Accreditation by the Middle States Commission on Higher Education (MSCHE), an internationally respected post-secondary accrediting organization, ensures that Ñî¹óåú´«Ã½ÊÓƵ meets rigorous and comprehensive standards and maintains a culture of ethical practices and institutional integrity.
Middle States Commission on Higher Education Accreditation
Ñî¹óåú´«Ã½ÊÓƵ is accredited by the , 1007 North Orange Street, 4th Floor, MB #166, Wilmington, DE 19801. The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA).
Ñî¹óåú´«Ã½ÊÓƵ has been accredited by MSCHE since 1969. The last reaffirmation of accreditation was June 22, 2023. The next evaluation visit is scheduled for the 2030-2031 academic year.
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2023 Self-Study Process
Countdown to Middle States Team Visit
Self-Study Process and Timeline
To maintain Middle States accreditation, every eight years the college is required to undergo a self-study process that culminates in a site visit by a Middle States peer-review team. The self-study process provides the campus community the opportunity to examine how well the college is fulfilling its mission, goals and objectives, to demonstrate its strengths, identify weaknesses and recommend strategies to address them. The self-study process enables the campus to take an honest inventory of the college and to develop a strengths-based focus on continuous and consistent improvement.
Self-Study Process Timeline
Summer 2020
Co-Chairs and Core Group identified
Working Group Chairs/Co-Chairs identified
Working Group Recruitment Begins
Fall 2020
Working Groups established
Self Study Design begins development
Working Groups begin working
Spring 2021
Self Study Approved by Middle States
Draft shared with Campus Community
Communications Plan
Working Groups continue work
Summer 2021
Working Groups Gather Evidence
Evidence Library Developed
Criteria and Lines of Inquiry Standardized
Ñî¹óåú´«Ã½ÊÓƵ Middle States Website Launched
Fall 2021
Principal Meetings with Working Groups
Continued Study and Involvement of Campus Community
Spring 2022
Working Groups write their portions of Self Study
Updates of evidence, statistics and surveys
Summer 2022
Working Groups wrap up work
Core Group works on final document
Fall 2022
Sharing Draft with Campus Community
Forums and Review
Self Study Completed and Submitted
Spring 2023
Middle States Site Visit
Self-Study Institutional Priorities and Intended Outcomes
2023 Self-Study Institutional Priorities
Increase Student Achievement Hudson Valley’s first priority is to increase student achievement. Through an objective and honest self-examination of the complete student experience, inclusive of academic and support programming, administrative services, and co- and extra-curricular activities, the college will use the results to improve retention rates, graduation rates, transfer rates, and employment rates. In addition, Hudson Valley is striving to narrow the achievement gaps of students from underrepresented groups and to provide the best student experience possible for all students.
Enhance Academic Excellence Hudson Valley acknowledges that the foundation of the student experience is built on the college’s academic quality. As the college endeavors to continually improve academic programming and services, it seeks to use assessment data as effectively as possible including program learning outcomes achievement, Institutional Student Learning Outcomes and General Education outcomes, and the Five-Year Program Review process. Moreover, the college looks to expand professional development opportunities in support of innovative and effective teaching and learning and leadership skills.
Broaden Community Engagement and Expand Partnerships Being an integral part of the local and regional community, Hudson Valley continually seeks to maintain and develop strong alliances with SUNY and Rensselaer County and the college’s numerous community partners. The college is committed to developing relevant programming to meet community, regional, state and global employment needs and to expand internship and employment opportunities with business, industry, and government agencies.
Cultivate Campus Culture Hudson Valley recognizes the importance of campus culture to the student experience and to the college community overall. The college’s goal is to ensure all students, faculty, staff, alumni, and visitors feel welcomed, valued, and respected. However, the college is aware the campus culture needs improvement based on the student opinion survey and employee satisfaction survey assessment results. The college is looking to further cultivate inclusivity, transparency, communication, shared governance, and civility. Hudson Valley strives and aspires to heighten awareness and understanding of diversity, equity and inclusion to help foster respect among all campus community members.
2023 Self-Study Intended Outcomes
The intended outcomes of the Ñî¹óåú´«Ã½ÊÓƵ’s transparent, inclusive Self Study Process are as follows:
Demonstrate how Hudson Valley currently meets and exceeds the Commission’s Standards for Accreditation and Requirements of Affiliation and verify compliance with accreditation relevant Federal Regulations.
Gain a clearer understanding of, and document, the systemic inter-relationships of the college’s mission, goals, and objectives, its assessment, budget, and planning processes, and its academic and non-academic programs.
Provide opportunities for members of the wider campus community to participate in an inclusive, transparent, and honest self-appraisal process with the goal of making Ñî¹óåú´«Ã½ÊÓƵ a stronger and more responsive institution.
Demonstrate the strength of Hudson Valley’s academic programming, support services, extra- and co-curricular activities, and administrative units; identify Hudson Valley’s challenges, weaknesses, concerns and opportunities; and recommend strategies to address and improve them.
Focus on continuous improvement in the assessment of the college’s efforts to fulfill the Mission, Goals, and Objectives and Institutional Priorities
Self-Study Design
The Self-Study Design is a document developed by the institution to serve as a guide for the self-study process. It serves several purposes, including the following:
Serves as a blueprint for the self-study process, including the final Self-Study Report.
Enables the Steering Committee and its Working Groups to conceptualize and organize tasks relevant to self-study.
After completion and acceptance of the Self-Study Design by the Commission staff liaison, members of the Steering Committee and Working Groups can refer to it to gauge progress and to ensure that the objectives contained in the Self-Study Design are being met.
The college’s 2023 Self-Study Design Proposal (PDF), originally submitted on April 27, was re-submitted on June 1, 2021 and received approval from the college's Middle States Liaison on June 4, 2021.
Self-Study Report
Hudson Valley colleagues from across campus contributed to the research and writing of this report. After an extensive, inclusive and collaborative process the document was completed, and the Institutional Liaison Officer uploaded this Self-Study Report (PDF) to the MSCHE Portal on Feb. 17, 2023.
Self-Study Steering Committee, Working Group and Institutional Compliance Team
The core group will lead the college’s Middle States Self Study initiative in an inclusive, transparent and meaningful process that will involve the efforts, expertise and collaboration of the entire campus community.
Each standard has its own working group, comprised of two co-chairs and members of the campus community representative of faculty, administration, staff and students. The seven working groups, guided by the principles of transparency and continuous improvement, will demonstrate through evidence-based presentation and analysis that Hudson Valley meets or exceeds the expectation of the Middles States Standards.
The Institutional Compliance Team was assembled, with members possessing specialized knowledge in compliance. The creation of this team coincided with the start of the self-study process, but the Institutional Compliance Team is an enduring body which will continue to coordinate and ensure compliance across the college for many years forward.
Core Team
Dr. Margaret Geehan, Dean of Institutional Assessment, Self Study Co-Chair
Joseph Stenard, Associate Professor of Economics, Self Study Co-Chair
Kathleen Petley, Vice President for Institutional Effectiveness and Technology
James Macklin, Planning and Research
Dennis Wax, Director of Strategic Planning
Margaret Mann, Accreditation and Assessment Analyst
Steering Committee Members
Vaidehi Agashe, Director of Planning and Research
Dr. Nicole Arduini-VanHoose, Faculty, Education and Social Sciences
Dr. Gayle Healy, Dean of Student Development, Center for Careers and Transfer
Matthew Howe, Associate Dean, Academic Advisement and Retention
Patricia Gaston, Director of Business Services
Dr. Linda Lim, Department Chair of Computer Information Systems and Mathematics
Daniel S. O’Connor, Adjunct Faculty, Education and Social Sciences
Dr. Johnathan Peabody, Faculty, English, Foreign Language and English as a Second Language
Anthony Podlaski, Department Chair of English, Foreign Language and English as a Second Language
Dr. Mark Stephens, Faculty, Biology, Chemistry, and Physics
Ainsley Thomas, Chief Diversity Officer
Working Group Membership of Standard I: Mission and Goals
Vaidehi Agashe, Director of Planning and Research (Co-Chair)
James Macklin, Planning and Research (Co-Chair)
Cheryl Beauchamp, Director of Grants
Marianne Belles, Faculty, Dental Hygiene
Reese Harrison, Student Trustee
Brady Oles, Student
Roman Tarbay, Research Analyst, Planning and Research
Laura Tubbs, Faculty, Dental Hygiene
Dr. Robert (Sid) Whitaker, Faculty, Education and Social Sciences, FSA President
Working Group Membership of Standard II: Ethics and Integrity
Dr. Linda Lim, Department Chair of Computer Information Systems and Mathematics (Co-Chair)
Daniel S. O’Connor, Adjunct Faculty, Education and Social Sciences (Co-Chair)
Gaspar Castillo, Adjunct Faculty, Business, Computer Science and Criminal Justice
Brian Farr, Faculty, Human Services and Chemical Dependency Counseling
Kathleen Haynes, Program Assistant, Education and Social Sciences
Monica Hughes, Adjunct Faculty, Academic Advisor, Business Advisement Center
Jena Iversen, Faculty, Dental Hygiene Department
Christina Kelly, Athletic and Recreation Supervisor & Adjunct Faculty, Health, Physical Education and Exercise Studies
Dennis Kennedy, Executive Director of Communications and Marketing
Dr. Alice Malavasic, Faculty, Education and Social Sciences
Patricia Myers, Workforce Development
Karen Paquette, Executive Director of Human Resources
James Perez, Electrician, Grounds Department
Jeffrey Schoonmaker, Professor Emeritus, Biology, Chemistry, and Physics
Logan Simms, Student
John Staerker, Technical Assistant Learning Resources, Marvin Library
Ellicia Swedish, Student
Julie Warren, Clinical Coordinator, College Health Services
Working Group Membership of Standard III: Design and Delivery of the Student Learning Experience
Anthony Podlaski, Department Chair of English, Foreign Language and English as a Second Language (Co-Chair)
Dr. Nicole Arduini-VanHoose, Faculty, Education and Social Sciences (Co-Chair)
Douglas Baxter, Faculty, Engineering, Architecture, Construction and Mathematics
Rachel Bornn, Faculty, English, Foreign Language and English as a Second Language
Tara Bocketti, Director of Community and Professional Education
Dr. Jaya Dasgupta, Faculty, Biology, Chemistry and Physics
Margaret Ewart-Zapp, Department Chair, Medical Imaging
Peter Fil, Faculty, Applied Technologies
Sandra Gepfert, Faculty, Medical Imaging
Deborah Hall, Student
Scott Hathaway, Department Chair of Fine Art, Theatre Arts and Digital Media
Brenda Hazard, Director, Library
Neasa McAlice, Student
Megan McGreevy, Technical Assistant, New Student Orientation
Carol Meyer, Coordinator of Instructional Services, EOC
Dr. Paul Charbel, Faculty, English, Foreign Language and English as a Second Language
Donal Christian, Vice President for Administration and Chief Financial Officer
Lukas Donahue, Student
Mark Gregory, Graphics and Printing Specialist
Pamela Harris, Assistant Coordinator Student Services - College and Career Services, EOC
Antoine Johnson, Program Assistant, Academics
Suzanne Kalkbrenner, Executive Assistant to the President & Assistant Secretary to the Board of Trustees
Angela O’Neal, Major Gifts and Planned Giving Officer
Dr. Chong Hwan Son, Faculty, Education and Social Sciences
Carina Teator, Technical Assistant, Workforce Development
Farriya Thalho, Student
Sydney Wilk, Instructional Designer, Distance and Online Learning
Support Staff
Website Content Publisher: Sandi Eyerman
Middle States Scribe: Caitlyn Gerardi
Middle States Standards
Middle States accredited institutions are expected to demonstrate compliance with the following seven accrediting standards:
Standard I. Mission & 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.
Standard II. Ethics & 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.
Standard III. Design & Delivery 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.
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.
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.
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.
Standard VII. Governance, Leadership, & 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.
For a complete explanation of the seven standards used by the Middle States Commission on Higher Education, please consult their website at .
About MSCHE
The is a voluntary, non-governmental, membership association that defines, maintains, and promotes educational excellence across institutions with diverse missions, student populations, and resources.
Middle States Self-Study Co-Chairs
Dr. Margaret Geehan
Dean of Institutional Assessment, Accreditation Liaison Officer (ALO)
Ñî¹óåú´«Ã½ÊÓƵ is accredited by the , 1007 North Orange Street, 4th Floor, MB #166, Wilmington, DE 19801. The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA).