Middle States Accreditation

Moore College of Art & Design is accredited by the Middle States Commission on Higher Education (MSCHE), an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.

MSCHE is recognized by the United States Department of Education (USDE) to conduct accreditation and pre-accreditation (candidacy status) activities for institutions of higher education, including distance education and correspondence education programs offered at those institutions, throughout the United States. USDE recognizes accrediting agencies deemed authorities on the quality of higher education. Under the Higher Education Act's (HEA's) federal student aid programs, accrediting agencies recognized by the United States Department of Education must meet the Department's regulatory criteria. MSCHE is a Title IV gatekeeper and is a link to federal programs, and institutions access Title IV through MSCHE accreditation.  

Moore has been accredited continuously by MSCHE since 1958. The last comprehensive self-study and site visit occurred in 2022. The last reaffirmation occurred in 2022. The next self-study evaluation is scheduled for 2029-30.  

Institutional Priorities

Academic Excellence

Strive for faculty excellence across all college programs by supporting shared governance, attracting and supporting full-time, adjunct, visiting faculty and fellowships, while utilizing and capitalizing external partnerships to strengthen existing—and develop—new educational resources. Strive for instructional/educational excellence by continually refining and improving undergraduate, graduate, and continuing education curriculum organization, current (and new) program structures and missions, enhancing strong majors with cross disciplinary teaching, learning and assessment.

Robust Student Experience

Strive for student excellence by diversifying the undergraduate (BFA) and graduate (MA and MFA) populations, achieving enrollment and retention goals, and coordinating and optimizing academic facilities, creative spaces, other engaging physical resources, and both residential and commuter experiences. Through student organizations, provide cocurricular learning opportunities for independent and professional growth that strengthens individuals while building community. Continue to support and adapt areas that enhance and deepen the student experience and student success, including Student Affairs, Academic Services, Connelly Library, Writers Studio, Locks Career Center, The Galleries, and Continuing Education.

Financial Strength

Increase earned income by achieving ambitious annual enrollment goals in all programs, full occupancy of residence halls, and contributed income. Continue to build the college’s philanthropic base.

Diversity, Equity and Inclusion Initiatives

Increase opportunities for the entire college community to learn and explore issues of diversity, identity, inequality, equity, inclusion, and academic freedom through internal and public programs, curriculum transformation, student organizations, and exhibitions. Increase diversity through admissions initiatives and student enrollment, the hiring of full-time and part-time faculty and professional staff and the recruitment of members of the board.

Accreditation Timeline

  • November: Key staff attend two-day self-study institute (in Philadelphia)  
  • December: Steering committee established; begin writing design document 

  • January: Phone meeting with Middle States liaison to discuss our self-study design plan  
  • March 4: self-study design document due  
  • March: Steering committee meets to establish working groups. Review timelines and tasks  
  • May 8: Self-study design document revisions due  
  • April 17: Phone meeting with our Middle States liaison to discuss design feedback  
  • April: Conduct working group orientations for working groups I-IV  
  • June: Revisions and acceptance of the design document 

  • June & July: Co-chairs begin gathering documentation  
  • July: Working group I report due  
  • August: Steering committee co-chairs give an in-service presentation to new faculty regarding the self-study process and report  

  • August: Steering committee meets to discuss working group I draft  
  • September: Working group II report due  
  • September: Conduct working group orientations for working groups V-VII  
  • October: Steering committee meets to discuss drafts  
  • October: Working groups’ reports are posted on Moodle for campus community feedback 
  • November: Working group III report due  
  • November: Middle States selects evaluation team chair and team members; Moore approves the selection  
  • December: Steering committee meets to discuss drafts  
  • December: All-College meeting  

  • January: Working group IV report due  
  • February: Working group V report due  
  • February: Steering committee meets to discuss drafts  
  • March: Working group VI report due  
  • March: Steering committee meets to discuss drafts
  • April: Working group VII report due  
  • April: Steering committee meets to discuss drafts
  • May: Steering committee co-chairs complete draft of self-study report and post onto Moodle for feedback  

  • June–August: Co-Chairs revise self-study report 

  • September: The team chair leading the site visit reviews the draft of the self-study report; the chair may make a preliminary visit four months prior to the team visit to discuss readiness and logistics  
  • October: Steering committee meets and gives Moore community an opportunity to provide feedback
  • November: The self-study report is sent to the evaluation team and uploaded to the MSCHE portal 

  • February: Middle States evaluation team visits  
  • May: Institutional Response sent to Middle States  
  • June: Commission Action