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9 mission. xviii The committee’s final recommendations must be approved by the faculty, and the report, with its implications for physical facilities, technology, staffing, and assessment, will be brought to the budget review process for consideration. o Academic units have begun to undergo voluntary self‐studies with support and encouragement from the Dean’s Office. These efforts, thus far undertaken by the Program for the Advancement of Learning, the Psychology Department, and the Library, have been valuable in establishing thoughtful requests for resources that can be considered within the context of all‐college budgeting. xix • Technology planning is presented through the efforts of the Technology Governance Committee, comprised of administrative staff and faculty, and the Educational Technology Committee, a faculty standing committee. Annually, the Technology Governance Committee presents its recommendations based on the outcome of its review process. xx • NEASC accreditation recommendations are considered and incorporated into college goals and related budget requests. Evaluation While the College has not systematically evaluated the achievement of its mission, it plans to do so through the strategic planning process and a subsequent mission review, noted in Standard One. To begin data‐gathering that will support the review, survey information was gathered from faculty, students, and staff relating specifically to familiarity with the College mission. The results, xxi documented in Standard One, create a piece of the foundation upon which a mission review process will be built. The College’s educational objectives are evaluated through individual and ongoing efforts such as the following: • The Learning Outcomes Assessment Committee is an institutional committee charged with leading efforts in learning outcomes assessment “as a continuous improvement model.” xxii Institutes and workshops support development of assessment practices at the academic program and department level that align with the institutional mission. • Academic Program Planning frames the discussion of academic goals, directions and priorities and includes an annual self‐assessment and appraisal process to help align departmental needs with the budget processes and departmental and institutional priorities. xxiii • The Criminal Justice and Nursing programs are periodically reviewed by external agencies in their disciplines, and the Education programs are reviewed by the State Board of Education. New and existing graduate programs are subject to review by the State Board of Higher Education. xxiv • Strategic Enrollment Management data at the program level provides assistance with academic evaluation and planning. • Individual evaluation efforts that have the potential to impact students in all academic programs include: a rubric developed by faculty in the college Writing Program to norm student work, evaluate differences, and recommend grading requirements within the Curry College 2012 Self-Study Standard Two
10 writing sequence xxv ; and standardized testing initiated by the library to measure First‐ Year students’ information literacy skills xxvi , and develop specialized instruction. In addition to these efforts to support evaluation of educational objectives, the NSSE, Noel‐ Levitz, and Senior Surveys xxvii provide quantitative assessment of institutional performance in a variety of areas: • The NSSE was administered by Enrollment Management for the first time in 2007. The results were shared with college constituents and were used in planning, especially by Student Affairs and Academic Affairs, to inform first‐year experience programming and increase enriching educational experiences, such as internships, and other high‐impact practices. • In summer 2011, the Noel‐Levitz College Student Inventory (CSI) was administered to nearly 600 new students. The results were reviewed by a faculty‐staff Student Success Committee to develop and support interventions with students. A Senior Survey is administered annually by Career Services and the results are shared with a variety of college constituents through Academic Affairs. xxviii Finally, Student Affairs has recently undertaken a self‐assessment through the Council of the Advancement of Standards in Higher Education, which was used to align efforts across subdepartments and set common goals. xxix Appraisal While substantial planning and evaluation has occurred through many of the processes described with this Standard’s Description section, the initiatives have not been consistently connected or aligned. It is for that reason that the College community is committed to a strategic planning initiative to establish a college wide context in which further planning, implementation and assessment will take place. Institutional Research Prior to 2011, institutional data was gathered and disseminated through the Office of Enrollment Management and Registrar, as well as through other contributing departments and areas, often on an as‐needed basis. A Director of Enrollment Management position, staffed in 2009, provided a significant degree of research and analysis. Recognizing the inadequacy of this approach for ongoing systematic research to support college and departmental goals, Institutional Research has been designated a priority. Data‐driven decision‐making is more in evidence, and the new position of Director of Institutional Research now supports the development of an ongoing, systematic data collection for institutional and individual planning and assessment efforts. The position supports the College’s efforts to base strategic directions and decisions on thoughtful consideration of data that informs priorities, actions and decision making. Planning A review of prior strategic plans and the Master Plan demonstrates the College’s ability to plan Curry College 2012 Self-Study Standard Two
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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 and 12: x assessment learning goals and mea
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Page 17 and 18: 4 Of these multiple efforts, Strate
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Page 21: 8 academic units. In addition, the
Page 25 and 26: 12 • Offer distinctive, relevant,
Page 27 and 28: 14 Standard Three: Organization and
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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
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Page 39 and 40: 26 • MACJ: Police Career Incentiv
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