Cazenovia College is accredited by the Middle States Commission on Higher Education, an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The College was last re-accredited in 2013 and is seeking re-accreditation in 2023.

Re-accreditation is a multi-year undertaking that that provides campuses an opportunity for self-assessment, to reflect on its mission and vision, and to review a range of other areas in an inclusive and purposeful manner.

To maintain accreditation from Middle States, an institution must demonstrate it meets the Standards for Accreditation and Requirements of Affiliation.

Re-accreditation starts with the self-study process. Cazenovia College launched the self-study review in Spring 2021. The self-study design will be presented to a Middle States representative in September 2021 and the final self-study report will be submitted to a team of Middle States peer-reviewers in advance of their site visit to Cazenovia College in Spring of 2023.

This web page provides further details regarding the self-study review and the multi-year process and will be updated as the self-study work progresses.

Cazenovia College will use a standards-based approach in the Self-Study Report. This will facilitate not only the development of the self-study and its evaluation but will also be useful in informing the institution’s next strategic planning cycle. Each standard is assigned to a working group with the Steering Committee addressing Standard I. An additional working group has been designated as an Evidence Inventory Working Group and is comprised of representatives from each of the other working groups.

[link to view the self-study design doc will be added once approved by Middle States]

Steering Committee Planning Timeline: 2020-2023

Fall 2020
Self-Study Institute (Self-Study Leadership Team)
Self-Study Leadership Team Preliminary Planning

Winter 2020-2021
Planning Council - develops new Strategic Plan (Winter-Spring 2021)
Self-Study Leadership Team continues meeting to develop preliminary plans for SC

Early/Mid Spring 2021
Call with Dr. Kushnood Haq, MSCHE VP
Outline Steering Committee (SC) Membership
Invitations to Steering Committee Members and Workgroup Chairs/Call for Volunteers

March: Self-Study Leadership Team develops charge to Working Groups Planning Council Town Hall Meeting (March 31, 2021)

April: SC begins draft of Self-Study Design Kickoff meeting for MSCHE Steering Committee (April 5, 2021) Working Groups begin meeting to review charges, Standards, and identify necessary data and evidence sources Planning Council Town Hall Meeting (April 7, 2021)

Ongoing - Evidence/documentation identified by Working Groups is compiled in Canvas

Late Spring 2021 – Summer 2021
Planning Council Completes Strategic Plan
Working Groups continue meeting:

  • Review Standards
  • Identify preliminary gaps in evidence
  • Outline priorities that will be covered in each chapter

Compile initial list of items for Evidence Inventory for organization by Evidence Inventory Group
Steering Committee develops Self-Study Design draft

Early Fall 2021
Self-Study Design sent to Dr. Kushnood Haq, MSCHE VP for feedback

Early/Mid Fall 2021
Self-Study Prep Visit (Zoom call) with Dr. Kushnood Haq, MSCHE VP (September 20, 2021)

Working Groups meet regularly to gather and analyze data:

  • Indicate evidence sources to support compliance with each criterion
  • Identify gaps in evidence
  • Submit draft outlines to Steering Committee (October 22, 2021)

Working Groups draft initial Self-Study Chapters
Steering Committee meets regularly to review Working Group progress and provide feedback

  • Feedback on outlines returned to Working Groups (November 12, 2021)

Late Fall 2021
Dr. Kushnood Haq, MSCHE VP provides feedback on Self-Study Design

Winter 2021-2022
Progress updates to MSCHE VP Liaison by Steering Committee Co-Chairs

Early Spring 2022
Preliminary Working Group drafts submitted to Steering Committee (February 11, 2022)
Steering Committee reviews and drafts feedback on Self-Study chapters

Mid Spring 2022
Steering Committee returns chapters with comments/questions to Working Groups (March 18, 2022)
External Peer Review Team Chair identified

Spring 2022
Working Groups submit second (final) draft versions of chapters for review by Steering Committee, Dean, President, etc. (April 29, 2022)
Tentative: Solicit input from Campus Community

Early Fall 2022
Steering Committee Co-chairs compile first draft of complete Self-Study Report
Draft reviewed by President; edited to come from one voice

Mid/Late Fall 2022
Self-Study draft presented to campus community for review and comment
Final edits are made to Self-Study report

Winter 2022-2023
Self-Study report sent to Chair of Evaluation Team
Verification of Compliance Report (written & submitted by Steering Committee Co-Chairs)

Early Spring 2023
Revisions to Self-Study based on Evaluation Team Chair feedback Final version of Self-Study submitted to visiting team (6 weeks prior to visit)

Mid/Late Spring 2023
MSCHE Evaluation Team Visit

Ongoing: Updates from Steering Committee to campus community - tentatively every 6 months

The self-study will engage the broader College community in an inclusive, transparent, and participatory collaborative process of self-reflection to ensure that key stakeholders understand and have input into the direction of the college and their role in the advancement of the institution.

Cazenovia College has established a Self-Study Leadership Team and Steering Committee to coordinate and oversee the institution’s Self-Study process.

The five-member Leadership Team includes:

  • David Bergh, Executive Vice President, Vice President for Planning, and Institutional Accreditation Liaison Officer (co-chair)
  • Grace Tallini, Associate Professor of Interior Design (co-chair)
  • Sharon Dettmer, Vice President for Academic Affairs and Dean of the Faculty (Advisor to the Steering Committee)
  • Jon Daly, Director of Institutional Research & Assessment
  • Laurie Selleck, Associate Dean of Assessment of Student Learning, Professor of Visual Communications

The Self-Study Steering Committee is comprised of the Self-Study Leadership Team, with five additional members, selected to involve constituents from all areas of the college community and foster a sense of collaboration across campus.

Name Title Self-Study Role
David Bergh

Executive Vice President
Vice President for Planning
Institutional Accreditation Liaison Officer

Self-Study Co-Chair
Self-Study Leadership Team
Self-Study Steering Committee
Grace Tallini Associate Professor of Interior Design Self-Study Co-Chair
Self-Study Leadership Team
Self-Study Steering Committee
Sharon Dettmer

Vice President for Academic Affairs
Dean of the Faculty

Self-Study Leadership Team
Self-Study Steering Committee Advisor
Laurie Selleck Associate Dean of Assessment of Student Learning
Program Director, Visual Communications
Professor of Visual Communications
Self-Study Leadership Team
Self-Study Steering Committee
Chair, Standard V Working Group
Jon Daly Director of Institutional Research & Assessment Self-Study Leadership Team
Self-Study Steering Committee
Chair, Evidence Inventory Working Group
Timothy Greene Director of Communications and Marketing Self-Study Steering Committee
Chair, Standard II Working Group
Sarah Cross Program Director, Photography
Associate Professor of Photography
Self-Study Steering Committee
Chair, Standard III Working Group
Karey Pine Vice President for Student Affairs Self-Study Steering Committee
Chair, Standard IV Working Group

Christine Geyer

Director of Academic Writing
Associate Professor of English
Self-Study Steering Committee
Chair, Standard VI Working Group
John McCabe Trustee, Cazenovia College Board of Trustees Self-Study Steering Committee Chair, Standard VII Working Group

 

Standard I Mission and Goals Working Group:  
In addition, to providing oversight and coordination of the working groups, the Steering Committee will address Standard I: Mission and Goals. Doctor David Bergh, Executive Vice President, Vice President for Planning, and Institutional Accreditation Liaison Officer, and Associate Professor Grace Tallini will lead the Steering Committee and a group of relevant staff to address the Requirements of Affiliation and Verification of Compliance.   

Standard II - Ethics and Integrity Working Group:

  • Timothy Greene (Chair), Director of Communications and Marketing  
  • Janice Romagnoli (Co-Chair), Director of Human Resources  
  • Sherri Benedict, Registrar  
  • Patrick Camilien, Assistant Director and Academic Counselor, HEOP  
  • Blake Curtis, Assistant Director of Residential Life and Conduct  
  • Heather Maloney-Stassen, Associate Professor of Communication Studies  
  • Cynthia Pratt, Director of the Office of Special Services  

Standard III - Design and Delivery of the Student Learning Experience Working Group:

  • Sarah Cross (Chair), Program Director and Associate Professor of Photography  
  • Susan Bock (Co-Chair), Instructional Designer  
  • Carla DeShaw, Director for Adult and Continuing Education  
  • Rachel Dinero, Professor of Psychology  
  • Michael Sanders, Professor of Philosophy  
  • Amy Sherrick-von Shiller, Associate Professor of Equine Business Management  
  • Tiffany Varlaro, Assistant Dean of Residential Life and Conduct  

Standard IV - Support of the Student Experience Working Group:

  • Karey Pine (Chair), Vice President for Student Affairs  
  • Jessica Essary (Co-Chair), Co-Program Director and Associate Professor of Inclusive Elementary Education  
  • Kristen Bowers, Associate Dean of Admissions  
  • Katherine George, Director of Career Services   
  • Katiuzca Loaiza-Espinoza, Director for Multicultural Affairs and Residential Programming  
  • Jesse Lott, Dean of the First Year Program and Director of the Center for Teaching and Learning  
  • Pete Way, Director of Athletics and Recreation  
  • Shari Whitaker, Director of Alumni and Parent Relations  

Standard V - Educational Effectiveness Assessment Working Group:

  • Laurie Selleck (Chair), Associate Dean of Assessment of Student Learning, Program Director and Professor of Visual Communications  
  • Tracy Trachsler (Co-Chair), Program Director and Associate Professor of Sport Management  
  • Jody Hicks, Program Director and Assistant Professor of Social Sciences, Co-Program Director of Dual Major in History and Social Science  
  • David Rufo, Co-Program Director and Assistant Professor of Inclusive Education  

Standard VI - Planning, Resources, and Institutional Improvement Working Group:  

  • Christine Geyer (Chair), Director of Academic Writing, Associate Professor of English  
  • David Palmer (Co-Chair), Director of Information Technology    
  • Yvonne Loudis, Controller  
  • Cary Rueppel, Director of Annual Giving  
  • Jeff Slocum, Director of Campus Services  
  • Hannah Tigh, Athletics Compliance Coordinator  

Standard VII- Governance, Leadership, and Administration Working Group:  

  • John McCabe (Chair), Trustee, Cazenovia College Board of Trustees  
  • Scott Jensen (Co-Chair), Associate Professor of Visual Communications  
  • Meghan Lawson-Clark, Program Director of Fashion Merchandising and Associate Professor of Fashion Studies   
  • Barbara Lindberg, Associate Professor of Equine Business Management  
  • Bruce Roig, Professor of Philosophy  
  • Ezra Wegbreit, Assistant Professor of Psychology  

Evidence Inventory Working Group: 
This working group will focus on a collaborative process for collecting, assessing, and implementing evidentiary support for all claims made in the Self-Study report.  

  • Jon Daly (Chair), Director of Institutional Research & Assessment  
  • Heather Whalen Smith (Co-Chair), Library Director  
  • Sherri Benedict (Standard II Representative)  
  • Amy Sherrick-von Shiller (Standard III Representative)  
  • Kristen Bowers (Standard IV Representative)  
  • Jody Hicks (Standard V Representative)  
  • Christine Geyer (Standard VI Representative)  
  • Bruce Roig (Standard VII Representative)  

Standards

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.
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. 
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. 
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. 
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. 
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. 
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.