Read the Curry College NEASC 2012 Self-Study Report.

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NEASC visit in 2002, the organizational framework of oversight for the academic programs has
remained unchanged.
Curry’s Division of Continuing Education at both Milton and Plymouth campuses offers many of
the same programs as those offered in the traditional day program and draws upon the same
faculty for instruction. The curricular structures and program oversight are also the same, and
quality control processes are led by College department chairs and program coordinators. More
than 1,100 undergraduate students and almost 400 graduate students enroll in courses and
programs through Continuing and Graduate Studies. Curry’s Plymouth campus currently serves
approximately 520 of those students, 450 undergraduates and 70 graduate students.
Continuing Education enrollments have seen significant but fluctuating increases over the last
ten years. Changes since the last NEASC visit include the closings of both the Worcester and
Chicopee sites and the consolidation of offerings, based on enrollment and growth projections
for programs aligned with Curry’s mission. Consolidations and program eliminations were
planned to assure opportunities for program completion by currently enrolled students.
Curriculum oversight at the department/program level for the College is increasingly guided by
an orientation grounded in evidence of student learning. The E‐series captures each academic
area’s articulation, evaluation, reflection and re‐design of offerings at the course, program and
institutional level. Programs are at varying stages of integrating evidence into the process of
curricular assessment and redesign; and faculty work reflects an understanding that all program
planning must be grounded in an understanding of what and how students are learning.
Program learning outcomes can be seen on the web l and are described in greater detail in the
E‐series. Examples in the E‐series, along with catalog descriptions of program goals and
structure, articulate the coherence of each program.
Academic planning and review based on evidence of student learning has been supported by a
recently developed uniform planning process across all academic units. A planning partnership
between the Academic Dean’s Office and the academic areas includes the use of a common
template for academic program planning. Program reports submitted from all academic areas
evaluate program goals, strengths, and weaknesses and explicitly use learning outcomes
assessment information to inform the academic planning and improvement process. li
Additionally, comprehensive departmental self‐studies were completed in Psychology, the
Program for Advancement of Learning, and the Library in 2010‐2011, with reviews of Honors
and Communication scheduled for the next cycle. lii
Many of the recent curricular changes in majors, minors and concentrations resulted from
careful review of programs, their intended outcomes, and the learning activities and strategies
that lead to those outcomes. Examples of these changes and review processes include:
• Communication
o Established new selective cohort program, Communication Scholars.
o Added concentrations in Film, Corporate, and Relational Communication.
o Aligned multiple section offerings of COM1010 with common learning goals.
Curry College 2012 Self-Study
Standard Four