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41 Curry’s next focus will be on increasing the use and systematic integration of data in the ongoing processes of adapting and innovating. With more data available, greater attention is now focused on the nature and evidence of student learning to guide academic planning. Critical next steps will be to elevate such processes to assure ongoing feedback for continuous quality improvement and to develop and enhance more signature programs to attract, retain, and graduate more students. With an appreciation of the need to align resources strategically, Curry has focused on articulating and sustaining academic quality. This emphasis reflects a collective commitment to use evidence to assure that programs meet student needs, adhere to mission principles, and deliver the desired outcomes. Curry College 2012 Self-Study Standard Four
42 Standard Five: Faculty Description Faculty ranks at Curry College include full‐time Professor, Associate Professor, Assistant Professor, and Instructor as well as part‐time Senior Lecturer, Lecturer, and Associate Lecturer, pursuant to the College’s Collective Bargaining Agreement (CBA). xc The College replaced tenure in 1979 with a system of “Rolling Contract” status, which may be sought by faculty at the Associate Professor rank and above after demonstrating exemplary performance over time. The 122 full‐time faculty include 57 Professors, 41 Associate Professors, 22 Assistant Professors, and two Instructors as of Fall 2011. Currently 89 full‐time faculty (73%) hold terminal degrees in their fields (74 Doctorates, 15 Other Terminal Degrees, e.g., MLIS, MFA); several more are currently enrolled in doctoral programs. The 297 part‐time faculty include 93 Senior Lecturers and 204 Lecturers and Associate Lecturers. In general, numbers of both full‐time and part‐time faculty by department correlate with the number of credit hours of instruction generated by the department (see table below). Higher numbers of part‐time faculty in Education and Nursing are discussed in the Appraisal section. The number of full‐time faculty has increased from 107 in Fall 2006 to 122 in Fall 2011. The distribution of full‐time faculty skews toward the senior ranks (47% Professor, 34% Associate Professor, and 18% Assistant Professor). Approximately 50 (41%) current full‐time faculty are at or will be at the traditional age of retirement within the next five years. Fall 2011, Academic Departments Undergrad (Grad) Credit Hours Full‐time Faculty Part‐time Faculty APPLIED COMPUTING & TECH 1804 3 16 COMMUNICATION 3599 9 25 EDUCATION 1646 (613) 8 41 FINE & APPLIED ARTS 1732 7 10 HUMANITIES 4307 10 24 MANAGEMENT 2393 (582) 7 21 NATURAL SCIENCE & MATH 4023 10 30 NON‐DEGREE UNITS 2457 28 29 NURSING 4024 (305) 19 53 POLITICS & HISTORY 1551 5 5 PSYCHOLOGY 3104 5 18 SOCIOLOGY & CRIMINAL JUST. 3501 (315) 11 26 (Summary from Data First Forms, Standards 4 and 5) 31.3% of the part‐time faculty holds the rank of Senior Lecturers. These faculty members make a significant contribution to the institution in a wide range of areas. Senior Lecturers have the opportunity, but not the obligation, to participate in governance, curriculum, and other faculty Curry College 2012 Self-Study Standard Five
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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 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: 40 • Develop a system to assess t
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
Page 97 and 98: 84 Standard Nine: Financial Resourc
Page 99 and 100: 86 of May 31, 2011 with the majorit
Page 101 and 102: 88 gradually developed a culture of
Page 103 and 104: 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
Page 111 and 112:
98 consider developing and implemen
Page 113 and 114:
100 ix Mission Statement Survey in
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102 cvi First Year activities in wo
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