How To Improve The Success Of Westminster College

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1 Northwest Commission on Colleges and Universities Westminster College Year Seven Comprehensive Self-Evaluation Report Submitted March 15, 2013

2 Table of Contents NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES WESTMINSTER COLLEGE YEAR SEVEN COMPREHENSIVE SELF-EVALUATION REPORT... I FORWARD... 1 NWCCU SELF-STUDY STEERING COMMITTEE... 2 INSTITUTIONAL OVERVIEW... 3 NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES... 5 PREFACE UPDATE ON INSTITUTIONAL CHANGES SINCE THE YEAR ONE REPORT SPRING RESPONSE TO RECOMMENDATIONS/ISSUES REQUESTED BY THE COMMISSION CHAPTER 1 STANDARD 1 MISSION, CORE THEMES, AND EXPECTATIONS EXECUTIVE SUMMARY OF ELIGIBILITY REQUIREMENTS 2 AND MISSION AND CORE THEMES STANDARDS 1.A MISSION STANDARD 1.B CORE THEMES CORE THEME ONE: GRADUATES WITH THE SKILLS AND ATTRIBUTES CRITICAL FOR SUCCESS CORE THEME TWO: DISTINCTIVE PROGRAMS AND LEARNING DESIGNS CORE THEME THREE: DIVERSITY AND GLOBAL LEARNING CORE THEME FOUR: CULTURE OF INNOVATION AND A COMMITMENT TO CONTINUOUS IMPROVEMENT, EFFECTIVENESS AND VALUE CONCLUSION: MISSION, CORE THEMES, AND EXPECTATIONS CHAPTER 2 STANDARD 2 RESOURCES AND CAPACITY EXECUTIVE SUMMARY OF ELIGIBILITY REQUIREMENTS 4 THROUGH STANDARD 2.A GOVERNANCE B HUMAN RESOURCES C EDUCATION RESOURCES D STUDENT SUPPORT SERVICES F FINANCIAL RESOURCES G. PHYSICAL AND TECHNOLOGICAL INFRASTRUCTURE CHAPTER 3 STANDARD 3 INSTITUTIONAL PLANNING STANDARD 3.A INSTITUTIONAL PLANNING SUMMARY CHAPTER 4 STANDARD 3.B, 4.A AND 4.B CORE THEME PLANNING, ASSESSMENT, AND IMPROVEMENT STANDARD 3.B CORE THEME PLANNING STANDARD 4.A ASSESSMENT AND 4.B IMPROVEMENT STANDARD 4.B IMPROVEMENT CORE THEME ONE: GRADUATES WITH THE SKILLS AND ATTRIBUTES CRITICAL FOR SUCCESS CORE THEME TWO: DISTINCTIVE PROGRAMS AND LEARNING DESIGNS CORE THEME THREE: DIVERSITY AND GLOBAL LEARNING CORE THEME FOUR: CULTURE OF INNOVATION AND A COMMITMENT TO CONTINUOUS IMPROVEMENT, EFFECTIVENESS AND VALUE ii

3 CHAPTER 5 MISSION FULFILLMENT, ADAPTATION, AND SUSTAINABILITY INTRODUCTION A MISSION FULFILLMENT A SUMMARY OF WESTMINSTER COLLEGE MISSION FULFILLMENT AND CORE THEMES AND OBJECTIVES ACHIEVEMENT B ADAPTATION AND SUSTAINABILITY EXAMPLES OF CHANGE AND ADAPTATION TO EFFECT MISSION FULFILLMENT, INSTITUTIONAL EFFECTIVENESS AND SUSTAINABILITY CONCLUSION TO STANDARD FIVE CONCLUSIONS AND THOUGHTS ABOUT THE ROAD AHEAD iii

4 Forward 1

5 NWCCU Self-Study Steering Committee Mr. Robert Allred, Chief Information Officer (CIO) Dr. Mary Jane Chase, Dean School of Arts and Sciences and Associate Professor, History Dr. Gary Daynes, Vice President for Enrollment and Strategic Outreach and Associate Professor, History Mr. Mark Ferne, Associate Provost for Student Development and Dean of Students Ms. Nichole Greenwood, Faculty Technology Center Manger Dr. Scott Gust, Associate Dean School of Arts and Sciences and Associate Professor, Speech Dr. Susan Heath, Assistant Provost for Student Retention and Engagement Dr. Paul Presson, Associate Provost for Institutional Research and Assessment and Associate Professor, Psychology Dr. James Cid Seidelman, Provost and Vice President for Academic Affairs and Professor, Economics Dr. Robert Bob Shaw, Dean School of Education and Associate Professor, Education Dr. Sheryl Steadman, Dean School of Nursing and Health Sciences and Associate Professor, Nursing Ms. Syd Tervort, Managing Director of Financial Affairs Ms. Diane VanderPol, Director Giovale Library Dr. Jerry Van Os, Associate Dean Bill and Gore School of Business and Professor, Accounting Ms. Dee Yocom, Senior Administrative Assistant, Office of the Provost 2

6 Institutional Overview Westminster College is a private, comprehensive liberal arts college dedicated to students and their learning. Impassioned teaching and active learning are the hallmarks of the Westminster experience. The College prepares its students for success through a strong foundation of liberal education combined with cutting-edge professional programs at both the undergraduate and graduate levels. Located where the magnificent Rocky Mountains meet the vibrant city of Salt Lake, Westminster blends classroom learning with experiences presented by its unique location to help students develop skills and attributes critical for success in a rapidly changing world. Deeply committed to each student s success, Westminster College is a challenging and supportive community of learners where students take full advantage of our unique learning environment: our campus, the city, and the mountains. The College enrolls approximately 2,350 undergraduates and 900 graduate students. Students come from 48 states and 41 countries. The average age of undergraduates is 22; graduate student average age is 33. The average ACT score for incoming freshmen is 24.4 (SAT equivalent 1118), well above the national freshmen average of The average GPA of incoming freshmen is The student - faculty ratio is 10:1. The College is committed to the following core values: Impassioned teaching and active learning Respect for diverse people and perspectives Collaboration and teamwork Personal and social responsibility College-Wide excellence High ethical standards Core Themes: Core Theme One: Graduates with the Skills and Attributes Critical for Success Core Theme Two: Distinctive Programs and Learning Designs Core Theme Three: Diversity and Global Learning Core Theme Four: Culture of Innovation and a Commitment to Continuous Improvement, Effectiveness, and Value College-Wide Learning Goals: Critical, analytical, and integrative thinking 3

7 Creative and reflective capacities Leadership, collaboration, and teamwork Writing and other communication skills Global consciousness, social responsibility, and ethical awareness Undergraduate Programs: Westminster offers 38 undergraduate majors conferring BA, BS, and BFA degrees. In addition to 31 minors, Westminster offers various areas of emphasis and special programs such as our Honors program, the Westminster Scholars program, pre-professional programs (pre-med, prelaw, pre-dental), the McNair Scholars program, and our unique Winter at Westminster program. Graduate Programs: Master of Accountancy (MACC) Master of Arts in Community Leadership (MACL) Master of Arts in Teaching (MAT) Master of Business Administration (MBA) Master of Business Administration in Technology Management (MBATM) Master of Education (MED) Master of Science in Nurse Anesthesia (MSNA) Master of Science in Nursing-Family Nurse Practitioner (FNP) Master of Science in Nursing Education (MSNED) Master of Professional Communication (MPC) Master of Science in Professional Counseling (MSPC) Master of Strategic Communication (MSC) Master of Public Health (MPH) Project-Based MBA (PMBA) 4

8 NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES BASIC INSTITUTIONAL DATA FORM Information and data provided in the institutional self-evaluation are usually for the academic and fiscal year preceding the year of the evaluation committee visit. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator To enable consistency of reporting, please refer to the glossary in the 2003 Accreditation Handbook for definitions of terms. Institution: Westminster College Address: 1840 South 1300 East City, State, ZIP: Salt Lake City, Utah Degree Levels Offered: Doctorate X Masters X Baccalaureate Associate X Other If part of a multi-institution system, name of system: Type of Institution: X Comprehensive Specialized Health-centered Religious-based Native/Tribal Other (specify) Institutional control: Public City County State Federal Tribal X Private/Independent (X Non-profit For Profit) Institutional calendar: Quarter Semester Trimester X Continuous Term Other (specify) Specialized/Programmatic accreditation: List program or school, degree level(s) and date of last accreditation by an agency recognized by the United States Department of Education. (Add additional pages if necessary.) Program or School Degree Level(s) Recognized Agency Date Aviation Studies (AVIA/AVFL) Baccalaureate Aviation Accreditation Board International 2012 Accounting, Bachelor of Bus Admin, Finance, Financial Services, Baccalaureate/Masters Association of Collegiate Business Schools & Programs

9 International Business, Management, Marketing, MBA, MBA in Technology Management, Master of Accountancy, Project- Based PMBA Education (undergraduate) and Master of Arts in Teaching Programs Baccalaureate/Masters Teacher Education Accreditation Council 2010 Master of Science in Nurse Anesthesia Masters Council on Accreditation for Nursing Anesthesia Programs 2004 Nursing (undergraduate), MS in Nursing, Family Nurse Practitioner Baccalaureate/Masters Committee on Collegiate Nursing Education 2008 Public Health Masters Council on Education for Public Health 2012 Revised February 2011 Full-Time Equivalent (FTE) Enrollment (Formula used to compute FTE: Number of full-time undergraduate + number of part-time undergraduates divided by 12. Total graduate enrolled hours divided by 9.) Official Fall 2012 (most recent year) FTE Student Enrollments Classification Current Year Dates: 2012 One Year Prior Dates: 2011 Two Years Prior Dates: 2010 Undergraduate 2,265 2,185 2,024 Graduate Professional Unclassified Total all levels 2,691 2,896 2,985 Full-Time Unduplicated Headcount Enrollment. (Count students enrolled in credit courses only.) Classification Official Fall 2012 Current Year Dates: 2012 (most recent year) Student Headcount Enrollments One Year Prior Dates: 2011 Two Years Prior Dates: 2010 Undergraduate 2,260 2,296 2,193 Graduate Professional Unclassified Total all levels 2,691 2,728 2,614 Numbers of Full-Time and Part-Time Instructional and Research Faculty & Staff and Numbers of Full-Time (only) Instructional and Research Faculty & Staff by Highest Degree Earned. Include only professional personnel who are primarily assigned to instruction or research. Rank Total Number Full Time Part Time Number of Full Time (only) Faculty and Staff by Highest Degree Earned Less than Associate Associate Bachelor Masters Specialist Doctorate Professor Associate Professor Assistant Professor

10 Instructor Lecturer and Teaching Assistant Research Staff and Research Assistant Undesignated Rank Mean Salaries and Mean Years of Service of Full-Time Instructional and Research Faculty and Staff. Include only full-time personnel with professional status who are primarily assigned to instruction or research. Rank Mean Salary Mean Years of Service Professor 95,429 Associate Professor 75,526 Assistant Professor 61,308 Instructor 64,889 Lecturer and Teaching Assistant Research Staff and Research Assistant Undesignated Rank Financial Information. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution (housing, food service, book stores, athletics, etc.) should be included. The institution s audit materials should be an excellent reference for completing the report. Fiscal year of the July 1 June 30 institution: Reporting of income: Accrual Basis Accrual Basis X Reporting of expenses: Accrual Basis Accrual Basis X ASSETS BALANCE SHEET DATA Last Completed FY Dates:6/30/2012 One Year Prior to Last Completed FY Dates: 6/30/2011 Two Years Prior to Last Completed FY Dates:6/30/2010 CURRENT FUNDS Unrestricted Cash 10,481,127 9,627,543 10,367,493 Investments 5,742,445 6,117,389 5,312,405 Accounts receivable gross 6,798,328 6,192,160 6,268,665 Less allowance for bad debts (400,000) (403,078) (402,591) Inventories Prepaid expenses and deferred charges 470, , ,002 Other (identify) Due from Total Unrestricted 23,092,818 22,042,645 22,076,974 Restricted Cash 1,842,437 1,798,488 1,266,667 Investments 2,341,764 1,680,587 2,457,022 Other (receivables-net) 1,126,272 1,360, ,266 7

11 Due from Total Restricted 5,310,473 4,839,426 4,355,955 TOTAL CURRENT FUNDS ENDOWMENT AND SIMILAR FUNDS Cash (251,721) (415,973) (293,663) Investments 57,542,709 59,293,794 49,820,904 Other (receivables-net) 206,436 67,535 1,963,972 Due from TOTAL ENDOWMENT AND SIMILAR FUNDS 57,497,424 58,945,356 51,491,213 PLANT FUND Unexpended Cash 5,804,574 5,211,184 7,583,449 Investments Other (receivables & deferred costs) 2,767,500 4,135,726 8,992,841 Total unexpended 8,572,074 9,346,910 16,576,290 Investment in Plant Land 2,577,798 2,577,798 1,977,785 Land improvements 1,228,872 1,335,885 1,418,576 Buildings 81,143,340 83,231,512 82,464,034 Equipment 4,454,915 4,604,807 4,438,314 Library resources 142, , ,774 Other (works of art) 634, , ,610 Total investments in plant 90,181,850 92,558,221 91,065,093 Due from Other plant funds (identify) TOTAL PLANT FUNDS OTHER ASSETS (IDENTIFY) TOTAL OTHER ASSETS TOTAL ASSETS 184,654, ,732, ,565,525 LIABILITIES BALANCE SHEET DATA (continued) Last Completed FY Dates: 6/30/2012 One Year Prior to Last Completed FY Dates: 6/30/2011 Two Years Prior to Last Completed FY Dates: 6/30/2010 CURRENT FUNDS Unrestricted Accounts payable 6,739,148 6,707,862 6,780,165 Accrued liabilities Students deposits (deferred tuition) 2,430,042 2,697,471 2,312,998 Deferred credits 132, , ,349 Other liabilities (held on deposit for 315, , ,661 others) Refundable advance 1,981,918 2,003,044 2,038,300 Fund balance Total Unrestricted 11,599,879 11,808,887 11,533,473 Restricted Accounts payable 55, ,081 0 Other (Annuities Payable) 579, , ,507 Due to Fund balance Total Restricted 635, , ,507 TOTAL CURRENT FUNDS 8

12 ENDOWMENT AND SIMILAR FUNDS Restricted Quasi-endowed Due to Fund balance TOTAL ENDOWMENT AND SIMILAR FUNDS PLANT FUND Unexpended Accounts payable 241, , ,138 Notes payable Bonds payable Other liabilities (deferred other) 37, Due to Fund balance Total unexpended 279, , ,138 Investment in Plant Notes payable 1,715,000 4,215,000 12,215,000 Bonds payable 30,355,000 31,375,000 32,360,000 Mortgage payable 4,794,238 5,014,764 3,514,765 Other liabilities (identify) Due to Other plant fund liabilities (identify) TOTAL INVESTMENTS IN PLANT FUND 36,864,238 40,604,764 48,089,765 OTHER LIABILITIES (IDENTIFY) TOTAL OTHER LIABILITIES TOTAL LIABILITIES 49,378,362 53,271,573 60,926,883 FUND BALANCE (NET ASSETS) 135,276, ,460, ,638,643 CURRENT FUNDS, REVENUES, EXPENDITURES, AND OTHER CHANGES REVENUES Last Completed FY Dates: 6/30/2012 One Year Prior to Last Completed FY Dates: 6/30/2011 Two Years Prior to Last Completed FY Dates: 6/30/2010 Tuition and fees 80,290,674 74,344,576 67,363,640 Federal appropriations (Grants & Contracts) 847,614 1,173,810 2,060,364 State appropriations 138, , ,319 Local appropriations Grants and contracts (Contributions) 6,396,703 4,267,002 9,492,014 Endowment income (1,910,181) 9,608,798 6,125,418 Auxiliary enterprises 4,486,484 4,158,934 4,271,749 Other (Other & Disposed of Assets) 2,044,306 1,872,482 1,472,076 Total 92,294,360 95,738,213 91,108,580 EXPENDITURE & MANDATORY TRANSFERS Educational and General Instruction 24,710,355 23,323,102 21,983,777 Research Public services 4,454 5,514 5,560 Academic support 8,053,138 7,372,207 6,554,547 Student services 10,343,462 9,826,619 9,465,093 Institutional support 9,971,377 9,631,434 9,180,558 Operation and maintenance of plant 6,566,331 5,900,176 4,354,355 Scholarships and fellowships 27,429,063 25,215,100 21,479,148 Other (identify) 9

13 Mandatory transfers for: 9,970,290 8,985,000 5,715,000 Principal Principal and interest 1,949,687 2,342,749 2,692,284 Renewal and replacements Loan fund matching grants Other (identify) Total Educational and General 98,998,157 92,601,901 81,430,322 Auxiliary Enterprises Expenditures 2,451,204 2,298,968 2,268,522 Mandatory transfers for: Principal and interest Renewals and replacements Total Auxiliary Enterprises 2,451,204 2,298,968 2,268,522 TOTAL EXPENDITURE & MANDATORY TRANSFERS 101,449,360 94,900,869 83,698,844 OTHER TRANSFERS AND ADDITIONS/DELETIONS (Principal Payments) EXCESS [deficiency of revenues over expenditures and mandatory transfers (net change in fund balances)] TOTAL DEBT TO OUTSIDE PARTIES (9,970,290) (8,985,000) (5,715,000) INSTITUTIONAL INDEBTEDNESS Last Completed FY Dates:6/30/ ,289 9,822,344 13,124,736 One Year Prior to Last Completed FY Dates:6/30/2011 Two Years Prior to Last Completed FY Dates:6/30/2010 For Capital Outlay 37,575,634 41,365,182 49,517,648 For Operations 11,802,689 11,906,390 11,409,234 Domestic Off-Campus Degree Programs and Academic Credit Sites: Report information for off-campus sites within the United States where degree programs and academic coursework is offered. (Add additional pages if necessary.) Degree Programs list the names of degree programs that can be completed at the site. Academic Credit Courses report the total number of academic credit courses offered at the site. Student Headcount report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site. PROGRAMS AND ACADEMIC CREDIT OFFERED AT OFF-CAMPUS SITES WITHIN THE UNITED STATES None Location of Site Name City, State, ZIP Degree Programs Academic Credit Courses Student Headcount Faculty Headcount 10

14 Programs and Academic Courses Offered at Sites Outside the United States. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. (Add additional pages if necessary.) Degree Programs list the names of degree programs that can be completed at the site. Academic Credit Courses report the total number of academic credit courses offered at the site. Student Headcount report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site. PROGRAMS AND ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES Location of Site Name City, State, ZIP Donghua University Glorious Sun School of Business Management Room 209, Glorious Sun Building 1882 Yan an Road Westminster College Shanghai China Degree Programs Academic Credit Courses Student Headcount MBA Faculty Headcount 11

15 Preface Update on Institutional Changes Since the Year One Report Spring 2011 The last Westminster College NWCCU Report was a Year One Report on Mission, Core Themes, and Expectations in spring Since the 2011 report, the College has continued to aggressively implement its strategic plan, fulfill its mission and achieve its Core Themes. In addition, the College said its farewells to its former President (Dr. Michael Bassis), selected a new president (Dr. Brian Levin-Stankevich), started a new strategic planning process, and engaged in the NWCCU self-study process. Institutional progress each year is tracked and reported out in the College s spring Accomplishments-to-Date report, which is reviewed at the conclusion of the academic year by the extended Council of Deans, the Executive Team, the Faculty Senate, the President s Cabinet and the Board of Trustees. For purposes of summarizing and organizing changes since the spring 2011 report, this section of the update will classify various changes by key initiatives and several of the institutional priorities highlighted for the and academic years. New Academic Degree Programs Master of Strategic Communication Customized Major Program Montessori Teacher Education Taking Advantage of the Technology Revolution Online Liberal Education Courses Lecture Capture Solution - Panopto New LMS From ANGEL to Canvas New System From GroupWise to Outlook Web Conferencing New and Reaffirmed Specialized Accreditation Activity M.S. Nurse Anesthesia, Council on Accreditation for Nurse Anesthesia Programs Accreditation Reaffirmed Master of Public Health, Council on Education for Public Health-Initial Accreditation Aviation-Flight Operations and Aviation Management-Aviation Accreditation Board International-Initial Accreditation 12

16 Tracking and Documenting Student Achievement ETS Testing for Graduate Business Students CIC/DQP Consortium Project New Program Review and Interim Review to Replace Annual Program Assessment Reports Promoting Learning Through Diversity and Internationalization Wai, India Summer Service Project Camps for Under-Represented Students Saxion University Business Student Collaborative Faculty Hiring Guide Campus Growth and Development Westminster on the Draw Bassis Center for Student Learning Eportfolio and Digital Media Studio Foster Hall Renovations Bike Shop Planning for Westminster Center for the Arts New Administrative Personnel Hired New President (Dr. Brian Levin-Stankevich) Hired New Vice-President for Enrollment and Strategic Outreach (Dr. Gary Daynes) Hired New Dean, Bill and Vieve Gore School of Business (Dr. Jin Wang) Hired New Executive Director of Integrated Marketing and Communications (Sheila Yorkin) Hired New Associate Deans, School of Arts and Sciences (Dr. Lance Newman and Dr. Scott Gust) Hired New Associate Dean, Bill and Vieve Gore School of Business (Dr. Jerry Van Os) Net New Faculty and Staff Lines Budget Faculty 4.0 FTE, Staff 2.0 FTE Budget Faculty 7.0 FTE, Staff 3.5 FTE Budget Faculty 8.0 FTE, Staff 4.2 FTE Other New Initiatives Faculty-Staff Learning Communities 13

17 Greek Theatre Festival Executive Training and Corporate Continuing Education STARS Sustainability Assessment Pre-Orientation Outdoor Recreation Trips NAC&U Teagle Project on Redefining 21st Century Faculty, Academic Departments and the Integration of Liberal and Professional Education Teaching Post-Doc Model Response to Recommendations/Issues Requested by the Commission In the Year One Peer Evaluation Report, spring 2011 there were no recommendations. Update on Institutional Changes Since the Spring 2008 Regular Interim Report and Evaluation Previous to the Year One Report on Mission, Core Themes, and Expectations in spring 2011 was the Regular Interim Report and Evaluation completed in April The major institutional Changes between the spring 2008 report and the spring 2011 report were as follows. Documenting and Emphasizing Student Achievement of Learning Goals Eportfolio Initiative College-Wide Learning Goals Integrated in All Curricular and Co-Curricular Programs Bi-Annual Assessment Retreats Council on Assessment CLA in the Classroom Project Wabash and Engelhard Projects Record of Success Committee and Plan New Academic Degree Programs Master of Arts in Community Leadership Master of Accountancy Project-Based MBA Program Dual Degree MBA Program with Donghua University Master of Public Health BA in Theatre BA in Music BS in Computer Information Systems BA in Spanish and Latin American Studies BS in Public Health 14

18 New Non-Major Programs and Minors Westminster Scholars Westminster English as a Second Language (WESLI) Human Performance and Wellness Promoting Learning through Diversity and Internationalization Diversity and International Center Established International Recruiting and Student Exchange Programs New Diversity and International Student Programming Established New International Council Faculty and Staff Diversity Dialogues Teaching and Learning Community Faculty and Staff Global Consciousness Teaching and Learning Community Westminster English as a Second Language Institute (WESLI) Wai, India Service Learning Collaboration Partnerships with International Universities o Donghua University, China o Nankai University, China o University of Piura, Peru o Saxion University, Netherlands o International Management Institute, India o Payup University, Thailand Encouraging Learning beyond the Classroom Student Employment and Learning Plan Career Passages: Career Certificate Program Government and Public Service Internships Student Environmental and Sustainability Initiatives Expanded Outdoor Recreation Programs Faculty and Administrative Mentoring of First-Year Students New Intervention Strategies for Academically At-Risk Students Taking Advantage of the Technology Revolution Universal Campus Wireless Mobile Computing Initiative Westminster Anywhere Information Services Reorganization New College Website and New Departmental Websites 15

19 Innovative Learning Opportunities to Generate Net Revenues Dual Degree MBA Program with Donghua University Project-Based MBA Program Tripartite Strategy as Addendum to the Strategic Plan Planning for Campus Growth and Development New Westminster Master Plan Meldrum Science Center New College Commons Garfield School Purchase Remodeled Classrooms and Offices in Dick/Malouf Halls Villa Darvi and Century Student Housing New Campus Emergency Plan Westminster Community Garden Expanding Networks of Influence President s Advisory Board Community Relations Website Appointed New Director of Community Relations Several New Community Partnerships and Collaborations Formation of a Principal s Council to Advise Education Programs Strategic Plan for Alumni Board Faculty and Staff Workload and Development Faculty Workload Taskforce Recommendations Workshops on College-Wide Learning Goals Eportfolios for Contract Review and Promotion New Faculty Orientation and Development Program Net New Faculty and Staff Lines Budget Faculty 4.0 FTE, Staff 3.75 FTE Budget No New Faculty, No New Staff Budget Faculty 13.0 FTE, Staff 17.4 FTE 16

20 CHAPTER 1 STANDARD 1 MISSION, CORE THEMES, AND EXPECTATIONS Executive Summary of Eligibility Requirements 2 and 3 Eligibility Requirement 2: The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates. Eligibility Requirement 3: The institution s mission and core themes are clearly defined and adopted by its governing board(s) consistent with its legal authorization, and are appropriate to a degree-granting institution of higher education. The institution s purpose is to serve the educational interests of its students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its education mission and core themes. Westminster s foundation actually predates Utah s statehood by approximately twenty years. Nonetheless, Westminster College operates as a higher education institution under the laws of the State of Utah and is governed by an independent board of trustees. Our Mission Statement and Core Themes, as noted below, have been approved by our Board of Trustees and are linked directly to our degree programs and our budget. Mission and Core Themes Westminster College s mission statement is published in its academic catalogs and on its web site. In preparing for the NWCCU Year One Report in 2011, the College organized a College- Wide Mission and Core Themes Committee to review the College s Mission Statement and to prepare a recommendation to the faculty and the Board of Trustees on a revised Mission Statement and the formal identification of the College s Core Themes and Core Theme Objectives. The committee was comprised of faculty representing each of the four schools, administrative faculty, members of the Board of Trustees, and staff. The new Revised Mission Statement, Core Themes and Core Theme Objectives were approved by all appropriate governing bodies of the College on the following dates: Faculty Senate: January 21, 2011 College-Wide Faculty: February 4,

21 Student Learning Committee of the Board of Trustees: February 24, 2011 Board of Trustees: February 25, 2011 In selecting the Core Themes and Objectives, the College looked to its Strategic Plan. Core Themes One, Two and Four are drawn directly from the Strategic Plan. Core Theme Three represents priorities that have developed out of the Strategic Plan, and have grown to significance at the College-Wide level. For each of the Core Theme Objectives, the College has identified three levels of measurement. First, we have measured where we stand now; second, we have identified what we believe constitutes mission fulfillment; and finally we have identified what our aspirations are. As the assessment cycle helps us move forward on the path of continuous quality improvement, we expect that our aspirations will advance as well as our understanding of mission fulfillment. In general, mission fulfillment has been articulated as either completion of an objective or adequate progress towards completion of the objective as well as progress toward our aspirations. Standards 1.A Mission 1.A.1 The institution has a widely published mission statement approved by its governing board that articulates a purpose appropriate for an institution of higher learning, gives direction for its efforts, and derives from, and is generally understood by, its community. 1.A.2 The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment. Westminster College s Evolving Mission Like many institutions with long histories, Westminster College has refocused its mission a number of times since its founding 138 years ago. Beginning as a residential academy for students in the primary and secondary grades, Westminster evolved into a combination secondary school and junior college and, in the 1940s, into a small liberal arts college. In the 1970s, the College changed once again by developing a variety of professional and careeroriented programs, including graduate programs, and by enrolling a significant number of nontraditional age and commuting students. Today, Westminster has evolved into a new type of institution. The College is neither a liberal arts college nor a comprehensive university, although it exhibits trademark features of both. Westminster maintains a residential campus environment, offers small classes, and provides personalized attention to students all of which are characteristics of the liberal arts college. At the same time, the College offers a variety of professional and career-oriented programs at the undergraduate and graduate levels, emphasizes practical experience as well as theoretical knowledge, attracts non-traditional age and commuting students, and is responsive to the needs of local, national and international students in ways similar to a comprehensive university. In fact, Westminster s educational model combines the best elements of the liberal arts college and 18

22 the comprehensive university in a learning-centered environment designed to be both challenging and supportive. This is one significant reason Westminster was asked, and the College accepted eight years ago, to become a member of the New American College and Universities (NAC&U), an organization of peer colleges and universities dedicated to the purposeful integration of liberal education, professional studies, and civic engagement. One of the Westminster s historical strengths and a source of great institutional pride is the College s unusually strong dedication to students and their learning. Over the past decade, we sought to build on this strength by focusing more deliberately on three key elements: First, to identify what students should learn in order to succeed in a rapidly changing world. Second, to reaffirm the College s accountability for student learning by sharpening our practices of assessment. And third, by building on our historical strength of utilizing innovative approaches to teaching and learning by creating new educational designs that promote active, experiential, collaborative, and cross-disciplinary learning. Westminster College Mission Statement Westminster College is a private, independent college dedicated to student learning. We are a community of learners with a long and honored tradition of caring deeply about students and their education. We offer liberal arts and professional education in courses of study for undergraduate, selected graduate, and other innovative degree and non-degree programs. Students are challenged to experiment with ideas, raise questions, critically examine alternatives, and make informed decisions. We encourage students to accept responsibility for their learning, to discover and pursue their passions, and to promote more equitable and sustainable communities. Our purposes are to prepare students to lead lives of learning, accomplishment, and service and to help them develop skills and attributes critical for success in a diverse and interdependent world. We promote distinctive approaches to engaged learning that emphasize theory and practice in our academic and co-curricular programs. Grounded in a culture of creativity and innovation, we work to pursue excellence while promoting inclusiveness and respect for differences. Interpretation of Acceptable Threshold of Mission Fulfillment The College s Mission Statement is linked directly to our strategic plan and the newly described Core Themes and Core Theme Objectives are based on its Strategic Goals and implementation strategies for successfully implementing the plan. Fulfillment of Westminster s mission and the achievement of Core Themes are based on achieving its Strategic Goals and implementation strategies. 19

23 Standard 1.B Core Themes 1.B.1 The institution identifies core themes that individually manifest essential elements of its mission and collectively encompass its mission. 1.B.2 The institution establishes objectives for each of its core themes and identifies meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes. Westminster College Core Themes and Objectives Core Theme One: Graduates with the Skills and Attributes Critical for Success Develop a Learning Centered Environment Focused on Helping Students Achieve College-Wide and Program-Specific Learning Goals Core Theme Two: Distinctive Programs and Learning Designs Develop Degree and Non-Degree Programs that are Mission Driven, Market Sensitive, and Focused on Clearly Defined Learning Goals Develop Undergraduate and Graduate Programs that Effectively and Efficiently Utilize Distinctive Approaches to Engaged Learning Expand and Enrich Opportunities for Student Learning by Engaging Local Urban and Natural Resources Engage the College Community in Both the Theory and Practice of Sustainability Core Theme Three: Diversity and Global Learning Enrich and Broaden the Curriculum and Co-Curriculum to Include International and Domestic Diversity Perspectives and Experiences Increase the Recruitment and Retention of International and Historically Underrepresented Students, Faculty and Staff Provide Faculty and Staff Professional Development Opportunities Related to Diversity and Global Consciousness Core Theme Four: Culture of Innovation and a Commitment to Continuous Improvement, Effectiveness and Value Invest in Programs, Facilities, and People Critical to the College s Ability to Realize Its Mission and Long-Range Vision Develop Strategies to Promote Affordability and Maintain the College as a Student- Centered, Highly Effective, and Valued Educational Experience Continue to Strengthen the College s Resource Base, Visibility, and Capacity for Improvement Foster Innovation in All Operations of the College 20

24 Improve Our Use of Assessment Data to Drive Institutional Effectiveness Core Theme One: Graduates with the Skills and Attributes Critical for Success Westminster s Strategic Plan seeks to ensure that all graduates have developed skills and attributes critical for success. Operationally, those skills and attributes are defined in terms of student achievement of both program-specific and College-Wide Learning Goals. Over the past five years, faculty in each academic program have devoted substantial energy to mapping where in our curricula these goals are addressed and developing ways to track student achievement of each learning goal. Making the learning goals such an integral part of the Westminster experience promises at least three important results. First, it distinguishes the College, as well as our students, from others who focus on the quality of the class they admit rather than the quality of the students they graduate. Second, more than any other step we can take, it helps us transition Westminster s educational paradigm from teaching to learning. And third, it provides evidence that validates our value proposition and allows us to respond to the increasing demand that higher education be accountable for and measured by, the results it achieves. The College-Wide Learning Goals can be found in Westminster s catalog, on its website, embedded in the Liberal Education program, integrated with the program goals of the majors, and even printed on kiosks around the campus: Critical, analytical, and integrative thinking Creative and reflective capacities Leadership, collaboration, and teamwork Writing and other communication skills Global consciousness, social responsibility, and ethical awareness Assessment of student performance relative to the College-Wide Learning Goals and the program-specific goals happens in several ways. We assess program and College-Wide Learning Goals through the program review cycle. We assess College-Wide Learning Goals through the assessment of the liberal education program. We assess selected College-Wide Learning Goals (particularly the leadership, collaboration, and teamwork goal) through co-curricular activities. We are working toward a comprehensive direct assessment of the College-Wide Learning Goals through the eportfolio initiative. 21

25 Program Review Cycle Academic programs (majors) at Westminster College (primarily in The School of Arts and Sciences) are reviewed on a six year cycle that incorporates bi-annual interim reports and six year program reviews utilizing the results of the earlier reports, but go on to include trend data and external analysis. Programs with outside accreditation requirements (Aviation, Business, Education, Nursing, and Public Health) are scheduled in a manner that best prepares programs for their external reviews. This schedule replaces an earlier version of the program review cycle so the accreditation team will have available for their review program reviews going back several years, not all of which conform to the new approach. The Communication and English majors completed their program reviews in In , the following programs are completing comprehensive program reviews: History, Math, MS Professional Counseling, Philosophy, and Spanish/Latin American Studies. The Gore School of Business is in a reaffirmation process with ACBSP. Program Review Schedule Group NWCCU Year 7 Report Year 1 Report Year 3 Report Year 7 Report Group A Interim Report Interim Report Program Review Interim Report Group B Group C Group D Group E Group F Program Review Interim Report Interim Report Program Review Interim Report Interim Report Program Review Interim Report Interim Report Program Review Interim Report Interim Report Program Review Interim Report Interim Report Program Review Interim Report Interim Report Program Review Interim Report Group A: Political Science, Sociology, Justice Studies, Psychology, Nursing * Group B: English, Communication, MPH*, MSNA* Group C: Math, History, Philosophy, Spanish/Latin American Studies, MSPC, Business* Group D: Computer Science, MPC, Arts Admin, Art, Music, Theatre, MSN* Group E: Sciences, Environmental Studies, Neuroscience, MAT, Education* Group F: Econ, Macc*, MED, MACL *Externally accredited programs will submit their self-study reports as their Program Reviews. Their Program Review schedules will be coordinated with their accreditation schedules. Eportfolio Initiative The Eportfolio Initiative is a program through which students will collect artifacts demonstrating their learning relative to each of the College-Wide Learning Goals. The initiative is in Phase I moving towards completion. The undergraduate portfolio initiative follows a tradition of success with portfolios at the graduate level in education and at the undergraduate level in the 22

26 communication program. Our experience with portfolios has convinced us they are powerful tools for integrating, analyzing, and improving student learning. In turn, these portfolios can be used to demonstrate and authenticate learning to other audiences: faculty, parents, families, graduate schools and employers, among them. The College-Wide Learning Goals and eportfolios deepen student learning and together they are a force for innovation at Westminster, helping to reshape the curriculum, the campus, and Westminster s place in the higher education community. 23

27 Core Theme One: Graduates with the Skills and Attributes Critical for Success Core Theme Objective Develop a Learning Centered Environment Focused on Helping Students Achieve College-Wide and Program-Specific Learning Goals Indicators Current Status Mission Fulfillment Status (Met, Exceeded, or In Progress) College-Wide Learning Goals Specified and Published Aspiration Complete Complete/Met Continuous review of College-Wide Learning Goals Program-Specific Learning Goals Specified Goals Addressed in Program Assessment Metrics Specified Evidence Utilized for Student Evaluation Evidence Utilized for Program Improvement Progress on Implementation of the Eportfolio Initiative All programs have identified learning goals All programs have mapped goals to courses and activities Assessment metrics have been specified for most program goals Complete/Met Complete/Met Complete/Met Eportfolios provide evidence of achievement of College-Wide and program learning goals for individual students. Assessment metrics applied to all program goals. 100% 100%/Met Continuous review of student evaluation as part of program reviews, eportfolios, & specialized program accreditation. Nursing 100% Education 100% A&S 90% GSB 100% 100% competency requirement completed 100%/In Progress Phase I 20% analysis scheduled for spring 2013/In Progress Continuous review of program improvement as part of program reviews, eportfolios, & specialized program accreditation. Phase I 100% analysis 24

28 Indicators Current Status Mission Fulfillment Status (Met, Exceeded, or In Progress) Documented Preparation of Graduates (Phase II of Eportfolio initiative) Phase II in planning Phase II analysis scheduled for spring 2015/In Progress Aspiration 100% of graduating students will demonstrate mastery of College- Wide Learning Goals prior to graduation Program-Specific Learning Goals Specified in Graduate programs Learning Goals Addressed Graduate Programs Assessment Metrics Specified in Graduate programs Evidence Utilized for Student Evaluation Graduate programs Evidence Utilized for Program Improvement in Graduate programs 100% 100%/Met Continuous review of goals as part of program reviews, eportfolios, & specialized program accreditation 100% 100%/Met Continuous review as part of program reviews, eportfolios, & specialized program accreditation 100% 100%/Met Continuous review of assessment metrics as part of program reviews, eportfolios, & specialized program accreditation 100% 100%/Met Continuous review of student evaluation as part of program reviews, eportfolios, & specialized program accreditation 100% 100%/Met Continuous review of program improvement as part of program reviews, eportfolios, & specialized program accreditation 25

29 Core Theme Two: Distinctive Programs and Learning Designs Through our strategic planning process we learned that students learn best when they are actively engaged and when the focus of attention minimizes the emphasis on teaching and shifts attention to what and how a student learns. For this reason, Westminster has been hard at work in building a learning-centered campus where almost every activity that intersects with students is designed to promote engaged learning. In response to goals one and two of the strategic plan, the College has developed a wide range of new programs and learning initiatives. Since 2004, the College has developed 20 new undergraduate major, minor, and special interest programs, and 10 new graduate degree programs in response to student interest and community needs. We are also testing innovative new pedagogies in these programs and learning how to modify traditional instructional models to control costs, improve learning outcomes and adapt to the changing needs of both students and employers. We deliberately and intentionally encourage learning beyond as well as within the curriculum, which is active, experiential, collaborative and cross-disciplinary. Core Theme Objectives Develop Degree and Non-Degree Programs that are Mission Driven, Market Sensitive, and Focused on Clearly Defined Learning Goals Develop Undergraduate and Graduate Programs that Effectively and Efficiently Utilize Distinctive Approaches to Engaged Learning Expand and Enrich Opportunities for Student Learning by Engaging Local Urban and Natural Resources Engage the College Community in Both the Theory and Practice of Sustainability Westminster College has established indicators that are tracked and reported annually through the Annual Action Plan and the Westminster College Dashboards. In addition, the College regularly surveys students, alumni, and gathers data from faculty and administrators. These reports are shared with the administrative team, the faculty leadership, and the Board of Trustees in regular meetings and annual institutional effectiveness retreats. These reports summarize a variety of surveys undertaken both annually and occasionally. The indicators in the chart below represent a sample of the data available. Newly added indicators include the Sustainability Tracking and Rating System Survey (STARS) created by the Association for the Advancement of Sustainability in Higher Education (AASHE). Westminster currently holds a Silver rating in the STARS survey. Students are preparing to apply again, aiming for a Gold rating. This engagement of students in the assessment of sustainability meets the intent of engaging the College community in both the planning and assessment of sustainable practices. The College is recognized for its Platinum LEED certified Science Building and has incorporated sustainability standards in the Campus Master Plan. 26

30 Core Theme Two: Distinctive Programs and Learning Designs Core Theme Objectives Develop Degree and Non-Degree Programs that are Mission Driven, Market Sensitive, and Focused on Clearly Defined Learning Goals Develop Undergraduate and Graduate Programs that Effectively and Efficiently Utilize Distinctive Approaches to Engaged Learning Expand and Enrich Opportunities for Student Learning by Engaging Local Urban and Natural Resources Engage the College Community in Both the Theory and Practice of Sustainability Indicators Current Status Mission Fulfillment Status (Met, Exceeded, or In Progress) Development of New Programs that are Mission Driven, Market Sensitive, and Focused on Clearly Defined Learning Goals Development of New Co-Curricular, Student Retention and Engagement Initiatives Rates of Student Engagement (NSSE) Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interaction Enriching Educational Experiences Supportive Campus Environment % of Undergraduates Involved in Co- Curricular Leadership and Service Activities Curriculum approval processes at all levels (faculty, administration, board) require evidence of connection to mission, relationship to market, and inclusion of clearly defined learning goals Westminster is engaged in a process of continuing development NSSE Benchmark Percentiles Freshmen Seniors 64% 52% 71% 61% 56% 51% 73% 70% 58% 50% Student Development Survey Leadership: 24.0% Service: 31.0% Complete/Met Continuing ongoing development of co-curricular, student retention and engagement initiatives/met Student engagement numbers will meet or exceed the Masters I average for NSSE scores/met Growth trend in student engagement in leadership and service activities--met Aspiration Goal Continue to improve both process and content of curriculum proposals Westminster becomes nationally recognized for its co-curricular, student retention and engagement initiatives Student engagement numbers will meet or exceed the NAC&U average for NSSE scores Leadership: 15.0% Service: 30.0% 27

31 Indicators Current Status Mission Fulfillment Status (Met, Exceeded, or In Progress) Percentage of Web Enhanced Courses Annual Information Services Student Survey 66% Aspiration Goal 50%/Exceeded 75% Number of Academic Programs that Require Off-Campus Learning Experiences Number of Service Learning Courses Number and % of first year students enrolled in Learning Communities Campus Sustainability Audit Sustainability Standards included in Master Plan % of Graduating Seniors who Agree and Strongly Agree that Their Westminster Education Challenged them Intellectually Annual Deans Survey 20 Center for Civic Engagement Student Survey 60 Year # % % % % % % STARS Tracking Survey Education & Research - 61% Operations - 28% Planning, Administration & Engagement - 51% Silver Rating Sustainability Standards included in Campus Master Plan Annual Senior Survey 93% 19/Exceeded 20 50/Exceeded 65 Continued Progress towards Goal/Met Continued Improvement on STARS Tracking Survey/Met Continued improvement of sustainability in campus environment/met 100% 75% in all categories and/or Gold Rating 100% of Buildings meet Master Plan Goals 90%/Exceeded 95% 28