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57 • Established a New Student Convocation in Summer 2009, a formal academic event to recognize entry of students into the academic culture. • Initiated Orientation Common Read in Summer 2010 to encourage community‐building intellectual discussion beyond the classroom. • Expanded Summer Orientation program from three to four sessions to provide smaller cohorts of students with a more individualized experience. • Increased faculty resources devoted to first year curricular activities by hiring a full‐time Director of First‐Year Studies (2008) and an additional Special Appointment full‐time Faculty member for First Year Studies in Fall 2011. • Increased the participation of full‐time faculty teaching First‐Year Seminar. • Increased early contact between first year students and their advisors through a new “meet your advisor” program on opening day of 2011. • Initiated First‐Year Learning Communities in Fall 2009 targeting cohorts of students with common interests. In Fall 2011, Curry housed students enrolled in the First Year Inquiry Groups in the same residence halls to encourage community and extracurricular engagement. A set of faculty‐led excursions tied to these inquiry groups include planned outings to Norfolk County Prison and the Boston Food Bank and to on‐campus events such as “Sound Culture” musical experiences. cxxx Academic Support • Created structured program in Spring 2011 to provide targeted assistance for first year students placed on Academic Probation. Students created an educational plan, attended weekly study halls, and completed either an academic skills course or a semester of PAL. The first‐to‐second year retention rate for these students had previously been between 18‐23%; the retention of the Spring 2011 group was 32%. • Launched a centralized Academic Alert system in Fall 2007 to provide students early notification about academic concerns. Following an assessment of the rate of use of the system and resulting impact on student achievement, in Fall 2011 Academic Alert was redesigned and promoted to faculty as an Early Alert system – encouraging online entry of student concerns earlier in the semester. A goal for 2011‐12 is to increase the number of entries to the system (over 700 entries in 2010‐2011; however 16% were entries too late in the semester for students to take corrective action). • Increased peer tutoring usage with additional outreach based on high‐risk courses. cxxxi • Enhanced Academic and Student Affairs partnerships to increase academic residence hall programming including time management workshops, advising, and tutoring peer support in the residence halls. • Created a proactive time management program that provided over 300 students with planners and one‐to‐one time management support in preparation for the Fall. Student Services The Student Affairs mission cxxxii articulates the role of Student Affairs in providing educational experiences for student development and learning in partnership with the academic programs. Pursuant to that commitment, Curry offers a comprehensive array of programs and services designed to support students in their personal development and academic success. Such Curry College 2012 Self-Study Standard Six
58 programs are described in detail in the Student Handbook, College Catalog, College website and departmental brochures. The extensive resources for academic assistance include the Academic Enrichment Center, Program for the Advancement of Learning (PAL), Speaking Center, Advising Center, Academic Success Coordinator, the Office of Disability Services, and Career Services. The Academic Enrichment Center (AEC) provides peer and professional content tutorial services to traditional, continuing education, and graduate students, including assistance with writing, organization and time management skills, and study strategy development. Faculty recommend students to serve as peer tutors who then enroll in a structured training course led by AEC faculty. Tutoring is available in most subject areas. Courses identified as “high risk” are targeted for staffing and include those with past histories of requests for supplemental instruction or a high percentage of D/F grades. A summary of recent tutorial support activities is available in the workroom. cxxxiii Student support for developing oral communication literacy includes the Curry Speaking Center, a peer‐based and faculty led center that provides individualized instruction, videotaping of oral presentations, and structured feedback for improving oral communication skills. cxxxiv Beyond academic support, many student services are offered through the Division of Student Affairs. They include Residence Life, Student Activities, Orientation, the Fitness Center, Intramurals, the Student Center, Disability Services, Alcohol/Wellness programming, Spiritual Life, Student Conduct expectations, Public Safety, Counseling, Health Services, and Food Services. Complete descriptions, means of contact with each area, and information about availability of services are provided online, during Accepted Students’ Day and Orientation workshops, and in print. cxxxv Curry’s varsity athletics programs, including fourteen intercollegiate teams (Division III) and a cheerleading squad, report directly to the President of the College. The College maintains an extensive website describing each team, as well as the overall philosophy and integrity expectations of student athletes. Academic expectations are clear as well: students who participate in intercollegiate athletics are held to the same standards as non‐athletes in both academic and student life matters and must remain in good academic standing. A growing intramural program provides co‐curricular activities that connect students with one another other and the campus community. cxxxvi With the new space available in the Student Center and the increase in dedicated staff, the intramurals program has grown significantly. Programs including basketball, flag football, floor hockey, golf, indoor soccer, softball, tennis, volleyball, and Zumba drew more than 438 individual participants in the Spring 2011. Curry students are afforded multiple opportunities for student leadership and participation in campus organizations and governance. These include: Resident Assistants, Orientation Leaders, Student Ambassadors, Student Government Association members, Student‐Athlete Captains, Residence Hall Council members, Teaching Assistants, Peer Educators, Peer Tutors, Peer Advisors, and Student Club Executive Board members. Training and preparation for these roles is extensive and, in some cases, supported with credit‐bearing course work related to student development theory and educational practice. A new course piloted in Spring 2011 focuses 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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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
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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
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Page 73 and 74: 60 Staffing within Student Services
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Page 77 and 78: 64 continue to hear from students o
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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
Page 109 and 110: 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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