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August 2008

PALM BEACH COMMUNITY COLLEGE Academic Affairs

The Honors College

2007 – 2008 Annual Report

2007 – 2008 Annual Report

Table of Contents

PBCC Honors College Mission ................................................................................ 1

Major Accomplishments ........................................................................................ 1

Program Changes ................................................................................................... 1

Facts and Figures .................................................................................................... 2

Enrollment .................................................................................................. 2

Honors Classes ............................................................................................ 3

Honors Projects ........................................................................................... 5

Honors Travel .............................................................................................. 6

Honors Scholarships .................................................................................... 8

Honors Graduates ....................................................................................... 9

Budget ....................................................................................................... 10

Major Goals for Academic Year 2008 – 2009 ...................................................... 11

Attachment 1: Summary of Program Changes ..................................................... 12

Attachment 2: NCHC’s Basic Characteristics ........................................................ 16

Honors College

2007 – 2008 Annual Report page 1

HONORS COLLEGE ANNUAL REPORT 2007 – 2008

PBCC Honors College Mission: In keeping with the mission of PBCC, the purpose of the Honors College is to provide a challenging and supportive academic environment in which students are encouraged to think critically, demonstrate leadership, and develop ethical standards. Honors pursues an interactive learning experience where students acquire a creative and comprehensive understanding of concepts in an interdisciplinary and global context. PBCC Honors students and faculty share a commitment and civic responsibility that extends beyond the classroom to local, national, and international communities. MAJOR ACCOMPLISHMENTS:

More than doubled honors enrollment; program participation grew from 321 in August 2007 to 699 in August 2008;

Completed significant program revision, including the development of two honors tracks, the redefinition of eligibility requirements, the approval of an honors mission statement, and the establishment of guidelines for honors curriculum development and faculty standards;

Forged an honors-specific articulation agreement with Hamsphire College in Amherst, Massachusetts, as well as systematizing transfer tracks for honors students to the FAU Honors College and the University of Tampa;

Integrated the President’s Scholars program with Honors College participation, increasing scholarship money for honors by approximately $227,000;

Added three news honors courses to the PBCC curriculum: BSC1050L (Honors Environmental Conservation Lab), BSC1005 (Honors Concepts in Biology), and BSC2421 (Honors Introduction to Biotechnology);

Coordinated honors tracks for students in the Nursing, Dental Hygiene, and Early Childhood Education AS programs;

Established the Honors Student Advisory Committee to serves as liaison with the Honors Advisory Board and represent the needs and concerns of all honors students to the PBCC administration;

Named honors advisors at the Central, South, and Eissey campuses;

Honorized the Math-Science Institute curriculum;

Held an ‘Honors Summit’ on Development Day – Fall 2007. PROGRAM CHANGES: The following program changes were recommended and approved in academic year 2007-2008. These are listed below and described in the first attachment.

Approval of mission statement;

Adjustment of eligibility criteria;

Introduction of two honors graduation tracks;

Formation of course development criteria and procedures;

The articulation of honors faculty recommendations / guidelines.

Honors College


FACTS AND FIGURES:

I. Enrollment

A. August 24, 2007:

B. January 02, 2008

C. August 11, 2008

Belle Glade6

2%Boca Raton

6621%

Lake Worth11736%

Palm Beach Gardens

13241%

TOTAL = 321

Belle Glade9

2%Boca

Raton96

20%

Lake Worth16736%

Palm Beach Gardens

19642%

TOTAL = 468

Belle Glade111%

Boca Raton

14521%

Lake Worth29943%

Palm Beach Gardens

24435%

TOTAL = 699

Honors College


II. Honors Classes A. Summary data for the year:

Term Honors Classes Offered Honors Classes Made Total Enrollment Average Class Size

20081 18 15 132 8.8

20082 25 22 218 9.91

20083* 4 3 36 12

* Classes offered under the auspices of the Math Science Institute

B. Specific class data per term:

i. 20081

HONORS CLASSES 20081

Course # Course Title Instructor Campus Enrollment AMH2010 United States History to 1865 Cuan,Omar,J Lake Worth 7

AML2020 American Lit after 1865 Ribar,John,E Boca Raton 8

ARH1000 Art Appreciation Feliciano,Nazare Palm Beach Gardens 8

CGS1570 Microcomputer Applications Chauvin,Marg,M Boca Raton 9

CHM1045 General Chemistry 1 Shreve,Richard,R Boca Raton 7

ENC1121 Honors Composition 1 Baird,Diane,S Lake Worth 15

ENL2012 English Lit Before 1800 Mcdonald,Nancy,D Palm Beach Gardens 15

IDS2105 Knowledge Through the Ages Mcdonald,Nancy,D Palm Beach Gardens 9

LIT2110 Western Lit Before the Renaissance Mcdonald,Nancy,D Palm Beach Gardens 6

MCB2010 Microbiology Allen,Carolyn Boca Raton 7

MUL1010 Music Appreciation Webber,Allen,L Lake Worth 7

SPC1016 Fund of Speech Communication Millas,Joseph,J Lake Worth 10

SPC1016 Fund of Speech Communication Levin,Nancy,R Palm Beach Gardens 6

SPC1016 Fund of Speech Communication Wolesensky,Bobette,S Boca Raton 9

SPN1120 Elementary Spanish 1 Schoenfeldt,Alyse,L Palm Beach Gardens 9

ii. 20082


Course # Course Title Instructor Campus Name Enrollment AMH2020 US History from 1865 to Present Cuan,Omar,J Lake Worth 11

AML2020 American Literature after 1865 Fine,Africa,R Boca Raton 6

ARH1000 Art Appreciation Gieffers,Alessandra Palm Beach Gardens 12

BSC1050 Environmental Conservation Pannozzo,Pamela,L Lake Worth 5

ENC1122 Honors Composition 2 Baird,Diane,S Lake Worth 16

Honors College



Course # Course Title Instructor Campus Name Enrollment ENC1122 Honors Composition 2 Mclaughlin,Idell Palm Beach Gardens 6

ENC1122 Honors Composition 2 Mcgavin,Daniel,J Boca Raton 5

ENC1141 Writing About Literature Mcdonald,Nancy,D Palm Beach Gardens 15

ENL2022 English Literature After 1800 Proctor,Roberta,L Lake Worth 6

ENL2022 English Literature After 1800 Mcdonald,Nancy,D Palm Beach Gardens 9

HSC2100 Health Concepts and Strategies Munro,Sophia,I Lake Worth 7

HUN1201 Elements of Nutrition Boone,Jeanne,S Boca Raton 14



LIT2090 Contemporary Literature Baird,Diane,S Lake Worth 15

LIT2090 Contemporary Literature St Pierre,Karin,L Palm Beach Gardens 9

LIT2090 Contemporary Literature Ribar,John,E Boca Raton 10

LIT2120 Western Lit After the Renaissance Mcdonald,Nancy,D Palm Beach Gardens 13

MAC1105 College Algebra Bush,Christine,W Palm Beach Gardens 14

SPC1016 Fund of Speech Communication Gent,Victor,B Lake Worth 5

SPC1016 Fund of Speech Communication Frishman,Stephen,Z Boca Raton 5

SPN1121 Elementary Spanish 2 Schoenfeldt,Alyse,L Palm Beach Gardens 13

iii. 20083


Course # Course Title Instructor Campus Name Enrollment

BSC1050 Environmental Conservation Marr,John,C Palm Beach Gardens 5

BSC2421 Introduction to Biotechnology Gorgevska,Alexandra Palm Beach Gardens 15

STA2023 Statistics John,George Palm Beach Gardens 16

C. Cancelled classes

Term Course # Course Title Campus Cancellation reason

20081 ENC1121 College Composition I Boca Raton Low enrollment

20081 HSC2100 Health Concepts and Strategies Boca Raton Low enrollment

20081 HUN1201 Elements of Nutrition Lake Worth No faculty

20082 CGS1100 Microcomputer Applications Boca Raton Low enrollment

20082 HSC2100 Health Concepts and Strategies Boca Raton Low enrollment

20082 MAC1105 College Algebra Boca Raton Low enrollment

20083 STA2023 Statistics Palm Beach Gardens MSI / combined Stats class

Honors College


III. Honors Projects: 20081 – 20083 A. Data

Term Contracts Signed Campus

Completed BG BR LW PBG

20081 60 1 5 28 26 36

20082 80 0 21 34 25 52

20083 28 0 3 11 14 12

TOTAL 168 1 29 73 65 100

B. Faculty Project Mentors (and number of contracts)

Alessandra Gieffers 1

Allen Webber 2

Alyse Schoenfeldt 1

Andrew Luma 1

Annette Hendricks 1

Asif Raza 1

Astrid Whidden 1

B.W. Campbell 1

Barbara Goldman 1

Bettee Collister 1

Bobette Wolesensky 2

Bonnie Manley 1

Brett Strong 1

Brian Findley 2

Carolyn Allen 2

Charlie Ray 5

Christine Bush 1

Colleen Fawcett 4

Danastor Isoph 1

Darryl Walke 1

David Abbondanza 1

David Hale 1

David Nixon 1

Deborah Copeland 2

Deborah Thorsen 1

Debra Trigoboff 1

Dennis Tishkowsky 1

Diane Baird 7

Diane Bifano 1

Donald Crawford 1

Edward Brecker 1

Edward Coursey 1

Edwin Peck 2

Ellesia A. Blaque 1

Emily Oliver 2

Giselle Diaz 1

Heather Naylor 2

Idell McLaughlin 2

Ira Rosenthal 3

Iva Balic 3

James Horwitz 1

Jeanne Boone 1

Jessica Miles 1

Jonathan Schuman 1

Joseph DePaolo 2

Joseph Millas 4

Julia Chinnis 1

Karin St. Pierre 1

Kathleen Bey 1

Kellie Bassell 1

Lee Ellen Okun 1

Leonie Escoffery 2

Lois Pasapane 1

Lori Benilous 1

Lori Crane/Joe Millas 4

Louise Aurelien 6

Lynne Hahn 1

Lystra Seenath 1

Magdala Ray 1

Manuel Kavekos 1

Marcie Pachter 1

Marg Chauvin 1

Maria Arbona 1

Marilyn Becker 1

Mark Baseman 1

Mark Jones 1

Mary Galvin 2

Melissa Stonecipher 1

Nancy Bustani 1

Nancy Levin 5

Nancy McDonald 6

Noel Smith 1

Norman Miller 1

Pamela Pannozzo 2

Patricia Froehlich 1

Patricia Ott 1

Patricia Stefanovic 1

Patrick Tierney 4

Paula Glass 1

Phillip Light 1

Richard Hill 1

Richard Shreve 4

Rodney Dillon 1

Roger Rolison 1

Roupen Berberian 3

Roy Boulware 2

Sandra Jerinsky 1

Sandra Richmond 1

Sean Smith 2

Shauna Ramos 1

Sherry Stephens 1

Silvio Arango-Jaramillo 1

Stacy Myers 1

Steve Konopacki 2

Steve Stemle 1

Susan Buchanan 1

Tara-Lynn Patton 1

Thomas Magill 1

Traci Klass 1

Valerie Bauer 1

Vesta Hetherington 1

Victor Slesinger 2

Wilfred Gabsa 2

William Visco 1

Zoran Pantic 1

Honors College


IV. Honors Travel A. National Collegiate Honors Council: Denver, Colorado (October 31 – November 4, 2007)

i. FACULTY / STAFF ATTENDED: Valerie Burks (District), Idell McLaughlin (Eissey),

Pamela Pannozzo (Central), Lourdes Rey (South)

ii. STUDENTS ATTENDED: Cherly Contreras (Central), Tim Lawrence (Eissey), Jeniffer Peplow (South), Jameson Stell (Eissey)

Students, Faculty, and Staff at NCHC 2007

B. Florida Collegiate Honors Council: Tampa, Florida (February 22 – 24, 2008)

i. FACULTY / STAFF ATTENDED: Valerie Burks (District), Lori Crane (Central), Nancy

Levin (Eissey)

ii. STUDENTS ATTENDED: Nadege Barbe (Central), Cherly Contreras (Central), Marie Cyrise (Central), Eladio Elizondo (Eissey), Roma Kapadia (Eissey), Paul Lavoie (South), Laverdure Lucien (Eissey), Camila Oliveira (Central), Michelle Sanseverino (South)

iii. STUDENT PRESENTATIONS:

1. “I’m Nobody – Who are You? Explorations into the Poetry of Emily

Dickinson,” Michelle Sanseverino and Paul Lavoie, Faculty Mentor: John Ribar.

Honors College


2. “The Science and Miracle of Organ Donation,” Eladio Elizondo, Faculty Mentor: Nancy Levin

Students, Faculty, and Staff at FCHC 2008

C. Rawlings / Hurston Trip: Professors Steve Brahlek, Diane Baird, and Associate Dean

Diane Bifano took a group of students to various locations in Central Florida highlighting the lives and works of authors Marjorie Kinnan Rawlings and Zora Neale Hurston. Three honors students – Amanda Grueneberg, Camila Oliveira, and Elizabeth Siniscalchi – were funded for this trip.

Students, Faculty, and Staff at Paynes Prairie

Honors College


V. Honors Scholarships A. PBCC Honors Scholarship ($300 each)

i. 20081 RECIPIENTS:

Taquinda Bonaby Cherly Contreras Katherine Coulson MaryJane Fullam Amanda Grueneberg Dave Lavenhagen Timothy Lawrence

Shelimar Muniz Ashley Obranic Camila Oliveira Jesse Skinner Carly Springhetti Jameson Stell Darryl Stigall

ii. 20082 RECIPIENTS:

Matthew Burton Ungria Castillo Myeong Chae Cynthia King Nicholas Krupa Marie Marcelin Shelimar Muniz

Ashley Obranic Candace Payne Fred Roger Kamilla Smith Andrea Souder Jameson Stell

B. Honors Book Stipend ($150 each)

i. 20081 RECIPIENTS:

Matthew Burton Diana Castelblanco Cherly Contreras Nicholas Krupa Shelimar Muniz Jameson Stell

ii. 20082 RECIPIENTS

Matthew Burton Diana Castelblanco Ungria Castillo Ingreed Lizcano Jameson Stell

Honors College


VI. Honors Graduates

A. 20081 Honors Graduates

Robert Bartlett Rammone Bartlett Laurel Dawn Bethea Nancy Brown Angel Eckerson MaryJane Fullam Vilma Gomez

Laura Hover Dave Lavenhagen Gustavo Rivera Santiago Darryl Stigall Carol Stoltz Rebecca Taskin Gobnait Zick

B. 20082 Honors Graduates

Jayne Adle Matthew Burton Ungria Castillo Myeong Chae Katherine Coulson Alicia Decavalcanti Kevin Felton Cynthia King Paul Lavoie Timothy Lawrence Marie Marcelin Kerry Montalvo

Shelimar Muniz Camila Oliveira Alyson Oliver Candace Payne Nicolas Samios Michelle Sanseverino Jesse Skinner Kamilla Smith Carly Springhetti Jameson Stell Quan Tran

C. 20083 Honors Graduates

Timothy Bell Cherly Contreras Amanda Grueneberg Kelly Jacobson

Donna McKeehan Fred Roger Edgar Quinones Andrea Souder

December 2007 Honors Graduates May 2008 Honors Graduates

Honors College


VII. Budget A. Academic Improvement Trust Fund:

AITF - HONORS

24701000-701000-10

BUDGETED 5,500.00$

60501 In-district travel 319.51$

62001 Fall 2008 Postcard 505.00$

62001 Folders (Pres. Schol) 1,200.00$

62002 Business Cards (Pres. Schol.) 51.00$

62002 Envelopes (Pres. Schol.) 135.00$

62002 Honors Fliers (Pres. Schol.) 140.00$

62002 Honors Fliers 240.00$

62002 Spring 2008 Postcard 560.00$

65502 Party Supplies for Lunches 31.93$

65502 Folders (Welcome Packets) 480.00$

65502 Office Supplies 148.42$

65502 Trophies (CJ) 698.05$

66504 Medallions 807.00$

TOTAL EXPENDITURES 5,315.91$

B. Student Activities – Honors

STUDENT ACTIVITIES - HONORS

25100000-200020-94

BUDGETED 17,136.00$

60506 NCHC Travel 4,812.10$

60506 FCHC Travel 5,143.47$

60506 Rawlings/Hurston Trip 556.13$

64501 Guitarist for Reception 150.00$

66503 Fall Lunches 612.75$

66503 December Grad Reception 344.75$

66503 Spring Lunches 832.10$

66503 May Grad Reception 563.90$

66504 Materials for Graduation Rec. 37.96$

66504 T-shirts 2,179.00$

66504 Table Throw for Honors College 362.00$

66504 Tablecloths 253.80$

66504 Calendars 652.37$

66504 Honors College Pens 540.00$

TOTAL EXPENDITURES 17,040.33$

Honors College


C. Faculty / Staff Travel (SPD)

TOTAL (per leave forms) $8275.73

D. Honors Project Stipends (VPAA account)

TOTAL (excluding benefits) $9400.00

E. Scholarships (Financial Aid General Fund)

TOTAL $9750.00

MAJOR GOALS FOR ACADEMIC YEAR 2008 – 2009

Increase program participation at the Belle Glade campus to at least two to three percent of program enrollment (or about 15 – 20 students);

Publish first edition of Sabiduria: An Online Journal of Student Research;

Work with Dr. Magdala Ray and Dr. Ginger Pedersen towards defining honors graduation standards for students in the BAS program;

Continue progress towards founding honors student lounges on the Lake Worth, Palm Beach Gardens, and Boca Raton campuses;

Add the following classes to the honors curriculum: PSY2012, Honors General Psychology INR2015, Honors Introduction to Global Studies BSC2085, Honors Anatomy and Physiology I ECO2013, Honors Macroeconomics IDSXXXX, Introduction to the Research Process At least one additional math class

o MAC1114, Trigonometry OR o MAC1140, Precalculus OR o MAC2233, Survey of Calculus

Develop formal articulation agreements with FAU Wilkes Honors College and UCF Burnett Honors College;

Increase scholarship money for honors students.

Honors College

2007 – 2008 Annual Report Attachment 1

page 12

SUMMARY OF HONORS CHANGES July 2008

FIVE MAJOR CHANGES (DETAILED BELOW)

(1) Approval of mission statement; (2) Adjustment of eligibility criteria; (3) Introduction of two honors graduation tracks; (4) Formation of course development criteria and procedures; (5) The articulation of honors faculty recommendations / guidelines.

PBCC HONORS COLLEGE MISSION STATEMENT: The mission of the Honors College at PBCC is to encourage scholarship and growth in a supportive and challenging academic environment. Honors pursues an interactive learning experience where students develop a creative and comprehensive understanding of concepts in an interdisciplinary and global context. PBCC Honors students and faculty share a commitment to local, national, and international communities through activities that develop leadership skills, ethical awareness, and civic duty. ELIGIBILITY CRITERIA: Students with less than 12 hours of college credits must meet ONE of the following eligibility requirements:

1. SAT combined score of 1170 (verbal & math) 2. ACT average score of 24 (English, math, and reading) 3. CPT Reading Comprehension score of 90

Students with 12 hours or more college credits must have a minimum cumulative GPA of 3.5. GRADUATION TRACKS: Honors Certificate:

1. Complete 12 credit hours honors work (any combination of honors classes or honors project contracts);

2. Maintain a minimum cumulative GPA of 3.5; 3. Earn at least a B in each honors class or honorized class.

Honors Diploma:

1. Complete 21 total credit hours honors work, of which: a. 3 credit hours must be IDS2105, “Honors Knowledge Through the Ages”; b. No more than 6 credit hours can be in honors project contracts;

2. Maintain a minimum cumulative GPA of 3.5; 3. Earn at least a B in each honors class or honorized class; 4. Earn at least 40 points on an “Honors Point System

Honors College


page 13

A student who successfully completes the Honors Certificate should receive: 1. Honors College Medallion to be worn at graduation; 2. Honors College gold seal added to the PBCC diploma; 3. “Honors Certificate” notation in the commencement bulletin; 4. “Honors College Graduate” added to graduation notes on transcript.

A student who successfully completes the Honors Diploma should receive:

1. Honors College Medallion to be worn at graduation; 2. Honors College gold seal added to the PBCC diploma; 3. “Honors Diploma” notation in the commencement bulletin; 4. “Honors College Graduate” added to graduation notes on transcript. 5. In addition to the PBCC diploma, an Honors College Diploma.

Honors Point System: The Honors College Point System is designed to encourage active participation in the Honors community, in the PBCC community, and in the local, national, and international communities to which we belong. Students pursuing the Honors Diploma are expected to a minimum number of points in Honors, Service, and Cultural activities. Other points may be earned in Leadership, Scholarship, and Employment activities. COURSE DEVELOPMENT CRITERIA AND PROCEDURES: General Guidelines: The distinction between an honors course and a non-honors course is qualitative, not quantitative. An honors class is not more work; it is different work. In teaching and developing honors classes, creativity is the measure. Inspiring creativity in students begins by thinking creatively about materials, approaches, techniques, and evaluation. Honors Course Development Guidelines: No course may be offered as an honors course without the approval of the PBCC Curriculum Committee. Honors courses should adhere to the following requirements and recommendations.

Requirements: Every honors course must: 1. Address and integrate the goals of the Honors College mission into course

instruction; 2. Emphasize individual interpretation and analysis; 3. Encourage creative and critical thinking; 4. Examine questions from an interdisciplinary context; 5. Delve more in-depth into the subject matter than the non-honors version;

honors courses should introduce students to the theoretical disputes and historical development of the discipline;

6. Foster the ability to analyze and synthesize a broad range of materials and concepts;

Honors College


page 14

7. Stress the importance of effective oral and written communication skills; 8. Promote teamwork and collaboration; 9. Acquaint students with discipline-specific research skills; 10. Encourage students to become active, self-motivated thinkers who will take

greater responsibility for their own learning.

Recommendations: Honors courses may: 1. Incorporate different instructional materials than the non-honors version;

primary source materials (i.e., literature, works of art, official documents, film, diaries, statistical data, etc.) are preferred over textbooks; scholarly journals should be used where appropriate;

2. Be conducted in a seminar-style classroom setting, with an emphasis on discussion;

3. Apply theories to real-world situations; the social, cultural, and political context of classroom activities and course material should be considered whenever possible;

4. Promote learning outside of the formal classroom; 5. Provide opportunities for publication, public presentation, and peer review of

student work; Honors Course Development Procedures: Faculty wishing to develop an honors course should follow the procedural path outlined below. Release time for the development of an honors course should be arranged through the requester’s Academic Dean.

1. A PBCC faculty member will present a request to the Honors Advisory Board for a specific course to be developed as an honors course. If the Board decides that the course fits into the honors curriculum and fulfills goals and priorities set for the program, approval for course development will be given.

2. The PBCC faculty member will take the proposal to the discipline cluster and resolve all issues related to the honors version of the course.

3. Once the cluster has affirmatively voted on the course proposal, the matter will return to the Honors Advisory Board. Only that portion of the proposal which deals with honors pedagogy will be considered. After discussion, the Honors Advisory Board will vote on the proposal.

4. Once approved by the Honors Advisory Board, the course will go to Curriculum Committee. Both votes – from cluster and the Board – will be reported to the Curriculum Committee.

Honors College


page 15

HONORS FACULTY RECOMMENDATIONS / GUIDELINES While honors faculty should reflect the make-up of the faculty at the college, they must exemplify excellence in the classroom and motivate the students to do the same. Honors faculty will:

1. Allow their passion for their individual disciplines to shine through in their teaching; 2. Embrace teaching strategies that empower students to take ownership of course

material and approach questions from interdisciplinary perspectives; 3. Maintain a record of substantive and continued scholarly achievement and campus

enrichment; 4. Encourage students to learn independently from direct sources of knowledge, such as

laboratory experiences, original documents and other primary sources, data collections, service learning opportunities, etc.;

5. Enhance the critical and creative thinking skills of their students; 6. Promote the active and interactive learning of their students through such techniques as

coaching, mentoring, inquiry-based methods, supervised independent projects, and service learning;

7. Provide thorough, frequent, and constructive assessment of students’ written and oral work;

8. Be willing to involve students in their own research, scholarship, or creative activities; 9. Be widely available to students outside of class time and posted office hours for

mentoring, conversation, guidance, and the general enhancement of the students’ academic experience and personal development;

10. Demonstrate a strong and ongoing commitment to promote excellence in honors education, being fully aware of the Honors College mission and helping to evolve the philosophy of the program as needed;

11. Be active and dedicated advocates of the Honors College on campus and off; this includes attending honors events, being willing to serve on the Honors Advisory Board, writing letters of recommendation for honors students, attending honors conferences, recruiting new honors students, working with student groups, etc.

Grading in Honors Courses: Intellectual risk-taking is a foremost value in honors education. Faculty should be sensitive to the ways that course evaluation thwarts experimentation and risk-taking. For this reason, course evaluation should be based on methods and measures that accurately assess creativity, imagination, and critical thinking. Mastery of course objectives should be stressed over accumulation of point and percentages. In this sense, a certain ‘artfulness’ comes to bear in assigning grades. Faculty must be able to distinguish between a creative expression that discloses comprehension and one that disguises a lack of comprehension.

Basic Characteristics of a Fully Developed Honors Program National Collegiate Honors Council From: http://www.nchchonors.org/basichonorsprogramcharacteristics.aspx


page 16

No one model of an honors program can be superimposed on all types of institutions. However, there are characteristics which are common to successful, fully-developed honors programs. Listed below are those characteristics, although not all characteristics are necessary for an honors program to be considered a successful and/or fully-developed honors program.

A fully-developed honors program should be carefully set up to accommodate the special needs and abilities of the undergraduate students it is designed to serve. This entails identifying the targeted student population by some clearly articulated set of criteria (e.g., GPA, SAT score, a written essay). A program with open admission needs to spell out expectations for retention in the program and for satisfactory completion of program requirements.

The program should have a clear mandate from the institutional administration ideally in the form of a mission statement clearly stating the objectives and responsibilities of the program and defining its place in both the administrative and academic structure of the institution. This mandate or mission statement should be such as to assure the permanence and stability of the program by guaranteeing an adequate budget and by avoiding any tendency to force the program to depend on temporary or spasmodic dedication of particular faculty members or administrators. In other words, the program should be fully institutionalized so as to build thereby a genuine tradition of excellence.

The honors director should report to the chief academic officer of the institution.

There should be an honors curriculum featuring special courses, seminars, colloquia and independent study established in harmony with the mission statement and in response to the needs of the program.

The program requirements themselves should include a substantial portion of the participants' undergraduate work, usually in the vicinity of 20% or 25% of their total course work and certainly no less than 15%.

The program should be so formulated that it relates effectively both to all the college work for the degree (e.g., by satisfying general education requirements) and to the area of concentration, departmental specialization, pre-professional or professional training.

The program should be both visible and highly reputed throughout the institution so that it is perceived as providing standards and models of excellence for students and faculty across the campus.

Faculty participating in the program should be fully identified with the aims of the program. They should be carefully selected on the basis of exceptional teaching skills and the ability to provide intellectual leadership to able students.

The program should occupy suitable quarters constituting an honors center with such facilities as an honors library, lounge, reading rooms, personal computers and other appropriate decor.

Basic Characteristics of a Fully Developed Honors Program National Collegiate Honors Council From: http://www.nchchonors.org/basichonorsprogramcharacteristics.aspx


page 17

The director or other administrative officer charged with administering the program should work in close collaboration with a committee or council of faculty members representing the colleges and/or departments served by the program.

The program should have in place a committee of honors students to serve as liaison with the honors faculty committee or council who must keep the student group fully informed on the program and elicit their cooperation in evaluation and development. This student group should enjoy as much autonomy as possible conducting the business of the committee in representing the needs and concerns of all honors students to the administration, and it should also be included in governance, serving on the advisory/policy committee as well as constituting the group that governs the student association.

There should be provisions for special academic counseling of honors students by uniquely qualified faculty and/or staff personnel.

The honors program, in distinguishing itself from the rest of the institution, serves as a kind of laboratory within which faculty can try things they have always wanted to try but for which they could find no suitable outlet. When such efforts are demonstrated to be successful, they may well become institutionalized, thereby raising the general level of education within the college or university for all students. In this connection, the honors curriculum should serve as a prototype for educational practices that can work campus-wide in the future.

The fully-developed honors program must be open to continuous and critical review and be prepared to change in order to maintain its distinctive position of offering distinguished education to the best students in the institution.

A fully-developed program will emphasize the participatory nature of the honors educational process by adopting such measures as offering opportunities for students to participate in regional and national conferences, honors semesters, international programs, community service, and other forms of experiential education.

Fully-developed two-year and four-year honors programs will have articulation agreements by which honors graduates from two-year colleges are accepted into four-year honors programs when they meet previously agreed-upon requirements.

A fully developed program will provide priority enrollment for honors students who are active in the program in recognition of their unique class scheduling needs.

Approved by the NCHC Executive Committee 3/4/1994; amended by the NCHC Board of Directors 11/23/2007

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