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xi (48%). As this self‐study documents, the College is increasingly adopting many of the best practices in enrollment management to increase its graduation rates. Student support and outreach have been bolstered, most notably in the First Year Experience. We have dedicated more time and resources to data collection, analysis and evaluation, most visibly through the creation of an Office of Institutional Research. Improving graduation, a critical measure of institutional effectiveness, looms as Curry College’s preeminent challenge. Much has taken place at Curry since the 2002 decennial self‐study. Enrollment surged, for traditional, continuing education and graduate students. The growth in traditional students illustrates Curry’s growth. Traditional Student Admissions/Enrollment, 2000 ‐ 2012 6,000 5,000 4,000 3,000 2,000 1,000 0 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Inipated Applicapons 2,043 2,042 2,333 2,680 2,897 3,408 3,678 4,187 4,378 4,812 5,212 5518 Acceptances 1,499 1,605 1,651 1,828 2,081 2,269 2,447 2,669 2,863 3,464 3,633 3835 New Enrollments 524 581 559 606 662 703 685 761 676 707 662 679 FTPE Total 1267 1387 1445 1580 1737 1833 1861 1918 1925 1893 1875 1873 New construction both contributed to, and was imperative for accommodating, the increased enrollment. After nearly three decades of no new construction, growth in physical facilities began in 1999. Four new residence halls were constructed over the next decade. Major development initiatives included construction of a new academic and performance center, consisting of classrooms, office space, a second commuter cafeteria, and the Keith Auditorium; expansion of the Levin Library; a Macintosh computer lab in the Hafer Academic building; expansion of the 55 Atherton Street administrative offices and Career Services Center; and most significantly, a new 84,000 square foot Student Center, a $37 million project, which has profoundly impacted the campus. The College closed a CE campus in Worcester and Medford and still retains a campus in Plymouth which serves CE and graduate students. Curry College 2012 Self-Study
xii Significant program expansion was realized in both undergraduate and graduate programs. Curry now awards master’s degrees in Criminal Justice, Education, Management, and Nursing. Reflecting business and community needs, the College increased its offering with several noncredit professional certificate programs in the Continuing Education program, and an accelerated degree program in Nursing. Several majors experienced review, growth, and/or substantive revisions to the major requirements or the creation of new concentrations and minors. These included a new major in Graphic Design and new minors in African American Studies and Asian Studies. Special initiatives in the First‐Year Experience included collaborations between academic and student affairs to provide theme‐based learning communities, a new First‐Year Honors program and a new Scholars cohort program in Communication and Fine Arts. In addition to maintaining external discipline‐specific accreditation in Criminal Justice, Education and Nursing, the College supported three areas, the Levin Library, Psychology, and the PAL program in formal selfstudies with external reviews; more are anticipated for other departments. Supporting some of these new programs was greater attention to faculty development and support, including creating a new Dean of Faculty position and a new part‐time grant writer position dedicated to Academic Affairs. Efforts of these individuals, together with those of others, were critical in the awarding of a grant resulting in the establishment of the Faculty Center for Professional Development and Curriculum Innovation. Administratively, Curry has witnessed personnel changes and an enhanced focus on outcomes. Academic Affairs and Student Affairs have new leadership and staff since 2002. Career Services has new management, resources and direction as well, expanding services as part of a larger effort to enhance students’ educational experiences and outcomes. The College has established and staffed a Dean of Planning position, conference facilities, and overall, created a far stronger infrastructure. The environment in New England for less‐selective, tuition‐driven liberal arts based colleges is extraordinarily competitive. The number of college‐age students is declining, the economy is not strong, and higher education must be increasingly accountable to more demanding stakeholders. Curry College understands these external environmental pressures. Through increasingly rigorous self‐examination, considered and informed institutional planning, a vigorous commitment to evidence‐based decision making and best practices, and a dedication to our mission, it is our confident belief that Curry College will continue to prosper graduate more students, and send them forward to successful and meaningful lives. Curry College 2012 Self-Study
Page 1 and 2: Curry College Self-Study Report Jan
Page 3 and 4: ii III. Institutional Characteristi
Page 5 and 6: iv 12. List all programs accredited
Page 7 and 8: vi CHIEF INSTITUTIONAL OFFICERS Fun
Page 9 and 10: viii Academic Dean’s Office coord
Page 11: x assessment learning goals and mea
Page 15 and 16: 2 accessible in multiple locations:
Page 17 and 18: 4 Of these multiple efforts, Strate
Page 19 and 20: 6 the College’s Mission Statement
Page 21 and 22: 8 academic units. In addition, the
Page 23 and 24: 10 writing sequence xxv ; and stand
Page 25 and 26: 12 • Offer distinctive, relevant,
Page 27 and 28: 14 Standard Three: Organization and
Page 29 and 30: 16 policy and planning and peer fac
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Page 33 and 34: 20 process of reviewing their self
Page 35 and 36: 22 NEASC visit in 2002, the organiz
Page 37 and 38: 24 Increased opportunity for study
Page 39 and 40: 26 • MACJ: Police Career Incentiv
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Page 45 and 46: 32 management data helps department
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Page 53 and 54: 40 • Develop a system to assess t
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50 initiatives to move the College
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52 Advisors actively participate in
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54 Standard Six: Students With a lo
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56 class members by cohort, allowin
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58 programs are described in detail
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60 Staffing within Student Services
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62 College has placed a priority on
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64 continue to hear from students o
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66 structures and supports for dive
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68 systematic oversight for what ar
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70 The curriculum and student learn
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72 the Appraisal section. Students
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74 faculty “selectors,” each re
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76 technological environment. The C
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78 Standard Eight: Physical and Tec
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80 Facilities are constructed and m
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82 technology through hosted applic
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84 Standard Nine: Financial Resourc
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86 of May 31, 2011 with the majorit
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88 gradually developed a culture of
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90 making that provides for suffici
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92 requirements. As described withi
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94 Standard Eleven: Integrity Descr
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96 available; it also appears in ga
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98 consider developing and implemen
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100 ix Mission Statement Survey in
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102 cvi First Year activities in wo
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