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The organizational structure adopted for the self-study process consists of an executive committee, main steering committees, and eight working groups. The Executive Committee consists of the five school deans, the Accreditation Liaison Officer (ALO), and the two co-chairs of the self-study; its main purpose is to provide oversight and guidance of self-study process. The Main Steering Committee provides overall coordination, additional oversight, and the integration of the self-study, while the Working Groups are composed of faculty, staff, and administrators with relevant expertise and perspectives. This structure ensures broad institutional representation and fosters shared ownership of the process. Each working group was formally charged with examining institutional policies, practices, and outcomes related to its assigned standard, using evidence to assess effectiveness and identify areas of strength and opportunity.
EXECUTIVE COMMITTEE MAIN Steering Committee Working Groups
Working Groups engage in a process of active, open, and evidence-based inquiry into each MSCHE Standard for Accreditation and Requirement for Affiliation to identify how well Brooklyn College is meeting or exceeding a given standard.
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 a related entity, the institution has education as its primary purpose, and it operates as an academic institution with appropriate autonomy.
