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:

III - Design and Delivery of the Student Learning Experience

*David Robinson

Academic Dean, School of Liberal Arts


**PIR Support

*Stephanie Vehrs

Director II, Online Learning


Dr. Stephanie McCaslin

Associate Dean, School of Professional and Technical Studies

Chair, Math and Engineering Department


Shaneeza Kazim

Professor, English, Communication, and Languages


Stacie Bailey

Assistant Professor, Business, Technology, and Public Service


Joyce Thompson

Executive Director, Continuing Education and Workforce Development


Beverly Russell

Coordinator, Learning Support Services


Joe Burgin

Professor, Business, Technology, and Public Service


 Barbara Link

Professor, English, Communications, and Language


Angeline Dean



Jeannine Dewitt



Johnny Ford



**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:

  1. How does the college ensure equity and inclusion for all learning experiences? How does the college assess rigor and coherence for all offerings?
  2. 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?
  3. 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?
  4. How does the college communicate to credit and credit-free seeking students what programs are offered, the purpose, requirements, and outcomes of such programs?
  5. After researching the above questions, how can CSM improve in any of these areas?
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