Get documents about "INSTRUCTIONAL PROGRAM REVIEW
Shared by: HC120929082232
-
Stats
- views:
- 0
- posted:
- 9/29/2012
- language:
- Latin
- pages:
- 51
Document Sample
INSTRUCTIONAL PROGRAM REVIEW
Annual Program Review Update
Unit:_Honors_
Campus:_RIV_
Contact Person: Kathleen Sell
Due: May 15, 2008
Riverside Community College District
Office of Institutional Effectiveness
Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp
Last Revised: February 20, 2008
1
Annual Program Review Update
Instructions
The Annual Self-Study is conducted by each unit on each campus and consists of analysis
of changes within the unit as well as significant new funding needs for staff, resources,
facilities, and equipment. It should be submitted or renewed every year by April 30th in
anticipation of budget planning for the fiscal year which begins July 1 of the following
year.
The questions on the subsequent pages are intended to assist you in planning for your unit.
If there is no change from your prior report, you may simply resubmit the
information in that report (or any portion that remains constant) from the prior
year.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis specifically supporting any requests for new faculty, facilities or
equipment. You are encouraged to use lists, tables, and other formatting to clarify your
requests and make them easy for large committees to review quickly. If there may be
negative consequences for enrollment, safety or other important concerns if the funding is
not provided please make this known in context.
The forms that follow are separated into pages for ease of distribution to relevant
subcommittees. Please keep the pages separated if possible (though part of the same
electronic file), with the headers as they appear, and be sure to include your unit, campus,
contact person (this may change from topic to topic) and date on each page submitted.
Don’t let formatting concerns slow you down. If you have difficulty with formatting, the
Administrative Support Center can adjust the document for you. Simply add responses to
those questions that apply and forward the document to the Administrative Support Center
with a request to format it appropriately.
If you have complex funding requests please schedule an appointment with your campus’
Vice President for Business Services right away. They will assist you with estimating the
cost of your requests.
Moreno Valley: Bill Orr, 951-571-6341
Norco: Norm Godin, 951-372-7157
Riverside: Becky Elam, 951-222-8307
Please retain this information for your discipline’s use and submit an electronic copy to
the Office of Institutional Effectiveness (institutional.effectiveness@rcc.edu). The Office
of Institutional Effectiveness will use the document to create a database of requests and
will distribute the report to the relevant offices and committees.
2
Annual Program Review
Unit: ___ Honors_________
Campus: __________RIV_ _____ _
Contact Person: Kathleen Sell
Date: May 15, 2008
Trends and Relevant Data (part 1)
1. Has there been any change in the status of your unit? (if not, skip to #2)
During this AY, four significant changes have taken place in the Honors Program:
The first is that we continue to bring new courses online through the curriculum
process and/ or through offering them for the first time on this campus, including
Economics 7H, History 7H, and Math 12H. (See appendix A for a list of honors
courses available and offered this year at City). We were also able to work with
Chemistry and Physics so we now have in place a policy that allows honors
students to count two of their upper level physics and/ or chemistry courses
towards their six course requirement for program completion. (See appendix B for
details)
Secondly, the program applied for UCLA TAP membership this past fall, and we
were notified in February that our application had been accepted, so our program
is now part of the UCLA TAP program. (See appendix C for the TAP acceptance
letter, which also includes recommendations for the program)
Thirdly, this spring, the Honors program moved into its new space in Q15. This is
multi-use space that will serve as a study room for students, meeting space for the
Honors Advisory Council and Honors faculty, and space for workshops and
seminars.
Finally, this spring, Norco began participating again in the Advisory Council and
their renewed participation strengthens the program. We will again be working to
coordinate offerings and program structure among the campuses.
a. Has your unit shifted departments?
No
b. Have new programs been created by your unit?
New courses offered at City include Math 12H, Economics 7H, and History 6H. In Fall
08, Philosophy 10H and History 7H will be offered for the first time at City. Students will
have the opportunity to take Chemistry 1AH at Moreno Valley in Fall 08—City is not
offering this course at this time because of space/ staffing limitations.
3
c. Have activities in other units impacted your unit? For example, a new
nursing program could cause greater demand for life science courses.
The recommendations that UCLA made in response to our TAP application included two
areas in which our program is impacted by other units.
The first is counseling—counseling has limited resources available to dedicate to
the honors students and though we have a counseling contact person—Ellen
Drinkwater—she does not have any portion of her assignment dedicated to
counseling. (Please see appendix C p.2, bullet #4 for the UCLA recommendation
regarding the need for counseling support for the Honors Program)
Secondly, UCLA strongly encourages our program to continue to work to involve
math and science. We have made strides with Physics and Chemistry, but for a
number of reasons, we still have work to do to get Math and Biological Sciences
more involved in the program. Math and Biology are leery of granting honors
program completion credit for some of their courses. Biology is interested in
eventually creating a section of Honors Biology. Math offered an honors section
of Math 12, but we still have work to do to more fully integrate these areas into the
Honors Program so as to better meet the needs of honors students majoring in
math, science, engineering. (Please see appendix for the proposal the Honors
Advisory Council regarding Math and Science courses and appendix C p.2, bullet
#1 for the UCLA recommendation regarding the need to bring more math and
science classes into the program, especially important for honors students, or
potential honors students, majoring in math and science).
2. Have there been any significant changes in enrollment, retention, success rates,
or environmental demographics that impact your discipline (See Appendix for
Data)? If there are no significant changes in your unit’s opinion say “None” and
skip to question #3.
This is the Honors Program’s first program review, so in that respect we cannot discuss
changes. Instead, in this section we will be offering a first round of observations about
these areas for the first 2 ½ years of the program.
A. Course Offerings
See appendix D for course offerings and appendix G for an analysis of enrollment
management based on fill ratio data. We continue to work on ensuring that we offer
students a balanced set of offerings so they have a reasonable opportunity to complete 6
honors courses during their two years. In addition, we try to ensure that those offerings
cover a range of required general education areas.
B. Retention and Success
Although because of the small sample size to this point Institutional Research in most
cases has found no statistically significant difference between success/ retention in honors
and non-honors sections, it is quite clear nevertheless that the honors seminars
4
demonstrate a clear pattern of both high retention and success (see Charts in Appendix E).
The Honors students stay in their honors seminars and successfully complete them at
higher rates than for non-honors sections (though there are a handful of anomalies). 25 of
31 classes had 100% retention with success rates ranging from 73% to 100%; 29 of 31
courses had success rates of 80% or better. In the Fall of 06, for example, English 1AH
had a success rate of 81.3% compared to a rate of 67.3% for non honors sections; History
6H had a success rate of 82.4 % compared to 63.1 for non honors; and Political Science
1H a rate of 87.5% compared to 60.7 % for non-honors.
Certainly the fact that students self-select into the program is likely an important factor.
However, smaller class sizes, a different learning environment, advising, a sense of
community, and extra curricular opportunities designed to enhance work in the classroom
may also be important factors. This is an area we’ll study carefully as we continue to
gather data and work on designing assessment projects. Regardless, the Honors Program
is clearly “efficient” in the sense of retaining students and seeing them successfully
complete honors courses.
The few anomalies where students were just as or not as successful as students in non-
honors sections can be attributed to a number of factors. In some cases, Political Science
2, for instance, this is already a class that is highly self selecting and it went with a very
small number of students. For both reasons, we are no longer currently offering it in the
honors format. For Spanish 1, classes were also very small. The difficulty in filling these
classes, too, has led to a decision by the Foreign Languages department and Honors
Advisory Council to not offer them for the time-being.
The case of English 1AH is a little different. This is often the first honors class students
take and it has proven to be challenging. While the fill rates and completion rates for this
course are still very high, success rates are closer to those of non-honors sections. This
suggests that the course is indeed rigorous and challenging for honors and non-honors
students alike and the course functions, in a sense, as an introduction to honors
coursework and the level of rigor required in honors sections.
C. Demographics
See appendix F for charts indicating Honors Program demographics (age, gender, and
ethnicity) and how these match up to the demographics of the student population of the
District as a whole. One of the initial fears expressed by some faculty about the Honors
Program was that its demographics would skew heavily towards white, female, returning
students. The demographics in fact show that the program’s student population is close to
reflecting the student population at large.
Age
The data comparing the age spread of students in the Honors Program with students in the
District as a whole shows that like the District, the Honors Program skews heavily toward
the 18-19, 20-24 range. The first semester of the program primarily drew students from
the 20-24 range, which makes sense as we were initially drawing continuing RCC
5
students, many well into their careers here at RCC, into the first honors classes. By
Spring 2007, this was reversed with the largest percentage of honors students (50%) in the
18-19 range. This reflects the efforts the program has made to reach out to local area high
schools, getting first-time students to RCC into the program early so that they have an
opportunity to complete the program and take advantage of transfer agreements. The
program will be monitoring program completion rates to ensure that students begin to
persist in the program at higher rates. The program doesn’t have good data on this yet
because of its newness and the expectation that on average, students would need two years
at RCC to complete the program.
The percentage of Honors students in the 25 and older range has gone down as a
percentage of total students from approximately 25% in the first semester (Fall 05) to just
7 % in Spring of 07. This indicates as noted above, successful recruitment of high school
students, but also points to a need to reach out to non-traditional students more effectively
though the ability to do so has been hampered somewhat by the fact that the program does
not currently offer evening sections of honors classes. So far we have found that evening
sections the program has offered have not made or have had very low enrollments and so
the focus has been on prime time offerings, appealing to the traditional student. As the
program grows, the program may need to reconsider evening offerings and other ways of
reaching out to non-traditional students.
Gender
Distribution in the Honors program shows that from just under to just over 60% of Honors
students are female in comparison to a pretty consistent District average of right around
55% female over the same semesters.
Ethnicity
The statistics show here that after the first semester (Fall 05) the demographics for the
Honors Program are quite close to those for the district. As in the district, the majority of
honors students are Hispanic and Caucasian. Hispanic students in the program went from
18% in the first semester to 28-38% in subsequent semesters (compared to a district
average of 35-37% during the same period), Caucasian students from 70% in the first
semester to between 35-45% from Spring 06 to Spring 07 compared to a district average
of 37-35%, Asian students from 0 % to 5-11% compared to a District average of around
8%, and African American students from 3% to 10% compared to a District average of
around 11%.
While these demographics are close to those of the District as a whole, the program
certainly has more work to do in reaching out to underrepresented student populations. A
joint effort between several student support programs this year (Ujime, CAP, DSPS,
EOPS, Honors and others) put together promotional materials available to faculty,
departments, and students highlighting these programs. This project is continuing as more
ways to present and disseminate the information are developed (currently, there are
brochures and bookmarks to be given to students when they purchase textbooks; next will
be posters and a version of the brochure that can be used for Outreach projects and not just
internally). These and other joint efforts will help us to continue to reach out to
6
underrepresented groups.
3. What changes does the unit plan to make to advance enrollment management
goals? If your plan necessitates resource changes make sure those needs are
reflected in the applicable resource request sections.
Because RCCD Honors courses cap at 20, the question of efficiency in the Honors
Program cannot be looked at in isolation. To compare honors course efficiencies with the
standard of 525 when honors courses cap at 20 and have a limitation on enrollment based
on GPA and English 1A eligibility will provide a misleading picture. As an
interdisciplinary program, each of the courses the program offers is better seen in light of
the efficiency of that particular course and that particular discipline as a whole. The
decision to offer an honors section is made in light of the overall balance of offerings
within any given discipline.
Moreover, all honors courses have parallel non-honors courses that are typically high
demand because they fulfill basic general education requirements (we don’t offer honors
sections of specialty courses). So any look at efficiency within the program itself must be
balanced by a close look at overall course efficiency (not just Political Science 1H, but all
Political Science 1 courses). Additionally, honors courses may be looked at as “efficient”
in an entirely different way—honors classes are small, but retention and the successful
completion rate in these classes show clearly that these classes are “efficient” in so far as
they don’t lose and fail students at the same rate as non-honors sections do.
To make sure the honors program as a whole is working with a reasonable efficiency, fill
ratios are a better indicator than other efficiency numbers. (See Appendix G for data and
analysis of fill ratios for honors classes.) The Honors Program requests that the Honors
Program coordinator regularly get the kinds of reports sent to departments/ department
chairs that provide fill ratios, etc, and that in addition, comparative data for non-honors
sections of the same courses also be included so that the program can more effectively
manage course offerings.
All that said, here is what the Honors Program currently does to address college wide
issues of enrollment management:
From its inception, course offerings in honors have been coordinated across the
campuses in an effort to serve the needs of the students.
Beginning with Fall 07 (the beginning of the program’s third year) a better course
rotation has been possible. The program now has a sufficient number of available
honors courses to work with to ensure that it can offer a variety of courses
covering a variety of transfer requirements each semester. So for example, rather
than offering Political Science in two consecutive semesters, the program now
offers Econ 7H in the fall and Political Science 1 in the spring. The English
classes are offered each semester because they are such high demand courses and
because they serve as a primary method of recruiting into the program (see
7
appendix G for fill ratios for the English classes). The program will continue to
strive to offer a variety of courses meeting various transfer requirements and will
strive to balance courses that tend to enroll at lower rates with those that typically
fill very well so that the average fill rate for the program over the course of an
academic year remains at 75% and above.
The program does have a course cancellation policy in place though this has been
applied somewhat flexibly in recognition that the program is still new. The policy
is that an honors section that doesn’t have 10 students one week prior to the start
of term will be cancelled or converted to a non-honors section. (See Appendix H
for minutes reflecting the adoption of this policy). We hope that this flexibility
will continue to be granted so long as the average fill ratio for honors sections in a
given semester / academic year is within reasonable limits. For example, a small
section might be allowed to go if balanced by two or three other very strongly
enrolled sections. In any case, the program asks that chairs and honors faculty
work closely with the Dean of Instruction, the VP of Academic Affairs, and the
Program coordinator when making decisions about cancelling or letting an honors
section go. This ensures that students can be notified in a timely way and that
enrollment management concerns can be balanced with program integrity concerns
about offering a sufficient variety of course so students have a reasonable
expectation of being able to complete the required six courses within a two year
period.
A key part of enrollment management for a program such as Honors is continued
efforts to recruit. The program has begun to solidify an annual calendar of
recruitment efforts (e.g. letters to local high school principals and counselors,
letters to students who make the Dean’s list, flyers included in the mailing that
goes from the District to all local high school students, invitations and applications
given to students in the Assessment Center in summer and winter, etc). These and
other new strategies that continue to be developed help work toward consistently
healthy enrollment in honors sections.
8
Annual Program Review Update
Unit: ___ Honors_________
Campus: __________RIV_ _____ _
Contact Person: Kathleen Sell
Date: May 15, 2008
Learning Outcomes Assessment Update
[Units that perform these functions at a district level may use the same response for all
campuses.]
The Honors Program is just completing its third year and this is its first program review.
The program has not yet been through a full cycle of assessment, though three honors
courses have been part of some type of assessment project individually within their
disciplines. Over the past year, the Honors Program has developed common learning
outcomes for all seminars that are embedded within the course outlines for honors classes
and which are in addition to the learning outcomes already identified for the parallel non-
honors sections of these courses. In addition, this spring the Honors Advisory Council
began to develop a list of program outcomes, which will continue to evolve. (See
appendix I for the learning outcomes and a draft of the program outcomes) The next task,
clearly, is to solidify program outcomes and develop assessment plans for both learning
and program outcomes.
Three honors courses have been part of discipline based assessment projects (English
1AH—an assessment project, English 1BH a portfolio reading group, and Humanities
10H—an assessment project). However, in each instance specific Honors outcomes or
outcomes for honors sections were not assessed independently. Rather the honors courses
participated along with the pool of non-honors courses.
A goal for the Honors Advisory Council over the 2008-2009 AY is to work on developing
an assessment plan that looks at learning outcomes as well as program outcomes for
students, faculty perceptions of how the honors program experience has impacted their
teaching, and assessment of the program from a more administrative perspective—policies
and procedures, program support of the honors faculty, the honors coordinator, budget,
participation in outside programs such as HTCC and UCLA TAP, which have criteria our
program needs to maintain, etc.
4. In order to help us complete the annual ACCJC report on our progress in assessing student
learning, please provide the following information by completing the form. Please add lines
as needed:
9
Name of Program or Course (please Student Outcomes Assessment
list programs first) learning assessment information or
outcomes have information or data has been
been identified data has been used to improve
(Yes = 1 generated student learning
No = 0) (Yes = 1 (Yes = 1
No = 0) No = 0)
Honors Program 1 0 0
Courses:
English 1AH 1 1 1
English 1BH 1 0 0
Art 6H 1 0 0
Humanities 4H 1 0 0
Humanities 5H 1 0 0
Humanities 10H 1 1 0
History 6H 1 0 0
History 7H 1 0 0
Philosophy 10H 1 0 0
Political Science 1H 1 0 0
Math 12H 1 0 0
Economics 7H 1 0 0
Speech Com 1H 1 0 0
Speech Com 9H 1 0 0
Spanish 1H (currently on hiatus) 1 0 0
Geography 1H (not currently offered at 1 0 0
City)
Chemistry 1AH (not currently offered 1 0 0
at City)
5. How has your unit been engaged this past year in assessing student learning?
a. Summarize your results (whenever possible, provide documentation of student
learning in your discipline and evidence that assessment data has been generated).
b. What did your unit learn from these results that enabled you to improve teaching and
learning in the discipline?
c. How have part-time faculty been made aware of the need to assess student learning
outcomes and been included in assessment activities?"
No part time faculty currently teach in the program
6. If your SLO assessment results make clear that particular resources are needed to more
effectively serve students please be sure to describe the need here and include it on the request
forms.
10
Annual Program Review Update
Unit: ___ Honors_________
Campus: __________RIV_ _____ _
Contact Person: Kathleen Sell
Date: May 15, 2008
Human Resource Needs
7. Complete the Faculty and Staff Employment Grid below. Please list full and part time
faculty numbers in separate rows. Please list classified staff who are full and part time
separately:
With the exception of the Program Coordinator, the faculty listed below are not employed
by the Honors Program. They teach an honors course housed in their discipline/
department and offered by the program in conjunction with the individual departments.
The program also does not currently employ any staff though Naomi Foley, in Sylvia
Thomas’ office, provides administrative assistance for the program, handling eligibility
checks for students, budget and other paperwork, ordering of supplies, database, etc.
Faculty and Staff Employed in the Unit
Assignment (e.g. Math, Full-time faculty Part-time faculty Gains over Prior Losses over Prior
English) or staff (give or staff (give Year Year (given
number) number) reason, retirement,
reassignment,
health, etc.)
English Tucker
Amidon .54 (1
class each
semester)
English Thatcher Carter
.54 (1 class
each semester)
Economics Amber
Casolari .20 (1
class)
History/Humanities Ron Yoshino
.40 ( 1 class
each semester)
English / Kathleen Sell
Humanities .40 (1 class
each semester)
+ .80 as
11
Program
Coordinator (.4
each semester)
History Kristi Woods
.20 (1 class)
Math Amanda
Brown .20 (1
class)
Political Science Mark Sellick
.20 1 class
12
Annual Program Review Update RIV/Honors Needs Worksheet
NEW OR REPLACEMENT FACULTY
Annual TCP*
List Faculty Positions Needed for Academic Year 2008-2009
Please be as specific and as brief as possible when offering a reason for the position (e.g. retirement
TCP for employee
replacement, increased demand for subject, growth in overall student population). Be certain to mark the
position as new or replacement. Place titles on list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason: NOT APPLICABLE
4.
Reason:
5.
Reason:
6.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not
replacement positions) also require space and equipment. Please speak with your campus Business Officer to obtain accurate cost
estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and be sure
to mention the link to the position.
13
Annual Program Review Update RIV/Honors Needs Worksheet
NEW OR REPLACEMENT CLASSIFIED STAFF
List Staff Positions Needed for Academic Year 2008-2009 Annual TCP*
Please be as specific and as brief as possible when offering a reason. Place titles on list in order (rank) or TCP for employee
importance.
1. A student worker or classified employee for approximately 50 hours a semester.
Reason: The request is for assistance with clerical work that occurs periodically over the course of the
semester. The Program is applying for an Educational Assistant, but we are making the request here, too, in
case that application is not approved. Please see the UCLA TAP recommendation about needing on campus
clerical support. (Appendix C p. 2)
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not
replacement positions) also require space and equipment. Please speak with your campus Business Officer to obtain accurate cost
estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and
mention the link to the position.
14
Annual Program Review Update RIV/Honors Needs Worksheet
Equipment Needs Not Covered by Current Budget
Annual TCO*
List Equipment or Equipment Repair Needed for Academic Year_______
Please list/summarize the needs of your unit on your campus below. Please be
as specific and as brief as possible. Place items on list in order (rank) or Cost per Number Total Cost of Request
importance. item Requested
1. Student use desk-top computers—used is just fine.
Reason: These computers would be for student use in Quad 15: for research,
none
working on seminar papers, working on Building Bridges conference presentations,
2
for advocates working on the newsletter or flyers, etc.
2. Printer—used is just fine 1
Reason: To go with the computers. We can use our current budget to supply toner, none
paper, etc.
3.
Reason:
4.
Reason:
5.
Reason:
* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business
Officer to obtain accurate cost estimates. Please be sure to check with your department chair to clarify what you current budget
allotment are. If equipment needs are linked to a position please be sure to mention that linkage.
15
Annual Program Review Update RIV/Honors Needs Worksheet
Facilities Needs Not Covered by Current Building or Remodeling Projects*
Are current needs have already been addressed. Nothing new for 2008-2009.
Annual TCO*
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance. Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*Please speak with your campus Business Officer to obtain accurate cost estimates and to learn if the facilities you need are already in
the planning stages.
16
Annual Program Review Update RIV/Honors Needs Worksheet
Professional Development Needs Not Covered by Current Budget*
List Professional Development Needs for Academic Year 2008-2009. Annual TCO*
Reasons might include in response to SLO assessment findings or the need to
update curriculum. Please be as specific and as brief as possible. Some items
may not have a cost per se, but reflect the need to spend current staff time Number
Cost per item Requested Total Cost of Request
differently. Place items on list in order (rank) or importance.
1. National Collegiate Honors Council Membership (annual)—one
institutional membership; one faculty membership for the coordinator
Reason: This is a professional organization for Honors programs at two
and four year colleges across the country. Benefits include:
One free copy of most recent NCHC monographs and publications, including any
updated during your membership
One copy of the NCHC Handbook, updated annually, which includes important
organizational information and membership lists.
Free computer mailing labels or lists of members, which can be prepared to suit
individual needs.
Heightened visibility for your institution: Our NCHC Institutional member list is often
used by other agencies and institutions for mailing information such as fellowship
announcements, scholarships, and funding opportunities.
Institutional member students and faculty without individual membership will be
allowed to participate in the annual conference at the members' rate, a savings of $250
per registrant
Inclusion in future editions of Peterson's Guide to Honors Programs. (Institutions must
submit their materials to NCHC by announced deadlines.)
Opportunities to participate in Honors Semesters (for students) and Faculty Institutes.
$600
1
(from NCHC website: http://www.nchchonors.org/
17
$1400 for
2. Funds for two faculty to attend the NCHC 2008 Conference Oct. 22-26 in hotel and
San Antonio conference
Reason: Professional Development opportunity to help grow the program and registration
enhance instruction in the Honors Program. (The website has a preliminary list for 2
of conference sessions/ topics). This Conference is highly recommended by faculty;
colleagues in HTCC and UCLA TAP as being very effective, especially for new would need
and developing honors programs. The conference provides specific training for to include
honors coordinators and faculty. airfare,
too, and a
per diem
3. Funds to send one Honors faculty member per year to the Great
Teachers seminar
Reason: The Honors Program emphasizes innovative pedagogies and encourages
experimentation—the honors seminars become a kind of laboratory for trying
out new materials and techniques that can then be applied to or adapted for other
classes. The Great Teachers seminar would provide support for this endeavor.
4.
Reason:
5.
Reason:
6.
Reason:
*It is recommended that you speak with your campus Faculty Development Coordinator to see if your request can be met with current
budget. If your request involves funding for assessment, program review or part time faculty please discuss it with the Associate Vice
Chancellor for Institutional Effectiveness.
18
Annual Program Review Update RIV/Honors Needs Worksheet
Library Needs Not Covered by Current Budget*
Our current budget is adequate to address library needs for 2008-2009.
Annual TCO*
List Library Needs for Academic Year 2008-2009
Please list/summarize the needs of your unit on your campus below. Please be as
Cost per Number
specific and as brief as possible. Place items on list in order (rank) or importance. item
Total Cost of Request
Requested
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
*It is recommended that you speak with your campus Dean of the Library to see if your request can be met within the current budget,
and to get an estimated cost if new funding is needed.
19
Annual Program Review Update RIV/Honors Needs Worksheet
Student Support Services Needed by the Unit over and above what is currently provided
Annual TCO*
List Student Support Services Needs for Academic Year 2008-2009
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Not all needs will have a cost, but may require a Cost per Number Total Cost of Request
reallocation of current staff time. item Requested
1. Some dedicated counseling time
Reason: Enhance advising, help students better manage major prep and GE prep for
multiple transfer institutions, administer Honors specific Transfer Agreements,
such as the UCLA TAP agreement. (Please see Appendix C pg. 2, bullet 4 for the
recommendation on counseling)
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
20
Annual Program Review Update RIV/Honors Needs Worksheet
Other Needs not covered by current support services or budget
So long as our existing budget stays at current levels, it is adequate to cover all of our needs other than the
specific requests made in this document.
Annual TCO*
List Misc Other Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Not all needs will have a cost, but may require a Cost per Number Total Cost of Request
reallocation of current staff time. Place items on list in order (rank) or importance. item Requested
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
21
IV/Honors Needs Worksheet
TECHNOLOGY EVALUATION FORM
?
y
thl o tem
ys
) on N ) s
)? ,(M s ( the ?
(C kly (Y)e to N)o used
) ? uing )e e a de s ( ng
(R tin n? r? e i
nt n ,(W se n m Y) be
o
me Co erati )aily ne u ee d? ( logy
ce N)
op d:(D an
o s? s b ase no
pl a ( r air b h
Re New ffice use re th y use y rep ked ec
r et
Priority
) o am: for o ften mo r
l N o m an man two is th
de st w ( rogr sed ow rve ow w Ne ow
EQUIPMENT REQUESTED Mo Co Ne P U H Se H Ho IP/ H NOTES
Submitted by: Title: Dept. Phone: Date:
NO T E : E lectronic T echnology; does not include s oftware, network infras tructure, furniture, or cons umables (toner, cartridges , etc)
22
Appendix Data will be provided by Institutional Research -
Since the data provided covers all courses for a thirteen semester time frame, it is contained in the attached spreadsheets. Please note
that the spreadsheet runs horizontally and vertically with three separate tables: student enrollment counts, success rates and FTEF,
WSCH and FTES counts. Open and save the two Excel documents below to your computer for analysis.
Please note the following conventions are used:
Valid grade notations: A, B, C, D, F, CR, NC, W, FW, I or IX (Incomplete).
The Retention Rate is computed based upon the percent of students retained in courses out of the total enrolled in courses. The
retention rate is calculated by dividing the numerator by the denominator and multiplying by 100:
Numerator: Number of students (duplicated) with A, B, C, D, CR, NC, I
Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
Success Rate I: Percent of students successful in courses out of total enrolled in courses. The success rate is calculated by dividing
the numerator by the denominator and multiplying by 100
Numerator: Number of students (duplicated) with A, B, C, CR
Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
Success Rate II: Percent of students successful in courses out of total enrolled in courses (excluding students who received a “W”
grade). The success rate is calculated by dividing the numerator by the denominator and multiplying by 100
Numerator: Number of students (duplicated) with A, B, C, CR
Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, I
23
APPENDICES
Appendix A: Available Honors Curriculum
English 1AH
English 1BH
Art 6H
(Curriculum for Chemistry 1AH and 1BH is available but not offered currently at
City)
Economics 7H
(Curriculum for Geography 1H is available but offered currently at City)
History 6H
History 7H
Humanities 4H
Humanities 5H
Humanities 10H
Math 12H
Philosophy 10H
Political Science 1H
Political Science 2H (this course is not currently being offered; instead, we’re
focusing on the Poli Sci 1H course for the time being)
Spanish 1H and 2H (these courses are currently on hiatus since they consistently had
trouble filling—this was a decision made by the faculty member / asst. chair)
Speech Communication 1H
Speech Communication 9H (neither Speech Com course has made yet, but the plan is
to try offering Speech Com 1H again in Spring 09 and see how it does)
All of the honors courses submitted so far for articulation have been articulated. The
next batch to be submitted for articulation will include Math 12H, Economics 7H, and
Geography 1H.
24
Appendix B: Math and Science Courses in the Honors Program
Physics / Chemistry Courses that can be used for credit towards Honors Program
completion
Students may use any two of the following courses towards completion of the six classes
required to complete the Honors Program:
Chemistry 12A, Organic Chemistry 1
Chemistry 12B, Organic Chemistry 2
Physics 2B, if completed with a B or better
Physics 4B, if completed with a B or better
Physics 4C, if completed with a B or better
This list was developed by consultation between the Chemistry and Physical Sciences
departments and the Honors Advisory Council. Here is the original proposal sent to the Math
and Science departments:
In our first two years, the honors program has become increasingly aware that we need to
find a way to address some of the unique needs of the math / science students who are
participating/ would like to participate in the Honors Program. We understand the space
limitations that make stand alone honors sections of many science courses with a lab
challenging. And we understand that many of your upper level courses are very rigorous
already, and small, so that offering them as an “honors” section may not make sense.
In light of this, the Honors Advisory Council would like to give honors students the option
of completing some of their required Honors coursework in upper level math and science
courses and give math/ science students a better way to participate in the Honors Program.
Here is what the Advisory Council would like to propose: Honors students would have the
option to complete 2 of the 6 courses required to complete the Honors Program in the
courses listed below. The idea is that this would make it more feasible for math/ science
students who have such heavy major preparation to get Honors Program certification,
something that would make them eligible for Honors Program transfer agreements.
The courses listed below came from discussion with our Honors Counselor and a look at the
pre-requisites for the courses, and our sense that these courses are already often quite small
and very rigorous, but we obviously also need your feedback.
We would like the following courses to be considered for those students who are
math/science/engineering majors. Do these courses make sense to you as appropriate for helping
math / science students complete the Honors Program? Are there any courses which you would add/
delete?
MATH PHYSICS
Course: Units: Course: Units:
Math 1B Calculus II 4 units Physics 2B General Physics II 4 units
Prerequisite: Math 1A Prerequisite: Physics 2A
Math 1C Calculus III 4 units Physics 4B General Physics 4 units
Prerequisite: Math 1B Prerequisite: Physics 4A
Corequisite: Math 1B.
Math 2 Differential Equations 4 units Physics 4C General Physics 4 units
25
Prerequisite: Math 1B Prerequisite: Physics 4A
Corequisite: Math 1B.
Math 3 Linear Algebra 4 units
Prerequisite: Math 1B
BIOLOGY CHEMISTRY
Course: Units: Course: Units:
Biology 11 Introduction to Molecular 5 units Chemistry 12A Organic Chemistry I 5 units
and Cellular Biology
Prerequisite: Chemistry 1A Prerequisite: Chemistry 1B
Biology 12 Introduction to 5 units Chemistry 12B Organic Chemistry II 5 units
Organismal and Population Biology
Prerequisite: Chemistry 12A
Prerequisite: Biology 11
Biology faculty are participating on the Honors Advisory Council, and we are still
working on developing an Honors section of Biology. The Math department is offering
an Honors section of Math 12, Statistics. We would still like to work with Math to find
other ways to include Math classes in the Honors Program.
Appendix C: UCLA TAP Acceptance Letter and
Recommendations
26
27
28
29
Appendix D: Honors Course Offerings and Enrollment Charts
Chart of Honors Course Offerings from Program Launch in Fall 05 to Fall 07
Term MISTerm Campus Course Section Canceled
?
Fall 2005 20057 MOV PHI-10 70783 No
Fall 2005 20057 NOR ENG-1A 70780 No
Fall 2005 20057 NOR POL-1 70784 No
Fall 2005 20057 RIV ENG-1A 68022 No
Fall 2005 20057 RIV HUM-4 70782 No
Spring 2006 20063 MOV POL-1 43653 No
Spring 2006 20063 NOR POL-1 43854 No
Spring 2006 20063 RIV ENG-1A 43174 No
Spring 2006 20063 RIV ENG-1B 41336 No
Spring 2006 20063 RIV HUM-10 43788 No
Spring 2006 20063 RIV HUM-5 41558 No
Spring 2006 20063 RIV POL-1 43789 No
Spring 2006 20063 RIV POL-2 43790 No
Spring 2006 20063 RIV SPA-1 43791 No
Fall 2006 20067 MOV ENG- 74388 No
1AH
Fall 2006 20067 MOV HIS-6 73637 No
Fall 2006 20067 MOV PHI-10H 74386 No
Fall 2006 20067 RIV ART-6 71653 No
Fall 2006 20067 RIV ENG- 74703 No
1AH
Fall 2006 20067 RIV ENG-1B 72590 No
Fall 2006 20067 RIV HUM-4H 74601 No
Fall 2006 20067 RIV POL-1H 74396 No
Spring 2007 20073 MOV ENG- 48126 No
1AH
Spring 2007 20073 MOV ENG- 48128 No
1BH
Spring 2007 20073 MOV HIS-7H 48190 No
Term MISTerm Campus Course Section Canceled
?
Spring 2007 20073 MOV POL-1H 48177 No
Spring 2007 20073 NOR PHI-10H 44501 No
Spring 2007 20073 RIV ART-6H 48303 No
Spring 2007 20073 RIV ENG- 45780 No
1AH
Spring 2007 20073 RIV ENG- 48307 No
1BH
Spring 2007 20073 RIV HUM-5H 47959 No
Spring 2007 20073 RIV SPA-1H 46502 No
Fall 2007 20077 MOV ENG- 27213 No
1AH
Fall 2007 20077 MOV ENG- 27787 No
1BH
Fall 2007 20077 MOV HIS-6H 27763 No
30
Fall 2007 20077 MOV PHI-10H 27458 No
Fall 2007 20077 RIV ECO-7H 18839 No
Fall 2007 20077 RIV ENG- 17683 No
1AH
Fall 2007 20077 RIV ENG- 17707 No
1BH
Fall 2007 20077 RIV HUM-4H 19013 No
Spring 2006 20063 MOV ENG-1B 42026 Yes
Fall 2006 20067 NOR PHI-10H 74532 Yes
Fall 2006 20067 RIV SPA-1H 74474 Yes
Spring 2007 20073 NOR SPE-1H 48329 Yes
Spring 2007 20073 RIV POL-2H 47732 Yes
Spring 2007 20073 RIV SPE-1H 47923 Yes
Fall 2007 20077 RIV SPA-2H 18955 Yes
Fall 2007 20077 RIV SPE-9H 19044 Yes
31
Appendix E: Honors Retention/ Completion and Successful Completion Charts
Honors Course Completion, Fall 2005
100.00%
90.00%
80.00%
70.00%
60.00%
Completed
50.00%
Successfully
40.00% Completed
30.00%
20.00%
10.00%
0.00%
PHI-10 ENG-1A POL-1 ENG-1A HUM-4
32
Honors Course Completion, Spring 2006
100.00%
90.00%
80.00%
70.00%
60.00%
Completions
50.00%
Successful
40.00% Completions
30.00%
20.00%
10.00%
0.00%
POL-1 POL-1 ENG-1A ENG-1B HUM-10 HUM-5 POL-1 POL-2 SPA-1
33
Honors Course Completion, Fall 2006
100.00%
90.00%
80.00%
70.00%
60.00%
Completions
50.00%
Successful
40.00% Completions
30.00%
20.00%
10.00%
0.00%
ENG-1AH HIS-6 PHI-10H ART-6 ENG-1AH ENG-1B HUM-4H POL-1H
34
Honors Course Completion, Spring 2007
100.00%
90.00%
80.00%
70.00%
60.00%
Completions
50.00%
Successful
40.00% Completions
30.00%
20.00%
10.00%
0.00%
ENG-1AH ENG-1BH HIS-7H POL-1H ART-6H ENG-1AH ENG-1BH HUM-5H SPA-1H
35
Retention/Completion Comparison Honors and Non-Honors Sections
Spring
2007
Significant
Course Honors Non-Honors Difference?
ART-6 88.9% 82.5% No
ENG-1A 84.6% 79.1% No
ENG-1B 87.5% 82.7% No
HIS-7 100.0% 79.0% No
HUM-5 81.3% 83.6% No
POL-1 83.3% 77.7% No
SPA-1 87.5% 77.4% No
Fall 2006
Significant
Course Honors Non-Honors Difference?
ART-6 100.0% 89.4% Yes
ENG-1A 90.6% 83.5% No
ENG-1B 89.5% 85.9% No
HIS-6 94.1% 85.5% No
HUM-4 76.2% 67.7% No
PHI-10 85.7% 82.7% No
POL-1 100.0% 84.5% Yes
Spring
2006
Significant
Course Honors Non-Honors Difference?
ENG-1A 85.7% 80.1% No
ENG-1B 83.3% 83.1% No
HUM-5 87.5% 63.5% Yes
HUM-10 100.0% 83.5% Yes
POL-1 95.0% 83.7% Yes
POL-2 60.0% 97.2% No
SPA-1 70.0% 77.7% No
Fall 2007
Significant
Course Honors Non-Honors Difference?
ENG-1A 72.7% 80.0% No
HUM-4 84.2% 69.1% No
PHI-10 100.0% 86.2% Yes
POL-1 83.3% 84.0% No
36
Successful Completion Comparison
Spring
2007
Significant
Course Honors Non-Honors Difference?
ART-6 77.8% 66.5% No
ENG-1A 65.4% 64.8% No
ENG-1B 78.1% 71.1% No
HIS-7 100.0% 53.6% Yes
HUM-5 75.0% 63.9% No
POL-1 83.3% 57.5% No
SPA-1 87.5% 63.2% No
Fall 2006
Significant
Course Honors Non-Honors Difference?
ART-6 76.9% 69.8% No
ENG-1A 81.3% 67.3% No
ENG-1B 84.2% 74.4% No
HIS-6 82.4% 63.1% No
HUM-4 66.7% 48.5% No
PHI-10 71.4% 56.9% No
POL-1 87.5% 60.7% No
Spring
2006
Significant
Course Honors Non-Honors Difference?
ENG-1A 61.9% 66.0% No
ENG-1B 66.7% 72.5% No
HUM-5 87.5% 34.6% Yes
HUM-10 90.0% 67.4% No
POL-1 90.0% 67.6% Yes
POL-2 60.0% 75.0% No
SPA-1 70.0% 58.4% No
Fall 2005
Significant
Course Honors Non-Honors Difference?
ENG-1A 63.6% 65.0% No
HUM-4 68.4% 57.3% No
PHI-10 100.0% 59.7% Yes
POL-1 83.3% 61.7% No
37
Appendix F: Honors Demographic Charts
Breakdown of Honors Students in Comparison to District Student Profile
1. Breakdown by Age
Honors Age Distribution, Fall 2005 to Spring 2007
60.0%
1: Less than 18
2: 18 or 19
3: 20 to 24
50.0% 4: 25 to 29
5: 30 to 34
6: 35 to 39
7: 40 to 49
8: 50 or more
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2005 Spring 2006 Fall 2006 Spring 2007
38
District Age Distribution, Fall 2005 to Spring 2007
40.0%
1: Less than 18
2: 18 or 19
35.0% 3: 20 to 24
4: 25 to 29
5: 30 to 34
30.0% 6: 35 to 39
7: 40 to 49
8: 50 or more
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Fall 2005 Spring 2006 Fall 2006 Spring 2007
2. Breakdown by Gender
Honors Gender Distribution, Fall 2005 to Spring 2007
100.0%
90.0%
80.0%
70.0%
60.0%
3: Unknown
50.0% 2: Male
1: Female
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2005 Spring 2006 Fall 2006 Spring 2007
39
District Gender Distribution, Fall 2005 to Spring 2007
100.0%
90.0%
80.0%
70.0%
60.0%
3: Unknown
50.0% 2: Male
1: Female
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2005 Spring 2006 Fall 2006 Spring 2007
40
3. Breakdown by Ethnicity
Honors Ethnicity Distribution, Fall 2005 to Spring 2007
80.0%
1: Asian/Pac Isle
70.0% 2: African American
3: Hispanic
4: Caucasian
60.0%
5: Other
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2005 Spring 2006 Fall 2006 Spring 2007
41
District Ethnicity Distribution, Fall 2005 to Spring 2007
40.0%
35.0%
30.0%
25.0%
1: Asian/Pac Isle
2: African American
20.0% 3: Hispanic
4: Caucasian
5: Other
15.0%
10.0%
5.0%
0.0%
20057 20063 20067 20073
42
Appendix G: Fill Ratio Data
Fill Ratio Data as of Census for Riverside Honors Classes Fall 2005-Spring 2008
Fall 2005
MIS Course Section Fill Ratio % at
Term at Census Census
20057 Eng 1A 68022 21/20 105%
20057 Hum 4 70782 19/20 95%
Total Number of Courses Offered: 2
Total Number of Enrolled Spaces: 40
Average Fill Ration for Honors Sections: 100%
Spring 2006
MIS Course Section Fill Ratio % at
Term at Census Census
20063 Eng 1A 43174 21/20 105%
20063 Eng 1B 41336 12/20 60%
20063 Hum 10 43788 14/20 70%
20063 Hum 5 41558 17/20 85%
20063 Pol Sci 1 43789 9/20 45%
20063 Pol Sci 2 43790 12/20 60%
20063 Span 1 43791 10/20 50%
Total Number of Courses Offered: 7
Total Number of Enrolled Spaces: 95
Average Fill Ration for Honors Sections: 67%
Comments: For the first year of the program, only one of eight classes was at fewer than 10
students at census. Four of eight classes were under 75% fill ratio at census. We recognized
that we offered too many classes for the second semester and that we needed to balance
offerings (for example, we haven’t again offered two sections of Poli Sci in the same
semester). Five of 10 classes were at a 75% or above fill ratio. The average honors fill ratio
at census for 2005-2006 was 83.5%.
Fall 2006
MIS Course Section Fill Ratio % at
Term at Census Census
20067 Art 6 71653 14/20 70%
20067 Eng 1AH 74703 18/20 90%
20067 Eng 1BH 72590 23/20 115%
20067 Hum 4H 74601 19/20 95%
20067 Pol Sci 1H 74396 8/20 40%
43
Total Number of Courses Offered: 5
Total Number of Enrolled Spaces: 82
Average Fill Ration for Honors Sections: 82%
Spring 2007
MIS Course Section Fill Ratio % at
Term at Census Census
20073 Art 6H 48303 9/20 45%
20073 Eng 1AH 45780 15/20 75%
20073 Eng 1BH 48307 20/20 100%
20073 Hum 5H 47959 16/20 80%
20073 Span 1H 46502 9/20 45%
Total Number of Courses Offered: 5
Total Number of Enrolled Spaces: 69
Average Fill Ration for Honors Sections: 69%
Comments: Three of 10 courses were under 10 students at census. Seven of 10 sections
were at 70% and above fill ratio at census. For the AY 2006-2007, the average honors fill
ratio was 75.5% at census.
Fall 2007
MIS Course Section Fill Ratio % at
Term at Census Census
20077 Econ 7H 18839 13/20 65%
20077 Eng 1AH 17683 18/20 90%
20077 Eng 1BH 17707 13/20 65%
20077 Hum 4H 19013 16/20 80%
Total Number of Courses Offered: 4
Total Number of Enrolled Spaces: 60
Average Fill Ratio for Honors Sections: 75%
Spring 2008
MIS Course Section Fill Ratio % at
Term at Census Census
20083 Eng 1AH 20/20 100%
20083 Eng 1BH 21/20 105%
20083 Hum 5H 19/20 95%
20083 Pol Sci 1H 13/20 65% The cap for this class was
listed wrong in the report—
should have been 20, not
30.
44
20083 Hist 7H 9/20 45%
20083 Math 12H 13/20 65%
Total Number of Courses Offered: 6
Total Number of Enrolled Spaces: 95
Average Fill Ration for Honors Sections: 79%
Comments: In 2007-2008 only one of 10 courses at under 10 at census. Five of 10 were at
80% and above at census while 4 were at 65% at census. For the year, the average honors fill
ratio at census was 77%.
While individual courses and semesters demonstrate variation in fill ratios, the program as a
whole during its first three years has averaged a fill ratio at census of 75.5% and higher. The
overall average at census for the first three years is 78.6 %.
Fill Ratios by Course
Course Number of Average Fill
times offered Ratio
English 1AH 6 94%
English 1BH 5 89%
Humanities 4H 3 90%
Humanities 5H 3 86%
Hum 10H 1 70%
Poli Sci 1H 3 50%
Poli Sci 2H 1 60%
Spanish 1H 2 47.5%
Art 6H 2 57.5%
Econ 7H 1 65%
History 7H 1 45%
Math 12H 1 65%
45
Appendix H: Advisory Council Minutes (reflecting class
cancellation policy)
Minutes from Honors Advisory Council Meeting
March 24, 2006
12-2 p.m. Lovekin B-1
Council Members in Attendance: Amanda Brown, Dorothy Campbell, Thatcher Carter, Jennifer Danley-Scott,
Kelly Douglass, Ellen Drinkwater, Mark Lewis, Chris Rocco, Ward Schinke, Kathleen Sell, Sylvia Thomas,
Micherri Wiggs
Absent Council Members: Melissa Bader, Dee Chapman, Dan Clark, Sharon Crasnow (sabbatical), Peter Curtis,
Carol Farrar, Gerard Forlenza, Dariush Haghighat, Richard Hishmeh, Dominique Hitchcock, Richard Mahon,
Deborah Makin (study abroad), Susan Mazur-Stonemen, Diane Marsh, Heather Smith, Rhonda Taube
(discipline meeting), Ron Yoshino
[Points in bold are from the original agenda – other text is the minutes.]
I. Welcome and Introductions
II. Coordinator position—our structure for next year and write-up of duties (Kathleen)
District Coordinator will get .2 release time and the MOU under review which hasn’t yet been
signed also stipulates that this position should be on the City Campus for now. KS asked faculty to
please take a look at the list of campus and district coordinator duties so we can clarify if there are
concerns or confusion.
III. Continuing Business
a. Appeals Process and Program Readmit (action item)
i. Petition for Special Admission form: explanation for need for a formal process for
exceptions into the program; agreed that one requirement that cannot be waived is
the English 1A eligibility.
ii. Also looked at petition for continued eligibility and the readmit contract
b. Updated counselor packet/ application (need an entry survey, too) (action item)
i. If there are major concerns with the counselor packet, email KS. The audience for
the packet is very broad. Its purpose is to illustrate the benefits of the program and to
give the info necessary to get students enrolled.
ii. ED noted that a brochure or more streamlined version might be better in some
instances – high school and CC counselor needs might be different.
iii. Decision to work on the following:
1. A checklist at front of packet for CC counselors to facilitate use
2. a streamlined version for high school counselors
c. Assessment instrument for honors classes/ faculty (Thatcher and Kelly) (tabled for April
meeting)
d. Student Advocates update and Spring Calendars (Kathleen)
i. Calendar of events provided FYI
ii. KS noted that many of the events are City Campus specific right now. ED noted that
the Eureka training could easily happen at all three campuses.
iii. Discussion of frustrations with getting students interested in learning about the
transfer process – they are so smart that they think they already know what they need
to know. DC suggested that maybe KS could come and speak to class.
e. Scheduling for Fall 06/Spring 07 and update on curriculum development
Riverside
Fall 06 tentative
46
*Speech 1 MW 8:45-10:30 (status…)
Spanish 1 MW 10:30-1:25
English 1B MW 11:40-2
*Art 6 MW 2-3:45 (status…)
Hum 4 TTH 8:45-10:30
English 1A TTHF 10:30-12
*History 6 (status…)
Spring 07
English 1A Hum 5 Math 12 Speech 9
English 1B History 7 Poli Sci ? Spanish 2
Maybe Physical Geography
Norco Fall 06
*Speech 1 (status…)
Philosophy 10
English 1A
Moreno Valley Fall 06
*History 6 (status…)
English 1A
Philosophy 10
For the schedule of classes, the class offerings can go in with the enrollment restriction even if
they haven’t been to curriculum yet because they are not being offered as an “H” designation.
But the classes do have to get to curriculum this Spring.
We can go forward with new classes for Fall06 as long as they are in to Linda Grim by April
4 for the April 25 meeting or [DROP DEAD DATE} April 18 for May 9 meeting.
f. We need to establish and vote on a reasonable cut-off at which point we would recommend an
honors class be cut (and a time-line for this) to avoid the problems created by severely under-
enrolled classes. (action item)
The Honors Program recognizes the drain of severely under-enrolled classes so we agree that
we will make an “in-house” cut of any class that does not have ten students enrolled by the
week before the term starts.
How to handle the individual instructor’s T.A. and what would happen to that class time slot
if cancelled will be handled by individual campus’s Deans of Instruction.
g. Meeting with Math Department: their concerns and they would like us to consider adding a
math eligibility requirement in addition to the English eligibility to the program. We might
look at the El Camino model for including math and science courses in their Honors Program.
Discussion of feasibility of offering Math honors courses in our program and challenges of
offering Math Honors curriculum generally. Points noted:
KD: Right now, having a pre-req of a Math score or course eligibility is false
advertising – we have no math or science courses to offer students who made such a
cut.
ST: We will run the numbers to see how a math requirement would affect the
enrollment numbers of the program.
KS: explained that math and science is underrepresented in Honors Programs
generally in part because they have different breadth requirements. Some programs
have a two-track system in which math/science students can use the specialized
(more challenging) math/science courses to count for half of the required Honors
units.
KS: Noted that we should also be able to offer Math 12H for non-science students.
KS: asked the Council to think about this and how to resolve and noted that while
there will be no changes for next year, we are very committed to addressing and
47
solving this issue. To that end, we are doing the research to see how a math req.
would affect the program and are considering a two track system.
h. Brochures, web site
Discussion of how to reflect current diversity in program and provide a welcoming image to
maintain and increase diversity. On the website, working on making it more interactive.
i. Midterm Progress reports and early alerts—update
KS: We are experimenting – please send feedback about ease and usefulness of using these.
This is our first time.
j. Flex training for Honors faculty—update
We are going to mandate for all Fall faculty. Send suggestions and ideas of what should be
covered. The full workshop needs to be at end of Spring to help with course development over
summer for fall. So the Spring workshop will be invitation but not required (because of
scheduling) and there will be a mandatory shorter meeting in the fall.
IV. Planning / Outreach
A. Recruitment for fall
a. High School recruitment
AP teachers
Planning Spring teacher/parent/student information evening/reception
b. On campus work with Outreach, EOPS, Gear-up, DSPS—update
KS very pleased with response. Targeting outreach and diversity in multiple ways.
KS’s concern – who among HS students to ask and how to get them here.
ST: suggested Eugenia Vincent’s financial aid workshop; could use interest cards.
DC: Advocates really want to go back to their high schools.
KS: sounds like we need multiple back door methods instead of one major
mailing/event.
ST: Ask HSs what else we can do to get HS students aware; noted that materials in
assessment center is key.
KS: Discussion of ways to get a focuses ad/info page in the Schedule of Classes.
c. Other ideas
The rest was tabled to April meeting
V. Housekeeping
a. Mission and charge of the committee; committee structure
b. Program Assessment
i. Program outcomes
ii. Assessment plan
Our next meeting will be Friday April 28 from 12-2 (or 1-3?)
48
Appendix I: Assessment Work to Date
The RCC Honors Program has been working on assessment on three fronts: (a) identifying
learning outcomes for Honors seminars, (b) developing program outcomes for students who
complete/ participate in the program (such as transfer success), and (c) developing a program
review that addresses resource, policy, scheduling, and other issues.
A. Common Learning Outcomes for Honors Courses
1. Students will demonstrate enhanced oral communication skills, increased sensitivity,
dialogical openness, receptivity, willingness to interrogate, the ability to recognize multiple
valid viewpoints and engage in authentic debate
2. Students will respond competently to more complex and sophisticated writing
assignments. They will demonstrate an ability to re-conceive their familiar worlds in new
ways, grapple with concepts that have no simple answers, think about and grapple with
complexity in their written work
3. Students will demonstrate an ability to analyze and respond to challenging and diverse
course readings, respond to these readings in writing, and put these texts in dialogue with one
another—and with communities of interpretation (historical, personal, social, spatial )
4. Students will demonstrate a high degree of self-motivation and intellectual independence
These are outcomes the Honors Advisory Council is asking be included in Honors Course
Outlines currently being developed and they are being incorporated in existing Honors
Course Outlines as these undergo the regular process of curriculum review. This
identification is the first step. The Honors Advisory Council will now turn its attention to
developing a mechanism for assessing them in the honors seminars. The program already
uses a student survey that honors faculty distribute at the end of the term in each honors
seminar. This provides some “soft” data about students’ perceptions of what they’ve learned
and how they’ve benefited from the program. One of the projects we’d like to initiate for
honors faculty this academic year or next is a norming session at which we will look at
sample papers from our honors seminars to facilitate a continued conversation about the
outcomes we hope to see honors students demonstrate.
B. Program Outcomes
These are still under development. Goals of the Honors Program include improved transfer,
success and persistence rates for our honors students, exceeding those for students in non-
honors classes, or sections of classes not attached to a special program. The mentoring,
community, challenge, and accountability in the Honors program should, and we believe
does, help our students succeed. What the program needs is a meaningful way to assess these
outcomes. The Program coordinator is working with Institutional Research to develop some
mechanisms for tracking our students’ success to present to the Honors Advisory Council for
discussion and eventual adoption. Some preliminary data on success and persistence has
49
been collected, and this effort will continue. Efforts with Institutional Research on exploring
ways of using tools such as CALPASS to help us track transfer rates for honors students are
ongoing.
As with course outcomes, the program also surveys students about their sense of how the
program has benefited them. These are distributed by honors faculty at the end of terms and
these surveys are shared with the coordinators. The information has been useful both for the
coordinators and faculty in fine-tuning honors seminars and other program events and
services. For example, after the first semester, one comment that came up repeatedly was that
students very much enjoyed their classes, but did not feel a part of a larger program/
community. Field trips, welcome and orientation lunches, and end of semester social
gathering were all activities designed to better foster a sense of community that the program
developed in response to these comments. The Honors Advisory Council will continue to
evaluate the student comments in addition to the data we gather to work on enhancing the
services we provide our honors students and on enhancing their success, both here at RCC
and at their transfer institutions.
Below is a draft of program outcomes developed by the Honors Advisory Council.
DRAFT—Honors Program Outcomes
To enhance the services that we provide to the students and college community, as a
Program, we aim to:
1. Create an educational experience that allows students to stretch themselves
intellectually
a. Diverse and challenging projects supported within the program
b. Impressive Capstone projects recognized by the program
c. Faculty satisfaction with the level of rigor
d. Student satisfaction with the level of rigor … these both need verbs
e. Maintain a satisfactory number of students in all Honors classes
f. Maintain or increase number and range of courses offered on a two-year cycle
g. Maintain an adhesion to Honors-specific SLOs within the Honors classes
2. Support faculty development in order to enhance our Honors classes
a. Create a strong faculty connection to the program and the college
b. Have a diverse and qualified faculty body
c. Encourage and support Faculty Innovation
d. Maintain Faculty satisfaction with participation in the program
3. Foster an enriched intellectual community with faculty and students both on and off
campus
a. Participate successfully in the Building Bridges Conference and other
academic events
b. Maintain a diverse community of scholars
50
c. Maintain a satisfactory number of students in the program
d. Use community events and field trips to move toward global awareness
e. Develop stronger campus awareness through…
f. Continue to foster strong connections with other programs …
4. Prepare students to be competitive in reaching their future goals
a. Increase student knowledge about the transfer process
b. Increase student success in the transfer process
i. Increase rate of transfer
ii. Strive for highest quality institutions for transfer
iii. Successful GPAs after transfer
iv. Participation in Honors Programs by our graduates …these both need
verbs
c. Increase rates of program completion
d. Increase number of grants secured by our Honors students
e. Aid in the creation of successful curriculum vitae
f. Increase number of students with an educational plan
51
Related docs
Other docs by HC120929082232
Cleland also ordered attorneys in the case to submit statements relating to the
Views: 2 | Downloads: 0
