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33 include linking theory with practice, supporting knowledge integration and connecting student learning with transition planning as part of a larger Senior Year Experience program. lxxviii To shape further planning of the Senior Capstones, data regarding post‐graduate employment outcomes is desired. Curry hopes to significantly improve this essential process of data gathering and regular connection with alumni to inform curricular re‐design. Recent efforts included an alumni survey that sought feedback on the attainment of learning outcomes. However, weak response rates hampered the process. Career Services has taken the lead on utilizing an online system known as Curry Connect lxxix to increase contact and tracking of Curry Alumni. With a Fall 2011 goal of identifying the 6‐month settle rate of the Class of 2011, (the rate of those landing in employment or graduation school), this process for tracking will serve as the basis for regular data gathering. Communication Literacy Ongoing multi‐tiered efforts seek to further systematize the assessment and integration of writing skill development. Some of the components of this effort are described by program in both the E‐series and within the Learning Outcomes Assessment section. Additional examples of program‐specific initiatives include the addition of major‐specific writing courses such as in Communication or a pilot one‐credit writing lab attached to a Nursing Transitions course that is being planned for the RN‐BSN program to integrate skills development with course content. Cross‐area reviews of student writing are supported across programs with increased opportunities for both Senior and First Year writing to be assessed and analyzed. Working across the institution, a Curriculum Innovation Community through the Faculty Center is focused specifically on writing initiatives to inform the development of General Education. This year, the group developed criteria for writing intensive and writing enhanced courses that will be integrated into the proposed revision of General Education. The revised General Education proposal includes several targeted writing intensive experiences with multiple structured checkpoints for institutional assessment of student writing across majors. Future efforts are expected to build on these essential foundations. Information and Technology Literacy The Department of Applied Technology and the Levin Library have collaborated on a multitiered effort to advance information and technology literacy within and outside the curriculum. Current curricular structures provide for students to attain such competencies through required course work in the Central Liberal Arts Curriculum. Recent efforts to advance a comprehensive assessment and revision of curriculum to further support such skill development include: • Articulation of Technology Literacy Goals by the Educational Technology Committee lxxx • Assessment of new student information literacy to inform pilot credit‐bearing offerings in information literacy. • Creation of a robust set of department‐specific resources to increase information literacy and critical thinking skills. (Refer to Standard Seven for additional details.) • Pilot a credited course entitled “Living on the Digital Highway” (a first year learning community integrating information literacy instruction with first year curricula). Curry College 2012 Self-Study Standard Four
34 • Recent purchase of Atomic Learning to provide “just‐in‐time” instruction to students to develop technology literacy skills and connect to course curriculum. lxxxi Building on the above efforts, Information and Technology Literacy learning goals have been included within the proposed revised General Education curriculum. The current proposed model for Gen Ed revision is expected to further integrate and systematize the College’s assessment and support for students’ skills in these areas. Continuing Education Curry’s Plymouth campus has demonstrated efficacy as a destination site for residents from greater Plymouth, Cape Cod, and surrounding communities. Following a comprehensive assessment of student needs and learning opportunities offered on the South Shore, Curry recently renewed a five‐year lease to continue in Plymouth. Academic programs at the Plymouth campus remain strong and students at the Plymouth campus regularly achieve academic success at a level comparable to their Milton peers. On the main campus, support for the adult learner has seen dramatic recent growth. Recent usage has expanded to better support the success of adult learners, and more than half of the current Academic Enrichment Center’s tutoring hours are now directed toward supporting Continuing Education students. However, the need continues for additional attention to increasing the communication literacy skills of the adult learner. Similarly, hybrid learning (appraised with the Graduate Programs section) is a strong example of the ways in which pedagogical inquiry and new modes of instruction more clearly linked to adult needs can improve student learning. Consistent with other pedagogical initiatives, assessment and integration of information from such offerings are increasingly built into new courses, but are yet to be evaluated across programs. General Education The General Education reform effort has engaged multiple constituencies (students, faculty, administrators, and alumni) in both evaluating the deficiencies of the existing CLAC, and developing a coherent set of principles for a revised General Education. Data from multiple constituencies surfaced concerns about CLAC that mirror common criticisms of General Education at other institutions: • Its heavily distribution‐focused approach provides breath but lacks clarity of purpose. • Relationships between and among disciplines depend on individual instructors; there is no systematic integration across areas. Faculty, students, and staff questioned what is “Central” about the “Central Liberal Arts Curriculum,” with advisors and students frequently referring to CLAC requirements as obstacles to “get out of the way.” Although recent messaging to students about the nature of Liberal Arts has been strengthened, the overall experience of CLAC remains a checklist of requirements with little coherence or integration. To address the above concerns with CLAC, GETF1’s developed a set of core values and learning 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 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: 32 management data helps department
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
Page 83 and 84: 70 The curriculum and student learn
Page 85 and 86: 72 the Appraisal section. Students
Page 87 and 88: 74 faculty “selectors,” each re
Page 89 and 90: 76 technological environment. The C
Page 91 and 92: 78 Standard Eight: Physical and Tec
Page 93 and 94: 80 Facilities are constructed and m
Page 95 and 96: 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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