Chesapeake College undergoes a comprehensive self-study process every eight years as part of its accreditation with the Middle States Commission on Higher Education (MSCHE). This thorough evaluation serves as a tool for assessing the institution’s programs, services, and operations. By aligning with MSCHE’s standards and engaging the entire college community, the self-study promotes continuous improvement, ensuring that Chesapeake College meets both its mission and regulatory requirements while preparing for future growth.

Self-Study Process

Accreditation with MSCHE requires Chesapeake College to demonstrate compliance with the Commission’s Standards for Accreditation and Requirements of Affiliation, all within the context of its institutional mission. In addition, the college must satisfy federal requirements through the Verification of Compliance process. The self-study, part of an eight-year review cycle, involves an in-depth evaluation of all college operations, culminating in a report that identifies institutional strengths, areas for improvement, and opportunities for innovation. For more details, see Middle States Accreditation.

The process is supported by seven working groups, each responsible for gathering and reporting evidence to meet the following MSCHE standards:

  • Standard 1: Mission and Goals
  • Standard 2: Ethics and Integrity
  • Standard 3: Design and Delivery of the Student Learning Experience
  • Standard 4: Support of the Student Experience
  • Standard 5: Educational Effectiveness Assessment
  • Standard 6: Planning, Resources, and Institutional Improvement
  • Standard 7: Governance, Leadership, and Administration

The Self-Study Steering Committee is composed of experienced leaders from across the college, organized into working groups aligned with MSCHE standards. The tri-chairs, representing diverse departments, guide these efforts, ensuring a collaborative and inclusive process.

    • Chandra Gigliotti, Tri-Chair, Associate Vice President for Innovation, Learning, and Effectiveness
    • Charles Lartey, Tri-Chair, Director of Assessment
    • Juliet Smith, Tri-Chair, Dean for Liberal Arts and Sciences
    • Lori Riley, Lead Writer, Associate Professor of English
    • David Harper, Vice President for Workforce and Academic Programs
    • Kamari Collins, Vice President for Student Services and Enrollment Management

  • Chris Hall, Director of Institutional Research
  • Marci Leach, Executive Director of the Eastern Shore Higher Education Center
  • Kristy Floyd, Evidence Inventory Manager, Technical Services Librarian
  • Christle Foster, Director of TRiO Programs
  • Michelle Hall, Director of Constituent Engagement and Event Management
  • Rob Thompson, Associate Professor of Theatre and Department Chair of Arts and Humanities
  • Ann Reinecke, Director of Library and Academic Support
  • Susan Leroy, Assistant Professor of English
  • Pam Garton, Administrative Associate to the Associate Vice President for Innovation, Learning and Effectiveness

Year Date Activity/Task
2020 December Finish preview of Standards criteria
2021 March-April Begin planning with President
2021 Summer Selection of self-study Steering Committee
2021 Oct. 5-Nov. 16 Self-Study Institute
2021 October- December Assemble Steering Committee
2022 January Remote meeting with Commission staff liaison (2nd and 3rd week)
2022 January Begin to draft Self-Study Design (SSD)
2022 February Self-study kick-off event
February Assemble Working Groups
2022 February – April Compose SSD
2022 Before April 1st Submit draft SSD by April 1 (2 weeks prior to SSPV)
2022 May Commission staff liaison self-study prep visit to campus
2022 June – July Evidence pre-loaded into local evidence inventory
2022 Summer Faculty off
2022 June – September Revisions and acceptance of SSD
2022 September 9th Working Groups Report #1 (per Standard)
Lines of Inquiry and Plan of Action
2022 September 23rd Working Groups Report #2 Preliminary
Assessment Information:
Collection and evaluation of evidence in support of the Standards, Requirements of Affiliation, college mission, Strategic Plan, Institutional Priorities
2022 October 21st Working Groups Report #2 Update
2022 November18th Working Groups Report #3
Determination of strengths, weaknesses, and/or opportunities for growth for each Standard(s). Identify gaps in evidence.
January 6th Preliminary draft of Working Group including text and data features.
2023 January – May  Begin draft of self-study report
2023 January – May Self-study evaluation team chair chosen
2023 January – May Visit dates chosen
2023 January – May Accepted SSD sent to chair
2023 January – May Working Groups review of drafts. Continue to collect and revise Working Groups progress reports and refine evidence inventory.
2023 April Share draft of self-study with campus community
2023 Summer Faculty off
Summer Have work groups review drafts of report
2023 May – Aug. Finalize draft of self-study report
2023 May – September Self-study revisions and campus review
September Self-study report draft sent to team chair
(No less than two weeks before visit)
September-October Team chair’s preliminary visit
2023 October-November Self-study report finalized based on team chair feedback and shared with campus
2023 December  Final Self-Study Report/ Verification of Compliance/Evidence Inventory uploaded to MSCHE portal
(At least six weeks before team visit)
2024  March – April Self-study Evaluation Team Visit
2024 February – May Team report
Institutional response
2024 June/November Commission meets to determine action
Visits conducted after April 15 are acted on by the Commission at the November meeting

Our specific intended outcomes of the College’s 2023-2024 Self-Study are:

  1. Demonstrate how the institution currently meets the Commission’s Standards for Accreditation and Requirements of Affiliation.
  2. Focus on continuous improvement in the attainment of the institution’s mission and its institutional priorities.
  3. Engage the institutional community in an inclusive and transparent self-appraisal process that actively and deliberately seeks to involve members from all areas of the institutional community.
  4. Guide the development of the next Strategic Planning process.
  5. Gain a keen sense of practices and policies that may need to be revised.
  6. Adapt to the changing landscape of higher education to facilitate growth in the future.