Table of Contents
Introduction and Background
- History of Webster University
- Self-Study Process
- Accreditation History
- Responses to 1998 Team Visit Concerns
- Other HLC Requests and Visits
- Specialized Accreditations/Approvals
- State Licensure Approvals
- Military Installation Voluntary Educational Review
- Federal Compliance
Criterion One: Mission and Integrity
Webster operates with integrity to ensure the fulfillment of our mission thorough structures and processes that involve board, administration, faculty, staff, and students.
Core Components
- Introduction
- 1a. Webster’s mission documents are clear, and articulate publicly our organization’s commitments.
- 1b. In our mission documents, the University recognizes the diversity of our learners, or other constituencies, and the greater society it serves.
- 1c. Understanding of and support for the mission pervade the University.
- 1d. The University’s governance and administrative structures promote effective leadership and support collaborative processes that enable the University to fulfill its mission.
- 1e. Webster upholds and protects its integrity.
- Conclusions
- Supporting Documentation
Criterion Two: Preparing for the Future
Webster’s allocation of resources and our processes for evaluation and planning demonstrate our capacity to fulfill our mission, improve our quality, and respond to our future challenges and opportunities.
Core Components
- Introduction
- 2a. Webster realistically is preparing for a future shaped by multiple societal and economic trends.
- 2b. Webster’s resource base supports our educational programs and our plans for maintaining and strengthening our quality in the future.
- 2c. Webster’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.
- 2d. All levels of planning align with Webster’s mission, thereby enhancing our capacity to fulfill that mission.
- Supporting Documentation
Criterion Three: Student Learning and Effective Teaching
Webster provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling our educational mission
Core Components
- Introduction
- 3a. Webster’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
- 3b. Webster values and supports effective teaching.
- 3c. Webster creates effective learning environments.
- 3d. Webster’s learning resources support student learning and effective teaching.
- Conclusions
- Supporting Documentation
Criterion Four: Acquisition, Discovery, and Application of Knowledge
Webster promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in way consistent with Webster’s mission.
Core Components
- Introduction
- 4a. Webster demonstrates, through the actions of its board, administrators, students faculty, and staff, that it values a life of learning.
- 4b. Webster demonstrates that acquisition of a breath of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
- 4c. Webster assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
- 4d. Webster provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
- Conclusions
- Supporting Documentation
Criterion Five: Engagement and Service
As called for by our mission, Webster identifies our constituencies and serves them in ways both value.
Core Components
- Introduction
- 5a. Webster learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.
- 5b. Webster has the capacity and the commitment to engage with its identified constituencies and communities.
- 5c. Webster demonstrates its responsiveness to those constituencies that depend on it for service.
- 5d. Internal and external constituencies value the services the University provides.
- Conclusions
- Supporting Documentation
Summary and Request for Continued Accreditation
- Introduction
- Criterion One Summary
- Criterion Two Summary
- Criterion Three Summary
- Criterion Four Summary
- Criterion Five Summary
- Federal Compliance
- Executive Summary and Comments
Appendices
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