Washburn's Self-Study - Report of 1988 Site Visit Team

Table of Contents
Report of the Site Visit Team
--Part I: Introduction
--Part II: Criteria for Accreditation
--Part III: Advisory and Consultative Comments
--Part IV: Team Recommendations for Accreditation Action
Affiliation Status Worksheet
Institutional Response to Report
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REPORT OF A VISIT

WASHBURN UNIVERSITY OF TOPEKA

17th and College

TOPEKA, KANSAS 66621

APRIL 18-20, 1988

for the

Commission on Institutions of Higher education

of the

North Central Association of Colleges and Schools

EVALUATION TEAM

Carol B. Gartner, Dean, School of Liberal Arts & Sciences, Purdue University Calumet, 2233 171 st. Street Hammond, Indiana 46323

Alex Kotch, Director, Research & Program Development/Professor of Chemistry, University of North Dakota, Box 8138 University Station, Grand Forks, North Dakota 58202

William V. Muse, President, The University of Akron, 302 East Buchtel Avenue, Akron, Ohio 44325

Terry R. Irby, Director, Adult Basic Learning Experiences, Joliet Junior College, 214 N. Ottawa Street/Renaissance C, Joliet, Illinois 60431

Dennis E. Peacock, Director of the Graduate Division, Columbia College, 600 South Michigan Avenue, Chicago, Illinois 60605

John A. Flower, Provost and Vice President for Academic Affairs, Cleveland State University, Cleveland, Ohio 44115 (CHAIRPERSON)

PART I - INTRODUCTION

A. Organization of the Report

This report documents the findings of the Evaluation Team assigned by the North Central Association to visit Washburn University of Topeka, April 18-20, 1988. The report is organized in four parts:

I. The introduction containing the background and accreditation history of Washburn University of Topeka and the structure and scope of the visit.

II. The findings and comments concerning the criteria for accreditation, which include the General Institutional Requirements, the Evaluative Criteria, Colleges and Functional Areas.

III. Comments and consultative suggestions.

IV. The team's recommendation for accreditation action and the accompanying rationale.

B. Background

Now in its 123rd year, Washburn University was founded by the Congregational Church in Topeka, Kansas in 1865. Shortly after its founding, the name was changed to Washburn College, recognizing the financial support of Deacon Ichabod Washburn.

In 1874 the College moved from downtown Topeka to its present location, which was then perceived as a considerable distance from Topeka and a somewhat uninviting prairie. A single building provided classrooms and living quarters for faculty and students, along with other required spaces.

For more than the next half century, Washburn grew, added buildings and facilities, experiencing times of prosperity and times of bleakness.

In 1913 the Washburn College of Liberal Arts was initially accredited by the North Central Association of Colleges and Schools, which accreditation, along with that of the Kansas State Department of Education, was continuous until 1941, when the name of the College was changed to Washburn University. This change was brought about by a Topeka referendum which brought Washburn under the purview of the City as a municipal university.

Physical and program growth continued during the post-World War II period until June of 1966 when a tornado cut through the campus, damaging practically every building, six of them beyond repair, and destroying more than 600 trees.

Gathering itself together, the campus and civic community rebuilt and added to the physical campus, making it the institution that exists today. The impact and memory, along with the rebuilding efforts, remain in the minds of those currently on campus, many of whom were part of Washburn University at the time.

Washburn University is currently recognized and accredited by twelve professional groups in addition to the North Central Association. The most recent NCA evaluation occurred in February 1978 following which the institution was granted continued accreditation at the Doctor's (professional curricula) degree granting level for ten years.

The self-study report prepared for the current evaluation visit addresses in straightforward terms the issues raised by the 1978 Team and is organized to respond to The General Institutional Requirements and Evaluative Criteria set forth by the NCA Commission on Institutions of Higher Education. These requirements and criteria will be addressed in Part II of this report that follows.

C. Structure and Scope of the Visit

The Team members conducted 71 individual interviews of persons from a broad range of faculty, administration and students. Group meetings were also held, including those with students, faculty, staff administrators and Regents.

The scope of the visit was a comprehensive evaluation for continued accreditation at the Doctor's (professional curricula) degree-granting level.

Part II - CRITERIA FOR ACCREDITATION

A. General Institutional Requirements

Following are the Team's comments about Washburn's fit and adherence to the General Institutional Requirements set forth by the NCA. The Team confirms that for the purposes of accreditation Washburn meets these five categories and their several subheadings. This does not mean that such requirements are rigid and that an institution has no room for adapting to the particular needs of its constituency and mission. There is always room for improvement. The Team comments are thus intended to be in a constructive mode.

Mission and Authorization

1.a. The institution has formally adopted and made public its statement of mission.

Yes. A revised and updated mission statement was approved by the Board in May 1987 and is printed on page 15 of the 1987 - 89 catalog and on page 29 of the Self-Study Report.

1.b. The statement of mission is appropriate to an institution of higher education.

This statement is appropriate to a university.

1.c. The institution confers certificates, diplomas or degrees.

Yes.

1.d. The Institution has legal authority to confer its certificates, diplomas and degrees.

Washburn's legal authority is vested under Kansas statute, Article 13.a, Chapter 13.

1.e. The institution meets all legal requirements to operate wherever it conducts activities.

Yes. The Team found no programs outside the purview established for Washburn under Kansas law.

2.a. The educational programs are compatible with the institution's mission.

Yes. Comments with respect to the educational programs are in Section III of this report.

2.b. The principal educational programs are based on recognized fields of study at the postsecondary level.

Yes. The College of Arts and Sciences provides basic, academic instruction along with a panoply of degree programs, while the Law, Business and Nursing Schools offer professional degrees appropriate to the university's constituency. T he School of Applied and Continuing Education offers a variety of skill-oriented programs under the rubric of associate degrees. These identify with community employment and training needs.

2.c. At least one of the undergraduate programs is two or more academic years in length (or the equivalent). If no undergraduate programs are offered, at least one of the graduate programs is one or more academic years in length (or the eq uivalent).

Yes.

2.d. General education at the postsecondary level is an essential element of undergraduate degree programs and a prerequisite to graduate degree programs.

Yes.

2.e. General education and/or a program of related instruction at the postsecondary level is an essential element of undergraduate certificate and diploma programs two or more academic years in length.

General education, in the baccalaureate and associate degree context satisfies the requirements of 2.d. and 2.e.

As related in the self-study, Volume II, current discussion and work on general education issues began in October 1984. The committees were formed which were ad hoc appointments and reported to the president.

General education requirements and skills development early became primary concerns. A subcommittee ultimately presented a proposal in Spring 1987 which, after faculty response, was revised and resubmitted in Fall 1987. The regional proposal was considered complex and expensive (S.S. Vol. II, p. I - 26) and difficult if not impossible to implement under current financial considerations, because of increases and specifications in requirements in such areas as foreign languages and oral communication. Comments to the North Central Team suggested that the revision did not sufficiently address these problems. The proposal addressed only requirements for a Bachelor of Arts degree, suggesting that requirements for other degrees be developed by involved areas, with similar characteristics b ut lower total credit hour requirements (p. I - 22).

The proposal has now been turned over to a new committee by the Acting Provost. Considering the issue largely the province of the College of Arts and Sciences, he has appointed a subcommittee of the College's Academic Policy Board to evaluate the current requirements and the new proposal and make appropriate recommendations which will then proceed through regular curricular channels. He recognizes the necessity for a consultation and action by other schools, but is deferring that to a later stage.

It appears to the NCA Team that the new committee will be expected to focus primarily on revision of the current requirements, addressing, for example, the board array of courses of all levels presently designated as fulfilling general education requirements. Most faculty agree that general education courses should be lower level only. The earlier committee believed that there was general faculty support for increasing the number of required credit hours but that "turf issues", as well as staffing and other financial concerns, tended to interfere with agreement. The new committee will again seek a balance of the ideal and the practical (as did the previous committee), but is seen as perhaps emphasizing practicality.

The earlier proposals, though more far-reaching than either the faculty or the budget would allow, were a beginning to a continuing and difficult process which could culminate in a workable and improved general education program, not similar to those being developed or already in place in many institutions. It is important that the process not be short-circuited.

2.f. The certificate, diploma or degree awarded upon successful completion of an educational program is appropriate to the demonstrated attainment of the graduate.

Yes. A random check of transcripts also showed consistency in programs as advertised.

Institutional Organization

3.a. There is a governing board, legally responsible for the institution, which establishes and regularly reviews basic policies that govern the institution and protect its integrity.

Yes. The Board of Regents of Washburn University is authorized under Kansas Law and is included within the Code of The City of Topeka, Kansas, both cited on pp. 33 - 35 of Vol. I of the Self- Study.

3.b. The governing board includes individuals who represent the public interest. (Note: in rare situations the Commission may approve alternative means by which the interests of the public are appropriately represented when unusual circum stances prohibit public representatives on board.)

Yes. The Board consists of nine persons who represent the interests of the University and the public. Their method of selection and functional purview are set forth in the Self-Study, Vol. I, pp. 35 - 45.

Representatives of the Team met with the Chairman and Vice Chairman of the Board. These officers are knowledgeable, active and committed to the betterment of higher education in Topeka and ansas through Washburn University.

The Board is actively involved in the operations of the University, meeting twice monthly. One of the monthly sessions is designated as a discussion/work session and the other an action session, although the Board may take action at both sessions. The Board approves all expenditures over $5,000 and personnel actions.

3.c. An executive officer is designated by the governing board to administer the institution.

The current President steps aside as President June 30, 1988 and will return to the School of Business faculty. A new President has been designated and will officially take office July1, 1988. The president-elect was on campus during the Team visit and members conferred with him.

The Team was unaware of the transition in the Presidency (this information not being included in that which was provided preparatory to the visit) and learned of it after arriving on campus. This flux in the executive leadership did not inhibit the conduct of the visit, albeit many interviewees commented upon it.

3.d. A faculty comprising persons qualified by education and experience is significantly involved in the development and review of the educational programs.

Washburn University has a qualified faculty with a high percentage of terminal degrees. Most are dedicated and loyal to the institution. In spite of heavy teaching loads, many wish to pursue research or scholarly activity in their fields.

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.

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 admini strative 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 i ncumbent, who will be appointed after the new president is in office.

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. The e xpress 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.

Faculty in the Natural Sciences and Mathematics seem to be more satisfied than those in History, Philosophy, and English, who express a much lower comfort level in faculty governance. There is considerable dissatisfaction among the facu lty 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.

In the University Council, faculty are outnumbered by other representatives, including administrators (see University Organizations, Governance and Committee Structure (see 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 curricula r matters. It was observed that the administration pays more attention to this Council than do faculty.

The School of Applied and Continuing Education has its own Faculty Council (see University Organizations, Self-Study Vol. I, p. 117).

In fact, there is a University Faculty Senate on the books but it is not currently operative.

There are some initiatives to revive it.

The College of Arts and Sciences has a committee considering formation of a College Senate. At present, college committees report to the Dean.

3.e. Admissions policies are consistent with the institution's mission and appropriate to the educational programs.

The Admissions and Registrar's functions have been divided, with complete responsibility for student recruitment and admissions assigned to the Admissions Division and registration matters assigned to the Registrar.

Earlier concerns about student recruitment appear to have been addressed by dividing the admissions and registration functions, focusing attention through targeted recruitment in areas and regions beyond the Topeka area and into student populations under-represented at the College.

Admitting policies are set forth on p. 47 of the 1987 - 89 Catalog and are consistent with the Mission Statement published on p. 15. Washburn is an open admissions institution, admitting (1) graduates of accredited Kansas high schools, (2) graduates of accredited high schools in other states, with GPA's of 2.0 or better, and (3) non- high school graduates with an average GED score of 45.

Success in recruitment efforts is demonstrated in increased numbers of students from outside the Topeka area and an increase in minority enrollments to over 11%, which exceeds the minority population in the area.

3.f. Admissions practices conform to the admissions policies.

Yes.

Financial Resources

4.a. The institution has financial resources sufficient to support its activities.

The Team confirms that Washburn University is financially sound and has adequate procedures and personnel in place for effective financial management.

The principal financial issue is uncertainty as to future sources of revenue. Given the nature of the student population and the disadvantageous relationship of Washburn in costs to students as compared to other public universities in the six- state region, further increases in tuition woul d seem to be problematic. Likewise, increases in ad valorem tax rates or an expansion of the taxing district would seem highly unlikely, at least while the movement of Washburn into the state system is being actively considered.

Discussions with state officials are active concerning the entry of Washburn University into the state university system. Ultimately, this would move Washburn onto a funding parity with other state universities with respect to appr opriation formulas. Such a decision is a political one, resting in the legislature.

To implement future financial planning will be difficult until this issue is resolved. For future stability, it would appear highly desirable for the institution to launch a carefully conceived strategic campaign to gain state status on terms acceptable to Washburn as soon as politically feasible. Other financial dimensions are dependent upon the timely resolution of this issue.

The institution is to be commended for its endowment and on recent successful efforts to expand this financial resource. This source for funding will become increasingly important in the future.

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.

4.b. The institution has its financial statements externally audited on a regular schedule by a certified public accountant or state audit agency.

Yes. The latest external auditors' report, dated September 2, 1987, is included in Vol. II, pp. 11-19 of the Self-Study.

Public Disclosure

5.a. The institution publishes in its catalog or other appropriate places accurate information that fairly describes

i. its education programs,

ii. its policies and procedures directly affecting students,

iii. its charges and its refund policies,

iv. the academic credentials of its faculty members and administrators.

The requisites of 5.a. (i, ii, iii, and iv) are set forth clearly in the current Washburn University Catalogue for 1987-89 and in the Catalogue of the School of Law.

5.b. The institution makes available upon request accurate information that fairly describes its financial resources.

Yes.

B. The Evaluative Criteria

1. It has clear and publicly stated purposes, consistent with its mission and appropriate to a postsecondary educational institution.

Yes. This criterion is addressed in detail in Vol. I, pp. 29-46, of the Self-Survey. The University has recognized that its mission is dynamic and organic and, as such, continuingly adaptive to a growing world of knowledge and a changing constituency. Institutional objectives are reviewed annually.

2. It has effectively organized adequate human, financial and physical resources into educational and other programs to accomplish its purposes.

Yes. The normal campus organizing means are in place (academic, administrative, physical plant, logistical, student services, support services) by means of which the totality of Washburn University's resources are organized.

In addition, a significant change since the last NCA evaluation in 1978 was instituted by the President in 1982. This is the use of strategic planning to project the immediate and long-range needs of the University. The process is coordinated by the Vice President for Planning and Governmental Relations.

The planning process includes a manual, guidelines, worksheets and assessments for all units on the campus, with observations and questions for each unit developed by the Planning Office. Units are encouraged to develop their own ideas and to raise additional issues.

Strategic planning is coupled with the budgeting process, both being coordinated by the Budget Priorities Committee, which includes the Vice President for Planning and Governmental Relations (Chair), the Vice President for Administration and Treasurer, the Vice President for Student Affairs, and Vice President for Academic Affairs.

The process begins early in the academic year and ends in the spring with a Five-Year Strategic Plan Update. The plan serves as a guide for projecting both program and administrative needs over a five-year period.

3. It is accomplishing its purposes.

Yes. Washburn University is accomplishing stated purposes commendably within the parameters of its mission and resource base. Its problems are many and pluralistic but in their essentials are problems no different from those confronted by o ther universities, public and private, serving similar constituencies. Washburn University faces these problems with staying power and a store of creative energy.

4. It can continue to accomplish its purposes.

The Team believes it can and will. The near-term important goal, as set forth by University officers, will be to achieve state status so that, as the fourth largest university in the state, Washburn University will serve the needs of the Sta te of Kansas as a full partner in higher education.

ACADEMIC UNITS

It is not possible for the Team to comment in detail upon all aspects of the College of Arts and Sciences, the schools, departments and administrative units which were visited and observed. Following, however, are encapsulated commentaries about these units.

COLLEGE OF ARTS AND SCIENCES

Natural Sciences and Mathematics

The faculty in this division is qualified and professionally dedicated. A high percentage hold terminal degrees in the respective disciplines. The equipment and facilities for undergraduate instruction are adequate. Research equipment and research laboratories are also adequate and commensurate with the amount of time that faculty members can devote to research, given their 12-hour reaching loads. When faculty members obtain external research grants, teaching loads may be reduced to nine hours.

Enrollments and the quality of students have been declining in recent years. Because of the open admissions policy, a considerable amount of effort is devoted to remedial instruction, particularly in beginning freshman level courses. There is a relatively high attrition rate in freshmen courses.

In Chemistry, all five of the full-time faculty members have the Ph.D. degree. The department has received an equipment grant of $72,000 from the National Science Foundation for a gas chromatograph, a high-pressure gas chromatograph and a laser densitometer, but is currently in need of an adequate nuclear magnetic resonance (NMR) spectrometer. Chemistry faculty have received both smaller and major grants from the Research Committee and utilize the summer and semester sabbatical programs. Six chemistry majors received bachelor's degrees in each of the last two years. Most of the students go to graduate school and the remainder pursue further study in professional schools.

In Biology, all nine faculty members hold terminal degrees. In the last two years, four of these nine faculty participated in the semester sabbatical program. One did research in Hawaii and another went to Kenya. The department purchased an ultracentrifuge with the aid of an NSF equipment grant. During the last several years, the department has received $10,000 - 12,000 per year for equipment from the College equipment budget.

Biology is the only department with a rotating chair for a term of four years. Approximately 15-20 majors receive their degrees in Biology each year. The department places a major emphasis on the medical aspects of biology.

Recently, the Department of Mathematics and Statistics was combined with the Department of Computer Information Sciences, with two associate chairs being appointed in the new department. One has responsibility for Mathematics and Statistics and the other for Computer Information Sciences. Seven of the eleven faculty in the Mathematics and Statistics area have terminal degrees while only one of the five faculty in Computer Information Sciences holds a terminal degree. The department uses adjunct professors to meet their teaching needs.

There are two choices in the four-year bachelor's degree program in Computer Information Sciences, one being a Computer Information Systems major designed to produce systems analysts, and the other being a Computer Information Science degree designed to produce systems analysts capable of analyzing and designing systems in an environment heavily dependent upon mathematics as a tool. The Computer Information Sciences curricula are application-oriented and graduates find data processing employment in business rather than in academia or in research and development activities. Graduates readily get jobs, thus, the program fills a need in the Topeka area.

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.

In Physics and Astronomy, three of the four faculty have the terminal degree in Physics while the fourth member is an engineer who teaches engineering drawing and mechanics. The department has been receiving about $10,000 per year for the past three years to purchase instructional equipment.

The department is basically a service department and graduates only one or two majors each year. While enrollment in the department has increased this spring, the increase is due to high enrollment in the popular Astronomy courses. The department has a 12-inch refracting telescope made available each week to citizens in the community.

Humanities, Social Sciences, Education

The Humanities Division includes the departments of Communication Studies, English, Modern Foreign Languages and Philosophy, each with more than one major or option. The Social Sciences Division includes Criminal Justice, History, Political Science, Psychology, Social Work, and Sociology/Anthropology. The Division of Education, Health, Physical Education and Dance includes those named areas.

In all of these areas, faculty are well prepared, conscientious and hard-working. Students comment positively on their accessibility and availability. Faculty take pride in the low student to faculty ratio, and the fact that students are taught largely by full-time faculty. There are no teaching assistants. However, a ten-year comparison of adjunct faculty members shows an increase from 11% to 16% of credit hours taught. (see Self-Study, Vol. I, p. 87.)

In an under-staffed area like Criminal Justice (3 FT faculty, 230 majors),approximately 50% of the teaching is done by part-time faculty. In part, this allows the department to take advantage of the availability of competent professionals in the area, but this high percentage makes departmental coherence difficult. The department attempts to maintain close relationships with and among these adjuncts to bind them into the department.

The Criminal Justice situation highlights a concern raised in other departments as well. 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 raises obvious questions about how thin the faculty is spread across the diversity of offerings and how continuingly available they are. But students interviewed noted no problems in completing degrees, at least those attending full-time, and placements in jobs and graduate schools are good. The Philosophy Department reported that all graduates who applied to graduate school were accepted.

In Communication Studies the department is responsible not only for its academic programs but for instructional AV equipment maintenance and distribution, telecourses, AV production and studio facilities. It forms the largest part of the Center for Media and Communication Studies. The current chair was appointed by the present dean with the express goal of revamping departmental curriculum. Working with the faculty, she has done so, eliminating the four different majors in favor or one major program with options: Broadcasting and Mass Media, Print Journalism, Public Relations and Speech/Organizational Communication. She has streamlined and tightened the departmental core, with greater overlap among the options, and a required minor for breadth and content and upon which to practice communication.

The department has been able to eliminate courses, creating a more manageable curriculum. There are 9 full-time faculty, which equates to 7 with releases for other assignments.

The Chair notes that many adjuncts employed (about 25%) are difficult to schedule for morning classes. Approximately half the FT faculty have Ph.D.s. A new hire in Broadcasting still does not, but will have to complete the degree to attain tenure. A problem exists in a severe shortage of money for both instructional and service equipment.

All English Department faculty members have Ph.D.s. with the exception of the Creative Writing specialist (writer-in-residence) who has both an M.A. and an M.F.A. The department offers options in literature, writing and secondary education.

Faculty tend not to be active in scholarly publication, with significant publications by only two members, one of whom is leaving for another position in a school offering more money and a small graduate program. Other faculty members publish creative work, reviews, and do some presentation.

Students are tested for writing ability during the first two days of class, with movement to developmental sections available if needed because of scheduling composition in specific blocks of time. The department offers composition downtown and offers a telecourse, "The Write Course," with Saturday morning on-campus discussions and submission of written work. An effort is made to open up to the urban commitment, offering choices for students such as a writing center staffed by volunteers to help students and faculty, and faculty seminars. The English chairperson also heads a small but successful Honors Program supported by scholarship money.

Since there is no foreign language requirement, unlike state system institutions, the Modern Foreign Languages Department is small, with two FT faculty in Spanish, one in French, and 1.5 in German (the other half being an Affirmative Action appointment). There is one Ph.D. faculty member in each major. Modest coverage exists in Russian with some initial effort in beginning Japanese.

The department plans to appoint a Fulbright scholar-in-residence. There are approximately 25 majors, with two to five graduating per year. Class-size averages are low and student advising is uncompensated. Two or three students are sent abroad each summer to study through available endowment funds.

The Philosophy Department has a faculty of 4 Ph.D.s., all full professors, three in Philosophy and one in Religious Studies. The department offers a major in philosophy with two options, a "pre-seminary" option and one in religion. The faculty is active in publication with two books (the Self-Study Vol. I, p. 80, lists 3 but that would include a study guide prepared for another university) and a number of articles. The department has attempted to diversify through such offerings as Logic for Computer Programmers and Philosophy of math, elective courses. They have had good enrollments in Business Ethics, but note that, currently, less interest is shown.

The Criminal Justice Department includes three FT faculty members, one Ph.D., two with doctoral coursework completed, and ten adjuncts, all with graduate degrees and experience in the field. There are 230 majors with 35 completing baccalaureates this year. They recruit heavily and serve many transfer students and returning students seeking new careers in Corrections or Law Enforcement. Two Bachelor's, along with the Associate degree in Criminal Justice are offered.

Students can complete the programs in the evening, unlike most other majors, with courses offered once every two years. The department fosters an active student organization and keeps close track of alumni. Except for heavy use of adjuncts (which are managed well), it is an effective, well-managed department.

With seven tenured FT faculty, all Ph.D.s., the History Department is well staffed and active, maintaining a remarkable high class size average (45 in Fall term, according to University statistics). They are actively assessing curriculum to reconfigure after resignations. History and Social Studies teaching majors are offered, with all faculty teaching survey courses. Good multi-cultural and non-western coverage exists. There is an active History honorary society.

Political Science houses six FT faculty, all Ph.D.s, five in Political Science, one in Geography, who also teaches urban planning. Total majors number about 185. All faculty are active in public service to the city and state, and all are active in some scholarly activity (at least one article each this year). The faculty is active in rasing private money (e.g., from trial lawyers) for legislative internships and other activities. The department joined Psychology in a successful grant proposal which as a side benefit has equipped a computer laboratory for the two departments.

In Psychology Department offers the only master's degree in the College, outside Education, plus a traditional undergraduate program. There are about 165 majors, with 20 to 25 graduating each year. 85% eventually go on to graduate or professional study. The nine faculty have Ph.D.s, half in experimental, half in clinical psychology, for a good balance. All completed APA approved programs and internships and are active in research. Teaching graduate courses lowers load to 9 credit hours in semester, including graduate course.

The conspicuous presence of a Master's degree program in Clinical Psychology at an institution otherwise oriented almost entirely toward undergraduate instruction and teaching rather than research is explained by the Chair as follows.

(1) The Psychology Department has always been more research-oriented than the other departments of the University. (2) The Department shares the University commitment to community service. Topeka has a large mental-health community, including the Menninger Foundation and a V.A. hospital, whose needs are well-saved by a graduate program of this kind. (3) There were several feasibility studies about the possible vocational consequences of such a program, and they all suggested that graduates would be in demand.

The faculty are not segregated as "graduate" v. "undergraduate" instructors. All faculty members teach all levels.

To offset the research demands and increased advising load of a graduate program while still carrying a "full load," faculty are frequently assigned parallel sections of a single class. This at least reduces the total number of preparations. To help in advising graduate students, the program uses a three-year curricular plan which shows when those courses taught only at intervals will next be available.

The program has both an internship and a thesis requirement. 32 graduate students are currently enrolled in the program. Approximately 3-4 students graduate each year.

A survey four years ago of graduates of the M.A. program revealed that they are all employed and all in fields related to their area of concentration. The suggestion that there be more courses in psychotherapy led to the addition of one new course to the graduate curriculum.

Social Work is a professional program, preparing students as entry-level professionals. They are accredited by the Council on Social Work Education. There are three FT faculty, two M.S.W.s and one Ph.D., but the commitment now is to hire only Ph.D.s. The curriculum is recently revised and toughened, with 52 required hours, including 15 hours of field experience. Alumni are followed closely, and there is an active student organization. 25% of graduates go on to master's degrees. There are 138 majors.

There are six FT faculty in Sociology/Anthropology, all Ph.D.s, three in each area, along with the use of occasional adjuncts. The programs are the baccalaureate in Sociology and Anthropology (as of 1982). There is broad coverage of ethnic areas, and a strong theoretical base in Sociology, preparing students for graduate schools. They use endowment funds to send students to professional meetings.

In Education, the Chair is in the second year, having been hired in the course of emergency delayed preparation for both NCATE and state certification, replacing a former chair who abruptly resigned. There is a strong teacher education faculty, and a strong reading program. Faculty do substantial applied research. There are 13 FT faculty, all with doctorates, and eleven adjuncts. A FT Director of Field Placements is now in place.

There are undergraduate degrees in Early Childhood and Elementary Education. Secondary Preparation is housed in academic departments.

The M.Ed. programs are intended almost exclusively for teachers in the Shawnee County area who are pursuing the state certification requirements of 8 credit hours every five years. There are few provisions for the full-time student who intends to complete the degree within a year or two. Indeed, the curriculum would barely permit the requisite number of courses per term for such a student. The M.Ed. program is therefore primarily a service program.

The Department of Art and Theater is an unusual combination described by a faculty member as having been put together as a marriage of convenience but which has turned into a felicitous relationship. Eight regularly appointed faculty members, 5 in Art, 3 in Theater, cover major programs in both Art and Theater. The Garvey Fine Arts Center, which includes the Mulvane Art Museum, provides excellent facilities for studio and performance work. Both Art and Theater have emphasized technical aspects in their collaborations, such as costume design, lighting, set design and construction, which are mutually supportive. Both sides of the house carry on good interactions with the Greater Topeka community.

The Department of Music with twelve FT appointments and as many part time teachers, mostly in performance specialties, represents a good mix of music education and performance programming. Faculty members are active as performing musicians, both on and off campus and, as such, broaden the base of Washburn University's service to the community. Facilities for music in the Garvey Fine Arts Center enhance the music program.

THE SCHOOL OF APPLIED AND CONTINUING EDUCATION

In April of 1983 the Office of Special Instructional Programs became the School of Applied and Continuing Education.

The school's primary role is the offering of academic degree programs in applied and occupational areas which are linked to community employment and training needs. A secondary role of the school is to offer quality programs in the areas of non-credit professional development and continuing education.

Consistent with the School's commitment to providing quality career-oriented instruction, community service, and responsive non-credit training and development, the school functions as a "comprehensive community college" within the University's structure.

Faculty members have appropriate academic credentials as well as practical experience in their respective academic fields. The School maintains a close association with the Topeka community through its twenty advisory councils. In addition, periodic surveys of past participants are conducted to ascertain their satisfaction and to determine their future needs for applied and continuing education.

All programs in the allied health division have selective admission criteria. Professional associations for these programs set forth enrollment restrictions based on the number of students that can be served in the limited clinical facilities and practicums. Other factors in enrollment restrictions are the volume of patient flow in a given period, the types of examinations or treatments available, the number of staff personnel, the equipment available for examination procedures, and supervision required by faculty.

The programs in the allied health division, thus, function within parameters of admission restrictions.

The School 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.

Despite the physical limitations, the School of Applied and Continuing Education represents a substantial asset of Washburn University in its programmatic services to community needs.

THE SCHOOL OF BUSINESS

The School of Business operates a sound academic program with a doctorally-qualified faculty. The School has excellent facilities and seems to be doing a good job of teaching.

There is, however, considerable discontent and confusion by the Business School faculty concerning the goals and plans of the institution regarding AACSB accreditation. The School was denied accreditation in 1986 because of an inadequate level of faculty involvement in research and insufficient institutional support for this activity. To achieve AACSB accreditation at the master's level will likely require significant financial investments to hire faculty with established research records and to provide support (e.g., release time, clerical assistance, etc.) for those faculty capable of expanded research productivity. The Dean indicates that he has been asked by the Board of Regents to supply estimates of the costs for achieving that goal.

The alternatives would seem to be (1) to drop the M.B.A. program and seek AACSB accreditation at the undergraduate level, a goal that would be easier to attain; or (2) to accept the status of operating an unaccredited program. Although the choices are difficult, the new President and the Vice President for Academic Affairs need to give the Business School clear guidance as to the future direction.

It should be noted that the Business School faculty unanimously supports the continued pursuit of AACSB accreditation and wishes to disassociate itself from efforts to establish another accrediting agency. Such efforts are viewed as ill-fated and likely to inhibit the School's chances to eventually achieve AACSB accredited status.

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 SCHOOL OF LAW

The Law School has always been a professional-school enhancement to Washburn university in which the campus community has taken pride. The Law faculty of 25, including Deans and the Librarian, maintains a traditional program, with special help available for students with deficient backgrounds. Currently, minority students (Black and Hispanic) number approximately 16% of the total enrollment.

The School has been downsized from 600 students to the current 425. Two faculty positions were cut in this process. The loss in tuition from 175 less students could not be made up through the cut of two faculty lines. At the same time, the legislature agreed to a 50 percent great differential support for law credit hours than undergraduate credit hours. This partially offsets the loss in tuition revenue. A political trade-off to accomplish this was an amendment prohibiting the use of state funds to create new graduate programs.

The present dean had announced that he was stepping aside after ten years as dean and will take a two year leave in order to serve in Washington D.C., as Deputy Director of the AALS (Association of American Law Schools.). The new dean's appointment had not been announced but was anticipated soon.

THE SCHOOL OF NURSING

This school was organized by the current Dean, who has been and is the only executive officer the school has known. There are 14 FT and 6 PT faculty members who are active in the Greater Topeka health care community. The program conforms to the carefully structured curricular requisites of baccalaureate nursing and has affiliation agreements with several area hospitals.

The decline in the national pool of nursing students has affected Washburn University as it has most of the generic nursing programs across the country. Because of this, the dean and faculty have stepped up recruitment efforts which seem to be working. There is an anticipation that the decline has bottomed out.

The School functions effectively, with excellent faculty/student relationships, and is a professional school of quality.

PHYSICAL PLANT

Washburn University has an attractive and well-maintained physical plant. Because of the tornado that destroyed much of the campus in 1966, many of the buildings had to be replaced and are now new and modern.

The University receives support from the City of Topeka for a Debt Retirement and Construction Fund via an annual tax levy of 2.25 mills. Efforts are being made to increase the levy, which currently produces in excess of $1 million annually, to 3.25 mills. Washburn may issue bonds to finance construction up to a total debt equal to 2% of its assessed valuation, using revenue from the mill levy to amortize the bonds.

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.

ATHLETICS

Washburn University has a well-rounded and successful athletic program that is appropriate for an institution of its size and mission.

The move from the NAIA to NCAA Division II would appear to be beneficial to the institution. The decision to join the MIAA (Missouri Intercollegiate Athletic Association) will bring Washburn into competition with schools that are compatible geographically and athletically.

The facilities for Athletics are excellent, especially the Lee Arena and Natorium. A new baseball stadium is under construction and the football stadium is attractive and sufficient to meet the needs of the program.

The program appears to be well managed. Of special note is the endowment that has been developed for athletic scholarships and the support for the program through the Ichabod Club.

The athletic program also places appropriate emphasis on academic attainment, employing an academic advisor for athletes and achieving a graduation rate of 74% for football lettermen and 78% for basketball lettermen over a 20-year period.

FACULTY AFFAIRS

Faculty expressed satisfaction with academic structure in the College of Arts and Sciences, including departments and divisions. Those interviewed were also satisfied with academic leadership and collegial relationships.

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.

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.

Faculty seem satisfied with facilities available for their use, such as offices.

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). The Acting Provost has recognized this problem and allocated modest funds for additional amounts of up to $300 to faculty in these categories as a beginning process to achieve equity. These increases are in addition to merit increases for next year.

More significant than external comparisons are faculty perceptions of internal inequities, both differences among disciplines and differences among newly hired and long-time faculty. 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.

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. The situation of faculty in departments with a graduate program is somewhat better, with those teaching a graduate course carrying a 9-hour load (Law faculty carry a 6-hour load).

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.

Faculty also note the significant increase in non-faculty administrative staff over the last ten years, which they consider excessive and draining scarce resources. Self-Study statistics (Vol I, p. 79) support this conclusion. Faculty positions increased by 36 (or 20.5%). Non-faculty positions increased by 126 (or 59%).

Faculty appreciate the sabbatical leave program (relatively new), but consider the six per year insufficient. (The Team observes, however, that this compares favorably with institutions of similar size.) Faculty members particularly appreciate the Summer Sabbatical Program, although they feel its requirements are somewhat restrictive, such as the requirement that faculty leave the state. These awards are available to tenured faculty every three years by application and are generally awarded to all who apply. Awards differ, depending on the number awarded, up to $5,000 each. These are covered by an endowment.

STUDENT SERVICES

Student service functions at Washburn are organized under the divisions of Admissions, Registrar, Financial Aid, Student Life, Student Services, Counseling and Testing, and Student Health. These seven divisions, headed by directors, associate deans and deans, report directly to the Vice President of Student Affairs. 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.

Concerns raised by the North Central Team in 1978 appear to have been addressed and the Student Services unit seems to be fine tuning other services offered so as to provide higher quality services for students.

There appears to be adequate student housing with supervision and student assistance provided twenty-four hours a day, seven days a week, by a full-time residential hall director assisted by eight resident assistants.

Student advisement, once considered to be a significant problem, has been removed from the student affairs division and divided between the academic faculty in the case of students who have decided on a major and the College of Arts and Sciences for students who have not decided upon a major. 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.

Increased attention has been given in the Student Affairs area to improving the quality of campus life for students. New positions in Veterans' Affairs, residential living, student life and minority affairs afford the College greater opportunities to provide services to all groups within the student body at Washburn.

The racial and male/female mix within the Student Affairs Division appears to be responsive to the needs of the student body. Blacks, Hispanics and American Indian individuals head units in Minority Student Services, Counseling and Testing, and Financial Aid. Other units in the division are headed by women. 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.

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.

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 restrains. 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.

Alumni Services, although not a unit under student Services, is a unit that provides valuable recruitment, development, and marketing services for the College.

The alumni division has both an alumni association and a very viable student alumni association made up of currently enrolled students. Alumni across the state work with the Alumni Office in representing Washburn at recruitment functions where the College otherwise would have no representation. The Student Alumni Association performs such functions as showing alumni around campus, visiting alumni in nursing homes and assisting with publications, invitations and updating files.

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.

An overall assessment of the Student Affairs division is that (1) the division is addressing problems and concerns relative to student recruitment and student housing, although consideration should be given to minority student concerns; (2) problems persist relative to the student advisement system and understaffing in Financial Aid, Placement and Minority Affairs; (3) each unit in student affairs has measurable objectives and outcomes for staff that should be evaluated for progress toward goal achievement every three months; and (4) there is a comprehensive system for the evaluation of services through random sampling, telephone surveys, and yearly follow-up surveys to all graduates.

LAW LIBRARY

NOTE: There is an error in the existing Self-Study report. On page 75, paragraph 2 begins, "The Washburn Law School Self-Study Committee identified the library as an area of weakness, and the ABA inspection team report dated July 29, 1987, verified this weakness...." This and the rest of the paragraph are largely in error.

The Dean of the Law School has proposed to replace the paragraph with the following:

"The Washburn Law School Self-Study Committee identified the library's physical plant as an area of weakness, and the ABA inspection team report dated July 29, 1986, verified this weakness. The significant improvements since 1979 in staff size and training, collection size, budget, bibliographic control and most other areas were praised. However, limited shelf space, lack of group study facilities, and space for staff were noted as critical. The team was not impressed with the progress on new construction for law school facilities."

The Coordinator of the Self-Study concurs in this request for replacement/correction.

The present Head Librarian is committed to increased participation in inter-library lending arrangements and the use of electronic research systems, such as WESTLAW and LEXIS. This seems reasonable and prudent, given present constraints of physical space. At present, the library has just over 20,000 sq. ft. in the Law Building and less then 3,000 additional sq. ft. of assigned space elsewhere. The existing shelf space is filled to 92% of capacity.

The present space arrangements are therefore becoming critical. There has been some progress in obtaining commitments of increased space, and it now appears that an addition of approximately 40,000 sq. ft. is likely to be approved as soon as fundraising successes permit.

At present, there are 5.5 professional librarians on staff. Two of these have been with the library for 12 years or more, and one has been in place for almost 8 years. This core of experienced staff personnel contributes substantially to the atmosphere of professional competence.

Present methods of measuring user satisfaction with the library are limited to user-initiated contact; a suggestion box is prominently displayed and regularly emptied. It would be helpful to initiate annual user surveys, perhaps coupled with Fall registration, through introduction of simple questionnaires.

THE MABEE LIBRARY

The Mabee Library professional staff is seasoned, competent, and well-motivated. Almost all senior staff positions are held by long-term (5 years plus) employees who know the University, the library and their jobs.

Library para-professional staff members appear equally enthusiastic and motivated to serve the public. For example, during a demonstration of the security system, when a reference book was deliberately carried through the sensor so as to set off the alarm, front desk smiled courteously and asked, "Have you forgotten something?" This is the prescribed response to every alarm--in part because the library wants to remain non-threatening and in part as protection against false alarms. The reference desk is staffed for almost all of the 91 hours per week that the library is open.

The present building, a modern three-story structure, was occupied ten years ago and has been well-maintained. There are few signs of unattended wear and tear in the public areas. The security system seems entirely adequate. Access to secure areas is by means of key-only entry. Environmental controls appear entirely adequate.

Public use areas are bright, inviting and comfortable. Seating areas are modern and attractive. There are quiet areas on both the first (lower) and third levels. At the time of the visit, these were well used. There are also four small comfortable "group-study" rooms on the lower level. One of these was in use during the visit by a study group of six students.

The audio-visual equipment available to students is a mix of both state-of-the-art and outdated. The microfilm reader/printers are generally new and well maintained and are well utilized. The video-cassette players, on the other hand, are antiquated and in need of considerable maintenance.

The present card catalog system is antiquated. The use of both Library of Congress and Dewey systems is awkward.

The library uses the Blackwell book-ordering system well. When a prepublication slip arrives, it is sent immediately to the academic department most likely to be interested in placing the order. Each academic department has a library representative who serves as liaison between the faculty and the library, primarily on matters of acquisitions.

Mabee Library provides upper and lower division classes with instruction sessions each year on how to do research, how to use the library, etc. The lecture program is supplemented by a comprehensive series of printed library use instructional materials.

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.

The library also serves the Topeka community. At present, approximately 1500 non-Washburn library cards are in circulation.

ACADEMIC COMPUTER CENTER

The new Charles R. Bennett Building, occupied in January 1988, is a showpiece. It houses not only the Academic Computer Center but also the Computer Information Science program.

In addition to the Director, the ACC has 4.5 professional staff members and 12 to 15 student workers. With approximately 2,700 current campus users with log-on I.D.'s, the staff is clearly stretched to capacity. Nevertheless, morale seems high and staff appear highly motivated.

Students have access to a variety of microcomputer and PC types, including 35 apple II+ and IIE, 4 Zenith, and 30 Kaypro microcomputers, and a Cromemco supermicro, as well as over two dozen associated printers. Importantly, they also have access to both a Prime 9750 superminicomputer and the institution's administrative IBM System 38. This hands-on experience appears to serve the students well in career preparation.

The department has no maintenance contracts on its equipment. Instead, the ACC prides itself on its ability to maintain its own equipment. The ACC even earns up to $10,000/year through on-campus maintenance of equipment for other offices.

There is a well stocked professional library with dozens of current periodicals relevant to the field. There is reasonably generous financial support for professional development opportunities for the staff, including travel funds.

ADMINISTRATIVE DATA PROCESSING

Present arrangements for backup of data appear adequate. Daily, weekly, and monthly backups are prepared in triplicate and stored in three separate locations. Although none of this is off-site, there seems little reason to doubt that copies would survive disaster.

The present Director has been with Washburn since 1963. The computer operator has been with ADP for 15 years, and the programmer/analyst for six. There have been no student workers in the office for approximately the past five years.

The large and growing demands on the programmer have made the hiring of a second programmer a priority. The Director expects that the FY 1988-89 budget will contain authorization of this position.

The software in use is unique to Washburn, having been designed entirely in-house. It was determined that this was the most cost-effective approach, given the costs of commercially available academic administrative packages. The weakness in any such in-house design, of course, is that new employees cannot bring with them any familiarity with the software configuration currently in place. When the present Director leaves, if not before, the question of possible purchase of commercially available software ought perhaps to be addressed again.

Informal surveys of users (Accounting, Records) suggest an overall level of satisfaction with the service provided by ADP. Given the easy accessibility of the present Director, the absence of a conventional "users' group" is probably not a major detriment.

All hardware, including peripheral devices, has been purchased rather than leased. Maintenance is contracted to an external vendor.

PART III - ADVISORY AND CONSULTATIVE COMMENTS

Team members accepted their NCA assignment to evaluate Washburn University in the spirit of peers and colleagues. The following commentary is intended to be helpful to the institution and is not included under the requisites of the General Institutional Requirements or The Evaluative Criteria.

The Affirmative Action Office, Personnel Office, and Provost's Office are the three units at Washburn with responsibility for personnel functions. These three offices have different reporting lines and appear to be loosely coordinated, with little integration of critical personnel functions.

The Affirmative Action Office oversees all recruitment and hiring and interacts in a monitoring capacity with the Personnel and Provost's offices.

The Personnel Office handles all personnel matters related to non-faculty administrative and classified staff appointments, while the Provost's Office handles all personnel matters related to faculty.

The end result of the proliferation of personnel functions throughout three distinct offices tends to cause confusion and inefficiency in recruitment, hiring, and dissemination of information about personnel matters. Perhaps some thought might be given to making these functions more coherent.

2) A lack of coordination and cooperation between the School of Business and the Continuing Education Division seems to result in needed courses and programs not being offered.

The Human Services Division of the School of Applied and Continuing Education will face a significant problem for the first time in the 1988-89 year because of a new University policy that limits students in technical areas to transfer classes and credits to baccalaureate programs. Prior to this policy, students were permitted to transfer credit to other applicable departments in the College. The Chair of the Human Services Division feels this policy may seriously hamper recruitment efforts and reduce student morale. It was estimated that as many as 50% of the students in the Human Services Division continued on to pursue a four-year degree at Washburn.

Both of these above two issues deserve consideration.

In the Administrative Data Center, the present physical arrangements for the mainframe and disk drives are vulnerable on several counts. First, there is no provision for after-hours fire protection. It would be prudent to install a passive Halon fire suppression system.

Second, the mainframe is directly under large windows, making it vulnerable to flying glass in the event of strong winds. It would be prudent to seal the windows. which would incidentally, reduce the temperature control impact of direct afternoon sunlight.

Third, an unused door leads directly from the corridor into the room containing the mainframe and disk drives; the door is externally hinged and not secure. It would be prudent to seal the door permanently. If there is need to preserve access for eventual removal and replacement of large equipment, the existing door ought at least to be semi-permanently sealed from the inside.

4) In 1983-84, the President created a special faculty research fund and budgeted $53,322 for that purpose. The amounts budgeted and expended for the following four fiscal years are provided in Vol. I, p. 90, of the Self-study Report. For each of the past two years, $27,910 was budgeted for research. Faculty a pplications for the funding of their research projects are evaluated twice a year by the Research Committee. This program has allowed faculty to pursue research and scholarly activity in a variety of disciplines. The administration is committed to continuing and expanding this funding for research as evidenced by the budgeting of $50,000 in FY 1989, $75,000 in FY 1990, and $100,000 in FY 1991 for this program.

The written procedures for evaluating the applications and awarding grants to faculty described on pp. 13-16 of the Faculty Handbook appear to be unduly cumbersome. For example, applications for a major grant ($2500-$5000) must first be reviewed by a Review Committee, a subcommittee of the Research Committee, and final approval must be obtained from the President. The evaluation procedures in this very worthy program should be reviewed for possible simplification.

5) From 1983 the Office of the Provost served as the place to assemble grant requests and information on programs for external funding. External grants from federal agencies, foundations and industry are becoming increasingly important as an alternative source of funding research. In 1985 grant administration became a part of the Assistant Provost's

responsibilities.

With 12-hour teaching loads, most faculty lack the time needed to develop and write proposals and administer grants. Financial support for faculty release time would stimulate and encourage more faculty to write proposals for external funding and increase the abound available for research and scholarly activity. Data on grant applications and awards received betwee n FY'84 and FY'87 are provided on page 92, Vol. I, of the Self-Study Report. In FY'87, 18 grants totaling $918,789 were received.

Semester sabbaticals sponsored by the University are also used to encourage research activity by faculty. More than 25 faculty have been granted semester sabbatical leaves since the program was initiated in 1983-84. One problem with this program is that no additional funding is made available and the teaching load of the faculty member on leave must be absorbed by the other members of the department. This means that it is very difficult, if not impossible, for small departments to participate in this program.

6) The need is apparent for a Master Plan for Campus Development. The last comprehensive plan was produced in 1978. A plan that would identify priorities for campus development between now and the year 2000 would be highly useful.

The committee assigned responsibility for reviewing the general education requirements and proposed revisions has come up against an apparent impasse. The academic departments which have been asked to remove certain courses from eligibility for general education credit are hesitant to do so, since the main result is perceived to be a decrease in enrollment. On the other had, no one outside the departments is qualified to judge the extent to which the course(s) in question meet the requirements for inclusion.

It would be useful to explore two possibilities. First, there would be some advantage in a "zero-based" approach. All designations of eligibility would be removed and would have the advantage of making the "hard" decision for them, i.e., the removal of eligibility. The onus would then be upon the departments, not to remove, but to restore eligibility, based upon agreed-upon criteria already established by the previous committee.

Second, it might be useful to introduce a sort of "sunset" clause into the designation of eligibility, under which such eligibility would expire or have to be renewed every five years or so. The advantage would be twofold: (1) the otherwise inevitable increase, over time, in the net number of eligible courses might be prevented, and (2) the inevitable changes, evolutionary or otherwise, in the content of a particular course might serve, over time, to review would determine whether such changes had occurred.

8) There is a need for comprehensive coherent testing of basic skills (reading, writing, etc.) for academic placement purposes, before advising and registration, with appropriate developmental opportunities for those individuals identified as needing them.

PART IV - TEAM RECOMMENDATIONS

FOR ACCREDITATION ACTION

The Team's recommendations for action, including the recommendation to continue accreditation of Washburn University, are shown on the attached Worksheet for Statement of Affiliation Status. The Team's reasons for its recommendations follow.

1) As expressed in the body of the report within Parts II and III, Washburn University satisfies the General Institutional Requirements and The Evaluative Criteria. Further, the educational programming clearly conforms to the mission of the University as publicly stated, and the resources of the University are mobilized so this educational programming succeeds and, in the view of the Team, will continue to succeed.

Recommended date for the next comprehensive visit is

1997-98.

2) No changes in the Affiliation Status Form are recommended, other than updating the next comprehensive visit to 1997-98.

WORKSHEET FOR STATEMENT OF AFFILIATION STATUS

INSTITUTION: WASHBURN UNIVERSITY OF TOPEKA

17th & College

Topeka, KS 66621

TYPE OF REVIEW: A comprehensive evaluation for continued accreditation at the Doctor's (professional curricula) degree-granting level

DATE OF THIS REVIEW: April 18-20, 1988

DATE OF SAS: July 24, 1978

COMMISSION ACTION:

CONTROL: Washburn University of Topeka is a public institution.

Institution Recommended Wording: NO CHANGE