Criterion 3a
Webster’s Goals for Student Learning Outcomes are Clearly Stated for Each Educational Program and Make Effective Assessment Possible
General Education Assessment – Phase I Complete, Phase II Underway
Webster’s Curriculum Committee oversees the academic decisions pertaining to the General Education curriculum. Given the multidisciplinary nature of the curriculum and its implications for all schools and colleges, a broad task force was appointed to implement a strategic, multi-phased assessment of the program. The initial phase of the assessment occurred in 2005-2006 with Gary Kannenberg, Professor of Behavioral and Social Sciences, chairing the project. All faculty who teach in the program were surveyed about their teaching methods and the learning outcomes of the curriculum.
A content-analysis was conducted of several hundred syllabi to determine how well the learning outcomes are communicated by the faculty to the undergraduate students and to validate that the syllabi reflected the content of the courses, as defined by the catalog.
The second phase of analysis was designed to obtain self-report data from graduating seniors about the impact of the General Education program on their level of knowledge and on their intellectual skills. During Summer, 2007, and Fall, 2007, a pilot was conducted to determine if a pre- and post-test administered to students, for self-report data, would provide fruitful results in terms of identifying patterns in the data. A significant number of students said that when they entered they “agreed” that they were critical thinkers, but now that they are graduating they “strongly agree” that they are critical thinkers, for example.
Although the pilot represented a small number of students each time (n<20), it is clear that a pattern was emerging and the survey will continue after the Curriculum Committee has an opportunity to review the instrument and the process of its administration.
The results of this review documented the communication of learning outcomes and the diversity of teaching methods used in the General Education program. Continued attention is being given to learning more about student perspectives as to the quality of the General Education Program in enhancing their knowledge and skill.
[EXHIBIT: HLC0.3 Sum and Substance, HLC3a.1 General Education Report]
Assessment in Five Schools and Colleges
The University’s academic structure, organized into five schools and colleges, reflects assessment activities that are specific to the disciplines and cultures of each. Each program uses direct and indirect measures of learning and conducts assessment at multiple levels.
Two schools have fully developed assessment systems: the School of Business & Technology and the School of Education.
Two schools and colleges have developing assessment systems: the School of Communications and the College of Arts & Sciences.
The Leigh Gerdine College of Fine Arts has a fully deployed assessment system in each of its departments, but it is recommended that the college faculty continue to seek ways to document the results and significance of student performance. Performances, exhibits, and showcases all demonstrate student learning outcomes for this fine and performing arts community. Details of all assessment processes and their level of development are summarized in the tables which follow.
 |
College of Arts and Sciences
Self-Study Team Rating: Developing Process
Assessment Approach - Program Evaluation
- Plans in place for all programs; formative and summative indicators used.
- For the largest graduate program, multiple data points and multiple stakeholders included in the assessment plan.
Specialized Accreditation & National Association Memberships Influencing Standards of the Field
- In Nursing, the BSN and MSN programs are accredited by the National League on Nursing (NLN); last visit Fall, 2007.
- Paralegal education, under the auspices of the Department of Behavioral and Social Sciences, is approved by the American Bar Association; last visit Fall, 2007.
- The M.S. program in Nurse Anesthesia, in the Biological Sciences Department, is accredited by the Council on Accreditation of Nurse Anesthesia Educational Programs; last visit Summer, 2006.
- The College of Arts & Sciences and Department of Behavioral and Social Sciences (BASS) are exploring CACREP Accreditation for the Counseling Program.
Also, memberships held in:
- Association of American Colleges and Universities (AACU),
- American Council on Education (ACE),
- Council of Colleges of Arts and Sciences (CCAS),
- Council of Independent Colleges (CIC), and
- NAFSA: Association of International Educators.
[EXHIBIT: HLC3a.2 Arts & Sciences]
| HLC3a.2 | College of Arts & Science (separate page with additional files) |
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Leigh Gerdine College of Fine Arts
Self-Study Team Assessment Rating: Recommended for Further Development
Assessment Approach
- Subjective Assessment for all Performing Arts Students highlighting program- specific performances, auditions, and exhibits in each major program of study.
- Each Spring semester, Theatre and Dance seniors attend a New York Showcase with various agents and directors assessing the expertise and talents of Webster students.
Specialized Accreditation & National Association Memberships Influencing Standards of the Field
- Numerous professional associations influence the curriculum.
- The Dean of the college is a member of the International Council of Fine Arts Deans, the College Art Consortium and more.
- The Music Department recognizes the standards of the National Association of Schools of Music (NASM) and is accredited by the same; last review 2004.
- The Theatre and Dance Department recognizes several associations. The Association of Theatre in Higher Education (ATHE), the National Association of Schools of Theatre (NAST), the Association for Theatre in Higher Education (ATHE), the United States Institute for Theatre Technology (USITT).
- Faculty belong to the following professional organizations/unions: Actors Equity Association (AEA), the American Federation of Television and Radio Artists (AFTRA), the Society of State Directors and Choreographers (SSDC), the International Alliance of Theatrical Stage Employees (IATSE), and the United Scenic Artists (USA) affiliated with IATSE.
- The Dance Program enjoys memberships with the American College Dance Festival and the National Dance Education Organization.
[EXHIBIT: HLC3a.3 Fine Arts]
| HLC3a.3 | Leigh Gerdine College of Fine Arts (separate page with additional files) |
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School of Business & Technology
Self-Study Team Assessment Rating: Fully Developed
Assessment Approach - Program Evaluation
- A sampling methodology is employed to ensure reliability and validity in the Program Evaluation process. Formative and summative indicators are used by the departments.
- This school is the largest in size and scope. This school has the greatest number of enrollments, and its academic programs are offered at all campus locations worldwide.
Specialized Accreditation & National Association Memberships Influencing Standards of the Field
- ACBSP accreditation for programs worldwide, underway. Self-study and peer review visit completed.
Also, memberships held in
- AACSB International,
- American Society for Industrial Security (ASIS),
- American Council on Education (ACE),
- College Consortium for International Studies (CCIS),
- Council of Independent Colleges (CIC),
- Institute of International Education (IIE), and
- NAFSA: Association of International Educators.
[EXHIBIT: HLC3a.4 Business & Technology]
| HLC3a.4 | School of Business & Technology (separate page with additional files) |
School of Communications
Self-Study Team Assessment Rating: Developing Process
Assessment Approach - Program Evaluation
- Tri-part model of assessment for all undergraduate and graduate programs: assessment occurs at point of entry, midway through the programs, and at the point of exit.
Specialized Accreditation & National Association Memberships Influencing Standards of the Field
- The American Federation of Television and Radio Artists
- The Association for Education in Journalism and Mass Communications
- The National Association of Broadcasters
- National Media Educators
- Radio and Television National Directors Association
- The Society of Professional Audio Recording Services
[EXHIBIT: HLC3a.5 Communications]
| HLC3a.5 | School of Communications (separate page with additional files) |
School of Education
Self-Study Team Assessment Rating: Fully Developed
Assessment Approach - Program Evaluation and Individual Student Performance Assessment
- The school assesses all students, and the unit as a whole, in terms of proficiency levels achieved in each of its programs.
Specialized Accreditation & National Association Memberships Influencing Standards of the Field
- NCATE Accredited and State of Missouri Teacher Certification Accredited; last visits 2006
Memberships held include:
- American Association of Colleges of Teacher Education
- American Council on Education
- Council for Adult and Experiential Learning (CAEL)
- Higher Education Council of Metropolitan St. Louis (HEC)
- National Education Association (NEA)
[EXHIBIT: HLC3a.6 Education]
| HLC3a.6 | School of Education (separate page with additional files) |
Closing The Feedback Loop:
Improving Academic Programs As A Result Of Using Assessment Data
The most significant accomplishments to-date in closing the feedback loop of the assessment cycle are those of the School of Business & Technology. Program improvements, on the basis of evidence, follow years of hard work on what is called The Consistency Project. The discussion below reviews program improvements and the faculty’s use of data to enhance academic programs, and provides a historical overview of The Consistency Project before addressing the academic assessment accomplishments of the other schools and colleges.
School of Business & Technology
The School of Business & Technology is only academic unit of the institution with programs in every Webster location.
Dean Benjamin Ola Akande, his staff, and his faculty, now receive charts provided by the Office of Academic Assessment that highlight their assessment data in a comparative fashion. This step follows years of worldwide participation in The Consistency Project and faculty investment in academic assessment. Correlational analyses are not far behind. One example of this advance is the chart below for MNGT 5670, which compares main campus data to the assessment results in the extended U.S., Webster’s international campuses, and online.
It also offers the illustration of outcomes pertaining to the total number of students who are achieving at specific levels of learning outcomes in this management course. The Department of Management offers the largest number of degree programs in the SBT at Webster and the total number of students assessed against the select learning outcomes indicates a consistent pattern of quality regardless of program modality or campus location.
As can be seen, the pattern that emerges in the data is similar for all students. This type of information is provided each term to the School of Business & Technology by the Office of Academic Assessment for the sample of courses where assessment is occurring. The largest numbers of students are at high to moderate levels of achievement, in the upper ranges of learning outcome performance, while smaller numbers of students are performing at low levels for the learning outcomes established.
This type of data, as well as additional program source data, assists the SBT in actively reviewing their programs in order to effect continuous improvements. In addition to programmatic improvements, academic improvements in Webster’s curriculum include innovative projects that support pedagogical changes. (See the discussion under Criterion 3c of how innovative pedagogies result in effective, innovative, personal learning environments.)
What occurs in the School of Business & Technology in terms of program improvements, on the basis of assessment, also occur in Webster’s Schools of Communication and Education. The tables which follow detail the type of program improvements that have been ongoing in Webster’s programs of study for several years now, and which are poised to continue into the future based on the systemic, foundational character of each unit’s assessment process.
A Culture Of Evidence
Program Improvements in the SBT as a Result of Academic Assessment
[EXHIBIT: HLC3a ACBSP, HLC3a.4 Business & Technology]
| HLC3a-2 | ACBSP |
| HLC3a.4 | School of Business & Technology (separate page with additional files) |
| Observation | Action | Results |
| MS in Finance (2007) | ||
| Student feedback indicated that some instructors were copying some pages of the sample syllabus but the remainder of the syllabus and course evaluation did not match. | Plan to examine exam instructor supplied syllabi via the Syllabus Collector after the Spring 2, 2007 Audit is completed. | The school-wide Syllabus Collector Audit is complete. The finance specific review of syllabi is pending. |
| BS in Finance (2007) | ||
| 1) Students performed very well on computing time value of money, equity prices and capital budgeting decisions. 2) Poor results calculating rates of return. |
1) No action required for topics with very good performance. 2) Added advanced cost of capital discussion to Financial Management course. |
Pending next scheduled assessment cycle for the courses involved. |
| BS in Accounting (2006-07) | ||
| After two cycles on all outcomes, performance has been very good. No significant curricular changes needed. | Increased emphasis on topics observed to be weak such as preparing classified balance sheet, internal control, qualitative analysis, real property and insurance law, designing database tables and menus. | No significant curricular changes needed. Minor refinements incorporated into program documents. |
| MA in Human Resources Development (2006) | ||
| Assessment by objective test and a case study indicated the case study worked well. Response to the objective test was instructor resistance and moderate- to low-student performance on mandatory topics. Also noted that the objective test needed to be twice as large to cover the mandatory topics. | 1) Created a new objective test of 100 questions that correlate with nine organizational development dimensions. 2) Asking instructors to embed the assessment assignments in the graded course activities. 3) Asked instructors to assess the course every time it is taught to obtain sufficient data for analysis. 4) Established procedure to deliver feedback to instructors in July and August 2007. |
New objective exam implemented. Based on the success of combining an objective exam and case study the approach was adopted by 12 additional programs in the Management Department. Instructor feedback sessions pending. |
| MA in Management and Leadership (2006) | ||
| Determined MNGT 5670 is appropriate course for program assessment (versus capstone 6000). | Designed an assessment tool for MNGT 5670 that measures progress against all program learning outcomes. | New assessment tool will be implemented. |
| MA in Marketing (2006) | ||
| Small number of MKTG 6000 sections offered yielded limited data. | Schedule additional collection of assessment data in Spring 2, 2007. | Data aggregation pending. |
| BS in Computer Science (2006) | ||
| Information Systems capstone pair. All students met or exceeded expectations. | 1) No action required. 2) Confirmed findings from 2004 assessment data. |
No action required. |
| BS in Computer Science (2006) | ||
| The first rotations for COSC 2610 and COSC 3100 indicate that 77-85% of students meet or exceed expectations. | Despite the positive results, faculty expressed some concern about students leaving the program before COSC 3100 Data Structures II, an upper-division programming intensive course. | Faculty began work in Spring 2007 on designing a new program specifically to serve students that may seek a less programming-intense career in IT. |
| MBA (2004 pilot and Fall 2005) | ||
| (57 sections totaling 350 students). Identified need to improve analytical and problem-solving skills. |
1) Develop new “Planning & Control” learning component. 2) Build component into statistics and managerial accounting course. 3) Added a new learning outcome to evaluate results of changes. |
Pending next scheduled assessment cycle for the courses involved. |
| MS in Finance (2005) | ||
| 86% of students rated medium or high across all outcomes. Concern about rating consistency. | 1) Added comprehensive assessment exam to first week of capstone course. 2) Added review of required return on equity to Investments course. 3) Added Investments as prerequisite for Derivatives effective March 2006. |
Data collection for new prerequisite under way. |
| MA Information Technology Management (2005) | ||
| Assessment data suggests COMP and TELE programs are out of date and may not meet desired quality. | After an extensive formal review process, the COMP and TELE programs will be replaced by a new ITM program with updated curriculum. | Employer response has been positive. Program addresses recent technology and employer needs. |
| BS in Accounting/MS in Finance (2004) | ||
| CPA exam requires 150+ credit hours to qualify for exam. | Created dual-degree program B.S. in Accounting/M.S. in Finance which adds finance decision-making and meets CPA requirements with 152 credits. | Successful program for students planning to take the CPA exam. |
| MA in Management (2004) | ||
| Military and industry placing growing emphasis on leadership. | After review and approval by the faculty, changed the program title to M.A. in Management and Leadership. | Enrollments indicate solid support for the change. Clearly communicates program leadership content. |
| BS in Computer Science (2004) | ||
| Database capstone pair. 70-77% of students met or exceeded expectations. | Four full-time faculty met weekly to coordinate coverage in COSC 4110 and share teaching techniques and materials. | Consistency of coverage between sections improved. Reduced opportunity for weak students to circumvent coverage. |
| BS in Computer Science (2004) | ||
| Information Systems capstone pair. All students met or exceeded expectations. | No action required. Small data set size (18 students) may have contributed to results. |
No action required. |
| MBA (2003) | ||
| New Certified M.B.A. (CMBA) specifically tests 10 content areas. |
Aligned curriculum with CMBA with changes: Mgmt. Accounting required. Business Info. Systems elective. Move Business Statistics from 5760 to 6060 for earlier coverage. Limit waivers on accounting and economics prerequisite courses. | Improved student preparation in courses that build on prerequisites. Improved advising of graduate students. |
| BS in Computer Science (2003-04) | ||
| Data from degree petitions indicated that COSC topics courses used to bypass requirements. | Removed COSC topics courses from the catalog. Department approval required to offer a topics course, usually to pilot possible new course. | Increased consistency in course work for the major across campuses. |
| MBA (2001) | ||
Demand outpaces supply for online MBA courses. |
Added 25 new sections to the Online MBA program. | Successful growth continued in programs. |
| BS in Computer Science (2001-02) | ||
| Diminished enrollment and demand for COBOL programming language. | Removed COSC 1710 COBOL I from the major core requirements. Replaced with COSC 2250 Algorithms. | Algorithms, a conceptual course that is not language dependent, strengthened the long-term value of curriculum by emphasizing concepts over languages. |
| MBA with an emphasis in Human Resources (2000) | ||
| Student unable to complete human resource emphasis within MBA credit hours due to HR sequencing. | Changed requirements: Replaced required Industrial & Org. Psychology with Organizational Behavior. Replaced required HR Strategy with Staffing and Selection. Labor Mgmt. now elective. Training & Development replaces Org. Development. |
More students able to complete M.B.A. with emphasis in HR without requiring special exceptions. Improves ability of campuses to offer the HR emphasis. |
| School-wide (2000) | ||
| Course evaluation forms varied in content, format and compilation process. Resulting data was haphazard. | Faculty committee worked for a year to design a course evaluation form that would collect better and consistent data from all programs in the school. | New course evaluation form successfully implemented. Data collection and processing is easier and uniform. |
| BS in Computer Science (1998-99) | ||
| Noted increased use of C++ in industry, fewer Pascal texts, and need to introduce object-oriented concepts to the degree. | Switched core programming language from Pascal to C++. | Positive response from students and employers. Challenge for instructors. |
| BS in Computer Science (1996-97) | ||
| Rapidly changing field needs flexibility to respond to changes. | Added topics courses to COSC at the 2000 and 3000 levels. | While topics courses did offer flexibility, they were used to circumvent degree requirements. Topics courses restricted in 2003- 2004. |
Program Improvements in the School of Communications as a Result of Academic Assessment
In addition to program improvements in the School of Business & Technology, the School of Communications also prides itself on making relevant, sound programmatic changes that sustain their successful educational culture.
[EXHIBIT: HLC3a.5 Communications]
| HLC3a.5 | School of Communications (separate page with additional files) |
| Program Name | Action Taken | Additional Information |
| Advertising/Marketing Communications Program | New course in Advertising Research created as a result of faculty analysis of judging critiques by professional ad agency executives in the American Advertising Federation’s national student contest. |
Webster University’s team has placed 1st in the regional contest four times in the last seven years. They also placed 2nd in the nation in 2006. With the winning campaigns in their portfolios, 100% of the students participating in the AAF contest have been hired by local and national advertising agencies and marketing communications companies upon graduation. |
| Public Relations Program | A major redesign of the PR program requirements took place, the addition of several new technology courses occurred, and the student chapter of the Public Relations Student Society of America received a national charter. | Discussions were held with Public Relations Media Professionals and an analysis was made of the national requirements for establishing a Webster University chapter of the Public Relations Student Society of America. |
| Graduate Programs in the School of Communications | In 2007, the five emphasis areas were reconstructed as individual majors, reflecting industry standards at the graduate, strategic level. |
The five graduate programs were formerly called emphasis areas. The faculty in conjunction with industry professionals studied both the curriculum of the emphasis areas as well as industry trends. It was determined that graduate students were better served if the emphases became majors and were treated as individual degrees, to ensure their competitiveness in the marketplace. |
| Alumni Program in the School of Communications |
New alumni program created for graduates who are in their first three years from point of graduation from Webster’s School of Communications. The program is called SOC Beyond. Alums receive a quarterly newsletter that is available online and that links them with previous graduates for career moves. In addition, alums are invited to special networking events hosted by the School of Communications. |
An analysis was made of calls received from recent alumni to the Intenrship Director asking for support in the job/ career networking area. |
School of Education, Effective Learning Environments & Program Enhancements
The School of Education is sustaining a reputation for preparing high quality Teacher Education candidates and knowledgeable, skilled educators. The table following, makes visible the active role of faculty leaders in implementing changes for purposes of assessment and program improvements as part of the daily business of delivering a significant educational experience.
[EXHIBIT: HLC3a.6 Education, HLC3a NCATE]
| HLC3a.6 | School of Education (separate page with additional files) |
| HLC3a-8-1 | NCATE Self-Study |
| HLC3a-8-2 | NCATE Diversity Response |
| HLC3a-8-3 | NCATE Rejoinder |
| HLC3a-8-4 | NCATE Accreditation Letter |
| Program Name | Action Taken | Additional Information |
| Educational Technology | The faculty in the Ed Tech program chose to have the entire curriculum be subject to assessment standards which aligned with the International society for technological education (ISTE). This was piloted for one year. Following this, the assessment system was simplified for greater efficiency and manageability so that SELECT COURSES are now used in the assessment of program learning outcomes. |
See Program Head Dr. Ralph Olliges for more information. |
| In All School of Education Programs | All SOE programs have Webster-created customized technology called Candidate Profiles which serves as a portfolio equivalent product. This helps program leaders ensure that the programs are achieving what they need to, in order to sustain State of Missouri Standards, NCATE standards as well as the specialized standards of the sub-disciplines. |
The next NCATE visit will be Fall, 2011. In preparation for that visit, the faculty and program leaders in the School of Education are currently revisiting their assessment plans and systems in order to ensure that they have the most efficient systems possible as a school holding specialized accreditation. See Dean Brenda Fyfe for more information. |
| All Teacher Certification Programs | Student Portfolio Requirement aligned with State of Missouri Teacher Certification standards. Students who plan to become teachers must complete the portfolio requirement in order to qualify to sit for the Praxis exam for their desired teaching area. 100% of Teacher Certification students pass the portfolio requirement as any low marks on any given standard means they have failed to pass the requirement. Few students need more than one opportunity to craft a quality portfolio as the standards they must achieve are fully communicated before they complete the project. |
See School of Education, (SOE), Ms. Lori Diefenbacher, Teacher Certification Portfolio Administrator for the SOE. |
Multiple Measures of Assessment in Business & Technology:
Internal Assessment Data and External Benchmarks
The most rigorous assessment processes rely upon multiple measures. In Webster’s SBT, the school, as a whole, uses numerous indicators to inform their understanding of school and program operations. The indicators following, provide an inventory of the many data points that are currently available, while also highlighting areas where additional data or alternative data may need to be obtained to support the school’s continued success. A goal held for the future is to develop a strategic plan for obtaining more even, representative data points across programs.
Internal and External Measures in SBT
| Assesment Tool | Assesment Objective |
| Course Section Summary | Knowledge of subject matter. Ability to solve problems related to subject matter. |
| CapSim (Comp-XM) – Capstone Corporate Simulation competition for MBA students | Ability to apply knowledge effectively. Comparison of our students’ performance to students from other schools |
| Capstone course assessment | Integration and synthesis of knowledge. Ability to apply knowledge and analytical skills to solve meaningful problems. Communication skills. |
| Society for Human Resource Management (SHRM) exam | External evaluation of knowledge in major field of study. |
| Course embedded assessment assignments and exams | Knowledge of subject matter. Ability to solve problems related to subject matter. |
| Students in Free Enterprise (SIFE) competition | External evaluation of student communication, case analysis, data gathering, planning, project management and computer skills. |
| ACM Programming Contest | External evaluation of student problem-solving and programming skills. |
| Technology used in curriculum | Technology skills – computers, application software, electronic research, etc. |
| Employer Surveys/Internships | External evaluation of student knowledge and ability to perform in the workplace. |
| Career Center Survey of Job or School Placement | Preparation of students for job/career or placement in graduate school. Student perception of value of education. |
| Alumni Survey | Student perception and evaluation of learning. |
| Military Installation Voluntary Education Review (MIVER ) | External evaluation of entire programs for quality and effectiveness. |
| Advisory Boards | External evaluation and guidance for program content, needed skills, and technology skills. |
| Black Issues in Higher Education & Diverse Issues in Higher Education Annual Rankings for Master’s Degrees | External evaluation and comparison for effectiveness in student diversity. |
| C-MBA Beta test pilot | External evaluation and comparison. |
| On-site Corporate MBA Cohorts | External employer evaluation of program value. |
M.B.A. Assessment – Largest SBT Program
As noted earlier, the M.B.A. program is the largest in the School of Business & Technology. In addition to assessing student performance in BUSN 6120, 6200, and FINC 5880, other data sources are also used by key decision-makers in this academic environment, for making sense of the program’s effectiveness.
[EXHIBIT: HLC3a.4 Business & Technology, HLC3a ACBSP]
The self-study team is satisfied that three of the five colleges are fully engaged in the work of academic assessment, with supporting technologies and processes that are sustainable into the future. The two colleges that are not fully immersed are poised to advance in this arena.
The College of Arts & Sciences mourns the recent illness and death of its most critical faculty member in the largest graduate program of the college, Counseling. Now, however, the foundation for assessment is in place with all plans prepared, learning outcomes articulated in a first rendition and faculty aware of the importance of assessing student learning.
The second college, the Leigh Gerdine College of Fine Arts, already uses sophisticated assessment measures and needs to concentrate its energies on documentation in forms that can be communicated successfully to those outside the process. This said, the team is satisfied that the advancement of academic assessment is assured for Webster’s future.
The Worldwide Quality Assurance System in the SBT
The Consistency Project & Academic Assessment
In the largest academic unit, the major accomplishment of the faculty and the school, as a whole, is detailed in The Consistency Project, a school-wide, world-wide initiative supporting faculty in delivering high-quality curriculum. It addresses the challenge outlined by the last HLC/NCA visiting team, indicating that “more consistent quality across programs and extended campuses was needed.”
The Consistency Project also set the stage for academic assessment. SBT faculty believe a consistent curriculum is necessary to ensure a uniform set of program learning outcomes are used around the world to measure student learning in their programs. The Consistency Project enabled SBT to implement academic assessment, which addresses a second challenge outlined by the last NCA/HLC visiting team, that Webster “had an assessment plan that was not fully implemented.”
The Consistency Project & Academic Assessment initiative resulted in a number of SBT-specific course-related products that are an extension of the business school’s governance structure from the World Headquarters location in St. Louis, MO. These products are housed under the institution’s secure portal for access and use by faculty and campus directors, worldwide.
[EXHIBIT: HLC3a.7 Connections Portal]
| HLC3a.7 | Connections Portal |
- Course Guides: These guides provide all faculty, full-time and adjunct alike, with a detailed discussion about the philosophy and intention of SBT courses. The guides also communicate the learning outcomes that are to be achieved in any given course. These guides are available online within the institution’s secure portal called “The Connections Portal.” (See the SBT Dean’s Office for a brief demonstration of how faculty access all tools associated with SBT’s Consistency Project; all tools noted in this discussion are securely housed within the University portal).
- Approved Textbook List: This list details which of several texts are approved by the SBT full-time faculty for teaching the courses associated with SBT programs.
- The Syllabus Collector and Generator: These tools provide the faculty with the electronic capacity for developing their syllabi, while also providing all campus directors with the capacity to generate a list of the syllabi which are available for any given semester.
- Course Section Summaries: These online forms are used by faculty worldwide to enter their assessment data into a central database accessed by the Director of Academic Assessment. Data are then easily manipulated by the Director of Academic Assessment, for purposes of reporting to Deans’ Offices and to college and school assessment teams.
In summary, the SBT (like the other schools at Webster) has made positive strides in enhancing its educational environments and in providing faculty, worldwide, with the tools they need for developing their teaching and assessing strategies. While improvements to these processes continue today, the results of the efforts are best summarized by the decisions of the faculty.
Dr. Jeff Haldeman is chair of the Department of Management. The revisions to his graduate program Human Resource Development (HRDV) are noted below. Al Cawns, longtime member of Webster’s Math and Computer Science faculty made choices that led to the improvement of the B.S. in Computer Science. These are precisely the types of decisions that faculty make when they have all the data they need for making program improvements and modifications to assessment systems – for the betterment of students’ educational experiences.
M.A. in Human Resource Development (2006) Revisions
- Created a new objective test of 100 questions that correlate with nine organizational development dimensions
- Asked instructors to embed the assessment assignments in the graded course activities
- Asked instructors to assess the course every time it is taught to obtain sufficient data for analysis
- Established procedure to deliver feedback to instructors in July and August, 2007
- Success in using a case study in combination with an objective exam leads to adoption by 12 additional programs in the Management Department Basis
- Assessment by objective test and a case study indicated the case study worked well
- Response to the objective test was instructor resistance and moderate to low student performance on mandatory topics
- Also noted that the objective test needed to be twice as large to cover the mandatory topics
B.S. in Computer Science with Emphasis in Information Management (2004) Revisions
- Removed COSC topics courses from the catalog. Department approval required to offer a topics course. Increased consistency in course work for the major across campuses.
Basis of decision:
- Data from degree petitions indicated that COSC topics courses used to bypass core requirements for major.
College Of Arts & Sciences
Learning Outcomes Established for All Academic Programs
As stated earlier, the College of Arts & Sciences has student-learning outcomes defined for each of its degree programs. See the Assessment Excellence Report 2006, for a complete listing of those outcomes. In addition, Assessment Plans and Templates have been developed for nearly every program in the College of Arts & Sciences and they are offered as exhibits for the self-study and include the assessment method for each program as well as the total number of students enrolled, the total number of graduates and more.
[EXHIBIT: HLC3a.2 Arts & Sciences, http://www.webster.edu/academics/assessment/excellence.shtml]
| HLC3a.2 | College of Arts & Science (separate page with additional files) |
| Assessment Excellence 2006 |
Three examples illustrate College of Arts & Sciences assessment systems: the Philosophy major, the Nursing Programs (B.S.N. and M.S.N.), and the largest graduate program, the M.A. in Counseling.
Assessment Success in the College of Arts & Sciences:
The Philosophy Department
At the undergraduate level, the first full cycle of assessment was completed by the Philosophy Department in the College of Arts & Sciences during Fall, 2005.
The philosophy program’s purpose is to teach students to cultivate the habit of examining their lives and society in meaningful and productive ways. Philosophy students learn to think critically and creatively about “big questions” such as: Who am I? Why am I here? How should I live? What do I know? What makes a society good?
Specifically, the program’s goals are to teach students to:
- Understand philosophical concepts, ideas, and arguments
- Acquire the skills to critically analyze philosophical and other arguments and assumptions, as well as provide evidence for claims, and
- Examine and apply abstract ideas to concrete situations and to individual and social problems.
The rubric or scale for evaluating students’ progress in achieving each of these outcomes is a four-point scale: Outstanding (4), Good (3), Satisfactory (2), Unsatisfactory (1 point).
[EXHIBIT: HLC3a.2 Arts & Sciences]
| HLC3a.2 | College of Arts & Science (separate page with additional files) |
Assessment Success in the College of Arts & Sciences:
The Department of Nursing (NLN ReAffirmation)
The Department of Nursing B.S.N. and M.S.N. programs received recommendation for full re-accreditation by the site visit team in the Fall of 2007. (Final action expected March, 2008.) As part of this process, the faculty had to amend their assessment system from a qualitatively-based one to a quantitatively-designed system. In order to do this, several changes had to occur in the department.
The rubric used to score Nursing student outcomes had to be modified and the tools used to manage assessment data (separately from the faculty grades) had to also be amended. The new system proved successful in helping the faculty transition to more quantitatively oriented ways of thinking about student learning. There are three categories of learning outcomes for Webster’s Nursing students.
Learning Outcomes for B.S.N. and M.S.N. Programs in the Department of Nursing
- Oral Communication Skills
- Written Communication Skills
- Therapeutic Intervention
For these three learning outcomes, there are numerous subcriteria used by the faculty which provide the basis for assessing the quality of student learning in its undergraduate and graduate programs. The result of the assessment effort has been not only to contribute to the reaffirmation process for the undergraduate and graduate nursing programs with NLN, but also to provide the Chair and the faculty with insights as to how each individual student is doing on the learning outcome benchmarks, and to permit comparative analysis, if desired.
[EXHIBIT: HLC3a.2 Arts & Sciences, HLC3a NLN]
| HLC3a.2 | College of Arts & Science (separate page with additional files) |
| HLC3a-9 | NLN |
Counseling Program Assessment Plan
Counseling Program Assessment Plan
Extended U.S. and at Webster Campus Locations Internationally
The Counseling Program Assessment Plan represents a curriculum that is designed to provide individuals with the academic credentials and basic skills they need for a career in professional mental health counseling, marriage and family counseling, or school counseling. The Counseling Graduate Program is currently offered in 27 U. S. campuses as well as Geneva, Switzerland and Leiden, The Netherlands.
Program Review Schedule
The Graduate Counseling Program Review takes place on a four-year cycle. The next one is scheduled for 2010/2011.
[EXHIBIT: HLC3a.2 Arts & Sciences]
| HLC3a.2 | College of Arts & Science (separate page with additional files) |
Program Learning Goal
The fundamental goal of the Counseling Program is this:
The preparation of individuals for successful careers in mental health, marriage and family, or school counseling.
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Curriculum Objectives
The program has established both professional and curricular objectives. Upon completion of the program, students will be able to:
- Promptly and appropriately consult with peers or supervisors in cases of unusual complexity and refer when appropriate.
- Use appropriate counseling approaches for individuals or for groups taking into consideration issues of diversity.
- Associate client age and behavior to the standard development models for diagnosing and treating mental and emotional concerns.
- Utilize current career development constructs and assessments for the therapeutic goals of the client.
- Demonstrate and maintain ethically appropriate helping skills.
- Knowledgeably apply appropriate group or individual assessment approaches.
- Discuss and debate the foundations of the Counseling profession including the history, organizational structures, ethics, standards and credentialing process.
Planned Methods of Assessment
While the assessment model is subject to further refinement, in the Counseling Program, assessments will occur at several points throughout the program: at point of admission, throughout the program, and at point of exit.
- A Curricular Content Analysis will be conducted in line with CACREP standards.
- Course Evaluation Instruments will be modified and use in light of new or clarified program standards
- Internship Provider Assessment will be administered to determine the level of satisfaction that the provider has with the student-intern.
- Student-Intern Reflection and Assessment will be obtained to inform the curricular development process.
Surveys
The program will survey stakeholders, including campus directors, faculty, students, and employers.
Leigh Gerdine College Of Fine Arts
Assessment in the Leigh Gerdine College of Fine Arts relies on a model of frequent, individualized student assessment. There are three departments that make up this college: Art, Music, and Theatre and Dance. The Music Department carries the specialized accreditation of the National Association of Schools of Music (NASM).
The fact that many graduates of the college have achieved recognition for their performances and artistic accomplishments suggests how positive the learning outcomes are for students and the college. In terms of overall assessment processes, the college needs to develop further its ability to capture those outcomes in a way that may be more broadly shared, whether using formal rubrics or through videography or other qualitative methods. It also needs to work further on documenting and publicizing the outcomes achieved by its students and faculty as part of the effort to develop a rigorous culture showing evidence of successful learning.
[EXHIBIT: HLC3a.3 Fine Arts, HLC3a NASM]
| HLC3a.3 | Leigh Gerdine College of Fine Arts (separate page with additional files) |
| HLC3a-7-1 | NASM Report |
| HLC3a-7-2 | NASM: HEADS Data Survey 2007-2008 |
Example of Assessment in the Leigh Gerdine College of Fine Arts
Entry-Level Assessments for Students in the Department of Music
- Students must be admitted, academically, to Webster University.
- Students must pass a group faculty interview and an audition process.
- Students must pass a music theory placement exam, so they may be directed to the appropriate level of study for their program of interest.
Performance Assessment
Students in the Department of Music participate in two ensembles per semester in order to complete the requirements for graduation. These ensembles are assessed by the faculty throughout the student’s career.
Requirement for Graduation from Department of Music
Students must meet the Piano Proficiency requirement in order graduate from the Department of Music. This is typically accomplished through the successful ompletion of musicianship classes (MUSC 1810, 1820, 2810, 2820).
Graduate Programs in the Department of Music
Graduate programs conferred as part of the Master’s of Music degree include emphases in Composition, Jazz Studies, Music Education, Performance, Orchestral Performance, and Church Music.
Performance Assessment:
Five Points of Assessment for Graduate Students
- Academic Advising occurs by the faculty as they monitor student progress and the Curricular Directors and Department Chairs work in consultation with the faculty to ensure quality outcomes of the students.
- Jury Examinations. All applied music students take jury examinations at the end of each semester for each applied music course.
- Degree recitals. Students in graduate-performance degree programs are required to deliver two solo recialts.
- Final Project/Thesis. Students in non-performance, graduate degree programs may perform in one solo recital as well as present a final project or thesis.
- Oral Examination. All graduate degree music students must successfully complete an oral exam by a committee of full-time faculty after finishing their studies and presenting their recitals/projects/theses to receive their degrees.
School Of Communications
As noted earlier, assessment in the School of Communications is a tri-part model that examines the entry point, mid points and exit points in students programs of study. The school has developed a roadmap that details what courses are used for assessment and at what points in students’ academic programs.
[EXHIBIT: HLC3a.5 Communications]
| HLC3a.5 | School of Communications (separate page with additional files) |
The Office of Academic Assessment provides one example of the type of data that the School of Communications executive team receives; the chart is noted below. In Fall 1 of 2007, 14 courses made up the sample of assessment courses in this school.
The school developed a rubric organized on the basis of proficiency ratings and each course, as a whole, achieves an average proficiency rating. The detailed, course-by-course charts are also provided to the leadership team so that they may see, comparatively, how courses are performing relative to the proficiency ratings attained on the basis of the learning outcomes established.
School of Communications Faculty Take Ownership In Assessment Process
The faculty members of the School of Communications fully own the student assessment program. They have created the outcomes, and the plan for measuring the outcomes through use of the Expanded Grading Form. And they have used the data collected to revise the outcomes and curriculum based on regular reviews by the Dean and the faculty.
[EXHIBIT: HLC3a.5 Communications]
| HLC3a.5 | School of Communications (separate page with additional files) |
The Assessment Plan of the School of Communications has involved full-time and adjunct faculty, international media faculty, media professionals, and alumni in creating student learning outcomes for all majors, for all areas of emphases, for the SOC undergraduate General Education requirements and for each individual course in the School of Communications. Fully one-fifth of the SOC faculty members joined the Dean in June, 2004, at the national AAHE Assessment Conference in Denver; and Professor Susan Stang, Assistant Professor Sally Howald and Associate Dean Sally Lorino, have been regular members of the Webster University Institutional Assessment planning team.
Undergraduate learning outcomes have been written to emphasize theory and tactical application of that theory; the graduate program learning outcomes have been written to demonstrate the expectations of strategic applications of theory. Program learning outcomes for every School of Communications major and emphasis area have been presented to all stakeholders in the Undergraduate and Graduate catalogs.
The School of Communications learning outcomes are clearly stated for each educational program and make effective assessment possible.
Direct measurements of student learning in School of Communications
| HLC3a.5 | School of Communications (separate page with additional files) |
- Required capstone experiences in every major or emphasis area in undergraduate and graduate programs. [EXHIBIT: HLC0.1 Undergraduate Catalog, HLC0.2 Graduate Catalog] Future: A regular system of reviewing these products for assessment data will be developed.
- Annual reviews of the required internship or senior overviews for all SOC undergraduates. Results: Student internship journals and targeted questions have provided evidence of student development, internship site appropriateness and both strengths and weaknesses of the curriculum. The internship faculty has communicated any student preparedness deficits to appropriate faculty Program Facilitators, which has led to curricular adjustments.
[EXHIBIT: HLC3a.5 Communications] - In the past five years, about 15-20% of SOC student interns have been offered part-time or full-time positions by their internship employers.
- Mid-program required Portfolio Reviews or the required exit-level Request to Proceed with Senior Overviews. [EXHIBIT: HLC3a.5 Communications]
- Pre-and Post testing of entering and graduating Public Relations majors. Results: 100 students entering the program were surveyed in the Introduction to Public Relations course. In SP 2007, data from surveying 12 senior students in the capstone PR course showed that the revised PR program had “moved the needle” for the students who graduate from the program. [EXHIBIT: HLC3a.5 Communications]
- Juried exhibits, reviews, performances and contests [EXHIBIT: HLC3a.5 Communications]
- Student Course and Equipment Evaluations [EXHIBIT: HLC3a.5 Communications]
Indirect measurements of student learning
- Alumni successes, alumni honored as the SOC Outstanding Alumni, and alumni professional media awards. Future: More systematic gathering of data should be done with alumni five years after graduation to determine if they are employed in media communications positions. [EXHIBIT: HLC3a.5 Communications]
- About 95-97% of professional organizations and businesses employing School of Communications student interns stay in the program and welcome future interns. [EXHIBIT: HLC3a.5 Communications]
- Career Center success/exit survey Result: In 2003, SOC alumni indicated they felt underemployed. A panel of successful alumni were brought to campus to speak to seniors regarding the climb they had made from entry-level jobs to higher positions. [EXHIBIT: HLC3a.5 Communications, HLC4c.2 Success Report]
- Analysis of at-risk SOC students. Result: Improvements have been made in identifying students who are at-risk and attention has been paid to these students to facilitate their academic accomplishment.
- Retention rate in the SOC. Result: The SOC freshmen retention rate over the past seven years has averaged 83% compared with a national norm for Freshmen 2005 of 83% and a Webster University rate of 80%. [EXHIBIT: HLC3a.5 Communications]
Communication of Assessment Results to School of Communications Constituents
- Student Advisory Council meetings with the Dean
- Student newsletters distributed by faculty
- Full-time, adjunct faculty and Dean assessment retreats and meetings
- Student course evaluations returned to each faculty Program Facilitator for review
- Quarterly Adjunct Faculty Newsletter
[EXHIBIT: HLC3a.5 Communications]
School Of Education
In the Fall, 2007, the School of Education earned NCATE accreditation. The Institution Report (IR) report in the Exhibit Room confirms the school’s full deployment of assessment in support of program evaluation and measurement of student performance.
All learning goals and dispositions in the school are aligned with NCATE standards, standards for the Missouri Department of Elementary and Secondary Education (MoSTEP/DESE), and the standards of various specialized professional education associations including NBPTS, CES, NAEYC, and ISTE.
The School of Education oversees the Undergraduate B.A. program in Education; seven Master of Arts in Teaching (M.A.T.) degree programs, and two Education Specialist (Ed.S.) degree programs.
Programs that prepare students for initial teacher certification are available for 18 certification areas at the undergraduate level and 18 areas at the Post-Baccalaureate level.
Seven Advanced Certification programs are also available in the School of Education. Each of the degree programs and certification programs are guided by a set of Program Goals and Learner Outcomes that are each aligned with the School of Education Goals and Dispositions as well as NCATE and DESE standards, and the appropriate professional education standards.
[EXHIBIT: HLC3a.6 Education, HLC3a NCATE, HLC0.1 Undergraduate Catalog, HLC0.2 Graduate Catalog]
| HLC3a.6 | School of Education (separate page with additional files) |
| HLC3a-8-1 | NCATE Self-Study |
| HLC3a-8-2 | NCATE Diversity Response |
| HLC3a-8-3 | NCATE Rejoinder |
| HLC3a-8-4 | NCATE Accreditation Letter |
| HLC0.1a | UG Catalog Online version |
| HLC0.2a | GR Catalog Online version |
Assessment of Student Learning in the School of Education
The assessment of student learning includes multiple direct and indirect measures of student learning. Course-based key assessments have been identified in all undergraduate, graduate and certification programs in the School of Education. In addition to the course grades, all students in courses identified as key assessment courses in the programs are specifically reviewed on designated assignments that have been determined to measure student proficiency on specified program goals.
Course instructors enter these course-based key assessments when the course grades are submitted in Expanded Grading Forms (EGF). Non-course-based key assessments (such as Practicum and Apprentice teaching assessments, Praxis scores, Advancement to Candidacy ratings), are also recorded in each student’s “Candidate Profile”.
The candidate assessment data summaries are available each semester for review of student progress in the program as well as for assessment of program effectiveness.
[EXHIBIT: HLC3a.6 Education, HLC3a NCATE]
| HLC3a.6 | School of Education (separate page with additional files) |
| HLC3a-8-1 | NCATE Self-Study |
| HLC3a-8-2 | NCATE Diversity Response |
| HLC3a-8-3 | NCATE Rejoinder |
| HLC3a-8-4 | NCATE Accreditation Letter |
Summary Of HLC 3A
The organization’s goals for student learning outcomes are clearly stated for each educational program making effective assessment possible.
The self-study team concludes from the institutional assessment efforts that each school or college has some elements in common and others that are distinctive.
The College of Arts & Sciences is poised to implement assessment in their largest graduate program, the Counseling Program, following necessary transitions that arose as a result of the death of the program head, the new presence of an interim leader, and the need to hire a permanent program specialist and leader.
The School of Communications, likewise, has embraced assessment activities in their school and is regularly using direct and indirect indicators to remain abreast of operational and educational outcomes.
The Leigh Gerdine College of Fine Arts holds the educational ethic and creative, intellectual standards that the students in their college must engage in exhibits, performance, recitals, and showings in order to succeed in this professional college. What is less perfected, in the fine arts area, are the processes of documentation so that others may learn what world-class fine arts programs mean in terms of their implementation in a private, nonprofit university setting.
The School of Business & Technology and the School of Education have been working assiduously to develop assessment processes and have enjoyed the fruits of these efforts in their pursuits of specialized accreditation.
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