Read the Curry College NEASC 2012 Self-Study Report.

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The curriculum and student learning, both within and outside of specific areas that supply and
assist students in using Learning Resources, are supported through a broad array of academic
and administrative software. These tools are of several types: curriculum‐specific (e.g.,
Aventuras, supporting the foreign language program), administrative (e.g., DeepFreeze),
assistive (e.g., Dragon), as well as standard applications (e.g. Microsoft Office, Adobe Reader).
Subsets of available software are installed in different campus locations, including at multiple
locations in the Library and PAL, the Kennedy labs, the Plymouth campus, the Nursing Division,
and the newer lab in the Hafer building.
The Blackboard course management tool, as reviewed in Standard Five, augments the
classroom environment and provides opportunities for collaborative learning through the use
of social networking functions such as chat and discussion boards. The Curry Web Information
System (CWIS) offers students the ability to gain real time access to academic progress reports
along with a wide range of administrative information. Google Apps provide students with e‐
mail and the ability to share documents, while the Portal provides students with communities
and single sign‐on access to a wide variety of resources.
With regard to Library‐specific software applications, there have been many recent
developments. As a result of the Library’s major focus on redeveloping an online presence,
described in the College’s 2010 Library self‐study report and input from two external
evaluators, several initiatives were either strengthened or given further impetus. cliii The Library
has developed a community on the campus Portal as a component of the campus intranet. cliv In
summer 2011, it implemented new components of the Innovative Interfaces library system:
Encore, a next‐generation discovery environment, and WebBridge, a link resolver product.
These serve to improve ease of discovery of learning materials of different types and simpler
access to full‐text journal articles. In addition, the library’s online catalog was enhanced with
features providing more personal information for users. The development of LibGuides,
described above, has become a major asset. The overall aim of these developments, considered
together, is to knit together access to resources and information previously found in different
“silos” via different interfaces. Most components of the Library’s online presence may be linked
from Blackboard or otherwise embedded in electronic course materials.
To support technology integration, an Instructional Technologist, working with departments
throughout the Institution, offers a range of workshops and one‐on‐one sessions to assist
faculty in appropriately integrating technology in their curricula and instructional practices. This
individual also educates faculty and staff when new software applications become available and
when upgrades to existing applications warrant additional training. In addition, the Technology
Center is able to assist with laptop repairs and connectivity issues and makes use of software
that allows for remote diagnosis and resolution of many of the software and hardware issues
that impinge on instruction within classrooms, labs, and offices. For additional information
about technology instruction, please see Information and Technological Literacy.
Library faculty members, Technology Center staff, and the Instructional Technologist are all
involved in the current Strategic Planning process. Library faculty members also play a
Curry College 2012 Self-Study
Standard Seven