Criterion 3: Info and Co-Chairs
Criterion 3: Teaching and Learning for Student Success
What it means:
Criterion 3 is about demonstrating that our college provides high-quality educational programs, learning environments, and support services that truly help students succeed. It covers the rigor of our academic programs, how we engage students in inquiry and creative work, whether we have enough qualified faculty and staff, and how we use assessment and program review to continuously improve.
Why it matters:
Accreditors want to see that we take responsibility for student learning and success. They’ll look for evidence that our programs are consistent and rigorous, our faculty and staff are qualified and supported, our resources meet student needs, and that we actively use data from assessment and program review to strengthen teaching and learning.
Examples of Evidence You Might Have
Educational Programs (3.A):
- Catalogs and websites listing program-level learning outcomes
- Syllabi showing course learning goals and alignment with outcomes
- Curriculum committee or faculty council meeting minutes
- Program admission requirements and alignment with licensure or credentialing standards
Intellectual Inquiry and Creative Work (3.B):
- Syllabi with assignments that require research, analysis, or creative work
- Assessment data on inquiry or critical thinking skills
- Records of student exhibitions, presentations, or research projects
- Documentation of internships, practica, or service-learning placements
Sufficiency of Faculty and Staff (3.C):
- Faculty qualification policies and credentialing records
- Student-to-faculty and student-to-staff ratios
- Evidence of professional development opportunities
- Hiring guidelines for full-time, adjunct, or dual-enrollment faculty
Support for Student Learning and Resources (3.D):
- Student handbook, advising guides, or academic support center usage data
- Documentation of tutoring, writing, and math support effectiveness
- Information about labs, clinical sites, and exhibition spaces
- Data on student support services like counseling, financial aid, disability services, or veteran support
Assessment of Student Learning (3.E):
- Curriculum maps, rubrics, and assessment plans
- Meeting minutes where departments reviewed assessment data and made improvements
- Reports on general education assessment or program-level outcomes
- Evidence of cocurricular assessment and related improvements
Program Review (3.F):
- Program review policies, schedules, and sample reports
- Advisory board agendas or minutes
- Documentation of transfer policies, dual enrollment, or articulation agreements
Student Success Outcomes (3.G):
- Retention, persistence, completion, and graduation data (with peer benchmarking)
- Licensure or certification exam pass rates
- Alumni survey results, job placement, or continuing education data
- Graduate earnings and loan repayment data
- Participation in initiatives focused on retention and completion
Co-Chairs
Carleigh Okwali, aka The Catalyst
Director, Center for Innovative Teaching
Learn a little more about The Catalyst:
What show could you binge watch forever? Gilmore Girls
If you could invent a new holiday, what would it celebrate? Couch Potato Day!
What’s your favorite board game or card game? Hand and Foot Canasta
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Dr. Mary vonMerveldt, aka The Remedy
Director, Nursing Education
Learn a little more about The Remedy:
What’s the funniest or most unusual nickname you’ve ever had?
Back in high school, I joined a Pre-Med Explorer group and got to attend a national conference; think summer camp meets medical boot camp. Explorers are a co-ed branch of the Boy Scouts of America that focuses on career exploration and personal development. Basically, it was like scouting, but with scalpels. We competed in all kinds of hands-on events: suturing pigs’ feet (yes, really), identifying medical instruments, and doing physical assessments. It was intense, educational, and surprisingly fun. When we arrived, they handed out name tags and embroidered backpacks. It was top-tier swag for a bunch of aspiring med students. But here’s where things took a turn…all my gear was labeled “NART.” Not “Mary”— “NART”. Apparently, someone’s fingers took a little detour on the keyboard. “M” is next to “N,” “Y” is next to “T”—and voilà, I was rebranded. And of course, the nickname stuck. So, while others were refining their suturing skills, I was learning to live with being called “NART.”
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Mlisa Manning, aka Prism
Professor, Sociology; Coordinator, Student Development Courses; Advisor, Gay Straight Alliance (GSA)
Learn a little more about Prism:
What’s your favorite cartoon character? Marc Antony and Pussy Foot
If your life had a theme song, what would it be? The Sandford and Son theme song
What’s your guilty pleasure TV show? Shameless
