Standard III: Design and Delivery 

of the Student Learning Experience 

"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."

Working Group Members

Dr. Helen Bittel, Associate Professor, Communication, Language and Literature, Co-Chair

James F. Eckler, Jr., M.ARCH, MSAS, Professor and Program Director, School of Architecture, Co-Chair

Dr. Lisa Antoniacci, Associate Professor, Science, Math and Computer Science

Dr. Kathleen Covey, Director of Educational Technology, IT 

Dr. Christa Irwin, Associate Professor, Art 

Sue Jenkins, MFA, Associate Professor, Graphic Design, Web Design, and Photography 

Jennifer Mercereau, Administrative Assistant 

Dr. Amy Paciej-Woodruff, Associate Professor, School of Education, Coordinator of the Higher Ed Administration Program

Sheryl Lynn Sochoka, Publications Director, Marketing

Dr. Rachael Stevens, Assistant Professor of Practice, School of Education

Student Representative, TBD 

Lines of Inquiry

1. In what ways does the institution demonstrate that all of its programs foster a coherent learning experience consistent with Marywood’s mission? 

2. In what ways does the University promote a synthesis of learning within an innovative and supportive teaching and learning environment? 

3. How does the University communicate information about academic offerings, requirements, academic progress, and resources so that students can make informed decisions? 

4. How does Marywood's new core curriculum foster essential skills across disciplines? 

5. How does Marywood ensure that faculty are qualified and supported in their teaching? 

6. In what ways does Marywood promote a culture of faculty-mentored student research, scholarship, and creative production in its graduate and professional education? 

Standard III: Criteria & Evidence Expectations

Evidence_3.pdf