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Meet the Jensens

Scott (MA, '87) and Gina Jensen (MA in Media Communications, '01) have taught and worked at Webster since 1997.

In that time, Tyler (BA in Music, '15) earned a degree in music from the University, and one of their sons, Noah (BA in Sports Communication, '26), is entering his senior year. Another son, Eddie (MBA, '27), is pursuing a master’s degree from Webster. Tyler’s wife, Brooke (BA in Music, '15), is also an alum of the University.

Tell us about your Webster Family

Noah: Growing up, my life has always been Webster. I knew the campus almost by heart even before attending. Through all the Speech and Debate tournaments, sick days spent in my parents' office, sporting events and lots of Webster merchandise, my life has revolved around Webster. WOW! Cafe was a regular occurrence, and I felt as connected to all the alumni that my parents had taught just as much as they did. In fact, for most of my childhood, our babysitters were almost always either Webster students or connections through Webster students. Attending Webster was a no-brainer. When I was given the opportunity to join the historically successful Webster baseball program, everything felt very full circle.

Why did you choose Webster?

Scott: I was excited to build a speech communication studies degree program and also grow a young and successful forensic program. Being back in St. Louis was important for family reasons, and Webster was the perfect campus for what I wanted in a teaching and coaching environment. Everything just fell into place.

Tyler: Webster felt like home already, in a way, before I was a student. With my parents being coaches for the debate team, I spent a lot of time in Sverdrup and the University Center as a kid and as a teenager. While tuition benefits were a large factor in my decision, being so familiar with the University and then learning about the music program sold me on Webster. It was an easy choice.

Brooke: I chose Webster because it was the one music program I auditioned to enter. I was initially going to audition for the Conservatory as I was pursuing musical theatre at other schools, but I decided at the last minute to audition for music instead. I ended up really enjoying the faculty in the Webster Music Department and decided to pursue a degree in music at Webster.

How excited were you that your child chose Webster?

Scott: In all cases, I was thrilled. For Tyler, my oldest, I was excited he found an exceptional music program for which his talents and potential earned him acceptance. I was taken by his initiative to form a student club, take on leadership roles that created opportunities for his peers and, ultimately, allow himself to grow in ways that redirected his long-term professional goals.

For Noah, my youngest, I have enjoyed watching him live his best life as a teammate playing the sport he has always loved for one of the best baseball programs in NCAA Division III. It has also been fun and rewarding to have him in my classes as a major in the program I coordinate. I’ve been proud of his initiative in realizing his professional goals and expanding his academic experiences to pursue those goals.

For my middle son, Eddie, it has been satisfying seeing his enthusiasm about continuing his education at Webster. He is shaping his long-term career goals and is excited to be able to include Webster’s graduate program in that process. His confidence in Webster stems from his lifelong familiarity with the campus and its student-centeredness. That he has made that connection warms my heart.

While she didn’t complete her degree program at Webster, my daughter came here, as well — and was a member of the newly formed cheer squad. The sense of connection and pride in being a student athlete and performing on behalf of the University were very important to her.

Gina: We were so very excited as each child decided to come to Webster. It means a lot to us to have our kids come to college at the place where we have dedicated our careers. We love seeing them on campus.

Now, seeing your child spend time at Webster, how has the University changed?

Scott: What I have always suspected has been reinforced — Webster performs the student-centered mission that it promotes. Without exception, staff and faculty have worked with our kids as mentors, advisors and resources. They came to Webster and shaped their own experiences … more often than not, experiences that reflected their passions and dreams. Parents sharing a place within the Webster community was more a coincidence than a functional part of their connection to Webster as students. Each of them lived (or are living) their best lives and grew as a result of being at Webster. So I don’t think Webster changed in my eyes; I do think it fulfilled my expectations.

Gina: It really gives us a second perspective. For so long, we saw Webster through the eyes of faculty members, now we also see it as parents. We went on the campus tour — three times, we sat in the orientation sessions for parents and the different parent events. We get the parents' newsletters, and we have learned the process students go through. This has added to our perspective, and I believe it allows us to help other students who come to Webster now that we have been in their shoes.

Did your parents attending Webster have any influence on your decision to attend?

Tyler: Having parents at the University absolutely influenced my decision to attend. It felt like a smart financial move to take advantage of the benefits they receive as employees. That being said, it was also nice to have them on campus when I wanted to catch up. Or if day-to-day family stuff came up, I could just drop by their office. They were really good at allowing space while I did my own thing, while also being available when I needed them for something.

What makes Webster Special?

Scott: All schools try to tell a story of being student-centered. Webster empirically performs that story every day. Our classrooms are small. Our faculty are teachers first. Our students are easily able to find mentoring and services that enhance their college experience. Our staff celebrate students as the reason for what they do. This University not only makes room for a range of voices and experiences — it helps students find those voices and share them with confidence.

Gina: Webster has always focused on the students and their journey. We care about them as people and their education. When a student comes to Webster, they are not just a face in the crowd. We know their story, and we care about giving them a good education.

Tyler: The people are what makes Webster special. I started as a Music Education major but pivoted my focus to prepare for a career in higher education. The staff in student affairs at Webster had a big impact on that decision. While some of those folks from my time have moved on, many of them are still at Webster today, making an impact on current students. The music faculty were all amazing, as well, and very supportive throughout my time at Webster. Some of the faculty I was closest to were not even the faculty I took classes with but were just present and active on campus. It really felt like everyone was highly intentional about helping students be their best selves during my time as a student at Webster.

Eddie: What makes Webster special is its inclusivity and its extensive number of creative outlets offered to its students and staff, making it a great home for anyone looking to attend.

Brooke: The people are what makes Webster special! I met the most wonderful friends and mentors in my time there (and ya know, my husband), and they continue to impact my life in positive ways.

What makes your connection to the Forensics and Debate Club special?

Scott: I came here in 1997 as the new director of the program, with a charge to grow it to a more comprehensive program. I directed it until 2016 and continue to help as a passionate advocate for what it provides its students and for its legacy at Webster. We have been able to nurture countless relationships with alumni — both with our family and with the University.

Gina: Having the privilege to work closely with the Forensics and Debate Team has allowed us to get to know some incredible students. It lets us work side by side by high-achieving individuals, helping them find their voices. The best part is watching them grow over four years and seeing them reach their potential.