Home | Quality Assurance | Assessment Process | Consistency |
Within the WSBT we strive to ensure that programs offered throughout our campus network have consistent learning outcomes - something that is vital for accreditation, and to allow students to seamlessly move from one Webster location to another. Further, every faculty member, both full-time and adjunct, should have an important role in the assessment process. Although curricular decisions are made by full-time faculty, adjuncts should be permitted to submit assessment data resulting from courses they teach. Given the 100+ campuses distributed throughout the world, this is a potentially daunting task. The so-called "Consistency Project" has been established and implemented to ensure the highest level of communication among extended sites, and that our educational goals can be met.
The phrase "One university = One curriculum" succinctly states the overarching goal of the Consistency Project initiative: one high quality curriculum for each program, no matter where in the world of Webster courses comprising a program are taught, must be guaranteed. Such consistency subsequently provides the foundation for assessment processes being established, and the continuous improvement mechanisms necessary to enhance student learning and meeting accreditation criteria in our multi-campus environment.
The Consistency Project addresses the problems faced in attempting to ensure that curricula are communicated clearly to instructors world-wide. While actively celebrating the academic freedom of faculty, comparable coverage in courses regardless of location was deemed to be critical. Being able to deliver a high quality, consistent curriculum for all programs is vitally important to Webster's educational goals; these goals are true for on-ground classes as well as for the online delivery format.
Through the Consistency Project all faculty, full-time and part-time alike, are able to participate in the assessment process by submitting meaningful data. The open channels of communication have provided a much stronger foundation for on-going, cohesive academic assessment efforts among worldwide faculty and campus directors.
