The University of Scranton is accredited by the Middle States Commission on Higher education, an institutional accrediting body recognized by the Secretary of the U.S. Department of Education. Accreditation is a process by which higher education institutions regularly assess their operations, identify opportunities for improvement, and demonstrate compliance with agreed upon standards and policies. Accredited status is an important quality marker for institutions. 

In addition to other accreditation review milestones, Middle States accreditation is reviewed and reaffirmed through an intensive process called self-study, which occurs every eight years. 

The University's self-study begins in fall 2025, and culminates in the submission of report materials in fall 2027, and a peer evaluation team site visit in spring 2028. 

• Over the course of the study, the faculty, staff, students, and administration of the institution collectively reflect and evaluate how the seven Middle States' Standards for Accreditation, and Requirements for Affiliation, are met. This is captured in a self-study report, a detailed narrative compiling information, evidence-informed analysis, strengths and achievements, and recommendations for continuous improvement. 
• The self-study report is reviewed by a group of peer evaluators from other colleges and universities who visit our campus to verify the content of the self-study, consider how the institution meets the standards, and form their own recommendations to the institution.
• Institutions also complete a document detailing compliance with a number of accreditation-relevant federal regulations.

All of this information is reviewed by the Middle States Commission in its decision regarding the institution's accreditation status. 

Approach, Organization, and Timetable

Although each institution makes decisions about how to structure this process to fit their unique culture, MSCHE guidelines outline the elements of a successful self-study. Key among these is a clear and manageable timetable; the commitment and support of top leadership; an effective Steering Committee; engaged, informed Working Groups; and ample opportunities for campus-wide engagement, feedback, and public comment. Our organizational approach to the Study is intended to articulate clear areas of responsivity, ample support, and strong communication. 

Self-Study Organizational Structure

Before beginning the self-study, institutions must prepare and submit a Design for Self-Study, which outlines the approach; personnel involved; institutional priorities to be studied, along with other goals for the process; its connection to their mission and goals; a thorough communications plan; and a timetable of work. A draft of this Design will be submitted to MSCHE early in 2026. 

As described in the timeline below, the University's broad milestones by year include:

• Year 1 (2025-2026 Academic Year):  Formation of the Steering Committee; Preparation of Draft Design; Preliminary Middle States Staff Preparation visit (spring); Submission of Final Design; Steering Committee and Working Group Preparations and Initial Inquiry;
• Year 2 (2026-2027 Academic Year): Steering Committee and Working Group Inquiry, Analysis, and Report Drafting;
• Year 3 (2027-2028 Academic Year): Steering Committee Co-Chairs Prepare final self-study report, inclusive of campus community feedback; Self-Study Report, Compliance Report submitted (fall); Preliminary Peer Evaluation Team Chair visit (fall); Peer Evaluation Visit (spring); MSCHE Commission Review and Action (late spring/early summer).  

The University's Self-Study Steering Committee is co-chaired by a member of the faculty and a member of the administration. The co-chairs for the 2025-2028 study are Dr. Michael Jenkins, Professor and Chair, Criminal Justice, Cybersecurity, and Sociology, and Dr. Sarah Kenehan, Executive Director of the Slattery Center for Ignatian Humanities.

Steering Committee Members include representatives from the faculty, staff, administration, and student body. Some members are selected based on their knowledge of certain academic or administrative areas, others based on specific roles in which they serve. Each member of the Steering Committee serves as a chair or co-chair of one of seven Working Groups, each aligned with one of the Standards;  an eighth working group is tasked with the compliance reporting aspects of the study process. Members of institutional research and other staff may serve in supporting and/or liaison roles for the Steering Committee. Steering Committed members are listed below. Working Group membership will be affirmed in early Spring 2026.

Standard 1: Mission and Goals 

• Dr. Samantha Herrick, Associate Professor, Counseling and Human Services, Leahy College of Health Sciences
• Tim Dulle, Executive Director, The Jesuit Center 

Standard 2: Ethics and Integrity  

• Dr. Ashley Stampone, Assistant Professor, Accounting, Kania School of Management
• Crystal Cool, Manager, International Student & Scholar Services 

Standard 3: Design and Delivery of the Student Learning Experience 

• Dr. Susan Méndez, Professor and Chair, English, College of Arts and Sciences  
• Dr. Dan Marenda, Associate Dean, College of Arts and Sciences  

Standard 4: Support of the Student Experience 

• Dr. Rebecca Dalgin, Professor and Chair, Counseling and Human Services, Leahy College of Health Sciences
• Matt Smith, Manager, Office of Student Support & Success  

Standard 5: Educational Effectiveness Assessment 

• Dr. Emily Hopkins, Associate Professor, Psychology, College of Arts and Sciences
• Lori Moran, Director, Gerard R. Roche Center for Career Development  

Standard 6: Planning, Resources, and Institutional Improvement  

• Dr. Rose Sebastianelli, Professor, Operations & Analytics, Kania School of Management
• Brian Loughney, Human Resources Manager   

Standard 7: Leadership, Governance, and Administration

• Andrew Venezia, Associate Professor, Health and Human Performance, Leahy College of Health Sciences
• Dr. Murli Rajan, Associate Dean, Kania School of Management