Read the Curry College NEASC 2012 Self-Study Report.

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Advisors actively participate in discussions about the differing needs of advisees across the
curriculum (e.g., recent workshops on “Advising Conversations” targeting specific checkpoints
in students’ progression and how the advisor‐advisee relationship changes during each) and
have evidence to indicate that their roles are significant in students’ satisfaction and progress.
Newly introduced technological tools (e.g. a degree audit and early alert system) have
contributed to the advising process as well, allowing for even greater individualization and
thoughtful planning. Even with the broad concern about keeping both the teaching and advising
personal and individualized as the College grows (Standard One), faculty continue to value and
prioritize individualization of students’ experiences through their one‐to‐one interactions.
With multiple structures contributing to the multifaceted range of activities related to
pedagogy, curriculum, and assessment (e.g. Faculty Center for Professional Development and
Curriculum Innovation, Academic Dean’s Office, Excellence in Teaching Committee, Educational
Technology Committee, Learning Outcomes Assessment Committee), there has been an effort
to work collaboratively to shape the nature of exploration, work and evaluation carried out by
faculty. Examples are the 2009 Summer Institute on Learning Outcomes Assessment and a
follow‐up Fall Workshop, both co‐sponsored by Excellence in Teaching and Academic Affairs.
There is a need to ensure similar collaborations that focus on specific sets of issues, needs or
skills in order to avoid overlapping or redundant efforts emanating from disparate structures.
In addition, while great progress has been made in introducing, implementing and assessing
appropriate educational technologies, there are other challenges facing the College that
depend upon expanded support for faculty in the thoughtful use of technology. These include:
planning for various combinations of hybrid, online, and face‐to‐face instruction; changes in
mobile technology use and practice; the need for a centralized data base linking concerns
expressed by faculty about specific students with appropriate student services; and a
comprehensive approach to instructional technology planning, including needs assessments,
innovative pilots, appropriate budgeting, and further assessment.
Research/Scholarship/Creative Work
Curry’s faculty are primarily a teaching faculty, but they are expected to be active professionally
in scholarship, research, writing, creative production/performance, and/or professional
consultation, and many are so engaged. The College supports creative and scholarly endeavors,
recognizing such initiative with funding, sabbatical leaves, conference participation, and events,
noted in Description, to showcase their accomplishments.
Students are expected to achieve competency in research and creative applications within their
fields through a Senior Capstone Project. Efforts are underway to embed capstone experiences
into all programs and to increase the consistency and accountability of this requirement for
students across all disciplines (the work of Senior Capstone Faculty is further described in
Standard Four).
Projection
Curry College 2012 Self-Study
Standard Five