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27 The infrastructure to support the Graduate Admissions process is commensurate with the relative size of the Graduate Program enrollment, as compared with the structures and supports that exist for the traditional undergraduate program. Graduate Program Directors and the Graduate Studies staff work closely to prepare program materials, formalize procedures, and vet graduate student candidates. Integrity in the Award of Credit Each Bachelor of Arts or Science degree at Curry requires successful completion of 120 credits of course work. On average, 30 credits are in the academic major, 60 credits are in the Central Liberal Arts Curriculum (CLAC) and the remaining 30 credits are unrestricted elective credits, which may be applied to a minor. Students must maintain a 2.0 GPA for graduation. Prerequisites and sequences within the majors are determined at the departmental level to assure appropriate preparation for intermediate and advanced material; and a senior capstone experience, intended to contextualize learning and integrate theory and practice, is included within each major. Required credits for the Graduate Programs range from 30 to 37 credits. An annual catalog—in hard copy and online— and a web‐based course selection guide published each semester (including summer and winter intersession) serve as guideposts for students and advisors in creating academic plans. The Academic Catalog includes pertinent information about CLAC requirements, major and minor admission and continuation requirements, and elective options. Academic policies (e.g. academic integrity, drop/ add dates, withdrawal process) are also included. Catalogs representing all course offerings available during a three‐year window are reassessed annually by chairpersons and coordinators for accuracy. lvii Students and advisors can readily view unofficial academic transcripts and a degree audit through the Curry Web Information System (CWIS). Additionally, seniors receive a formal degree audit from the Registrar’s Office in the fall of their senior year. Frequency of course offerings is carefully monitored by both the Registrar’s office and the Departments, particularly to assure timely degree completion. The awarding of credit within Academic Programs is overseen by the faculty in the Academic Departments and by the Undergraduate Curriculum Committee (UCC) and the full Faculty, and approved by the Chief Academic Officer. Credit‐bearing course offerings are first proposed and reviewed at the departmental level; then through the UCC, which reviews evidence of alignment with the College’s mission and program goals, course goals and objectives, and assessment of student outcomes. New courses may be piloted as experimental courses and can be offered twice under experimental status; after that, they are subject to review through the UCC process. lviii Departments oversee the development of hybrid design courses following the guidelines of the hybrid task force report to assure consistent standards, knowledge, and competencies. lix Ongoing review of approved courses and programs of study are the purview of the individual departments under the direction of department chairs. Syllabi and course evaluations are Curry College 2012 Self-Study Standard Four
28 submitted to the department chair, and scheduled monthly meetings are devoted to academic review and oversight. The Nursing, Education, and Criminal Justice programs are accountable to outside accrediting agencies that oversee their curricula and program outcomes; the remaining academic areas develop their curricula, including internships and field experiences, based on the department’s academic plan and learning goals, consistent with the College mission. The award of transfer credit is based upon departmental review of the course description and syllabus and is awarded through the Registrar’s Office, which also maintains a data base of approved courses. Guidelines for credit approval are described, both in print and electronically, in the Catalog and a tool for assessment of credit approvals is available on the website; a minimum of one fourth of students’ credits must be completed at Curry including required work in the major and at the 2000 or 3000 level. lx Curry’s policy on the credit hour was revised by the Undergraduate Academic Policy Committee in compliance with new federal guidelines. lxi A list of articulation agreements is available on the website. lxii Learning Outcomes Assessment Assessment of student learning at the institutional, programmatic, and course levels has been an area of substantial focus at Curry College during the past decade. Multiple initiatives have contributed to demonstrable progress on the development of clear and shared learning outcomes statements, implementation of outcomes assessment, and the use of assessment lxiii, lxiv, lxv information to inform improvements in academic programs. Developing systematic and sustainable structures across areas of the college to lead and support this enterprise has been a priority. In 2009, a Dean of the Faculty was appointed to provide guidance, oversight, faculty development, continuity, and management of resources for learning outcomes assessment. An Assessment Task Force was subsequently appointed in 2010 to make recommendations for a Standing Committee to coordinate, process, and utilize results from student learning assessment on an ongoing basis. The Task Force’s recommendations led to the 2011 launch of a reformed Learning Outcomes Assessment Committee (LOAC), with a revised membership and charge (see LOAC Charge, Membership, and Structure, all of which are located in the workroom). lxvi The LOAC is charged not only with monitoring and evaluating institutional progress, but also with consulting (as local experts) on assessment efforts and advocating for resources, such as faculty reassigned time and funding for key assessment projects and pilots that go beyond routine work. Since early 2011, the LOAC has: • Developed and implemented workshops in April 2011 for both academic and student affairs departments to evaluate progress, choose meaningful next steps, and plan and implement actions on learning outcomes assessment. (Workshops were attended by 40 faculty members, representing all academic departments and >50% of interdisciplinary/ non‐departmental programs; and 12 Student Affairs staff.) lxvii ; • Provided academic area planning/assessment retreats in May 2011, with committee members serving as guest facilitators; Curry College 2012 Self-Study Standard Four
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 and 32: 18 The College demonstrates a stron
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: 26 • MACJ: Police Career Incentiv
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
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Page 65 and 66: 52 Advisors actively participate in
Page 67 and 68: 54 Standard Six: Students With a lo
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Page 71 and 72: 58 programs are described in detail
Page 73 and 74: 60 Staffing within Student Services
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Page 77 and 78: 64 continue to hear from students o
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Page 81 and 82: 68 systematic oversight for what ar
Page 83 and 84: 70 The curriculum and student learn
Page 85 and 86: 72 the Appraisal section. Students
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Page 89 and 90: 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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