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29 • Provided follow‐up consultations and workshops in Fall 2011, focused on using learning outcomes assessment results to implement curricular change; • Expanded internal, online resources for faculty and staff on learning outcomes assessment. lxviii The LOAC has documented progress on adopting clear statements of student learning outcomes for academic programs, reflective of the mission and context of Curry College, and aligning with broader disciplinary expectations for specific degrees and with best practices in interdisciplinary, non‐degree, and co‐curricular areas (E‐Series Forms). Summarizing this progress for academic areas and institution‐wide efforts, Table 4.1 places academic programs into three categories: (1) Area has articulated learning outcomes and uses assessment information to inform decisions and improvements; (2) Area has articulated learning outcomes and is in the process of developing/implementing assessment mechanisms; (3) Area is in the process of developing both learning outcome statements and assessment mechanisms. lxix Since Fall 2009, representation of academic programs (undergraduate majors, master’s degrees, and non‐degree programs) in Category One has increased. Over half of undergraduate majors now routinely assess student learning and use the information gleaned to inform decisions and improvements. Learning outcomes assessment support is provided in multiple ways to support a wide range of assessment activities. For example, stipends or administrative time are provided for areas undertaking qualitative assessment of student work. Examples include: Writing (utilizing first year and capstone level writing samples), Mathematics (introductory statistics problem solving samples, assessed through quantitative and qualitative analysis), Graphic Design (student portfolios), Education (student portfolios), and Politics and History (capstone project samples). Support for other areas that have adopted direct, quantitative methods includes funds and resources for administrative costs; examples include: content knowledge of Psychology majors, Information Literacy in first year students, and achievement on standardized Nursing exams required for licensure. Finally, self‐report surveys capturing students’ understanding of their learning (indirect quantitative and qualitative methods) have been employed for assessment when student awareness of learning is a stated goal (e.g. assessment of metacognitive skill development in the Program for Advancement of Learning (PAL); assessment of student learning in Academic Advising) and were supported through release time. Curry College 2012 Self-Study Standard Four
30 Table 4.1: Progress Summary of Learning Outcomes Assessment 1 2 3 Articulated learning outcomes. Assessment mechanisms developed and linked to decision making. Articulated learning outcomes. Assessment mechanisms under development. Learning outcomes under development. Assessment mech. Fall 2011 Institutionwide Fall 2011 Degree Fall 2011 Non‐degree First‐year Writing Information Literacy Majors: Applied Computing & Tech.: Info. Tech. Education: Child, Youth, Community Ed.; Early Ed.; Elementary Ed.; Special Ed. Fine and Applied Arts: Visual Arts, Graphic Design Humanities: Philosophy Management Nursing Politics & History Psychology Master’s: MEd, MSN, MCJ, MBA Minors: Mathematics, Philosophy Academic Enrichment: Developmental Writing/Placement and Math Placement Academic Advising First Year Honors Program First Year Seminar Program Honors Scholars Program Program for the Advancement of Learning (PAL) 12 Majors (60%) 4 Master’s Programs (100%) 8 Majors (40%) 2 Master’s 8 Majors* (47%) 1 Master’s Technology Literacy General Education Majors: Communication Community Health and Wellness Humanities: English Integrated Liberal Studies Natural Sciences: Biology; Environmental Science Sociology and Criminal Justice: Undergrad. Majors Minors: Fine and Applied Arts (Visual Arts, Dance, Music), Management, Chemistry, Physics, Politics and History, African American Studies, Women’s and Gender Studies Education: Physical Education Experiential Education under development. Capstone‐level Writing Across the Curriculum Minors: Asian Studies, Applied Technology, Communication, Community Health, Criminal Justice, English, Politics & History, Psychology, Sociology, Writing Fall 2011 Summary 8 Majors (40%) N/A Fall 2009 8 Majors (40%) 4 Majors (20%) Summary 2 Master’s 2007 6 Majors* (35%) 3 Majors* (18%) Summary 2 Master’s *3 majors were not tracked in 2007: Management, English, and Community Health and Wellness. Appraisal Undergraduate Programs, Majors, Minors and Concentrations As seen above, a wide and ambitious set of efforts to update and refine curricula has been undertaken. These program developments reflect a conscious commitment to increase academic quality and student engagement, to define and assess student learning, and, most importantly, to trigger a cycle of continuous change and improvement. Academic Program Planning and Review Curry has made significant progress in establishing a manageable and meaningful comprehensive academic program planning process. First, a number of Curry’s academic N/A Curry College 2012 Self-Study Standard Four
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Page 3 and 4: ii III. Institutional Characteristi
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Page 7 and 8: vi CHIEF INSTITUTIONAL OFFICERS Fun
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Page 17 and 18: 4 Of these multiple efforts, Strate
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