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19 mechanism in place to assess committee effectiveness in meeting its charge and maintaining relevance. Institutional committees are less formalized than standing committees, and some are convened on an ad hoc basis to address a specific need. To improve governance effectiveness, the College is currently reviewing and updating all institutional committees to determine mission relevance, committee membership, eligibility, and the appointment process. The Student Government Association (SGA) plays an active role in informing the greater College community, partially through an open time block for weekly SGA meetings that are open to the College community. Additionally, the SGA has links to and representatives from Public Safety, Food Services, and Academic Affairs, as well as all areas of Student Affairs in order to provide a mechanism for student voices in these important areas. To encourage open communication among students and administrators, the SGA invites all students to a Town Hall Meeting each spring to raise questions and concerns, and make recommendations to a panel consisting of the College President and key Senior Staff members. Similarly, Residence Hall Councils provide Residence Life staff with student input regarding on‐campus student activities. At times, a number of SGA leadership positions remain unfilled, particularly in the representative roles for the junior and senior classes and in the Court of Appeals, whose charge has not been fulfilled in recent years. In a student survey conducted by the Strategic Planning Committee in Spring 2011, a large number of students ranked satisfaction with student governance as lower than their approval ratings on academics, residence life, career preparation, campus supports, and safety. While some students sit on institutional committees (e.g. the ADA subcommittee and Diversity Committee), there are no formalized provisions for obtaining student input on Faculty Standing Committees. Projection The College will: • Review the Institutional Committee structure, including appointment, election and reporting practices, to ensure inclusive and transparent processes, facilitate communication between committees and the community, and develop processes to regularly evaluate how committees address their charges and maintain relevance. • Strengthen communication and efficacy of Faculty Standing Committees by increasing sharing of information and creating a process to mentor faculty for committee leadership and membership roles. • Identify strategies and structures to expand student input into relevant standing and/or Institutional committees. Institutional Effectiveness The College continually demonstrates commitment to improve the effectiveness of its organizational and governance systems. The Board of Trustees and the President are in the Curry College 2012 Self-Study Standard Three
20 process of reviewing their self‐evaluation practices to improve effectiveness. Through Senior Staff, all employees hold annual staff and administrator evaluations to assess and improve organizational effectiveness. Faculty committees are being asked to report more regularly on progress toward goals, and the institutional committee system is under review to assess its effectiveness in meeting the College’s current needs. In addition, the SGA is examining current practices in an effort to improve effectiveness of student governance. Curry College 2012 Self-Study Standard Three
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 and 12: x assessment learning goals and mea
Page 13 and 14: xii Significant program expansion w
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
Page 31: 18 The College demonstrates a stron
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
Page 41 and 42: 28 submitted to the department chai
Page 43 and 44: 30 Table 4.1: Progress Summary of L
Page 45 and 46: 32 management data helps department
Page 47 and 48: 34 • Recent purchase of Atomic Le
Page 49 and 50: 36 cohort model; similar completion
Page 51 and 52: 38 with enhanced online support for
Page 53 and 54: 40 • Develop a system to assess t
Page 55 and 56: 42 Standard Five: Faculty Descripti
Page 57 and 58: 44 Part‐time faculty teaching loa
Page 59 and 60: 46 attendance. xcvii Faculty are al
Page 61 and 62: 48 articulated only for full‐time
Page 63 and 64: 50 initiatives to move the College
Page 65 and 66: 52 Advisors actively participate in
Page 67 and 68: 54 Standard Six: Students With a lo
Page 69 and 70: 56 class members by cohort, allowin
Page 71 and 72: 58 programs are described in detail
Page 73 and 74: 60 Staffing within Student Services
Page 75 and 76: 62 College has placed a priority on
Page 77 and 78: 64 continue to hear from students o
Page 79 and 80: 66 structures and supports for dive
Page 81 and 82: 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
Page 103 and 104:
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
Page 113 and 114:
100 ix Mission Statement Survey in
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102 cvi First Year activities in wo
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