Graduate Admissions

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Text on screen: Program Spotlight: Cybersecurity Degree Program

Text on screen:James Curtis, PhD, Chair, Computer and Information Sciences Department

James Curtis: Our program is one of the most unique programs in the United States. Very few schools have three different master's degrees in cybersecurity, or data analytics, or any of them. But in this particular one, we have three different cybersecurity degrees.

First one is our Master of Science in Cybersecurity Operations, and it's for people who are in the operations area of cybersecurity management leadership.

Text on screen: CYBERSECURITY OPERATIONS (MS)

The other two degrees are very unique. The first one is the Master of Science in Cybersecurity, with an Emphasis in Artificial Intelligence.

Text on screen: Emphasis in ARTIFICIAL INTELLIGENCE

The program is very tailored toward merging artificial intelligence, machine learning and cybersecurity, which is really a unique kind of field that we're moving into as technology advances. The other degree is the Master of Science and Cybersecurity, with an Emphasis in Data Analytics.

Text on screen: Emphasis in DATA ANALYTICS

We've taken those two disciplines and really made them complement, putting them together.

[Footage of student walking down a sidewalk at Webster University]

[Footage of Webster University banner waving in the wind with Browning Hall in the background at sunset]

Text on screen: Maoting Z. Student

Maoting Z.: Webster was the first few schools that started a cybersecurity program, and I do prefer to learn from the school who started the program first, ‘cause they have more experience.

Text on screen: Flexible Learning: Earn your Degree in Multiple Modalities

Curtis: For all three of our master's degrees, we offer multi-modality. We offer online, on ground, web net plus or a mix.

[Footage of student working on a laptop, cut to footage of cybersecurity professor teaching an in-person class in a classroom, cut to two students working on a laptop together smiling]

Maoting: The thing about having online classes is you can manage your time, right? You know, things do happen like, you do get sick. You do have emergencies.

[Footage of a student working on a laptop, doing Webster coursework online]

Curtis: People travel a lot, shouldn’t-shouldn't be worried about enrolling because we can get to them wherever they are.

[Footage of student taking a Webster course on a tablet]

Text on screen: Dynamic Learning: Evolving to Meet Today’s Challenges

One of the things about being in the discipline of cybersecurity is the fact that we always change. Our curriculum is never the same.

[Footage of professor and students working hands-on with a server in a cybersecurity class]

As a matter of fact, I don't remember ever having a curriculum from one semester to the next that was the same. As the new threats evolve, we-we respond, we develop new capabilities. We have to teach our students that.

Maoting: I do feel like how Webster teaches us is definitely lead us to success.

[Footage of professor presenting a lesson in a classroom]

They show us more than one way of how to solve the problem and how people think about the problem in cybersecurity.

Curtis: One of the things we're very proud of is our adjunct instructor cadre.

Text on screen: Experience from PRIVATE AND PUBLIC SECTORS

We have teachers that come from government, military, FBI, police departments.

Maoting: They have a different perspective, because they have working different companies, different fields.

[Footage of professor working one-on-one with students in classroom]

So when we ask some general question about internship, about “how do I apply for a job?” I would just email my professors, and they always give me answers and support me.

[Footage of students working together on various projects and smiling]

Curtis: I think that Webster's programs and what we offer our students, no one comes close to what we do from the standpoint of quality, flexibility and capability.

[Webster University logo animates on screen]

Text on screen: webster.edu

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Text on screen: Webster University Program Spotlight: Master of Health Administration (MHA)

Text on screen: Daniel Mueller, Visiting Assistant Professor

[An interview shot of Daniel Mueller fades into a montage of photos with students.]

Daniel Mueller: We exist to educate working professionals to be future health care leaders, to serve in managerial leadership roles in our health care system.

Text on screen: Douglas Whitman, Assistant Professor

Douglas Whitman: A business school class is going to teach great detail about running the financial side of a business…

[Another, longer montage of photos of students in health care and administration. Footage switches between shots of Douglas Whitman and other photo montages.]

But we need to be able to understand how those apply in health care. For example, Medicare, Medicaid. Those represent a substantial portion of the income to any health care organization, a doctor's office or a hospital, and those are not taught in a standard business school finance class. They are taught in a health care finance class, in our MHA program.

Text on screen: A diverse network of PRACTITIONER FACULTY

Mueller: Our faculty are really well prepared. They bring out real world examples in the classroom, especially in our structured activities and case studies.

Whitman: The examples, the case studies that are used would be from the health care industry.

Mueller: That's correct. All the subject matter that we teach in our course — health, policy, law — is focused on issues specifically designed by health administrative individuals, taught by our practitioners.

Text on screen: An innovative program: LIVE VIRTUAL FORMAT

Whitman: The Webster MHA can be done in the live virtual format in as little as 16 months.

[Montage of photos]

Text on screen: LIVE VIRTUAL FORMAT

If a student wants to take a full-time program, they will take two classes at a time and they can complete the entire program in 16 months. If a student would like to take it on a part-time basis and take one class at a time, then it would take about 33 months for them to finish.

We want to be able to provide the tools that people will need as they become directors, department leaders and C-suite level executives in an organization.

Text on screen: A diverse and global ALUMNI NETWORK

Webster University is over 100 years old. The MBA program is over 45 years old. There are people that graduated from this program 45 years ago, 40 years ago, 30 years ago, 20 years ago that have already advanced into their careers to the highest levels.

The alumni network is incredibly valuable. We are experienced. We have a long-practiced system of teaching health care leadership to students.

[Music begins as the background changes to blue with a montage of Webster University buildings with the ACBSP logo on it]

Text on screen: Proudly accredited by ACBSP, Global Business Accreditation

Text on screen: LEARN MORE AT WEBSTER.EDU

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Text on screen: Program Spotlight: Education and Innovation (MA)

Text on screen: Susie Burge, Professional Educator, Webster University Adjunct Faculty

Susie Burge: The Master of Arts in Education and Innovation is so important because it addresses the conundrums in education head on.

[Footage of young student working on schoolwork, looking at a phone and writing]

The vast majority of kindergarteners today are going to have jobs that don't exist today. So we are, as educators, trying to prepare students for the unknown. How do we do that? Webster's program addresses this directly by including courses in innovation, globalization, mindfulness, creativity, higher order thinking skills, collaboration, equipping educators with skills and tools to equip their students and better prepare them for this unknown future.

[Image of young adults in a library, looking at a futuristic tablet device that is projecting a hologram of DNA and graphs]

Text on screen: Principles of this degree are based on requirements recommended by the National Council on Innovation and Entrepreneurship (NACIE)

Text on screen: Basiyr Rodney, EdD, Professor, Department Chair, Teacher Education

Basiyr Rodney: The degree itself — it's for the educator who is interested in rethinking how we construct learning environments and how we meet the needs of all kinds of learners, regardless of their background and the spaces from which they come.

[Image of high school students working on computers and tablets]

For example, it might be a teacher who is thinking about how do I ramp up my curriculum in a modern way and maybe infuse more technology, but I don't want to be a technologist.

I want to use technology in pedagogy. I want to use technology and then connect it to some of maybe the larger social challenges that we face.

Text on screen: Collaborative Learning: Flexible and Interactive Learning Space for Students

In terms of modalities, our US students are online and in the online experience, we use an online learning tool and we have some other distinctiveness that we add to that.

[Screen recording of Webster’s Online Knowledge Center]

[Footage of young adult working on a laptop]

And then our students at international campuses are both online and live virtual as well as on ground.

Burge: We had students from all over the country and all over the world, so we heard different perspectives and yet had to work collaboratively.

[Image of Webster University’s Tashkent campus in Kazakhstan]

Text on screen: One-on-one attention from the faculty

The class sizes were small. There was a lot of interaction with the professors and their support and expertise were very helpful.

Text on screen: This program serves teachers, business and organizational leaders, trainers and other professionals.

Webster's program encourages educators to think and reflect in a broader sense, to really think creatively, innovatively, outside the box, using those higher order thinking skills to evaluate the craft of teaching.

[Webster University logo animates on screen]

Text on screen: webster.edu

[Closing Music]

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Text on screen: Program Spotlight: Doctor of Education (EdD)

Text on screen: Trezette Dixon, EdD ’23, Professional Educator, Webster University Adjunct Faculty

Trezette Dixon: I'm pursuing a Doctorate of Education with an Emphasis in Transformative Learning in a Global Community.

Text on screen: Yin Lam (Nicole) Lee-Johnson, PhD, Associate Professor, Director of EdD Program

Nicole Lee-Johnson: This flexible emphasis is for people who are really care about social justice. And then how do we transform the status quo of inequities in educational systems?

[Footage of a student’s hands paging through a book]

Text on screen: A Holistic Framework: Fostering Scholarship, Research and Leadership

When we build a program, we want to make sure that there are four major elements in it. There is theory, research, practice and leadership.

Text on screen: THEORY, RESEARCH, PRACTICE, LEADERSHIP

So for the theory building, I think for any doctoral program, students have to learn some of the academic constructs and for research they have to learn how to conduct research with the methods. So we have qualitative and quantitative research methods classes, and we want to make sure they also use the most up to date software for data analysis.

[Image of laptop with words on screen that reads: Data Analysis Software: JASP/SPSS NVivo/DeDoose]

For the practice, we want to make sure that dissertation projects are practical in the field, that they have application or meanings that they can be utilized, or they would transform the field, whether in the school building or among a school district.

Text on screen: Our emphasis is on transformative learning in the global community.

Dixon: It has definitely changed the way that I perceive our students and how they learn and how our programs support our students. I feel that it's changed me as a critical thinker and looking at various programs and policies that exist and how we can make them more equitable for all students.

[Footage of student on laptop]

Text on screen: Flexible Learning: Online and Global with Apprenticeship

I think the flexibility of the program being online and being engaging at the same time works for me as a professional, working full time as a mother, also as a person that takes care of their elderly parent.

Lee-Johnson: For the online modality, people would use a canvas system and then they read and write. But then we also have a lot of interactive components.

Text on screen: Though media creation, this program provides students with imperative skills for the digital age.

Dixon: I think that having that flexibility, but also having the engagement through video journaling and video blogging with my cohorts and also my professor really helps me to stay engaged, stay encouraged and really succeed in the program.

[Image of two people in suits shaking hands]

Text on screen: Mentorship and Community: Providing Students the Support they need to Succeed

Lee-Johnson: Even though our courses are online and asynchronous, we intentionally build community in our program for our students.

Dixon: I've been a part of conferencing or convening, as we call it as well.

[Image of Lee-Johnson and Dixon at a conference, a poster for the American Educational Research Association Annual Convention 2023]

And then also being a part of a peer mentorship program where students that are currently in the program have the opportunity to mentor those who are starting their program.

Lee-Johnson: So during the mentorship meetings and they would have one on one discussion on career building, how do I get a job that's relevant to the degree? Where to look for those jobs? How do I create my dissertation topic and how do I find a right dissertation chair for my project?

Text on screen: The EdD program is a member of The Carnegie Project on the Education Doctorate (CPED).

So our projects are usually very applicable in the field, and I see them using that after graduating. So they would go provide like professional development talks within the school district and then they would go to conferences, present the ideas. They write books and write chapters and publish in journals about their projects. So those are what we intend for our students to do when they graduate.

Text on screen: Build on knowledge and skills to complement your passions and professional goals.

Dixon: With my degree, I would love to transform the world one student at a time, and by doing that, using the research and what I've learned through the program to create a more equitable environment for all students and create supportive systems where all students can thrive. And this is impacting our students not just in the U.S., but globally.

[Webster University logo animates on screen]

Text on screen: webster.edu/SOE

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Text on screen: Program Spotlight: Counseling (MA)

Text on screen: Muthoni Musangali, PhD, LPC-MO, BC-TMH, NCC, Chair and Associate Professor, Professional Counseling

Muthoni Musangali: The goal of the counseling program is to prepare students who will become professional counselors, who are competent and well prepared to work with diverse populations.

Text on screen: Ashlee S. Student

Ashlee S.: I’ve learned that counseling is not only a process in trying to help others and like the helping professions, but it's also like a personal process in dealing with things that you've been through in your own life.

[Footage of Ashlee in a classroom smiling and talking with other students]

Because of the relationships that I made in the smaller classes, I feel like that helped me a ton.

Text on screen: Practicing for Success: Learning Clinical Skills

Text on screen: Hemla D. Singaravelu, PhD, LPC, Professor, Professional Counseling

Hemla D. Singaravelu: A large component of our teaching includes a didactic component and experiential component. We focus heavily on the experiential component because this is where students learn their clinical skills.

[Footage of students giving presentations, as well as participating in client-counselor roleplay with each other, while Singaravelu oversees and guides students]

Purposeful speech, roleplays based on specific scenarios that mimic real life clients scenarios. And that is actually a major focus of how students develop.

Text on screen: Sherry H. Student

Sherry H.: Focusing on not so much what you might get in an undergraduate classroom where you're taking notes and you're trying to prepare for a test.

[Footage of Sherry participating in a classroom discussion, footage of students in a classroom engaging in conversation]

But really how it applies to working with clients, really moving more into seeing ourselves as professionals and developing a professional identity.

Text on screen: Real-World Experience: In the class. In the Field.

Singaravelu: So all of our faculty members are licensed clinicians. As such, they are able to impart a lot of the clinical knowledge in the classroom setting.

[Footage of a professor teaching in a classroom and engaging one-on-one with a student]

Musangali: Students are working to become licensed professionals. It's important that they are trained by licensed professionals as well.

Text on screen: Daniel B. Student

Daniel B.: You really are amongst like-minded individuals, especially your professors that have experience in practicing counseling.

[Footage of Daniel participating in a classroom discussion]

Musangali: Field experience in the counseling program is really the hallmark Our students have to have experience working out in the field where they're applying the theories that they have learned with actual clients.

Text on screen: Serving Diverse Communities: A Multicultural Approach to Counseling

Singaravelu: One of the things we take pride in in our department is actually trying to train students to be multiculturally competent.

Musangali: Social Justice, multiculturalism, diversity and equity are all part of who we see ourselves as a program.

[Footage of various classrooms in the Counseling Department]

Text on screen: Mona J. Student

Mona J.: I've always wanted to help people, I just didn't know which pathway would be the best for me until I found a Webster's counseling program.

[Footage of Mona engaging in classroom discussion]

These courses have really shown me that helping marginalized communities is really what I want to do with my life. Being in this program has really solidified that.

[Webster University logo animates on screen]

Text on screen: webster.edu

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Text on screen: Program Spotlight: Nursing (MSN)

Text on screen: Stephanie Dribben, DNP, RN, AGACNP-BC, Assistant Professor, Nursing

Stephanie Dribben: Here at Webster, we offer the Master of Science in Nursing. Our programs are really focused on students who want to become nurse educators and nurse leaders. They can stay at the bedside as bedside nurses, or they can take positions in leadership for management, in quality and safety or as nurse educators.

Text on screen: DESIGNED TO MEET YOUR CAREER GOALS

Our program is very student centered in that we know that most of our students are working professionals.

[Footage of John, an MSN student, walking into St. Luke’s Hospital to begin his workday]

Text on screen: John S. MSN Student and Nurse Educator

John S.: I'm currently an educator at St. Luke's Hospital in Chesterfield, and I wanted to pursue my education more. I decided to come back and get my master's in nursing education.

[Footage of John writing on whiteboard at hospital]

Text on screen: Flexible Education: Designed for the working professional

Dribben: The program at Webster is offered in a live virtual modality, so that's a combination of online modules, live synchronous classes.

[Image of a laptop with the Webster University website open]

Text on screen: ONLINE MODULES, LIVE SYNCHRONOUS CLASSES

John: It's almost like self-study, so we know what we're supposed to do beforehand. So we go online, we read the chapters, we complete the modules online before class, and that gives us a better knowledge and understanding of the topic that we're going to cover that week.

[Footage of John typing on a laptop]

Dribben: We do a lot of discussion and reflection. We use a lot of breakout rooms so that small groups can talk and discuss and reflect and really learn from each other.

[Footage of student working in a group project via video chat and cut to various footage of John working on a project on his laptop and teaching]

John: Webster has taught me how I can provide education in a way that is understandable, easily relatable and also retainable so people can apply it in their own practice.

Text on screen: Expert Faculty: Bring Real-World Experience

Dribben: I think that our program sets students up for success by just giving them the knowledge and the tools that they need to become excellent educators, excellent nurse leaders.

[Image of laptop with text that reads: Take classes part-time and complete your MSN Degree in 2.5 Years]

John: Instructors want you to be successful. Every instructor that I've seen, every instructor that I've been with, they've been more than accommodating.

Text on screen: STUDENT-CENTRIC PERSONALIZED APPROACH

I've had instructors that will say, “If you need me for anything down the road, if you have another class that you're struggling with, I want you to email me. I want you to call me because I'm here for you.” And that's really what I feel like has helped me be successful in this program.

[Webster University logo animates on screen]

Text on screen: webster.edu

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Text on screen: Program Spotlight: Doctor of Nurse Anesthesia Practice

Text on screen: Vicki Callan, PhD, CRNA, CHSE, Director of Clinical Education, Associate Professor, Nurse Anesthesia

Vicki Callan: The Nurse Anesthesia Program at Webster University is a 36-month full time program that involves both didactic and clinical instruction.

[Footage of different classrooms, a lecture with a presentation and various shots of hands-on learning with medical equipment in Webster’s Simulation Labs]

We do have a pretty heavy science focus for the first year of the program, but we also mix that with a strong foundation in simulation and basic anesthesia principles.

Text on screen: Nicholas C. Curdt, DNAP, CRNA, Assistant Professor, Anesthesia

Nicholas C. Curdt: We try to make sure that we create a curriculum that encompasses all types of learners, everything from auditory to visual.

[Footage of Callan demonstrating how to administer a spinal epidural on a simulated patient]

Text on screen: Bridget M. Student

Bridget M.: And so all of this knowledge is just building and building and building. And there's no question if we know enough.

[Footage of a professor demonstrating proper sonogram technique, mumbling directions]

We really do start at rock bottom, and we just continue to build and grow and learn.

Text on screen: Cutting-Edge Facilities: Simulation Guided by Highly-Trained Faculty

Curdt: What simulation provides for them is an opportunity to be able to be in an environment that is safe for them and allows them to experience things without having the additional stress of working on a real human being.

[Footage of Curdt prepping and guiding students in Webster’s simulated operating room. Students are in full scrubs and are operating anesthesia equipment]

Text on screen: Dalton J. Student

Dalton J.: It's a good opportunity because it's right here in the building about ten feet away from our classroom. It's imperative. I just don't see how you can do a successful job without simulation.

[Footage of Dalton using medical equipment in the Simulated Operating Room at Webster University]

Curdt: It provides them the ability to have a better education because it's much more controlled and focused and it's guided by faculty that is here.

[Footage of Curdt guiding students through a simulated operation, with the sounds of medical equipment]

Text on screen: Scott K. Student

Scott K.: The simulation lab will kind of introduce you slow and easy into what the nurse anesthetist is expected of when we arrive to our first day of clinicals.

[Footage of students in the Simulation Operating Room at Webster University]

Text on screen: Clinical Rotations: Hands-On Experience in a Variety of Practices

Text on screen: Desiree L. Student

Desiree L.: Webster’s set me up for success when I graduate, and I attribute a lot of that to the different clinical sites that they offer.

[Footage of a Webster University student in a real hospital wearing operation room scrubs and a mask, cut to an epidural being administered and footage of an operating room]

You just see so many different ways that anesthesia is practiced, and I think it's really beneficial. You can take the best of every little part and you build your own practice.

Bridget: We go all over Missouri. We go down south, urban, city, rural areas.

Text on screen: Nearly 30 Clinical Sites

[Graphic of the state of Missouri with dots appearing at various locations, showing several clinical locations that are available for students]

Just the experience here is pretty unmatched.

[Footage of students in various classrooms and simulation rooms]

Callan: By the time our students graduate, they really are prepared to walk into any environment.

[Footage of different groups of students, including discussing with doctors, practicing with a sonogram and preparing an epidural.]

Curdt: We want them to become successful professionals and continue to succeed after they have graduated.

[Cut to footage of teachers guiding students one-on-one, hands-on]

[Webster University logo animates on screen]

Text on screen: webster.edu

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