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45 Faculty Ranks Full‐time Senior Lecturer 3 Lecturer, Assoc. Lecturer Teaching: # credit hours (max students, course preps) Advising: # advisees/faculty Committee Service 1 Dept./Prog. Leadership 2 Regular Overload Regular Faculty counts, Fall 2011 24 per yr. ≤ 6 per term 16‐20 89 46 (100, 3) (NA) < 24 per yr. < 24 per yr. NA 5 7 (100, 3) (NA) < 18 per year NA NA NA NA (75, 3) (NA) 1 Positions as filled, Faculty Standing Committees and Institutional Committees. 2 Positions as filled, Academic Department/Program Chair, Coordinator, and Director positions. 3 For part‐time faculty, “regular” load is defined as traditional undergraduate; “overload” may be taught in Continuing Education and/or Graduate Studies. Part‐time faculty are not contractually required to carry an advising load, but may do so at the discretion of the chairperson for additional compensation. Curry faculty accept the responsibility for ensuring that their content and methods meet academic and professional standards, and are increasingly involved in integrating learning outcomes assessment to better inform program improvement. They explore the effectiveness of instructional techniques and delivery methods within the context of the established learning outcomes of the academic programs in which they teach, as well as in cross‐disciplinary and institution‐wide efforts aimed at meeting student learning needs. Within departments, there is regular follow‐up work as part of ongoing self‐evaluation and planning. Consistency of multisection courses is overseen by academic departments. Chairpersons monitor implementation and revision of shared syllabus templates with common learning outcomes. Some multi‐section courses also use a common core text, readings, and/or digital materials (e.g., FAA 1000, COM 1010, and Statistics). Individual instructors adjust instruction through additional readings, supplemental materials, and specific assignments in which students practice, receive feedback, and are assessed on shared outcomes. Some multi‐section courses (esp. Soc/CJ) also set expectations for amount and kind of student work. The faculty have consistently devoted time and attention to understanding and improving teaching processes. Academic Affairs, and now the Faculty Center, regularly offer pedagogical and teaching development events and workshops on a variety of topics. xcvi The Excellence in Teaching Committee is a faculty standing committee with an annual budget and release time for the chairperson to coordinate activities such as workshops, forums, and lunchtime discussions on teaching and learning. In the last three years Excellence in Teaching has also brought summer institutes to campus, including Dr. Peggy Maki on Learning Outcomes Assessment, Dr. Leah Shopkow on “Decoding the Disciplines,” and Dr. Jeffrey Arnett on “Emerging Adulthood,” which have been oversubscribed in terms of faculty interest and desired Curry College 2012 Self-Study Standard Five
46 attendance. xcvii Faculty are also encouraged and supported in innovative teaching efforts through classroom research grants and an award each spring to an outstanding Curry College teacher, based upon nomination, teaching materials, and classroom observation to ascertain the quality and effectiveness of the nominee’s pedagogy and practice. Systematic curriculum innovation efforts and initiatives include both formal task forces (e.g., General Education, First Year) and newer “Curriculum Innovation Communities,” which are focusing in 2011‐12 on the cross‐disciplinary curricular areas of Writing Across Curry, Diversity in the Curriculum, and Quantitative Literacy. These groups, which operate through the Faculty Center for Professional Development and Curriculum Innovation described below, are organized as Faculty Learning Communities supporting the development and implementation of a revised General Education curriculum and its implementation of best practices and pedagogies across departments and disciplines. xcviii An increased emphasis at Curry has been the thoughtful integration of technology into instruction. The following initiatives have been undertaken within the recent past, based on best practices: • The Educational Technology Committee developed and disseminated principles of “technology across the curriculum” to faculty, xcix and has advanced and assisted in assessing technology integration initiatives. Examples are the campus‐wide adoption of the “Atomic Learning” online tutorial suite, as well as an extended pilot of the “Digication” e‐portfolio suite, for 2011‐12. c • The Office of Instructional Technology routinely offers well‐attended “Blackboard Clinics” workshops on classroom technology, and introductions to new instructional technologies and their effective use to meet teaching and learning goals. ci Concurrent with technology integration efforts, Curry has seen a decided increase in the use of Blackboard, the College’s learning management system, as summarized below: Blackboard Use Fall 2009 Fall 2010 Fall 2011 Number of Active Courses 673 858 903 Faculty 201 233 251 Login Days* 79,302 98,069 110,611 * Total distinct days that all users logged in. A person logging in multiple times on the same day is only counted once. cii In September 2011, the College opened a new Faculty Center for Professional Development and Curriculum Innovation, which brings together offices and services supporting faculty in enhancing the quality and effectiveness of teaching, as well as in other areas such as research and scholarship, leadership, and curriculum development. Instructional technology is integrated Curry College 2012 Self-Study Standard Five
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Curry College Self-Study Report Jan
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ii III. Institutional Characteristi
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iv 12. List all programs accredited
Page 7 and 8: vi CHIEF INSTITUTIONAL OFFICERS Fun
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Page 11 and 12: x assessment learning goals and mea
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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
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Page 45 and 46: 32 management data helps department
Page 47 and 48: 34 • Recent purchase of Atomic Le
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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
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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 77 and 78: 64 continue to hear from students o
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Page 85 and 86: 72 the Appraisal section. Students
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Page 107 and 108: 94 Standard Eleven: Integrity Descr
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96 available; it also appears in ga
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