Criterion 3b
Webster values and supports effective teaching.
One of Webster’s core values is to support effective teaching practices. Highly qualified faculty are recruited to the institution to develop the curriculum and to determine appropriate instructional and assessment methods. As part of the employment contract, the University provides to faculty a wide array of services, resources, and professional development funds to help them remain abreast of innovative teaching practices and the latest developments in their disciplines.
Faculty Overview
Webster University has an experienced and qualified cohort of full-time faculty who are the academic core and intellectual strength of the University. These faculty have a major professional commitment to the University, and they all have appropriate professional qualifications for the educational programs they teach at the University.
Their responsibilities include teaching, advising, and service. Supplementing the instructional responsibilities of the full-time faculty are a large number of professional practitioners (adjunct faculty). Reliance on adjunct faculty with advanced educational credentials and practical professional experience is an essential component of most of Webster University’s programs, especially the applied graduate programs offered for working adults.
The combination of full-time academics and part-time professional practitioners allows the University to accomplish its educational Mission of “joining theory and practice” throughout its programs. The full-time faculty have built appropriate mechanisms for establishing the qualifications of adjunct faculty, for reviewing and approving their appointments, for providing mentoring, and for monitoring their teaching performance.
These quality-control procedures have been repeatedly reviewed by Commission teams and they have been found to be effective and of high quality.
Webster University ensures that highly qualified faculty determine curricular content and instructional methods. Academic Affairs has a process in place to assure that qualified instructors are hired for each classroom, and that students benefit from a diversity of instructional viewpoints.
[EXHIBIT: HLC0i University Handbook]
| HLC0i | University Handbook - Main Campus Exhibit Room |
In filling full-time departmental openings, full-time faculty in the department are included in all phases of the hiring process. Openings are advertised in accordance with University policies and in fulfillment of the Civil Rights Compliance Act. On-campus interviews typically include some or all of teaching a sample class, discussion with students and faculty, and a research presentation.
In addition to departmental faculty, students, administrators, staff, the President of the Faculty Senate, and other faculty outside the hiring department may advise the hiring faculty.
Adjunct faculty recruitment is ordinarily done at the local level, with review of qualifications and approval the responsibility of full-time faculty and department chairs at the main campus. In addition to the institution’s hiring process, each of Webster’s schools and colleges has additional requirements for faculty hiring.
In the School of Business & Technology, for example, course-specific faculty hiring guidelines are available to instructors and campus leaders via the “SBT Information Channel” located on the institution’s secure portal. They inform those who recruit and hire faculty of the minimal qualifications acceptable for a faculty approval to be granted.
The “Five-Course Rule,” which became policy in Summer 2005, states that no adjunct faculty member can be approved to teach more than five different courses, with a maximum of two sections per term, for a maximum of 10 sections per year. The purpose of this policy is to ensure that faculty are not over-exposed at any campus and it provides students with both adequately prepared instructors as well as a diversity of viewpoints in their field of study.
[EXHIBIT: HLC3b.1 Five-Course Rule]
| HLC3b.1 | Five Course Rule |
Webster University’s blend of highly qualified full- and part-time faculty supports our goal of combining theory and practice for our students and our commitment to international perspectives.
Currently there are 171 full-time faculty. Each semester approximately 600 professional practitioners are given adjunct faculty appointments to teach a course at the main campus. This includes approximately 200 instructor assignments in our online programs. Webster University’s extended-campus programs (offering primarily graduate-level programs for part-time working adults) rely on adjunct faculty. Each term approximately 900 professional practitioners receive appointments to teach a course(s) at one of Webster University’s domestic extended campus programs.
Webster University’s student-centered environment utilizes small classes to facilitate discussion, participation, and active learning. This large, intellectually diverse and talented pool of faculty provides recognized excellence in instruction and advances Webster University’s academic mission.
Total Full-Time Faculty – 171 (2007-08)
| Educational Credentials | No. | % |
| Terminal Degrees | 131 | 77% |
| Doctorate | 103 | |
| MFA | 26 | |
| JD | 2 | |
| Master's Degrees | 39 | 23% |
| PhD Candidates | 1 | |
| MBA | 1 | |
| MA/MS/MSN/MM | 34 | |
| Other | 3 | 1% |
| Years of Service | No. | % |
| 1-2 years | 11 | 6% |
| 3-4 years | 10 | 6% |
| 5-10 years | 54 | 32% |
| 11-15 years | 24 | 14% |
| 16+ years | 72 | 42% |
| Status | No. | % |
| Tenure | 40 | 23% |
| FDL | 95 | 56% |
| Probationary | 31 | 18% |
| Non Status | 5 | 3% |
Faculty Profiles
At the time of the 1997/98 visit, the University had recently reorganized academic programs and faculty into five Schools and Colleges. At that time, the University had one hundred 136 full-time faculty at the main campus, that represented significant growth from the 1987/88 visit when Webster had a total of 89 full-time faculty. This growth has been continuous and systematic, as the University has responded to new programs and increased enrollment.
The current full-time faculty appointments (permanent, status-track positions) are held by 36 new probationary or non-status appointments, and by 135 appointments with continuing status (tenure or FDL). Traditional academic ranks also help characterize the faculty: Professor - 58 (34%); Associate Professor - 78 ( 46%); and Assistant Professor - 34 (20%). Depending on the School or College needs, approximately 15 Visiting, Emeriti, and Lecturer (part-time) appointments are utilized annually. Despite this substantial growth, continued increases in the size of the full-time faculty are necessary to sustain curricular initiatives, growth, and quality improvements in academic programs throughout the University network. The self-study process discovered wide-spread understanding of this need among all University constituents.
[EXHIBIT: HLC3b.2 Faculty Growth]
| HLC3b.2 | Faculty Growth Plan: Institutional Snapshot |
Terminal Degrees
The percentage of full-time faculty members with terminal degrees has slightly increased during the past ten years. In 1987/88, 64% of the faculty held terminal degrees. By 1997, the percentage of terminal degrees increased to seventy-five (75%).
This self-study found that the current percentage of terminal degrees is seventy-seven percent (131/171). It was noted that the University’s strong and large programs in the Leigh Gerdine College of Fine Arts were supported by a significant number of faculty (26) with the MFA recognized as the appropriate highest degree in their artistic disciplines.
An analysis of faculty credentials for all SBT faculty, worldwide, determined that greater than 99% of the professional faculty at Webster University, full-time and part-time alike, in the School of Business and Technology, meet the ACBSP standards of being either doctorally-qualified or professionally qualified faculty.
[EXHIBIT: HLC3a ACBSP]
| HLC3a-2 | ACBSP |
All new full-time faculty positions and replacement searches identify doctoral or terminal degree as the required credential.
[EXHIBIT: HLC3b.3 Advertisements]
| HLC3b.3 | Human Resource Advertisements |
The vitality and expertise of the faculty are enhanced, of course, with the recruitment of highly qualified faculty members who bring new skills, perspectives, and energy to the institution. In the Fall 2007 semester, seven new faculty joined the institution in a combination of new positions, replacements, and visiting faculty appointments.
The administration, deans, and faculty leadership are committed to building and maintaining a multi-year plan for continued growth of the full-time faculty. In addition, Webster University is committed to retaining its broad cohort of professional practitioners to provide instruction in business and management, education, fine arts, communications, and other professional areas.
Diversity and Equity
Achieving a diverse faculty continues to be a persistent concern for the University. Since the 1997 visit, only modest progress has been achieved with racial diversity among full-time faculty despite genuine interest and focused attention by faculty search committees and support groups. In addition to issues of limited success in faculty recruitment, the University has often been unable to retain minority faculty who have been subsequently recruited to other institutions (three African-American faculty members who were successfully recruited into the FT faculty were subsequently recruited elsewhere since the 1997 visit).
Currently, 153 (89%) of the FT faculty are white; 16 (9%) are members of minority groups. Faculty diversity among the adjunct faculty provides a supplemental opportunity for academic departments and campus directors to recruit qualified minority professional practitioners for teaching assignments. Currently, 20% of adjunct faculty members are members of minority groups. Appendix 1, Institutional Snapshot, provides information on adjunct faculty.
Diversity by gender has not been an historical issue at the University. Currently, 78 (46%) of the FT faculty are female. Among adjunct faculty, 33% of the professional practitioners are female. In 1994, a salary equity study showed that there was a small identifiable pattern of inequity associated with gender. A salary adjustment plan was approved, and an implementation cycle (1994-95) was authorized to eliminate the salary equity problem.
The University periodically completes a gender equity study to identify and remedy any compensation discrimination. The most recent Equity survey (2006-07) found a small differential among members in the associate professor rank. This differential was due to salary compression not gender inequity, and was solved with salary adjustments in the 2007-08 fiscal year.
[EXHIBIT: HLC3b.4 Gender Equity Survey]
| HLC3b.4-1 | Gender Equity Survey: Faculty Salary Report 2006-2007 |
| HLC3b.4-2 | Gender Equity Survey: March 6, 2006--Faculty Salaries Up 3.4% |
Adjunct Faculty Profile
Webster University considers the utilization of professional practitioners to be essential to its mission and to its model of educational delivery, especially for its professional programs and its applied programs for working adults. The University has successfully developed and utilized an effective program for adjunct faculty recruitment, appointment approvals, load, orientation and mentoring assistance, evaluation, curriculum development, and team support.
These systems are fully described in the policies and procedures in Academic Affairs and in the Schools and Colleges. The School of Business & Technology, which has the largest number of adjunct faculty and applied programs, provides extensive direction, coordination and oversight for adjunct faculty. These practices and policies provide quality assurances that only qualified and experienced adjunct faculty are reviewed and appointed, and that demonstrated teaching effectiveness is required for reappointment.
Most adjunct faculty do not teach every term in the academic calendar, so the schools and colleges maintain a larger pool of qualified and approved adjunct faculty. Currently, approximately 3,000 professional practitioners have been approved to teach at least one course at the University (active files). In any given turn approximately 600 adjunct faculty receive a teaching appointment in St. Louis and 900 in the extended campuses. Many adjunct faculty members remain with Webster University for many years (50% have five or more years of teaching service with the University), and they effectively contribute to curriculum development and to curricular reform.
Faculty Professional Development
The University provides funding and support to enable faculty members to actively participate in professional organizations and events. A Faculty Professional Development Fund provides $2,450 per faculty member per year to encourage faculty to engage in professional development activities such as conference attendance and in-service education. A review of faculty vitae shows the abundance of faculty involvement in professional organizations relevant to their disciplines.
[EXHIBIT: HLC3b.5 Faculty Professional Development]
Faculty Development Center
The University supports faculty professional development in a number of ways: by providing services to improve teaching and learning outcomes; by encouraging innovative teaching practices; and by providing funding and technology. The 1998 re-accreditation report noted the University’s strong commitment to a student-learning environment and its dedicated and competent faculty.
The University continues to build upon these strengths by providing resources and services to advance excellence in teaching. In 2001, the University received a $1.75 million dollar Title III Strengthening Institutions grant from the U.S. Department of Education to fund the technology infrastructure of the library and to establish a Faculty Development Center (FDC).
The primary mission of the FDC is to help faculty develop pedagogical approaches and models that meet the increasing diversity of student learning styles and varied academic interests and backgrounds. The FDC works closely with other academic units to leverage human and technical resources for a variety of projects and initiatives. In addition to individual faculty support, the FDC offers a wide variety of faculty workshops.
To plan workshops that address known needs, a needs assessment survey was developed in collaboration with an external consultant and conducted in June 2003. Approximately 30% of the full-time faculty responded, and the results were used to plan the training curriculum and ongoing workshops. More than 63 workshops were offered over a three year period with 391 faculty in attendance.
These workshops were led by Webster faculty and staff, as well as invited experts from across the country. The workshops addressed both technical and non-technical approaches to teaching. The average satisfaction rate for these workshops was 9.1 on a 10 point Likert scale.
[EXHIBIT: HLC3b.6 Faculty Development Center]
| HLC3b.6-1 | Faculty Development Center (FDC) |
| HLC3b.6-2 | FDC: Adjunct Handbook |
| HLC3b.6-3 | FDC: Faculty Fellowship Guidelines |
| HLC3b.6-4 | FDC: Active Learning Handbook |
| HLC3b.6-5 | FDC: Overview Brochure |
| HLC3b.6-6 | FDC: Organization Chart |
| HLC3b.6-7 | FDC: Statistics |
| HLC3b.6-8 | FDC: Open House |
| HLC3b.6-9 | FDC: Mission |
| HLC3b.6-10 | FDC: FDC Report |
| HLC3b.6-11 | FDC: Workshops |
FDC: Online
To provide ongoing and equitable teaching excellence resources and services to off-campus faculty, the FDC created the FDC Online, which offers all of the services and resources available in the FDC, plus the following additional features: a faculty forum, which offers an online discussion forum and clearinghouse of advice, information, and materials on teaching and learning; an Adjunct Faculty Handbook, a Web-based compilation of the material in the adjunct orientation course, an international faculty lounge that allows faculty throughout the University’s network to meet and collaborate, ‘virtually;’ and links to online resources that support teaching, such as Web-enhancement tools, fair use guidelines, graduate thesis guidelines, electronic reserves, and an Active Learning Handbook.
The latter provides information relative to the selection, evaluation and categorization of active learning strategies. Examples of learning activities in the handbook include: creation of academic portfolios, assigning roles during lectures or videos, focused student journals, mini case studies, performance videotaping/recording, and more.
[EXHIBIT: HLC3b.6 Faculty Development Center]
| HLC3b.6-1 | Faculty Development Center (FDC) |
| HLC3b.6-2 | FDC: Adjunct Handbook |
| HLC3b.6-3 | FDC: Faculty Fellowship Guidelines |
| HLC3b.6-4 | FDC: Active Learning Handbook |
| HLC3b.6-5 | FDC: Overview Brochure |
| HLC3b.6-6 | FDC: Organization Chart |
| HLC3b.6-7 | FDC: Statistics |
| HLC3b.6-8 | FDC: Open House |
| HLC3b.6-9 | FDC: Mission |
| HLC3b.6-10 | FDC: FDC Report |
| HLC3b.6-11 | FDC: Workshops |
Institutes and Meetings
Full-time faculty participate in two faculty institutes each year designed to improve teaching and learning. The Faculty Senate, in consultation with their constituents identifies the topic and forms a task force to plan and implement the programs. Past programs have addressed assessment, challenges for the future, distance learning, faculty research, gender justice, general education, human rights, improving student writing, and internationalism. A wide variety of ‘brown bag’ luncheon meetings are offered to faculty, students, and staff. Many cover topics to improve teaching and learning as well as current events. The Center for Professional Development offers programs in communication, writing, and presentation skills based on current technologies and methodologies. These sessions are available to staff and faculty at Webster University as well as the general public.
[EXHIBIT: HLC3b.7 Faculty Institutes and Meetings]
Regional Faculty Meetings in Extended U.S. and Annual Worldwide Director’s Meeting
For professional development, the University holds periodic regional meetings for adjunct faculty. For example, regional faculty conferences have been held in Denver, CO (2007); Kansas City, KS (2006); Columbia, SC (2007). Three regional faculty conferences focused on use of the University’s new courseware platform (Blackboard Vista) are being scheduled for 2008-09.
These large professional development conferences have been well received, and are important professional development programs for our adjunct faculty. Also, extended campus directors, international campus directors, and all academic directors attend a four-day conference on the main campus, which provides a wide range of professional development sessions and networking opportunities.
[EXHIBIT: HLC3b.8 Regional Faculty Meetings]
In addition, each school and college and each extended campus communicates with its faculty on teaching and learning through various means, including meetings, electronic newsletters, and Web sites.
[EXHIBIT: http://www.websterorlando.com (User ID: Faculty; password: Webster)]
Faculty Research Funding and Internationalization of the Curriculum
Additional funding is also available annually for the purpose of promoting faculty research and professional development. It is understood that “research” is a comprehensive term including all types of scholarly research, academic projects, studies, artistic performances, and exhibitions. Depending on annual funding, it is expected that one to four (1-4) research awards may be given each year. The awards vary in amounts from $2,500 to $7,500 and may be used for materials or supplies, research expenses or stipends, salary for research assistance, or travel expenses.
The University also makes mini grants available through the Center for International Education (CIE) for faculty to develop new courses or redesign existing courses to add an international or comparative theme within the course. These grants have internationalized on average five courses per year for the past 10 years throughout all schools and colleges and interdisciplinary programs. Webster Faculty also pursue and receive grants from a variety of outside organizations to enhance teaching and learning.
[EXHIBIT: HLC3b.10 Research Funding, HLC3b.11 Center for International Education Grants]
Faculty Teaching Opportunities Abroad
Webster University provides faculty with opportunities to teach or conduct research away from their home campus at one of Webster’s international campuses.This opportunity is an effective way to assist faculty with international faculty development relating to benefits within the classroom of both campuses. During the past five years, more than 100 full-time and part-time faculty have taught and/or researched away from their home teaching campus. These faculty represent all of our schools and colleges and all of our international campuses. This marks a truly international focus on professional development.
[EXHIBIT: HLC1d Mobility]
| HLC1d-1 | Faculty Mobility |
| HLC1d-2 | Staff Mobility |
Technology Support
Assisting faculty in keeping abreast of the rapidly changing world of instructional technology is the direct responsibility of the Office of Information Technology’s Instructional Support Services group, in collaboration with the Faculty Development Center (FDC). Five Instructional Support Specialists, one designated for each School and College, directly support faculty and academic support staff in assessing, obtaining, and integrating instructional technology solutions. Ongoing technology workshops are held for faculty, staff and students, providing instruction in the use of some 20 software applications (in varying skill levels) and half a dozen pieces of technology hardware.
In 2006, a technology brown bag series (TechKnow Series) was introduced, discussing current technology issues of interest. Jenzabar CX, the University’s central ERP (Enterprise Resource Planning) system, supports student learning and effective teaching by providing access and services to students and faculty, regardless of their location, and by providing reporting/analysis tools beyond the offices of Institutional Technology. Providing faculty with the necessary technology tools is key in engaging their use in teaching. IT implements a computer replacement cycle, administered by Academic Affairs and IT jointly. This program, incorporating a 3-5 year replacement cycle, ensures that faculty computers (desktops and laptops) will not become obsolete.
Additionally, IT provides laptops and data projectors for checkout for full-time and adjunct faculty use in the classroom.
[EXHIBIT: HLC3b.12 Technology Support]
| HLC3b.12-1 | Technology Support: Help Desk |
| HLC3b.12-2 | Technology Support: Main Software Page |
| HLC3b.12-3 | Technology Support: Software by Lab |
| HLC3b.12-4 | Technology Support: Hardware by Lab |
Teaching Support for Extended Campus Faculty
The Office of Academic Affairs organized a task force to develop an online adjunct instructor training course. This course covers a wide range of information on University policies, services, technologies, and teaching and learning strategies that faculty need to know about and use during various stages of the academic term. In addition, each school and college ensures that its faculty worldwide are prepared to teach well in the classroom.
[EXHIBIT: HLC2a.4 Adjunct Faculty Online Training]
| HLC2a.4 | Adjunct Faculty Online Training |
School of Business & Technology – The Consistency Project
The School of Business & Technology, for example, implemented the SBT Consistency Project, begun in 2000, to ensure that one, high-quality curriculum is in place for each business program no matter where in the world of Webster the course is taken: at the home campus, military installations, metro campuses, international campuses or online.
The Consistency Project includes the development of course information documents to provide all faculty, full-time and adjunct alike, with detailed information about the intention or purpose of each course, the choices of texts that are available, and the course learning outcomes, as well as the recommendation for pedagogical success within their specific course assignments.
[EXHIBIT: HLC3b.13 The Consistency Project]
| HLC3b.13 | SBT Consistency Project |
SBT Information Channel on Webster’s Connections Portal
The course information is available to faculty, world-wide, via the “SBT Faculty Course Information” Channel on the Connections Portal “SBT Channel.” This extensive system of information was created to guide instructors through a series of six steps, tailored to the specific course they are teaching. These six steps ensure that the instructor will achieve both Consistency and Academic Assessment requirements for the course, while at the same time clearly stating those aspects of the course over which they have discretion.
See “SBT Channel” for a demonstration of how the faculty information system works. ***HLC3a.4 and:
[EXHIBIT: HLC3a.4 Business and Technology, http://worldclassroom.webster.edu (User Name: adjc_guest, Password: adjcguest)]
Evaluation of Teaching
Evaluation of teaching excellence occurs in a variety of ways. Webster University has established a systematic procedure for administering course evaluations in classrooms, worldwide. These course evaluation instruments solicit from students their level of satisfaction with the course as well as the benefits they derived from it. Benefits most commonly represent the learning outcomes.
These course evaluations provide faculty with useful feedback about their courses and student learning. These evaluations are reviewed by the site directors and/or Chairs. If issues arise, the Director or Chair either coaches the instructor so that their teaching effectiveness can improve or they simply do not rehire (if an adjunct.)
[EXHIBIT: HLC3b.14 Teaching Evaluations]
| HLC3b.14 | Teaching Evaluations |
Faculty Peer Evaluation, Tenure, FDL
Peer evaluation is an integral feature to the assessment of teaching, and Webster University has developed procedures to provide a fair and effective system of professional peer evaluation. Review of faculty with Probationary Status is conducted annually by the appropriate department.
The review is conducted by the department chairperson who, at a minimum, solicits information, according to department guidelines, from all other department faculty and from students enrolled in or who have taken courses from the faculty member under review. Typically, input is sought broadly from students, faculty, and staff across the University community.
Webster University has a nationally acclaimed alternative-to-tenure program, developed by the faculty in the early 1970s. In addition to the traditional tenure track, probationary faculty undergoing their initial status review may choose an alternative continuing status option called “Faculty Development Leave,” or “FDL.”
The title of this alternative FDL program describes its focus: a professional development program that allows teaching faculty to devote significant time to writing, research, and other professional activities. Highlights of the FDL program include a greatly accelerated leave schedule (a semester leave available after every four years), and a commitment to continuous peer review.
FDL faculty must undergo a “continuing status” review by their peers every five years. A successful peer review results in “continuing status” for another five years. A negative peer review may result in a terminal contract. Forty members (23%) of the FT faculty hold tenure, 56% or 98 members hold FDL status, and 18% are still in the probationary period of their appointment. (Three percent of the full-time faculty hold non-status track appointments).
FDL Program
Webster’s innovative alternative to tenure program has been high-lighted in:
- The New York Times
- The Washington Post
- US News & World Report
- AAHE Publications
- The Christian Science Monitor
- The Chronicle of Higher Education
[EXHIBIT: HLC0i University Handbook, HLC3b.15 Committee to Review Faculty Portfolio Guidelines]
| HLC0i | University Handbook - Main Campus Exhibit Room |
| HLC3b.15 | Committee to Review Faculty (CRF) Portfolio Guidelines - Please see Professor Jim Evans, Chair |
The Title III Project - Transforming Faculty Teaching
In addition to review by peers, faculty are encouraged to evaluate their own teaching based on student outcomes to identify areas that may need improvement. In 2003, a formal program for teaching transformation was established as part of the University’s Title III Strengthening Institutions grant. The Title III grant funded 40 faculty fellowships over three years (2003-2006), enabling faculty to engage in systematic, fundamental educational reform.
These faculty members completed a competitive process to receive fellowships to transform more than 70 courses. Faculty fellows worked with the Faculty Development Center staff to identify teaching and learning challenges in the courses that they teach, and then apply the most effective teaching techniques, via technology, to address those issues. These transformed courses form a solid foundation for continued development and transformation of the University’s teaching methods. Faculty Fellows share their expertise through a variety of workshops, presentations, and mentoring.
[EXHIBIT: HLC3b.16 Title III Project Fellowships]
| HLC3b.16 | Title III Project/Fellowships |
Recognition of Teaching Excellence
The University values and recognizes teaching excellence in several important ways. The William T. Kemper Award for Excellence in Teaching was established in 1991 to recognize full-time and part-time faculty members, who, in the opinion of their peers, exhibit the art of teaching at its finest. The University designates two Kemper Excellence in Teaching Awards to professional practitioners in the University network.
This prestigious award includes a significant professional development stipend.
[EXHIBIT: HLC3b.17 Kemper Awards]
| HLC3b.17 | Kemper Awards |
The Wilma and Roswell Messing, Jr., Faculty Award has been available each year since the summer of 1977. The award, a stipend in the amount of $4,500, is made to the full-time faculty member at Webster University who presents the most promising proposal for summer activity which will strengthen the curriculum of his/her department, or which will improve the teaching/learning relationship.
(See Exhibit Room, HLC3B – Research Grant Applications).
[EXHIBIT: HLC3b.18 Research Grants]
| HLC3b.18 | Research Grant Applications |
Leaves and Sabbaticals
Fully-funded leaves and sabbaticals are frequent at Webster University due, in part, to the popularity of the Faculty Development Leave (FDL) program. During 2006-07, 22 faculty received a funded leave for a semester or more. During the 2007-08, 21 full-time faculty had a professional leave or sabbatical. The substantial costs of these professional development programs demonstrate the institutional commitment to support and development.
As an institution dedicated to teaching excellence, the self-study recognized the value of the important investment in continuing faculty development.
Faculty Retirement
The average age of the FT faculty is 55, and the number of FT faculty members over the age of 55 is currently eighty (47% of total). The number of faculty members over the age of 65 is eighteen (11%), and has grown since the 1987/88 visit.
Depending on departmental needs and the individual’s interest, the University has negotiated phased-retirement contracts for senior faculty. These plans provide a phased decrease in their professional responsibilities over a defined time frame.
Around the time of the last self-study, the University approved an early retirement benefit for continued health care coverage for long-term employees (coverage provided until Medicare eligibility). During 2004-05, the University offered a formal Early Retirement initiative. Six senior faculty chose to participate in this phased-retirement plan, which met the University’s expectation for potential participation.
The self-study found this plan useful and recommended that it be offered again in the future.
Over the next 10 years, approximately forty (23%) faculty will retire. Considerable care will need to be taken to replace these excellent educators.
[EXHIBIT: HLC3b.19 Early Retirement]
| HLC3b.19 | Early Retirement |
Summary of Criterion 3b
Webster University offers strong, well developed systems to support and recognize good teaching. As the University has grown, it has put in place systematic procedures for addressing the complexities of the multi-campus network. Webster faculty are professionally well qualified, and appropriate mechanisms of peer evaluation are in place.
Planned faculty growth and a commitment to professional development help to ensure the continual rejuvenation of the faculty and the freshness of the curriculum and pedagogy. Webster clearly values and supports effective teaching.
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