University of Massachusetts Dartmouth Commonwealth Honors Program

Five Year Strategic Plan- Final Draft Submitted January 31st, 2015 -

INTRODUCTIONThe following five year strategic plan for the Commonwealth Honors Program at the University of Massachusetts Dartmouth (UMD) has been developed by the three Honors Directors in coordination with the Faculty Honors Committee and through consultations with faculty and students. The main purpose of the plan is to better align the Program’s goals with those of UMASSDTRANSFORM 2020. In doing so, the plan seeks to make the various elements of the honors program (such as curriculum, pedagogy, programming, and administration) more cohesive, and to better utilize the resources at UMD (such as faculty, facilities, location, alumni, etc.). The plan includes the following six sections: (a) a summary of how the Honors Program fits within the goals of UMASSDTRANSFORM 2020, (b) the Program’s new Mission and Vision statements, (c) a list of goals for the Program, (d) action steps designed to accomplish the goals, (e) metrics by which we will assess progress, and (f) a schedule and budget for implementation.

I. UMASSDTRANSFORM 2020 GOALSThe UMASSDTRANSFORM 2020 goals are as follows:Goal 1: Innovative and High-Impact Research and Academic ProgramsGoal 2: Integrated Student-Centered ExperiencesGoal 3: An Active and Engaged University Community Focused on Excellence in Research, Scholarship,

and InnovationGoal 4: Highly Productive Collaborations, Partnerships, and Community EngagementGoal 5: Infrastructure and Processes in Support of Excellence

The University Honors Program goals that we propose in this plan are closely aligned with the university's strategic goals outlined in the UMASSDTRANSFORM 2020 document. In particular, the Honors program will provide a creative, student-centered research community that will attract and graduate highly motivated, intellectually serious students from across the undergraduate colleges. These students will be provided a rigorous educational experience that emphasizes high-impact learning practices and enrichment opportunities outside the classroom that are designed to help students mature into skilled researchers, innovators, and artists. In addition, the Honors program will promote collaboration between students, between students and faculty, and between students and local organizations (emphasizing community engaged research). In these ways, the Honors program will contribute directly and substantially to each of the five UMASSDTRANSFORM 2020 goals.

II. HONORS PROGRAM MISSION STATEMENTThe University of Massachusetts Dartmouth Honors Program provides a vibrant and innovative learning environment that engages and challenges academically talented students. Students educated in the

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Honors Program are competitive in both professional employment and academia and maintain a life-long love of learning. The program fosters a spirit of regional, national, and global community responsibility.

III. HONORS PROGRAM VISION STATEMENTThe University of Massachusetts Dartmouth Honors Program will be recognized as an intellectual incubator to cultivate ideas, promote student and faculty collaborations, and engage students in research and leadership opportunities.

IV. HONORS PROGRAM GOALSGoal 1: Recruit, educate, and graduate intellectually curious, highly motivated students.Goal 2: Provide an innovative curriculum featuring the use of high-impact learning practices and

opportunities to learn outside the classroom.Goal 3: Have UMass Dartmouth’s most accomplished faculty teach our Honors classes.Goal 4: Integrate students into Honors program development.Goal 5: Function as an “intellectual incubator” for student creativity and research.Goal 6: Graduate students capable of effectively designing, executing, and presenting their research and

ideas.Goal 7: Promote the full and fair participation of all the undergraduate colleges in the program

V. PROPOSED ACTION STEPSGoal 1: Recruit, educate, and graduate intellectually curious, highly motivated students.

● Diversify our criteria for identifying admission candidates, no longer relying on academic performance alone but on such indicators of student success such as artistic work, the organization of original projects, and community experience

● Adopt a more aggressive recruitment policy that reaches out to potential internal/external candidates (e.g., visiting local high schools and community colleges and holding information sessions on campus)

● Enhance student advising by: (a) informing academic advisors about the requirements of the program, (b) ensuring that advisors can identify honors students, (c) providing students with a tracking sheet, and (d) developing a student handbook

● Introduce monetary awards based on academic performance (e.g., maintenance of a 3.8 or better GPA) that increase towards the end of the program to promote retention through completion of the honors project - details to be worked out with the Provost’s Office

● Develop additional cost-neutral privileges for honors students, such as extended borrowing privileges at the library, dedicated study space, and support in applying for external grants and awards

● Introduce academic opportunities including first-year seminars, collaborative projects, and community-engaged research, as well as enhancing our existing support for the completion of a major honors project during the final two years of the program

● Develop more high-interest cross-disciplinary classes

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● Increase the number of honors classes fulfilling University Studies requirements● Keep Honors classes capped at 15-20 and offer more dedicated honors sections● Enhance honors advising, both by increasing open honors advising sessions and providing more

contacts to provide guidance including two dedicated Honors faculty advisers● Establish an Annual honors freshmen event (for example, a picnic during orientation)● Pursue Goals 2 and 3 (below) - i.e., more accomplished faculty in the honors classroom and

more high-impact pedagogy including enrichment activities outside the classroom ● Provide guidance on career planning in students’ junior and senior years with an eye towards

graduate programs, professional careers, and where appropriate national awards

Goal 2: Provide an innovative curriculum featuring the use of high-impact learning practices and opportunities to learn outside the classroom

● Establish a core set of goals and standards that will be required in every syllabus for an honors course or section (see student learning objectives in Appendix II: Curricular Revisions)

● Include the use of high-impact learning practices and at least one major learning activity outside of the classroom in each class (course proposals will be required to include a simple line item budget to help the program organize its budget in advance)

● Promote the use of the latest pedagogical techniques such as active learning, group learning, flipped classrooms, etc.

● Establish an enrichment fund that can support up to $500/honors course/section for learning outside the classroom activities

● Offer a small incentive (approximately $1,000) for faculty to develop new courses● Distribute information sheets and hold workshops about high-impact learning practices and

work with the Office of Faculty Development (OFD) to hold workshops on the latest pedagogical techniques

● Nominate Honors College Coordinators and Department Liaisons to help students understand the program and take advantage of opportunities offered in curriculum and programming

● Create a formal Honors Curriculum Committee (consisting of the three Honors Directors, the three Student Directors, and three members of the Honors Committee) that will be responsible for reviewing all syllabi and evaluations to confirm the use of high-impact learning practices, the presence of enrichment activities outside of class, and other core requirements

Goal 3: Have UMass Dartmouth’s most accomplished faculty teach our Honors classes.● Work closely in coordinating with Deans and Chairs about their flexibility in adding/revising

courses, selecting faculty to teach for Honors, and addressing other issues such as scheduling ● Actively recruit faculty to teach Honors classes● Solicit proposals through the OFD and UMDannounce for high-interest multi-disciplinary courses

that will be reviewed by the Honors Curriculum Committee● Create an “Honors Affiliate” status for faculty regularly teaching honors classes; affiliates will be

selected by the Honors Curriculum Committee and will maintain their affiliate status by teaching at least one course every three years, or by organizing or participating in an event, broadly defined, every year

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● Evaluate Honors courses using a combination of peer observation and end-of-semester student surveys

Goal 4: Integrate students into Honors program development.● Institute a Junior Colleague Program where:

○ Student Directors will be appointed to the Faculty Honors Committee as full voting members

○ At least one student will be appointed to each standing or ad-hoc Faculty Honors Sub-Committees

○ Hold a weekly meeting for the Honors Student Directors and Honors Faculty Directors○ Organize one meeting each semester for the Honors Faculty Directors and the full

Honors Student Council○ Consult students about their impressions of, and suggestions for, the Program in an

annual survey● Hold open forums each semester where all honors students will be provided the opportunity to

raise issues of concerns with all of the faculty and student directors● Ask graduating students to complete an exit survey where they can reflect on their experiences

in the program and suggest improvements● Restore Honors Student Council Budget to $1000/semester (from the current $500/semester)

Goal 5: Function as an “intellectual incubator” for student creativity and research.● The Honors program will function like Ray Oldenburg’s “third place” for students and faculty to

interact and collaborate; a “third place” is neither home nor work, but is the anchor of community life and helps foster creative interactions (C18th salons or barbershops are examples)

● Develop more dedicated space on campus for study and collaboration, especially for non-resident students

● Foster a greater sense of community by increasing unique activities and opportunities outside of the classroom, and enriching student life in the honors dormitories

● Increase the visibility and impact of the program on campus (for example, by widely publicized information sessions designed to encourage more students from diverse backgrounds to apply)

● Organize an increased number of research events and activities that promote student-student, faculty-student, and faculty-faculty collaborations (e.g., brown bag working research presentations, Pizza with Professors, etc.)

● Institute discretionary program spending (to create honors events – sponsored talks, trips, on campus activities as necessary) as required by CHPC Site Visit Recommendation 2

● Increase support for students’ external applications to schools and careers● Collaborate with the Office for Undergraduate Research (OUR) and the Fulbright Program

Officer in preparing students for external grants and awards and in advertising opportunities● Publicize professional development opportunities (e.g., professional conferences)● Establish library of completed theses (which we hope to fund largely through alumni donations)● Consult with students as to how they would like to benefit from the “academic incubator”

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Goal 6: Graduate students capable of designing, executing, and presenting their research and ideas.● Revise our curriculum to develop research skills, with one course building on the previous

course, culminating in the Honors Project/Thesis (see appendix I: Curriculum Revisions)● Recruit faculty from the five undergraduate colleges to teach sections of HON301, which will

allow faculty to concentrate on discipline-specific research/creative skills ● Require the preparation of a conference-ready abstract (or equivalent) as part of the Honors

Project● Expand the "presentation" requirement of the Honors Project to require a public presentation in

addition to the poster presentation at Convocation

Goal 7: Obtain Full and Fair College Participation Assure representatives of each college are invited to participate in Honors Sub-Committees Assure a threshold number of students are invited into the program from each college Assure that events and activities are held each year addressing the needs and interests of each

of the colleges Schedule sections of HON301 to be taught by faculty from each of the colleges Graduate Commonwealth Scholars from each of the colleges each year

V. SUMMARY OF PROPOSED MAJOR REFORMS TO THE HONORS PROGRAM1. Introduce a new required HON200 topics class with two variations fulfilling US 4B (HON202) and

4C (HON203), with a course fulfilling 4A (HON201) in due course (see Appendix I: Curriculum Revisions)

2. Revise HON101 into a required freshman seminar that will serve as an introduction to research, the university, and the region (see Appendix I: Curricular Revisions) with EGR111 and NUR106/214 serving as substitutes for the Colleges of Engineering and Nursing respectively

3. Update HON301 to better reflect the research requirements of each college4. Offer optional high-interest, multi-disciplinary classes through Honors (team-taught where

possible)5. Require that all honors sections and classes fulfill certain learning objectives (involving research

skills, communications, teamwork) and include high impact learning practices (where possible) and experiences outside the classroom

6. Establish Honors Curriculum Committee to oversee the selection of Honors Faculty and courses7. Establish a complete Honors College Coordinators/Affiliates/Department Faculty Liaisons

Program8. Establish an enrichment fund that can support up to $500/honors course and section for

learning outside the classroom activities9. Institute Junior Colleague Program (see above at Goal 4)10. Restore Honors Student Council Budget to $1000/term11. Establish Annual honors freshmen events (for example, a picnic during orientation)12. Establish Library of completed theses (which we hope to fund largely through alumni donations)13. Establish regular study space for off-campus students

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14. Institute discretionary program spending (to create honors events – sponsored talks, trips, on campus activities as necessary) as required by CHPC Site Visit Recommendation 2

15. Establish a performance-based grant for honors students (details to be discussed with Provost’s Office)

16. Introduce a stipend for development of new honors courses ($1000/course)

VI. TABLE OF ASSESSMENT MEASURES AND BENCHMARKS. Narrative version is in the appendices

GOAL 1: Recruit, educate, and graduate intellectually curious, highly motivated studentsAssessment Measure Baseline 2020 GoalGraduation rates 3-year average of 34.5% Increase to 60%

Yield rate on freshman candidates 15.7% Increase by 20% to 35.7%

Size of internal transfer applicant pool

65 applicants Increase by 50% to at least 90 applicants

Percent of Honors Students in good standing

90% Increase to 93%

Student satisfaction with advising and guidance in the program

Begin tracking in 2015 75% will agree or strongly agree

GOAL 2: Provide an innovative curriculum featuring the use of high-impact learning practices and opportunities to learn outside the classroom

Assessment Measure Baseline 2020 GoalReview of course syllabi by Honors Faculty Curriculum Committee

Review of courses will begin in 2015

Review of courses will begin in 2015

Each Honors class and section will involve at least one learning activity outside the classroom

Each Honors section will include or contribute to at least one high-impact learning practice

Annual student course evaluations Mean of 4.54 Maintain responses over university averages

Proportion of Honors students attending Honors events

55.5% Increase attendance by 30% over five years

Survey items assessing student perceptions of Honors courses

75% of students understand what distinguishes Honors and non-honors classes

Increase to 90%

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61% agree that Honors courses contribute to the objectives of the Program

Increase to 90%

GOAL 3: Have UMass Dartmouth’s most accomplished faculty teach our Honors classes

Assessment Measure Baseline 2020 GoalThe number of selected full-time faculty teaching Honors courses

8 Honors sections/year taught by PTLs

20% of Honors courses taught by faculty chosen by Honors Program*

Not all five undergraduate colleges are represented in teaching Honors Prefix sections

Begin tracking in 2015

Reduce to 4 sections/year taught by PTLs

50% of sections taught by faculty chosen by Honors Curriculum Committee

Selected faculty from each of the five undergraduate colleges regularly teaching Honors Prefix sections (HON101, 201-3 and 301) with an emphasis on HON301

Increase number of senior faculty and research-active faculty teaching Honors courses

A unique Honors Course evaluation instrument will be used in each honors course and section

Currently Honors relies on generic student evaluation forms

Maintain averages that are higher than the University-wide averages

GOAL 4: Integrate students into Honors program developmentAssessment Measure Baseline 2020 GoalStudent representation on all Honors committees

Students not represented on all committees

Student representation on all Honors committees

Student Directors will participate as full voting members of Faculty Honors Committee

Student Honors Director participates in Faculty Honors Committee

All Student Directors will participate as voting members

Weekly scheduled meetings with Honors Faculty and Student Directors

Weekly 45 minute meetings now held

Extend meetings to one hour, invite student proposals for joint discussion

Schedule at least one meeting per semester between Faculty Directors and full Honors Student Council

No current meetings Will have at least one meeting per semester

Hold an open meeting every No current meetings Will have at least one meeting

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semester to provide opportunities for students to raise issues of concerns

per semester

Survey item assessing student perceptions of how serious student voices are taken by the Honors Program

Begin tracking in 2015 At least 75% of students will agree that student voices are considered in the administration of the honors program

GOAL 5: Function as an “intellectual incubator” for student creativity and researchAssessment Measure Baseline 2020 GoalAvailable space for resident and non-resident Honors students to collaborate and study

Current space includes Honors Center

Make additional space available in the library, the Honors dorms, and places accessible to commuting students

Survey item assessing student satisfaction with available space

Begin tracking in 2015 At least 75% of students will be satisfied with available space

Use of Honors Lounge, study rooms, and Honors classroom by students, faculty, and committees

Begin tracking in 2015 Survey students about use of available space

Attendance at social, academic, and cultural events and seminars

Begin tracking in 2015 Increase student attendance by 10% (despite loss of book award incentive)

Survey item assessing student satisfaction with social, academic, and cultural events

Begin tracking in 2015 At least 75% of students will be satisfied with Honors events

Amount of interdisciplinary work in core honors courses

Begin tracking in 2015 Increase amount of interdisciplinary work in courses

Create student portfolios for research, creative activities, and service

Begin tracking in 2015 Have all students complete portfolio by graduation

Number of collaborative research projects and presentations

Begin tracking in 2015 Increase number of collaborative research projects and presentations by 30%

GOAL 6: Graduate students capable of designing, executing and presenting their own research and ideas

Assessment Measure Baseline 2020 GoalNumber of research presentations accepted at the Undergraduate Research Conference

35 presentations Increase by 50% to 53 presentations

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Number of internal research awards 22 in 2014 Increase be 36% (to 30)

Number of external research grants and awards

Begin tracking in 2015 Double

Number of local, regional, and national presentations

Begin tracking in 2015 Double

Number of submission/acceptance of manuscripts, projects, research findings to journals and other venues

Begin tracking in 2015 Double

GOAL 7: Obtain Full and Fair College ParticipationAssessment Measure Baseline 2020 GoalCollege participation in sub-committees

Begin tracking in 2015 Ensure that at least one representative from each college on at least one sub-committee

Schedule a range of discipline-specific student events and activities

Begin tracking in 2015 Have at least one annual discipline-focused event for each college

HON301 instructor from each college

Begin tracking in 2015 Have a HON301 section taught by an instructor from each college

Meet minimum recruitment goals for each college

Begin tracking in 2015 Although we will not set any quotas, we will make an effort to maintain proportional representation

Graduate Commonwealth Scholars from each college

Begin tracking in 2015 Ensure that all colleges are represented at convocation

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VII. TABLE OF YEARLY BUDGET CHANGES (based on 2014-2015 Budget of $272,028.50). Each expense enumerated below represents a permanent, recurring increase to the 2014-15 budget. A breakdown of the 2014-15 budget is provided in Appendix V, and a narrative of changes by year in Appendix VI.

Budget Request 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Course development stipends

$1,000 x 3 $1,000 x 2 $1,000 x 1 $1,000 x 1 $1,000 x 1

New publicity materials for off-campus recruitment

$2,000

Performance-based grantDetails to be worked out

Restore Student Council budget

$1,000

Establish enrichment fund supporting $500/course

$15,000

Hire two Honors Faculty Advisors

$3,000

Annual first year orientation event

$1,500

Establish library of completed theses

$500

Introduce two sections of HON201/202

$10,000

Additional course release for Director

$5,000

New optional multidisciplinary course

$5,000 $5,000 $5,000

Discretionary program spending for events

$10,000

Additional funds requested

$26,000 $17,000 $16,000 $6,000 $6,000

Total Budget $298,028.50$315,028.5

0$331,028.50 $337,028.50 $343,028.50

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APPENDICES

Appendix I: Curriculum RevisionThe Honors Program is an academic enrichment experience, broadly conceived, that offers students opportunities to go beyond the traditional classroom experience through first-year seminars, collaborative projects, and community-engaged research as well as independent research and projects. Students will share common intellectual experiences in which they will learn about the world around them and how innovation and transformation occur. Learning will be applied and active, with students learning in the field.

Honors graduates will:Build the capacity to communicate orally and in writingLearn to work and problem solve in teamsPrize intellectual curiosityDevelop research skills, both general and relevant for their specific disciplinesEngage with real-world challengesWork independently and apply their knowledge to new areas of inquiryRespect openness and appreciate diversity of opinion

The revised curriculum consists of the following:Three required courses:(1) HON 101 will be reframed as a first-year research seminar course focusing on university and community topics. Students will learn fundamental research skills and work in teams to research a topic of interest and produce a poster (and presentation) for the end of the semester. Final component (approx. 1/3) will be community engaged research. Undergraduate research and first-year seminars are both high-impact learning practices.

"Community engaged research (CEnR) is a collaborative process between the researcher and community partner that creates and disseminates knowledge and creative expression with the goal of contributing to the discipline and strengthening the well-being of the community. CEnR identifies the assets of all stakeholders and incorporates them in the design and conduct of the different phases of the research process." (VCU)

(2) HON 200 special topics - is an interdisciplinary content course that will pair with the 101 skills course. The goal will be for this course to be team-taught or to engage other forms of pedagogy that will encourage interdisciplinarity. The course can be “flipped” to avoid the “talking heads” problem if it is taught as guest lectures. The course outline will be skeletal to allow for creativity and multiple approaches. Honors will apply for University Studies designations for all three courses.201 “Ideas, Innovations, and/or Inventions that changed our perspective on our world” University Studies 4aFor example, a course on artificial intelligenceOR

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202 “Ideas, Innovations, and/or Inventions that changed US society” University Studies 4bFor example, a course on "The Sixties"OR203 “Ideas, Innovations, and/or Inventions that changed global society” University Studies 4cExample, a course on the internet

(3) 301 - will be revisedIn addition, there will be a dedicated STEM section.

(4) and (5) Honors course (can be a contract course, but the goal for such courses is for in-depth learning in a particular subject rather than to make up for a scheduling shortfall)

(6) Thesis/research project

Learning activities outside the classroom allow students to apply what they have learned in the class and understand the relevance of what they learn: "learn by doing." While studies abroad or undergraduate research are at the apex of this form of learning, learning outside the classroom can be tailored to fit time and budget constraints. Field trips are ideal for science or history, but virtual field trips which include interactive technology can still provide real benefits. The Honors program will expect Honors courses, except for HON 301, to include some form of learning outside the classroom. Faculty will be encouraged to think creatively about how this can be offered and to discuss it in their course description for review.

Notes:a. It would be good to offer honorized innovation/entrepreneur courses, more upper-level

courses, and upper-level science courses.b. We will need to make the year by year formula a little more flexible if we have to, although the

assumption is that HON 201/2/3 is done in the sophomore year and the 301 in the junior year.

Appendix II: Curriculum AssessmentWe can keep assessment simple, as we are not an actual department or program. Student surveys will be central to our assessment of whether we have achieved our objectives.

Honors graduates will:(1) Build the capacity to communicate orally and in writing(2) Learn to work and problem solve in teams(3) Prize intellectual curiosity(4) Develop research skills, both general and relevant for their specific disciplines(5) Engage with real-world challenges(6) Work independently and apply their knowledge to new areas of inquiry(7) Respect openness and appreciate diversity of opinion

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a. Objectives 2, 3, 5, 7 can be assessed in the exit survey with a question explicitly addressing the objective; for example, "I have learned in the Honors Program to respect openness and appreciate diversity of opinion." The answers to the question will be on a 5 point Likert scale. Our goal is for minimum of 80% of students to agree or strongly agree to positive statements about the curriculum objectives.

b. Objectives 1, 4, and 6 can be assessed with the final research project using a rubric. We will pick a random sample of student work (approx. 20-25%). Each element is "graded" on a rubric: marginal, emerging, proficient, excellent. Two people assess each piece of work and the results will be discussed. It is not expected that all students will be categorized as excellent; however, the goal is for a very high percentage of students to reach proficiency.

SLO 1Marginal: The written work lacks a coherent thesis/argument and contains multiple grammatical errors. The presentation is stilted, unpracticed, and does not show a command of the material.Emerging: The written work contains a coherent thesis/argument, but it is unpolished and doe not read well. The presentation is unpolished.Proficient: Both written work and presentation are solid with few flaws.Excellent: Superior writing and presentation. The student's work is ready for presentation to a wider audience.SLO 4Marginal: Minimal evidence of research, for example, the literature review is not fully-formed.Emerging: Evidence of research, but there is a need for a deeped investigation into the subject matterProficient: Both discipline specific and general research skills are employed to produce a solid thesisExcellent: Student demonstrates sophisticated research skillsSLO 6Marginal: Little evidence of original research or creative activityEmerging: Some evidence of original research or creative activity, but more work is required to develop student ideasProficient: Student applies knowledge to a new area of inquiry to produce a piece or original research or creative activityExcellent: Student produces a work of original research or creative activity that is closer to that of a first-year Masters student

Appendix III: Definitions of High-Impact Learning Practices and of learning outside the classroom(1) High-impact learning practicesThese can take many different forms, but are active learning practices that studies suggest increase student engagement and retention. It is crucial, however, that these practices are utilized in a systematic manner (as Honors proposes to do in its strategic plan). This systematic utilization is indicated throughout the list of practices by an asterisk.

"First-Year Seminars and Experiences * HON 101Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year

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experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.Common Intellectual Experiences * The core curriculum (101, 201/2/3, 301, research project)The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and co-curricular options for students.Learning CommunitiesThe key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning.Writing-Intensive CoursesThese courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.Collaborative Assignments and Projects * HON 101Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.Undergraduate Research * HON 101, HON 301, research projectMany colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.Diversity/Global Learning * Honors has a particular interest in HON 202/3 courses that can address these issuesMany colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power.

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Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.Service Learning, Community-Based Learning * HON 101In these programs, field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.InternshipsInternships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting—usually related to their career interests—and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.Capstone Courses and Projects * While the Honors project is not a capstone per se, it serves the same purpose to a great extent.Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well."Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter , by George D. Kuh (AAC&U, 2008) https://www.aacu.org/leap/hips

(2) Learning activities outside the classroomLearning activities outside the classroom allow students to apply what they have learned in the class and understand the relevance of what they learn: "learn by doing." While studying abroad or undergraduate research are at the apex of this form of learning, learning outside the classroom can be tailored to fit time and budget constraints. Field trips are ideal for science or history, but virtual field trips which include interactive technology can still provide real benefits. The Honors program will expect Honors courses, except for HON 301, to include some form of learning outside the classroom. Faculty will be encouraged to think creatively about how this can be offered and to discuss it in their course description for review.

Appendix IV: Tracks(1) Nursing TrackNUR 106 and NUR 214 will substitute for HON 101, esp. if Nursing faculty agree to the way courses are taught and to including a measure of interdisciplinarity.HON 202 or HON 203 can meet the US requirementHON 301 can be taken as an elective.

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Note: it is crucial to make sure that courses are offered at times that nurses can take them. Kristen Sethares has already done much of the groundwork for this track. Avery Plaw will follow us with the CON.

(2) Engineering TrackFreshman YearThe Dean's office supports the idea of an Honors section of the Intro Class EGR 111. This is offered in the Fall to all freshmen. We can shape the honors curriculum for this class to include aspects of HON 101 and possibly even have cross-pollination - i.e. have students in EGR work with HON 101 students on certain activities and projects. (A. Fowler) We will need to find a way to provide a small group honors experience without increasing the teaching burden for the honors section.Sophomore YearThis is the toughest year for us to flex - our students have a huge workload full of prereqs that can't be delayed. I don't think there is any way for us to consistently include HON 201. Our best scenario so far is to include 1 or two honors enriched classes. The fact HON 201 will count as a University Studies area 4 elective will open possibilities in some engineering programs.Honors Enriched Engineering ConceptThe concept is to add one hour of honors lecture to fundamental courses in the engineering curriculum. The students would take a total of three such enriched courses in their sophomore and junior years (at least one in the sophomore year). These three credits would add together to replace one technical elective in their graduation requirements thereby allowing to participate in this without adding any credits to their graduation requirements. The enrichment experience, obviously, would be designed to cover some of the same learning outcomes that you have in HON 201, but would also delve more deeply into core subject matter.(A. Fowler) Our request is that you allow us to flex the sophomore requirement of having completed a certain amount of courses by this year. The Honors program agrees to this request.In addition, it was suggested that HON 301 could count as a SCI elective for ENG. Notes: Alex Fowler has already done much of the groundwork for this track. Avery Plaw will follow up with Dean Peck.

Appendix V: Current Honors Budget

Honors Program Budget Breakdown (Based on FY 2015) PAYROLL: TOTALS PTLs (9x$6000x2 for CAS) $104,000*

Add. Comp. (9x$4100 for HONs) $ 36,900** Faculty Stipends (100x$300) $ 30,000 Admin/Secretarial Salary $ 46,000 Faculty Directors’ Stipends $ 18,800 Student Directors’ Stipends $ 1.400

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$237,100 $237.100 CONVOCATION: · Food (200 @ approx. $25.50) $5100.00· Stoles (25 on hand/need 25) $575.00 · Tech Services $105.00· Flowers $200.00· Award Plaques $150.00· Student Worker Gift Cards $100.00· Program Printing $850.00

$7180.00 $ 7,180 THESIS POSTER PRESENTATION · Thesis Posters (50ea @$65.00) $3250.00 $3,3250 TRANSPORTATION AND COURSE ENRICHMENT · Honors Art History F14 Bus Trip $1500.00· Honors Art History S15 Bus Trip $1900.00***· School Bus to URC Amherst $475.00

$4425.00 $ 4,425*** HONORS STUDENT COUNCIL BUDGET · Annual Programming Budget $1000.00 $1,000 CONFERENCE (Budgeted $10,000****) · NCHC $6000.00· NRHC $4000.00

$10,000.00 $10,000**** MEMBERSHIP FEES · Commonwealth Honors Program $1000.00· NCHC $1000.00

$2000.00 $2,000 PRINTING

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· Fall 2014 Newsletter $1000.00· Spring 2015 Newsletter $1000.00

$2000.00 $ 2,000 OFFICE SUPPLIES · Paper, Misc. Supplies $1000.00 $ 1,000 COPY MACHINE LEASE · Xerox Machine $3500.00 $ 3,500 TELECOM SERVICES · Honors Center Telephones/FAX $1100.00 $ 1,100 FOOD SERVICES · Honors Freshman Orientation $172.50· Program Events $400.00*****

$572.50 $ 572.50*****

TOTAL $272,028.50 *for FY2015 we cancelled 2 sections of ENL101 (for a savings of $12,000)** for FY2015 we cancelled 2 sections of HON101 (for a savings of $8,200)***for FY2015 we are examining the possibility of cancelling this trip (for a potential savings of $1900)****for FY2015 we have decided to cancel conference attendance (for a savings of $10,000)*****for FY2015 we have cut the food budget for Honors Events to $100 (saving $300) Factoring in Cancelled Programming (of $32,400) the budget stands at $239,648

Appendix VI: Narrative of Assessment Measures and BenchmarksOur assessment measures will include a combination of student outcomes (e.g., graduation rate) and student responses to an annual Honors Student survey. Benchmarks for each assessment measure are provided if appropriate. Goal 1: Recruit, educate, and graduate intellectually curious, highly motivated students.

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● Assessment Measure: Yield rate on freshman candidates○ Benchmark: Increase current yield rate of 15.7% (91 First-year students) by no less than

20% over five years (to 35.7%)● Assessment Measure: Size of internal transfer applicant pool

○ Benchmark: Increase current number of 65 internal applications per year by no less than 50% over five years (to at least 90)

● Assessment Measure: Percent of Honors Students in good standing○ Benchmark: Raise the proportion of honors students in good standing to 93% (from the

current 90%)● Assessment Measure: Graduation rates

○ Benchmark: We will raise the percent of graduating Commonwealth Scholars to no less than 60% the number of the incoming class from our average over the last three years of 34.54%

● Assessment Measure: Survey item assessing student satisfaction with advising and guidance in the program

○ Benchmark: 75% of students will agree or strongly agree with this item (we will establish a baseline number for this measure next year, but anecdotal evidence suggests that it will be well below 75%)

Goal 2: Provide an innovative curriculum featuring the use of high-impact learning practices and opportunities to learn outside the classroom

● Assessment Measure: Review of course syllabi by Honors Faculty Curriculum Committee ○ Benchmark: Each Honors class and section will involve at least one learning activity

outside the classroom○ Benchmark: Each Honors class and section will include or contribute to at least one high-

impact learning practice● Assessment Measure: Annual student course evaluations

○ Benchmark: Maintain responses over university averages● Assessment Measure: Attendance at Honors events

○ Benchmark: Increase attendance by 30% over five years● Assessment Measure: Survey items assessing student perceptions of Honors courses

○ Benchmark: Increase the percent of honors students who understand what distinguishes Honors and non-honors classes from 75% to 90% over 5 years

○ Benchmark: Increase the percent of honors students who agree that Honors courses contribute to the objectives of the Honors Program from 61% to 90% over 5 years

Goal 3: Have UMass Dartmouth’s most accomplished faculty teach our Honors classes.● Assessment Measure: The number of selected full-time faculty teaching Honors courses

○ Benchmark: Selected faculty from each of the five undergraduate colleges regularly teaching Honors Prefix sections (HON101, HON201 and HON301) with an emphasis on HON301

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○ Benchmark: Increase the number of senior faculty and research-active faculty teaching Honors courses

○ Benchmark: Reduce the number of PTLs teaching Honors sections by 50% (from 8 sections/year to 4 sections/year) over 5 years

○ Benchmark: Increase the number of honors faculty chosen by the Honors Curriculum Committee to 50% (the remainder being sections taught through the Departments)

● Assessment Measure: Course evaluations in each honors course and section○ Benchmark: Maintain averages that are higher than the University-wide averages

Goal 4: Integrate students into Honors program development.● Assessment Measure: Student representation on all Honors committees

○ Benchmark: There will be at least one student representative on all Honors committees○ Benchmark: The three student Directors will participate actively in the Faculty Honors

Committee as full voting members● Assessment Measure: Number of face-to-face meetings involving Honors Faculty Directors and

Honors students○ Benchmark: There will be weekly scheduled meetings with the Honors Faculty and

Student Directors○ Benchmark: Schedule at least one meeting between Faculty Directors and the full

Honors Student Council per semester○ Benchmark: Hold at least one open meeting per semester to which all honors students

will be invited and provided an opportunity to raise issues of concern with the faculty directors

● Assessment Measure : Survey item assessing student perceptions of how seriously student voices are taken by the Honors Program

○ Benchmark: At least 75% of students will affirm that student opinion is given serious weight in the administration of the honors program

Goal 5: Function as an “intellectual incubator” for student creativity and research.● Assessment Measure: Available space for resident and non-resident Honors students to

collaborate and study● Assessment Measure: Survey item assessing student satisfaction with available space● Assessment Measure: Use of Honors Lounge, study rooms, computer rooms, and Honors

classroom by students, faculty, and committees● Assessment Measure: Attendance at social, academic, and cultural events and seminars ● Assessment Measure: Survey item assessing student satisfaction with social, academic, and

cultural events (including number of opportunities and evaluation of events)○ Benchmark: will be established based on initial survey spring 2015

● Assessment Measure: Amount of collaborative interdisciplinary work in core honors courses● Assessment Measure: Number of collaborative research projects and presentations

○ Benchmark: Increase number of collaborative research projects and presentations by 30% (we are currently establishing a baseline number for this measure)

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● Assessment Measure: create student portfolios that include research, creative activities and service

● Assessment Measure: survey of general student population on awareness and understanding of Honors Program:

○ Benchmark: will be established based on initial survey spring 2015

Goal 6: Graduate students capable of designing, executing and presenting their own research and ideas● Assessment Measure: Number of research presentations accepted at the Undergraduate

Research Conference○ Benchmark: Increase the number of accepted presentations by 50% (from 35 to 53)

over 5 years● Assessment Measure: Number of internal research awards● Assessment Measure: Number of external research grants and awards (both successful and

unsuccessful applications)● Assessment Measure: Numbers of presentations locally, regionally, nationally● Assessment Measure: Number of submission/acceptance of manuscripts, projects, research

findings to journals and other venues

Goal 7: Obtain Full and Fair College Participation Assessment Measure: college participation in sub-committees

o Benchmark: at least one representative from each college on at least one sub-committee

Assessment Measures: range student events, activities, participationo Benchmark: at least one discipline-focused event for each college/year

Assessment Measures: HON301 instructor from each college (with CAS represented humanities and social sciences)

Assessment Measures: meet minimum recruitment goals for each college Assessment Measures: graduate commonwealth scholars from each college

o Benchmark: graduate commonwealth scholars representing colleges

VII. SCHEDULE OF REFORMS AND BENCHMARKSCurrent Statistics· Budget: Estimated Current Budget: $272,028.50 (see Appendix V) · Admission: 91 Incoming Freshmen (15.7% yield), 450 Total Honors Students; · Internal Admission: Applications approx. 32/term (based on recent terms, 65 total last year) · Graduates: approx. 45 Commonwealth Scholars (estimate for this year; 61 last year, 45 the year before, 41 in 2012); graduates have represented 34.54% of incoming class over the last three years. · Research Presentations: approx. 35 research honors presentations at URC this year (our estimate), 41 last year, 26 the year before.

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· Honors Classes & Sections: approx. 29/term (31 in Fall 2014, 27 in Spring 2015) · Student Standing: over 90% of honors students are currently in good standing, with 9.53% of all honors students on probation · Honors Teaching: PTLs teaching Honors Sections: 8/year · Honors Classes: Proportion of classes in compliance with core honors requirements: @10%

General Student Survey Results (N=104):I understand the goal(s) of the Honors Program: 3.49/5: 61% Agree or Agree strongly (22% Disagree or Disagree Strongly)It is clear to me how my Honors Classes contribute to my Education: 3.59/5 61.3% Agree or Strongly Agree (17% Disagree or Disagree Strongly)It is clear to me that Honors Classes are Distinct from Non-Honors Classes: 3.92/5: 71% Agree or Strongly Agree (9.5% Disagree or Disagree Strongly)Honors Classes are more Enjoyable than Non-Honors Classes: 3.5/5, 50% Agree or Strongly Agree (19.8% Disagree or Disagree Strongly)Honors Classes are More Challenging than Non-Honors Classes: 56.6% Agree or Strongly Agree (13.2% Disagree or Disagree Strongly)Honors Classes are more Interesting than Non-Honors Classes: 49% Agree or Strongly Agree (17.9% Disagree or Disagree Strongly SCHEDULE OF PLANNED REFORMS AND BENCHMARKS:Current Year (2014-15): Completing and seeking approval for strategic plan, 91 incoming students, budget = $272,028.50 (see appendix V: Budget; we are suspending a number of items on an emergency basis this year - like attendance at the NCH conference - to produce a one-year reduction to $239,648)Actions:

● Shifting to an “opt-in” admissions policy for our freshman class in 2015 (meaning that candidates will be offered the opportunity to join the program rather than simply being added, and will need to affirmatively declare their desire to join the program in order to be enrolled)

● Re-designing HON101 as freshman seminar (with the intent to implement it next year)● Consulting with Engineering to create an honors EGR111 section and to arrange for it to fulfill

the same requirements as HON101 (i.e., US 1E and 4A)● Consulting with Nursing on bringing NUR106/214 into line with the new HON101 class (covering

the same learning objectives and fulfilling the same US requirements)● Establish an Honors Curriculum Committee to oversee the selection of Honors Faculty and

Courses – this will fulfill the site visit team’s Recommendation 3 for better utilization of the Honors Committee and Recommendation 4 for more formal review of honors courses

● Instituting a Junior Colleague Program (bring student representatives onto all oversight committees and sub-committees)

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● Updating HON301 to better reflect the research requirements of each college● Completing the coordination of Senior Design Projects and Senior CVPA Projects and the Honors

ProjectsMeasures:

● Performed our first general survey of Honors Students to set baseline for subsequent years (see details above)

● Perform our second annual exit survey of graduating students● Send at least 30 Presenters to the Undergraduate Research Conference (URC) at Amherst● Graduate as Commonwealth Scholars 40% of the incoming freshman class within five years● Report our results on these measures to the Provost’s office, fulfilling the CHPC Site Visit

Recommendation 14 to collect and share data with the administration Year 1 (2015-16): 110 incoming students, Base Budget +$26,000 in new costs, total =$298,028.50*Actions:

● Institute common requirements for all honors classes and sections including outside class experiences and high-impact teaching practices (we will initially introduce this requirement for all new classes and then work backwards to update or remove existing non-compliant courses)

● New requirements (including HON101 and 201) will be introduced for these and all future incoming students Introduce three section of the revised HON101 (and eliminate two honors elective courses – no cost)

● Provide three stipends for honors course development (cost $3000)● Introduce honors ENG111 and updated NUR106/214 (no cost)● Introduce new publicity materials (brochure, pamphlets) and begin to attend off-campus

freshman recruitment events (cost: $2000)● Introduce performance-based grant for honors students (possibly $500/yr for those with more

3.8GPA, $1000 for final year - details and costs to be worked out with Provost’s Office*)● Establish Honors Coordinator/Affiliate Faculty Program (no cost)● Begin to actively recruit faculty, for example, by meeting with NFI and recruiting promising

candidates (no cost)● Restore Honors Student Council Budget to $1000/term (cost $1000)● Establish an enrichment fund which can support $500/honors course and section (cost: $15,000

based on $250/section)● Introduce “Guide to Honors” detailing elements of new program and general guidance to

student life (no cost)● Hire two Honors Faculty Advisers and begin to offer regular open and scheduled hours (cost:

$3000)● Establish annual honors freshman orientation event (picnic during orientation) (approx. $1500)● Establish Library of completed theses for seminar room (approx. $500) – fulfilling site visit

Recommendation 7 to make seminar room more inviting● Establish regular study space for off-campus students (no cost)● Establish residential learning community (no cost)● Perform general survey of Honors Students (and include question on advising to set a baseline)

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● Perform exit survey of graduating studentsMeasures:

● Obtain 65% approval ratings on all five general survey questions● Achieve at least a 17% yield on our offers of admission● Confirm that 30% of honors classes are in compliance with our new core requirements● Increase Transfer Applications to 34/term● Decrease Probations to 9%● Increase URC research presentations to 40● Increase Commonwealth Graduates to 45% of incoming class

Year 2: (2016-17), 110 incoming freshmen, FY 2016 budget +$17,000, total budget = $315,028.50* Actions:

● Introduce a new required HON201/202 class with two sections fulfilling US 4B and 4C respectively (we would offer at least one section of 20 of each every term); eliminate 1 elective course per term (net cost: $10,000)

● Provide additional course release for Director as required in site visit Recommendation 1 (cost $5000)

● Provide two stipends for new course development (cost $2000)● Perform general survey of Honors Students (including on advising)● Perform exit survey of graduating students

Measures:● Confirm that 50% of honors courses fully comply with new core standards● Obtain 70% approval ratings on all five general survey questions● Achieve admission yield rate of 20%● Increase Transfer Applications to 37/term● Decrease Probations to 8.5%● Increase URC research presentations to 43● Increase Commonwealth Graduates to 45% of incoming class

Year 3: (2017-18), 110 incoming freshmen, FY2017 budget + 11,000 in new costs, total budget = $326,028.50* Actions:

● Introduce an optional high-interest, multi-disciplinary classes through Honors (correspondingly reducing honors electives offered by one) – this responds to CHPC Site Visit Recommendations 9 and 12, suggesting more dedicated courses and a Topics Course ($5,000)

● Provide one stipend for course development (cost $1000)● Institute discretionary program spending (to create honors events – sponsored talks, trips, on

campus activities as necessary) as required by site visit recommendation 2 (cost $10,000)● Begin to Develop Honors liaisons in departments (under the supervision of the Director of

Advising)● Perform general survey of Honors Students● Perform exit survey of graduating students

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Measures:● Confirm that 70% of honors courses are fully compliant with the new core requirements● Obtain 75% approval ratings on all five general survey questions● Obtain 60% approval on the adequacy of honors advising● Achieve admission yield rate of 24%● Increase transfer applicant pool to 39/term● Decrease Probations to 8%● Increase URC research presentations to 45● Increase Commonwealth Scholars to 50% of incoming class

Year 4: (2018-19), 110 incoming freshmen, FY2018 budget = +$6000, total budget = $332,028.50* Actions:

● Introduce a second optional high-interest, multi-disciplinary classes through Honors (cost $5000) – this responds to Site Visit Recommendations 9 and 12, suggesting more dedicated courses and a Topics Course/or alternately an HON201 section fulfilling the US 4A requirement

● Provide one course development stipend (cost $1000)● Extend Honors Department Liaison program to all departments interested in participating● Perform general survey of Honors Students to set baseline for subsequent years● Perform exit survey of graduating students

Measures:● Confirm that 75% of honors courses are fully compliant with the new core requirements● Obtain 77.5% approval ratings on all five general survey questions● Obtain 72.5% approval on the adequacy of honors advising● Achieve admission yield rate of 29%● Increase transfer applicant pool to 42/term● Decrease Probations to 7.5%● Increase URC thesis presentations to 49● Increase Commonwealth Scholars to 55% of incoming class

Year 5: (2019-2020), 110 incoming students, FY2019 budget +$6000, total budget = $338,028.50*

● Introduce a third optional high-interest, multi-disciplinary classes through Honors (cost $5000) – this responds to Site Visit Recommendations 9 and 12, suggesting more dedicated courses and a Topics Course

● Provide one course development stipend (cost $1000)● Complete Honors Department Liaison program to all departments interested in participating● Perform general survey of Honors Students to set baseline for subsequent years● Perform exit survey of graduating students

Measures:● Confirm that 100% of honors courses are fully compliant with the new core requirements● Obtain 80% approval ratings on all five general survey questions● Obtain 75% approval on the adequacy of honors advising● Achieve admission yield rate of 35.7%

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● Increase transfer applicant pool to 45/term● Decrease Probations to 7%● Increase URC thesis presentations to 53● Increase Commonwealth Scholars to 60% of incoming class

By the end of the fifth year following the initiation of program reforms, we expect to achieve:

● Admissions: Yield rate: 36% (from 15.7%); Transfer Applicant Pool: 45/term (from 32/term)● Student Status: Probation reduced to 7% (from 9.53%)● Honors Classes: increased to 31/term (from 29), including 2 new core requirements and three

new high interest multidisciplinary classes (and a higher proportion of dedicated classes); all will include high-impact teaching techniques and outside the class experiences

● 100% of honors classes and sections will meet the core honors curricular requirements of providing enrichment experiences outside of class and employing high-impact learning practices

● Attitudes: We will obtain an 80% approval on our five general survey questions (from around 60%) and 75% on the adequacy of advising

● We will increase our undergraduate research presentations at the Undergraduate Research Conference in Amherst by 50% to 53 (from 35)

● And 60% of our incoming class will graduate as Commonwealth Scholars (from 35.4%)

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