Criterion 4c
Webster University assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

Introduction

Webster University has significant strengths in preparing students to live and work in a global, diverse and technological society. Webster University meets this core component through a variety of long-established programs, including both curricular and co-curricular activities. Since the last Visit, substantive additions to the curriculum have been added which specifically prepare students to live and work in a global, diverse and technological society.

Such curriculum changes are informed by research, feedback from advisory boards, employers, alumni, and external consultants. In addition to the curriculum, the university has a strong tradition of providing diverse learning opportunities beyond the classroom for students, faculty, staff and the general public.

Perhaps most appealing is the prevalence of many individual curricular projects with relevance and skills for a global, diverse and technological society. For instance new majors and minors have been developed that focus on international, multicultural and technological areas of study.

Curriculum Currency and Relevance

Under the careful guidance of the Undergraduate Curriculum Committee and the Graduate Council, all proposals for curriculum are examined for relevance, learning outcomes and their planned assessment process. Minutes from both committees provide evidence of ongoing additions and changes to curriculum.

[EXHIBIT: HLC0.1b Curriculum Committee Minutes, HLC0.2b Graduate Council Minutes]

External advisory boards for the College of Arts and Sciences, and the School of Business and Technology, as well as external consultants, provide insights into appropriate student learning outcomes and curriculum. Advisory Boards are also organized in the other Schools and Colleges. These Advisory Boards are comprised of local business and professional leaders who can advise the academic leadership on unmet needs.

[EXHIBIT: HLC4c.1 External Advisory Board]

Relevancy in the curriculum is continuously reviewed using student placements in internships and employment statistics. Many programs across the schools and colleges offer students the opportunity for applied learning experiences through internships.

Further, Career Services publishes its “Annual Success Reports” summarizing employment data for students and alumni. This provides evidence of successful preparation for the work place.

Success Report (Career Services)

[EXHIBIT: HLC4c.2 Success Report]

In addition, more than eight academic programs have received specialized external accreditations. The School of Business and Technology is currently seeking Association of Collegiate Business Schools and Programs (ACBSP) accreditation.

This specialized accreditation for the University’s largest academic school represents a quality assurance initiative and a continuous quality improvement commitment for a large percentage of our academic programs. The School of Education has also recently secured specialized accreditation for its undergraduate and graduate offerings (NCATE).

[EXHIBIT: HLC3a ACBSP, HLC3a NCATE, HLC3a NLN, HLC3a COA, HLC3a NASM, HLC3a ABA]

Global Society

Webster University excels in preparing students to live and work in a global society. Internationalism is supported in many ways including: majors, minors and certificates; internationalization of courses; development and assessment of curriculum; campuses located around the globe; study abroad and international internships; diplomas with international distinction; faculty and staff exchanges and development; and a steady stream of co-curricular activities.

[EXHIBIT: HLC0 Webster University Mission Statement, HLC0.1 Undergraduate Catalog, HLC0.2 Graduate Catalog, HLC1d Mobility]

One of the most visible ways a university can demonstrate its investment and effort in preparing students to live in a global society is through its curriculum. Since the 1997 Visits, many new programs have been implemented that focus on or support internationalism and diversity, as discussed under Criterion 4a.

Student Learning – Experiential Opportunities

Students also develop a keen understanding of global issues through several experiential learning opportunities mentioned in the Criterion 4a section earlier in this Chapter, including study abroad and international internship experiences.

Faculty Perceptions

Faculty at Webster University understand their primary responsibilities for teaching and learning. Since the last Visit, substantial improvement has been implemented in the quality assurance and continuous improvement of curriculum. Faculty perceptions on the usefulness and application of their curricula can be demonstrated in the 2005 HERI survey. Webster’s faculty are committed to the effectiveness of the curriculum, exceeding peer institutions in many areas.

[EXHIBIT: HLC0.1b Curriculum Committee Minutes, HLC0.2b Graduate Council Minutes, HLC3a HERI, HLC3b.7 Institutes]

HERI Survey/Curriculum
“Very Important” or “Essential” Goals for Undergraduates

Diverse World

Webster University prepares students to work in a global, diverse and technological society. Webster has received repeated recognition for successfully serving a diverse student population. According to Diverse Issues in Higher Education, 2006, Webster University is:

• First in total minority master’s degrees, all disciplines combined
• First in African-American master’s degrees, all disciplines combined
• First in total minority master’s degrees, all disciplines combined.
• First in African-American master’s degrees in Business
• First and fourth in Hispanic master’s degrees, Psychology and Business, respectively

[EXHIBIT: HLC4c.3 Diverse Issues in Higher Education]

From a state perspective, the “2005-2006 Statistical Summary of Missouri Higher Education” recognizes Webster University for:

• Most master’s degrees awarded to African-American students.
• Most degree-seeking graduate students enrolled in a private not-for-profit institution.

[EXHIBIT: HLC4c.4 Statistical Summary of Missouri Higher Education]

Webster has consistently ranked high in the Black Issues survey since the survey’s inception in 1991. As mentioned earlier, Webster University is one of the largest hosts of U.S. study abroad students, enrolling students from over 123 countries around the world.

Co-Curricular Activities

The Multicultural Center and International Student Affairs (MCISA) office leads the way in creating a community environment that recognizes social differences, respects cultural uniqueness, and facilitates cross-cultural interaction, learning and appreciation. Many student organizations reflect an interest in and concern with issues in diversity including Association for African American Collegians, Latin American Student Organization, Students for Gender Equality, Webster LGBTQ Alliance, and Japanese Student Association as well as many others.

The MCISA sponsors the Diversity Advantage Program (DAP) which highlights the collaborative effort amongst departments to educate students about social diversity. DAP is a program that rewards students who take an active role in learning about topics such as social justice, cultural awareness, and cross-cultural interactions outside of the classroom. By attending, volunteering, presenting, or performing in certain campus programs and activities, students may win prizes and have the opportunity to earn credit in many academic classes.

Students have many opportunities for service learning experiences. Students choose to participate in a special Habitat for Humanity Build each year during spring break.

Every month for the past 25 years a group of Webster students, faculty and staff prepare and serve dinner to the homeless at Saints Peter & Paul Homeless Shelter.

[EXHIBIT: HLC3c.13 MCISA, HLC4c.5 Community Service]

Perhaps more telling is the presence of diverse and multicultural perspectives in activities that were not specifically designed to address diversity. One of the many informal learning opportunities on campus is a monthly book club. Recent selections offered perspectives from India, Afghanistan, African-American individuals and a youth with Asperger’s syndrome. The annual speakers series described earlier frequently cover topics that are related to living in a diverse world.

The Webster Film Series is a nationally known and recognized year-round film exhibition that brings over 100 films per year to the St. Louis area. In many cases the films are organized into clusters by themes based on class, race, national heritage, historical period, or other specialized perspective. Films often help viewers experience diverse cultures and perspectives.

[EXHIBIT: HLC4c.6 Book Club, HLC4c.7 Speakers, HLC4c.8 Film Series]

Webster University also has sponsored a number of programs specifically designed to encourage, prepare and support minority students in seeking higher education.

[EXHIBIT: HLC2a.9 CORE BEST]

• Collegiate Outreach Recruitment and Exposure Program (CORE) focuses on assisting minority college-bound students who need assistance with the critical aspects of college admission. A $50,000 grant from Monsanto provided the funding for the CORE program.
• BEST (Business Education Scholarship Team) Program. The program is targeted to minority and or economically disadvantaged high school students in the St. Louis region who have expressed an interest in pursuing a business degree in college. It is designed to provide college-level experience and help build skills. The nine-week, two-credit-hour course was supported by $20,000 in funding from the Regional Business Council and Ernst & Young.

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