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81 outdated; in response, faculty and administrators have been collaborating on the most efficient ways to use college resources to create updated and fully functional labs for teaching and research. The Levin Library, too, is challenged by evolving student needs. Student demand for workstations frequently exceeds the number available, particularly during peak times. The Library’s meeting spaces and classrooms cannot accommodate class sizes greater than 18, and faculty and students often seek appropriately‐differentiated spaces for differing needs. Although the 2009 redevelopment of first‐floor Library space has had an impact on the problem, it also emphasized the inflexibility of the study spaces that have not been redesigned. Similarly, The Gertrude Webb Learning Center and the Faculty Office Building, now more than 75 years old, are both in need of significant modernization as well. More departmental meeting space, as well as increased and redesigned office space for an expanding faculty, would greatly enhance the teaching, advising, and research environment for faculty. With increased enrollment and a need to engage students where and how they are most accessible, faculty have, in addition, identified the need for increased and/or enhanced space on campus for other activities, such as 24/7 group conference space, and appropriate music practice and performance space. Assistive technology is available at PAL and in the Levin Library. Anecdotal evidence suggests that the physical space available at Levin Library does not provide the privacy and quiet for students to use assistive technology effectively. As indicated within Description, increased residence hall capacity allows for increased enrollment, in keeping with Curry’s strategic directions. However, with the new residence halls providing enhanced living environments for upper‐class students, more consideration must be given to modernizing older, more outdated residence halls that typically house first year students. The Buildings and Grounds Department operates an annual maintenance program that has made considerable progress in maintaining, updating, repairing and enhancing campus facilities. In 2011, the College appropriated approximately $3 million to upgrade various buildings to provide enhanced teaching/learning environments. Technology and Infrastructure For the past few years, Curry has been focusing on Portal and cloud‐based applications. In April 2009, the Technology Center implemented a web‐based Portal accessible to faculty, staff, students, alumni, and guests. With single sign‐on to all student applications, and most staff/faculty applications, the Portal has dramatically improved both accessibility and access to data, and is continually evolving as functions are added and refined. Applications are supported throughout the community to support the teaching and learning environment as well as the College’s administrative needs. Expanded use of cloud‐based Curry College 2012 Self-Study Standard Eight
82 technology through hosted applications (e.g., Portal, Student E‐Mail, College Web Site, Emergency Notification System, Judicial Management, Library Research Databases, Trouble and Ticketing Systems,) has provided the community with a comfortable mix of in‐house and cloudbased applications. Technology planning and budgeting is very much tied to the College’s strategic planning process. Information is gathered from a variety of sources including the Ed Tech Committee, the Technology Governance Committee, and feedback provided to the Tech Center by students, faculty and staff, who are queried regularly to identify areas of need and improvement. clxi Each requested project is reviewed and given careful consideration by the TGC to determine funding priorities. In general, technology budgets have been adequate to meet the teaching and learning needs of Curry’s faculty and students, but the rapidly increasing demands at all levels for more hardware, software, training, and support indicate a need to reassess the budgeting needs for both undergraduate and continuing education programs as requests for additional facilities and new computer software, hardware, and training are reviewed in light of any hybrid and online educational programs, as noted in the Appraisal section of Standard Four. To maintain quality and make sound decisions relative to technology, Curry staff evaluates products in tests environments with select groups before purchasing and or implementing new technologies. To ensure that college‐wide needs are met on a continuing basis, assessment takes place in a variety of ways. Several committees that meet throughout the year, including the Educational Technology Committee (Ed Tech) and the Technology Governance Committee (TGC) are in constant communication about existing networks/applications. Due to scheduling conflicts, maintaining a regular meeting schedule has been challenging; but the members are committed to having representatives at each meeting to identify issues and better coordinate initiatives. In addition, there is an administrative group of Banner support specialists who meet weekly to initiate innovative technologies to improve workflow or provide more direct access to information. Multiple sources of feedback are used to measure success. For example, the Portal has a feedback option, and all questions or comments are typically responded to within 24 hours. The Tech Center sends out weekly surveys to randomly selected people who have sought assistance to empirically measure the Center’s support performance. In addition, online surveys are posted on the Portal to obtain specific feedback as needed. Finally, use of the Educause CIO List Serve reliably benchmarks Curry’s technology against other institutions. There is a process of continual review and appraisal through which usage of the network, classroom equipment, and software applications is monitored and proactive planning can be used to increase needed resources. In addition, classroom media equipment is checked weekly, often through use of remote tracking. Computers are turned off each night and back on in the morning, saving energy and ensuring continuity from the previous day. The Tech Center, according to annual audit reports, complies with the various laws regarding data integrity and security, often exceeding the legal requirements. Curry College 2012 Self-Study Standard Eight
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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:
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4 Of these multiple efforts, Strate
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6 the College’s Mission Statement
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8 academic units. In addition, the
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10 writing sequence xxv ; and stand
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12 • Offer distinctive, relevant,
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14 Standard Three: Organization and
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16 policy and planning and peer fac
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18 The College demonstrates a stron
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20 process of reviewing their self
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22 NEASC visit in 2002, the organiz
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24 Increased opportunity for study
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26 • MACJ: Police Career Incentiv
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28 submitted to the department chai
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 71 and 72: 58 programs are described in detail
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
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Page 89 and 90: 76 technological environment. The C
Page 91 and 92: 78 Standard Eight: Physical and Tec
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Page 97 and 98: 84 Standard Nine: Financial Resourc
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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
Page 115 and 116: 102 cvi First Year activities in wo
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