Paulette M. Balich, B.A.
Chairperson of the Board
Marygrove College Graduate, 1970
Appointed July, 2005



thumb mgWR070 patricia mccluskey


Patricia McCluskey, IHM, Ph.D.
Vice Chairperson of the Board
Marygrove College Graduate, 1966
Sisters, Servants of the Immaculate Heart of Mary
Leadership Council, Mission Councilor
Appointed July, 2012


thumb mgWR126 elizabeth burns


Elizabeth A. Burns, M.D., M.A. 
Secretary of the Board
Marygrove College Graduate, 1972
Associate Dean for Faculty and Clinical Affairs
Western Michigan University School of Medicine
Appointed July, 2005


thumb mgWR277 david fike


David J. Fike, Ph.D.
Marygrove College
Inaugurated July, 2006


thumb mgWR194 toni babcock


Mareda (Toni) Babcock, M.A.
Board Member
IHM Associate
Marygrove College Graduate, 1947
Appointed September, 2012
    Maryfrances Barber, IHM, Ph.D.
Board Member
Marygrove College Graduate, 1974
Senior Lecturer, Chemistry Department
Wayne State University
Appointed May, 2012




 thumb mgWR259 kay benesh


Kay Benesh, B.A.
Board Member
Deloitte & Touche LLP 
Appointed May, 2012


 thumb mgWR172 al benford


Alfred G. Binford, M.B.A.
Board Member
Appointed May, 2011


 thumb mgWR249 john cavanaugh


John C. Cavanaugh, Ph.D.
Board Member
Consortium of Universities of the Washington Metropolitan Area
Appointed May, 2010
    Diane DeFrancis, B.S.
Board Member
Deloitte & Touche LLP
Appointed May, 2011




thumb mgWR210 nancy greschke


Nancy Geschke, B.A., MLS
Board Member
Marygrove College Graduate, 1964
Appointed May, 2012


 thumb mgWR051 james heinbach


James T. Heimbuch, J.D.       
Board Member
Bodman PLC
Appointed October, 2011


 thumb mgWR242 maryanne hinsdale


Mary Ann Hinsdale, IHM, Ph.D.
Board Member
Interdisciplinary Minor in
Catholic Studies, Boston College
Appointed May, 2012


thumb mgWR191 sharon holland


Sharon Holland, IHM, J.C.D.
Board Member
Marygrove College Graduate, 1961
Sisters, Servants of the Immaculate Heart of Mary
Leadership Council, Mission Councilor/Vice President
Appointed May, 2011


 thumb mgWR349 donna jurick


Donna M. Jurick, SND, Ph.D.
Board Member
Executive Vice President and Provost
St. Edward’s University
Appointed May, 2009


thumb mgWR101 maxine kollasch


Maxine Kollasch, IHM, M.A.
Board Member
Co-founder and Partner
A Nun’s Life Ministry
Appointed May, 2012
    The Honorable Linda V. Parker, J.D.
Board Member
Third Judicial Circuit of Michigan
Appointed July, 2009



  thumb mgWR146 libby richards Elizabeth Richards, M.A.
Board Member
Marygrove College Graduate, 1964
Appointed October, 2013
    Leroy C. Richie, J.D.
Board Member
Of Counsel
Lewis & Munday, PC
Appointed October, 2007



  thumb mgWR056 suzanne sattler Suzanne Sattler, IHM, J.D.
Board Member
Marygrove College Graduate, 1965
Consultant to MCLRMP Development Team 
Sisters, Servants of the Immaculate Heart of Mary
Appointed July, 2005

Higher Learning Commission Mark of Affiliation

Welcome to Marygrove College’s Accreditation Web Site.

Marygrove College is accredited by the Higher Learning Commission (HLC), a commission of the North Central Association of Colleges and Schools (NCA), the largest of six regional associations, recognized by the United States Secretary of Education and the Committee on Recognition of Postsecondary Accreditation, whose mission is to establish standards for institutions of higher education and to ensure continuous improvement of programs.

To maintain its accreditation, every ten years Marygrove College conducts an intensive self-study following NCA’s criteria. Our last review was in 2007, which was very successful. For each review, we are required to conduct an intensive self-study and generate a report for the HLC. The Commission, in turn, will send a team of evaluators to assess what we have reported. This team will make their own report to the Commission with their recommendation.

Accreditation is enormously important to our institution for two reasons. First, accreditation is the mark of a quality educational institution. And second, every institution in the United States must be accredited for students to receive federal financial aid such as Pell Grants and Work Study funding. Without accreditation, institutions will not get that funding, and neither will their students

Five teams have been conducting self-studies corresponding to the five criteria established by NCA. The links you will find on this page will take you to a description of those criteria, a listing of the entire project’s steering committee and members of the various self-study teams, and other information about the process, including the self-study report when it is ready.

Please check back often as this Web site will change frequently as the project moves forward.

Consumer Information - Enrollment, Retention, & Graduation Rates

>> For the Accreditors: Marygrove 2007 NCA Self Study Report (pdf)

>> Executive Study of the 2007 Self Study Report

>> 1997 Self Study Report (doc)

>> NCA Quick Reference (pdf)

>> NCA Quick Student Reference (pdf)

> Got It!

Accreditation. Got it!

Thanks to the entire Marygrove community, our visiting evaluation team is recommending our continuing 10-year accreditation by the Higher Learning Commission of the North Central Association. The recommendation will move through the approval channels, and later this year, we will hear the official word.

For now, let’s all celebrate…

Accreditation. Get It! Got It! Good!

> NCA Steering Committee & Team Structure

Accreditation Steering Committee Members:
David Fike, President
Judith Heinen, Dean of Arts & Sciences
Donald Rizzo, Professor of Biology
Thomas Klug, Assistant Provost
Allan Cook, Assistant Professor of English
Steven Scribner, Associate Professor of Chemistry
Sally Janecek, Dean of Enrollment Services J
effrey Zachwieja, References and Electronic Services Librarian
Paulette Balich, Board of Trustees representative
Patricia McCluskey, IHM, Board of Trustees representative
Johnesa Dimicks, Institutional Research and Assessment, project co-chair
Donald Levin, Associate Professor of English, project co-chair and report writer

Criterion Team Structure:

Criterion One: Mission and Integrity

Donald Rizzo, chair
Judith Heinen, dean of arts and sciences
Jan Hunt, Director of Academic Support Programs
Marylyn Russ, IHM, Assistant Professor of Mathematics
Maryann Kummer, Executive Assistant to the President
Yesenia Lara, student

Criterion Two: Preparing for the Future
Thomas Klug, chair Jeanne Andreoli, Associate Professor of Biology
David Schulte, Director of Technology Services
Kurt Smith, Dean of Professional Studies
Sally Welch, Associate Professor of Chemistry

Criterion Three: Student Learning and Effective Teaching
Allan Cook, chair
George Alscer, Associate Professor of Religious Studies, Philosophy, Pastoral Ministry
Ellen Duncan, Associate Professor of Music
Vivian Johnson, Associate Professor of Education
J.P. Song, Assistant Professor of English

Criterion Four: Acquisition, Discovery, and Application of Knowledge
Steven Scribner, chair
Anne Johnson, Director of Human Resources
Chukwunyere Okezie, Assistant Professor of Education
Loretta Woodard, Associate Professor of English
Jeffrey Zachwieja, Reference and Electronic Services Librarian

Criterion Five: Engagement and Service
Sally Janecek, chair
Sr. Barbara Beesley, Campus Ministry Associate
JoAnn Cusmano, Vice President of Institutional Advancement
Mark Jackson, Dean of Students
James Karagon, Associate Professor of Social Work
Gail McFedries, Teacher Certification Officer
Diane Puhl, Director of Alumni Relations
Martha Rowland, Assistant Dean of Continuing Education and Community Services


Criterion One: Mission & Integrity
The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

Core Component 1a
The organization's mission documents are clear and articulate publicly the organization's commitments. Examples of Evidence

  • The board has adopted statements of mission, vision, values, goals, and organizational priorities that together clearly and broadly define the organization's mission.
  • The mission, vision, values, and goals documents define the varied internal and external constituencies the organization intends to serve.
  • The mission documents include a strong commitment to high academic standards that sustain and advance excellence in higher learning.
  • The mission documents state goals for the learning to be achieved by its students.
  • The organization regularly evaluates and, when appropriate, revises the mission documents.
  • The organization makes the mission documents available to the public, particularly to prospective and enrolled students.

Core Component 1b
In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

Examples of Evidence

  • In its mission documents, the organization addresses diversity within the community values and common purposes it considers fundamental to its mission.
  • The mission documents present the organization's function in a multicultural society.
  • The mission documents affirm the organization's commitment to honor the dignity and worth of individuals.
  • The organization's required codes of belief or expected behavior are congruent with its mission.
  • The mission documents provide a basis for the organization's basic strategies to address diversity.

Core Component 1c
Understanding of and support for the mission pervade the organization.

Examples of Evidence

  • The board, administration, faculty, staff, and students understand and support the organization's mission.
  • The organization's strategic decisions are mission-driven.
  • The organization's planning and budgeting priorities flow from and support its mission.
  • The goals of the administrative and academic subunits of the organization are congruent with the organization's mission.
  • The organization's internal constituencies articulate the mission in a consistent manner.

Core Component 1d
The organization's governance and administrative structure promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

Examples of Evidence
  • Board policies and practices document that the board's focus is on the organization's mission.
  • The board enables the organization's chief administrative personnel to exercise effective leadership.
  • The distribution of responsibilities as defined in governance structure, processes, and activities is understood and is implemented through delegated authority.
  • People within the governance and administrative structures are committed to the mission and appropriately qualified to carry out their defined responsibilities.
  • Faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academic processes.
  • Effective communication facilitates governance processes and activities.
  • The organization evaluates its structures and processes regularly and strengthens them as needed.

Core Component 1e
The organization upholds and protects its integrity.

Examples of Evidence

  • The activities of the organization are congruent with its mission.
  • The board exercises its responsibility to the public to ensure that the organization operates legally, responsibly, and with fiscal honesty.
  • The organization understands and abides by local, state, and federal laws and regulations applicable to it (or by laws and regulations established by federally recognized sovereign entities).
  • The organization consistently implements clear and fair policies regarding the rights and responsibilities of each of its internal constituencies.
  • The organization's structures and processes allow it to ensure the integrity of its co-curricular and auxiliary activities.
  • The organization deals fairly with its external constituencies.
  • The organization presents itself accurately and honestly to the public.
  • The organization documents timely response to complaints and grievances, particularly those of students.


Criterion Two: Preparing for the Future

The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Core Component 2a
The organization realistically prepares for a future shaped by multiple societal and economic trends.

Examples of Evidence

  • The organization's planning documents reflect a sound understanding of the organization's current capacity.
  • The organization's planning documents demonstrate that attention is being paid to emerging factors such as technology, demographic shifts, and globalization.
  • The organization's planning documents show careful attention to the organization's function in a multicultural society.
  • The organization's planning processes include effective environmental scanning.
  • The organizational environment is supportive of innovation and change.
  • The organization incorporates in its planning those aspects of it history and heritage that it wishes to preserve and continue.
  • The organization clearly identifies authority for decision making about organizational goals.

Core Component 2b
The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

Examples of Evidence

  • The organization's resources are adequate for achievement of the educational quality it claims to provide.
  • Plans for resource development and allocation document an organizational commitment to supporting and strengthening the quality of the education it provides.
  • The organization uses its human resources effectively.
  • The organization intentionally develops its human resources to meet future changes.
  • The organization's history of financial resource development and investment documents a forward-looking concern for ensuring educational quality (e.g. investments in faculty development, technology, learning support services, new or renovated facilities).
  • The organization has a history of achieving its planning goals.

Core Component 2c
The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

Examples of Evidence

  • The organization demonstrates that its evaluation processes provide evidence that its performance meets its stated expectations for institutional effectiveness.
  • The organization maintains effective systems for collecting, analyzing, and using organizational information.
  • Appropriate data and feedback loops are available and used throughout the organization to support continuous improvement.
  • Periodic reviews of academic and administrative subunits contribute to improvement of the organization.
  • The organization provides adequate support for its evaluation and assessment processes.

Core Component 2d
All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission.

Examples of Evidence

  • Coordinated planning processes center on the mission documents that define vision, values, goals, and strategic priorities for the organization.
  • Planning processes link with budgeting processes.
  • Implementation of the organization's planning is evident in its operations.
  • Long-range strategic planning processes allow for reprioritization of goals when necessary because of changing environments.
  • Planning documents give evidence of the organization's awareness of the relationships among educational quality, student learning, and the divers, complex, global, and technological world in which the organization and its students exist.
  • Planning process involve internal constituents and, where appropriate, external constituents.


Criterion Three: Student Learning & Effective Teaching

The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Core Component 3a
The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

Examples of Evidence

  • The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for both.
  • Assessment of student learning provides evidence at multiple levels: course, program and institutional.
  • Assessment of student learning includes multiple direct and indirect measures of student learning.
  • Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves.
  • The organization integrates into its processes for assessment of student learning and uses the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams, placement rates, transfer rates).
  • The organization's assessment of student leaning extends to all educational offerings, including credit and noncredit certificate programs.
  • Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.
  • Faculty and administrators routinely review the effectiveness of the organization's programs to assess student learning.

Core Component 3b
The organization values and supports effective teaching.

Examples of Evidence

  • Qualified faculty determine curricular content and strategies for instruction.
  • The organization supports professional development designed to facilitate teaching suited to varied learning environments.
  • The organization provides services to support improved pedagogies.
  • The organization demonstrates openness to innovative practices that enhance learning.
  • The organization supports faculty in keeping abreast of the research on teaching and learning, and of technological advances that can positively affect student learning and the delivery of instruction.
  • Faculty members actively participate in professional organizations relevant to disciplines they teach.

Core Component 3c
The organization creates effective learning environments.

Examples of Evidence

  • Assessment results inform improvements in curriculum. Pedagogy, instructional resources, and student services.
  • The organization provides and environment that supports all learners and respects the diversity they bring.
  • Advising systems focus on student learning, including the mastery of skills required for academic success.
  • Student development programs support learning throughout the student's experience regardless of the location of the student.
  • The organization employs, when appropriate, new technologies that enhance effective learning environments for students.
  • The organization's systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.

Core Component 3d
The organization's learning resources support student learning and effective teaching.

Examples of Evidence

  • The organization ensures access to the resources (such as research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.
  • The organization evaluates the use of its learning resources to enhance student learning and effective teaching.
  • The organization regularly assesses the effectiveness of its learning resources to support learning and teaching.
  • The organization supports students, staff, and faculty in using technology effectively.
  • The organization provides effective staffing and support for its learning resources.
  • The organization's systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.
  • Budgeting priorities reflect that improvement in teaching and learning is a core value of the organization.


Criterion Four: Acquisition, Discovery, and the Application of Knowledge

The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Core

Component 4a

The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

Examples of Evidence

  • The organization's planning and pattern of financial allocation demonstrate that it values and promotes a life of learning for its students, faculty, and staff.
  • The board has approved and disseminated statements supporting freedom of inquiry for the organization's students, faculty, and staff, and honors those statements in its practices.
  • The organization supports professional development opportunities and makes them available to all of its administrators, faculty, and staff.
  • The organization publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applying knowledge.
  • The faculty and students, in keeping with the organization's mission, produce scholarship and create knowledge through basic and applied research.
  • The organization and its units use scholarship and research to stimulate organizational and educational improvements.

Core Component 4b
The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

Examples of Evidence

  • The organization integrates general education into all of its undergraduate degree programs through curricular and experiential offerings intentionally created to develop the attitudes and skills requisite for a life of learning in a diverse society.
  • The organization regularly reviews the relationship between its mission and values and the effectiveness of its general education.
  • The organization assesses how effectively its graduate programs establish a knowledge base on which students develop depth expertise.
  • The organization demonstrates the linkages between curricular and co-curricular activities that support inquiry, practice, creativity, and social responsibility.
  • Learning outcomes demonstrate that graduates have achieved breadth of knowledge and skills and the capacity to exercise intellectual inquiry.
  • Learning outcomes demonstrate effectives preparation for continued learning.

Core Component 4c
The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

Examples of Evidence

  • Regular academic program reviews include attention to currency and relevance of courses and programs.
  • In keeping with its mission, learning goals and outcomes include skills and professional competence essential to a diverse workforce.
  • Learning outcomes document that graduates have gained the skills and knowledge they need to function in diverse local, national, and global societies.
  • Curricular evaluation involves alumni, employers, and other external constituents who understand the relationships among the course of study, the currency of the curriculum, and the utility of the knowledge and skills gained.
  • The organization supports creation and use of scholarship by students in keeping with its mission.
  • Faculty expects students to master the knowledge and skills necessary for independent learning in programs of applied practice.
  • The organization provides curricular and co-curricular opportunities that promote social responsibility.

Core Component 4d
The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

Examples of Evidence

  • The organization's academic and student support programs contribute to the development of student skills and attitudes fundamental to responsible use of knowledge.
  • The organization follows explicit policies and procedures to ensure ethical conduct in its research and instructional activities.
  • The organization encourages curricular and co-curricular activities that relate responsible use of knowledge to practicing social responsibility.
  • The organization provides effective oversight and support services to ensure the integrity of research and practice conducted by its faculty and students.
  • The organization creates, disseminates, and enforces clear policies on practices involving intellectual property rights.


Criterion Five: Engagement and Service

As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Core Component 5a
The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

Examples of Evidence

  • The organization's commitments are shaped by its mission and its capacity to support these commitments.
  • The organization practices periodic environmental scanning to understand the changing needs of its constituencies and their communities.
  • The organization demonstrates attention to the diversity of the constituency it serves.
  • The organization's outreach programs respond to identified community needs.
  • In responding to external constituencies, the organization is well-served by programs such as continuing education, outreach, customized training, and extension services.

Core Component 5b
The organization has the capacity and the commitment to engage with it identified constituencies and communities.

Examples of Evidence

  • The organization's structures and processes enable effective connections with its communities.
  • The organization's co-curricular activities engage students, staff, administrators, and faculty with external communities.
  • The organization's educational programs connect students with external communities.
  • The organization's resources - physical, financial, and human - support effective programs of engagement and service.
  • Planning processes project ongoing engagement and service.

Core Component 5c
The organization demonstrates its responsiveness to those constituencies that depend on it for service.

Examples of Evidence

  • Collaborative ventures exist with other higher learning organizations and education sectors (e.g., K-12 partnerships, articulation arrangements, 2+2 programs).
  • The organization's transfer policies and practices create an environment supportive of the mobility of learners.
  • Community leaders testify to the usefulness of the organization's programs of engagement.
  • The organization's programs of engagement give evidence of building effective bridges among diverse communities.
  • The organization participates in partnerships focused on shared educational, economic, and social goals.
  • The organization's partnerships and contractual arrangements uphold the organization's integrity.

Core Component 5d
Internal and external constituencies value the services the organization provides.

Examples of Evidence

  • The organization's evaluation of services involves the constituencies served.
  • Service programs and student, faculty, and staff volunteer activities are well-received by the communities served.
  • The organization's economic and workforce development activities are sought after and valued by civic and business leaders.
  • External constituents participate in the organization's activities and co-curricular programs open to the public.
  • The organization's facilities are available to and used by the community.
  • The organization provides programs to meet continuing education needs of licensed professionals in its community.
> Four Cross-Cutting Themes

Four Cross-Cutting Themes

The four cross-cutting themes are present in all the criteria studied for reaccreditation. In identifying these themes, the Commission had several purposes in mind:

  • Highlight primary attributes of effective and high-performance organizations valued by the Commission.
  • Establish broad benchmarks for evaluating the interpretation and application of the new Criteria.
  • Indicate the interrelatedness of the Criteria.
  • Suggest an organizational schema that could inform self-study processes and give structure to self-study reports.

I. The Future-Oriented Organization

  • Engages in planning
  • Is driven by the mission
  • Understands social and economic change
  • Focuses on the future of constituents
  • Integrates new technology

II. The Learning-Focused Organization

  • Assesses student learning
  • Supports learning
  • Supports scholarship
  • Creates the capacity for lifelong learning
  • Strengthens organizational learning

III. The Connected Organization

  • Serves the common good
  • Serves constituents
  • Creates a culture of service
  • Collaborates
  • Engages in healthy internal communication
IV. The Distinctive Organization
  • Has an unambiguous mission
  • Appreciates diversity
  • Is accountable
  • Is self-reflective
  • Is committed to improvement
> Goals of the Self-Study Project

Goals of the Self-Study Project

The Steering Committee has agreed on the following goals for the Marygrove College Accreditation Project. These capture the overall direction of the self-study process as it has unfolded, and will guide our efforts.

  1. To engage the college community in an extended self-study process that accurately assesses our strengths, challenges, and opportunities in order to advance the quality of our educational offerings.
  2. To provide an evidence-based, balanced means for integrating the college’s on-going assessment and strategic planning activities to more effectively direct our efforts at improvement in the coming years.
  3. To undertake a self-study process that will lead to the continuing validation of Marygrove College as a quality educational institution by the Higher Learning Commission and our multiple constituencies.
> Drafts of the Self-Study Project

Self Study Report & Executive Summary

Here are drafts of Marygrove’s self study report and executive summary. Please email your comments to Dr. Donald Levin ( This email address is being protected from spambots. You need JavaScript enabled to view it. ) or Johnesa Dimicks ( This email address is being protected from spambots. You need JavaScript enabled to view it. ), co-chairs of the self-study project.

>> Executive Summary (168Kb .doc)

>> Draft chapter 1 (142 Kb .doc)

>> Draft chapter 2 changes since 1997 (.doc)

>> Draft chapter 3 responses to 1997 report (.doc)

>> Draft chapter 4 institutional overview (189 Kb .doc)

>> Draft chapter 5 criterion 1 (249 Kb .doc)

>> Draft chapter 6 criterion 2 (300 Kb .doc)

>> Draft chapter 7 criterion 3 (633 Kb .doc)

>> Draft chapter 8 criterion 4 (372 Kb .doc)

>> Draft chapter 9 criterion 5 (366 Kb .doc)

>> Draft chapter 10 summary and recommendations (.doc)

> Contact Us with Comments
This email address is being protected from spambots. You need JavaScript enabled to view it.


David J. Fike, Ph.D.

Kenneth Malecke, M.B.A.
LA 129

Marjorie Swan, MBA
MC 401
(313) 927-1226

Jacqueline El-Sayed, Ph.D.
LA 107C
(313) 927-1207

Administrative Support

Maryann S. Kummer, B.A.

LA 107B


Judith A. Heinen, Ph.D.
Dean of Arts and Sciences
LA 104

Christine Koenig Seguin, Ed.D.
Dean of Education
MC 211

Brenda D. Bryant, Ph.D.
MC 309

Rose DeSloover, M.F.A.
LA 104A

Sherry Lefton, M.A.
LA 117



Mignonne Orr, M.A.
SC 228

Diane Puhl, B.A.
MC 280

David Sichterman, M.A.
MC 049

Horace Dandridge,M.A.
LA 224
313.927.1200 ext. 1555/1401

Otie Williams, M.Ed.
LA 008

Karen E. Cameron, B.A.
MC 269

Kimberly McMillan

Carolyn Roberts, Ph.D.
SC 232

Patricia Chaplin, M.A.
LA 114

Anne Johnson, M.S.
MC 331

Judith Molina, B.F.A.
LA 207

Dolores Noel, M.A.

Lesley A. Jackson, M.A.
SC 109

Veronica Kilebrew, M.A.
MC 020

Michelle A. Cade

Dreu Adams


Dana Zurawski, M.L.I.S.
Library 104A

Linnea M. Dudley, M.L.I.S.
Library 007

Linda Brawner, M.Ed.
L 010

Crystal Agnew, M.L.I.S.
L 101

Barbara Beesley, I.H.M.
SC 227


Raija Ruffin, A.A.
LA 120

Michele Williams, A.A.
LA 103

Dr. David J. FikeDr. David J. Fike
Marygrove College
8425 W. McNichols
Detroit, MI 48221

Phone: 313.927.1208
Fax: 313.927.1315


Message from the President

Welcome to Marygrove!

As you explore these virtual pages, you will get a glimpse of what life is really like on the campus of Marygrove College. Urban, personal, unique, cosmopolitan. Exciting, challenging, encouraging and life-transforming.

These all describe the environment where education takes place and leadership is honed. Situated as we are in the urban center that is Detroit, Marygrove has embraced the strategic vision of Urban Leadership.

What that means is something special. If you’re looking for a college that gives you the opportunity to apply your classroom knowledge in an urban laboratory, Marygrove is for you. If you’re looking for a college that educates and prepares you to take leadership positions in America’s urban centers, Marygrove is for you. And if you’re looking for an institution that is a leader itself in the life of its community, Marygrove is for you.

The Marygrove College environment fosters lifelong learning, a global perspective, personal responsibility, professionalism and leadership. It’s an environment of caring and concern for all members of the campus community as well as the global village in which we live.

With the best, highly qualified faculty, a supportive staff and top quality resources, the Marygrove learning experience is rewarding, fulfilling and fun. You can be assured of our commitment to students’ intellectual, cultural, spiritual and professional growth.

Our values as a college mandate that we help each other, respect one another, explore together and think and act in ways that we create a more just and humane world.

Competence, Compassion and Commitment…these are the values that undergird everything we do at Marygrove. These same values are what students embrace and live out as a result of their time with us.

Marygrove College presents many opportunities for students to participate in activities and programs, both intellectual and social, which transform them into competent, compassionate and committed citizens of the world. We’re happy to help.

Dr. David J. Fike

Dr. David J. Fike

About President Dr. David Fike

Dr. David J. Fike began his appointment as the 8th President of Marygrove College in Detroit, Michigan on July 1, 2006. Dr. Fike is a member of the New Detroit Board of Directors.

Previously, Dr. Fike served as the Provost for Marygrove College and the Vice President of Academic Affairs and Dean of Faculty for Holy Names College in Oakland, California. As the Chief Academic Officer of these century-old liberal arts institutions, Dr. Fike was responsible for academic programming, student affairs programming, enrollment services, information technology, and a variety of academic and administrative support services such as information resources, student registration processes, learning support resources, and academic advising.

Dr. Fike served as an elected official in Kensington, California from 1994 to 1998. He has held numerous appointed positions on Boards and Commissions, including the BioScience Workforce Advisory Team for the City of Oakland, the Life Sciences Task Force of Alameda and Contra Costa Counties, the Bay Area’s Community Capital Investment Initiative, the Community Reinvestment Subcommittee of Alameda County’s Economic Development Advisory Board, the City of Oakland’s Sustainable Community Development Commission, the BayTEC Board of Directors, the Board of Directors of AnewAmerica Community Corporation, and the Board of Directors of the Chabot Space and Science Center.

As an economist specializing in capital markets and urban economic development, Dr Fike has provided consulting services and research in the areas of economic revitalization, sustainable community development practices, capital-access in under-served markets, and strategic decision-making. His clients have included the City of Oakland (participating in the development of the Mayor’s Economic Development Strategy, among other projects) and the Community Bank of the Bay, the first de novo community development bank in the western United States. Dr. Fike also served as part of a team with members of Shorebank Advisory Services (consulting division for the South Shore Bank in Chicago) sent to Central America to develop a strategic plan for the establishment of a nationally-chartered bank to finance infrastructure projects for El Salvador’s cooperative sector.

In 1995, Dr. Fike was granted a prestigious Kellogg National Leadership Fellowship. As a fellow, he investigated innovative public/private partnerships designing sustainable development strategies for low-income urban communities. He has presented on the topics of socially responsible investing, economic revitalization and community development and is the recipient of teaching awards from the University of Maryland, College Park and Holy Names College as well as a co-author of Everything You Need to Know About Economics, (Simon & Schuster, November 1999).

Dr. Fike possesses a B.A. in Political Science from the University of California, Santa Barbara and a Ph.D. in Economics from the University of Maryland, College Park.

Dr. Fike and his wife, Sylvia Rosales-Fike, are the proud parents of three children, Alexandra, Valeria, and David Thomas.

Institutional Research & Assessment

Institutional Research and Assessment (IRA) collects, organizes, stores, and disseminates data to internal and external users, and coordinates campus-wide assessment activities. This includes enrollment and academic statistics.

John Senko, Director
Institutional Research and Assessment
Liberal Arts Building, Rm 105
Marygrove College
8425 West McNichols Road
Detroit, MI 48170-2599

Rita Smith, Research Assistant 
Institutional Research and Assessment
Liberal Arts Building, Rm 104
Marygrove College
8425 West McNichols Road
Detroit, MI 48170-2599
Phone: 313.927.1402

Alumni Relations Contact Information

For more information, contact Tiffany Alexander, Interim Director of Alumni Relations/Alumni Annual Giving at 313-927-1443 or

Alumni News Blog

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