WU Self-Study Report Chapter 1

Washburn University is a complex entity. It is one university, yet it has many parts, serves many audiences and plays many roles. These individual parts are complex in their own ways, giving rise to the myriad interrelationships and interdependencies that characterize large organizations.

Further, Washburn is a mature organization. It has thrived for over 130 years. It has grown and changed and even rebuilt itself from the rubble of a major tornado. And now, as it faces the rush of change at the end of a millennium, Washburn is organized to adapt itself to meet the needs of the city and state which it is chartered to serve.

The central theme of this self-study report is that Washburn is not only a healthy organization, but a health-conscious one. That is, Washburn is concerned not only with its present fitness but with its long-term wellness. Washburn has developed and is continuing to develop processes that look to the future and lead to self-renewal. It is, to be sure, an imperfect being, but Washburn has the ability to understand its weaknesses and the will to correct them.

Of course, the requirements of the Commission on Institutions of Higher Education (CIHE) of the North Central Association of Colleges and Schools provide the impetus for and give direction to the report. Self-study has become an on-going process at Washburn University; however, the decennial activity of self-study at the institutional level provides a special opportunity to call on and to bring together the constituencies that form the University community. Our students, alumni, faculty and staff, governing body and community have been involved in the self-study process and in the preparation of this report. How we are doing and how we can be doing better are important to all who call themselves part of Washburn University.

Section B. Organization of this Report

(2) to identify for the reader both strengths and weaknesses of the institution as identified by on-going self-study; and

(3) to indicate the steps being taken to correct our weaknesses and to increase our strengths.

To that end, the eight chapters of this report each address a key aspect of the self-study process. This opening chapter introduces the reader to the institution and to the self-study. The GIRs are examined in Chapter 2. Chapters 3-7 address the five Criteria for Accreditation, Chapter 8 describes special federal compliance topics. Each chapter contains a chapter summary, and the combined chapters make the case for continued accreditation at Washburn, so a summary chapter is not necessary.

Further, it is our intention to be concise, to be straightforward, and to avoid redundancy. The length of this report testifies to conciseness. We have made every attempt to speak directly, particularly about problems we have identified. Where information is given in readily available University documents, reference to the appropriate document, rather than repetition of the information, is provided.

Section C. The Self-Study Process

The Self-Study Steering Committee designed the plan for institutional self-study by first envisioning the structure of the final report (see section B of this chapter). For each of the GIRsand the Criteria for Accreditation, the committee devised descriptive and evaluative questions using the patterns of evidence from NCA's Handbook of Accreditation, 1994-96, as its guide. Next, it determined for each question the areas of the University's community that might have interest in or desire to have input on the question. These questions, and the groups and individuals called on to address them, formed the basis of the self-study plan, which was reviewed and approved by Washburn's CIHE staff liaison, Dr. Rodolfo Garcia Z.

Because Washburn collects a great deal of data as part of its Program Review process (described in chapter 3, section E), the participants in the self-study were encouraged both in writing and in meetings with Steering Committee members to "reflect rather than to collect." These reflections were combined with formal Program Review data and documents to form the substance of this self-study report.

Further, the Self-Study Steering Committee's intent from the very outset was to operate within the existing organizational structure of the institution to conduct the self-study. That is, the committee believed that the institution was already organized to evaluate itself and was doing this on a continuing basis, so there was no need to create new committees or task forces. Thus, the Self-Study Steering Committee was the only new group formed.

After the initial self-study period (September 1996-April 1997), the Steering Committee prepared a draft self-study report (May-August 1997). This draft was circulated to all participants for comment (September-November 1997), was revised, and the revised draft circulated once more for final comments. Further revisions then led to the final report.

It is only natural in a process of self-study that one should evaluate the process itself. While the process described above worked well, and met its stated purposes, one particular concern was noted. The goal of avoiding the formation of new groups and task forces was applauded by all at the outset. In retrospect, we feel that greater understanding of and commitment to the process might have resulted from the formation of such special groups.

Section D. A Brief Profile of WU

Washburn University has many aspects which distinguish it from the other public institutions in Kansas; indeed, its relationship to the city and state in which it resides is unique among institutions of higher education in the U.S.

It is the only public institution of higher education in the capital city of Kansas, and one of only two urban/metropolitan universities in Kansas. It is the only truly non-residential campus among state schools, with only 8% of the student population living on campus. As would be expected in such a setting, its student body is largely non-traditional. The median age of undergraduates is 28. Many students work full-time and attend part-time.

Washburn is a comprehensive public university, perhaps even more "comprehensive" than similarly labeled colleges. In addition to the traditional array of bachelors degree programs, Washburn offers numerous two-year degree programs as well, and has an articulation with the local vocational/technical school to provide the general education framework for associate degree programs for its students. The Bachelor of Applied Science in Technology Administration program provides a vehicle for students from two-year technical programs to earn bachelors degrees. At the same time, Washburn offers masters degree programs in education, business, psychology, criminal justice, social work, and a juris doctor program in the School of Law.

Even though Washburn is a publicly supported school, it is NOT a State Regents institution; that is, it is governed by its own Board of Regents and not by the Kansas Board of Regents. (The six state institutions in Kansas are Kansas State University, the University of Kansas, Wichita State University, Emporia State University, Pittsburg State University and Fort Hays State University.) Washburn is a city-supported, state-assisted university, because it receives funding from the city through ad valorem taxes and a block grant from the state. At the same time, a substantial portion of total University revenue comes from tuition. In that respect Washburn shares similarities with private institutions.

This, then, is Washburn in brief: a comprehensive university meeting the diverse needs of the state capital with two-year, four-year and professional graduate degree programs; serving a non-residential, non-traditional population of students, many of whom are part-time, working at least part-time while pursuing their education; getting funding from the state but not a state school; receiving support by the city but in certain respects resembling a private school.

Washburn did not become overnight all that it now is. Its distinctiveness is, of course, related to many events and many changes since its founding as Lincoln College in 1865. For a brief history of Washburn University, as well as a description of the campus, please refer to pages 12-17 of the Washburn University Catalog, 1997-98.

Section E. Washburn's Accreditation History

The Washburn College of Liberal Arts was initially accredited by the North Central Association of Colleges and Schools in 1913. Accreditation from that body was continuous until 1941, when the college changed its name to Washburn University. Since then the University has been continuously accredited by the North Central Association. Continued accreditation for 10 years was most recently granted in 1988.

Many individual programs are also accredited. For a list of such programs and the accrediting bodies, see page 12 of the Washburn University Catalog, 1997-98.

Section F. Institutional Response to Previous NCA Team Report

The following are the areas of concern expressed in the 1988 team report, and a description of the responses to these concerns since then.

In May 1995, after years of consideration and debate, the faculty approved a new approach to general education, described in detail in chapter 2 of this document. A General Education Committee has been formed to guide the continued evolution of the process. An Assessment Committee has been created to be responsible for the collection of data to be used in the determination of the success of the program.

"There is a perceived insufficiency of funds for faculty attendance at professional meetings for the purpose of presenting papers and, although funds are being made available for research, minimum released time is available for research work."

Travel funding for a faculty actively involved in scholarly work will always be a challenge. Even though funds are still inadequate, improvement has been realized. Travel funds are distributed to faculty based on their specific requests to their deans, rather than on an allotment-per-faculty member basis, optimizing the use of these funds. In the College of Arts and Sciences, for example, all primary travel requests (requests that were the first choice of individual faculty) have been funded up to $700 for presentations, up to $300 for discussants and up to $125 for attendees. In recent years, most second and third choice trips have also been funded at the above levels. In FY97, 50 trips were funded for presenters, 22 for discussants and 60 for attendees.

The School of Business has been able to fund all faculty travel requests (from the general fund) for presentations, discussants/chairing sessions, and general meeting attendance at the rate of $700, $500 and $300, respectively. Additional funds are available from business and alumni supporters and from other university faculty development and international travel grants. In FY 97, 21 trips were funded for presenters, 5 for discussants, and 10 for attendees.

In the School of Nursing requests for travel are made through the Dean, and funding decisions are based on funding availability and established criteria and priorities. Faculty presenting research or scholarly papers are generally funded at the $500 level. Dean's travel, official representation of the School by members of the faculty and faculty development activities are also funded as funds allow. In addition, travel funds are used to reimburse community health nursing faculty for in-town travel to and from clinical agencies and home visits to students' clients at the University approved mileage reimbursement rate.

In the School of Applied Studies faculty are provided up to $800 for making presentations, up to $400 to serve as a panelist and up to $200 to attend a conference. For at least the past five years the School has funded all faculty first choice trips. However, for the last three years the Dean has had supplemental funds available for specific programs through grants that has made this task much easier.

Faculty from all academic units may also apply for travel funding for specific research projects available through the faculty research and curriculum development funds and the Sweet Sabbatical program. Academic units can be reimbursed for reassigned time provided to faculty through the research fund as well.

"Some anxiety and apprehension prevails among the faculty because of the transition period to a new President, as well as several other positions in the administration. There appears to be general dissatisfaction with the previous administrative structure of having all deans report to the President, which was judged not totally effective. A new structure is in place where deans report through an academic vice president and provost (Self Study Vol. I, p. 51). The current Academic Vice President and Provost is in an acting capacity. A search is underway for a permanent incumbent, who will be appointed after the new president is in office."

Washburn's presidential history took a sad turn shortly after the previous evaluation visit. In the fall of 1988, Dr. John Duggan became ill after only 3 months in office and died a month later. Dr. Robert Burns, then Vice President for Academic Affairs, served as Interim President until the appointment of Dr. Hugh Thompson in August of 1990. Dr. Thompson retired June 30, 1997, and is succeeded by Dr. Jerry Farley.

The revised academic organizational structure described above, with deans reporting to a chief academic officer rather than directly to the president, has continued since 1988. Dr. Wayne Sheley, Vice President for Academic Affairs, has held that office since July 1991.

"Some faculty state that they had no input in the decision to seek state affiliation for Washburn University and that, in general, they have insufficient participation and input in other decisions related to faculty governance. They express a feeling of some disenfranchisement and indicated that the University Council does not play a large enough role in important policy matters. On the other hand, some faculty are satisfied with the present governance mechanisms and feel it is the fault of the faculty itself if participation is minimal."

(later in the same section) "In the University Council, faculty are outnumbered by other representatives, including administrators (see University Organizations, Governance and Committee Structure in Self-Study, Vol. I, p. 53). Many faculty members seem to believe that the most important issues do not come before this Council, although it does act on curricular matters. It was observed that the administration pays more attention to this Council than do faculty."

For some period of time after the presidential transitions of 1988 and 1990, many felt that these concerns about faculty governance had worked themselves out. The University Council was reorganized to reduce the voting power of the administration and increase that of the faculty. Most administrators, in particular the academic deans, were made ex-officio non-voting members of the Council. One of the findings of this self-study (see chapter 4), however, was that this dichotomy of concern regarding the structure and function of shared governance has returned (or indeed, perhaps never really left). As a result, the University Council was again reorganized, effective Fall 1997. The details of this reorganization, along with a discussion of other concerns and steps being taken to resolve them, are found in chapter 4.

"There is considerable dissatisfaction among the faculty in the School of Business in matters of hiring new faculty at higher salaries than what is paid to senior faculty already in place. The Team notes that in today's market, this is a problem not unique to Washburn. Several faculty noted that administrators who return to teaching in their departments are paid higher salaries and are perceived as having lighter teaching loads."

The cost of hiring new faculty continues to be a concern, but with a different twist in the current market. Concern exists that we will be unable to attract qualified faculty, particularly in certain areas, at currently budgeted starting salaries. Indeed, concern has been expressed by the faculty about its loss of purchasing power in the last few years. These issues are addressed in chapter 6.

Roughly nine years ago a policy was adopted to describe exactly how administrators returning to the faculty would be compensated. That policy is described in Section Four, part VII.C. of the University Faculty Handbook, 10^thedition. The basic principle of the new policy is that such administrators will be paid what they would likely be earning had they never left the faculty. Since the policy was adopted, there have been very few instances of administrators (at levels higher than department chair) who have left their posts to return to faculty positions.

Although Washburn University, in the last decade, was unsuccessful in securing full state Regents status, it was successful in slowing the erosion of state financial support. Throughout the 1990s, state support of Washburn's operating expenditures has hovered around twenty percent.

Efforts to attain Regents affiliation were based on the goal of achieving greater state financial support for the University. While Washburn is a public university and a state-wide resource, its proportionate share of state funding is below that of almost every community college in Kansas. In the late 1980s and early 1990s, state affiliation was seen as the vehicle through which to achieve greater state financial participation. Since 1994, efforts have concentrated more on achieving greater state financial support. While the institution continues to be willing to discuss and consider changes in governance, increasing legislative focus has been on improving coordination among all of the state's institutions of higher education and providing additional state financial support.

Washburn has focused on two strategies in this recent period: the "public funding base" concept and "equity" of funding. The public funding base recognizes that percentage increases to the base are frequently used in the appropriations process to determine an institutions resources. Because the State General Fund base for Washburn University is relatively small compared to comparable institutions ($7.5 million versus $28 million), when expenditure expectations are similar it is difficult to use a percentage model on these differing revenue bases and generate the requisite financial resources. Washburn has argued that percentage increases, if used, should be based upon the total of the institution's public funding rather than simply its State General Fund appropriation. This results in a public funding base of approximately $20 million and would recognize the constraints and restrictions placed upon operating mill levies.

The equity, or parity, grant proposal is based upon the recognition that Washburn's state funding per full-time equivalent student is among the lowest of any public institution in the state. Typically the Regents' universities receive approximately $4,800 per FTE student (excluding research and public service). Community colleges, in the aggregate, receive almost $1,700 per FTE student, while Washburn receives $1,545. In the summer of 1997, discussions ensued with legislators and the Governor regarding provision of "equity grants" on a per FTE basis in addition to any percentage increases in the University's Operating Grant. This would provide clear recognition and an identifiable process for "closing the gap" between Washburn's state support and that of the Regents' institutions.

A legislative interim committee recommended a modification of the equity grant proposal to the 1998 Legislature. The Governor, in his State of the State Address, endorsed a three-year phase-in of the public funding base concept which translated into an approximately 6.4% increase in state funding. The Speaker of the House and Minority Leader appointed a House Select Committee on Higher Education which, by February, had issued a report calling for a major restructuring and additional refinancing of all of Kansas higher education. The proposal would abolish the existing Kansas Board of Regents and replace it with a council on higher education which would govern the six existing Regents' institutions and Washburn and coordinate the state's community colleges and area vocational-technical schools. Enhancement funding would be provided for all sectors over and above "normal base increases" and the proposal would have Washburn's local operating property taxes replaced by state support.

The outcome of these legislative and executive recommendations will be in the final stages of resolution when the evaluation team visits in May. Whether they will be fully resolved by the 1998 Legislature, or will carry over for another year, the issue of the governance and finance of Kansas higher education are primary on the Legislature's agenda. Washburn's relationship to the state and future funding prospects will be pivotal considerations in these discussions.

"The Team expresses a concern over the operating deficits incurred in FY 86 and FY 87 and, while the deficits were minor and manageable, the circumstance warrants notice."

Since the last evaluation visit, the University has ended a fiscal year with an operating deficit only one time, and that deficit was very mild (about $300,000). In several other years (including the year after the deficit), positive operating results occurred in amounts well over $300,000.

"The Team noted with some surprise that a student can earn college credit for taking intermediate algebra, even though it is designed to prepare the student for college algebra."

Credit toward graduation can still be earned for intermediate algebra (MA104), but this credit is entirely elective, counting neither toward general education nor toward a major. Further, the University now has in place a mathematics requirement. Every student must obtain a "C" or better in college algebra (MA116 or MA110-Exploring Algebra). For details on the mathematics requirement, see page 28 of the Washburn University Catalog, 1997-98.

"In an attempt to meet varied needs of the community and enrolled students, the College offers a large number of degrees and concentrations with a small number of faculty to support each, sometimes no more than one."

This issue has been addressed on a department by department basis through the program review process, and is discussed elsewhere in this report. Several years ago then-President Hugh Thompson initiated a process by which proposals for new programs are evaluated in terms of a number of criteria including the number of faculty available before receiving administrative approval.

"A problem exists in a severe shortage of money for both instructional and service equipment." (referring to the Communication Studies department)

The department as constituted then no longer exists. The academic department was made into two departments (Speech Communication and Mass Media). Further details on this change are given in section G of this chapter. The Media Center was formed to handle A/V and other requirements. As with all departments, funding for operations of these departments is reviewed annually through the budget process and every five years through program review.

"The School (of Applied and Continuing Education) has very limited physical space on the ground and first floor of Benton Hall and one adjacent temporary trailer, but has been promised additional space sometime in the future. The limited and overall poor qualities of the physical facilities available to the School of Applied and Continuing Education threatens to handicap the growth, development, and overall quality of educational services afforded to students."

During the Spring 1992 semester, this unit was renamed the School of Applied Studies, and a separate Division of Continuing Education was formed. In January 1993, both units moved back into a renovated Benton Hall, which is now a modern facility and is completely occupied by these tenants.

(page 28): Academic Units, the School of Business: issues surrounding AACSB accreditation

The School of Business has candidate status and continues to prepare for AACSB accreditation, but has not formally sought such accreditation with the AACSB as of this time. The dean of the School has vast experience with the AACSB accreditation process, having once been president of AACSB. He is working with the faculty in measured steps to bring this process to fruition.

"The current Dean of Business is in his first year. The position of Assistant Dean and two of three area coordinator positions are vacant. The School needs to achieve stable and effective leadership to optimize its chances for success."

The current dean has been in this office since June 1991. The associate dean of the School has been in that position nearly as long. The position of coordinator of graduate programs is held by a tenured faculty member. There are no longer unit/department heads in the School of Business.

"The top priority in terms of physical facilities is an expansion to the School of Law Library, estimated to cost $3.75 million. This addition is needed to meet American Bar Association requirements. Other facility needs include space for KTWU Television; additional renovation of Benton Hall, a former dormitory, to provide facilities for the School of Applied and Continuing Education; and an Alumni/Convocation Center to be financed from private donations."

"There was dissatisfaction with support for faculty development, specifically, support for travel to professional meetings to present papers ($500 maximum per faculty member per year) and to attend without presenting ($100 per faculty member); lack of any release time for significant curriculum development projects; lack of release time for scholarly activity (except for rare award of such by Research Committee); lack of organized and available support and information for seeking of outside funding."

See the previous comments in this chapter regarding faculty travel funds (response to part IIA, section 3d of the 1988 report).

The issue of support for and information regarding outside funding was addressed by the creation of a grants officer position in 1990. However, little additional interest in seeking outside funding was generated, and the position was discontinued in 1994. Recently there has been a renewed interest among faculty in reestablishing the position.

"Faculty are confused and disturbed by what some reported as an inconsistent application and interpretation of criteria for promotion. Shifting emphasis and expectations in the area of scholarly activity were particularly noted."

"There were consistent complaints about the level of salaries, especially from Arts and Sciences and Business faculty. Figures on faculty salary averages in the Self-Study (Vol. I, p. 93) show the average salary for all ranks (excluding Law) at 12.9% below the average for public universities (II-A). Faculty note, however, that many individual faculty salaries are 20% or even as much as 40% below the averages (e.g., in Philosophy Department)."

In the period 1989-91, funds were designated for making adjustments to salaries, particularly those that were furthest below national norms. However, as mentioned above, salaries have again become a concern of the faculty. The salary issue is addressed in chapter 6, section B, parts 2-3.

"Most disturbing to faculty are situations of former administrators who have returned to or joined the faculty at 80% of administrative salary and a 6-hour rather than 12-hour credit teaching load.

This issue was addressed previously in this section (discussion of part IIA, section 3d of the 1988 report).

"The 12-hour teaching load is another faculty affairs issue, not so much the teaching load itself as that load coupled with demands for scholarly activity and high levels of community service with no or slim possibilities of release time."

Little has changed in this regard in the last 10 years, with the exception that release time opportunities have increased, as mentioned earlier. What has changed, apparently, are external perceptions of higher education. Because the faculty load is so relatively heavy, Washburn has not experienced the criticism that some universities have experienced from external groups regarding the use of faculty time and the commitment to teaching. Revisions to policies on promotion and tenure have reaffirmed Washburn's traditional emphasis on teaching and clarified the roles of scholarly activity and service.

"Chairpersons, no matter the department size, have one quarter release for that assignment, no additional compensation (although some noted that there used to be a $1,000 addition), and, even if academic year faculty rather than 12-month, are responsible for recruitment, registration and other departmental matters during the summer without compensation."

Department chairpersons exist in two of the five academic units, the College of Arts and Sciences and the School of Applied Studies. In the College, release time for chairs has been made commensurate with the administrative load in the department. Since 1990, new chairs in the College have had an administrative stipend indicated separately on their contracts. The amount of the stipend varies with the size and complexity of departmental operations. In the last two years, the School of Applied Studies has begun to have department chairs similar to the College model. Chair stipends and release time in the School of Applied Studies are similarly dependent on the department, but the stipends currently lag behind those of counterparts in the College. The dean of the School is taking steps to bring those stipends up.

"Faculty also note the significant increase in non-faculty administrative staff over the last ten years, which they consider excessive and draining scarce resources."

Additional concerns about this issue led to a study conducted by Dr. Gary Schmidt, Associate Professor of Mathematics, which has come to be known as the Schmidt Report. This study, conducted in 1994 and updated in 1997, indicates that the number of administrative positions has increased at a higher percentage rate than the number of faculty positions. The report found that this growth was necessary to support a variety of changes that have occurred at Washburn and in higher education over the years. Details are discussed in chapter 4, section B.1.

"Faculty appreciate the sabbatical leave program (relatively new), but consider the six per year insufficient."

Sabbatical awards have increased to a minimum of seven per year. In several years, more than seven have been awarded.

"The variance of titles and placement of these positions at the same and/or similar levels would seem to create a confusing organizational system with resultant confusion within the division and throughout the College due to the non-comparability of titles and functions."

The Student Services area has been completely reorganized since the last evaluation visit (see chapter 5).

"Some problems persist for undecided students and some could 'fall between the cracks' due to the lack of coordination between the advisement functions for undecided and decided majors."

"It was noted that the Minority Affairs director position may present problems relative to the tri-fold reporting system, resulting from the division of the position: 40% in University Relations, 40% in Student Affairs, and 20% in teaching."

With the aforementioned reorganization of Student Affairs, this reporting split no longer exists. The Director of Multicultural Affairs reports to the Chief Student Affairs Officer.

"In an open forum session, minority students expressed concerns about the decreasing interest in the recruitment and retention of minority students. There appeared to be concerns that the majority of the black students recruited were athletes. Once recruited, these students felt little attention was given to their retention and academic progress at the College. It was reported that black students felt isolated and left out of the College academic and social life at Washburn University."

This issue had been addressed on two major fronts. First, the Multicultural Affairs Office has taken leadership in serving as a bridge to the University for minority students. It has initiated a number of programs to assist these students. These programs are discussed later in this report. Also discussed is the reorganization of the recruiting and admissions function, along with the Registrar's Office and Financial Aid, into an area now known as Enrollment Management. The Dean of Enrollment Management has addressed a number of recruiting issues, including minority recruitment. Washburn continues to have a minority enrollment rate that is higher than the minority population percentage in Topeka, and higher (in some cases more than double) than the state universities.

"During the open forum meeting with students, dissatisfaction was expressed with the limited to non-existent services provided by the Placement Office and the severe restrictions placed upon the Minority Affairs Office due to budgetary restraints. Additional staffing and better planning and scheduling of on-campus employment interviews may be the only answer toward the development of a placement service that truly begins to address the very real employment needs of its students."

The Placement Office has become Career Services, part of CLASS. Staff was added, and operations and services have expanded greatly, and are described later in the report. On-campus interviews are regularly held, and a Career Day attracts many employers from throughout the area. Training in resume writing and interviewing is readily available, as is career counseling and guidance. The budget for Multicultural Affairs has increased substantially, but the area continues to have un-met budgetary needs.

"Problems cited included understaffing in the Alumni Office and the geographical separation of the Alumni Office from the offices performing closely related functions: the University Relations Office, the Informational Services Office and the Development Office...problems persist relative to the student advisement system and understaffing in Financial Aid, Placement and Minority Affairs"

Staffing has increased in all four of the areas mentioned. The Alumni Office has moved into the new Bradbury Thompson Alumni Convocation Center, an excellent facility designed in part to meet the needs of the Alumni Association. Nonetheless, most of these areas report they could still use additional staff. Yet at the same time (see previous discussion), concern exists about the increase in staff versus faculty positions. It seems this balancing act will continue indefinitely as the University responds to changing needs.

"The ALA guidelines for a library of this size, serving a student body of this size, call for a professional staff of 13 (Mabee has 8) and a support staff of 22 (Mabee has 11). To some extent, the use of approximately 35 student workers has compensated for the shortage of staff. However, this is a temporary solution at best. As funding becomes available, at least a modest increase in staff size seems warranted."

There are currently 9 professional and 10.5 support staff in Mabee Library, so staffing levels still do not meet ALA guidelines. Student workers are still essential to the operation of the library.

concerns about off-site storage of backup data, need for additional programmers, after hours fire protection, location of the mainframe under large windows, and the door from the corridor to ADP offices

Since January, 1992, ADP has been taking a copy of the weekly backup tape to another building on campus, providing off-site storage in case of a disaster. Two additional programmers have been hired. The fire protection system recommended by the previous evaluation team is no longer acceptable due to ozone considerations. A fire extinguisher is located a few feet away from the mainframe. Campus security regularly checks ADP during closed hours. The large windows were covered and sealed with 3/4 inch wall material in 1989 during a remodeling of the office. This change also helps temperature control. The door in question is kept locked, with keys given only to authorized personnel, and has a tamper resistant security hinge. Two security walk-bys are performed each night.

Part III, section 1 (page 42): concerns about the roles of and coordination among the three units responsible for recruitment and hiring

The structure described in the previous report still exists. However, heads of the three areas report that coordination among the Personnel Office, the VPAA Office and the Affirmative Action Office seems to be working well, with surprisingly little overlap of function.

Part III, section 2 (page 42): concerns about coordination between the School of Business and Continuing Education

Continuing Education became a separate division in 1992, as noted above. One staff member of the Division serves as a liaison with the School of Business. Coordination between the two units is no longer a problem; in fact, one of Continuing Education's most successful programs (the "mini-MBA") is run in cooperation with the School of Business.

Part III, section 2 (page 42): concerns of the Human Services Department regarding the technical credit policy

Effective Fall 1996, the term technical credit was stricken from the catalog. Some problems remain for students who are planning to graduate under previous catalogs, but most of these have been worked out.

Part III, section 4 (page 44): concerns about the application process for internal research grants

The grant application procedure has been simplified somewhat. The procedure does not appear to be so cumbersome as to inhibit faculty applications for grant funds.

Part III, section 5 (page 44): funding for release time; funds to replace faculty on sabbatical

The release time issue has been discussed above. Funds are now budgeted to replace faculty while on sabbatical. No faculty who have sought sabbaticals have been denied due to inability to meet departmental needs.

A campus master plan exists and is updated regularly. It is available to the public in the Vice President for Administration Office, and will be available for the evaluation team in the resource room.

The new general education program is described in chapter 2. The two suggestions in the team report, to start from zero on general education eligibility and to have a five-year sunset clause on course eligibility, were both adopted as part of the new program.

Placement procedures are in place for both mathematics and English composition. A financially feasible way to provide testing for reading skills has not been found. The ACT is required for incoming freshman to help in academic advising.

Section G. Changes and Significant Developments Since the Previous Comprehensive Evaluation

A number of changes have taken place in the last 10 years, as the previous section suggests, and as would be expected at an institution like Washburn. Some of these changes are briefly described in this section. Most of the academic units have made changes in their governance structures during this period. These structures are described in chapter 4, part B.4.

The College of Arts and Sciences

In 1992 Criminal Justice and Social Work moved from the College of A rt s & Sciences to the School of Applied and Continuing Education (SACE) due to the applied nature of the two programs which seemed to share a number of common features and functions with departments in SACE. (SACE has subsequently been renamed the School of Applied Studies).

In the Fall of 1993, two departments (Speech Communication and Mass Media) were created from the former Department of Communication Studies. The Department of Speech Communication was formed with faculty degreed in Speech, Rhetoric and Interpersonal Communication, while the faculty of Mass Media have degrees in broadcasting, public relations and journalism. Rationale for this split included a desire for increased emphasis in broadcasting, journalism and public relations. Washburn is in the capital city with the requisite advertising, lobbying and public relation firms and has all the major television network affiliates which makes Mass Media a prime area for development. The Speech Communication department is the home of Washburn's nationally ranked Forensic program. It provides a major with a number of career options and serves as an important adjunct to other majors. Furthermore the department provides a certification program for secondary teachers of speech. Both departments have been able to develop courses that are more precisely tailored to their research areas.

The actuarial science program within the Department of Mathematics and Statistics was developed because of the growing interest in the field and demand for actuaries. While there are not large numbers of students in this program, actuarial science is a high-paying field and local employers had to go out-of-state because no other university in the state has a degree program. The program was added with four new courses and no additional staff.

In 1995 the department of Health, Physical Education and Dance dropped the AA degree in Dance. Concurrently the department had begun to emphasize sports facilities management, athletic training, exercise physiology, physical therapy assistants and teacher education. To more closely align the department name with this change of emphasis the department was renamed Health, Physical Education and Exercise Science (HPEES).

For 20 years, smaller foreign language departments have been shifting away from the traditional effort to train students in foreign languages to one of international competency. The International Center, which had been in existence at Washburn for a number of years, promoted study abroad and had responsibility for the INS phase of international student admissions. The Modern Foreign Language Department had responsibility for developing foreign language skills and for the ESL program which serves incoming international students. Because it was felt these two areas constitute a continuum of effort, in 1996 the International Center and the Modern Foreign Languages Department merged to become the Institute for International Programs.

Much change has taken place in international programs in the past 10 years. At the time of the last North Central visit, Washburn had two exchange agreements with foreign universities, with about 5 students participating each year. There were just over 30 international students on campus, and scholarships were given on an endowment of about $60,000. Washburn now has agreements with a dozen universities in China, Costa Rica, Mexico, Austria, France, Sweden, England and South Africa, along with continued programs in Denmark and Japan. Forty to sixty students each year take part in these exchanges. Roughly 180 international students are enrolled at Washburn. Endowments for international study are now in excess of $300,000. Additionally, the number of faculty doing projects abroad has increased from around 8 to around 20, and the number of foreign faculty doing short-term teaching or lecturing on campus has gone from none in 1988 to 3-4 per year now.

The Bachelor of General Studies (BGS) degree underwent significant modification in 1997 to formalize more clearly how the degree is administered and to provide more flexibility for traditional as well as mature adults who desire an interdisciplinary study path. Students are allowed to meet the depth of experience component of the degree by selecting courses from two or more emphasis areas or by selecting courses with a specific focus, theme or unifying conceptual focus. The resultant Individual Study Plans (ISP) have to be approved by a General Studies Advisory Committee at least one year before expected graduation.

2. School of Law

The School of Law completed a $5.2 million renovation of the Law building and expansion of the Law Library to accommodate the growing collection and technological innovation. Dedicated in 1992, the expansion offers state of the art instruction with a 30-station computer lab, access to interactive video exercises as well as full automation of library services.

The library has created the WASHLAW site on the World Wide Web which has been recognized in a variety of books and articles as the best or one of the best resources for legal information available anywhere in the world.

The School has created 5 certificate programs, requiring 96 (not 90) hours for graduation, including a 3.0 average in at least 15 hours of courses toward the certificate and an upper-level writing project in the area. The programs are in Mental Disability Law (awarded jointly with Menninger), Tax Law, Agricultural Law, Environmental Law and Family Law.

A second law journal experience has been added for students with the location at Washburn of the student editorial board of the American Bar Association Family Law Section's journal, the Family Law Quarterly.

Initially through a Title IX grant and now through permanent funding, an expanded program in alternative dispute resolution has been created, including both classroom courses and the opportunity for students to mediate actual cases in a separate ADR internship or as part of a general internship in the Washburn Law Clinic. The School has developed links for referral of cases for mediation from the Attorney General's office, the Shawnee County District Court, the Better Business Bureau and other entities.

The School of Law has also developed, and periodically offers, an innovative Law Colloquium class that has been featured in the National Law Journaland U.S. News and World Report. The Colloquium deals with a legal topic of current interest that crosses the various subjects taught in traditional classes. Its key features are team teaching by the faculty (as many as 20 faculty have collaborated in some courses), a combination of plenary sessions and small group discussions, and involvement of judges and practitioners as co-presenters and co-discussion leaders. Topics have included Critical Race Theory, Feminist Jurisprudence, Comparative Human Rights (twice), NAFTA and, most recently, Professionalism. Student enrollment has been as high as in excess of 100.

Annual giving to the law school has increased from approximately $50,000 in 1988 to over $350,000 this year. The percentage of alumni who contribute reached 31% this past year.

3. School of Business

A new mission statement for the School of Business was adopted in 1994. Organizationally, academic departments were eliminated a number of years ago, the Assistant Dean position was elevated to the rank of Associate Dean, and the Director of Graduate Programs became a full-time position occupied by a tenured faculty member. Elected faculty standing committees were formed (Planning and Review, Curriculum, Faculty and Personnel, Student Affairs, and Executive (chairs of the other four committees). A Faculty Chair, who presides over twice monthly (during the academic year) faculty meetings, is elected to serve a one-year term.

Tenure and Promotion Guidelines were revised to reflect the increased importance of the graduate mission and to reinforce teaching as the highest priority.

The undergraduate and MBA curricula have been substantially revised. Undergraduate curricula change highlights include adoption of Arts and Sciences General Education requirements, creation of a Minor, and total revamping of the Marketing curriculum. The MBA Curriculum was completely redesigned to fit its basic mission, i.e., to serve primarily as a human resource development program for area business and government organizations and executives (as opposed to preparing individuals for first jobs or career changes). The core program -- consisting of 36 hours of undergraduate course work, for students with no previous exposure to business subjects -- was replaced with 24 hours of exclusively graduate course work. Thus, an individual with a non-business undergraduate degree can complete the entire program in 54 hours in courses reserved exclusively for graduate students. MBA scheduling was changed to a one night a week per-course format, with some Saturday classes, to fit working adults' schedules.

4. School of Applied Studies

Formerly the "School of Applied and Continuing Education," the School was renamed in Spring 1992. Continuing Education became a separate Division at that time. The departments of Criminal Justice and Social Work were moved from the College of Arts and Sciences to the School of Applied Studies in July, 1992, and the Medical Records Program changed its name to Health Information Technology the following year.

Many changes to degree programs have occurred since the 1988 North Central report. The School has added an associate degree in Horticulture in cooperation with Kaw Area Technical School (KATS); developed an articulation with KATS in electronics technology, food service, and office administration programs; and added design technology and industrial technology majors, again in cooperation with KATS. A railroad studies concentration has been added to the Industrial Technology major, and a certificate program is now available in the Legal Assistant Program. Criminal Justice degree programs in corrections and law enforcement have been changed from BA to BSCJ, and the Human Services major has become a four year BAS degree program. A BAS in Technology Administration has also been added, as have Masters degrees in Social Work and Criminal Justice.

Some programs have been eliminated. Programs in electronic technology and food service hospitality have been discontinued, though majors can still be obtained through cooperative program with KATS. The court and conference reporting and the office training and assistance programs were closed.

4a. Off-campus and cooperative programs with the School of Applied Studies

Ten years ago, Washburn offered very few courses away from the campus. The School of Applied Studies has initiated a number of relationships with area community colleges and technical schools. These relationships are described in this section.

Kaw Area Technical School (KATS) Cooperative Program

In the spring of 1991, the superintendent of Topeka Unified School District 501 and the director of KATS approached Washburn University with a draft agreement for a cooperative educational program with KATS, Kansas City Kansas Community College (KCKCC) and Washburn University. General education courses were to be split between Washburn and KCKCC. Washburn's president and some academic deans began a process of negotiation with KATS to allow Washburn to serve this function entirely, rather than inviting KCKCC into Topeka to offer courses and award degrees. At that time roughly 15 cooperative associate degree programs were developed. In these programs, Washburn would provide the general education courses and award the degrees. Since that time, 5 more areas of concentration have been added.

The programs began officially in the Spring of 1993, with 24 students enrolled in 81 hours. In the spring of 1997, 82 students took a total of 555 hours from Washburn. Through the summer of 1997, a total of 27 students have received associate degrees through this program. Of these, eight have chosen to pursue coursework toward the completion of the Bachelor of Applied Science in Technology Administration at Washburn. Some of the others have gone on to pursue bachelors degrees elsewhere.

This arrangement with KATS has allowed Washburn to close two programs that involved duplication of effort at the two institutions. Thus, two institutions who are funded in part through the same tax source have been able to share resources to meet community needs in a more efficient manner.

Johnson County and Kansas City Kansas Community Colleges

Since 1994, Washburn has offered criminal justice and human services courses in a two plus two cooperative arrangement with these two community colleges. A few courses each semester are offered on the Leavenworth (northwest of the Kansas City metropolitan area) campus of Kansas City Kansas Community College (KCKCC) and at the Regents' Center in Johnson County (Overland Park, southwest suburban Kansas City). Support services (such as libraries) are provided by KCKCC and JCCC, and a coordinator/advisor from Washburn is on-site at the Regents' Center. Courses are typically offered evenings and weekends.

Telenet

Washburn University and Wichita State University launched a program in 1994 to provide a cooperative outreach to the western part of the state to provide courses leading to a bachelors degree in Criminal Justice. Courses were to be offered via Telenet, a service providing two-way audio for distance education. However, Fort Hays State University received approval from the Kansas Board of Regents in 1996 to offer the criminal justice degree, so the need for this program was eliminated, and the program was terminated.

BAS in Technology Administration at Johnson County Community College (JCCC)

This program is just getting underway. In the fall of 1995 the president of Johnson County Community College contacted administrators at Washburn to suggest that Washburn offer courses in the technology administration major that would lead to the Bachelor of Applied Science (BAS) degree. Faculty and the advisory board of the JCCC fire science degree program and some other programs as well were strong supporters of this effort. The JCCC Board of Trustees have made it a priority to make four-year degree options available to their graduates on the campus. The planning and approval process took about a year-and-a-half, with the program receiving approval from the Kansas Board of Regents in the spring of 1997.

The BAS degree program will offer a four-year option for many graduates in a wide range of associate of applied science degree programs from JCCC and other Kansas City area community colleges. It is designed to provide a seamless transition for these students in pursuit of a four-year degree.

Coursework will be offered in cooperation with Emporia State University, which will provide up to 15 hours of upper division management courses toward the degree. Emporia State has been providing a business administration program on the JCCC campus for several years. Washburn and Emporia State will share in the offering of electives, and Washburn will offer up to 33 credit hours in the technology administration major.

The program is starting small, with only two technology administration courses per semester in the beginning. Courses will be taught by a mix of full-time Washburn faculty and adjuncts. Washburn selects the adjuncts, with priority given to qualified faculty from JCCC. Washburn full-time faculty will serve as academic advisors.

5. School of Nursing

In the Fall of 1989, a major curriculum revision was implemented in the School of Nursing. Ten-credit hour integrated nursing courses were broken into separate didactic and clinical courses with fewer credit hours each. Separate courses in Pathophysiology, Pharmacology and Health Assessment were established. A new practicum course in Leadership and Role Transition was added to the final semester of the program. New numbering and sequencing of courses was implemented. Clinical rotations were changed from semesters to eight weeks, and the ratio of clinical to didactic was changed from 2:1 to 3:1. The total number of credit hours of the major did not change. The curriculum changes provided for better evaluation of the differential components of didactic and clinical instruction; provided for better enrollment options for students; and ensured more concentrated content emphasis in health assessment, pharmacology and pathophysiology. Subsequent curriculum changes were made in the baccalaureate nursing curriculum over time to provide more community-based learning experiences for students.

The School of Nursing has expanded community partnerships with the NCAA National Youth Sports Program (NYSP), the Kansas Area Chapter of the American Red Cross, the Topeka Blood Bank (Kansas Blood Services), The Topeka Rescue Mission, Senior Centers for the Elderly, and the State Department of Social and Rehabilitation Services (SRS).

An international exchange program with Queen's Medical Center in Nottingham, England, began in 1993. The exchange involves the School of Nursing sending nursing students for clinical experiences to England for a three-credit summer nursing elective course under the instruction of a Washburn Nursing Faculty member, and in return, Queen's Medical Center sends Qualified Nurses (equivalent to RNs in this country) during Fall or Spring semesters to experience nursing in our community. The nurses learn about the US health care system by attending seminars at the University and meeting community health care providers. In addition, the School of Nursing hosts nursing students in Washburn's exchange program with Fukuoka University in Japan. These students attend nursing classes and meet with Washburn nursing students and are frequently home guests of faculty or nursing students. In Spring of 1997, the School of Nursing participated in the formation of a consortium of four United States nursing programs (University of Utah, University of Texas Health Science Center in San Antonio, Northeastern University in Boston and Washburn University) to develop, with three countries of the European Community (Finland, Portugal and Northern Ireland), a three-year proposal for a transatlantic student exchange for cross-cultural international education in community health assessment and planning.

In 1991, the school developed an articulation program for Licensed Practical Nurses who were pursuing the BSN degree. The LPN students were allowed to "challenge" the Nursing Process course (NU 242/243) by taking the NLN Mobility Profile I Examination to receive advanced placement credit. In summer of 1995, the school developed a formal articulation agreement with the Kaw Area Technical School (KATS), whereby LPN graduates of that program, of May 1994 or later, may receive 12 semester hours of advanced placement credit for courses that apply toward the BSN degree at Washburn. In Fall of 1997, there are seven LPNs enrolled in the BSN program who meet these criteria.

6. Academic Support Areas

ACADEMIC COMPUTER CENTER

The decade of the 90s has seen the development of a campus ethernet network populated with a variety of devices. Prior to 1990, the Academic Computer Center provided campus-wide computing services with one super minicomputer and a network of character-based terminals and printers connected to a data switch via twisted pair cable and data multiplexers. This was a completely character-based system with a command line interface. In 1990, the current ethernet network was begun with one, Unix-based server in 1990 and a single multiport transceiver with 6 network connections. In 1991 Washburn's TCP/IP-based network was connected to the Internet via a 56 Kbps leased line. Today the network has many Unix servers and NT servers, some of which provide specific services and some of which provide a variety of services. The network media is a mixture of fiber optic cable and category 5 twisted pair cable. Network electronics consist of stackable hubs, ethernet switches, and routers. The majority of devices on the network are netstations which in today's vernacular are known as "network computers" or NCs. Other devices on the network include printers and PCs. Washburn's connection to the Internet is via 4 T1 lines provided by Global Internet. Washburn has worked with Global Internet (now called Verio) to provide Internet access throughout northeast Kansas, and today a total of 18 T1 lines terminate at Bennett computer center to form a wide-area network.

A graphical user interface (GUI) is in use today, and most software packages have a GUI. Some character-based systems continue to be used if a GUI version is not yet available. This decade has seen a gradual, planned transition from a single, multiuser host to a network of hosts and devices which allow users to access the hosts. By the end of this decade, all character-based terminals will have been phased out in favor of devices which support a GUI. Servers will continue to be added as specialization becomes more necessary.

MABEE LIBRARY

Since the last North Central review, the Mabee Library has also added a great deal of technology. An integrated library system has been implemented with all modules, except Interlibrary Loan, being installed. Ninety-five percent of the collection is represented in the OPAC, and the card catalog has been removed. In addition, more than 60 databases are now end-user accessible from workstations within the library and via the campus network. Internet world wide web sites have been selected and cataloged; they can be accessed from within the OPAC or from the library's homepage.

The university archives have been processed and indexed in a network accessible database, with selected materials also cataloged in the OPAC. Library staff have begun an ongoing imaging project scanning high-interest documents into the library's web pages.

Instruction in how to access and evaluate information resources is provided at the reference desk, in on-demand library instruction tailored to a specific class assignment and in the librarian-taught IS 170, Library Research Strategies class. Reference questions now tend to take longer to answer than they did 10 years ago, and there are more of them. Volume of reference desk inquiries has increased 23% since 1987. (21,990 questions in 1987; 27,050 questions in 1997). The library has had to double staff the reference desk during the busiest times to be able to cope. To alleviate some of the stress at the Reference Desk, Mabee aggressively marketed the instruction program, and the statistics show that the library has been successful in doing so. In 1986-87, 99 instruction sessions were conducted with 1826 participants. In 1996-97, 189 sessions were conducted with 3899 participants. This represents an increase of 91% and 114% respectively--a rather substantial increase to absorb without additional staff. Instruction consists of a demonstration of one or more databases designed to show the students how to complete their library assignment, whether that be a research paper, speech or other assignment. Funding has been secured for construction, within the library, of an electronic classroom which will allow in-class, hands-on use of the instructor-demonstrated databases.

The library collection has grown and the building is at capacity. In 1987, there were 269,648 volumes in the collection. In 1997, there were 342,300 volumes, an increase of 27%. Mabee Library, like other libraries, has experienced the effects of a higher rate of inflation in the publishing industry than the general rate of inflation. Several large gift collections have been received from donors, the most prominent of which is the Koch Collection, which contains over 10,000 volumes on art history. Rather than incorporating it into the collection, a room was constructed on the main floor of the library to house it as a unit.

In addition to Washburn faculty, staff and students, Mabee Library serves the Topeka community. In 1987, there were 1520 public patrons; in 1997, there were 3110, an increase of 105%. Clearly the community values and uses the library. Circulation to the Washburn community (faculty, staff, students, and public patrons) rose from 150,654 during 1986-87 to 156,398 in 1996-97, an increase of 4%. To better serve the university's disabled student population, a Kurzweil Reader, a Telesensory CCD Viewer, and a PC with enlarging and speaking software have been installed in the library.

As the library has accommodated its patron needs by emphasizing access over ownership, increased reliance on interlibrary loan, document delivery, and full-text subscriptions has been necessary. Interlibrary Loan, for example, has increased from 4380 transactions in 1986-87 to 8659 transactions in 1996-97, a 98% increase. Interlibrary Loan has become more inclusive since the last North Central visit. Washburn now allows other libraries to borrow materials from the CRC and the audio-visual collection as well as from the book and periodical collections.

MEDIA CENTER

The Media Center continues to grow in the services it provides to the campus. In 1987-88, only media distribution and engineering services were available. The center provided 16mm film & 35mm slide projectors, and 3/4" videotape players for classroom use at this time. Since then, the Media Center has expanded its operations to include the areas of Production and Educational television along with the expansion of equipment to classrooms that now includes: overhead projectors, video/data projectors, 1/2" videotape players, audio cassette player/recorders, camcorders, scan converters, and misc. items.

The educational cable access channel has also expanded its programming to include, not only local weather information and campus and community announcements, but also various satellite programs such as Knowledge TV and Deutsche Welle, a student-produced "live" news show, sporting events (live and tape-delayed), commencement ceremonies, & educational television courses. The channel is operated 24 hours a day.

In addition, two new satellite dishes were installed to help provide programming for the cable channel and to provide satellite conferencing capabilities to the campus and the community. Rooms for conferencing are located throughout the campus.

Labs within the Media Center that support Mass Media production classes now include: a broadcast quality television production studio, an audio lab, editing suite, and a Video Toaster/Flyer lab for non-linear editing capabilities.

MULVANE ART MUSEUM

Since the report prepared for the last North Central visit, the Mulvane Art Museum has received accreditation from the Association of American Museums (in 1989), becoming recognized as a full, participating member in the community of American museums. The Mulvane Art Center, Inc., the support group of the museum, continues to underwrite most exhibition and education program funding for the museum, while the university supports the physical plant and most staff salaries. The Board of Directors of the Mulvane Art Center, currently 26 members, has become a remarkably effective working board, whose efforts benefit museum programs. Major fundraising initiatives developed in recent years have been the Mountain-Plains Art Fair, a highly successful annual event, a periodic auction of art and antiques, and Brunch with Bach, an afternoon of arts activities developed in cooperation with the Alumni Association, the Music Department and the Theatre Department.

The Mulvane's education programs have grown remarkably in recent years. The Education coordinator, full-time for the past three years, now has the help of a half-time assistant and more than fifteen teachers per year, serving more than 35,000 students in the Topeka region last year. The museum has fostered close relations with the 501 schools, through art classes, teacher-training, and museum visits.

Improvement and expansion of storage facilities, a stated goal in the last report, were realized in 1996-97 with part of a $100,000.00 gift from Bill Koch and the Spring Creek Foundation. Storage capacity was expanded by more than 50% for two-dimensional works, and new facilities for the storage of 3-D works were added.

The museum staff, two full-time and two half-time when the last report was done, now consists of five and a half permanent persons (an assistant to the director was added, the registrar and education coordinator have been made full-time, and a half-time assistant education coordinator was added). The Mulvane has also been host to student interns from the University of Kansas and Washburn's Art Department.

The museum collection has grown significantly in recent years through several generous legacies: most notably, a gift from the E.J. "Tex" Erp collection, left to the museum in Mr. Erp's will in 1995. Monies for collections development remain a high priority in the museum's planning. Collections were organized in 1990-91 into three foci: world arts, Mountain-Plains Arts, and the Collection of Kansas Art. The museum's collections and exhibition policies were identified and defined at the same time.

The museum's exhibition space has been expanded in 1997 by the addition of the Mulvane Court, a landscaped space in the area between the Garvey Center and White Concert Hall. The courtyard, funded through donations and volunteer efforts, has resulted in a very successful transformation of a previously uninteresting space into a very pleasant area. It is about to receive its first sculptures.

DIVISION OF CONTINUING EDUCATION

The Division of Continuing Education at Washburn University exists as an independent program, not directly connected to any of the schools (previously it was a part of the School of Applied Studies). The Division currently consists of a director, four program coordinators, and three support staff. The Division assumes responsibility for a variety of educational activities. Most of the activities are non-credit, professional development in nature. However, the Division has just recently assumed responsibility for all off-campus credit management, including WECEP (Washburn Early College Education Program) in the area high schools initiated Fall 1997. In addition, some of the off-campus weekend workshop credit courses have been also offered non-credit, giving practitioners the option of obtaining college credit or simply participating for their own professional development.

While Continuing Education continues to offer programs to the local community of professionals, many of the programs are attracting a regional and even a national audience. In the area of criminal justice, programs and conferences are attracting participants from the surrounding states. A recent conference featured speakers from the offices of the United States Attorney General, the United States General Counsel, and the United States Sentencing Commission. Washburn has twice served as the University site for the Office for Victims of Crime national training program, the National Victim Assistance Academy.

Computer training has been a feature of Continuing Education for some time. The training, however, is assuming a level more applicable to the professional audience. While introduction courses are still offered, they are in the shadow of courses targeted to more sophisticated users and, in conjunction with the Computer Sciences Information Department, courses targeted to computer programming professionals.

Continuing Education was fortunate to partner with Newtek, until recently a local graphics technology company that invented the video toaster. (During summer 1997, Newtek relocated to San Antonio, Texas.) Individuals from all over the United States and other countries have come to the University to participate in these training programs, again creating a national reputation for the University. Currently it is the only training lab in the United States for Video Toaster and related software training.

Business and management programs have evolved from the one-day seminars topics to multi-day programs, such as the Mini-MBA Program. Other very successful programs have been provided through agreements with national companies to bring nationally recognized speakers to the Topeka area.

The Intensive English Program offers foreign students as well as non-native residents the opportunity to improve the skills necessary to function in the academic setting and increase employment possibilities. Enrollment has doubled since the program started in 1995.

7. Administrative Changes

The number of vice presidents at Washburn has been reduced from five (Academic Affairs and Provost, Administration and Treasurer, Development, Student Affairs, and Planning and Governmental Relations) to two (Academic Affairs and Administration and Treasurer).

The Vice President for Planning and Governmental Relations was split into two Executive Director positions. The Executive Director of Planning is responsible for planning, assessment and institutional research. The Executive Director of Governmental and University Relations is a liaison with state and city governmental agencies and directs the Informational Services Office.

The Vice President for Student Affairs position was changed to Dean of Students/Chief Student Affairs Officer. The CSAO reports to the President and is responsible for student life, student health services, student organizations and clubs, student government, coordination of student activities, fraternities/sororities, residential living, programs for non-traditional students, programs for students with disabilities, minority student services and veteran services. The latter four programs and services have been created within the last 10 years. Some areas that were under the Vice President for Student Affairs have been moved to other areas. Registrar, Recruitment, Admissions and Financial Aid have been placed under the new Dean of Enrollment Management (position created in 1996), who reports to the President. The Counseling and Testing Center is now a part of CLASS.

The Center for Learning and Student Success (CLASS), was created in the spring of 1996. Managed by a director who reports to the VPAA, CLASS consists of academic advising, career services, testing and counseling, and academic enrichment programs, such as tutorial and supplemental instruction programs.

The Director of Alumni Affairs and the Athletic Director now report directly to the President instead of to a vice president.

In 1995, a significant change in University fundraising was made. The Washburn Endowment Association (WEA) was separated from the University and independently incorporated. It has its own president and CEO. WEA has been assigned the primary responsibility for development and fundraising. The University's previous fundraising arm (the Development Office) was folded into WEA. Additional information about WEA is given in chapter 4, section B.

Two major programs have been created to promote prominent alumni of the University. The "Alumni Fellows" program, started in 1992, was established to recognize alumni who have distinguished themselves in their careers. These alumni return to campus for special ceremonies during Homecoming Weekend, and meet with students, faculty and other alumni in classrooms and other campus settings to share their expertise. In 1993, the Alumni Association launched "Wake Up with Washburn." This breakfast lecture series brings prominent alumni back to campus to speak to students, faculty, alumni and other community members.

Several programs have also been started in recent years to inform current students of the Alumni Association and its benefits. "Career Connections" is a job fair in which all the professionals representing Topeka area businesses are Washburn Alumni. The "Bod Bash" is a party for all current students but with special focus on seniors. Free pizza and beverages are given to seniors; others pay a minimal cost. Information about the Alumni Association is distributed, and many campus departments (especially Career Services and various graduate programs) also set up informational booths. This fall the Alumni Association set up a "Welcome Back" table for students to provide information about the association.

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Chapter 1

Introduction

Section A. Purposes of and Audiences for this Self-Study Report