Salisbury University
Thomas E. Bellavance
Honors Program
2013-2014 ANNUAL REPORT
July 14, 2014
Salisbury University is a member of the National Collegiate Honors Council, Northeast
Regional Honors Council, and the Maryland Collegiate Honors Council
CONTENTS OF THE HONORS PROGRAM ANNUAL REPORT
About the Program and Mission Statements
Defining Honors Education and National Standards
Core Values of the Bellavance Honors Program
SECTION ONE: Honors Student Information
General Demographics
Headcount
Headcount by Cohort
Headcount by School
Headcount by School and Cohort
Headcount by Major and Cohort
Demographics by Gender
Demographics by Gender and Cohort
Honors Program GPAs
Honors Program v. University GPA (by cohort)
SECTION TWO: Honors Graduates
Qualification for Graduating with Honors
Honors Program Graduates (2013-2014)
Senior Theses and Committees
Student Plans After Graduation
Graduates of Honors Program Dispersion by School/Major
SECTION THREE: Honors Scholarships and Awards
Honors Student Scholarships
Student Honors Awards
Student Travel Grants
SECTION FOUR: Retention, Graduation, and Recruitment
Retention and Graduation Data
Recruitment
Qualifications to Enter the Honors Program
Year-to-Year Honors Freshman
2014-2015 Freshman Intake Data
Comparative Freshman Data: Honors v. University
SAT, ACT, and GPA
Detailed Freshman Data by School
SECTION FIVE: Courses, Enrollments, and Assessment
Course Offerings
Course Enrollments
1
Honors Contracted Projects
Student Assessment of Courses and Program
Honors Academic Advising
SECTION 6: Honors Program Administration and Governance
Program Administration
Program Resource Allocation
Program Governance
Honors Committee
Honors Student Association
Student Advisory Board
SECTION 7: Honors Program Policies and Procedures
2
About the Thomas E. Bellavance Honors Program
The Honors Program began in 1980 with 20 students, most of whom were members
of the university’s Philosophical Society. The original director of the program was
Dr. Anthony “Tony” Whall, who believed that the program could “offer an array of
courses that would emphasize discussion rather than lecture, and that would
encourage students to think independently about substantive issues and enable
them to acquire skills for articulating and defending their insights and ideas.”
The program initially offered only courses that fulfilled general education
requirements in the fields of History, English, and Philosophy. In its early years, the
Honors Program existed in a back corner of the gymnasium. After a few years, it
moved to a house on College Avenue (the current site of the Art House), before once
again moving to the Honors Center (commonly and affectionately called the Honors
House by many current and former students) in 1994.
In the early years, applicants were required to possess a high school GPA of 3.25 or
higher and a minimum SAT score of 1100. The student grades and test scores of
today’s incoming freshman class are far higher than those early targets.
The start of the program, however small, aligned with the goals of former SU
President Thomas Bellavance, who became president of Salisbury State College in
1980, during a rocky period in the university’s history. During his time as president,
Bellavance guided the institution from college to university status and helped raise
more than $800,000 for student scholarships.
Shortly before Bellavance passed away in 1996, the university renamed the Honors
Program in his honor in order to recognize his focus on academic excellence.
In 2013 the Honors Program served more than 260 students under the direction of
its first full-time administrative director, Dr. James Buss.
Salisbury University Mission
Salisbury University is a premier comprehensive Maryland public university,
offering excellent, affordable education in undergraduate liberal arts, sciences, preprofessional and professional programs, including education, nursing, social work,
and business, and a limited number of applied graduate programs. Our highest
purpose is to empower our students with the knowledge, skills, and core values that
contribute to active citizenship, gainful employment, and life-long learning in a
democratic society and interdependent world.
Salisbury University cultivates and sustains a superior learning community where
students, faculty, and staff engage one another as teachers, scholars, and learners,
and where a commitment to excellence and an openness to a broad array of ideas
and perspectives are central to all aspects of University life. Our learning community
3
is student-centered; thus, students and faculty interact in small classroom settings,
faculty serve as academic advisors, and virtually every student has an opportunity
to undertake research with a faculty mentor. We foster an environment where
individuals make choices that lead to a more successful development of social,
physical, occupational, emotional, and intellectual well being.
The University recruits exceptional and diverse faculty, staff, and undergraduate
and graduate students from across Maryland, the United States, and around the
world, supporting all members of the University community as they work together
to achieve the institution’s goals and vision. Believing that learning and service are
vital components of civic life, Salisbury University actively contributes to the local
Eastern Shore community and the educational, economic, cultural, and social needs
of our State and nation.
Honors Mission
The Thomas E. Bellavance Honors Program builds upon Salisbury University’s
mission to offer excellent, affordable education in a variety of academic programs
and to empower its students with the knowledge, skills, and core values that
contribute to active citizenship, gainful employment, and life-long learning in a
democratic society and interdependent world by providing enriched educational
opportunities for highly motivated, talented, and creative undergraduate students.
The program fosters close individual contact between students and faculty and
brings together engaged undergraduate students with varied interests to explore
and enrich their overall academic university experience. In addition, the Honors
Program seeks to provide an intellectual environment where students pursue
inquiry, explore curiosity, and exhibit creativity, all while engaging larger
communities on the Eastern Shore and beyond. Honors courses and activities are
intended to enhance other educational opportunities available to Salisbury
University students and meet national expectations for Honors education.
Defining Honors Education
The Bellavance Honors Program formally adopts the definition of honors education
as outlined by the National Collegiate Honors Council.
“The National Collegiate Honors Council recognizes an honors college, program,
institute, or equivalent descriptor, as the academic unit on a collegiate campus
responsible for devising and delivering in-class and extracurricular academic
experiences that provide a distinctive learning environment for selected students.
The honors college or program provides opportunities for measurably broader,
deeper, and more complex learning-centered and learner-directed experiences for
its students than are available elsewhere in the institution; these opportunities are
appropriately tailored to fit the institution’s culture and mission and frequently
occur within a close community of students and faculty. In most cases, the honors
4
community is composed of carefully selected teachers and students who form a
cross- or multi-disciplinary cohort dedicated to achieving exceptional learning and
personal standards. The National Collegiate Honors Council recognizes
“departmental honors” as educational experiences that are similar but restricted to
cohorts of students pursuing the same field of academic study.”
As approved by the NCHC Board of Directors, November 6, 2013 (http://nchchonors.org/wpcontent/uploads/2014/02/Definition-of-Honors-Education.pdf)
NCHC Modes of Learning
The National Collegiate Honors Council has developed a suggested list of “modes of
learning,” which are meant as broad characteristics that generally describe the
learning outcomes of Honors Programs and Colleges. They are, in no particular
order:
1) Research and Creative Scholarships
2) Breadth and Enduring Questions
3) Service Learning and Scholarship
4) Experiential Learning
5) Learning Communities
Thomas E. Bellavance Honors Program Core Values
This list of core values is meant to provide general guidance in defining educational
opportunities and curriculum within the Thomas E. Bellavance Honors Program.
Individual courses and other educational opportunities, which are offered by the
Honors Program, are expected to demonstrate no less than two of these core values.
1) Critical Thinking and Breadth of Inquiry
a. Critical thinking and breadth of inquiry extends beyond single
disciplines and requires students to explore multiple points of inquiry.
b. Classes present students with alternative, conflicting, or multiple
modes of inquiry that produce enduring questions. Coursework often
includes integrative, interdisciplinary learning.
c. Evidence of learning outcomes often draws from several disciplines
and emphasizes process rather than product.
2) The Scholarship of Discovery
a. Borrowing from Ernest Boyer’s “Scholarship Reconsidered,” the
scholarship of discovery describes research that is original and
advances human knowledge.
b. Research can be highly focused and often discipline-oriented,
including an emphasis on research writing in the humanities and
social sciences, data analysis in the social sciences and STEM
5
3)
4)
5)
6)
disciplines, and experimentation and data collection in the natural
sciences and/or STEM disciplines
c. Evidence is often demonstrated through scholarship that leads to the
pursuit of new questions or new understandings of preexisting
materials.
Creative Scholarship
a. Creative experiences provide students with opportunities to express
critical thinking and complex analysis through creative endeavors.
b. Scholarship can be highly focused on a particular medium of artistic
expression, but it can also be just as likely that creative scholarship
advances the arts across the curriculum.
c. Evidence of learning often includes artistic or performative aspects,
including, but not limited to, visual arts, performances, literary
expression, and/or gallery exhibitions.
Community Engagement and Leadership
a. The major emphasis is on community engagement and voluntary
leadership that addresses real-world problems and through which
students collaborate to acquire practical experience.
b. Courses might include off-campus community oriented projects
and/or voluntary and philanthropic leadership experiences.
c. Evidence of learning often requires a reflective component.
Experiential Learning
a. Experiential opportunities often emphasize exploration and discovery
beyond the campus community over the acquisition of a specific set of
knowledge or disciplinary skills.
b. Experiential learning is usually supervised and includes practical
engagement, but it can also include study abroad opportunities that
are self-guided.
c. Evidence requires a reflective component.
Learning Communities
a. Learning communities are comprised of students and faculty
members who voluntarily engage in a learning cohort to foster
thinking, growth, and further inquiry.
b. Student learning communities often include residence-centered
activities and an integration of academic, social, and service activities.
c. Evidence includes reflective components or lived experiences and
evidence of further inquiry at the end of a normally limiting
experience.
6
SECTION ONE
Honors Student Information
(Students in “Haunted America: Trauma and Memory in American Histories of Place” visiting
New York City, May 2014)
7
General Demographics
Many of the students listed in the honors student progress report at the beginning of
AY 2013-2014 were technically “inactive” or “ineligible” to continue with honors. The
Honors Program Director met with these students to develop plans of action whereby
students could either continue in honors or withdraw from the Honors Program. The
drastic change in numbers from August 2013 to May 2014 represents an attempt to
gauge accurately the number of students “active” in the Honors Program.
Honors Program Headcount
Honors Students
(as listed on Student Progress Report)
August 2013
“Active” Honors Students
January 2014
284
214
Honors Program Headcount
(cohort *)
Student Progress Report
August 2013
“Active” Honors Students
January 2014
2010-2011
44
2010-2011
39
2011-2012
48
2011-2012
36
2012-2013
96
2012-2013
56
2013-2014
96
2013-2014
83
*The Honors Program defines cohort as the year that a student entered the program, rather
than by year that the student entered Salisbury University.
8
Honors Student Headcount
(school)
HONORS STUDENT HEADCOUNT
August 2013
HONORS STUDENTS HEADCOUNT
January 2014
Seidel
Perdue
Fulton
Henson
Unknown or Undeclared
30
24
96
108
26
Seidel
Perdue
Fulton
Henson
Unknown or Undeclared
Total
284
Total
21
23
84
84
2
214
School Dispersion, January, 2014
Seidel
Perdue
Fulton
Henson
Undecided
9
Honors Program Headcount
(school and cohort)
2010-2011
August 2013
Seidel
Perdue
Fulton
Henson
Unknown
Total
4
3
17
20
0
44
2010-2011
January 2014
Seidel
Perdue
Fulton
Henson
Unknown
Total
2011-2012
August 2013
Seidel
Perdue
Fulton
Henson
Unknown
Total
3
4
18
17
6
48
2011-2012
January 2014
Seidel
Perdue
Fulton
Henson
Unknown
Total
2012-2013
August 2013
Seidel
Perdue
Fulton
Henson
Unknown
Total
9
6
32
34
15
96
5
3
22
25
0
96
4
4
17
11
0
36
2012-2013
January 2014
Seidel
Perdue
Fulton
Henson
Unknown
Total
2013-2014
August 2013
Seidel
Perdue
Fulton
Henson
Unknown
Total
3
2
17
17
0
39
5
3
22
26
0
56
2013-2014
January 2014
Seidel
Perdue
Fulton
Henson
Unknown
Total
9
14
28
30
2
83
10
Honors Program Headcount
(major and cohort)
January 2014
ACCT
ART
ATTR
BIOL
BUEC
CADR
CHEM
CMAT
COSC
ECED
ECON
ELED
ENGL
ENVS
ESOL
EXSC
FINA
GEOG
HIST
HLTH
INFO
INTB
INTL
MATH
MDTC
MGMT
MKTG
MUSC
NURS
PHYS
POSC
PSYC
RESP
SOWK
SPAN
UNKN
2010-2011
2011-2012
2012-2013
2013-2014
Total
1
1
1
1
1
3
7
6
11
1
1
4
9
3
1
6
2
1
29
1
2
8
16
7
2
5
6
18
1
1
6
4
2
12
2
1
1
6
10
6
3
1
3
13
3
5
21
1
5
1
2
1
5
2
2
2
1
1
1
1
1
1
2
2
3
1
1
4
2
1
2
1
6
1
6
1
3
1
1
1
2
2
2
1
1
6
4
1
2
1
2
6
1
2
1
1
3
1
3
1
8
1
2
1
3
8
1
4
4
2
1
1
1
2
1
1
2
1
1
7
2
1
4
1
2
*Honors Students represent 35 of the 43 current undergraduate programs at Salisbury
University.
11
Honors Student Demographics*
(by gender)
Male(62)
Female(152)
*All demographic data is drawn from January 2014 numbers.
Honors Student Demographics
(by gender and cohort)
70
60
50
40
Male
30
Female
20
10
0
2010-2011
2011-2012
2012-2013
2013-2014
12
Honors Student GPAs
Honors Student GPA/Program-Wide
3.54 Cumulative
Honors Student GPA/By Cohort
2010-2011
3.665
University-Wide GPA/By Cohort
2010-2011
2.92
2011-2012
3.560
2011-2012
2.98
2012-2013
3.559
2012-2013
3.02
2013-2014
3.539
2013-2014
3.02
Comparison to University-Wide GPA by Cohort
4
3.5
3
2.5
Honors
2
University
1.5
1
0.5
0
2010-2011
2011-2012
2012-2013
2013-2014
13
SECTION TWO
Honors Program Graduates
(Dr. Diane Allen, Provost and Senior Vice President of Academic Affairs, speaks to Honors
Program graduates at the spring awards and graduation banquet.)
14
Qualifications to Graduate with Honors
Students in the Bellavance Honors Program can follow one of two paths to graduate
with distinction from the Honors Program.
UNIVERSITY HONORS
Students complete between 20-21 credit hours in a combination of honors courses and honors
research projects and/or honors thesis work while maintaining a 3.5 cumulative GPA.
Four Required Courses
HONR 111 Critical Thinking and Writing
or
HONR 211 Issues in Humanities
HONR 112 Issues in Social Science
HONR 212 Issues in Natural Sciences
HONR 311 Honors Interdisciplinary Seminar*
 Additional Requirements
Complete either Group 1 or Group 2
Group 1
HONR 311 Honors Interdisciplinary Seminar*
and
HONR 312 Honors Research/Creative Project
OR
Group 2
HONR 490 Honors Thesis Preparation
and
HONR 495 Honors Thesis
*students may substitute an approved study abroad experience in place of an HONR 311 course.
GENERAL HONORS
Students complete between 13-14 credit hours in a combination of honors courses and honors
research projects and/or honors thesis work while maintaining a 3.5 cumulative GPA.
One Required Course
HONR 111 Critical Thinking and Writing
HONR 211 Issues in Humanities
HONR 112 Issues in Social Science
HONR 212 Issues in Natural Sciences
HONR 311 Honors Interdisciplinary Seminar*
 Additional Requirements (Complete all four)
HONR 311 Honors Interdisciplinary Seminar*
HONR 312 Honors Research/Creative Project
HONR 490 Honors Thesis Preparation
HONR 495 Honors Thesis
15
*students may substitute an approved study abroad experience in place of an HONR 311 course.
Recognition
The status of “University Honors” appears on the transcripts and diplomas of
qualified graduates. All students graduating with “University Honors,” “General
Honors,” and certificates of Honors are invited to the annual Honors Program
banquet.
Certificate of Completion
Students who complete all of the coursework requirements for graduating with
either University or General Honors and maintain between a 3.25 and 3.49 GPA will
be presented with a “certificate” of completion from the Thomas E. Bellavance
Honors Program.
(Honors Program graduates at Honors Banquet, May 2014)
16
Honors Program Graduates
AY 2013-2014
December 2013 (6)
University Honors
Megan Rebecca Hershberger, B.A. Psychology
Kevin Knudsen, B.A. History
Vincent Joseph Varsalona, B.A. Communications Arts
Rebecca Wanner, B.S. Biology
General Honors
Chantel Gerardo, B.A. English
Certificate of Completion
Joseph Brandler, B.A. Political Science
May 2014 (31)
University Honors
Rebecca Lynn Abelman, B.S. Medical Laboratory Sciences
Emma Carlynn Albrittain, B.S., Medical Laboratory Sciences
Lauren Anne Anderson, B.A. Psychology
Andrea Nicole Becker, B.S. Chemistry
Christina Rae Bell, B.S., Biology
Amanda Marie Biederman, B.S. Biology
Eric Boltz, B.S. Mathematics
John Karl Buntz, B.S. Accounting, B.S. Finance
Steven Cenname, B.A. Environmental Studies, B.A. Political Science
Katherine May Calloway, B.A. Psychology
David Eberius, B.S. Computer Sciences
Patricia Filutze, B.A. English
Meryam Sima Gharbi, B.S. Biology
Marguerite Bryant Gilchrist, B.S. Athletic Training
Melanie Taylor Goldstein, B.S. Chemistry
Pete Hicks, B.A. Communications Arts, B.A. History
Zachary Lawrence Jackson, B.S. Physics
Angela Maria Landess, B.A. History
Emily Joy Lembo, B.A. English
Edward Cecil Martin, B.A. History
Daniel Norris, B.A. English
John Plinke, B.A. Political Science, B.A. English
Adam Laurence Rudy, B.A. History
Natalia Shangold, B.A. Environmental Studies
Jeffrey David Shiderly, B.S. Mathematics
Joshua Lee Souders, B.S. Computer Science
Elena Denisse Ramirez Ortiz, B.A. Ecnomics
Courtney Lynn Utberg, B.S. Nursing
General Honors
Jessica Marie Kelly, B.A. Psychology
Certificate of Completion
Caitlin Marie Bishop, B.A. Psychology
Matthew Scott Mignosa, B.A. Psychology
17
Honors Theses and Committees
AY 2013-2014
FALL 2013 (3)
“Specimen Abuse: Beating a Drug Test” by Emma C. Albrittan (MDSC)
Mentor: Diane Davis MDTC
Reader: Catherine Otto MDTC
Reader: Stephen Habay CHEM
“Hospice: An Overview” by Megan R. Hershberger (PSYC)
Mentor: Michele Schlehofer PSYC
Reader: Kimberly van Vulpen SOWK
Reader: Meredith Patterson PSYC
“Julius Caesar: Dictator, King, or Emperor” by John Sherwood Penuel (HIST)
Mentor: Kevin Birch HIST
Reader: Claire Kew FREN
Reader: G. Ray Thompson HIST
SPRING 2014 (6)
“One Wants to be Emotional, Both Want to Problem Solve: Gender, Coping Style, and Perceived Stress
During a Cognitive Stress Task” by Lauren A. Anderson (PSYC)
Mentor: Karl Maier PSYC
Reader: Thomas Tomcho PSYC
Reader: Lucy Morrison ENGL
“Acute Tempurature Change and LDH Activity in the Atlantic Killfish, Fundulus Heteroclitus” by
Amanda Biederman (BIOL)
Mentor: E. Eugene Williams BIOL
Reader: Barbara J. Pollock BIOL
Reader: Lucy Morrison ENGL
“The Green Party: A Product of the Similarities of Democrats and Republicans” by Steven David
Cenname (ENVS and POSC)
Mentor: Sarah Surak POSC
Reader: Adam Hoffman POSC
Reader: Matthew Bailey PHYS
“The Feeders” by Patricia A. Filutze”
Mentor: Susan McCarty ENGL
Reader: R. Ivan Young IDIS
Reader: Cynthia Payne ENGL
“Televised Child Pageants: Negative Psychological Effects, Millions of Viewers” by Jessica M. Kelly
Mentor: Lance C. Garmon PSYC
Reader: Kara French HIST
Reader: Marta Losonczy-Marchall PSYC
“In the Wake of Heroes” by Daniel Norris (ENGL)
Mentor: Timothy Miller HIST
Reader: Susan McCarty ENGL
Reader: John Wenke ENGL
18
Student Plans after Graduation
Rebecca Abelman (Medical Lab Sciences) plans on pursuing a career in
microbiology, focusing on infectious diseases.
Emma Albrittain (Medical Lab Sciences) has several interviews with hospitals,
where she hopes to work while applying for physicians assistant programs for the
following year.
Lauren Anderson (Psychology) plans to take some time off after school before
pursuing a PhD in psychology.
Andrea Becker (Chemistry) will be attending the University of Tennessee working
toward a PhD in Analytical Chemistry with a focus on Chemometrics.
Christina Bell (Biology) is applying to several research-based internships through
the Oak Ridge Institute for Science and Education.
Amanda Biederman (Biology) has accepted a research assistantship at Ohio
University and will be traveling to Antarctica next spring for field collection.
John Buntz (Accounting/Finance) will be taking the Becker Fast Pass CPA Review
Course and the CPA exam before beginning work at McGladrey LLP in Baltimore as
an audit associate in October of 2014.
Steven Cenname (Political Science/Environmental Studies) will be pursuing a
master’s in public policy at Johns Hopkins University’s Bloomberg School of Public
Health.
Chantel Gerardo (English) joined Teach for America in Colorado upon graduation.
David Eberius (Computer Science) accepted a Research Assistant position at the
Innovating Computing Laboratory at the University of Tennessee where he will be
pursuing a master’s degree in Computer Science.
Meryam Gharbi (Biology) will be working toward a doctor of pharmacy degree at
the University of Maryland in Baltimore.
Marguerite Gilchrist (Athletic Training) will be attending the University of South
Carolina pursuing masters degree in athletic training.
Melanie Goldstein (Chemistry) will be attending Rutgers, working toward a PhD in
Medicinal Chemistry.
19
Pete Hicks (History, CMAT) has accepted an offer for a paid internship as a webmarketing writer at Nemetscheck Vectorworks, a software company in Columbia,
Maryland.
Zachary Jackson (Physics) will likely take a year off before pursuing a doctorate
degree in physics.
Jessica Kelly (Psychology) has applied to several graduate programs in psychology
and is awaiting word before deciding where to attend.
Kevin Knudsen (History/Secondary Education) is continuing his education at SU
working on a Masters of Education degree. He was also elected President of the
Graduate Student Government.
Emily Lembo (English) has been awarded a prestigious Fulbright Award for the
upcoming year and will be traveling to South Korea.
Matthew Mignosa (Psychology) will be attending New York University and pursuing
a master’s degree in psychology.
Dan Norris (English) has accepted a teaching assistant at Salisbury University,
where he will be working toward a master’s degree in English Literature.
John Plinke (Political Science, English) will be attending law school at George
Washington University.
Elena Ramirez (Economics) has accepted a research assistant position in the Tax
Policy Center at the Urban Institute in DC.
Adam Rudy (History, Education) is applying for teaching positions in the field of
history. He plans on returning to school to pursue both a master’s and PhD in
history.
Natasha Shangold (Environmental Studies) plans on pursuing a career in
Environmental Education, which includes parks, nature centers, zoos, and research
refuges.
Rebecca Wanner (Biology) plans to either work full-time at a zoo or work toward
certification as a wildlife rehabilitator.
Courtney Utberg (Nursing) has been offered a position as ICU Registered Nurse by
Christiana Care in Newark, DE in their Critical Care Residency Program.
20
Honors Graduates by School/Major Dispersion
AY 2013-2014 Honors Graduates
School Dispersion
Fulton(20)
Henson(14)
Perdue(2)
Seidel(1)
Honors Graduates
(by major)
PSYCH
ENGL
HIST
BIOL
CMAT
POSC
6
5
5
4
3
3
COSC
CHEM
ENVS
MATH
MDTC
ACCT
2
2
2
2
2
1
ATTR
ECON
FINA
PHYS
NURS
1
1
1
1
1
21
SECTION THREE
Honors Scholarships and Awards
22
Honors Scholarships and Award
The Bellavance Honors Endowment provided nearly $8,000 dollars in student
scholarships, awards, and travel grants in AY 2013-2014.
Honors Student Scholarships
The Bellavance Scholars Award
This award includes a $1,000 renewable scholarship for an incoming freshman.
Over the course of the past three years, the Honors Program has not awarded this
scholarship. For two years, interim directors were most likely unaware of the
scholarship’s existence. This past year, the Honors Program offered four such
scholarships to incoming freshmen-none of whom decided to attend Salisbury
University. Our last recipient, John Buntz, graduated in May 2014. (The Honors
Program intends to work closely with the Office of Admissions to ensure that the
scholarship is awarded to at least two deserving students next year.)
The Bellavance Senior Awards
In the past, the Honors Program has awarded rising seniors (or graduating seniors)
small scholarships ranging between $250 and $500. Typically, these awards were
granted to students who maintained a 4.0 gpa over the course of a four year degree
program. No students met these criteria last year. Consequently, the Honors
Committee voted to discontinue this scholarship/grant and to reallocate the money
to help support incoming student recruitment scholarships and/or student travel
grants.
Student Honors Awards
Whall Award for Writing Excellence
Dr. Tony Whall served as director of the Honors
Program for 27 years. He has since retired, but to
recognize Dr. Whall’s decades of service teaching
first-year Honors students how to write and think
critically, the Honors Program awards the annual
Whall Honors Award for Writing Excellence to a
first-year Honors student. Honors Professors
forward essays to the Honors Program Director,
who then presents the papers—names removed—
to the Honors Faculty Committee. The Committee
reads each essay, deliberates during its April
meetings, and then chooses a winner. This year’s
recipient was Shelby Carl. Dr. Whall presented her with a $500 check, as well as a
plaque, at the Honors Banquet in May.
23
Roth Thesis Prize
In 1999 John and Mary-Claire Roth funded an endowment to honor their daughter,
Ellen, who was a graduate of the Bellavance Honors Program. This cash prize is
awarded annually to the Honors student author of the best Honors thesis of the
previous calendar year.
This year, the prize was awarded to two outstanding Honors Theses, who split the
$500 cash prize.
Chantel Gerardo (English), “International, ESL Students: A Trickster Approach”
and
Leah Lewman (Art) for her art exhibition thesis, titled, “Incompleteness”
Travel Grants
The Honors Program also provides travel grants to students who present papers at
state, regional, and national Honors conferences. In AY 2013-2014, the Honors
Program awarded nearly $8,000 to students presenting and attending honors
conferences. This money helped defer registration and travel costs to the
conferences.
National Collegiate Honors Conference—New Orleans, November 6-10, 2013
Three students traveled with Director Buss to the NCHC conference. Two students
presented papers (and one of those students additionally presented a poster during
the poster session).
24
David Eberius (COSC) presented a paper, titled, “Leveling the Playing Field: Using
Verbal Puzzles to Enable Collective Critical Thinking and Diversification.”
Amanda Biderman (BIOL) presented both a paper, “A Rose by Any Other:
Reflowering First Names in Jane Austen’s Literature,” and a poster, “Fish and
Climate Change: How Will Different Species Adapt Biochemically to Rising
Temperatures.”
Honors Program student worker, Elizabeth Raley (ECON/FINA), traveled to the
conference to attend panels and workshops on “Teaching my Fellow Honors
Students,” “Crafting Mission and Vision Statements: How to Write Them and Why
They Matter,” “What Makes a Winning Honors Newsletter?,” and “Student Affairs
Committee Meeting: Honors Students NCHC Tools for Success.” Her attendance at the
newsletter workshop ultimately led to the new and improved Saunterer, for which she is
one of two co-editors.
Maryland Collegiate Honors Conference—Westminster, MD, February 28March 1, 2014
Three students traveled with Director Buss to the MCHC
conference in early spring. Two students presented papers
and one student presented a poster during the poster
session. In addition, SU student Amanda Biederman was
named a finalist for the prestigious Portz Award for “Most
Outstanding Honors Student in the State of Maryland.”
Although the award ultimately went to a student from
McDaniel College, Ms. Biederman was one of only four
statewide finalists in the category of four-year programs.
Amanda Biderman (BIOL) presented a poster,
“Temperature and LDH Activity in the Atlantic Killfish, Fundulus Heteroclitus.”
Steven Cenname (POSC/ENVS) presented a paper, “Shades of Green and Blue: An
Examination of the Relationship between the Democratic Party and the Green
Party in America.”
Patricia Filutze (ENGL) presented a paper, “The Feeders: A Novel Thesis Project.”
Northeast Regional Collegiate Honors Conference—Niagara Falls, April 3-6,
2014
Seven students traveled to Niagara Falls with Director Buss and Program
Management Specialist Joan Wallace. Five students presented papers and two
students presented posters. One additional student was accepted to the conference
but could not attend. Two Salisbury students, Mary McKernan (ENGL) and Frances
25
Sherlock (MGMT/CADR), participated in a panel that was later identified as the
“most tweeted and retweeted” panel of the conference. Nearly 50 students and
faculty members attended the panel.
Alaina Gostomski (ELED) presented a poster, “Challenging the Understanding of
Beauty”
Robin Kapovich (MATH) presented a poster, “Math Education: The Return of the
Sputnik Crisis”
Megan Mahedy (EXSC) presented a paper, “Naturopathy: A Health Care
Revolution?”
Mary McKernan (ENGL) presented a paper, “Holy Sexism and Hypersexualization,
Batman!”
Rebecca Miller (HIST) presented a paper, “Republican Manhood: A Fight for
Freedom”
Dan Norris (ENGL) presented a paper, “In the Wake of Heroes: History into
Fiction”
Frances Sherlock (MGMT/CADR) presented a paper, “From ‘Wicked Wiles’ to the
Working World: A Study of Disney and Gender”
26
National Scholarships and Fellowships
Fulbright English Teaching Assistant
Emily Lembo (ENGL) received a prestigious Fulbright
English Teaching Assistant grant to travel to South
Korea for the 2014-15 academic year.
27
SECTION FOUR
Retention and Recruitment
(Professor Matthew Bailey (PHYS) speaks to students about his research during the fall 2013
movie and lecture series.)
28
Retention and Graduation Data
Salisbury University has a campus-wide first-year retention rate of 83.7% and a six-year graduation
rate of 67% (highest among the USM comprehensive universities). The statistics below are for
Honors Program participants only.
29
Recruitment AY 2013-2014/AY 2014-2015
Enrollment Requirements
The Honors Program does not establish minimum requirements for student
applications, although it does suggest that an incoming first-year student have a
high school GPA of 3.5 and/or an SAT score above 1750 (composite “superscore”) or
ACT composite score above 27.
Transfer students with a minimum GPA of 3.5 are invited to apply for the Honors
Program
The Honors Committee passed a new “Policies and Procedures” document at the end of AY 2013-2014 that includes
several categories for admission and includes standards for application, including an automatic admissions process
for our highest caliber prospective students and a conditional admission category for students whose test scores or
GPA fall slightly outside of the suggested criteria. Those admissions categories will be applied to the 2015-2016
incoming freshman class.
Year to Year Honors Freshman Class Data
2013-2014/2014-2015
2013-2014
Cohort
(83 students)
2014-2015
Incoming Cohort
(120 students)
Out-of State
16 (19.27%)
Out-of State
19 (16.1%)
High School GPA
4.00 Weighted
High School GPA
4.027 Weighted
SAT
608 Writing
603 Math
594 Critical Reading
1806 Superscore
SAT
622.59 Writing
628.98 Math
620.28 Critical Reading
1871 Superscore
ACT
25.13 English
23.93 Math
26.46 Reading
25.13 Composite
ACT
27.57 English
28.19 Math
28.40 Reading
27.75 Composite
30
31
Comparative Freshman Class Data
2014-2015 intake
Honors v. University Wide
Honors Students Comprised 10% of Incoming Freshman
2014-2015
Honors Cohort
(118 new students*)
2014-2015
University Wide
(1180 students)
Out-of State
19 (16.1%)
Out-of-State
250 (21.19%)
High School GPA
4.027 Weighted
High School GPA
3.71 Weighted
SAT
622.59 Writing
628.98 Math
620.28 Critical Reading
1871 Superscore
SAT
ACT
27.57 English
28.19 Math
28.40 Reading
27.87 Composite
ACT
1733 Superscore
24 Composite
*Incoming cohort includes 118 students compared to 120 in general application data, because two
students voluntarily withdrew from Honors during summer orientation. They are still attending SU.
Comparative Freshman Class Data
(school comparison)
2014-2015
Honors v. University Wide
Honors Students Comprised 10% of Incoming Freshman
2014-2015
Incoming Cohort
(118 new students)
80
70
60
50
40
30
20
10
0
2014-2015
University Wide
(1180 students)
500
400
300
200
100
0
Henson Fulton Perdue Seidel UNKN
(69)
(28)
(12)
(7)
(12)
Henson Fulton Perdue Seidel UNKN
(441) (229) (198) (154) (154)
32
Detailed
(school)
33
SECTION FIVE
Courses, Enrollments, and Assessment
(Jackson Landers, author of Eating Aliens, speaks to students in HONR 212: “Aliens Among Us!
The Ecology and Impacts of Introduced Species,” spring 2014)
34
Course Offerings
Fall 2013
HONR 111 Critical Thinking and Writing
MWF 10:00-10:50 am (Lauren Hill-041)
MWF 11:00-11:50 am (Lauren Hill-042)
TR 12:30-1:45 pm (James Buss-451 LLC1)
MWF 1:00-1:50 pm (James Buss-452 LLC2)
Arguments bind us, divide us, batter us. Vying for approval on paper, in quiet
conversation, on millions of televisions, or the battlegrounds of the web, arguments
define the boundaries of common sense, set personal and global agendas, and
control minds. Masters of persuasion make laws, reshape traditions, and wage wars.
To understand and create arguments we must analyze their structure, language, and
logic. In this class you will learn to think critically about any kind of claim through
debate, research, and writing. Library “labs” will help you to find and cite key
resources including journal articles and databases, government documents,
reference works, monographs, and web sources. You will also learn how to evaluate
sources for particular research projects, including your own research paper. This is
not so much a composition class as an arena for wrestling with ideas and words. By
December you will be a keener critic and a better author of provocative texts and
persuasive speeches. Practice is the only true teacher. This seminar class will
require you to take an active role in your own learning. Debate and research are
two foci of this class.
Satisfies a General Education Requirement (Group I-A)
HONR 112: Issues in Social Sciences: Sports, Media, & Culture
HONR 112-151
M 6:00-8:45 pm (Haven Simmons)
This course is taught on the premise that sports comprise a microcosm of the larger
culture and society studied through the lens of race, gender, class, commerce, and
ethical and competitive values, among other elements. Assessing media depictions
of sports in America is central to our study of sports and culture. The topics covered
in this class will include the Penn State scandal, the story African-American
heavyweight boxer Jack Johnson, Title 9 and women’s sports, and drug allegations
against Lance Armstrong.
Satisfies a General Education Requirement (Group III-B)
HONR 221: Issues in Humanities: Feet of Clay: Building Masculinity in
Literature and Culture
HONR 211-0421
MW 2:00-3:15 pm (Nick Melczarek)
A study of the construction of masculinity in Western literature and culture, through
the venues of literary studies, film and art critique, and feminist and queer/LGBT
theory. We often take “masculinity” as a kind of self-defining quality, but how did it
come to be so, in the way it exists today? How is masculinity actually a culturally-,
socially-, economically-, politically-, and religiously- constructed series of specific
and arbitrary performances that actually undermine themselves? How do equally
35
constructed notions of femininity necessarily create and maintain masculinity? How
is masculinity tied to relatedly-constructed definitions of heterosexuality,
bisexuality, and homosexuality? How could the ancient world accuse a man of being
“too masculine”? Why do the biblical letters of St. Paul tell us more about his and the
early Christian world's manic anxiety over definitions of the masculine than
anything else? Why did Victorian England and the U.S. need to make Christianity
“muscular” - and how, ironically, has the modern cult of football resulted from it?
(What—you thought Tebowing was new??) Why, literally, can’t women be “virile” or
men be “hysterical” — and what happens when they are? How does masculinity
actually blur the distinctions of categories of biological sex, socialized gender, class
position, and identification of sexual preference? How did a Calvin Klein advertising
campaign not only redefine how we visually present masculinity, but also take us
back to Nazi Germany to do it? How has the workforce honed and shaped
“masculinity” through the global marketplace, even as that definition changes
almost yearly? How does the corporate U.S. cash-in on such tweaks to the model as
the bromance, the hipster, emo, and fanboys? Why do G4 and Spike-TV exist?? Why
does the Syfy channel also show the WWE? We will study these issues through a
selection of literature from the ancient world through to today, as well as artwork
and film.
Satisfies a General Education Requirement (Group III-A)
HONR 311: Interdisciplinary Seminar: Utopia Meets Reality: Russian
Revolutions throughout Literature
HONR 311-041/POSC 399 TR 9:30-10:45 am (Greg Cashman)
The year 1917 is bookmark in history, a time of momentous upheaval that marked a
critical turning point. In Russia, the February Revolution overthrew the tsarist
government of Nicholas II; a second revolution, in October, placed Lenin’s Bolshevik
Party in power and began the world’s first national experiment with socialism.
“Stalin’s Revolution” followed Lenin’s—creating the monstrous “Great Terror” of the
1930s. At the end of the century, Gorbachev unwittingly set off another revolution,
whose end has not yet been determined. Great events often lead to great literature.
This course will attempt to explore the philosophical aspects of Marxist socialism,
the attempt to “build socialism” in Russia, the “messiness” and brutality of
revolution and its social, cultural, economic and political results by examining some
of the great works of Russian fiction, poetry, biography and film. Readings include:
Doctor Zhivago, The Master and Margarita, Heard of a Dog, We, and Journey into the
Whirlwind.
HONR 311: Interdisciplinary Seminar: Black Music: Soundscapes of Diaspora,
Race, & Resistance
HONR 311-042/HIST 215.002 MW 3:30-4:45 pm (Jason Boroughs)
This course will explore African-oriented musical traditions through the past four
centuries in the diasporic historical and cultural context of creation—exploring
popular music from both sides of the Atlantic, the U.S., and the Caribbean, touching
upon concepts such as race, enslavement, and resistance. This course will come
36
right up to the present—through spirituals and the blues, music of the Civil Rights
era and politically salient diasporic musicians such as Bob Marley and Fela Kuti, and
through to Mambo, Samba, and Hip Hop.
HONR 311: Interdisciplinary Seminar: Contemporary China
HONR 311-043 TR 11:00-12:15 pm (E. Patrick McDermott)
This course will provide an understanding of contemporary China and the many
issues it faces in its development. We will compare the communist system of
government in China with U.S. democracy. From such comparison you should better
understand a wide range of issues including: the present effects of past colonialism;
forms of government; corruption; totalitarianism; workers’ rights; the environment
and global warming; the rule of law; comparative legal systems; the interplay of
culture and government; competitive educational systems; ways of thought and
relationship to culture and political systems; capitalism in a global economy;
globalization, human capital development and competitive advantage; nationalism,
and a wide range of related issues. A premise of this course is that China is a
microcosm for all that is positive and negative in the current world political and
economic systems.
HONR 311: Interdisciplinary Seminar: Chaucer
HONR 311-044/ENGL 411-001 TR 2:00-3:15 pm (T. Ross Leasure)
In this course, we will read a representative selection of works by the late medieval English
poet, Geoffrey Chaucer, identified by most scholars as the “Father” of English literature.
Much of our work will focus on The Canterbury Tales, but we will also engage a few of his
lesser known (though no less important) works. All of our primary reading will be in the
original Middle English; our secondary reading will include important works of Chaucerian
scholarship on pertinent topics. Naturally, this course will familiarize students with Middle
English grammar and pronunciation; such familiarization will involve the practice of
reading aloud in class and in a recording studio (in groups for credit). As necessary, our
study will also include biographical material, the consideration of historical context, and an
overview of English culture in the late fourteenth century.
HONR 312: Honors Junior Research Project
James Burton
Honors students complete a research or creative project in a 300-400 level course of
their choosing (this does not have to be an honors course) and will present their
research or creative project at a public symposium or conference. One credit,
pass/fail.
HONR 490: Honors Thesis Preparation
HONR 490-041 (James Buss)
In Honor 490, before students begin work on their thesis, students select a thesis
committee comprised of a thesis advisor and two readers. The mentor and one
reader are chosen from the student’s major department. The other reader is
selected from faculty in one’s school. Additionally, students do preliminary research
on their topic and write a two-page prospectus (which must be approved by their
37
committee) describing what they hope to accomplish in their thesis. In addition to
meeting as necessary with their mentor, students will meet together regularly with
the Honors program liaison to discuss progress and problems. One credit, pass/fail.
Honors Thesis
HONR 495-041 (Various Instructors)
The Honors thesis is a three or four credit, focused, in-depth project in one’s major
field. What distinguishes an Honors thesis from a research paper in a regular
classroom is the willingness of the student to go beyond the classroom and to
assume the responsibilities associated with commitment to scholarship.
Spring 2014
HONR 112: Issues in the Social Sciences: Political Arguments Alive
HONR 112-041 MWF 9-9:50 AM (Lauren Hill)
HONR 112-042 MWF 10-10:50 AM (Lauren Hill)
In this class, we will study Aristotle and Cicero to understand the structure and art
of American political speeches. We will start by examining how figures such as
Abraham Lincoln, Martin Luther King, and John F. Kennedy, set the stage for Bill
Clinton, George W. Bush, and Barack Obama. In the second half of the semester, we
will explore how political language infiltrates everyday life, music, advertisements
and marketing, billboards, television, film, clothing, art, sports, and more. By
analyzing the language of politics, we will begin to understand how politics are alive
in our everyday lives.
Satisfies General Education Requirement Group IA
HONR 112: Issues in the Social Sciences: Lost Generations: Cultural
Reverberations of War in the Modern Age
HONR 112-151 Th 4:30-7:15 PM (Joan Wallace)
The political and social atmosphere of the Western world following World War I
served to define cultural modernism in terms of how people saw themselves in
relation to their seemingly once knowable cosmos. This course will examine the
impact of the “Great War” on the original “Lost Generation”—caught in a cultural
limbo—through an examination of the literature, art, music, and cinema of the age.
Satisfies General Education Requirement Group IA
HONR 212: Issues in the Natural Sciences: Aliens Among Us! The Ecology and
Impacts of Introduced Species
HONR 212-041 MWF 2-2:50 PM (Tami Ransom)
Introduced species can greatly alter ecosystems and are one of the primary culprits
for decline of native organisms. While most people have heard the term “invasive
species,” many of us are unaware of how common invasive species are. For
example, many types of earthworms and lady bugs are not native to the U.S.!
Invasion biology is a relatively new field of research, but has gained prominence in
recent years due to several high profile and economically costly invasive species
(e.g. zebra mussels, West Nile Virus, etc.). In this course, we will use primary
38
scientific articles, popular literature, and numerous interesting case studies to
understand the characteristics of invasive species, explore hypotheses regarding the
causes of biological invasions, and examine complex issues surrounding invasive
species management.
Satisfies General Education Requirement IVB
HONR 212: Issues in the Natural Sciences: Statistics through Baseball
HONR 212-042 T/Th 11-12:15 PM (Lee May)
This course introduces students to the role of mathematics in culture by introducing
students to the concepts of probability and statistics by means of playing with
baseball statistics. It is intended for students whose major area of study does not
have specific requirements in mathematics and statistics, and who have an interest
in baseball.
Satisfies General Education Requirement IVB
HONR 311: Honors Interdisciplinary Seminar: Haunted America: Trauma and
Memory in American Histories of Place
HONR 311-041/HIST 490-041 MW 3:00-4:15 PM (James Buss)
This course takes seriously intersections between academic methodologies and the
voices of the dead as they speak to us in the present—whether captured in archives,
voiced in the fictional stories of literary authors, or venerated in commemorative
spaces. This course emphasizes multi-disciplinary and interdisciplinary approaches
in order to explore the role of ghosts, hauntings, and trauma in American literature,
architecture, and urban planning. These approaches will aid students in being more
aware of how histories of place are also histories of haunting and mourning. (The
course includes a class excursion to New York City).
HONR 311: Honors Interdisciplinary Seminar: Sport and Science: Physiology,
Doping, and Ethics in Sports
HONR 311-042 MWF 11-11:50 AM (Scott Mazzetti)
Perhaps at no other time in the history of sport has science played a larger role in
the concept of the modern athlete. This course examines Physiology, Metabolism,
the Ethics of Participation in Sports, as well as Sports Sociology. Students will
conduct research on scientific influences on the modern sports world and perform
simple lab tests in addition to examining basic performance enhancement
techniques, such as water-loading, limb cooling, etc.
Honors Interdisciplinary Seminar: Writing the Chesapeake: Translating
Science and Nature into Compelling Prose
HONR 311-151 T 4:30-7:15 PM (Tom Horton)
Award-winning Chesapeake Bay writer Tom Horton will focus on writing short
essays through the lenses of marine ecology and land-water equality relationships,
based on his forty years of chronicling our region’s struggle to co-exist sustainably
with one of the world’s most productive estuaries.
39
Course Enrollments
COURSE ENROLLMENTS
COURSE
TITLE
111-041
Critical Reading and Writing
111-042
Critical Reading and Writing
111-451
Critical Reading and Writing
111-452
Critical Reading and Writing
112-151
Sports, Media, and Culture
211-041
Feet of Clay: Building Masculinity
311-041
Russian Revolution in Literature
311-042
Black Music
311-043
Contemporary China
311-044
Chaucer
312-041
Creative Projects
490
Honors Thesis Preparation
495
Honors Theses
TOTAL STUDENTS
FALL 2013
INSTRUCTOR
Lauren Hill
Lauren Hill
James Buss
James Buss
Haven Simmons
Arnold Melczarek
Gregory Cashman
Jon Boroughs
Edward McDermott
T. Ross Leasure
James Burton
James Buss
COURSE ENROLLEMENTS
COURSE
TITLE
112-041
Political Arguments Alive
112-042
Political Arguments Alive
112-043
Lost Generations
212-041
Aliens: Introduced Species
212-042
Statistics Through Baseball
311-041
Haunted America
311-042
Sport and Science
311-043
The History of Nursing
311-044
Writing the Chesapeake
312-041
Creative Projects
490
Honors Thesis Preparation
495
Honors Theses
TOTAL STUDENTS
MAX
ENROLL
MENT
20
20
20
20
20
20
10
10
20
10
NA
NA
NA
ACT
ENROLL
MENT
20
15
19
18
13
5
8*
4*
10
2*
18
5
3
140
SPRING 2014
INSTRUCTOR
Lauren Hill
Lauren Hill
Joan Wallace
Tami Ransom
Lee May
James Buss
Scott Mazzetti
William Campbell
Tom Horton
James Burton
James Buss
MAX
ENROLL
MENT
20
20
20
20
20
15
20
3
10
NA
NA
NA
ACT
ENROLL
MENT
11
16
13
21
19
10*
14
2*
5
6
3
6
126
* These courses were cross-listed with sections of other courses. The enrollment numbers
here do not reflect the total enrollment for the course, only the enrollment for the Honors
course section.
40
Honors Contracted Projects (HONR 312)
Each semester, the Honors Program supports students and faculty who engage in
creative projects or research opportunities. The Honors Program requires students
to work closely with faculty members in order to complete a project that can be
presented at a local, state, regional, or national conference or similar venue. The
Honors Program compensates faculty members for leading a one credit-hour course
titled HONR 312. This past year, twenty students participated in HONR 312
coursework with seventeen faculty members from fourteen different departments
in all four of SU’s schools. The following list includes the names and departments of
faculty members who mentored undergraduate Honors students with HONR 312
projects.
Fall 2013
Jathan Austin (MATH)
Jennifer Bergner (MATH)
Ernest Bond (EDUC)
Rachel Buchanan (SOWK)
Sean Cooper (INTL)
Lance Garmon (PSYC)
Stephen Habay (CHEM)
Brian Hill (ECON)
Susan McCarty (ENGL)
Arnold Melczarek (ENGL)
Kristen Walton (HIST)
Dorothea Winter (NURS)
Leslie Yarmo (THEA)
SPRING 2014
James Burton (CMAT)
Jeffrey Emmert (PHYS)
Lincoln Gibbs (EXSC)
Stephen Habay (CHEM)
Joseph Venosa (HIST)
Kristen Walton (HIST)
41
Student Assessment of Courses and Program
In Spring 2013, the Honors Committee passed a Policies and Procedures document
that included the following:
1. All Honors courses will be evaluated each semester. In addition to the
University evaluation form, faculty teaching Honors courses shall distribute
the Thomas Bellavance Honors Program evaluation form to students in their
Honors courses shortly before finals week. Faculty members are required to
complete both the Faculty Evaluation of an Honors Course and Faculty
Evaluation of the Honors Program forms.
2. Students in HONR 311 will also complete a program assessment evaluation.
3. Students in HONR 495 will complete a Senior Exit Interview.
In addition, the Honors Program established a series of “Modes of Learning” over
the summer of 2014 that will guide this assessment program. Consequently, course
and program assessment data will not be available until AY 2014-2015.
42
Honors Academic Advising
The Honors Program provides secondary advisement for all “active” students
enrolled in the Honors Program. Students select Honors courses and submit
requests directly to the Honors Director, who places students in classes based on
student need and availability. In addition, each semester the director and assistant
director of the Honors Program meet with students who are in jeopardy of losing
“active” status.
Semester-to-Semester Advising
Advising Nights
Two to three weeks prior to open enrollment, the Honors Program hosts an evening
advisement night for Honors students. The event is held in a large classroom on
campus where students are given brochures that outline upcoming Honors courses.
Professors who teach these classes are invited to speak and the Honors Director
reminds students of general Honors requirements for graduation. Honors staff
remains on hand to answer individual student questions or schedule one-on-one
advisement sessions for the following week.
Tuesday, October 8, 2013
In the fall of 2013, Honors students met in a large classroom in the Henson building.
Faculty members who were scheduled to teach Honors courses the following
semester spoke and promoted their courses in addition to answering student
questions. Honors Program staff members distributed request forms, students
identified their preferences, and the Program Management Specialists pre-loaded
students into the Honors class sections.
Monday, March 10, 2014
The experience of Honors staff at the fall advisement night prompted a change in the
spring advisement process. Students were divided into two groups—first year
freshmen and upper classmen. It had become clear in the fall semester that first year
students needed a separate advisement session in order for Honors staff to answer
questions directly related to their first-year experiences. Upperclassmen, who were
more interested in upper division courses and senior thesis preparation, met
immediately following the freshman advising session.
“At Risk” Advisement
The Honors Committee passed a new “Policies and Procedures” document that
outlined requirements for “at risk” Honors students. It states:
The Director will review the grades of all Honors students at the end of each
semester. The Honors Director will submit a list of probation recommendations to
the Honors Committee each semester. If a student fails to attain the required GPA,
the Honors Committee will decide by vote whether the student will be placed on
43
probation or dropped from the program. Once a student is placed on probation,
he/she will have one semester to attain the required GPA. If he/she fails to do so,
the Honors Committee will decide by vote whether the student should receive
additional time to improve his/her GPA. The Director will notify all students who
are either on probation or dropped from the program at the beginning of each
semester. Students on probation and those dropped from the program will be
allowed to remain in any Honors courses in which they are enrolled for the
semester during which they are notified of their status.
Students who fall below a cumulative 3.5 GPA will be required to meet with the
Director or Assistant Director to discuss a plan for improving or maintaining their
GPA. Students with cumulative GPAs between 3.25 and 3.5 are still considered in
“good standing” with the Honors Program but must meet with the Director or
Assistant Director for an advisement session. If a student fails to meet with the
Director or Assistant Director by the week of Honors Advisement, they will no
longer be considered in “good standing” with the Program.
All Honors students who are not enrolled in an Honors course in a particular
semester are required to register their names with the Director prior to the first day
of the semester of which they intend to sit out. Students may sit out two semesters
before being placed on probation. After that time, the Honors Committee may vote
to remove them from the Honors Program. Students who have fulfilled all
requirements for graduating with either University Honors or General Honors are
exempt from this provision.
These policies and procedures were passed at the request of the director in order to
help improve student retention both within the program and at the university more
generally.
44
SECTION SIX
Honors Program Administration and Governance
(The Bellavance Honors Center)
45
Program Administration
AY 2013-2014
Director
The Honors Program Director is a twelve-month administrative appointment. The
director reports directly to the Associate Provost for Academic Affairs and attends
Provost Council meetings.
James Joseph Buss is Director of the Thomas E. Bellavance Honors Program and
Associate Professor of History at Salisbury University.
He is the author of Winning the West with Words: Language and Conquest in the
Lower Great Lakes (2011) and co-editor of Beyond Two Worlds: Critical
Conversations on Language and Power in Native North America (November 2014), as
well as several other articles and book chapters. He participates and serves with
several national organizations, including being elected Secretary for the American
Society for Ethnohistory and serving as fundraising co-chairperson for the Native
American and Indigenous Studies Association’s 2015 Annual Meeting. In addition,
Dr. Buss has appeared on NPR, C-Span 2: Book TV, and Zocolo Public Square to
speak about his work.
Prior to moving to Maryland, Dr. Buss served as Chairperson of the Department of
History and Director of the University Honors Program at Oklahoma City University,
where he was named both “Full-Time Teaching Faculty Member of the Year” and
“Distinguished Honors Professor of the Year.” Since moving to Maryland, he has
been elected as an Executive Board member for the Maryland Collegiate Honors
Council and Treasurer for the Northeast Regional Honors Council. In addition, Dr.
Buss serves on the National Collegiate Honors Council’s Assessment and Evaluations
Committee.
Program Management Specialist
The Program Management Specialist assists the director and assistant director with
administrative support in order to promote the Honors Program at Salisbury
University. The Program Management Specialist manages the program’s student
workers, communicates with students and their families, assists the Honors Student
Association, and organizes and tracks student progress. The position is full-time
and twelve-month.
Joan Wallace serves as Program Management Specialist and has been with the
Bellavance Honors Program for two years. She has been employed by the University
since 2009, and has worked in the Communication Arts Department as an
instructor. Prior to coming to SU, she was employed for over twenty-five years in
independent secondary education, most recently as an Upper School Head,
Academic Dean and College Counselor both in the Salisbury area and in Miami,
Florida.
46
Program Resource Allocation
For the AY 2013-2014, the Thomas E. Bellavance Honors Program served 214 fully
enrolled undergraduate students that represented each of the four schools on the
Salisbury campus. Over the course of the past academic year, the Program offered
Honors courses, organized special Honors events, sponsored students to present
research at Honors conferences, and provided additional advising for Honors
students.
Operating Budget History
Year
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Budget
$18,486
$20,540
$18,314
$17,026
$17,026
$17,026
$17,026
$17,026
Actual
Expenditure
$19,863
$20,170
$21,254
$18,924
$16,127
$13,220
$27,128
$16,005.25
Itemized Budget Allocation/Expenditure 2013-2014
Category
Total Budget/Expenditures
budget/actual
$227.844/227.869.50(-$25.50)
010001 Staff Control Budget
$171,817/168,168.45
This allocation included the salaries, benefits, and additional payroll costs of the full
time staff assigned to the Honors Program.
020001 Faculty Adjunct and Student Employee
$39,001/43,694.78
The Honors Program annually compensates adjunct faculty members and full-time
faculty members who oversee Honors theses, independent research projects, or
teach for the Honors Program as an overload. The Honors Program also employs a
student employee to aid with the distribution of recruitment materials and assist in
the day-to-day operations of the Honors Program.
030001 General Operating Budget
$17,026/16,005.25
Below are itemized expenditures for the Honors Program for the 2013-2014 fiscal
year.
47
In-State Travel
$1,815.95
The Honors Program operated a search for a full-time Assistant Director for
AY2014-2015. The expenses under this category were associated with
conducting that search.
In-State Travel: Conference
$297.52
The Honors Program assists students in conference travel. These expenses
related to the participation of three students at the Maryland Collegiate
Honors Council Conference in March 2014.
Out-of-State Travel
$287.40
Director Buss traveled to four Northern Virginia Community College
campuses to recruit students and establish an articulation agreement
between the NOVA Honors Programs and those at Salisbury University.
Out-of-State Travel: Conferences
$3,780.04
The Honors Program assists students in conference travel. The money here
was used to assist students participating in the Northeast Regional Honors
Council conference in Niagara Falls, NY and the National Collegiate Honors
Council conference in New Orleans, LA. (The details of this travel can be
found in the section on student travel grants.)
Advertising
$453.00
Human Resources contracted an external company to advertise the new
Assistant Director position. This charge is related to that position search.
Printing/Reproduction
$3,939.13
A large part of the yearly budget is devoted to printing and reproduction
costs associated with the Honors Program student computer lab. The Honors
Program is entirely responsible for the costs associated with this lab and the
expense of students printing and copying for classwork and school related
projects. A small portion of this budget also includes $877 for brochures and
$213 for the production of graduate certificates.
Registration: Conferences and Seminars
$1,590.00
The Honors Program assists students and staff with registration costs to
Honors related conferences. These expenses included registration for the
National Collegiate Honors Council conference in Niagara Falls and the
Maryland Collegiate Honors Council conference at McDaniel College.
Other/Services
-$2,842.00
The Office of the Provost provided compensation for the costs associated
with the search for an Assistant Director. This category includes that amount
of reimbursement, as well as a few miscellaneous expenses, such as the costs
related to a criminal background check for the successful candidate.
48
Office Supplies
$2,385.34
This category includes routine office supplies for the Honors Program, in
addition to a one-time expense of $878.27 for a whiteboard placed in the
Honors student study room at the request of students.
Building Supplies
$29.44
This relates to supplies needed by support services to hang a monitor and
whiteboard in the Honors House.
Administrative IT Supplies
$694.12
The Honors Program staff operates two laser printers to produce materials
for programmatic needs. These printers require laser cartridges purchased
separately from those in the Honors student computer lab. This cost reflects
the costs of those cartridges.
Departmental Transfers
$23.85
The Honors Program required additional gold foils for graduation certificates
and departments. These were purchased through the bookstore.
MDSE Purchases/Pro-Card Purchases
$2,358.92
The Honors Program Director uses the purchase card for the sole purpose of
securing hotel rooms for conference and training travel. The majority of the
expenses ($1,649.52) for 2013-2014 were related to attendance at the
Northeast Regional Honors Council conference in Niagara Falls, NY. The
other charges related to two hotel stays by the director: a recruitment trip to
Northern Virginia Community College and participation in the National
Collegiate Honors Council’s Assessments and Evaluation Committee summer
meeting in Chicago, IL.
Other Supplies-Non Resale
$145.06
On occasion, the director needs to purchase non-food items for Honors
student events. These miscellaneous items fall under this category.
Non-Capital Equipment
$362.00
This expense was for a new office chair for the full-time director. The recent
addition of two full-time staff members necessitated the addition of an office
chair.
Institutional Memberships
$685
In order for our students to attend the three Honors related conferences,
Salisbury University must maintain an annual institutional membership with
the Maryland Collegiate Honors Council, the Northeast Regional Honors
Council, and the National Collegiate Honors Council.
49
030001 Special Events
$5,000.00/$4,578.44
In the past, this account was used to purchase pizza for Honors Student Association
events and their activities. With the rising costs of graduation ceremony expenses,
nearly half of this account annually is earmarked for those events.
Movie Nights Series
$187.86
The Honors Program started a short film series for students. Faculty
members are invited to introduce a film and their research to students before
showing a film. This funded six films and paid for food for student and
faculty attendees. The events averaged 25 students.
Welcome Week Ceremonies
$788.26
The Honors Program hosted several events for incoming freshmen, their
families, faculty members associated with the Honors Program, etc. This
total represents four individual events during the week before the fall
semester and the first week of classes.
Open House Breakfast for Transfer Students
$154.80
The Honors Program hosted a breakfast for visitors from neighboring
community colleges and their students.
Family Week Brunch
$111.81
The Honors Program hosted a short brunch at the Honors House during
family week for visiting families of Honors students.
End of Semester Parties
$274.84
The Honors Program hosts two small gatherings during Final’s Week each
semester that offer students a chance to eat food in the Honors House and
use our study rooms and computer lab.
December Graduation Ceremony
$492.50
Each semester, the Honors Program hosts a ceremony whereby students and
their families meet with administrators and faculty members to receive their
Honors stoles and various Honors awards. This includes food, printing costs
for programs, and certificates.
May Graduation Ceremony
$2,085.00
Each semester, the Honors Program hosts a ceremony whereby students and
their families meet with administrators and faculty members to receive their
Honors stoles and various Honors awards. This category included food,
printing costs for programs, and certificates.
Miscellaneous Expenses
$483.37
The Honors Program hosted various smaller events throughout the year and
this remaining amount represents the meager sum that the Honors Program
spends on these events.
50
Program Governance
Honors Committee
The Faculty Senate elects and/appoints faculty members to the Honors Committee.
According to the Faculty Senate bylaws:
The purposes of the committee shall be to:
1. Oversee all phases of the University Honors Program; and
2. Serve in an advisory capacity to the Director of the University Honors
Program, including:
a. Elaborating and reviewing the requirements for admission to the
Honors Program;
b. Formulating the Honors Program Curriculum;
c. Developing standards of achievement for continuance in the Honors
Program; and
d. Formulating the fiscal budget for the Honors Program.
The committee shall have seven voting members: five members of the Faculty (one
elected from each school and one elected from the library) serving 3-year staggered
terms; and the two principal student officers of the organization composed of
participants in the Honors Program. The Director and Assistant Director of the
Honors Program shall be non-voting ex officio members. The Director of Admissions
or his/her designee shall be a non-voting, ex officio member.* Should an elected
faculty member not be the Designated Senator, a non-voting Designated Senator
shall also serve on the committee. The committee shall elect its chairperson
annually.
*The Faculty Senate added an Admissions liaison, at the request of the Honors Director, in the spring of
2014. The liaison will begin serving on the committee in 2014-2015.
Membership for Fall 2013
Chairperson
Marta Losonczy-Marshall (Fulton)
Faculty Representatives
Troy Banks (Henson)
Tami Ranson (At Large)
Scott Mazzetti (Seidel)
Heather Kissam (Library)
Designated Senator
Stephen Habay
Student Representatives
David Eberius
Elizabeth Raley
Ex-Officio
James Buss
James Burton
Membership for Spring 2014
Chairperson
Marta Losonczy-Marshall (Fulton)
Faculty Representatives
Elizabeth Emmert (Henson)
Tami Ranson (At Large)
Scott Mazzetti (Seidel)
Vacant (Library)
Designated Senator
Stephen Habay
Student Representatives
David Eberius
Ex-Officio
James Buss
James Burton
51
Honors Student Association
The Honors Student Association is a registered student organization (RSO) at
Salisbury University and participates in community service, university leadership,
and student life. In the future, the Honors Student Association will present the
Honors Program with a report of its activities for publication in the Bellavance
Honors Program Annual Report.
Student Advisory Board
In the spring of 2014, the Honors Student Association created a Student Advisory
Board, comprised of elected representatives from the four schools and each class
cohort. In addition, separate students were elected to represent special student
interests, including those of athletes, transfer students, and commuter students.
Beginning in fall of 2014, the Student Advisory Board will meet monthly with the
Honors Director and Assistant Director to discuss the needs of students in the
program.
52
SECTION SEVEN
Honors Program Policies and Procedures
53
Policies and Procedures of the Thomas E Bellavance Honors
Program at Salisbury University
Passed and Approved by Honors Program Committee on April 17, 2014
Section 1—The Honors Program Mission Statement
The Thomas E. Bellavance Honors Program builds upon Salisbury University’s
mission to offer excellent, affordable education in a variety of academic programs
and to empower its students with the knowledge, skills, and core values that
contribute to active citizenship, gainful employment, and life-long learning in a
democratic society and interdependent world by providing enriched educational
opportunities for highly motivated, talented, and creative undergraduate students.
The program fosters close individual contact between students and faculty and
brings together engaged undergraduate students with varied interests to explore
and enrich their overall academic university experience. In addition, the Honors
Program seeks to provide an intellectual environment where students pursue
inquiry, explore curiosity, and exhibit creativity, all while engaging larger
communities on the Eastern Shore and beyond. Honors courses and activities are
intended to enhance other educational opportunities available to Salisbury
University students and meet national expectations for Honors education.
Section 2—Honors Committee
2-1. The purposes of the committee shall be to:
3. Oversee all phases of the University Honors Program; and
4. Serve in an advisory capacity to the Director of the University Honors
Program, including:
a. Elaborating and reviewing the requirements for admission to the
Honors Program;
b. Formulating the Honors Program Curriculum;
c. Developing standards of achievement for continuance in the Honors
Program; and
d. Formulating the fiscal budget for the Honors Program.
2-2. The committee shall have seven voting members: five members of the Faculty
(one elected from each school and one elected from the library) serving 3-year
staggered terms; and the two principal student officers of the organization
composed of participants in the Honors Program. The Director and Assistant
Director of the Honors Program shall be non-voting ex officio members. The
Director of Admissions or his/her designee shall be a non-voting, ex officio member.
Should an elected faculty member not be the Designated Senator, a non-voting
Designated Senator shall also serve on the committee. The committee shall elect its
chairperson annually.
Section 3—Selection of Students, Continued Eligibility, and Graduation with
Honors.
54
3-1. Selection of Students
Students make application to the Honors Admissions Committee, which is
comprised of the Director, Assistant Director, Honors Program Management
Specialist, and Admissions Liaison. The Committee’s decisions are governed by the
following criteria:
1. Incoming students with a high school grade-point-average of 4.0 on a 4.0
scale (or equivalent) and an SAT score at or above 1900 Composite
Superscore (or ACT score of 30 or above) are automatically accepted into the
Bellavance Honors Program under the conditions of conditional admission
(see 3-3:2a). They may apply at any time for full admission into the program.
2. The Bellavance Honors Program suggests that an incoming first-year student
have a high school GPA of 3.5 or an SAT score above 1750 Composite
Superscore (or an ACT score of 27) to apply for the Honors Program before
entering Salisbury University.
3. Transfer students with a minimum 3.5 GPA from their previous institution(s)
may apply for the Honors Program.
4. On campus recruitment occurs throughout the Fall and Spring semesters.
Acceptance will be based upon the student’s performance in a minimum of
12 credit hours of work at Salisbury University with a minimum of eight
credit hours in General Education courses. Applicants must achieve a
cumulative GPA of at least 3.5 in courses taken during the period preceding
their application to the Honors Program. In addition, students are required to
obtain one letter of recommendation from a Salisbury University faculty
member to apply.
5. Honors students transferring from another NCHC institution are eligible to
apply for the Thomas E. Bellavance Honors Program at the time of their
transfer, provided they have a 3.5 post graduate GPA. Up to 12 hours of
Honors credit from their previous institution will count toward the 24-hour
requirement.
6. Students admitted under “conditional” status must enroll in an Honors
course their first semester in order to be considered for full admission.
3-2. Admission Deadlines
1. Admissions deadlines will be established in concert with general university
admission deadlines
3-3. Admission Classifications
1. Fully Admitted
a. Students who are granted full admission to the Honors Program must
enroll in an Honors course during their first semester in order to
maintain their active status.
b. Full admission means that students are admitted in good standing and
enjoy all of the privileges of the Honors Program.
2. Conditionally Admitted
55
a. Students admitted “with condition” are required to take an Honors
course their first semester at Salisbury University. Their progress will
be evaluated at midterm and at the end of their first semester. If the
student successfully completes at least 12 credit hours of courses,
including eight hours of general education courses and obtains a 3.5
GPA or higher, they are automatically admitted into the Honors
Program with full status and in “good standing.”
3. Not Admitted
a. Based on the recommendation of the Honors Admissions Committee
students may be admitted to Salisbury University but not admitted
into the Thomas E. Bellavance Honors Program. This decision does
not preclude students from reapplying for the program after their first
full semester at Salisbury University.
3-4. Eligibility for “Good Standing” within the Honors Program
1. Students must maintain a cumulative GPA of at least 3.25 in all courses taken
at Salisbury University to remain in “good standing.” First-semester students
whose GPA falls below 3.25 will be considered as in “good standing” one
additional semester in order to raise their grades.
2. The Director will review the grades of all Honors students at the end of each
semester. The Honors Director will submit a list of probation
recommendations to the Honors Committee each semester. If a student fails
to attain the required GPA, the Honors Committee will decide by vote
whether the student will be placed on probation or dropped from the
program. Once a student is placed on probation, he/she will have one
semester to attain the required GPA. If he/she fails to do so, the Honors
Committee will decide by vote whether the student should receive additional
time to improve their GPA. The Director will notify all students who are
either on probation or dropped from the program at the beginning of each
semester. Students on probation and those dropped from the program will
be allowed to remain in any Honors courses in which they are enrolled for
the semester during which they are notified of their status.
3. Students who fall below a cumulative 3.5 GPA will be required to meet with
the Director or Assistant Director to discuss a plan for improving or
maintaining their GPA. Students with cumulative GPAs between 3.25 and 3.5
are still considered in “good standing” with the Honors Program but must
meet with the Director or Assistant Director for an advisement session. If a
student fails to meet with the Director or Assistant Director by the week of
Honors Advisement, they will no longer be considered in “good standing”
with the Program.
4. All Honors students who are not enrolled in an Honors course in a particular
semester are required to register their names with the Director prior to the
first day of the semester of which they intend to sit out. Students may sit out
two semesters before being placed on probation. After that time, the Honors
Committee may vote to remove them from the Honors Program. Students
56
who have fulfilled all requirements for graduating with either University
Honors or General Honors are exempt from this provision.
5. Student must earn at least a “C” in any Honors course for it to count toward
their requirements to graduate with University or General Honors.
6. Students who violate the Salisbury University’s Academic Honesty policy will
be dismissed immediately from the Thomas E. Bellavance Honors Program.
7. Students who are not in “good standing” with the program will not have
access to the privileges granted to full members by the Honors Program and
Salisbury University.
3-5. Transfer Honors Credit
1. Students admitted from an Honors Program at a NCHC affiliated college or
university may transfer up to twelve hours of Honors course credit to count
toward their Honors requirements at Salisbury University, as long as they
fulfill curriculum requirements established by the Bellavance Honors
Program.
2. Students must earn no less than a B in a course in order for it to transfer for
Honors credit.
3-6. Internship Credit
1. Honors students may earn Honors credit or substitute internship credits for
Honors credit. Students must contract for the credit by consulting both their
internship advisor and the Honors Director or Assistant Director. Students
must also submit a substitution waiver form with the Honors Program.
Under most circumstances, students who maintain a journal or blog in
addition to typical requirements for their internship, and receive a positive
evaluation from their supervisor, will earn substitution credit for an Honors
311 course. They must also arrange for a public presentation to share their
experience—this might be at a conference, an Honors student colloquium, or
at a departmental event.
3-7. Study Abroad
1. Honors students may earn Honors credit or substitution credit for a study
abroad experience. Students must contract for the credit with the Program
Director. Students participating in a semester-long experience and who
maintain a blog, which may be posted on the Honors Facebook, Twitter, and
webpage, will earn substitution credit for an Honors 311 course. Students
who participate in a short-term study abroad experience will be required to
maintain a blog, as well as write an additional paper, compose a video of
their experience, or construct a powerpoint presentation that will be
presented to the Honors student body.
3-8. Requirements to graduate “with honors”
1. University Honors
a. Students must graduate with a minimum overall grade point average
of 3.5, complete the course requirements outlined in the University
57
Honors curriculum (between 20-21 credit hours), and complete an
Honors Senior Exit Survey with the Honors Director.
b. Students who meet these requirements will receive the distinction of
“Bellavance University Honors” on their transcripts and diplomas.
2. General Honors
a. Students must graduate with a minimum overall grade point average
of 3.5, complete the course requirements outlined in the General
Honors curriculum (between 13 and 14 hours), and complete an
Honors Senior Exit Survey with the Honors Director
b. Students who meet these requirements will receive the distinction of
“Bellavance General Honors” on their transcripts and diplomas.
3. Students who have met the Honors curriculum requirements and obtained a
cumulative GPA between 3.25 and 3.49 will receive a certificate of
completion in recognition of their efforts.
3-9. Recognition and Transcript Entry
1. Upon the student’s completion of the curricular and GPA requirements for
graduation “with honors,” the Program Director shall notify the registrar.
Transcripts will have special designation for those graduating “with Honors,”
and a special Honors stole will be presented to Honors students at the
Honors and Awards convocations and worn by them at graduation.
Section 4—Honors Courses
4-1. Definition
1. An Honors course is any undergraduate course, section, seminar,
independent study, or other academic credit offering designated as such by
the Honors Committee and the department in which it is offered by
assignment of an Honors section.
2. The Honors program, in distinguishing itself from the rest of the institution,
serves as a kind of laboratory within which faculty can try things they have
always wanted to try but for which they could find no suitable outlet. Honors
courses should not be so restrictive as to limit this experimentation.
4-2. Faculty Teaching Honors Sections
1. Honors courses normally shall be taught only by persons holding a full-time
faculty appointment. Upon recommendation by a department head and with
approval of the Program Director, adjunct faculty may teach Honors sections
when appropriate full-time faculty are not available and/or if an adjunct has
special topical knowledge or expertise.
4-3. Content and Grading in Honors Sections.
1. Honors sections may well cover more sophisticated material than that
covered in the regular sections of the same course, more active participation
should be encouraged, and the method of evaluation of students’ work
(examinations, reports, etc.) may be different. The grading standards at the
58
end of the course, however, should not be designed to force the Honors
students to compete among themselves for a limited number of “A” or “B”
grades, regardless of their level of performance. Instead, their grades should
be assigned on the basis of the quality of their work based on the
requirements of the course syllabus. Students who meet the challenge of an
Honors section should have this reflected in their grades, but there should be
no hesitation to award low grades to Honors students who do not live up to
the expectations that are being met by other Honors students.
2. All Honors course syllabi and/or proposals must be approved by the Honors
Committee.
4-4. Enrollment in Honors Courses
1. Enrollment in all Honors courses is with the permission of the Program
Director. Members of the Thomas E. Bellavance Honors Program must
request enrollment in Honors courses by contacting the Honors Director,
Assistant Director, or Program Management Specialist. Following the
enrollment period for Honors students, non-Honors students who have a
minimum 3.5 GPA may request permission from the Honors Director to
enroll in an Honors course if there is available space in the class. NonHonors students enrolled in Honors sections must meet the same
expectations as Honors students. Any questions about the eligibility of a
particular student to enroll in an Honors course should be directed to the
Program Director.
2. First-semester Freshmen with a minimum SAT score of 1800 Composite or
1200 Math and CR only (or an ACT score of 27) may enroll in one Honors
course during their first semester at Salisbury University with permission of
the Program Director.
3. As a rule, first year, freshmen Honors students should not enroll in either
HONR 311 courses or Honors Thesis Courses. Such students must obtain the
permission of the Program Director to enroll in these courses.
4. Graduate students who wish to enroll in an Honors course must have
maintained a 3.5 GPA in their graduate program to be eligible. Graduate
students must enroll in the graduate course equivalent for the Honors course
if available.
4-5. Maximum Enrollment for Honors Courses
1. The anticipated maximum enrollment for an Honors course is no more than
twenty (20) students, however the Program Director may, with the approval
of the course professor, permit additional enrollment when it is likely that
the normal attrition of the drop-and-add process will bring the maximum
size to twenty students early in the semester. All requests for overenrollment of courses must be approved by the Program Director.
4-6. Assessment and Evaluation of Honors Courses
4. All Honors courses will be evaluated each semester. In addition to the
University evaluation form, faculty teaching Honors courses shall distribute
59
the Thomas Bellavance Honors Program evaluation form to students in their
Honors courses shortly before finals week. Faculty members are required to
complete both the Faculty Evaluation of an Honors Course and Faculty
Evaluation of the Honors Program forms.
5. Students in HONR 311 will also complete a program assessment evaluation.
6. Students in HONR 495 will complete a Senior Exit Interview.
Section 5—Honors Privileges
5-1. Honors Privileges
1. In order to take advantage of the following privileges, Honors students must
be in “good standing” with the Thomas Bellavance Honors Program (as
defined under 3-4 above).
5-2. Early Enrollment.
1. For purposes of early enrollment, the Program Director shall report to the
Registrar, through the appropriate channels, the names and student
identification numbers of the Honors students who qualify for early
enrollment for the next academic semester and/or summer session.
2. University Honors Program students will be permitted to begin early
enrollment on the date specified by the Registrar.
5-3. Early move-in to residence halls
1. Honors LLC students have the privilege of early move-in to the residence
halls two days prior to general move-in, provided that they take part in the
LLC Honors orientation events.
5-4. Bellavance Honors Center Access
1. Each Academic Year, students must sign an Honors Code of Conduct in
order to gain access to the Bellavance Honors Center.
2. This Bellavance Honors Center is available to all Honors students who agree
to abide by the Honors Code of Conduct. It boasts a kitchen, small
computer lab, television lounge, and plenty of study space. It is occasionally
used by the HSA for Honors student activities.
3. Use of the Honors Center kitchen is available to students in the Bellavance
Honors Program. The kitchen includes basic appliances, dishware, and
cooking implements for student use.
4. Students who violate the Honors Code of Conduct will lose immediately
access to the Honors House and be removed immediately from the
Bellavance Honors Program.
5-5. Honors Conference Travel Support
1. Each semester Honors students and faculty present their research at
conferences across the country. Honors students are eligible to apply for
travel funding from the Honors Program to help defray the costs of attending
undergraduate research conferences.
60
2. Students who are accepted to an Honors conference are required to apply for
funding from the Office of Undergraduate Research and/or their home School
prior to being awarded Honors Conference Funds.
3. The Bellavance Honors Program will provide application forms for research
and conference travel on the main floor of the Honors Center.
5-6. Roth Thesis Prize
1. Inaugurated by John and Mary-Claire Roth in honor of their daughter, Ellen,
in 1999, this cash prize is awarded annually at spring convocation to the
Honors student author of the best Honors thesis of the previous calendar
year.
5-7. Whall Award for Writing Excellence
1. Dr. Tony Whall led the newly formed Honors Program for 27 years. He has
since retired, but to recognize Dr. Whall’s decades of service teaching firstyear Honors students how to write and think critically, we award the annual
Whall Honors Award for Writing Excellence to a first-year Honors student.
Professors forward the best essays from each class with first-year students to
the Honors Program Director for consideration.
2. The Honors Committee evaluates and chooses a winner from entries made by
Honors instructors of first-time Honors students.
5-9. Bellavance Scholarships
1. The Bellavance Honors Program annually awards scholarships to qualified
Honors students. The amount awarded by these scholarships fluctuates and
is made at the discretion of the Honors Scholarship Committee, comprised of
the Honors Program Director, Assistant Director, and Admissions Liaison.
5-10. Study Abroad Scholarships
1. The Bellavance Honors Program also awards small scholarships to help
defray the costs of students who wish to study abroad. Preference is given to
students wishing to study for a period longer than two months, although the
program will accept applications for shorter periods of study.
2. Honors students who receive Study Abroad Scholarships are required to
maintain a blog during their studies, which will be posted to the Honors
Program webpage, Facebook page, and Twitter account.
3. The decision for scholarships will be made by the Honors Committee in
consultation with the Director of the Center for International Education.
4. The deadline for scholarship applications will be announced each semester at
least one month prior to the application due dates.
61