WG agendas and minutes to Steering Committee

Meet regularly to gather and analyze data for Lines of Inquiry

Meet monthly with each Working Group

Groups

September-December Host MSCHE liaison Self-Study Prep Visit Steering Committee

Revise and submit final Self-Study Design

Acceptance of Self-Study Design

Oct. 31 Submit draft of answers to WG Lines of Inquiry

Nov. 15 Give feedback to WGs on answers to WG Lines of Inquiry

Dec. 15 Submit revised answers to WG Lines of Inquiry

2024

January-May Choose Self-Study Evaluation Team Chair

Meet monthly with Steering Committee

Submit regular WG agendas and minutes to Steering Committee

Write Working Group Reports

Meet monthly with each Working Group

Groups

Dates

Activities and Tasks

January Send Accepted SSD to Evaluation Chair

Responsible Party

Co-Chairs

Choose Evaluation Team visit dates MSCHE

January 31

Submit draft reports synthesizing answers to WG Lines of Inquiry WG Chairs

February -April Draft Self-Study Report Steering Committee

February 28

Give feedback to WGs on draft reports SS Co-Chairs and SS Peer Reviewer

February 28 Submit WG Recommendations for Institutional Improvement WG Chairs

March 31

April 15

Submit final WG report to Steering Committee WG Chairs

Submit Self-Study draft to Peer Editing Team Co-Chairs

April 30 Submit feedback on Self-Study draft to Steering Committee Institutional Editing Team

May-August Revise Self-Study draft based on Institutional Editing Team feedback Steering Committee

August Share Self-Study draft with campus community Co-Chairs

Host campus-wide forum on Self-Study draft Co-Chairs

September-November Send Self-Study report to Evaluation Team Chair Co-Chairs

Host visit by Self-Study Evaluation Team Chair visit Steering Committee

2025

December-January Incorporate SS Evaluation Team Chair feedback into Self-Study Design

Finalize Self-Study report

February-March Submit final documents to MSCHE portal including Final Self-Study Report, Verification of Compliance form, and Evidence Inventory

Finalize Self-Study Report

Steering Committee

Steering Committee

Host visit by Self-Study Evaluation Team Steering Committee

Submit Report to MSCHE on Self-Study MSCHE Evaluation Team

April-May 2025 Submit Institutional Response to Evaluation Team report Steering Committee

June or Nov. 2025 MSCHE meets to determine action on YCP accreditation MSCHE

Self-Study Design

SECTION X Communication Plan

The Co-Chairs, working with the Provost (ALO), will communicate consistently about the Self-Study process. That communication began in January 2023. The primary means of communicating with the campus community will be via our campus newsletter, The Fountain, Academic Senate, and Student Senate. The Fountain, which is distributed weekly to all faculty, staff, and administrators, now includes a dedicated section at the top for Middle States updates. These announcements will link directly to our Middle States website. Academic Senate, which is open to faculty and administration, meets monthly. The Provost’s Report to the Academic Senate will include Middle States updates. In October 2023, the Vice President of Finance and Campus Operations will announce the creation of the College Staff Council (CSC), which will give the Co-Chairs another avenue for communication with staff. To reach our students, the Co-Chairs will communicate updates to the Student Senate, which will use its social media to reach the broader student population. Finally, to ensure the widest possible reach, significant updates will be directly communicated by the Co-Chairs to all Deans, Chairs, Vice-Presidents, and other administrative unit heads for dissemination.

The Self-Study Co-Chairs will also be available to make announcements and answer questions at the Academic Senate meetings. The website will be updated regularly with announcements and a schedule of events and opportunities to participate in the Self-Study process. The portal announcements will also be used to communicate events and opportunities for participation.

The Self-Study Leadership Team will also host community forums to invite feedback about the Self-Study Design and the Self-Study Report. In May 2023, two Zoom sessions were offered for members of the campus community to offer feedback on the Self-Study Design. ln late August or early September 2024, another campus-wide forum will be held to discuss the draft of the SelfStudy Report.

SECTION XI Suggested Profile of Evaluation Team

York College has experienced significant changes since the period of the last Self-Study. As presented in our institutional overview, the College has been reorganized around a school structure; has renewed its commitment to community engagement; has developed priorities around experiential education and high-impact practices; has commenced with furthering DEI-work and fostering a climate of belonging for students, faculty, staff and administration; has added additional graduate programs, expanded its online course offerings, and added additional pre-professional programs; and has developed new physical facilities to support community-based and experiential learning. Alongside these changes, the College remains committed to its identity as a teaching institution focused on personal attention to student learning and well-being. Like many institutions, the College has experienced enrollment challenges, especially in the arts, humanities, and social sciences.

With these significant changes, York College has demonstrated a consistent evolution that reflects the current transformation of higher education. What makes York College unique is that in today’s highly competitive knowledge economy, institutions that understand the importance of cultivating partnerships between higher education, industry, and community partners are at the leading edge of problem-solving and innovation.

THE COLLEGE WOULD BENEFIT FROM AN EVALUATION CHAIR (AND TEAM) THAT HAS THE FOLLOWING CHARACTERISTICS:

• Familiarity with medium-sized comprehensive institutions that have an emphasis on professional programs with an integrated liberal arts general education curriculum, and which may have graduate programs.

• Experience with institutions that have recently implemented significant structural administrative changes, such as reorganization into schools and creation of new administrative offices.

• Experience with tuition-driven, private and secular institutions, with a regional recruitment area.

• Experience with institutions that emphasize community engagement and high-impact teaching practices, such as project-based learning, undergraduate research, and other forms of experiential learning.

• Familiarity with the challenges and advantages of a primarily teaching-focused college.

• Familiarity with institutions that have experienced recent change in senior leadership, such as the Chief Academic Officer or College President.

• Familiarity with institutions that have a significant commuter population.

• Familiarity with institutions that straddle an urban/suburban geography with an adjacent city of approximately 45-65,000 residents.

To determine peer and aspirational institutions, the Co-Chairs, together with the ALO, used the following criteria:

• Medium-sized (between 2,000 and 7,000 students)

• Acceptance rates

• Discount rates

• Student-to-faculty ratio

• Regional base for attracting students

• Types of professional programs and graduate programs

• Size of the endowment, amount of endowment per student, amount of endowment per full-time faculty member

• Teaching load

PEER AND ASPIRATIONAL INSTITUTIONS

Based upon these criteria, our peer institutions include the following schools: Albright College, Millersville University, Elizabethtown College, Lycoming College, Lebanon Valley College, Salisbury University, Muhlenberg College, Shippensburg University, Wilkes University, and Susquehanna University.

Aspirational institutions for York College include Elon University, St. Joseph’s University (Philadelphia), and Lehigh University.

SECTION XII Evidence Inventory

York College will use Google Drive and Canvas to manage the Evidence Inventory and evidence requests. The evidence organization was designed in January of 2023 by the Leadership Team and is hosted as a Canvas LMS Course. Evidence is always posted in PDF format and cannot be modified once it enters the inventory. A Master Evidence Inventory List is maintained as a spreadsheet on the Google Drive. Each piece of evidence is tagged with the following information in the spreadsheet: evidence number, category, sub-category, title of document, date (document or download), source, upload status (in-process, complete). Where necessary, comments can be added to the spreadsheet to explain the contents of the document. The Evidence Inventory and Master Evidence Inventory List are available to all members of every Working Group.

EVIDENCE REQUESTS

The Chairs and Vice-Chairs of Working Groups request evidence for their Lines of Inquiry through an Evidence Request Spreadsheet on a shared Google Drive. This spreadsheet is only available to Working Group Chairs, Vice-Chairs, and the Leadership Team. Individual Working Group members should make evidence requests through their Chair or Vice-Chair. The Data Manager, who is part of the Leadership Team, regularly checks the spreadsheet for new requests. The Evidence Request Spreadsheet will give the Data Manager an opportunity to ensure the requested evidence is appropriate to the Self-Study process, not duplicative, and is placed into the Evidence Inventory so that it is available to all members of the Working Groups.

EVIDENCE INVENTORY AND NUMBERING

The Evidence Inventory on Canvas is organized by a numbering system that reflects major institutional structures and priorities. Each major category in this system may serve multiple Standards and Working Groups. The Middle States Self-Study evidence system is organized as follows:

• E1-999: Mission and Goals

• E1000-1999: Academic Affairs

• E2000-2999: Assessment

• E3000-3999: Student Development and Campus Life

• E4000-4999: Enrollment Management

• E5000-5999: Advancement

• E6000-6999: Marketing and Communication

• E7000-7999: Finance and Administration

• E8000-8999: Governance

• E9000-9999: General Evidence

In addition, the entire Evidence Inventory can be searched quickly by key terms or sub-categories for each of the major evidence categories outlined above.

INITIAL EVIDENCE COLLECTION

The Evidence Inventory was presented to the Steering Committee in February, and the Working Group Chairs began initial evidence requests to help provide context to their assigned Standards. In addition, the Evidence Inventory framework helped the Leadership Team identify reporting and planning documents that should pre-populate the inventory to assist in the development of the Lines of Inquiry. The evidence that has been gathered and added to the inventory includes basic evidence, such as mission statements, goals, strategic long range plans, basic institutional data such as fact books and organization charts, and manuals.

While gathering this initial information, we discovered that much of the evidence we needed for the Self-Study had to be specifically requested and generated. There was a dearth of annual reports available to faculty and staff and no access point to this basic information. As a result, the Leadership Team has been working with the administration to implement a data repository that all campus employees can access. This repository will support Institutional Outcome 6 of the SelfStudy process. In addition to posting annual reports in the Evidence Inventory and data repository, we are also working on conducting some time-series analysis to assist the Working Groups in their Lines of Inquiry. Moving forward, this basic reporting will be done on an annual basis and posted into the new data repository.