Read the Curry College NEASC 2012 Self-Study Report.

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• 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