Standard III: Design and Delivery of the Student Learning Experience
Standard III: Design and Delivery of the Student Learning Experience
View Middle States Higher Education Standards' Criteria
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.
Workgroup Members:
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III - Design and Delivery of the Student Learning Experience |
*David Robinson |
Academic Dean, School of Liberal Arts |
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*Co-chair **PIR Support |
*Stephanie Vehrs |
Director II, Online Learning |
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Dr. Stephanie McCaslin |
Associate Dean, School of Professional and Technical Studies Chair, Math and Engineering Department |
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Shaneeza Kazim |
Professor, English, Communication, and Languages |
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Stacie Bailey |
Assistant Professor, Business, Technology, and Public Service |
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Joyce Thompson |
Executive Director, Continuing Education and Workforce Development |
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Beverly Russell |
Coordinator, Learning Support Services |
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Joe Burgin |
Professor, Business, Technology, and Public Service |
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Barbara Link |
Professor, English, Communications, and Language |
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Angeline Dean |
Student |
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Jeannine Dewitt |
Student |
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Johnny Ford |
Student |
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**Joseph Barton |
Assistant Director, PIR |
Lines of Inquiry:
The Working Group for Standard III is tasked to find evidence and draft a narrative to answer the following questions:
- How does the college ensure equity and inclusion for all learning experiences? How does the college assess rigor and coherence for all offerings?
- How do faculty demonstrate they are effective and rigorous in their teaching, assessment of student learning, scholarly inquiry, and service to the college? How are faculty evaluated and assessed? How are expectations made clear?
- How does the college’s general education program address intellectual experiences, cultural and global awareness, and the ability for students to make judgements within and outside of their academic discipline? How often is the General Education program assessed?
- How does the college communicate to credit and credit-free seeking students what programs are offered, the purpose, requirements, and outcomes of such programs?
- After researching the above questions, how can CSM improve in any of these areas?