HONORS COLLEGE
ACADEMIC ASSESSMENT PLAN
Larry Andrews, Dean
November 8, 2004
Notes:
1. Not mentioned are the learning assessments in individual courses because they are taught by faculty in various other units.
2. Honors includes all majors, so no disciplinary learning outcomes testing occurs.
3. Objectives in column 2 are frequently optional; not all activities mentioned are required of all students. Further, students
achieve many of these learning goals & objectives through non-Honors experiences, which we monitor through advising.
4. Although learning goals include cognitive, behavioral, and affective elements, we do not intend to test directly for cognitive
outcomes.
5. Findings and Actions Taken have already been occurring regularly but are not yet shown here.
Student Learning Student Learning Methods of Assessment Measures of Success Findings Intended
Goals Objectives Actions
1. To gain breadth of 1.1. Students will have Advising appointments All students entering
understanding in the completed at least five each semester; year- as freshmen taking
liberal arts tradition Honors Liberal end folder review; the majority of their
and across disciplines. Education university general Honors courses as
Requirements courses education assessment LERs; Honors results
in the first two years. in university testing
1.2. Students will have Advising appointmentsSi Significant number
completed or have each semester; of students branching
considered completing graduation audit out beyond their own
minors, double majors, major
dual degrees, & cross-
disciplinary courses
and senior theses.
2
2. To take an active 2.1. Students will have Course evaluations; Confirmation from
role and responsibility participated actively in instructor evaluations various sources that
in learning. class discussions, of classes; faculty “The Nature of an
presentations, projects, meetings & workshops; Honors Course”
writing, problem- advising appointments; description of Honors
solving, case studies, class visits by staff pedagogy is being
collaborative work, practiced by faculty
risk-taking & students
experimentation,
experiential learning
2.2. Students will have On Our Own reports; Number of students
expressed individual contract reflective participating in
initiative in research, essays; thesis defenses; individual projects;
creative, and service thesis survey amount of
work through scholarship support
Individual Honors for special projects;
Work, senior thesis, publicity through On
senior portfolio, Our Own, thesis
community service, profile booklet, and
study abroad, and other website; quality of
off-campus programs. work & learning
experience
2.3. Students will have Gorman pre- and post- Degree of satisfaction
used their advising first-semester freshman expressed on advising
discussions in a way survey; advising & exit surveys;
that empowers them to surveys, senior exit number of “problem”
make their own well- surveys students not taking
informed educational control of their
choices. educational plan
3
3. To integrate various 3.1 Students will have Advising appointments, Number of courses,
kinds of learning completed some folder review; use of broad themes
experiences. interdisciplinary course Colloquium syllabi & in Colloquium;
work, including instructor meetings adherence to Colloq.
Freshman Colloquium. guidelines
3.2. Students will have Service-learning Increasing number of
completed service- contracts, reflective students & faculty
learning in Honors and essays participating
Experimental courses.
3.3. Students will have CS contracts, reflective Increasing number of
completed community essays & journals students participating,
service through Honors quality of written
CS Option. reflections
3.4. Students will have Portfolio exit Increasing number of
completed a Senior interviews students participating,
Honors Portfolio as a quality of reflective
holistic, reflective essays and portfolio
integration of learning. integration
3.5. Students will have Individual Honors Increasing number of
completed research and Work contracts & students doing
creative work of reports, thesis defenses research, quality of
varying scope as an & presentations, thesis research, satisfaction
integration of their surveys expressed on thesis
knowledge and skills. surveys
3.6. Students will have Advising appointments, Advising discussion,
4
incorporated part-time forthcoming course on success of new
work and leadership work course on work
activities as learning
experiences.
4. To gain greater 4.1. Students will have Curriculum & syllabus Frequency of
understanding of completed a curriculum review, faculty Diversity course
diverse perspectives, in which domestic & meetings & workshops; offerings & special-
an appreciation of global diversity advising appointments topics Honors
complexity, and a awareness are central. & graduation audit; diversity courses;
tolerance for senior exit surveys faculty & student
ambiguity. faculty evaluations of satisfaction
classes
4.2. Students will have Head counts; off- Increasing number of
participated in campus contract participants,
advising, cultural trips, reflective essays; exit satisfaction expressed
residence life, guest surveys on exit surveys,
speakers, off-campus quality of reflective
academic study writing for off-
(including study campus program
abroad) that emphasize experience
diversity and to
encourage students’
learning from one
another.
5. To stretch 5.1. Students will have Advising appointments; Significant number of
intellectual ambition expressed high year-end folder review students undertaking
and excel in all ambition & seriousness for Honors course work special learning
academic work. about learning in their and g.p.a.; head counts projects and applying
course work, on special projects & for external
independent projects, opportunities; faculty fellowships &
and advising. evaluations of class; prestigious
5
course evaluations graduate/professional
schools; rigor of
curriculum confirmed
through course
evaluations and
faculty development
5.2. Students will have Freshman mid-term Low attrition for
maintained minimum grade reviews; annual insufficient g.p.a.,
g.p.a. required for folder review; advisinghigh graduation rate,
membership & appointments; continuing or
scholarship probation & dismissal increasing 3.6
continuation and procedures average g.p.a. of
graduation. graduating seniors
6. To develop 6.1. Students will have Advising appointments; Absence of citations
independent thinking, fulfilled high standards folder review for academic
habits of reflection, for academic honesty. dishonesty
creativity, integrity,
taste, humor/play, and 6.2. Students will Syllabus review & Information and
a balance among develop such qualities faculty meetings & satisfaction on exit
personal growth, through curriculum, workshops; senior exit surveys, alumni
professional growth, advising, and portfolio survey; advising surveys, advising
and contribution to and service options. survey; senior anecdotes; quality of
society. portfolio; alumni student projects;
surveys; reflective difficult to assess
essays; service & these crucial but
research in community intangible character
qualities