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47 in a state‐of‐the‐art Collaboration Room and a faculty multimedia and technology Innovation Lab, with on‐site support from a full‐time Administrative and Technology Assistant (a new staff position). The Center consults and coordinates with existing groups, such as the Excellence in Teaching and Educational Technology Committees, and collaborates with the Academic Dean’s Office, Student Affairs, Levin Library, and the Technology Center. ciii Faculty Advising remains a frequently cited strength of the College. Faculty advisors, who typically advise 16‐20 students, are supported by the Academic Advising Office, which includes a full‐time manager, a three‐quarter time faculty director, and an administrative assistant. New faculty are assigned a reduced number of advisees for their first semester and work closely with advising staff to learn the curriculum and advising processes during orientation and through follow‐up workshops. The Advising Office supplies all faculty advisors with updated information, and receives feedback on academic issues that emerge through advising as well as broader advising and student concerns from faculty, through regular focus groups, workshops, and information disseminated by e‐mail and online. New tools and resources, such as an automated degree audit and an early alert system, contribute to advisors’ abilities to intervene when necessary and to help all students plan and track their academic progress. Full‐time, year‐round credentialed professionals with a graduate degree in an appropriate field provide advising services for students enrolled through continuing education, as well as for graduate students pursuing a graduate degree. Advisors are readily available to explain degree requirements and course scheduling options, assess prior transfer credits, and inform students about financing options. civ The College has been proactive regarding enhanced support for first year students. While measures of student satisfaction (Noel Levitz, NSSE, and internal assessments) yield strong ratings of advisors’ availability and supportiveness, a 2010 survey of first year students indicated that only 43% of first year students had met with their advisors by the 6th week of class. In Fall 2011, all new students were invited to attend meetings with their academic advisors immediately following New Student Convocation. The results were noteworthy: a student poll on the Portal found that 80% of respondents met with the advisors during that period, and advisors subsequently reported increased follow‐up engagement with their cv, cvi students than in previous years. Closely related to service through advising, the faculty engage in a myriad of other forms of service that enhance direct interaction with students, thoughtful curriculum planning, and governance that is proactive and ensures quality on behalf of students. The chart that appears under Teaching and Advising demonstrates the high level of Curry College faculty involvement in Service. Scholarship, Research, and Creative Activity Curry defines scholarship, research, and creative activity broadly, as appropriate to a teachingfocused institution, with emphasis on integrating teaching and scholarship in ways that are adaptable to the disciplinary and teaching context. Although specific expectations are Curry College 2012 Self-Study Standard Five
48 articulated only for full‐time faculty, Fall 2011 C.V.’s document the active scholarship and research of Senior Lecturers. cvii Beyond disciplinary scholarship, the institution includes research focused on the scholarship of discovery, of application, and of teaching and learning within the professional activities that are systematically supported and evaluated (CPRC). Artistic performance and exhibition related to the faculty member’s discipline are similarly encouraged and supported. In addition, and especially for the professional fields, faculty may pursue and demonstrate their expert professional activity through consultation in which they use their disciplinary expertise in service to a third party entity such as a community or professional organization. Extensive evidence of faculty accomplishments in the area of Scholarship, Research, and Creative Activity may be found in the in the Standard Five workroom materials. In recognition of faculty scholarship and creative endeavors, The Excellence in Teaching Committee regularly sponsors well‐attended Researcher and Artist Dinners, in which faculty with active research and creative projects present and discuss work in a cross‐disciplinary setting. The committee also gives an award for outstanding Scholarship annually. The Faculty Center for Professional Development and Curriculum Innovation has also begun to host informal practice talks, post‐conference information sharing sessions, and is planning additional workshops and opportunities to develop scholarship and research, addressing a variety of stages and foci (e.g., developing Scholarship of Teaching and Learning projects; publishing work). Faculty receive support in the form of time through the “Research Track” program by applying for 28 annual course reductions to pursue scholarly research; others receive support for scholarly and research projects through additional release time available from the Joint Committee on Release Time. cviii Funding for travel to present scholarly work at professional conferences, and other research/publication costs is provided by the Faculty Fund for Professional Advancement, overseen by the Faculty Welfare Committee, and by the Dean’s Fund for Professional Advancement. cix Further, research is supported by a part‐time professional Grants Coordinator, hired in 2009, who assists faculty with external grant and cx cxi fellowship applications. Curry maintains an active Institutional Review Board (IRB) with Federal Wide Assurance from the Office of Human Research Protection, with release time for a faculty Chairperson to administer the IRB and conduct training and outreach to faculty and students on ethical practices for research with human subjects. cxii Appraisal With a large proportion of full‐time faculty eligible for retirement in the next five‐to‐ten years, and with the College’s goal of improving the full‐time to part‐time faculty ratio, succession planning is a significant challenge. 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
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vi CHIEF INSTITUTIONAL OFFICERS Fun
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Page 17 and 18: 4 Of these multiple efforts, Strate
Page 19 and 20: 6 the College’s Mission Statement
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Page 29 and 30: 16 policy and planning and peer fac
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Page 39 and 40: 26 • MACJ: Police Career Incentiv
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Page 55 and 56: 42 Standard Five: Faculty Descripti
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Page 89 and 90: 76 technological environment. The C
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Page 107 and 108: 94 Standard Eleven: Integrity Descr
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98 consider developing and implemen
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100 ix Mission Statement Survey in
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