Self-study is a comprehensive review of the university for continuous improvement.
Every institution that awards federal financial aid dollars must hold institutional (formerly regional) accreditation. Duquesne University is accredited at the institutional level by the Middle States Commission on Higher Education (MSCHE). As part of its accreditation process, the University conducts a self-study every eight years. Duquesne was last accredited in June 2018. The next MSCHE self-study evaluation, which is the culmination of a years-long process of self-evaluation, is scheduled for the 2026-2027 academic year.
MSCHE states that self-study “requires that an institution engage in an in-depth, comprehensive, and reflective process to assess the institution’s educational quality and success in meeting its mission, as well as identify institutional priorities and opportunities for improvement and innovation.”
The self-study process is significant, both in terms of time and effort to do it well. This institution-wide effort increasingly focuses on using evidence and assessment to engage in a fair, honest and transparent review of the university. While MSCHE has adjusted its processes in past years to specify a minimum list of evidence that must be collected and submitted, analyzing and self-reflecting upon that evidence is still a critical component of the self-study process.
Learn more about the elements of Duquesne's Self-Study Institutional Priorities are key themes an institution hopes to evaluate as part of
the self-study process. They should be mission-centered, strategic and a long-term
benefit to the institution. For its current self-study process, Duquesne University
has identified the following Institutional Priorities: In addition to the Institutional Priorities, MSCHE asks institutions to clearly specify
Intended Outcomes, which are short-term objectives directly connected to the self-study
process. For its current self-study process, Duquesne University has identified the
following Intended Outcomes: The Self-Study Steering Committee is charged with overseeing the self-study process
and working as collaborators with and liaisons to the wider campus community. Duquesne’s
Steering Committee members, listed below, were chosen because they have the knowledge,
experience and institutional roles to carry out this critical work. They represent
a wide variety of institutional constituencies and are committed to emphasizing the
continuous improvement that defines the self-study process. Working Groups are the pillar of a successful self-study process. Working Groups are
responsible for gathering, evaluating and synthesizing evidence for each of MSCHE’s
Standards of Accreditation. Their work is foundational to the final Self-Study Report.
Duquesne University’s Working Groups will be most active during the 2025 calendar
year, and they will prepare a set of interim and final reports to share their findings. Working Groups are tasked with identifying Lines of Inquiry to guide their analysis.
These Lines of Inquiry allow for a meaningful exploration of each MSCHE Standard,
consistent with our current Institutional Priorities and MSCHE’s past recommendations. The table below identifies each MSCHE Standard, the chair of the associated Working
Group and the identified Lines of Inquiry. Working Group and Chairperson Lines of Inquiry Working Group I: Mission and Goals Dr. Sarah Manspeaker Associate Professor of Athletic Training, Rangos School of Health Sciences 1. How does the mission of the University reflect the institution’s core values
and priorities? 2. To what extent does the University demonstrate a consistent application of
its mission across all Standards? 3. To what extent does the University assess its mission and goals, make the
results available to stakeholders and use those results to guide improvement? 4. To what extent do the mission and goals of the University align with the educational
goals of the Spiritans? Working Group II: Ethics and Integrity Dr. Kimberly Hoeritz University Registrar 1. What diversity, equity and inclusion (DEI) efforts have been implemented to
expand the scope of DEI, to foster a positive climate and to promote the mission of
the University? 2. What activities demonstrate a climate of respect among students, faculty and
staff? 3. To what extent does the organizational structure support faculty decision-making
and communication? 4. How have the changes made to the institution’s web presence and content management
effect the university’s processes and operations? Working Group III: Design and Delivery of the Student Learning Experience Dr. Sara Baron Dean of Libraries, Gumberg Library 1. How does Duquesne University define and ensure academic excellence and rigor
across all programs and modalities? 2. How effectively does the University create new and evaluate existing academic
programs and learning opportunities to meet the needs of students? 3. To what extent does the University foster interdisciplinary collaboration
and research, community engagement, and faculty vitality? 4. In what ways does the University use data and technology to make decisions
related to the design and delivery of student learning? Working Group IV: Support of the Student Experience Anne Lahoda, M.S. Assistant Vice President of Student Housing and Residence Life 1. What policies and processes does Duquesne University implement to recruit,
admit, retain and support students from diverse backgrounds and experiences, ensuring
transparency? How are these efforts communicated and executed in an ethical manner? 2. To what extent are support programs (e.g., advising, counseling, health services)
and student space, athletics, student life and extracurricular activities enhancing
the student experience? How are these co-curricular programs regulated, assessed and
designed to promote inclusion, especially for underrepresented student groups? 3. How does the academic advising system address student and faculty concerns
regarding access, consistency of information and support of interdisciplinary study? Working Group V: Dr. Bridget Calhoun Vice Provost for Academics 1. What mechanisms are in place to ensure that Duquesne University prioritizes
and completes a rigorous assessment of the Bridges curriculum given its centrality
to the Catholic and Spiritan mission? 2. How is Duquesne University sharing and using assessment data for continuous
improvement? 3. In what ways has Duquesne University consistently integrated full use of assessment
data across the institution? 4. What evidence demonstrates the interrelatedness of curricular maps, learning
outcomes, curriculum pedagogy and academic programming? Working Group VI: Planning, Resources and Institutional Improvement Dr. Matthew Frist Senior Vice President for Finance and Business 1. How does Duquesne University define and ensure institutional viability and
vitality? 2. How does the University prioritize and fund new academic programs that meet
the needs of future students? 3. To what extent does the University leverage cross-functional collaboration
and entrepreneurialism? 4. In what ways has Duquesne integrated the use of data and analytics into resource
allocation decisions? Working Group VII: Governance, Leadership and Administration Daria LaTorre, J.D. Vice Provost for Strategic Initiatives 1. How does Duquesne’s governance and leadership support the mission and financial
health of the institution and how are these priorities communicated to the constituencies? 2. To what extent does the University’s governance and leadership prioritize
education and effectively benefit students and other constituencies? 3. To what extent does leadership administration provide support and guidance
to implement a cohesive vision for academic quality and the institution’s academic
portfolio? 4. How does Duquesne emphasize the importance of diversity in Board governance
and administrative leadership and administration? Key components of this process are highlighted in the table below, though the work
of the Steering Committee and the Working Groups is ongoing. Fall 2024 Self-Study Institute for Members of the Steering Committee Kick-Off Meetings for the Steering Committee and Working Groups to Begin Carrying
out Their Charges December 20, 2024 Interim Report #1 Due from Working Groups: Identifying Lines of Inquiry January 21, 2025 Interim Report #2 Due from Working Groups: Connecting Lines of Inquiry to Key Elements
of the Self Study February 14, 2025 Self-Study Design Draft Document due to MSCHE Staff Liaison March 15, 2025 Interim Report #3 Due from Working Groups: Evidence Inventory List March 24, 2025 Self-Study Preparation Visit May 30, 2025 Final Submission of Self-Study Design to MSCHE Staff Liaison September 1, 2025 Draft Due from Working Group of their Final Report November 1, 2025 Final Working Group Reports Due from Working Groups Spring 2026 Self-Study Report Draft to Steering Committee for Initial Review Summer 2026 Self-Study Report Draft Available for Broad Stakeholder Review Fall 2026 Draft of Self-Study Report to Team Chair Team Chair Preliminary Visit Spring-Summer 2027 Final Draft of Self-Study Report Submission Evidence Inventory Submission Self-Study Evaluation Team Visit and Report Institutional Response and MSCHE Commission Action Broad participation from stakeholders across the institution is integral to the success
of the self-study process. Duquesne University is committed to ensuring the self-study
process is transparent, inclusive and reflective of the whole institution. Faculty,
staff, students, trustees, family members and others will receive regular updates
about the self-study process through our standard communication channels, and this
website will be updated regularly as we move through the process.Self-Study Elements
Educational Effectiveness Assessment
Self-Study Contact
Contact Us