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55 Charts below describe the academic interest areas of the 2009 entering students and the average distribution of interests over the last ten years: Distribution of Intended Majors Ten Year Average (2002-2011) Incoming Major UND MGT NSG COM CJ EDU PSY OTHER Fall 2011 Incoming Major UND MGT NSG COM CJ EDU PSY OTHER 5% 12% 10% 24% 5% 11% 9% 17% 10% 10% 10% 16% 13% 12% 11% 25% Fall 2011: Entering First Year Cohort 10‐year Average (2000‐2009) Students from diverse populations comprise approximately 15% of Curry’s entering class; this percentage has remained largely unchanged since 2000. The geographic distribution has been consistent over the last five years, with 64% of Fall 2011 students coming from Massachusetts and the remaining 36% representing 25 states and 5 countries. cxxiv Admissions staff travels throughout the mid‐Atlantic, Georgia, Florida, Illinois, and California, supported by a redesigned set of print marketing materials, a newly redesigned website, and increased use of technology, including social marketing. Over the last 10 years, the volume of admission activity has doubled from 1,806 first year student applications in 2000 to 4791 applications for Fall 2010 (and a similar increase in transfer applications from 237 to 421). Acceptance rates show a modest increase in selectivity, moving from 73% to 70%, with similar modest gains in the average SAT scores and high school GPA (from an average Math and Reading SAT of 918 to 926 and from an average HSGPA of 2.52 to 2.61 over the past 5 years). Deposits resulting from acceptances increased as well, from 524 to 662. cxxv Beginning in Fall 2010, a cross‐area team representing Admissions, Financial Services, Academic Affairs and Enrollment Management began weekly reviews of a data dashboard to assess and monitor progress toward admission goals. cxxvi The dashboard identifies potential and entering Curry College 2012 Self-Study Standard Six
56 class members by cohort, allowing for separate as well as aggregate tracking and monitoring of programs with specific enrollment caps (e.g. Nursing and PAL). Retention and Graduation Retention and persistence‐to‐graduation have been central concerns at the College. First‐tosecond year retention has averaged 67.2%, with fluctuations of only 2‐3%. (A notable exception was Fall 2008, when retention for the entering cohort was 61%). Persistence to graduation follows these same patterns, with an average 6‐year graduation rate of 47.6% across the last five cohorts, and only slight variations. In both cases, recent data show a small but downward trend. (For data and trends from 2000 to 2010, please consult workroom). cxxvii The College has made it a priority to increase its understanding about retention of students by subgroups, migration of students from one major to another, and subsequent student enrollment at other institutions. Moreover, Curry has been making greater use of its data to inform retention planning. An example is the College’s response to students’ perception that they participate in fewer “Enriching Educational Experiences” than peers at similar institutions as indicated on the National Survey of Student Engagement (NSSE). Attention and effort have been placed on increasing the depth and breadth of co‐curricular academic experiences and facilitating connections with classroom content. Last administered in the Spring of 2009, the NSSE will be administered again in the Spring 2012 to reassess the impact of activities such as: Student Engagement • Opened Curry’s new Student Center in Fall 2009, increasing on‐campus jobs for students, intramurals, fitness center activities and student events. • Increased Clubs and Organizations from 15 to 35, including academic clubs such as Pre‐ Law, Education Club, Information Technology, and Politics and History. • Increased the overall number and attendance at campus events including many academically‐oriented events (e.g., African‐American Studies “Fireside Chats,” Politics and History debates, guest speakers, and films with discussion panels). • Increased communication with students, including a bi‐weekly Student Affairs newsletter initiated in Spring 2008 and a student Portal in Spring 2009 providing onestop access to critical information, news and resources. • Established a Spring Academic Festival, providing students an opportunity to display, discuss, and gain feedback about their research. cxxviii • Increased recognition for high achieving students, including Dean’s List celebrations of achievement, increased honor society events (including recently established chapters of Psychology and Criminal Justice honor societies), and increased activities of the Alexander Graham Bell Honor Society. cxxix • Increased opportunities for students to participate in service‐oriented projects and raised the visibility through a Student Activities Civic Engagement through Community Service strategic plan. First‐Year Programs and Initiatives Curry College 2012 Self-Study Standard Six
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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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viii Academic Dean’s Office coord
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x assessment learning goals and mea
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xii Significant program expansion w
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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
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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 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 and 54: 40 • Develop a system to assess t
Page 55 and 56: 42 Standard Five: Faculty Descripti
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: 54 Standard Six: Students With a lo
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
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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
Page 105 and 106: 92 requirements. As described withi
Page 107 and 108: 94 Standard Eleven: Integrity Descr
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Page 111 and 112: 98 consider developing and implemen
Page 113 and 114: 100 ix Mission Statement Survey in
Page 115 and 116: 102 cvi First Year activities in wo
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