Core Component - 3a The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

Evidence from University

Evidence from your campus

Examples of Evidence ● The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for each. ● Assessment of student learning provides evidence at multiple levels: course, program, and institutional. ● Assessment of student learning includes multiple direct and indirect measures of student learning. ● Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves. ● The organization integrates into its assessment of student learning the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams, placement rates, transfer rates). ● The organization’s assessment of student learning extends to all educational offerings, including credit and noncredit certificate programs. ● Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved. ● Faculty and administrators routinely review the effectiveness and uses of the organization’s program to assess student learning.

Assessment Excellence Report

NCATE

ASBSP

NSSE

Programs reviews

Reports from Career Services and Alumni Office

Curriculum Committee process

Graduate Council

School and College assessment teams

General Ed Assessment

 All courses contain learning outcomes that flow from the Schools at Webster. Assessments are performed using Webster's guidelines.

Webster's progams have been accredited by the British Accreditation Council (see attached)

Student evaluations (see attachments)

Core Component - 3b The organization values and supports effective teaching.

Evidence from University

Evidence from your campus

Examples of Evidence ● Qualified faculty determine curricular content and strategies for instruction. ● The organization supports professional development designed to facilitate teaching suited to varied learning environments. ● The organization evaluates teaching and recognizes effective teaching. ● The organization provides services to support improved pedagogies. ● The organization demonstrates openness to innovative practices that enhance learning. ● The organization supports faculty in keeping abreast of the research on teaching and learning, and of technological advances that can positively affect student learning and the delivery of instruction. ● Faculty members actively participate in professional organizations relevant to the disciplines they teach.

Faculty credentials and professional memberships and development activities

Committee to Review Fac Process

Faculty Development Center

Fellowships

Workshops, Brownbags

Fall and Spring Faculty Institutes

Regional Faculty Meetings

Information Technology Support

Instruction Support Specialists

Writing Committee

Faculty travel and research funds

Faculty awards

Faculty appointments are handled jointly by Regent's and the Webster director (see attached example of a job description) and are advertised externally and throughout Regent's.

Faculty meetings are held regularly ( see attached example of minutes)

There is a wrting center to which students can be referred (see attachments)

There have been two recent workshops to help instructors with their teaching techniques (no evidence)

Core Component - 3c The organization creates effective learning environments.

Evidence from University

Evidence from your campus

Examples of Evidence ● Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services. ● The organization provides an environment that supports all learners and respects the diversity they bring. ● Advising systems focus on student learning, including the mastery of skills required for academic success. ● Student development programs support learning throughout the student’s experience regardless of the location of the student. ● The organization employs, when appropriate, new technologies that enhance effective learning environments for students. ● The organization’s systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.

Assessment documentation from fellowships

Assessment and surveys from support offices

ADA accommodations

Multidisciplinary studies

International studies

Freshman Seminars

Adult learning environments (night, weekend)

Smart classrooms

Online learning environment

FDC technologies

Information from extended campuses

Advising Center report

Web page design

Student affairs diversity activities

Connections

Internships

Study abroad

 Freshman Seminar for undergraduates(see attached syllabus)

Scholarship and Research for graduates (see attachment)

Advising (see attached Advisoring Information)

Internships are offered in the graduate school

Skills program for graduate students (see attached)

Student Affairs (see attached)

Core Component - 3d The organization’s learning resources support student learning and effective teaching.

Evidence from University

Evidence from your campus

Examples of Evidence ● The organization ensures access to the resources (e.g., research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching. ● The organization evaluates the use of its learning resources to enhance student learning and effective teaching.

● The organization regularly assesses the effectiveness of its learning resources to support learning and teaching.

● The organization supports students, staff, and faculty in using technology effectively. ● The organization provides effective staffing and support for its learning resources. ● The organization’s systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.

● Budgeting priorities reflect that improvement in teaching and learning is a core value of the organization.

Library self-study and exhibits

Academic Resource Center services

Lab/clinical spaces-main and extended campuses

Theater/dance/music spaces/ Loretto-Hilton expansion

Science building plans

SBT building plans

SOC renovation plans

Student teaching

Computer labs—main and extended campuses

Media Center

IT User Services FDC technology support

Academic Technology Committee

University partnerships (http://www.webster.edu/about/facts/partnerships)

Budget data from FDC, IT, and Office of Assessment

 Library (see attachments)

IT centre (see attachment)