0
Currentenrollments:900strong
College
Total Enrollments
College of Engineering
370
College of Science
261
College of Liberal Arts
81
College of Agricultural Sciences
59
College of Public Health & Human Sciences
48
College of Business
36
University Exploratory Study
24
College of Earth, Ocean and Atmospheric Sciences
10
College of Forestry
8
College of Pharmacy
2
College of Veterinary Medicine
1
1
UHC demographics
Residency
Non Resident
Resident
Total
Enrollments
161
739
Standing
Freshman
Sophomore
Junior
Senior
Total
Enrollments
155
225
231
286
2
Race/Ethnicity
White
Asian
Hispanic
Unknown
Multiple
Non-Resident Alien
American Indian or
Alaska Native
Black
Total
Enrollments
673
106
35
33
32
13
4
4
Whereareourneweststudentsfrom?
12
1
232
1
10
11
1
1
3
1
1
1
1
1
1
1
1
6
1
International – 6
Whatareourneweststudentsstudying?
College
Engineering
Science
Agriculture
Undecided
Liberal Arts
Public Health and Human Sciences
Business
Earth, Ocean & Atmospheric Sciences
Forestry
Pharmacy
4
Total Enrollments
123
77
20
20
17
16
14
2
2
2
Movingforward
• Create and integrate a compelling portfolio of experiential learning opportunities in the areas of research, leadership, community service, service learning, internships, and study abroad into the UHC curriculum
5
Movingforward
Create a compelling UHC culture and UHC student experience, which keeps students in the UHC through their entire tenure at OSU
2006 Cohort 2007 Cohort Average
College of Agricultural Sciences
0%
54%
27%
College of Business
89%
40%
64%
College of Engineering
64%
21%
43%
College of Forestry
100%
50%
75%
College of Public Health and Human Sciences
20%
60%
40%
College of Liberal Arts
38%
60%
49%
College of Science
59%
55%
57%
Overall
54%
44%
49%
6
Movingforward
• Create a financially sustainable model for recruiting and retaining UHC students
7
Movingforward
Create strategic partnerships within OSU so that UHC student success drives the success of other units
8
Movingforward
Support/Advance OSU reputation through the success of the UHC and its students and faculty
9
Why capable students may choose not to apply for admission the Honors College
Note: The UHCC was asked by the Dean of the Honors College to consider this question. The following list
of possible reasons was compiled from advisors from across campus and by interviewing several students
who are academically capable of being in the Honors College but chose not to apply. Although responses
from advisors were anonymous, it’s apparent that we heard from folks in Forestry, CLA, Engineering, and
Education (there may have been more).
Compiled by Ed Jensen, Chair of UHCC 2/10/12
1. Thesis
a. Just the thought of it is intimidating.
b. Uncertainty about what’s involved/how to do it.
c. Unsure if it’s worth the effort.
i. Not apparent that employers value it (in proportion to what it takes to achieve it).
d. Some colleges require comprehensive assignments that, when taken together with the HC
Thesis, seem overwhelming.
i. Example given was College of Ed. Educational Work Samples (200+ pages).
ii. But other colleges require a thesis or a comprehensive capstone project for students
prior to graduation.
1. Is there a way to blend these (if so, is advertised?)
2. Application process
a. From a faculty member who is the parent of a potential HC student: Laziness on the part of
today’s students (during the application process).
b. Deadline for HC may come before some capable students make the final decision to attend
OSU.
3. OSU level considerations
a. OSU has lower admissions standards than many “peer” institutions, so our percentage of
UHC qualified students should be lower.
b. First year adjustment period often sets students back.
c. Some beginning classes at OSU do a lot to convince students that they are not
worthy/capable of meeting high academic standards (examples given were Math 251 (and
above(, and Chem 221 (and above)
4. College level considerations
a. There are many majors on campus where the curricula are so tightly prescribed that
students don’t have the leeway to complete extra HC requirements.
b. Some programs at OSU offer very few HC classes.
i. Without this identity, many capable students don’t see a reason to apply to HC.
c. Some colleges already offer small classes for majors, so the lure of small HC classes is less.
5. Lack of awareness
a. Many students are simply unaware—of what it is and why they should consider it.
6. Intimidation (even by some of our best students). This is a student comment.
a. Is there are way to “ease into” the Honors College?
b. If a student joins during his/her second year, do they still have same requirements, or are
they reduced by one year?
c. Self-doubt on the part of students
i. even from students who performed very well in HS
ii. some say they just don’t need the extra stress
7. Perceptions of HC and HC students
a. Afraid of perception by peers that HC students are “too good” for them
8. Differential tuition seen as too high. (unsure if it’s worth it)
9. Overall work load
a. Students are uncertain that it’s worth it—too much, too hard, will take longer, too costly.
b. Uncertain pay-off after graduation (unless they’re going to grad school or med school, etc.)
Two potential values in compiling this list:
1. So these potential reasons can be tackled head-on when talking about the HC with prospective
students (either in-person or on-line).
2. So we can lower some of the barriers that we have the ability to influence.
Program Outcomes Continuous Improvement Report
University Honors College
Background
Beginning in September 2010, the University Honors College Dean, Associate Dean,
University Honors College (UHC) faculty, academic advisors, and staff met to develop
program outcomes specific to the UHC. Based on this input, a draft of a UHC Program
Outcome Assessment and Evaluation Plan was created by the Associate Dean. This was then
reviewed by faculty and staff within UHC. The draft was then presented to the University
Honors College Council (UHCC) for additional review and vetting. Comments and input
from the UHCC were incorporated into the Program Outcome Assessment and Evaluation
Plan and approved by the UHCC on February, 17, 2011. The plan was submitted to the
Office of Assessment in May 2011.
The assessment plan was created to evaluate the achievement of the UHC program outcomes
and to inform the prioritization of continuous improvement activities within the UHC
program. While some of the data is collected at the individual student level, the evaluation
process is designed to focus on an aggregated view. Assessment data collected from UHC
students, thesis committees, and enrollment statistics will be aggregated and analyzed to
evaluate the level of achievement of UHC program outcomes. These aggregated data will be
collected, compiled, and analyzed annually and be used in the continuous improvement
cycle.
The responsibility for determining whether or not Program Outcomes are achieved is owned
jointly by the UHC Dean and Associate Dean. The Associate Dean is responsible for
preparing a report summarizing the data collected and an analysis of the data on an annual
basis. This report (UHC Program Outcome Continuous Improvement Report) will be shared
with the UHC Dean, UHC faculty, UHC advisors and staff for input and comment. After
incorporating input from these stakeholders, the report will be shared with and reviewed by
the UHCC each academic year for additional review and input.
1
2011 Program Outcomes Continuous Improvement Report
University Honors College
1. How the Concerns from 2010 Program Outcome Review were Addressed
The 2011 academic year was focused on creating an assessment and evaluation plan. This is
the first year in the cycle, so there were no concerns identified in 2010.
2. 2011 Program Outcome Assessment Activities
Efforts in AY 2011 focused on developing a comprehensive Program Outcome Assessment
and Evaluation Plan. Towards this end, two learning goals (scholarly inquiry and engaged
inquiry) for the UHC Scholar and UHC Associate track were defined as follows:
As “dual citizens,” students in the University Honors College (UHC) will achieve the
learning goals established by the University for all students, the learning goals associated
with their academic major, as well as the learning goals established by the UHC. The UHC
curricular and co-curricular experiences are designed to support the broader University and
discipline-specific learning goals. The UHC has established two learning goals for all
students in the UHC.
Scholarly inquiry – As a UHC graduate, you will have developed the ability to engage in
pursuits that create new knowledge and contribute to one or more scholarly areas of study.
Engaged inquiry – As a UHC graduate, you will have developed the capacity to fully engage
in meaningful dialog, which incorporates cross-disciplinary and multi-disciplinary
perspectives.
Activities specific to UHC students were identified as the mechanisms by which students are
provided opportunities to meet these learning goals. Specifically, before completing an
Honor’s degree, each student will participate in honors courses (honors colloquia, honors
electives, and honors baccalaureate core) and will propose, write, and defend a thesis
demonstrating creativity and the use of techniques appropriate to the chosen field of study.
Activities related to the completion of the thesis include:
•
•
•
•
•
•
Choose a relevant and meaningful topic of appropriate size and scope within a scholarly
area.
Find and synthesize relevant information about the chosen topic from multiple sources
Select and apply sound techniques to create new knowledge within the chosen area.
Gather and analyze information
Write a formal document (thesis) presenting the study and the results of the study.
Present and defend (respond to questions about) the thesis to a committee of scholars and
to peers.
Each learning goal was further described through the delineation of eleven specific program
outcomes as follows:
2
2011 Program Outcomes Continuous Improvement Report
University Honors College
Scholarly inquiry
1. Ability to choose a relevant and meaningful topic to study within a scholarly area
2. Ability to employ a sound approach in creating new knowledge within a scholarly area of
study
3. Ability to synthesize and/or analyze results from a significant, self-directed, and openended project
4. Ability to find multiple sources of relevant information
5. Ability to evaluate the quality of information resources
6. Ability to write an honors thesis: a significant, self-directed, and open-ended project
7. Ability to present an honors thesis
8. Ability to defend an honors thesis
Engaged inquiry
1. Ability to fully engage in meaningful conversations outside of your discipline
2. Capacity to demonstrate your understanding of diverse perspectives in conversations in
the classroom and/or field settings
3. Ability to effectively communicate your unique disciplinary perspective to inform the
learning of others
A plan was then created to identify the data and processes by which assessment data would
be collected to measure program outcome achievement. In addition, assessment instruments
were developed. The assessment details for each of the two activities (honors thesis
completion and completion of UHC coursework) used to achieve the program outcomes are
defined next.
Honors thesis assessment plan
The achievement of the UHC program outcomes related to scholarly inquiry will be assessed
and evaluated as follows:
1. Students will complete a survey containing multiple items to self-assess the achievement
of program outcomes related to the honors thesis process.
2. Honors thesis committee members will complete an honors thesis assessment rubric
during the deliberation process, which occurs as part of the thesis defense process.
Colloquia, electives, and baccalaureate core courses assessment plan
The achievement of the UHC program outcomes related to engaged inquiry will be assessed
and evaluated as follows:
1. Enrollments in honors colloquia, honors electives, and honors baccalaureate core courses
will be assessed and evaluated to determine to what extent, in the aggregate, students are
enrolling in coursework that crosses disciplinary areas.
2. An exit survey is administered to students who are graduating from the UHC. In addition
to the items on the current exit survey, additional items will be added to measure the
achievement of relevant UHC program outcomes.
3
2011 Program Outcomes Continuous Improvement Report
University Honors College
3. 2011 Program Outcome Assessment Results
Due to the timing of the development of the assessment plan, no data were collected in the
2011 AY related to the completion of the UHC Thesis. However, two surveys (included
below) were developed to enable data collection starting in the AY 2012. The first survey
will be completed by the UHC student following their defense. The second survey will be
completed by each member of the Thesis Committee, following the defense. Data from these
two surveys will be used to assess the achievement of the eight program outcomes related to
learning goal of scholarly inquiry.
Fair
Good
Very Good
Excellent
3
4
5
6
7
8
Poor
1
2
Listed below are outcomes defined for the UHC. This information will be used to
evaluate the UHC program as a whole, and is specifically focused on the thesis
process. Having now completed your thesis, please rate your own ability (from very
poor to excellent) to perform each of these activities/tasks.
Select a relevant and meaningful topic to study within a scholarly area
Employ a sound approach in creating new knowledge within a scholarly area of study
Synthesize and/or analyze results from a significant, self-directed, and open-ended
project
Find multiple sources of relevant information
Evaluate the quality of information resources
Write an honors thesis
Present an honors thesis
Defend an honors thesis
Very Poor
Student Thesis Self-Assessment Survey
1
1
2
2
3
3
4
4
5
5
6
6
1
2
3
4
5
6
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
If you rated any items as “Poor” or “Very Poor,” please describe barriers or issues that contributed
to this rating in the space below:
Thesis Committee Survey
Role on committee (circle one):
Name:
Thesis Mentor
Committee Member
Departmental Affiliation:
4
Poor
Fair
Good
Very Good
Excellent
Listed below are outcomes defined for the UHC. This information will be used to
evaluate the UHC program as a whole, and is specifically focused on the thesis process.
Having now participated in the thesis defense of a UHC student, each committee member
is asked to individually rate the student’s ability (from very poor to excellent) to perform
each of these activities/tasks.
Select a relevant and meaningful topic to study within a scholarly area
Employ a sound approach in creating new knowledge within a scholarly area of study
Synthesize and/or analyze results from a significant, self-directed, and open-ended
project
Find multiple sources of relevant information
Evaluate the quality of information resources
Write an honors thesis
Present an honors thesis
Defend an honors thesis
Very Poor
Title (e.g. Professor, Senior Instructor, etc.)
1
1
2
2
3
3
4
4
5
5
6
6
1
2
3
4
5
6
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
6
6
6
6
6
2011 Program Outcomes Continuous Improvement Report
University Honors College
Very Good
Excellent
5
6
1
2
3
4
5
6
1
2
3
4
5
6
To a Very Small
Extent
Good
4
To a Small Extent
Fair
3
To a Moderate
Extent
Poor
2
To a Large Extent
Please rate the extent to which your honors coursework was significant in developing
your abilities to:
1 Fully engage in meaningfully conversations outside of my discipline
Demonstrate my understanding of diverse perspectives in conversations in the
2 classroom and/or field settings
Effectively communicate my unique disciplinary perspective to inform the
3 learning of others
1
To a Very Large
Extent
Having now completed your entire program of study (honors and non-honors
coursework) please rate your ability (from very poor to excellent) to:
1 Fully engage in meaningfully conversations outside of my discipline
Demonstrate my understanding of diverse perspectives in conversations in the
2 classroom and/or field settings
Effectively communicate my unique disciplinary perspective to inform the
3 learning of others
Very Poor
Due to the timing of the development of the assessment plan, no data were collected in the
2011 AY related to the learning goals associated with engaged learning. However, six closeended questions and six-open ended questions were developed and will be added to the UHC
Exit Survey that is administered to students in the spring of each year. Data from these
twelve questions will be used to assess the achievement of the three program outcomes
related to the learning goals of engaged inquiry.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
What elements of your UHC experience have contributed the most in the development of your
abilities to :
•
Engage in meaningful conversations outside of your discipline?
•
Demonstrate your understanding of diverse perspectives?
•
Effectively communicate your disciplinary perspective to others?
What barriers did you face in your UHC experience that kept you from developing your abilities to
:
•
Engage in meaningful conversations outside of your discipline?
•
Demonstrate your understanding of diverse perspectives?
•
Effectively communicate your disciplinary perspective to others?
5
2011 Program Outcomes Continuous Improvement Report
University Honors College
Baseline course enrollment data (from 2010) was collected to evaluate whether or not UHC
students are enrolling in UHC coursework across disciplinary boundaries. The first column
indicates the program home of the instructor. The remaining columns represent the number
of students enrolled, by college. Approximately 66% of the students enrolled in coursework
are not from the same college as the home program of the instructor, indicating that students
are, overall, selecting to enroll in courses outside of their primary college.
Instructor Home
Program
Agric and Resource Econ
Biochem / Biophysics
Biology
Chemistry Department
College of Business
College of Education
English Department
Environmental Sci UG Prg
Foreign Langs and Lits
CAS
COB
COE
4
1
14
3
1
1
1
14
3
Forest Ecosyst & Society
1
Geosciences
1
1
Horticulture
2
1
Mathematics
Music Department
For Eng/Resources/Mgmt
History Department
Human Dev and Family Sci
Microbiology
Ocnc/Atmosph Sciences
Mech/Ind/Mfg Enger
8
1
13
2
2
3
1
4
2
3
1
7
1
3
1
1
1
3
1
3
1
2
5
9
105
8
3
3
8
4
9
9
84
1
22
1
2
2
1
65
1
1
1
% of Students
Not from
instructor's
college
UES
1
4
1
3
9
2
COS
1
1
1
Chem/Bio/Envr Eng
7
33
CLA
1
1
Political Science Dept
Rngeland Ecology & Mgmt
2
10
6
Public Health
HHS
1
Philosophy Department
Physics
COF
4
11
4
15
2
37
9
3
1
25
13
2
6
2
10
3
27
3
10
12
19
6
1
2
1
1
1
4
3
2
3
6
3
5
29
1
1
5
4
4
50%
36%
26%
35%
62%
100%
84%
75%
100%
100%
67%
85%
65%
58%
100%
73%
73%
90%
29%
79%
59%
45%
100%
100%
31%
0%
4. Discussion of 2011 Program Outcome Assessment Results
The focus for AY 2012 will be implementing the processes to collect the necessary data to
complete assessment activities for the eleven defined program outcomes.
5. Recommendations for 2012
•
•
•
Implement process to administer surveys to students and thesis committees following
thesis defense meetings.
Integrate twelve additional questions into the on-line UHC Exit Survey.
Collect course enrollment data for 2011 and compare with 2010 baseline data.
6
2012 Program Outcomes Continuous Improvement Report
University Honors College
1. How the Concerns from 2011 Program Outcome Review were Addressed
The focus for AY 2012 was on implementing the processes to collect the necessary data to
complete assessment activities for the eleven defined program outcomes. In particular,
efforts were focused in two specific areas: 1) implementing a process to administer surveys
to students and thesis committees following thesis defense meetings to evaluate learning
goals related to scholarly inquiry and 2) integrating twelve additional questions into the online UHC Exit Survey to evaluate learning goals related to engaged inquiry. In addition,
course enrollment data for the 2011 and 2012 academic years were to be collected and
compared with the baseline enrollment data from 2010.
2. 2012 Program Outcome Assessment Activities
An e-mail was sent to all spring graduates in the UHC with a request to have the student print
and distribute the survey to their committee. As a result of this process, surveys were
collected from 36 individual honors students and from 36 thesis mentors in this first year of
implementation. In addition, data were collected from 64 additional honors thesis committee
members. The summary of the numerical data are shown in Table 1.
The six scaled questions asking about engaged inquiry learning goals were added to the 2012
Exit Survey for Honors Graduates. In addition, six open ended questions related to engaged
inquiry learning goals were also added to the 2012 Exit Survey for Honors Graduates. A
total of 64 responses were collected this year. This represents 70% of the graduating students
for the 2011-2012 academic year. Most students did provide ratings and comments to these
new questions, resulting in an excellent set of baseline data.
3. Review of 2012 Program Outcome Results
Table 1: Summary of numerical responses in which students, mentors, and committee members
rated student abilities to complete various activities associated with the learning goal of scholarly
inquiry. All responses used a 6 point scale (1 = very poor; 6 = excellent)
Select a
Topic
Use a
Sound
Approach
Synthesize/
Analyze
Results
Find
Multiple
Sources
Evaluate
Quality of
Sources
Write a
Thesis
Present A
Thesis
Defend a
Thesis
Student
Reponses
5.00
4.78
5.03
5.00
5.06
5.06
5.14
4.94
Mentor
Responses
5.44
5.19
5.36
5.28
5.25
5.36
5.58
5.61
Committee
Member
Responses
5.52
5.23
5.25
5.15
5.22
5.43
5.52
5.47
7
2012 Program Outcomes Continuous Improvement Report
University Honors College
Table 2: Summary of numerical responses from exit survey responses for learning goals related
to engaged inquiry. Responses to the first three items used a 6-point scale; whereas responses to
the second three items used a 5-point scale.
Having now completed your entire program of study (honors and non-honors
coursework) please rate your ability, from very poor (1) to excellent (6) to fully
engage in meaningful conversations outside of your discipline
4.80
Having now completed your entire program of study (honors and non-honors
coursework) please rate your ability, from very poor (1) to excellent (6) to
demonstrate your understanding of diverse perspectives in conversations in the
classroom and/or field settings
4.97
Having now completed your entire program of study (honors and non-honors
coursework) please rate your ability, from very poor (1) to excellent (6) to
effectively communicate your unique disciplinary perspective to inform the
learning of others
5.02
Please rate the extent from “none” (1) to “a great extent” (5) to which your honors 3.49
coursework was significant in developing your abilities to fully engage in
meaningfully conversations outside of your discipline
Please rate the extent from “none” (1) to “a great extent” (5) to which your honors 3.47
coursework was significant in developing your abilities to demonstrate your
understanding of diverse perspectives in conversations in the classroom and/or
field settings
Please rate the extent from “none” (1) to “a great extent” (5) to which your honors 3.12
coursework was significant in developing your abilities to effectively
communicate your unique disciplinary perspective to inform the learning of
others
4. Discussion of 2012 Program Outcome Assessment Results
While a reasonable number of students, mentors, and committee members returned the thesis
survey, based on the e-mail request, it would be helpful to also have the thesis assessment
process be part of the graduation and thesis checklist. It also appears that student assessment
of their abilities related to the defense process differ markedly from the mentor’s and
committee member’s perspectives. These data should be reviewed in light of the learning
outcomes for the Thesis: START, Thesis: Learn, and Thesis: Undertake curricula.
Additional insight into improvements to these courses may be gained from a detailed
review/analysis of the qualitative data (comments) provided by students, mentors, and
committee members.
With the significant numbers of students responding to the exit survey, we have excellent
baseline data to use moving forward related to student perceptions of how the honors college
coursework contributes to the learning goals of engaged learning. From the data collected
this year, it appears that there is some effort that should be applied to allowing students to
share their disciplinary perspective more frequently within their honors coursework.
8
2012 Program Outcomes Continuous Improvement Report
University Honors College
Additional insight will be gained from a more detailed review of the qualitative comments
provided by students.
Due to resource limitations (the role of UHC Associate Dean is currently unfilled), the course
enrollment evaluation will be delayed until the time that a new Associate Dean is hired. The
responsibilities for assessment will continue to be assumed by the Associate Dean.
5. Recommendations for 2013
•
Add the thesis survey forms to the graduation central site on our website
•
Add details about the thesis survey requirement to the thesis guidelines, mentor
guidelines and to the thesis website page.
•
Complete detailed analysis of open-ended comments from Thesis Surveys to develop
new content for Thesis: Learn course and/or thesis guidelines
•
Complete detailed analysis of exit survey open ended questions regarding engaged
inquiry.
•
Complete course enrollment evaluation for 2011 and 2012 and compare with 2010
baseline. Determine if additional action is needed.
•
Review these assessment results with UHC staff for input and feedback.
•
Review these assessment results with the UHCC for input and feedback.
9