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Report
WASHBURN UNIVERSITY OF TOPEKA
1700 SW College Ave.
Topeka, Kansas 66621
May 4 - 6, 1998
for the
Commission on Institutions of Higher Education
of the
North Central Association of Colleges and Schools
(received by Washburn University July 29, 1998; published on Web August 18. 1998)
Dr. Patricia P. O'Reilly (Chair), Associate Vice President of Research and Planning, Marshall University, 100 Angus E. Peyton Drive, South Charleston, WV 25303
Dr. Joel E. Anderson, Provost and Vice Chancellor, University of Arkansas at Little Rock, 2801 S. University, Little Rock, AR 72204
Dr. Isaac Eliezer, Professor, Oakland University, Squirrel Road, Rochester, MI 48309
Dr. Narbeth R. Emmanuel, Vice Chancellor for Student Affairs, Southern Illinois University at Edwardsville, Edwardsville, IL 62026
Dr. Frank E. Horton, President, University of Toledo, 2801 W. Bancroft, Toledo, OH 43606
Dr. Jane L. Toot, Director of School of Health Sciences, Grand Valley State University, One Campus Drive, Allendale, MI 49401
TABLE OF CONTENTS
Introduction
Criterion One
Criterion Two
Criterion Three
Criterion Four
Criterion Five
Structure and Scope of the Visit
Washburn University, located in Topeka Kansas, offers degree programs that lead to bachelor's and master's degrees and, as well, a doctor of jurisprudence. The purpose of the NCA Team Visit from May 4-6,1998 was to evaluate whether Washburn University continues to meet the NCA General Institutional Requirements and Criteria for Accreditation. This was a comprehensive visit in which the Team examined campus facilities, visited with faculty, staff, students, members of the Washburn Board of Regents, alumni, and administrators either individually or in groups, and examined documents, records and other evidence to substantiate the assertions of the Washburn Self-Study Report. The entire visit took place on the Washburn University campus.
This report is organized in several sections. This first section briefly reviews the
accreditation history and comments on the Washburn self-study process and report.
Subsequent sections describe and evaluate whether Washburn addressed the concerns of the
previous Team (1988) and whether it continues to meet the NCA General Institutional
Requirements (GIR's) and the Criteria for Accreditation. There is a section on Federal
Compliance and Third Party Comments. The final sections deal with Washburn University's
Strengths followed by Challenges the Team believes the University must deal with before the
next Team visits. The Team also offers advice and suggestions for institutional
improvement. Lastly, the Team's recommendations and rationale are followed by any
changes recommended in the Worksheets of Affiliation Status (SAS) and Institutional Scope
and Activities (SIS).
Background and Accreditation History of the Institution
Washburn University was founded in 1865 in Topeka, Kansas by the Congregational Church and re-named Washburn College in 1868 after Deacon Ichabod Washburn, a New England philanthropist, made a generous contribution to the College. The institution experienced periods of growth over the next 130 years and has been able to sustain itself in the worst of times, through a fire in the early part of the century, the depression, the drought years of the 1930's, and overcoming a major disaster when a tornado cut through the campus in June 1966, damaging or destroying nearly every building, and destroying more than 600 trees. Today, the institution stands on a beautifully maintained 160 acre campus, with most buildings having been built or renovated since 1966. The institution seems to have derived strength from these adverse circumstances and the Team recognized and appreciated the well-founded feelings of pride and commitment for Washburn expressed by so many of its constituents.
The University was initially accredited in 1913 as the Washburn College of Liberal Arts and
has been continuously accredited since that time. The name was changed to Washburn
University in 1941 coincident with the WU Board of Trustees accepting the Topekan vote to
partially support the institution through ad valorem taxes. In addition to regional
accreditation, Washburn has earned accreditation from many professional accrediting
associations as well as the Kansas State Board of Education and the Kansas State Board of
Nursing. All of the current specialized accreditations are listed in the catalog.
The Washburn University Self-Study Process and Report
The Self-Study Committee took a creative approach to the self-study process devising a series
of questions that were answered within the context of the NCA Criteria. These questions
then became the basis for the University process of self-evaluation related to evidence of
current status, progress, potential, and challenges. The resulting Self-Study document is a
forthright and candid appraisal of Washburn's strengths and challenges. There is a tone of
openness in the document that is accompanied by scrutiny and clear expression. These same
qualities were evident in the communications between the Team and members of the
community during the visit. The institution used its web site to provide updates and to keep
the University community informed. All constituent groups remarked about feeling included,
in having access to the Self-Study development, and in having the opportunity to offer
comment. The Team believes the self-study process served the institution and the Self-Study
report became a useful document for all including the Team.
Washburn's Response to Previously Identified Concerns
The 1988 Team Report did not contain specific Concerns that were binding on the institution to be resolved before the next comprehensive visit. However, in addition to the Advice and Consultative Comments in the Report, the text contained numerous evaluative comments associated with personnel, programs and facilities.
The University, in preparing their response to the 1988 Team Report, diligently and systematically responded to the evaluative comments that were contained within the text of the report. The 1998 Team was impressed with the earnestness of the institution's effort to examine progress and to evaluate improvement within the context of the textual remarks.
The 1998 Team believed that in the ten year interim period, Washburn University had
addressed all of the essential issues. Some areas were substantially resolved such as the
development of a campus master plan and the need to revise the general education
requirements. Other areas continue as on-going considerations that are affected by policy
changes, such as faculty work-load, or the political climate of the time, such as the state
affiliation and funding issues. What is significant, however, is Washburn's alert, sensitive
awareness of its internal and external circumstances and the willingness of the institution to
address the issues.
The General Institutional Requirements (GIR's)
The Self-Study described in a full and credible manner Washburn's continuing satisfaction of
the GIR's. The Team affirmed the fulfillment of the GIR's through examination of the
catalog, printed brochures, program and marketing materials, faculty and student records,
audit reports, minutes of meetings, and legal documents. Interviews further attested to the
continuing and satisfactory fulfillment of the GIR's.
Criterion One:The Criteria for Accreditation
Washburn University's mission, found in the catalog, contains statements associated with academic programs, civic and community purposes, and commitments to quality in practice and in teaching. Further, it is an expression of inclusiveness stating its open admissions policy and its welcoming attitude toward diverse people.
Although the institution has been known as Washburn for 100 years, and has operated as a public institution for 57 years, a recent public opinion survey (1996) revealed that more than half of a random sample in Kansas were not familiar with the mission of the institution. In a separate survey, many alumni revealed a lack of familiarity with the mission. The institution has taken initiatives, through an advertising campaign, to broaden the image of the University and to serve its objectives in recruitment.
The University has developed a comprehensive Program Review process as a way of articulating its short and long range educational goals. This is also part of an evaluation process that is complemented by the developing assessment program. Faculty performance is evaluated regularly and faculty are recognized for effective teaching and scholarly work. The institution has developed alternative approaches to enabling higher student academic achievement such as the Center for Learning and Student Success (CLASS) and the Writing Center. The campus is open to the community and provides cultural experiences that enrich the surrounding community. The Mulvane Museum is highly regarded for its art exhibits and the community makes regular use of the University Library. Washburn maintains a web site which is another illustration of the institution's efforts to keep all of its constituents informed.
Washburn meets Criterion One for continuing accreditation. Its catalog and other publicly
circulated materials as well as its programs for the academic and civic community illustrate
implementation of the mission statement, and its purposes are appropriate for an institution
of higher education.
Criterion Two Governance
The Washburn University Board of Regents. Washburn University has a Board of Regents made up of nine persons. Three members are appointed by the governor, four are appointed by the Mayor of the City of Topeka, and one member is chosen by the Kansas Board of Regents. The Mayor is also a member of the Board of Regents. The Board meets monthly and acts as a committee of the whole. There appears to be a good working relationship among the Regents and between the Regents and various campus constituencies. The Board members clearly recognize their role as policy makers and provide the administration with the responsibility for day-to-day management. The Board is very interested and informed regarding program review of academic and non-academic programs. The Board has recently appointed a new president and is working closely with the new president on the review of new institutional initiatives. The Board takes its fiduciary responsibilities seriously and appears to exert proper fiscal control. It is the Team's belief that the Board operates in an appropriate manner with regard to its responsibilities.
Office of the President. Washburn University appointed a new president during the summer of 1997. By everyone's account, he is energetic, forthright, personable, articulate, and works well with the many campus and external constituencies. The president has eleven administrative officers reporting directly to him. As might be expected of a new university president, a number of initiatives are already underway with planning as a high priority. Communication with internal constituencies was reported as being open and constructive. The relationship between the president and the Board as well as the relationships between the president and the on-campus constituencies of students, staff, and faculty also appear to be good. The constituent groups regard the new president as accessible and he is characterized as a listener, behavior valued by those contacted. The president has initiated a number of activities which provide him with forums in the Topeka community. He has enjoyed good relations with the local news media and has participated in numerous discussions with local legislators and a number of state legislators.
The Administration. The University is served well by a lean administration. There are two vice presidents, one for academic affairs and one for administration; two executive directors, one for University and governmental relations and one for planning; a dean of students, athletic director, alumni affairs director, University counsel, dean of enrollment management, and a director of affirmative action. The reporting flow reflected in the organization chart is consistent with other universities.
Faculty Governance. The University Council is the center of shared governance at Washburn. The previous evaluation Team found concern among the faculty that the University Council did not play a large enough role in important policy matters and that the most important issues did not come before the Council. As a result of these concerns, the University Council was reorganized twice since 1988.
The University Council, a committee and agent of the General Faculty, also contains a number of non-faculty members. This should be clarified. The Council is made up of a) voting members which include nine elected faculty, the senior faculty representative to the Board of Regents, the President of the Washburn Student Association, and five administrators ex-officio; and b) non-voting members which include the other faculty representative to the Board, two students, and the School Deans. The Chair and Vice Chair of the Council are elected from the Council faculty members.
The Council has the responsibility to formulate and recommend to the Board of Regents policies on academic and student matters and matters which affect more than one of the major academic units. It approves all new degrees and requirements common to all degrees. The University standing committees report to it. The University Council, which meets monthly, has, in addition to the responsibilities listed above, the authority to recommend on general faculty governance, academic majors or programs, creation of new academic departments, elimination of existing degrees or major programs, changes in graduation requirements. Comparing the sets of responsibilities leads to the surprising inference that the Council has broader responsibilities than the General Faculty of which it is a committee. Again, this needs clarification.
The University Council is concerned that, while informal communication around the campus is positive and open, there is a perceived lack of an efficient functional communication between the faculty and the administration and faculty and the Board. The Team concurs and suggests that the Council explore with the administration mechanisms that could remedy this perceived need.
Faculty Governance at School and Department Levels. Each major academic unit has faculty-dean shared governance arrangements in place, and they seem to be working. In the School of Applied Studies, the faculty governance body is the Faculty Council which includes all full time faculty with the rank of instructor or higher plus the dean and the associate dean. In the School of Nursing, the full time faculty and elected student representatives constitute the Academic Policy Committee. It is chaired by the dean and is the school's major policy making body. The School of Law has an extensive committee structure to carry out its governance. Changes in policy or in academic requirements are voted on by the faculty as whole. In the Business School, standing committees recommend policy and action to the faculty as a whole which meets twice a month during the academic year, with a committee chair elected annually. The College of Arts and Sciences has a representative College Faculty Council, chaired by the dean, however, policies regarding faculty status, changes in college governance, in degrees, majors and in graduate requirements, require approval by the faculty as a whole. A survey of the faculty indicated mild disagreement that the College Faculty Council is efficient.
Staff Governance. In the past, Washburn University did not have a representative staff group. With the appointment of the new president, an interim group of 16 staff members with an elected chair has been formed as a governing body for the staff to advise the president. The formation of a permanent staff council is seen as positive step among staff and rounds out a more complete perception of shared governance.
Student Governance. Members of the Team met with officers of the Washburn Student Association, with some 15 students who attended an open meeting, and with a number of other students in random encounters during the visit. It was clear to the Team that the Washburn students have a high regard for the faculty and for the education students receive at Washburn. Student leaders are knowledgeable about the University, and they are articulate advocates of students' interests. Student leaders clearly feel that they have meaningful access to the current administration. The campus governance system assigns voting positions to students, appointed by the WSA president, on more that a dozen significant campus committees.
With a student population divided approximately 50-50 between full-time and part-time
students, and with only 8% of the students residing on campus, student leaders as well as the
administration, have the challenge of trying to accommodate competing interests. Some
students express concerns about student life while others are conflicted about the drive to
increase the number of residential students. The Team urged cooperative efforts for much is
to be gained by mutually supportive activities.
Finance and Administration
The vice president for administration and treasurer is new to Washburn University. He has the requisite experience and skills to provide appropriate leadership to this important area. The division of administration is organized in a manner similar to many other institutions. The University is in good financial condition with appropriate controls. Its last external audit indicated no material weaknesses.
Washburn has vigorously sought full state affiliation for several years so that it might have
the advantages of state financial support enjoyed by the other public universities, the "regents
institutions," within the state. Although this goal was not accomplished during the recent
1998 session of the Kansas legislature, campus officials feel that the growing attention in the
legislature to the relationships of two- and four-year campuses within Kansas has had the
effect of putting Washburn's interests in a more favorable light. Seventeen percent of
Washburn's resources come from the state, 27 percent comes from a mill levy in the county,
and 40 percent comes from student tuition. Five percent comes from the University's
endowment, and nine percent from miscellaneous sources. The mill levy has three
components: seven mills for general operating expenses, seven mills for employee benefits,
and three mills for capital improvements. Washburn's financial resources are sufficient and
appropriately organized to serve the institution's needs. Affiliation with the State of Kansas
would enhance this status.
The Physical Plant
The Washburn campus and physical plant are well maintained. The landscape is punctuated
with bronze statuary that complements a very attractive physical environment. There is a
thoughtfully developed short and long range capital maintenance, improvement, and expansion
plan. Two major building projects in the planning will address classroom needs and housing
for anticipated growth in a residential student population.
Libraries
The Mabee Library, located in the center of the campus, was completed during the 1977-1978 academic year providing space sufficient to hold 300,000 volumes. Since the last Team visit, an integrated library system has been implemented. The library's electronic resources are accessible via the campus network and include more than 60 databases. A technology grant has allowed the library to purchase full text subscriptions. The library also maintains a Curriculum Resources Center (CRC). In addition to the University, the library also serves the Topeka community; there are over 2500 community borrowers currently registered, and the CRC serves as a resource for local teachers. Surveys indicate that the students and faculty are pleased with the service the Mabee library provides.
The Mabee Library Committee is a standing University committee which makes recommendations to the Library Director on library management and planning, advises on collection development, and serves as liaison between the library and the departments and schools. Reference questions now take longer to answer than during the last NCA visit but the library has aggressively and successfully marketed its instruction program on how to access and evaluate information resources. An electronic classroom will be constructed which will allow hands on instruction on the use of databases. However, even though it is well designed, the library is twenty years old and the maintenance of the building (including the security system) is a growing challenge and space is becoming a major problem. In 1997 there were 342,400 volumes.
An addition to the library is part of the campus master plan, but it does not have a firm place in the list of priorities. The plans are for the Library to be connected to the Henderson Learning Center. Also, as in so many libraries around the country, the library's budgets are not keeping up with book/periodical price inflation, eroding purchase power. The previous Team was concerned about the staffing of the library and pointed out that the professional and support staff did not meet ALA guidelines for an institution of this size. The current staffing does not reflect much change; however, the size and scope of the library and its services have increased. Student workers are used to compensate for the staff shortage and this is another concern. The Team regards the challenges facing the library as major and if not addressed, will escalate.
The Law Library. The Law Library, located in the law building, contains 290,000 volumes. Its online catalog provides direct access to the Mabee Library and to the Kansas Supreme Court law Library. It has a national reputation in the use of new legal research technologies. Major computer-based research systems, including Lexis and Westlaw are available. The library's WashLaw Web Internet site has been recognized in a variety of books and articles as one of the best sources of legal information and is viewed internationally as a major resource by legal researchers. As part of a $5.2 million renovation of the Law building, the Law Library was expanded to accommodate the growing collection and technological innovations. Dedicated in 1992, the expansion offers state of the art instruction with a thirty-station computer lab, access to interactive video exercises and full automation of library services.
In addition to the Mabee Library and the Law Library, some departments have their own
specialized library collections.
Learning Resources
Academic Support units at Washburn include the Instructional Media Center, the Center for Learning and Student Success (CLASS), the Academic Computer Center, the Mabee and Law Libraries (discussed above), the Institute for International Studies, the public television station KTWU, and the Mulvane Art Museum.
The Media Center provides delivery of and instruction in the use and maintenance of audiovisual equipment. At the time of the 1988 NCA visit, the Media Center provided only media distribution services for classroom use. Since then, the Media Center has expanded its operations to include the areas of production and educational television and a major expansion of classroom equipment including video/data projectors, videotape players, camcorders and scan converters. The Media Center also operates the University's distance education classroom, providing two-way audio and video to remote sites.
A variety of satellite programs, e.g. Knowledge TV and Deutsche Welle are available 24 hours a day and two new satellite dishes have been installed. Satellite conferencing is provided by the Center to the faculty, staff, and the community. The Media Center also has labs which support mass media production classes. In addition, it is responsible for the Newtek lab which provides instruction in video production. The Media Center should be encouraged to continue expanding the infrastructure necessary for distance learning.
The Center for Learning and Student Success (CLASS) helps students to gain and maintain academic proficiency by offering a wide variety of services using different methodologies so that students may identify a preferred learning style and thus realize their academic potential. CLASS assists in developing learning strategies and effective study skills through workshops, videotape presentations, supplemental instruction, and course support materials. These have been consolidated into the newest of the CLASS operations--the Learning Enrichment Center. It was created in the Spring of 1996, and is coordinated by the Director of CLASS. Its mission is to coordinate University-wide efforts to provide special services that support student learning needs such as tutors and computer assisted instruction. The various units of CLASS work in concert with the faculty to provide academic, personal, skills training advising, testing, counseling, and career related services. The Learning Enrichment Center received a grant for its "Impact 2000" program which will bring to the Center state-of-the art academic software and work stations for both faculty and students. The University is very supportive of the efforts of CLASS and the Team commends the University for this initiative.
The Academic Computer Center. In the past few years, the primary learning resources expenditures have been in computers and related communications technology but the University feels that the computer needs appear to be insatiable and additional expenditures are required. The Academic Computer Center (ACC) provides campus-wide computing support for students and faculty. It has developed a campus Ethernet network which supports a variety of student computer labs and provides network resources from both Unix and Windows NT servers which have CD-ROM drives and which can be accessed easily throughout the campus. The Center believes that these two server environments will allow faculty and students access to any applications software needed for classroom instruction and faculty research. In addition to the Internet, the ACC also provides a gateway to the Kansas Research and Education Network and other wide area networks.
In addition to the academic needs of students and faculty, the ACC also provides some support to administrative areas to supplement that provided by the Administrative Data Processing (ADP) Center. Both the ACC and the ADP Center are in need of more space. In addition, the ACC has been chronically understaffed, but two new staff positions have been added to the Center recently. Nearly 250 network computers have been added to the labs and faculty offices during the past two years. The ACC, together with Institutional Research, is developing a master information index to put on the campus-wide computer information service. The University Electronic Technology Committee has developed long-range technology equipment plans for the ACC and there is also a long-range capital expenditures plan.
KTWU, the University television station, was the first educational public station in the state of Kansas. It was established by the University in 1965. It provides public and educational television to the eastern third of Kansas and the western tier of counties in Missouri. Numerous for-credit telecourses are offered on the station, and it provides opportunities for students in mass media to gain practical experience through internships. KTWU staff have adjunct teaching appointments in the Mass Media Department. The station has contract production projects with non-profit organizations such as the State of Kansas and the Lung Association. KTWU moved into its new broadcasting center on campus in May, 1994 and with the help of a sizable grant, the process of changing from analog to digital television has begun.
The Mulvane Art Museum is the oldest art museum in Kansas. The Museum is an AAM-accredited museum which collects and exhibits art of the Mountain-Plains region and the State of Kansas. It serves the University and the community with exhibits and educational programs. The Mulvane works closely with the Art Department and its director is a senior professor in the department. Planning for expansion of the museum has begun. The Museum's Art After School program serves over 36,000 students per year many of whom are from under-served ethnic populations. In 1996, President Clinton's Committee on the Arts and Humanities Special Report cited this program as one of the 50 art programs to serve as model programs for the United States.
The Resource Planning and Process Committee (RPPC) was established by the University
president in 1994 with the goal of looking at the resources the University would need two to
five years ahead, and also to monitor the effectiveness of the University's allocation to its
learning resources. However, implementation was a problem. The former president overruled
several committee recommendations, and since then, campus cooperation in this process has
been limited.
Administrative and Instructional Technology
The Electronic Technology Committee (ETC) which is a University standing committee oversees all aspects of electronic technology. It has a Computer Subcommittee which oversees computers and related technology and helps coordinate the activities of the computer centers. It also has a Distance Learning Subcommittee which oversees distance learning activities and technologies. The subcommittee defines distance learning as including at least six forms: onsite, correspondence, Internet, over the air, Telenet, and compressed video. The University's current methods of delivery are via satellite, television, and the web. According to the catalog, the University offers courses using pre-recorded video over the educational TV station KTWU. Students meet with instructors on campus for orientation, review, and exam sessions. Technology is integrated into traditional teaching/learning activities and service programs. Application of educational cable includes but is not limited to local weather and community announcements, some satellite programs of community interest, a student produced news show and the educational television courses. The Team was impressed with the University's effort to stimulate community interest in Washburn and to open access to some courses through the use of educational television.
The ETC is composed of faculty and staff from across the campus including the directors of both computer centers. Each year, funds for electronic technology are allocated by the Committee according to a list of priorities developed by it and reflected in the plan. As can be seen from the above the ETC appears to function effectively and the Team commends it for its activities.
The community served by the University has a variety of needs in regard to technology particularly computer training. Washburn offers programs from the most basic level to sophisticated programs on the use of desktop video and animation software.
At the 1997 NACUBO Annual Conference, Washburn was among only 28% of the colleges and universities surveyed having a financial plan for technology. This plan is reviewed and updated annually.
The University is to be commended for the continuous and prominent attention it gives to the introduction of cutting edge technology as an important tool for advancing its development and for the improvement of its instructional delivery with technology.
Washburn University meets Criterion Two. The Team recognizes that every institution has
competing needs in efforts to be current and enterprising, and of all those examined by the
Team, addressing the staffing and resources of the library emerges as a challenge that the
Team believes the University should address. Even with this challenge, the institution has
effectively organized its human, financial, and physical resources necessary to accomplish its
purposes.
Criterion Three College of Arts and Sciences
The College of Arts and Sciences is the largest academic unit in the University awarding four Associate of Arts degrees, Bachelor's degrees in 28 different majors, and masters degrees in two areas. The leadership of the College is provided by a new dean who is described as supportive of faculty development activities. In addition to the programs and funds available through the Office of the Vice President for Academic Affairs, the dean allocates College funds for travel for faculty development. The faculty reported several appropriate and creative instances regarding the development and support of student scholarly activity. As a group, the faculty seemed enthusiastic about the new General Education program, the revitalization of the University under the new President, and the potential in the University as a whole. On the other hand, frustration was evident in reports from some faculty and students over the lack of connection of several Macintosh computers to the Internet. Washburn campus technology, as described in the Self-Study, evidently does not satisfy all users. Concern was also expressed in the reduction of classroom space to make more room for computers.
The Team noted the efforts to develop student research and to nurture faculty-student research. An example was the Biology professor who took six students to a graduate level national conference where there were only ten undergraduate presentations and six were the Washburn students. The College is particularly proud of the Fourier transform infrared spectrometer that was acquired through an NSF grant and the GC-MS and Fourier transform nuclear magnetic spectrometers obtained through gifts. Students in chemistry have a research experience that is rather unique in an institution with a strong emphasis in the liberal arts.
The Self-Study gives a detailed report of major changes in every department and the Team
commends the efforts to develop advisory committees in departments, capstone courses, to
monitor the number of adjunct faculty and limiting the number where appropriate. The Team
encourages the initiatives in student faculty research and the acquisition of technology for
instructional as well as research purposes. The Team suggests that the faculty in the College
explore interdisciplinary course offerings and activities as they continue their programmatic
development.
School of Applied Studies
The School of Applied Studies offers degrees at the associate, bachelor's, and master's levels, the latter in Criminal Justice and Social Work. The programs appear to be popular and well subscribed, and appropriate for the current markets. Innovation was noted particularly in Criminal Justice and in Social Work. These areas have developed creative linkages both within the University (Criminal Justice with the Law School) and in the community (Criminal Justice with numerous law enforcement and corrections agencies at both the local and state levels and Social Work with the Menninger Clinic). The two programs each demonstrate leadership in looking to the 21st century in curricular design and student recruitment. In Human Services, marketing niches have been identified and the program appears to be in a growth mode.
Although the programs in Applied Studies are strong in enrollment and make a strong contribution to the University, there is a lack of certainty about their role within the Washburn community. The reasons for this uncertainty should be explored. In the interest of meaningful growth and strength for the institution as a whole, some clarification seems to be in order.
The two year programs in health would gain from developing a vision statement that will take them into the near future. It may be particularly helpful to include Nursing in some of these discussions. Specific areas to address include multi-skilling, completing degrees, interdisciplinary education, multi-institutional agreements between Washburn and clinical sites to capitalize on resources and innovative work arrangements with area health providers.
The Radiography program should ascertain whether it wants to move to a baccalaureate
program, an upcoming requirement of the Joint Review Committee on Education in
Radiologic Technology. If the Radiography Program chooses to be a baccalaureate program,
it may be interested in multi-skilling as a part of the new degree design.
School of Business
The School of Business has six undergraduate programs and offers the MBA. The six undergraduate programs are: accounting, economics, finance, general business, management, and marketing. The School graduates approximately 130 undergraduate students each year and approximately 35 MBA students. The School of Business is not now accredited by the AACSB although there has been a long-standing interest in the accreditation of the School of Business. In the early 1980's, the School of Business applied to the AACSB for accreditation. It brought in additional faculty, however, at the time, offered only undergraduate degrees. Prior to a site visit by an AACSB accreditation Team, the School of Business launched an MBA program. The School was denied AACSB accreditation, however, there is a continuing interest in accreditation. The University might find it helpful to hire an experienced AACSB examiner to visit the campus for the purposes of auditing the School of Business against AACSB standards and to provide an estimate of the costs the institution would incur in order to achieve AACSB accreditation. An academic audit would also indicate the potential for accreditation if pursued. Internally, the School of Business would benefit from a clear institutional posture regarding AACSB accreditation. At the present time, there are 22 faculty members, including the dean.
A search is underway for a new dean to be selected from among the current faculty in the School. The technology base appears to offer reasonable support. All faculty have personal computers or network computers, and approximately 90% are computer literate. A faculty development program focusing on integrating technology in instruction might be useful.
Enrollments at the undergraduate level have been falling. The new initiative in recruiting
more residential students is expected to influence the business school enrollments. The
School has also initiated a business minor and will market it vigorously among the student
body.
School of Law
The School of Law (founded in 1903), awards the J.D. degree, has been accredited by the American Bar Association since 1923, and has been a member of the Association of American Law Schools since 1905. It conducts a self-study every seven years. It requires research papers from its students and a substantial amount of research from its faculty. The School of Law has one of the lowest law school student/faculty ratios in the country.
The School of Law is well respected among the Washburn academic programs. It has 30 faculty including the library director, eight additional library staff, and three computer service staff. The School of Law has an adequate number of personnel to offer its programs.
While the LSAT scores of entering law students have diminished slightly from a high of 154 to 151, the School continues to attract high-quality students. In two of the last three years, the School of Law graduates have been above the state average in passing the examination. The School was last accredited by the ABA in 1993, and is due for re-accreditation in 1999.
The current dean has provided strong and high-quality leadership to the school for the past ten years. The School of Law is to be commended on its diverse faculty which includes women, persons of color, and Hispanic and Asian origin.
Graduates of the School of Law are sought after by the public and private sectors. In the past
several years, a number of graduates have gone into state and local government positions.
The School of Law leads other areas in raising funds to support its programs and maintain its
excellent facilities. The strong emphasis on the technology base in the School serves its
students and faculty well.
School of Nursing
The School of Nursing offers a traditional set of programs with a bachelor of science in Nursing and a baccalaureate completion degree for the licensed practical nurse. The faculty have the academic credentials to support an even more varied array of programs. There is evidence of significant outreach programs to community agencies such as the Red Cross, the NCAA national Youth Sports Program and the Topeka Blood Bank, Academic exchanges have been established with universities in England and Japan. There is also an exchange consortium with three other U.S. universities and three European countries. The School of Nursing appears to have developed student outcomes, however, how it is unclear how these are incorporated into an assessment program. The pass rate on the NCLEX is at 95% but where the graduates stand on the national percentiles was not indicated.
The School of Nursing has an accreditation visit scheduled for the Fall 1998. After the visit, it is hoped that the nursing faculty will engage with administration and the School of Applied Studies to consider new strategic directions. These could include but not be limited to: 1) interdisciplinary course offerings; 2) core course work; 3) interdisciplinary clinical experiences; 4) pooling of resources for AV and for other equipment; and 5) basic joint contracts with affiliated clinics and with health care programs. The feasibility of a Nurse Practitioner program could also be revisited.
For the future, the School of Nursing is encouraged to find creative alternatives for
maintaining a qualified faculty; to find a program niche not already filled by competitors;
and, to learn how to examine the benefits of distance education especially in the LPN
completion program.
Graduate Education
The Graduate Committee provides oversight for all graduate programs except the Law School. The Committee periodically reviews admission criteria and procedures for graduate programs to ensure consistency across programs and with external accreditation guidelines. It reviews existing programs as part of the program review process, reviews proposals for new graduate programs and recommends policy regarding graduate programs.
The MBA in the School of Business has been completely redesigned to fit its mission which is to serve primarily as a human resource development program for area business and government organizations and executives who desire to combine an existing career with formal educational development. It aims at producing general competence for overall management of corporate enterprises, public and governmental organizations, health and educational institutions, and entrepreneurial ventures. The program requires core-level and 30 upper level graduate credit hours. Most courses require research reports and some entail original research. Many students are full-time working managers. Student satisfaction data are collected by the school and are compared with peer group institutions.
The Master of Criminal Justice program (authorized in 1996) focuses on research and problem solving, and in particular, on the areas of criminal justice organizational operations and administration. All graduate courses have a research component. Students are encouraged to submit papers for professional presentation and for publication. All faculty have significant experience in the criminal justice fields as practitioners.
The Master of Social Work (authorized in 1994) prepares graduates for the practice of clinical social work. It requires major library research papers. Students are required to take a course on basic research and a course on clinical practice. The program has been granted candidacy by the Council on Social Work Education. The visit was in the Fall 1997 and the program is awaiting a decision on accreditation.
The M.Ed. Programs (authorized in 1960) include at least 21 hours (out of 36-39) of 500 level courses, and students who take 400 level courses are expected to do additional work. Specialized accreditations have been earned from the Kansas State Department of Education, NCATE, and the National Association of Schools of Music. The Special Education, Educational Administration and Reading programs are certification programs but if students do not have a master's degree they must complete the requirements for both the degree and the certificate. The faculty has improved its research productivity. Course and program changes are governed by the departmental graduate program committee.
The curriculum of the master's program in Psychology is completely separate from the undergraduate curriculum and is based on a professional training model (as opposed to a liberal arts model which is the basis for the undergraduate curriculum). A thesis is required to complete the MA requirements. An external review of the program is provided by the State of Kansas which licenses master's level psychologists. Graduates are immediately eligible for the Kansas RMLP credential conferred by the Kansas Behavioral Sciences regulatory Board.
In addition to its own programs, Washburn actively participates in cooperative graduate efforts. These include cooperation with Kansas State University in offering a doctoral program in education in the Topeka area, and a joint master's program in social work.
Overall, the Washburn graduate programs expect students to engage in research and the level
of scholarship differentiates graduate from undergraduate instructional offerings. The faculty
appear to possess adequate credentials and experience, and regular internal and external
review processes are in place and are functional. The University is encouraged, perhaps
through its graduate committee, to regulate and ensure common standards for its graduate
programs.
General Education
The addendum provided to the site Team by the University plus the information supplied in the Self-Study indicate that much time and effort have been involved in the revision and development of the General Education program. The program, a distributed array of courses, was adopted in 1995, and was phased in over a two year period. Courses must meet selection criteria, that is, a course must teach one or more of nine specified skills, and a method for assessing student outcomes must be specified.
The Self-Study reported concerns in meeting transfer equivalencies within the General
Education design. Reported to the Team in particular were problems for transfer students in
the Schools of Nursing and Applied Studies centering on (a) difficulties for transfer students
to develop realistic schedules and (b) non-inclusion of the two year programs or at least some
of the professional programs in the deliberations about the requirements in general education.
The tight schedules of the professional programs often present the kind of problems that could
be resolved more easily with more informed dialogue with the faculty from the professional
programs. Full involvement of all stakeholders and thorough and consistent student advising
is encouraged as a way of strengthening the underpinnings of the General Education Program.
Honors Program
Washburn has a variety of means to provide proper recognition to student college work, and several programs to encourage highly qualified students to undertake work at the honors level. These include Latin Honors (cum laude, magna cum laude and summa cum laude), the Dean's honor roll and presidential honors. All of the above are based on the GPA of the student. The Departments of the College of Arts and Sciences award departmental honors while the Schools of Applied Studies, Business, and Nursing award school honors.
Washburn is in institutional member of the National Collegiate Honors Council. Students graduate with university honors if they complete 24 credit hours of university honors courses and satisfy the thesis and GPA requirements. The program offers opportunities to highly motivated and talented students across the University to participate in academic work in ways and at a level not generally possible in the usual curricular offerings.
The University Honors Program enriches the education of participating students through special seminars, colloquia, research projects, honors sections of existing courses, independent study, and other cultural and social activities. They have opportunities to develop close working relationships with distinguished faculty as well as to explore, relate, and assimilate many diverse learning experiences.
Enrollment in the University Honors Program is offered to students who demonstrate a strong probability to benefit from and contribute to the program. In addition to scholastic performance, the program places substantial emphasis on student interest and motivation in pursuing the program.
This is a small but important program that cultivates excellence in academic achievement and
the Team encourages its support.
Assessment
Washburn has embarked upon an ambitious program review process which has taken a number of years to develop fully and to implement. In program review, assessment and program evaluation are interchangeable words and the emphasis is program evaluation. The information from the outcomes assessment process is program improvement, with the data providing feedback about program/course content or effectiveness of instructional strategy. Program evaluation occurs in General Education and in the majors. The Team was impressed with the diligence in which Washburn examines mission fulfillment and effectiveness in the major program.
While the Program Review process alludes to measurement of student academic achievement in the classroom, it does not describe how the data are used for the benefit of the students assessed. A feedback loop directly to students giving them information to improve their academic performance would be one of the ways to differentiate Assessment of Student Academic Achievement from assessment for the purposes of program review and curricular change. Nor is the cycle of measurement of student progress made clear. This cycle could be expressed in a timetable. The Team observed that the major departments were clear about the program review cycle but were working towards different targets in the assessment of student academic achievement.
The Team recommends that Washburn examine the ways in which it could bring some university wide focus to student learning in assessment of student academic achievement in addition to using evaluation for the purposes of measuring institutional and program effectiveness. The new university wide assessment committee may want to consider strategies for mentoring, monitoring, and reviewing assessment activities, and it is suggested that this committee function separately from the program review process. Such a process could build and encourage assessment as part of the teaching-learning process.
One other consideration in building a useful and viable assessment program is to establish a
level of support for assessment activities. There are real costs associated with the assessment
of student academic achievement. In recognition of this, a number of universities have added
a fee to enable them to support assessment activities conducted by departments and other
University units. In some instances the fee may be per capita, e.g., $5 per student per term,
regardless of hours enrolled. In other instances the fee may be a small amount, e.g. $.50 or
$1.00 , attached to each credit hour for which a student registers. Washburn may want to
consider one of these or some other approach to funding its growing number of assessment
activities. Whatever the approach, the Team believes that the assessment of student academic
achievement continues to be a major challenge to the institution as it is to many institutions.
Continuing Education
The Division of Continuing Education offers both credit and non-credit programs appropriate to the mission of Washburn University and its location in Topeka. Previously a part of the School of Applied Studies, the Division is now an independent unit outside of the academic schools. The Director of the Division of Continuing Education reports to the Vice President for Academic Affairs.
During the last two years the Division's enrollments have grown. It has offered computer training, intensive English language programs, and Washburn has twice hosted the National Victim Assistance Academy, which is the national training program of the Office for Victims of Crime in the U.S. Department of Justice. The Division is responsible for the management of a partnership program with the Topeka high schools known as WECEP--Washburn Early College Education Program--a concurrent enrollment program. During the fall semester 69 high school students were enrolled, and during the spring semester the number grew to 127.
The Division operates with a limited University subsidy and is expected to generate income to
cover all expenses beyond the subsidy. Because of its recent growth, the Division will
request a reduced subsidy next year. This approach to funding is not unusual for continuing
education programs, but the administration is advised to monitor the Division's progress. It
remains to be seen whether it is realistic to expect the Division to be fully financially
self-sufficient in a city of Topeka's size. If an out-reach effort such as that now based in the
Division of Continuing Education is viewed as an essential part of the Washburn mission,
then there may need to be a clear and permanent commitment to an appropriate level of base
funding for the Division. The staff of the Division exhibit optimism about what they are
going to accomplish in the future. A new director has been hired and will join the University
on July 1, 1998.
International Programs
Washburn University has taken a number of steps to increase the number of international experiences of its students and faculty. In 1992 the University sought a review of its international efforts by NAFSA (National Association of Foreign Student Advisors). The administration has used the report of the NAFSA consultants to shape its approach to strengthening international programs. Organizationally, in 1996 the University merged two units, the International Center, which promoted study abroad and also facilitated recruitment and admission of international students, and the Modern Foreign Language Department, into the Institute for International Programs, whose director reports to the Vice President for Academic Affairs.
The University enrolls 180 international students from 41 countries. It has exchange
agreements with 13 foreign universities, and approximately 50 Washburn students take part in
exchanges each year. Approximately 20 faculty go abroad each year. The essential
ingredients are in place to enhance the international dimensions of the campus, and the Team
is confident that the University will continue to provide careful oversight and continued
promotion of this vital campus commitment.
Articulation Agreements
Every academic department in the College of Arts and Sciences that has general education courses is working with the Dean to develop an articulation agreement for transfers from Washburn's feeder institutions. Transfer equivalencies have been the principal concern about the new general education requirements. Some faculty have expressed concern that too many hours are now required for some two-year degree programs.
The School of Applied Studies has a number of joint programs with area community colleges and technical schools. For example, since 1994, the School has offered a 2+2 cooperative arrangement in Criminal Justice and Human Services with Johnson County Community College (JCCC)and the Kansas City Kansas Community College (KCKCC).
A new program in cooperation with JCCC was approved in the Spring 1997: the Bachelor of Applied Science in Technology Administration. This program allows students from a wide variety of associate of applied science two-year technical programs to earn bachelor's degrees. It is designed to provide a seamless transition for these students in pursuit of a four-year degree. In general, the University has BAS articulation agreements for students from all Kansas Community Colleges.
The School of Nursing has endorsed the Kansas Statewide Articulation Plan for Nursing Education and provides an articulation curriculum for registered nurses pursuing the baccalaureate degree. In 1991, the School of Nursing developed an articulation program for Licensed Practical Nurses who were pursuing the B.S.N. degree. In the summer of 1995,the School developed a formal articulation agreement with Kansas Area Technical School (KATS) whereby LPN graduates of that program may receive advanced placement credit that can be applied toward the B.S.N. degree at Washburn. Admission to the nursing programs for all students is determined by an Admissions Committee which decides whether the applicant meets the admissions criteria. In the Fall of 1997, there were seven nurses meeting these criteria who were enrolled in the B.S.N. program.
Articulation agreements and, more generally cooperative programs, are considered to be of
great importance by the University and rightly so. They are an important part of the mission
to which the University is committed; they create important ties and support for the
University; and they form a special niche for Washburn. However, they must be carefully
managed so as to result in an increase rather than a thinning out of its resources.
Admissions and Student Services
Washburn University has an open-admissions policy for students graduating from accredited Kansas high schools. Other Kansas students are admitted as freshmen on a case by case basis. Out-of-state students with a 2.0 grade-point average from accredited high schools are also admissible as freshmen. All entering freshmen must provide ACT scores prior to enrollment for advising purposes. This open-admissions stance, coupled with the fact that Washburn has relatively low tuition rates, has provided access to higher education for the diverse population of Topeka, Shawnee County, and Northeast Kansas.
Professional programs, both undergraduate and post-baccalaureate, as well as graduate programs have additional or separate admission requirements.
Washburn has, coupled with its open admissions policy, a number of programs to enhance the prospects of success of at-risk students. Among these programs is Supplemental Instruction (SI) which follows a model developed at the University of Missouri-Kansas City. The program targets at-risk courses, i.e., some 31 courses in which one third or more of the students receive grades of D, F, or W. In SI, students who have received grades of B+ or higher in the courses serve as peer tutors. Training is required on how to conduct study sessions, and the peer tutor, who is compensated, then retakes the course as an auditor and holds one or two study sessions a week. Students who need assistance attend the study sessions on a voluntary basis. The University is pleased with the results. Fall 1996 data, for example, show the mean final course grade of SI participants to be 2.43 while the mean for non participants was 1.63.
Washburn does face familiar challenges in admitting transfer students. As is often the case at universities, Washburn's general education requirements are not congenial to transfer students. As more Americans go to college, and as the population continues to become more mobile, it seems likely that the frequency of movement of students among institutions of higher learning will only increase. Unless the Washburn faculty simplifies the world of the transfer students coming to Washburn, the faculty will likely experience pressure from Kansas state officials to be more accommodating of transfer students.
The Team learned that University officials are considering a major decision in their recruitment and admission strategy. They are giving serious thought to establishing a goal to recruit and admit an additional 600 to 700 full-time, traditional age, students--beyond the current headcount enrollment of approximately 6400 students. Campus officials believe that adding 600 or 700 additional full-time, traditional age, students would enhance campus life for all students, both full- and part-time; and they believe that the demographics of the region will make it possible for them to achieve their enrollment goal. In addition, this additional enrollment would strengthen the financial base of the institution.
The implications of this ambitious enrollment goal in terms of facilities and faculty appear to have been carefully analyzed. Although new student housing might be a necessary ingredient in the strategy, campus planners have concluded that otherwise Washburn has the capacity to absorb this many additional full-time students. (The campus enrolled a total of 7080 students in 1984-85, and campus officials estimate the institution can handle 7200 students.)
Since the last NCA visit in 1988, the University's support services have reorganized into three major areas: Student Support Services, Enrollment Management and Center for Learning and Student Success. This reorganization addressed several issues raised by the 1988 NCA Team, however, it may also have unintentionally created an organization that operates with a "silos" view. Special efforts need to be made to ensure that there is effective and efficient coordination and collaboration among these structural units forming a more seamless operation that will benefit students.
Students seemed generally pleased with the range and quality of services provided by the institution. They were particularly impressed with the caring attitude of the faculty for student welfare. An improved child care program and consideration of a student recreation/fitness facility were services that students identified to enhance the quality of student life. Students also expressed some concern with the adequacy of programming efforts that would improve the quality of campus life outside the classroom.
Washburn University offers a wide range of academic programs leading to degrees and a
number of certification and market demand programs. The well established Program Review
Process ensures quality in the programmatic offerings. While the Team believes there is
additional work to be done in the area of assessment of student academic achievement, the
evidence affirms that the institution is accomplishing its educational and other purposes and
consequently, meets Criterion Three.
Criterion Four
It is evident that the University under the leadership of the new president is poised for an investment of energy from the institution's constituencies. Contacts between the Team and the Board of Regents, the alumni, faculty, students and staff revealed confidence that this new leadership will stimulate cooperation in the work to be done to build resources and to ensure high quality in performance.
The self-study process not only provided the institution and the NCA Team with a document that addressed the NCA GIR's and Criteria, but it also raised a series of questions which, in the answering, allowed the institution to gain insight into accomplishments and needs, into progress and unfinished work. The process and the product revealed a commitment by Washburn to increase its effectiveness and they serve as starting points for the next accreditation period. The institution and the Self-Study Coordinator and Committee are to be commended for the straightforward information in the Self-Study. It should serve them very well.
While there could be an improvement in library staffing, overall, the human resources are sufficient and appropriately organized to deliver the educational programs and student services.
The University has sufficient financial resources, albeit from a rather unique financial revenue
stream. In addition, the condition of the physical plant and the strategies for addressing
salaries and operating expenses through Budget Committee recommendations and planning
reflect sound management of financial resources and anticipation of budgetary demands.
Given the fact that 40 percent of Washburn's resources comes from tuition, proper levels of
enrollment remains a topic of importance to the University community. The president will
propose a marketing plan to the Board of Regents at their next meeting with the goal of
increasing the student body from 6300 to 7000 students. The growth would be in the
residential population. Further, it is anticipated that the institution will be in a position to
address salary and benefits issues that may be the product of an external evaluation by a
higher education consulting firm.
Institutional Planning
Washburn has several mechanisms that it has used to guide budgetary and programmatic
decisions. These include a) Program Review, b) the Resources, Planning and Process
Committee, c) the Budget/ Facilities Planning Committee, and d) the Electronic Technology
Committee. Further, Washburn has participated in the Pew Higher Education Roundtable, and
from the Roundtable discussions, several suggestions have emerged for improving institutional
effectiveness. The Resources, Planning and Process Committee (RPPC) was to have served
as the umbrella committee for planning and for linking planning with budget. The RPPC did
not function very effectively in the previous administration, however, the Team encourages
the University to reinstitute the RPPC or something similar and to reestablish the concept and
functions of university wide planning and budgeting. According to the Self-Study, the new
president has a recommendation similar to this under advisement at the current time.
University Advancement
On June 30, 1997, Washburn University's endowment exceeded $80 million. This figure translated into $15,703 per full-time equivalent student, which, according to a NACUBO survey, meant that Washburn ranked 21 out of 138 public institutions surveyed. This record in fund-raising speaks well of the support base among alumni and others that institutional leaders have been able to develop through the years.
During the current academic year the campus has developed a detailed marketing plan for the next five years, including the set of messages it wants to convey in order to achieve it goals. The campus is working to overcome the erroneous perception that it is a private institution, and, therefore, expensive. It also is working to establish a sharper and more widely recognized image in a state higher education environment long dominated by the University of Kansas and Kansas State University.
The Team was impressed with the positive attitudes of the Washburn community. Problems
were expressed in the spirit of optimism and a confidence that remedies could be instituted.
The foundation of the institution's traditions and its recovery when subjected to severe tests
continue to define the relationships between the constituents and the University. The physical
plant, and attention to human resource development and needs, as well as financial planning
and management, reflect soundness and stability. The University is fortunate to have a
president who shares the belief in the mission and who articulates a future for Washburn.
The Team is satisfied that Washburn University meets Criterion Four and can continue to
accomplish its purposes and strengthen its educational effectiveness.
Criterion Five Federal Compliance and Third Party Comments
An inspection of randomly chosen student files, which included international student files, in the Office of the University Registrar indicated that customary documents are collected and appropriately retained. An inspection of randomly chosen faculty personnel files, which included part-time faculty, in the Office of the Vice President for Academic Affairs, indicated, as well, that customary documents are collected and appropriately retained.
From FY 1993 through FY 1995, an acceptable default rate on student loans was 8.4%, 9.6%, and 9.1% respectively, according to the report, "FY 1995 Official Cohort Default Rate."
Official publications of the institution provide information required by federal Privacy legislation as well as federal Student Right to Know legislation. Official publications communicate the institution's commitment to affirmative action and to equal opportunity practices.
The campus appears to have complied in good faith with the Americans with Disabilities Act, and the campus has developed and implemented a drug prevention policy.
The Team advised the campus, as it goes through the NCAA certification self-study, to evaluate carefully whether its athletics programs meet the gender equity requirements of Title IX.
Students' rights and responsibilities are spelled out in the University catalog as well as in other appropriate publications such as the publication, University Student Disciplinary Code. The Student Affairs Office is the gatekeeper for many of these procedures.
The University is a member of the National Collegiate Athletic Association at the Division II level as well as a member of the Mid-America Intercollegiate Athletic Association. While there appears to be a gender imbalance in participation in intercollegiate athletics according to Basic Institutional Data Form G, when removing the number of football participants from the total, the participation rate is more equitable. Furthermore, as part of the compliance effort with Title IX, in 1995, Washburn conducted a "Survey of Student Interests in Athletics, Fitness and Sports Activities" and found fewer than 2% of the women indicated an interest in participating in athletic activities. This survey seems to meet the compliance alternative provided under "The Three-Part Test" issued by the Office for Civil Rights to determine whether an institution is complying with Title IX. The University has a Gender Equity Task Force that conducts a biennial review of compliance with Title IX and the Team suggests that the University continue with this practice as a compliance monitoring strategy.
The articulation agreements that Washburn has developed with other institutions reflect relationships that are built on integrity and good practice. This collaboration is evidence of trust in the quality of the programs and the instruction that Washburn markets. The Team recognizes that Washburn has been a good steward of its resources and at this time can deliver on its promises. The Teams cautions the institution to examine the risk associated with new opportunities.
The Washburn University Self-Study was widely circulated in the University community. Notice of the Focused Visit was announced in 14 newspapers; one laudatory response was received in the NCA office. The Self-Study was posted on the Web from its earliest draft stages. These efforts are further verification that the University's communication is marked by integrity and openness.
With evidence of integrity in its practices and relationships having been examined, the Team
concludes that Washburn satisfies Criterion Five.
STRENGTHS
The Team has noted the University's strengths in several places in the report but lists the following as particularly notable:
The Team offers the following suggestions as part of their roles as consultant evaluators and the institution is free to use the suggestions in any manner that they believe will help Washburn:
The Team has identified the following Challenges as areas that Washburn should address prior to the visit of the next Team:
The Team's recommendation for continued accreditation, with the next comprehensive visit in ten years, and with a progress report in June 2001 on the assessment of student academic achievement and the library are shown on the attached Worksheet for the Statement of Affiliated Status.
Washburn University has been continuously accredited since 1913. It has withstood the tests of fire and a destructive tornado, to rebuild and move forward each time into the future. The Washburn community has enthusiasm and optimism about its new administration and confidence that its new leadership will build on its strengths and move the institution into the future successfully. The Team affirmed through its discussions with faculty, students, staff, members of the Board, and alumni, that Washburn is a good steward of its resources, organizing them effectively to carry out the mission of the institution. The physical plant and grounds are maintained. Services and programs continue to be reshaped and improved for the benefit of the students served. Further, the examination of documentation in the resource room and campus departments including but not limited to capital and facilities planning and program review, affirm the findings of the Self-Study. The Team believes that Washburn University has a promising future.
The Team recognizes that Washburn University has competing needs, as do all institutions, however, it believes that the space limitations in the Mabee library do not allow collections to expand with the growing needs of improved academic programs. Library expansion is a competing priority in the Capital and Facilities Plan. The library is also greatly understaffed. Therefore, the Team recommends a progress report that presents a plan for addressing the capital needs of the library and the manner in which the staffing levels are addressed.
The Team found through its discussions and examination of documentation that there is wide variation in the understanding of assessment of student academic achievement, the development of student achievement outcomes, and the measurement of those outcomes. There does not appear to be an institutional focus on the assessment of student academic achievement. The Team recommends that the Progress Report also outline student academic achievement outcomes by program as well as the measurement of those outcomes. This Progress Report should define expectations for student learning and how that learning is measured. The Progress Report should specify the timeline for implementation of the plan and the academic office in charge of the program.
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