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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Standing Rules

University Honors College Council

Standing Rules

The University Honors College Council, referred to as the Honors Council, has jurisdiction over the policiesand procedures of the Honors College and advises the Dean of the Honors College. The Honors Council isresponsible for admission and other academic requirements including degree requirements; criteria forselection of the members of the Honors Faculty; maintenance and regular assessment of program quality;and the curricular structure and content of the Honors College. The Honors Council consists of at least sixFaculty members and at least two Students, the students appointed from among the Honors College students.

Administration of the University Honors College rests with the Dean, who shall be an ex-officio, non-votingmember of the Honors Council.

(06/95)


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Membership


Membership

2013-20142012-20132011-20122010-20112009-20102008-20092007-20082006-20072005-20062004-20052003-20042002-20032001-20022000-20011999-2000


























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Scheduled Meetings2013-2014

March 31 – 9:00-10:00 AM ~ 109 Gilkey HallMay 5 – 9:00-10:00 AM ~ 109 Gilkey Hall


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas


Agendas

20142013201220112010200920072005200220011999


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes


Minutes

2013-20142012-20132011-20122010-2011200720022001200019991998


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Annual Reports


Annual Reports

2004-20052002-20032001-20022000-20011999-20001998-19991997-1998


























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Why capable students may choose not to apply for admission to the Honors College


























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Membership – 2013-2014

Richard Cuenca, Chair '14 Biological & Ecological EngineeringMark Daeschel '14 Food Science & TechnologyTiah Edmunson-Morton '15 The Valley LibraryMargie Haak '15 ChemistryNatchee Barnd '16 Ethnic StudiesMarion Rossi '16 College of Liberal Arts

Ex-Officio: University Honors College Dean (Toni Doolen)

Student Members:- TBA- Jessica Tran (v. S. Ognjenovic)

Executive Committee Liaison – Alix Gitelman





























Membership -- 2012-2013

Richard Cuenca, Chair '14 Biological & Ecological EngineeringEd Jensen '13 Forest Ecosystems & SocietyJessina McGregor '13 Pharmacy/OHSUMark Daeschel '14 Food Science & TechnologyTiah Edmunson-Morton '15 The Valley LibraryMargie Haak '15 Chemistry

Ex-Officio: University Honors College Dean (Toni Doolen)

Student Members:- Jackson Olson Dougan- Jessica Tran (v. S. Ognjenovic)

Executive Committee Liaison – Kate Hunter-Zaworski






























Ed Jensen, Chair '13 Forest Ecosystems & SocietySusie Brubaker-Cole '12 Academic AffairsPatti Duncan '12 Women StudiesJessina McGregor '13 Pharmacy/OHSURichard Cuenca '14 Biological & Ecological EngineeringMark Daeschel '14 Food Science & Technology

Ex-Officio: University Honors College Dean (Dan Arp)

Student Members:- Lubna Khan- TBA

Executive Committee Liaison - Joan Gross






























Ed Jensen '13, Chair Forest Ecosystems & SocietyGoran Jovanovic '11 Chemical EngineeringLani Roberts '11 PhilosophyPatti Duncan '12 Women StudiesSusie Brubaker-Cole '12 Academic AffairsJessina McGregor '13 Pharmacy/OHSU

Ex–Officio: University Honors College Dean (Dan Arp)

Student Members:Kirsten Tilleman - TBA

Executive Committee Liaison – John Selker





























Membership - 2009-2010

Goran Jovanovic '11, Chair Chemical EngineeringEd Jensen (v. McMillen) '10 College of ForestryBob Paasch '10 Mechanical/Industrial/Manufacturing EngineeringLani Roberts '11 PhilosophyPatti Duncan '12 Women StudiesSusie Brubaker-Cole '12 Academic Affairs


Student Members:- TBA- TBA

Executive Committee Liaison – Hal Parks






























Bob Paasch '10, Chair Mechanical/Industrial/Manufacturing EngineeringKate Hunter-Zaworski (v. Hopp) '09 Civil & Construction EngineeringBob Mason (v. Mead) '09 ZoologyEd Jensen (v. McMillen) '10 College of ForestryGoran Jovanovic '11 Chemical EngineeringLani Roberts '11 Philosophy


Student Members:- Cameo Cheung - TBA- TBA- TBA

Executive Committee Liaison –Carol Mallory-Smith






























Clifford Mead, Chair '09 Valley LibraryRay Brooks '08 BusinessKate Hunter- Zaworski '08 Civil, Construction, Electrical EngineeringSusan Hopp '09 OSU-CascadesPaula McMillen '10 Valley LibraryBob Paasch '10 Mechanical/Industrial/Manufacturing EngineeringEx–Officio: University Honors College Dean (Joe Hendricks)

Student Members:- Katie Parker - - -

Executive Committee Liaison – Tony Wilcox






























Sarah Henderson '07, Chair Political ScienceFlo Leibowitz '07 PhilosophyRay Brooks '06 BusinessKate Hunter- Zaworski '08 Civil, Construction, Electrical EngineeringSusan Hopp '09 OSU-CascadesClifford Mead '09 Valley Library Ex–Officio: University Honors College Dean (Joe Hendricks)

Student Members:- Kenny Barrese- Max Brugger- Dann Cutter- Miles Dodge

Executive Committee Liaison – Tony Wilcox






























Joey Spatafora '07, Chair Botany & Plant PathologyAnisa Zvonkovic (v. Bogley) '05 HDFSKeith Scribner '05 EnglishJesse Ford '06 Fisheries & WildlifeLynda King '06, Chair Foreign Languages & Lit.Sarah Henderson '07 Political Science

Ex–Officio: University Honors College Dean (Joe Hendricks)

Student Members-- Jeremy Gregory- Jessica Page- Melinda von Borstel

Executive Committee Liaison – Susan Shaw





























Membership –– 2004–2005

Joey Spatafora, Chair '07 Botony and Plant PathologyAnisa Zronkovic (v. Bogley) '05 Human Development & Family SciencesKeith Scribner '05 EnglishJesse Ford '06 Fisheries & WildlifeLynda King '06 Foreign Languages & LiteraturesSarah Henderson '07 Political Science


Student Members––Jeremy Gregory–Jessica Page–Melinda von Borstel

Executive Committee Liaison – Tracy Bentley–Townlin






























Bill Bogley '05, ChairSkip Rochefort '04Chris Sproul '04Keith Scribner '05Jesse Ford '06Lynda King '06

MathematicsChemical EngineeringInternational ProgramsEnglishFisheries & WildlifeForeign Languages & Literatures


Student Members––Karen Kiemnec–Erin McGregor–Katie Miles































Bill Bogley '05, Chair MathematicsKate Lajtha '03 Botany & Plant PathologyAl Stetz '03 PhysicsSkip Rochefort '04 Chemical EngineeringChris Sproul '04 International ProgramsKeith Scribner '05 English


Student Members –– Justin Ihara– Jennie Mieger– Katie Miles































Bill Bogley '02, Chair MathematicsLani Roberts '02 PhilosophyKate Lajtha '03 Botany & Plant PathologyAl Stetz '03 PhysicsSkip Rochefort '04 Chemical EngineeringChris Sproul '04 International Programs

Ex–officio: University Honors College Dean (Joe Hendricks)

Student Members – – Jennie Mieger– Katherine Miles– Maxie Peterson

Executive Committee Liaison – Mary Prucha






























Jim Liburdy '01, Chair Mechanical EngineeringLynda King '01 Foreign Languages & LiteraturesBill Bogley '02 MathematicsLani Roberts '02 PhilosophyKate Lajtha '03 Botany & Plant PathologyAl Stetz '03 Physics


Student Members –– Micah Erickson– Maxie Peterson– Darcy Myers

Executive Committee Liaison – Mary Prucha



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Membership » 1999-2000 Membership


Committee Members 1999–2000

Jim Liburdy '01, Chair Mechanical EngineeringAnita Helle '00 EnglishCarl Kocher '00 PhysicsLynda King '01 Foreign Languages & LiteraturesBill Bogley '02 MathematicsLani Roberts '02 Philosophy


Student Members –– Darcy Myers– Kevin Pardew– Kyle Shaver

Executive Committee Liaison – Robert Burton


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2014 Agendas


2014 Agendas

March 31





























2013 Agendas

February 21May 14June 4





























2012 Agendas

January 27, 2012November 8, 2012





























2011 Agendas

October 10, 2011


























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2010 Agendas

December 9,2010





























2009 Agendas

June 2, 2009May 12, 2009March 11, 2009February 11, 2009





























2007 Agendas

November 06, 2007January 23, 2007





























2005 Agendas

January 28, 2005





























AgendasMay 16, 2002





























AgendasNovember 20, 2001June 13, 2001





























AgendasOctober 21, 1999March 30, 1999


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » 2013-2014 Minutes


2013-2014 Minutes

March 31



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » 2012-2013 Minutes


2012-2013 Minutes





























Minutes

October 10





























Minutes

December 9January 13February 17


























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » 2007 Minutes


2007 Minutes

January 23, 2007





























2002 Minutes

May 16, 2002





























2001 Minutes

November 20, 2001June 06, 2001





























2000 Minutes

October 24, 2000March 2, 2000





























1999 Minutes

October 21, 1999March 30, 1999January 21, 1999





























1998 Minutes

October 23, 1998


























http://oregonstate.edu/dept/senate/committees/uhcc/ar/2004-2005.html[8/7/2017 4:13:33 PM]

Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Annual Reports » March 13, 2005 Annual Report


University Honors College Council2004-2005 Annual Report

March 13, 2005

Report from the University Honors College Council Meeting held January 28, 2005UHCC members:Joseph Spatafora (chair) '07 - Botany and Plant PathologyAnisa Zronkovic '05 - Human Development & Family SciencesKeith Scribner '05 - EnglishJesse Ford '06 - Fisheries & WildlifeLynda King '06 - Foreign Languages & LiteraturesSarah Henderson '07 - Political ScienceJeremy Gregory - studentJessica Page - studentMelinda von Borstel -studentJoe Hendricks (ex-officio) - Dean of Honors College

Dear Dr. Randhawa,

On January 28, 2005 the University Honors College Council (UHCC) met to discuss a number of issuesrelevant to the Honors College including incentives for increased faculty participation in the curriculum,financial and administrative needs of the College, and the OSU Capital Campaign. Summaries of the council'sdiscussion are as follows:

1. Incentives via SCH multiplier for increased faculty participation in Honors

The increase in the number of undergraduate students at OSU over the past decade, coupled with thehigh rate of faculty attrition, has placed a greater teaching demand on the present faculty. One result isthat departments are struggling to maintain courses required for their undergraduate curricula. A sideeffect of this development is that it is becoming increasingly difficult to recruit faculty into Honorsteaching. Part of this problem is based on the calculation of student credit hours (SCH). Honors Collegecourses by design are low enrollment (capped at 20 students) and thus by definition generate fewerSCH. Department chairs want their faculty to generate the maximum amount of SCH relative to theirappointment. Furthermore, the SCH by faculty FTE (SCH:FTE) is an important metric that is used todocument a department's contribution to the teaching mission of the University. Under the currentmodel, departments that participate in Honors College curriculum stand to generate a lower SCH:FTEratio. In effect, the current model is arguably a disincentive for participation in the Honors instruction.

As a remedy for this disincentive, past UHCC have discussed creation of an Honors College SCHmultiplier that would elevate the number of SCH generated by teaching an Honors College course. Weendorse pursuing this development and encourage adoption of a 3X multiplier for Honors Collegecourses based on an average non-Honors College course enrollment of sixty students.

An alternative is to increase the Honors reimbursement rates sufficiently to provide full buyout andemployment of adjunct or part-time faculty.

2. Increased administrative needs of the University Honors College











The UHC dean's office is understaffed. Currently there exists 0.5 FTE in the Assistant Dean position,although a university average is approximately 0.80 or higher FTE. The Assistant Dean (Bill Bogley) isplaying a greater role in day-to-day management of the college as the Dean (Joe Hendricks) becomesincreasingly involved in off-site recruiting and fundraising associated with the OSU capital campaign.The administrative load is further increased by the mandated growth of the UHC student body. TheUHCC recommends that the Assistant Dean's position be increased from its current FTE of 0.5.

3. Capital Campaign

As OSU enters into its first capital campaign, it is critical that "Student Experience" be conspicuouslypromoted. The need to do so was recently recognized by the University's emphasis on the "StudentExperience" in its strategic plan. Undergraduates are the most visible part of our university and it isthrough our undergraduates that OSU most directly interacts with the state. The UHCC encourages themaximum exposure of the "Student Experience" in the OSU Capital Campaign and, in doing so,promotes the UHC as one of the most effective vehicles. The UHC is unique in that it combines theintimacy of a smaller liberal arts education with the resources of a major research institution.Furthermore, through faculty buyouts and student scholarships, funding that flows to the UHC passesthrough to other departments and academic units. When UHC financially benefits, other units benefit aswell through the presence of good students and by virtue of pass-through funds.

Sincerely,

Joseph W. SpataforaUniversity of Honors College Council, Chair

















Faculty Senate at Oregon State University



Annual Report 2002-2003

Standing Rules: The University Honors College Council, referred to as the Honors Council, hasjurisdiction over the policies and procedures of the Honors College and advises the Dean of the HonorsCollege. The Honors Council is responsible for admission and other academic requirements includingdegree requirements; criteria for selection of the members of the Honors Faculty; maintenance andregular assessment of program quality; and the curricular structure and content of the Honors College.The Honors Council consists of at least six Faculty members and at least two Students, the studentsappointed from among the Honors College students. Administration of the University Honors Collegerests with the Dean, who shall be an ex-officio, non-voting member of the Honors Council. (06/95)

Membership: Faculty: Bill Bogley (Chair), Kate Lajtha, Al Stetz, Skip Rochefort, Keith Scribner, ChrisSproul; Students: Justin Ihara, Jennie Mieger, Katherine Miles, Ex-officio: Joe Hendricks (UniversityHonors College Dean)

Charges to the Council: There were no charges to the Honors Council for the academic year 02-03.

Meetings: The Council met once during the academic year on 10 April 2003. Efforts to constitute theCouncil were hindered by very slow response from ASOSU in certifying student members of theCouncil; student membership was finalized in March 2003. This report is an expanded version of thediscussions at the April 03 Council meeting.

Degrees, Retention and Graduation Rates: During the period including Summer 02-Spring 03, theUniversity Honors College (UHC) graduated 72 students, who earned 83 degrees. HonorsBaccalaureates were conferred to majors from six Colleges and including four International Degrees.These figures continue a trend of increasing numbers of Honors Baccalaureate degrees conferred. Thedistribution of Honors degrees by College is also typical in comparison with past years, led by Science(30), Liberal Arts (19), and Engineering (17).

Since 1996, Honors students have earned (at least one) four-year Honors Baccalaureate at about thesame rate as OSU students earn a four-year Bachelors degree (28%). Meanwhile, some students leaveHonors but still remain at OSU; 50% of students who enter Honors receive an OSU Bachelors degree infour years. At the end of six years, by which time nearly all students have either graduated or droppedout, nearly 90% of students who enter in Honors receive an OSU Bachelors degree. This compares withan OSU six-year graduation of just under 60%. Slightly less than 50% of Honors students receive anHonors Baccalaureate within six years. The OSU graduation rate of Honors students is exemplary. Theattrition rate within Honors itself is probably due in large part to the Honors thesis requirement. Theeffort to ameliorate this attrition and improve "retention-to-thesis" in Honors is a programmatic priority forthe UHC.

Admissions and Recruiting: Of 557 UHC applications for Fall 03, 274 were offered admission (49%)and the College has received 144 commitments to enroll for a yield among admitted students of 53%.Minorities accounted for 21.7% of UHC applicants and 10.2% of admitted students. The admitted cohortof 144 students is larger than in previous years (117 in Fall 2002) in response to a mandate for 5%annual growth that emerged from the ongoing 2007 university strategic planning process. Theachievement profile of admitted UHC first year freshmen for Fall 2003 closely matches that of theprevious year. The average HS GPA is 3.95 (identical with Fall 2002), 88% graduated in the top 10% oftheir HS class (identical with Fall 2002) and the average composite SAT score is 1338 (down from 1377in Fall 2002).

In an informal straw poll of Fall 2002 UHC freshmen, 50% indicated that the presence of the UHC was adetermining factor in their decision to attend OSU. If one removes 50% of the UHC freshmen fromOSU's incoming 2002 cohort of first-time, full-time, degree-seeking students, the percentage of that

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cohort coming from the top 10% of their HS class drops from 17% to 15% and the average HS GPAdrops from 3.44 to 3.43. These effects result from the hypothetical removal of just 2% of the OSUentering cohort (59 out of 2962 new students). Even before the increase in UHC enrollment for Fall2003, the impact of Honors on metrics related to recruitment of top students to OSU is clearly visible.

Student essays are an important feature of the UHC application process and, as in previous years,Honors Council members and other faculty volunteers assisted in the assessment of essays. The essayquestions for the Fall 2004 round of admissions have been finalized. As was the case during 01-02, theCouncil affirmed the importance of the essay portion of the Honors application.

Curriculum and Administration: The UHC is centrally funded, with the majority of its budget devotedto reimbursements to faculty and departments for coursework. This means that most of the fundsdevoted to Honors are bound to "pass through" Honors and into the hands of other units. Thisadministrative and fiscal efficiency of the Honors enterprise is not widely appreciated.

In an effort to promote participation in delivering the Honors curriculum, the Council has considered andunanimously endorsed a proposal to implement an "SCH multiplier" on Honors instruction into the OSUbudgeting process. SCH production is a prominent factor in the Budget Allocation Model. A mandatefrom Honors' national accrediting body limits enrollments in Honors courses and therefore restrictsproduction of Honors SCH, which is credited to contributing departments. The intent and content of theSCH multiplier proposal is to remove this unintended disincentive for faculty and departments tocontribute coursework to the UHC. A draft version of the SCH proposal (appended to this Report) hasbeen presented to Faculty Senate President Bruce Sorte and the expectation is that this proposal will betaken up by the Executive Committee and the Faculty Senate in Fall 2003.

As has been the case since its inception, demand for UHC courses exceeds supply, particularly inpopular majors and in technical subjects. The ability of campus units to provide instructional personnel isthe principal factor limiting growth of the Honors College. The distribution of UHC students and creditsoffered by College is detailed in a bar chart that was compiled by UHC staff and which is appended tothis report. Comparing the information on that chart with the data on degrees conferred, one notes anapparent correlation between UHC credits offered and Honors degrees conferred. In rank order, the topthree colleges in terms of UHC credits offered and Honors degrees conferred are Science, Liberal Arts,and Engineering. The comparison of credits offered and students by College is very different: the ratio ofcredits to students is 56/67 = 0.84 for Liberal Arts, 92/132 = 0.70 for Science, and 23/190 = 0.12 forEngineering.

Board of Regents: The external advisory board for the UHC meets each term during the academicyear. The UHCC Chair is an ex-officio voting member of the Board of Regents. The Board's principalactivity over the past year has been to consult with the Dean on long range strategic planning for theUHC. This process has resulted in a detailed agenda involving development of scholarship opportunitiesfor Honors students, expansion of Honors course offerings to accommodate increasing Honorsenrollment as well as specific needs for coursework in technical disciplines, support for undergraduatescholarship and the Honors thesis requirement, and incentives to faculty and departments to support theHonors curriculum. The plan contains detailed strategies and cost estimates and culminates with atarget of recurring funds to be raised through external fundraising efforts and an endowment. Thestrategic plan was shared and discussed with the Honors Council at its April 03 meeting.

The Board of Regents continues to contribute to the Honors community by hosting and underwriting anumber of annual events. For the second consecutive year, the Board hosted a Dad's Weekend BBQ(Fall term) and a Recognition Reception for graduating students and UHC faculty and mentors in May2003. Awards presented by the Board during the reception included cash prizes for three outstandingthesis posters from the annual UHC Thesis Poster Fair, held the previous day in the MU Ballroom.

UHC Student Awards and Activities: UHC students continue to play a significant role inundergraduate research at OSU. This is due in part to the Honors thesis requirement, but also stemsfrom the fact that Honors students are sought after as undergraduate assistants in many roles acrosscampus. UHC students are campus leaders in both achievement and community participation. A briefsampling of the awards and activities of UHC students is appended to this report. Accounting for justover 3% of the OSU undergraduate student population, UHC students have disproportionate impact inboth undergraduate achievement and community activity at OSU.



Appendices:

SCH Multiplier Proposal (draft: 12 April 2003) UHC Credits and Students by College 2002-2003 UHC Student Awards and Activities

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Standing Rules: The University Honors College Council, referred to as the Honors Council, hasjurisdiction over the policies and procedures of the Honors College and advises the Dean of the HonorsCollege. The Honors Council is responsible for admission and other academic requirements includingdegree requirements; criteria for selection of the members of the Honors Faculty; maintenance andregular assessment of program quality; and the curricular structure and content of the Honors Collge.The Honors Council consists of at least six Faculty members and at least two Students, the studentsappointed from among the Honors College students. Adminstration of the University Honors Collegerests with the Dean, who shall be an ex-officio, non-voting member of the Honors Council. (06/95)

Membership: Faculty: Bill Bogley (Chair), Lani Roberts, Kate Lajtha, Al Stetz, Skip Rochefort, ChrisSproul; Students: Jennie Mieger, Katherine Miles, Maxie Peterson, Ex-officio: Joe Hendricks (UniversityHonors College Dean)

Charges to the Council: There were no charges to the Honors Council for the academic year 01-02.

Meetings: There were two meetings of the Honors Council during the academic year 2001-2002.Minutes of these meetings are attached to this report.

Degrees: The University Honors College (UHC) graduated 68 students, who earned 85 diplomas.Honors Baccalaureates were conferred to majors from five Colleges: Science, Liberal Arts, Engineering,Agricultural Sciences, Health & Human Performances, Business (in decreasing order of number ofdegrees).

Admissions: Of 600 UHC applications for Fall 02, 250 were offered admission and the College hasreceived 117 commitments (eight out-of-state) to enroll, very close to the target number of 125 newstudents. The achievement profile of true first-year applicants (average high school GPA 3.95, averageSAT 1377) reflects the continuing appeal of the UHC to the best college-bound students. Advancedstanding applications also increased.

An extremely high apply/accept ratio of 10/1 for the class entering Fall 00 produced negative reactionsfrom top students (and their parents) who were denied admission to the UHC. Initial publication ofminimum application standards (at the Presidential Scholarship level: 3.85 GPA and 1300 SAT) for theclass entering Fall 01 led to a significant decrease in the applicant pool and an apply/accept ratio of 3/2.The minimum standards for the class entering Fall 02 were adjusted to the Provost Scholarship level(3.75 GPA or 1200 SAT or 29 ACT), resulting in an increased applicant pool and an apply/accept ratio of12/5 and providing additional flexibility in the evaluation proces.

Student essays are an important feature of the UHC application process and, as in previous years,Honors Council members and other faculty volunteers assisted in the assessment of essays. The essayquestions for next year have been finalized. In a related matter, the UHC Dean received a proposal fromBob Bontrager, Assistant Provost for Enrollment Management for the University, to consider eliminationof the essay portion of the UHC application process in consideration of a proposed essay portion for all-university applications beginning with the entering class in Fall 04. It was the clear consensus of theHonors Council that the UHC should not abandon UHC-specific essays in its application process.Comments from the Council regarding the content, logistics, and utilization of a university-wide essayapplication process, along with results from tests of of proposed university-wide application essayquestions on current first-year UHC students will be forwarded to Assistant Provost Bontrager.Additional details of these discussions are included in the minutes of the May 16 2002 meeting of theCouncil.

Budgets: Although budget matters are not directly within the purview of the Honors Council, Dean





Hendricks continues to report to the Council on the effects of budget considerations. The FY02 budgetwas balanced with the elimination of two staff positions, including the Assistant Advisor. A proposal toincrease student fees for incoming UHC students, independently recommended by the FY03 BudgetReconciliation group and the Student Fee Committee, has been forwarded to OUS. UHC was one ofthree units on campus to receive a budget increase for FY03. The additional funds may be used toincrease reimbursement levels for instruction, reactivation of the Assistant Advisor position or other staffto facilitate the College's Small Group Instructional Diagnostic process for course evaluation, or tosupport pending initiatives with the College of Engineering to address retention of UHC engineeringmajors. (Engineering and pre-Engineering students constitute the largest cohort of UHC students.)

Advising, Curriculum, Faculty: UHC students are well-served by the Head Advisor, Jane Siebler.Siebler was president of the university-wide Academic Advising Council during 00-01 and ensures thatall students are also in contact with advisors in their major disciplines. All UHC students are required toconsult with Siebler each term and many do so more frequently, resulting in a substantial workload forthe Head Advisor. As in past years, demand for UHC courses exceeds supply, particularly in popularmajors and in technical subjects. Efforts to build support for the UHC curriculum in critical areas areongoing. Course reimbursement levels have been staggered according to CIP (Cost of InstructionalProgram) levels to attract courses in the more expensive disciplines. The ability of campus units toprovide instructional personnel is the principal factor limiting growth on the Honors College. TheSanders Eminent Professorship Fund provides private dollars to augment the UHC curriculum; CourtneyCampbell (Philosophy) was selected as UHC Eminent Professor for Fall 02. Development for a secondline of Eminent Professorships is underway.

Board of Regents: The external advisory board for the UHC meets each term during the academicyear. The UHCC Chair was named an ex-officio voting member of the Board at its Winter 2002 meeting.The Board consults with the UHC Dean on extracurricular programming and aids with long rangestrategic planning for the UHC. The Board hosted a Dad's Weekend BBQ during Fall 2001 and aRecognition Reception for graduating students and UHC faculty in May 2002. The reception wasattended by President and Mrs. Risser, as well as former OSU President John Byrne. Awards presentedby the Board during the reception included cash prizes for three outstanding thesis posters from theannual UHC Thesis Poster Fair, held the previous day in the MU Ballroom; poster judging wasconducted by UHCC members. The success of the event encouraged the Board to make theRecognition Reception an annual event and the Board plans to broaden the scope to include recognitionof the important service rendered by faculty who serve as thesis mentors for UHC students.

The Spring 2002 meeting of the Board was highlighted by a visit from Dwayne Foley, CEO of the AlumniAssociation and incoming CEO of the OSU Foundation. Numerous honors programs around the nationhave been able to secure substantial private funding in recent years. Mr. Foley discussed the potentialfor the Board of Regents to incorporate the recognized success and marquee value of the UHC intoonging efforts to develop significant private support for the Honors College. His comments led the Boardto refine the articulation of the Board's mission and strategic plan in order to facilitate successful contactwith potential donors. Mr. Foley observed that while the current level of public funding may enable theUHC to continue its current success, the opportunity exists to develop substantial private funding for thepurpose of recruiting the nation's best students, expanding the UHC curriculum and enrollment, andtranforming the UHC from a College that relies on the resources of other units into one that providesexpanded opportunities for the entire university.

| Agendas | Bylaws | Committees/Councils | Faculty Forum Papers | Handbook | Meetings/Locations | Membership | Minutes |













REPORT FOR JULY 2000 - JUNE 2001

Committee Members: Bill Bogley, Lynda King, , Kate Lajtha, Jim Liburdy (Chair), Lani Roberts, AlStetz, UHC Dean Jon Hendricks, ex officio; student members: Micah Erickson, Darcy Meyers, andMaxie Peterson.

Committee Objectives: The University Honors College Council has jurisdiction over the policies andprocedures of the University Honors College. It consults with and advises the UHC Dean on a regularbasis. Primary responsibilities of the Council are student admissions and retention criteria, degreerequirements, criteria for selection of the University Honors College Faculty, assessment of programquality, and the curricular structure and content of UHC courses.

The Council met twice during the 2000-2001 academic year according to the Council approved agenda.Minutes from these two meetings are attached to this report. Below is a summary of the businessconducted.

Fall Term 2000. There was considerable discussion and ideas generated on ways to increase courseofferings. This included encouraging cross discipline collaboration by faculty for courses that offer newperspectives, monetary support for faculty teaching efforts, and broadening awareness to faculty acrosscampus on these opportunities. It was emphasized that there should be a University wide approach tomore effective faculty compensation for courses offered through the UHC. The technical writing coursein the UHC was discussed with emphasis on ways to improve meeting students requirements in variousdepartments. The instructor is to interact more with the engineering college to explore modifications tothe course.

Winter/Spring Term 2001. One advisor position in the UHC was eliminated and there was discussion ofintegrating some UHC advising functions with the student major department. There are continued effortsto increase the endowment, with a goal of $50,000/yr. An honors merit scholarship was suggested to beestablished. The newly formed Board of Regents met, which is a volunteer group whose members areexternal to the University. The Board was established to provide advice on development issues and tosome degree curricular matters. There was discussion as to how to treat minority/diversity evaluation inthe application process. It was suggested to include a numerical score evaluation on the course studentevaluations in UHC to better integrate with the University wide system and to be able to report theevaluation outcomes; this was recommended to the Faculty Senate.

Agendas | Bylaws | Committees/Councils | Faculty Forum Papers | Handbook | Meetings/Locations | Membership | Minutes |
















REPORT FOR JULY 1999- JUNE 2000

Committee Members: Anita Helle, Carl Kocher, Lynda King, Bill Bogley, LaniRoberts, Jim Liburdy (Chair), UHC Dean: Jon Hendricks, ex officio, and threestudent members from the University Honors College.

Committee Objectives: The UHC Council has jurisdiction over the policies andprocedures of the University Honors College. It consults with and advises the UHCDean on a regular basis. Primary responsibilities of the Council are studentadmissions and retention criteria, degree requirements, criteria for selection ofHonors College faculty, assessment of program quality, and the curricular structureand content of UHC courses.

The Council met during the Fall and Winter terms according to an agenda designedto meet the responsibilities above. Minutes from these two meetings are attached.Below is a summary of the business conducted.

Fall Term 1999. The Council reviewed and discussed the Board of Readers neededfor the upcoming year's essay reviews. Readers were to include faculty acrosscampus, not just Council members. The International Baccalaureate degreeadmissions criteria were discussed. A model was accepted by the Council. Feereimbursement policy was discussed and decided that no fee reimbursement isallowed after two weeks into the term. Discussion was undertaken as to means toincrease course offerings, especially in underrepresented colleges. Lastly, there wasdiscussion as to ways to increase funding to the University Honors College.

Winter Term 2000. New essay questions were discussed with a consensus thatdiversity and "intellectual life" were decided to be addressed. A Winter Term policyfor admissions was decided not to be implemented. It was agreed that distributedenrollment over the various colleges should not be linked to admissions. Furtherdiscussion was undertaken concerning new course development. Lastly, the Deaninformed and advised the Council on fund raising efforts.


















Committee Members: Faculty - Lynda King, Carl Kocher, Anita Helle, Jim Liburdy,Alan Sugawara, Ken Williamson. Students: Kevin Pardew, Kyle Shaver, KellyHelms. Chair: Mary Alice Seville. UHC Dean: Jon Hendricks, ex officio.

Committee Objectives: The UHC Council has jurisdiction over the policies andprocedures of the University Honors College. It consults with and advises the UHCDean on a regular basis. Primary responsibilities of the Council are studentadmissions and retention criteria, degree requirements, criteria for selection ofHonors College faculty, assessment of program quality, and the curricular structureand content of UHC courses.

The Council met each of the three terms according to an agenda designed to meetthe responsibilities above.

Fall Term 1998. The Council reviewed the 1997-98 year-end report presented anddiscussed by UHC Dean Hendricks. The challenge of matching the honors coursedistribution to majors of the Honors College Students was discussed. Procedures forthe review of applications to the Honors College were revised.

Winter Term 1999. Revisited the need for more honors courses. The UHC delivers199 credit hours on a budget designed to deliver 90 credit hours. The primarybudget need is to increase course stipends to attract more courses. Discussed the qualifications of Honors College Faculty. In rare instances the Deanmay accept course proposals from instructors who do not meet the standardqualifications. The Council encouraged automatic inclusion in the Provost'sScholarship Program of National Merit Scholarship Finalists.During fall Council members played a key role in reading and evaluating 216individual student applicant files for Fall 1999 admission.

Spring Term 1999. Reviewed the standing rules on Council membership at therequest of the Committee on Committees. The 1999-2000 Course Schedule andfaculty makeup was reviewed. The breadth and quality of coursework available wasreviewed. Matching honors course distribution to majors of the Honors Collegestudents is a continuing challenge. The Council believes that UHC should not grow more unless there is increased staff,space and courses. During winter Council members played a key role in reading and evaluating 679individual student applicant files for Fall 1999 admission. The application/screeningprocess was reviewed and revised.Dean Hendricks announced that an Honors College parent has pledged $2,500 a





year as a challenge grant to fund/endow thesis/research scholarships. A fund-raisingcampaign will be started to match the challenge.
















Committee Members: Faculty - Lynda King, Carl Kocher, Anita Helle, Mary Jo Nye,Alan Sugawara, Ken Williamson. Students: Kevin Pardew, Kyle Shaver. Chair: MaryAlice Seville. UHC Director: Jon Hendricks, ex officio.

Committee Objectives: The UHC Council has jurisdiction over the policies andprocedures of the University Honors College. It consults with and advises the UHCDirector on a regular basis. Primary responsibilities of the Council are studentadmissions and retention criteria, degree requirements, criteria for selection ofHonors College faculty, assessment of program quality, and the curricular structureand content of UHC courses.

The Council met each of the three terms according to an agenda designed to meetthe responsibilities above.

Fall Term 1997. The Council reviewed the 1996-97 year-end report presented anddiscussed by UHC Director Hendricks. The challenge of matching the honors coursedistribution to majors of the Honors College Students was discussed. The new headadvisor, Jane Siebler, was introduced. Procedures for the review of applications tothe Honors College were revised.

Winter Term 1998. Revised the standing rules on Council membership at therequest of the Committee on Committees. Revisited the need for more honorscourses. Discussed the qualifications of Honors College Faculty. OSU retired facultywill be eligible to be Honors College Faculty.

During fall and winter Council members played a key role in reading and evaluating830 individual student applicant files for Fall 1998 admission.

Spring Term 1997. Reviewed the new promotional materials for the College. The1998-99 Course Schedule and faculty makeup was reviewed. The breadth andquality of coursework available was reviewed. The challenge of matching honorscourse distribution to majors of the Honors College Students was again discussed.An informational presentation on the Countdown to College program was made.













Why capable students may choose not to apply for admission to the Honors College Note: The UHCC was asked by the Dean of the Honors College to consider this question. The following list of possible reasons was compiled from advisors from across campus and by interviewing several students who are academically capable of being in the Honors College but chose not to apply. Although responses from advisors were anonymous, it’s apparent that we heard from folks in Forestry, CLA, Engineering, and Education (there may have been more). Compiled by Ed Jensen, Chair of UHCC 2/10/12

1. Thesis a. Just the thought of it is intimidating. b. Uncertainty about what’s involved/how to do it. c. Unsure if it’s worth the effort.

i. Not apparent that employers value it (in proportion to what it takes to achieve it). d. Some colleges require comprehensive assignments that, when taken together with the HC

Thesis, seem overwhelming. i. Example given was College of Ed. Educational Work Samples (200+ pages). ii. But other colleges require a thesis or a comprehensive capstone project for students

prior to graduation. 1. Is there a way to blend these (if so, is advertised?)

2. Application process a. From a faculty member who is the parent of a potential HC student: Laziness on the part of

today’s students (during the application process). b. Deadline for HC may come before some capable students make the final decision to attend

OSU.

3. OSU level considerations a. OSU has lower admissions standards than many “peer” institutions, so our percentage of

UHC qualified students should be lower. b. First year adjustment period often sets students back. c. Some beginning classes at OSU do a lot to convince students that they are not

worthy/capable of meeting high academic standards (examples given were Math 251 (and above(, and Chem 221 (and above)

4. College level considerations a. There are many majors on campus where the curricula are so tightly prescribed that

students don’t have the leeway to complete extra HC requirements. b. Some programs at OSU offer very few HC classes.

i. Without this identity, many capable students don’t see a reason to apply to HC. c. Some colleges already offer small classes for majors, so the lure of small HC classes is less.

5. Lack of awareness

a. Many students are simply unaware—of what it is and why they should consider it.

6. Intimidation (even by some of our best students). This is a student comment. a. Is there are way to “ease into” the Honors College? b. If a student joins during his/her second year, do they still have same requirements, or are

they reduced by one year? c. Self-doubt on the part of students

i. even from students who performed very well in HS ii. some say they just don’t need the extra stress

7. Perceptions of HC and HC students

a. Afraid of perception by peers that HC students are “too good” for them

8. Differential tuition seen as too high. (unsure if it’s worth it)

9. Overall work load a. Students are uncertain that it’s worth it—too much, too hard, will take longer, too costly. b. Uncertain pay-off after graduation (unless they’re going to grad school or med school, etc.)

Two potential values in compiling this list:

1. So these potential reasons can be tackled head-on when talking about the HC with prospective students (either in-person or on-line).

2. So we can lower some of the barriers that we have the ability to influence.


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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2014 Agendas » March 31, 2014 Agenda


March 31, 20149:00 - 10:00 AM ~ 109 Gilkey Hall

Agenda

Online UHCC Site: http://oregonstate.edu/senate/committees/uhccMembership Listing: http://oregonstate.edu/senate/committees/uhcc/member/2013-2014.html

1. Introductions and New UHCC Members

2. Meeting ScheduleNext meeting: Monday, May 5 from 9:00-10:00 AM in 109 Gilkey Hall

3. Remarks from Dean Toni Doolena. State of the Honors Collegeb. New curriculumc. Updated Version of Strategic Plan – fund development effortsd. Move to new building

4. Suggested Topics of Interest from UHCC Members

5. Action Items and Topics for Next Meeting











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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2013 Agendas » February 21, 2013 Agenda


February 21 , 20134:00 - 5:00 PM ~ 109 Gilkey Hall

Agenda

Membership Listing: University Honors College Council Membership 2012-2013

1. Possible introduction of new student member

2. Update from Dean Toni Doolen

3. Student application/retention discussion: Unofficial document and spreadsheet

4. Action items and topics for next meeting




























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2013 Agendas » May 14, 2013 Agenda


May 14, 20134:00 - 5:00 PM ~ 109 Gilkey Hall

Agenda

1. Differential Tuition Rate

2. Progress/plans for student thesis video

3. Honors College moving in 2015 – will be main topic of discussion next month

4. Other business


Membership list




























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2013 Agendas » June 4, 2013 Agenda


June 4, 20134:00 - 5:00 PM ~ 109 Gilkey Hall

Agenda

Membership Listing: University Honors College Council Membership 2012-2013

1. Progress on student thesis video

2. Temporary move of the University Honors College due to the seismic retrofit of STAG in 2015

3. Proposal for creating a new University Honors College Living and Learning Community

4. Other business




























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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2012 Agendas » January 27, 2012 Agenda


January 27, 20122:00-3:00 PM ~ 109 Gilkey Hall

Agenda

1. Approve October 10, 2011 Minutes

2. Enrollment Growth in the Honors College:How much is reasonable?How do we achieve these goals?How do we maintain quality instruction in the face of growth?











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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2012 Agendas » November 8, 2012 Agenda


November 8 , 20124:00 PM ~ 109 Gilkey Hall

Agenda

1. Introductions

2. Meeting schedule

3. Remarks from Dean Toni Doolen

4. Suggested topics of interest from council members

5. Student application/retention discussion: Unofficial document and spreadsheet


Information Item:Membership Listing: http://oregonstate.edu/senate/committees/uhcc/member/2012-2013.html




























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » 2011 Agendas » October 10, 2011 Agenda


October 10, 20111:00-2:30 PM ~ 109 Gilkey Hall

Agenda

1. Review our mission as defined by Faculty Senate Standing Rules and suggest revisions, if needed:http://oregonstate.edu/senate/committees/uhcc/sr/index.html

2. Review demographic questions on SET to see if they allow faculty to identify specific UH students (dueto small class sizes)

3. Discuss the Honors Thesis (how to improve the process) and alternate forms that might be equallyappropriate (e.g. performance recitals)

4. Review and provide input into the admissions essay topics

5. Discuss whether UHC should consciously try to increase enrollment. Is bigger better?

6. Create a more direct tie between UHCC and BCC? (since BCC decisions affect UHC students andpolicies)











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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » December 9, 2010 Agenda


December 9, 20109:00 - 10:00 AM ~ 109 Gilkey Hall

Agenda

1. Introductions2. 2) Review Standing Rules (below)

The University Honors College Council, referred to as the Honors Council, has jurisdiction over thepolicies and procedures of the Honors College and advises the Dean of the Honors College. The HonorsCouncil is responsible for admission and other academic requirements including degree requirements;criteria for selection of the members of the Honors Faculty; maintenance and regular assessment ofprogram quality; and the curricular structure and content of the Honors College. The Honors Councilconsists of at least six Faculty members and at least two Students, the students appointed from amongthe Honors College students. Administration of the University Honors College rests with the Dean, whoshall be an ex-officio, non-voting member of the Honors Council.

3. Review and approve proposed, updated UHC SETExistingProposed

4. Presentation of and request for input on proposed UHC Program Outcome Assessment and EvaluationPlan

Information Items:1. UHCC website - http://oregonstate.edu/senate/committees/uhcc/index.html2. UHCC listserv - [email protected]


Ed Jensen '13, chairGoran Jovanovic '11

Forest Ecosystems & Society,Chemical Engineering

Lani Roberts '11 PhilosophyPatti Duncan '12 Women StudiesSusie Brubaker-Cole '12 Academic AffairsJessina McGregor '13 Pharmacy/OHSU

Ex-Officio: University Honors College Dean (Dan Arp)

Student Members:-TBA-TBA

Executive Committee Liaison - John Selker










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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » March 11, 2009 Agenda


June 2 , 20092:00-3:00 ~ 109 Gilkey Hall

Agenda

1. Draft policy to provide a pathway for Instructors to teach UHC Courses





























May 12, 200911:00-12:00 ~ 109 Gilkey Hall

Agenda

1. Honors thesis2. Honors faculty qualifications





























March 11, 200911:30-12:00 ~ 109 Gilkey Hall

Agenda

1. Spring term meeting dates2. University Honors College Strategic Plan – continue discussion



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » February 11, 2009 Agenda


February 11, 2009Agenda

1. University Honors College Strategic Plan



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » November 06, 2007 Agenda


November 06, 2007Agenda

1.Report from the UHC:-Academic Report for 2006-2007 (Executive summary)-Board of Regents Fall 2007 meeting

2.UHCC Assessment Issues-"maintenance and regular assessment of program quality"

3. Enrollment requirements for Honors College

4. New business



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » January 23, 2007 Agenda


January 23, 2007Agenda

Report from the UHC:AdmissionsRecruitment of faculty/curriculum proposalsFacility ExpansionFundraising/budget cutsOther significant changes/issues

Report on fall meeting of the UHC board of regents Building a UHC identity Student retention

Discussion of some of issues/problems *Priority registration *Generating additional course proposals Maintaining UHC visibility during university restructuring Thesis equivalent of WIC Student experiential learning – not part of University’s head count

New business



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » January 28, 2005 Agenda


University Honors College CouncilJanuary 28, 2004

1:30 – 3:30 – Gilkey 109Agenda

1. Student credit hour multiplierIncentive for faculty participation in Honors College

2. Capital campaignHonors College role in the OSU Capital Campaign

3. Administrative needs in the Honors CollegeIncrease in Assistant Dean FTE from 0.5 to 0.75

4. Resource needs for mandated growth of Honors CollegeIncrease of 100 students over 5 yrsCurrently attained 43% of growth

Other information items

1. Opportunity PlusImplementation in College of EngineeringInterest in CoAS and CoB

2. DeLoach Scholarship20 students/yrProvide funding for students to work with facultyTA, research, curricular, outreach

3. Library D-Base systemGoogle Scholar

4. WIC requirementsThesis to meet the BAC WIC requirement

5. 10-year celebrationPotential eventsIntegration with capital campaign



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » Thursday, 16 May 2002 Agenda


Thursday, 16 May 2002, 9:00-10:30amFaculty Senate Conference Room (107 Gilkey Hall)

Agenda

0. Introductions and approval of minutes from the November '01 UHCC meeting

I. Report from the Dean

II. Report from the Head Advisor

III. (Important) Proposal from Admissions Office to eliminate UHC-specific essays for Fall 04 admission

IV. Admissions, faculty, and curricilum status for 02-03

V. Board of Regents and related activities

Please mark your calendars with these fun events:

A. UHC Thesis Fair: Wed 29 May, 11:30-1:30 in MU Ballroom*Council members will serve as poster presentation judges; we need your participation and input!The Board of Regents has generously donated funds for two cash awards.

B. Regents Recognition Reception: Thur 30 May, 5-6:30 in CH2MHill Ctr.*You and your spouse or partner are cordially invited to join the Board of Regents for a picnic-style event to recognize graduating seniors, this year's UHC faculty, student poster awardwinners, and student-selected favorite professors. President Risser will attend and speak. Andperhaps best of all, this will be an excellent opportunity to mingle with colleagues in an informaland interdisciplinary setting.

C. UHC BBQ: Fri 31 May, 4pm-? at Thompson Shelter in Avery Park*End of year celebration for the entire UHC community. Again, spouses and partners are morethan welcome.

VI. New business



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » November 20, 2001 Agenda


AgendaNovember 20, 2001

1. Reports from the UHC:

UHC in the OSU budget deliberationsFall meeting of the UHC Board of Regents**Course Evaluations for Fall 01Admissions Screening for Fall and Spring-Board of ReadersCourse Solicitations for 02-03Eminent ProfessorshipReturn of OSU Foundation accounts to UHC control

2. Action Item:

Recommend to UHC that Chambers Environmental Research Fund andDeLoach Undergraduate Research Fund be administered under the Excellence Fundumbrella to support senior theses.

**Board of Regents Focus Groups Outcomes**

3. Recruiting, Admissions, Financial Aid and Scholarships

UHC not adequately portrayed in OSU recruiting and application materialsLimitations on UHC resources create concerns over admissions processesOSU criteria for financial aid and scholarships are difficult to understandNamed scholarships within UHC?UHC recruitment within general student body?

4. Retention

UHC experience is compelling for students and facultyAttrition at the thesis stage is significant



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » June 13, 2001 Agenda


AgendaJune 13, 2001

Faculty Senate Office - 107 Social Science

1. Reports from the UHC:

-student issues-accreditation-development ($)-board of regents-update on scheduled courses

2. Issues concerning faculty participation

3. Student concerns

4. Cross college collaboration for course offerings



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » October 21, 1999 Agendas


AgendaOctober 21, 1999


1. Board of Readers

2. Policy Issues

International Baccalaureate degree admissions criteriaFee reimbursement policy

3. New Honors College courses

4. Development Activities

5. Any other items



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Agendas » March 30, 1999 Agendas


AgendaMarch 30, 1999


Lunch served 12:20-12:30 (we will discuss as we eat)

Discuss questions for next year (30 minutes)

Suggestions for improving the applicant screening process (10 minutes)

Review courses proposed for next year (10 Minutes)

Shift in registration procedures and effect on UHC (15 minutes)

Progress report on fund drive to endow thesis/research scholarships (10 minutes)

Establish Honors Affiliates category (10 minutes)

Please get suggested essay questions to Joe by 3/29, 5 pm. He will have them categorized and available atthe meeting.

If you can't make all of the meeting, come for what you can. See you then.


























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Minutes

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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » 2013-2014 Minutes » March 31, 2014 Minutes


March 31, 2014Minutes

Online UHCC Site: http://oregonstate.edu/senate/committees/uhccMembership Listing: http://oregonstate.edu/senate/committees/uhcc/member/2013-2014.html

Voting members present: Natchee Barnd, Richard Cuenca (Chair), Tiah Edmunson-Morton, Jamie Merritt,Marion Rossi, Jessica Tran Voting members absent due to time conflict: Mark Daeschel, Margie HaakEx-officio member present: Toni Doolen

Update from Dean Toni Doolena. State of the Honors College – See PowerPoint presentation for most details (link UHC State.pptx)

b. Highlights of topics covered:i. 2013-2014 Academic Year: 2,065 applicants from 642 high schools and 83 universities; 30%

offer rate; 992 UHC students this fall (record UHC enrollment)

ii. 2014-15 Academic Year: 1,800 to 1,900 applicants expected – outstanding quality

iii. Modified UHC program requirements and thesis process improvements

iv. Updated version of strategic plan and fund development efforts (link UHC SP.docx as a PDF)

v. New UHC organizational structure and personnel changes

vi. Modifications due to STAG seismic retrofits and progress of construction of new building

vii. Update on UHC proposal for Sackett Hall living space

Topics for Next Meetinga. Feedback from LeeAnn on progress due to revised thesis preparation

b. Review of strategic plan by all committee members and prepare comments for discussion











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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » Minutes » October 10, 2011 Minutes


October 10, 2011Minutes

Members Attending: Ed Jensen (Chair), Jessina McGregor (via phone), Richard Cuenca, Mark Daeschel, DanArp (ex-officio) Members Absent: Susie Brubaker-Cole, Patti Duncan, Claire Rogan (student member) Membership Listing: http://oregonstate.edu/senate/committees/uhcc/member/2011-2012.html

Agenda:1. Introductions2. Review known agenda items for the year

a. Review Faculty Senate Standing Rulesb. Review changes to the Honors College SET form proposed by Toni Doolen (carryover from last

term)c. Discuss Honors thesis – specifically alternate forms and barriers to completiond. Review and provide input into HC admissions questions and scoring rubrice. Discuss desirability of increasing size of HCf. Create more direct tie between BCC and HCCC (since BCC decisions often affect HC students)g. Consider why more academically capable students don’t choose to enroll in HC (identify some

limiting factors and discuss possible solutions)

3. Action Items:a. Review Standing Rules at http://oregonstate.edu/senate/committees/uhcc/sr/index. We reviewed

and discussed various aspects, including the distinction between UHCC overseeing policies andprocedures and the Dean and Associate Dean of the HC being responsible for implementing same.Action: We approved the standing rules as written.

b. Reviewed proposal to eliminate demographic questions about Class Standing and Major from theHC SET form. Action: proposal to remove approved.

c. Honors thesis: Dan provided some background information and the Council raised somequestions. Action: we agreed that this should be the focus of several meetings (in the future) andthat we should begin with Dan/Toni providing some background information and data about ratesof completion, support currently provided to students, how often thesis is a barrier to completingHC, etc.

d. Admission essays and scoring criteria. Action: Ed will collect questions and scoring criteria forfuture meeting.

e. Increasing size of HC (not only in absolute numbers but also in percentage of OSU studentsenrolled). Dan provided background that this is not only a goal of the Provost, but also of Dan.Action: we decided that this should be the next agenda item tackled this year and should occur atnext meeting. Dan/Toni will provide background at the next meeting.

f. Create better tie between BCC and UHCC. Action: Ed should play this role.g. Why don’t more academically capable students choose HC? Action: postpone until after discussing

if HC should increase in size.h. Student members: We should strive to have two (as per standing rules), but will continue to

conduct business with fewer. Appointing students is up to ASOSU. Action: Claire Rogan (FE/CE)has volunteered but has not yet been formally accepted by ASOSU. Dan will advertise in HCnewsletter.

i. Future meetings: Ed and Vickie Nunnemaker will conduct Doodle polls and strive to be as










http://oregonstate.edu/senate/committees/uhcc/sr/index



inclusive as possible. Meeting length will be set at 90 minutes, but with assumption that not allneed to run that long.



















Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » Minutes » December 9, 2010 Minutes


December 9, 2010Minutes

Members Present: Dan Arp (ex-officio), Susie Brubaker-Cole, Ed Jensen (chair), Goran Jovanovic, LaniRoberts Members Absent: Patti Duncan, Jessina McGregor Guest: Toni Doolen (UHC)

Topic: New SET form for HC classes Desired Outcome: Approval by UHCC prior to implementation for Winter 2011 Actual Outcomes: Returned to Doolen/Arp for additional changes

Background (more or less): 1. For several years (perhaps since its inception) HC has been using its own process for gathering student

evaluation of teaching (not the official SET form used by OSU).a. At some point in the past, mid-term group discussions were used.b. More recently HC has used its own set of end-of-the-term questions, more qualitative and less

comparative in nature than SET.c. This form was created following consultation with other honors programs nationally and was

endorsed by the UHCC.2. Now, for a variety of reasons HC would like to modify the form, and include SET questions, in addition

to its own set of questions.a. The current HC questions are difficult to use in P&T dossiers.b. HC needs to align better with rest of OSU, especially as OSU moves to an electronically

administered SET.3. Toni Doolen brought to the UHCC a proposed form, seeking feedback and, eventually, approval for

adoption.a. Multiple audiences and purposes (as with most evaluation data): course and curriculum

improvement, course and instructor evaluation, better able to recognize HC teaching with P&Tcommittees, etc.

b. Toni feels that UHCC needs to approve any changes to current form.

Discussion Points: (reflecting points raised by individuals–intended to capture the flavor of the discussionrather than each and every discussion point.)

1. Some instructors prefer narrative information (rather than quantitative information provided by SET).2. Is it really necessary to conform to OSU norms?3. HC teaching may not be fully recognized/appreciated by OSU because of absence of SET data.4. Proposed form seems an expediency, emphasizing ease of summary and comparison over value of

information to faculty member. Much value in narrative comments may be lost.5. Some classes contain mixed HC and non-HC students. Can two different forms be administered? Will

this confuse students?6. Whatever is done, it’s vital to communicate the importance of this process to students. This will

increase student commitment to provide meaningful information.7. Suggestion was made to consult with OSU SET committee before implementation.8. Problems arise when we use the same document for a number of purposes. Aligning processes with the

rest of the university is the inroad to having Honors College teaching play more prominently into P&T.9. What’s missing in the tabular presentation is that there has been a loss of opportunity for students to











"think out of the box." Honors College could add ‘comments’ for each of the 1–23 tabular questions.

Summary: Many points were discussed and numerous suggestions for modifications were raised anddiscussed. Essentially, we ended up trying to retain some of the unique flavor and qualitative nature of theHC approach with the more standardized, quantitative nature of SET.

Next step: Arp and Doolen will work to incorporate many of the suggestions heard today, and re-submit tothe UHCC at a future meeting within the next month or so.

Additional Item: There was not adequate time to discuss the proposed assessment plan. We will take it up ata future meeting.

Minutes recorded by Susie Brubaker-Cole and edited by Ed Jensen



















Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » Minutes » January 13, 2011 Minutes


January 13, 2011Minutes

Members Present: Dan Arp (ex-officio), Susie Brubaker-Cole, Ed Jensen (chair), Goran Jovanovic Members Absent: Patti Duncan, Jessina McGregor Guest: Toni Doolen

Topic: UHC Assessment Plan

Desired and Actual Outcome

1. Desired outcome: discuss plan and provide feedback to Arp and Doolen. Formal approval of the UHCC isnot required. Actual outcome: Plan was discussed and feedback was noted. Doolen will modify plan andbring it back to the committee at the next UHCC meeting. Draft plan is attached.



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » Minutes » February 17, 2011 Minutes


February 17, 2011Minutes

Members Present: Dan Arp (ex-officio), Susie Brubaker-Cole, Ed Jensen (chair), Goran Jovanovic, LaniRoberts Members Absent: Patti Duncan, Goran Jovanovic Guest: Toni Doolen

Topic: UHC Course Evaluation Plan

UHC Program Assessment Plan

Desired and Actual Outcome

1. Desired outcome for Course Evaluation Plan: Formal approval of UHCC. Actual: After much discussionand several suggestions, plan was approved. Doolen will make final edits, and submit to Becky Warnerfor approval. Plan is to be implemented for Winter 2011. The plan is attached to these notes.

2. Desired outcome for Program Assessment: additional feedback from committee prior to submission tothe OSU Assessment Office. Formal approval of the plan by UHCC is not required. Actual outcome: planwas discussed and several suggestions made. Doolen will incorporate suggestions prior to submissionto OSU assessment office. Although a vote of approval was not taken, agreement with the plan seemedhigh. Draft plan is attached; final plan will be attached when it is completed.

Other Business: A student member has applied to ASOSU for approval to be on UHCC. Hopefully that will befinalized by our next meeting.

Post Notes: 1. Kirsten Tilleman, senior in NR, has been approved by ASOSU for the committee and will be invited to all

future meetings. Welcome, Kirsten.2. UHC Course Evaluation Plan has been reviewed and approved by OSU (Becky Warner and Meg Reeves).






























Attending: Faculty: Sarah Henderson (Chair), Flo Leibowitz, Ray Brooks, Clifford Mead Students: Kenny Barrese, Jason Siefken (standing in for Max Brugger), Dann Cutter, Miles DodgeEx-officio: Joe Hendricks (Dean of UHC)Guest: Bill Bogley (Asst. Dean of UHC)

Introductions

Report from the UHCJoe Hendricks and Bill Bogley traded off on giving an overview of major UHC developments, and handed out apacket of information on honors college programs and UHC honors college offerings. Joe started off hissegment by mentioning that the Governor wants to retain the best and brightest Oregon students and thatthis has led to a push (as of yet to be realized) to expand state funding for honors programs. Currently, allthe OUS schools have some type of honors program.

In terms of admissions, in 2000 the UHC had ten times as many applicants as spaces. The UHC, on targetwith University requests to increase the student enrollment of the UHC to 600 students, has been able to doso without lowering admission thresholds. The average GPA of students is 3.97 and new SAT averages are2000. Bill discussed the enormous competition for these high achieving students among various schools, andthe difficulties in achieving a high “yield.” Given our enrollment figures, however, we seem to be doing a goodjob of getting students. Events such as one that Clifford hosted at the Linus Pauling Institute, or the othercloser event at the Multnomah Athletic Club, have been very popular events among prospective students.

One of the ongoing concerns of the UHC is retention. About 50% of entering students graduate from the UHC.While this is about on par with national averages, nonetheless UHC wants to improve this number. Bill andJoe report that the UHC has already passed its estimated attrition rate of 10%, and think it is due to the $750that students have to pay in resource fees. (The University raised this fee to offset budget cuts.) Manystudents, particularly in engineering, already pay high resource fees and so this is an additional imposition.The good news is that when students leave the UHC, they are still very likely to complete their degree atOSU. 90% of students who leave the UHC still graduate from OSU, so this is much higher than the 60% rateamong OSU students who do not start (or finish) in the UHC. Joe also mentioned that the UHC was working toprovide financial assistance to offset the registration costs, although details are not yet finalized.

In addition, while UHC maintains McNary Hall for first and second years, the GEM has become the new upperlevel honors dorm.

We also talked briefly about the call for course offerings. Course reimbursement is the largest budget itemwithin the UHC budget.

IssuesPriority registrationIn the interests of getting through the most critical agenda items, we moved directly to a discussion ofpriority registration. Currently, while athletes and students with disabilities have priority registration, UHCstudents do not, and as a result, they cannot get into all of their classes. The UHC would like to allow all UHCstudents to be able to register as seniors. The Council was in full support of this measure and agreed to drafta short letter to the UHC expressing that support.











Maintaining UHC presenceOn Saturday, there will be an OSU-wide, daylong retreat. OSU is in the midst of designing a number of newinitiatives and potentially redesigning some colleges. As Joe said, “the deck is being reshuffled.” How doesUHC maintain its presence in this time of reshuffling? There were no immediate answers to this problem, butit is a continuing issue on the horizon. Also, the lack of a Foundation person at OSU dedicated to promotingHonors is a problem. Currently, Joe and Bill are the primary fundraisers.

Experiential learningAlso discussed the issue of student headcount. When students leave campus to do study abroad, or to pursuesome other experience, they are not considered enrolled in the University. Thus, they don’t count in thestudent head count at the university. Ray discussed how College of Business handles this for their internshipby having students enroll for a 1 credit option. Dann also suggested an e-campus credit. Miles reminded usthat students don’t really care about the credit in the sense that they don’t need it, so why would they wantto pay for it, even if it were a $56 audit credit. The Council decided that it really has no recommendations tomake on the experiential learning, since it is a problem that concerns all students that leave the University topursue something and, though it impacts UHC indirectly, is not a UHC issue.

New businessDann, who is also a member of the UHC Activities and Advisory Committee, suggested that UHC studentswould like Joe and Bill and other relevant UHC stuff to meet with students to talk about the same types ofissues that they were raising in today’s meeting. Students would like to know more about these issues liketuition, fees, etc.; Bill and Joe agreed to go.

Kenny mentioned that future curriculum was another issue that UHC students were concerned about.Someone asked if the UHC could produce their schedules earlier so students knew what was coming. Billexplained why the schedule changes yearly.

Upcoming events: Thesis Fair May 30.





















May 16, 2002Minutes

Attending:Faculty: Bill Bogley (Chair), Kate Lajtha, Lani Roberts, Skip Rochefort, Chris SproulStudents: Jennie Mieger, Maxie PetersonEx-officio: Joe Hendricks (Dean of the University Honors College)Staff: Jane Siebler (Head Advisor for the UHC)

The meeting was called to order at 9:10am.I. Introductions and approval of minutes from the November '01 UHCC meeting

With one correction from Skip Rochefort, the minutes from the November meeting were approved.

II. Report from the Dean

The admission cycle for Fall 02 is complete. Of 600 UHC applicants, 250 were offered admission. Withsome admits still undecided, the College has received commitments to enroll from 120 students,yielding an entering class very close to the target figure of 125 new students. Once again, the profile ofthose offered admission reflects the appeal of the UHC to high-achieving and highly motivated students.Among true first-year applicants, the average GPA is 3.95 and the average SAT is 1377; over 90%graduated in the top 10% of their high school class. Advance standing applications also increased andrepresent students applying from OSU, community colleges and other four-year schools. Theapply/accept ratio of 12/5 compares with 3/2 for Fall 01 and 10/1 for Fall 00. This variation correlateswith the initial publication of UHC minimum application standards for Fall 01 (at the PresidentialScholarship level, 3.85 GPA, 1300 SAT) and slightly less stringent standards for Fall 02 (at the Provostlevel, 3.75 GPA or 1200 SAT or 29 ACT). The latter change was implemented in order to permit someflexibility in evaluating applicants.

Dean Hendricks reported that the UHC is one of only three academic units on campus that received anincrease in the proposed FY03 budget. The exact amount is subject to revision as unit heads report tothe Provost on the effects of widespread cuts across the university. Potential uses of increased revenueinclude:

1. an increase in the reimbursement levels for those units at CIP Levels I and II that contributefaculty to support the Honors College curriculum,

2. the possible reactivation of the Assistant Advisor position or other staff to facilitate the College'sSmall Group Instructional Diagnostic (SGID) process for course evaluation, and

3. support of pending initiatives with the College of Engineering to address the relatively highattrition rate among Engineering students at the thesis stage. As noted in the Fall 01 minutes, thesenior project for Engineering students tends to overshadow the Honors thesis, a fundamental andnecessary component of the Honors Baccalaureate degree.

In response to independent recommendations from the FY03 Budget Reconciliation group and theStudent Fee Committee, Honors was urged to reconsider its Student Resource Fee. The UHC hasapplied for an increase in the student fee for Honors College participation. Under the proposed feestructure, new students will be assessed at $100/term beginning Fall 02. Continuing students will retainthe current fee level of $75/year. In contrast, participation in the Honors Program at the University ofOregon carries an annual student fee of $900. Revenue from student fees goes into the general budgetof the College. Approval of the fee increase by the Oregon University System is pending.











Finally, additional revenues may eventually support UHC enrollment increases, but as noted in theMinutes of the November 01 meeting, increasing the reimbursement rate to units that contributefaculty has priority.

III. Report from the Head Advisor

Jane Siebler reported on student activities. Upcoming events include the annual Thesis Fair. The Collegeexpects to graduate 68 students with 85 diplomas. All spring term graduating seniors are required todevelop poster presentations of their thesis projects for the Thesis Fair. As in past years, the HonorsCollege will host a Commencement Reception for graduates, parents, and other members of the UHCcommunity. President and Mrs. Risser have indicated that they will stop by for the event. Alsoupcoming is a raft trip, organized by the Steering Committee with all costs being borne by theparticipants. Another annual event, the Mom's Weekend UHC Talent Show, was a big success again thisyear. More than 150 people attended the event held at the Courtyard Inn to see eleven acts. Withsupport of the Honors Board of Regents, a new student recognition is being implemented forOutstanding Poster Presentation as part of the Thesis Fair. Two cash awards and three honorablementions will be made this year.

IV. (Important) Proposal from Admissions Office to Eliminate UHC-Specific Essays for Fall 04Admission

Bob Bontrager, Assistant Provost for Enrollment Management of the university, has asked theUniversity Honors College to consider eliminating its requirement of a separate layer of essay questionsin the application process for Honors admission. Bontrager shared a draft set of six short answer (75words) essay questions for a revised all-university admission procedure that is proposed for theincoming class of Fall 04. Bontrager also asked the UHC to help test the questions on current UHC first-year students. Steps are being taken to do so. The Council considered the questions as well as themerits of minimizing demands on university applicants by eliminating UHC-specific essays.

In comments circulated via email prior to the meeting, Council member Al Stetz questioned who wouldread the essays and how they would be evaluated. Members of the Council currently devote significanttime and effort as members of the UHC Board of Readers, which evaluates Honors admission essays.The Council noted that the prospect of expanding this essay evaluation process to the entire universityapplicant pool implies a tremendous new investment of effort and it is entirely unclear how thischallenge might be met. Council members also considered the six proposed questions and were criticalof the fact that the questions fail to address academic qualifications as a central issue for enrollment.Four of the questions, those dealing with leadership, adversity, community service, and diversity, haveno clear academic component or purpose. It was noted that neither the Provost nor PresidentialScholarship programs require essays. Council members expressed skepticism that essay responseswould actually be used to disqualify an applicant to OSU. Most importantly, it was the clear consensusof the Council that the University Honors College should not abandon the practice of UHC-specific essayquestions in the application process. The election to apply for admission to the Honors College shouldinclude an additional investment of effort and thought on the part of the applicant. This allows theCollege to assess the academic dedication and qualification of prospective students at a levelcommensurate with the very high level of achievement that is a distinguishing feature of the UHCstudent body.

V. Admissions, Faculty, and Curriculum Status for 02-03

Additional course work for AY 02-03 may be needed. Efforts to identify specific areas of need andopportunity are ongoing. Council members are urged to make recommendations to their colleagues foradditional UHC course work.

VI. Board of Regents and Related Activities

Please mark your calendars with these fun events.

a. UHC Thesis Fair: Wed 29 May, 11:30-1:30 in MU Ballroom. Council members will serve as posterpresentation judges; we need your participation and input! The Board of Regents has generouslydonated funds for two cash awards. Faculty members of the Council agreed to serve as judges forthe Fair. Criteria for judging have been published to participants and the Council discussed thepractical matter of judging the large number of posters that are expected. Previous experience ofKate Lajtha and Skip Rochefort with this sort of activity was helpful in this regard.



b. Regents Recognition Reception: Thur 30 May, 5-6:30 in CH2MHill Ctr. You and your spouse orpartner are cordially invited to join the Board of Regents for an event to recognize graduatingseniors, this year's UHC faculty, student poster award winners, and student-selected favoriteprofessors. President Risser will attend and speak. And perhaps best of all, this will be anexcellent opportunity to mingle with colleagues in an informal and interdisciplinary setting. Aspecial exhibit from the Pauling Collection will also be on hand.

c. UHC BBQ: Fri 31 May, 4pm-? at Thompson Shelter in Avery Park. End of year celebration for theentire UHC community. Again, spouses and partners are more than welcome.

VII. New Business

There was no new business. The meeting was adjourned at 10:15am.



















Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » November 20, 2001 Minutes


MinutesNovember 20, 2001

Attending:Faculty members: Bogley (Chair), Roberts, Rochefort, Sproul, StetzEx-officio: Hendricks (Dean)Students: Miles, PetersonStaff: Siebler (Head Advisor)

Absent: Lathja

I. Report from the Dean

Budget difficulties around campus also affect UHC. Two staff positions have been eliminated (assistantadvisor and data handler) in order to balance FY02. The picture for FY03 is murky. Nevertheless, theHonors College continues to thrive on the basis of dedicated staff and faculty as well as the initiative ofUHC students. Success of the UHC is revealed by continued high demand for admission as well as highlevels of student achievement.

II. Report from the Head Advisor

Early admissions round (deadline 1 Nov) for Fall 02 yielded 219 applications, double the previous year.The increase is partly due to reduction of minimum admission thresholds from Presidential to ProvostScholarship level (3.75 GPA, 1200 SAT or 29 ACT as opposed to 3.85, 1300). Primary round deadline is1 Feb 02. UHC expects to make 250-300 offers with a target yield of 125 for the incoming class of Fall02. For comparison, the ratio of applications to accepts for Fall 01 was 3/2 and in 00 it was 10/1.

Lani Roberts questioned the standards of application essays. Council members volunteer time on theBoard of Readers to assess essays.

UHC activities are somewhat reduced due to budget constraints, but a strong student UHC SteeringCommittee continues to organize student activities such as a dance and student paper presentations inMcNary residence hall.

Jane Siebler has an 8hr/wk student assistant and students continue to provide a strong source ofvolunteers.

The SLUG (UHC student gathering/study place) has expanded hours during weekday evenings and alsoon Saturdays. Computer facilities in the SLUG are contracted to Information Services---results of anongoing survey will be reported to the Steering Committee.

The budget situation also implies an adjustment in course evaluation procedures. The previous practiceof SGID ("small group instructional diagnostic" facilitated by the assistant advisor) is no longer possibleand is replaced by a "bubble" and short answer form administered by staff. Copies of the completedforms are streamed to a) department chairs, b) faculty, and c) UHC records.

III. Eminent Professorship

The Council endorsed the selection of Courtney Campbell as UHC Eminent Professor for Fall 01. As wasthe case last year, when Bill Bogley was selected, the professorship is supported with funds from the











Sanders Eminent Professorship Fund.

IV. OSU Foundation accounts return to UHC control

Four Foundation accounts (Schreiber, Independent Study, Chambers, DeLoach) have returned to UHCcontrol. The Council approved an agenda motion to have these accounts administered under the UHCExcellence Fund to support senior thesis research.

V. Board of Regents Focus Group Outcomes

Joe Hendricks circulated summary outcomes from meetings between both faculty and student groupswith members of the Board of Regents, the external advisory board for the UHC. Selected observationsand concerns include the presence of the UHC in OSU recruiting, admissions, and the overalladministration of financial aid. The climate within the UHC is excellent for and among students, staff,and faculty. It was noted that the awareness of the UHC in the larger university community could begreater. Attrition is highest at the thesis level, though UHC students complete their Honors degrees at arate that is compatible with Honors programs nationally. Resource issues are many: enrollment isseverely limited compared with demand; curriculum is especially constrained among specializedcourses, particularly in Science and Engineering; the reimbursement model makes it difficult fordepartments to lend faculty to UHC, even with the introduction of an enhanced model in whichreimbursement rates are tied to the three levels recognized by the OUS Classification of InstructionalPrograms (CIP) table from the OUS cell values. Consensus among the Regents was that thereimbursement rate needs to be increased before raising the UHC head count. Beginning winter term aCIP-based formula will be utilized to recognize differential instructional costs. No program will receiveless than the current rate but more costly programs will receive proportionately greater reimbursementand thereby feel they are not subsidizing UHC coursework to the same extent.

VI. Course Solicitations for 02-03

These have gone out electronically and in hard copy. Jane Siebler's weekly Monday Message to the UHCcommunity also solicits student course requests. All requests thus received are followed-up on by JoeHendricks

VII. Thesis Attrition Discussion

Although thesis completion rates in the UHC measure favorably against national averages for Honorsprograms (nationally 50-60% of Honors students who enter a program graduate having fulfilled allrequirements), a primary goal is to do better ( 66% to 75% is realistic). Maxie Peterson said that themost difficult step is for students to find a faculty mentor. Katie Miles reinforced this in pointing out theimportance of forming the mentor-student relationship early in the student's career. Chris Sproulsuggested the introduction of a 2-credit course to initiate thesis preparation with an Incomplete gradebeing assigned pending thesis completion. Skip Rochefort pointed out that the senior project inEngineering tends to overshadow the UHC thesis in terms of future employment prospects. Furtherdiscussion and testing are in order.

The meeting was adjourned at 10:30am.



















Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » June 6, 2001 Minutes


Minutes June 6, 2001

The University Honors College Council met on June 6, 2001. Members attending were B. Bogley, J. Hendricks(ex officio member; Dean of the University Honors College), L. King, K. Lajtha, J. Liburdy (Chair), L. Roberts,and A. Stetz.

I. Introductions

During introductions it was announced that Bill Bogley was selected as the First EminentProfessor of the University Honors College.

II. The agenda as distributed was approved.

III. The minutes from the previous meeting were approved with three typographical errors corrected.

IV. Report from the UHC

There was a discussion of the use of recyclable paper in the student publications and this issuewill be brought to the attention of the students.Announcement was made of the upcoming commencement reception for the UHC as well as theposter fair.It was announced that one advisor position in the UHC will be eliminated; there was discussion ofintegrating some UHC advising functions with the student major department.UHC was highly commended during the recent accreditation team visit.There are continued efforts to increase the endowment, to improve the Eminent Professor fundingwith a goal of $50,000/yr, and there was mention of a honors merit scholarship to be established.The newly formed Board of Regents met recently and is expected to work closely with the UHCCin the future; the Board is a volunteer group external to the University with a goal to provideadvice on development issues and, to some degree, curricular matters.It was noted that the number of minority applications are down; there was discussion as to howto treat minority/diversity evaluation in the application process.

V. CoursesThe course listing for the 2001-2002 academic year was distributed and passed unanimously.There was discussion of how to include a numerical score evaluation on the course studentevaluations in UHC to better integrate with the University wide system and to be able to reportthe evaluation outcomes; this was recommended to the Faculty Senate

VI. Adjournment

The meeting was adjourned at approximately 2:30 pm.


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Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » October 24, 2000 Minutes


MinutesOctober 24, 2000

Report from the Dean of the University Honors College:

New scholarships will be made available particularly for women.There are plans to initiate eminent professorships to help fund ten additional course offerings.The Excellence Fund has met its goal of $50,000.The minimum admissions requirements are at 3.85 Grade Point Average and 1300 SAT scores, whichare in line with the Presidential Scholar requirements.There is an external review upcoming and the Council is asked to review the College documentation.The UHCC is to plan to meet with the reviewers in late January of early February, 2001.

Discussion of Course Offerings

There was discussion of ways to increase course offerings such as have various colleges collaborate forinterdisciplinary offerings.There was discussion of possible problems with the technical writing course available and how it shouldbetter meet the student's needs with possible interaction with the technical courses that the studentstake. The Dean offered to have the instructor of the technical writing course in the College contactengineering professors to assess modifications to the course.There was discussion on how the departments and faculty are compensated for the Honors Collegecourses. It was felt that this issue needs to be addressed University-wide so that financial barriers toinstructors and departments are minimized.

Readers for Upcoming Application Review

It was pointed out that UHC still requires essays from applicants and that readers will be drawn fromfaculty across the University, not just the UHCC. Readers will be required for the Fall term and theWinter term.



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » March 2, 2000 Minutes


MinutesThursday March 2, 2000

1. The next round of new essay questions were discussed. It was agreed that two main elements shouldbe included: (i) diversity and sense of community to help in assessing the applicants multicultural backgroundand (ii) an opportunity for the applicant to express something of their intellectual life and values, a possiblequestion might deal with an award given to them say 10 or more years in the future from the UniversityHonors College and have them explain the nature of the award. The procedure for forming the questions willbe that Joe Hendricks will draft them and they will be circulated among council members for their input.

2. The council agreed that a Winter Term admission policy was not needed but ad hoc admission duringother than the Fall Term could be accommodated on an individual basis.

3. There was discussion on the value of distributed enrollment in the University Honors College based inan attempt to create a more diverse group of participants. It was agreed that there should not be an effort tolink acceptance with the college or department to which the applicant was applying for admissions. It wasrecommended that the University Honors College obtain records of percentage distribution of students bycollege and to contrast this with the university wide distribution in general. It was further recommended thatan attempt be made to break this down further to relate the University Honors College distribution amongcolleges with the university distribution of "high achievers" measured, say, by grade point average.

4. A roster of the courses to be offered next year by the University Honors College was distributed anddiscussed. There is a drop of approximately 10% of the number of courses offered compared to last year.There was a discussion of "holes" in the course offerings. And although it would be beneficial to add severalcourse to some sequences in, say, math and upper division engineering, it is manpower that limits much ofthis. It was decided that next meeting should devote discussion to ways to improve course offerings in areasthat would best serve the student enrollment and discussion of ways to address the problem of attrition.

5. The excellence fund is approximately $7,000 away from its $50,000 goal for June 30, 2000. Manystudents and faculty continue to donate generously to this cause but there needs to be a concerted effort tohelp reach the goal by June 30. The University Honors College now has a Development Officer that will helpwith this effort.





























MinutesThursday October 21, 1999

The University Honors Council met on October 21, 1999. The following items were discussed.

1. The necessary Board of Readers was discussed to identify those able to review applications for the FirstRound. The essays needed to be reviewed prior to Thanksgiving, 1999. It was expected that there would beapproximately 250 applicants and that each Reader would be asked to read between 20 and 25 essays. Itwas agreed that the Board of Readers should include faculty across campus rather than just the councilmembers as has been done in the past.

2. Several policy issues were discussed. The first being the International Baccalaureate degree admissionscriteria. There was discussion as to the admission of students with this background. In particular, would it beappropriate for entering students to be considered as "sophomores" since they had a significant number ofcredits. There was question as to whether students would be penalized in their grade point average becauseof this. A model was provided by Dean Hendricks. This model was accepted as appropriate to follow for theadmissions into the University Honors College.

3. A second policy issue discussed was fee reimbursement. It was decided that no fee reimbursement shouldbe allowed after two weeks into the term.

4. There was discussion as to means to increase the number of courses offered in the University HonorsCollege. Data was presented indicating the student population among the various college majors. It appearsnecessary to broaden the course offerings in some colleges where there is a wide disparity between numberof students from a college who are enrolled in the University Honors College and the number of coursesoffered. There needs to be a effort to achieve this goal although no specific plan was outlined at this time.New courses for the 2000-2001 academic year where to be submitted to the University Honors College byFebruary 1.

5. The Dean of the University Honors College presented a report on the development activities within theUniversity Honors College. There was some discussion on ways to increase funding through gifts and othermeans.



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » March 30, 1999 Minutes


MinutesMarch 30, 1999

The meeting was called to order at 12:30 with all Council members and Head Advisor Jane Siebler present.

Questions for next year were discussed. Dean Hendricks will wordsmith the questions and circulate to theCouncil for comment. It has not been determined if the Honors College application can have a differentquestion from the scholarship application. Dean Hendricks will pursue the issue.

Screening process seemed to work well this year. Applicants who score extremely well on one of the objectivemeasures will be included in the three read pool even if the combined score doesn't reach the 24 cutoff.

An Honors Affiliate category was discussed. Opening up such a category seems unwise for many reasons,e.g., maintaining faculty control of who is in classes and space constraints (see next item). The "decline"letter will be changed to specifically mention that students may petition for access to Honors classes andinvite the applicant to keep in touch with the Honors College.

Growth of UHC should be contingent on increased staff, space and, most importantly, classes. Colleges arereluctant to subsidize Honors College classes and some departments have expressed concerns aboutcontinued participation in honors instruction. To elicite more class offerings either the stipend paid to Collegesneeds to be increased or central University administration needs to set participation in the Honors College asa top priority for all Colleges within the intrinsic reward system.

An Honors College parent has given a Challenge grant to fund/endow thesis/research scholarships. The donorhas committed to $2,500 a year for the foreseeable future. Half the donation will fund current theses and halfwill be fund an endowment that will eventually provide at least $100 per Honors college senior. There will bea fund-raising campaign to match the Challenge. All Council members are requested to make a contributionto the campaign. The ask to other constituencies will be strengthened if we can say that 100% of the HonorsCouncil has contributed to the campaign.

Courses proposed for next year were reviewed and approved.

Due to changes in registration procedures, UHC will not be able to control access to Honors courses bysuppressing the crn number. While other means to control access are available, the advising relationship willbe adversely affected and a substantial workload increase for the head advisor.

The standing rules of the Council were reviewed. The only change noted is to change Director to Dean.

The meeting was adjourned at 2:05.



























Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Minutes » January 21, 1999 Minutes



Meeting was called to order at 3:32.

1. Revisit qualifications for teaching honors courses - Council discussion and decision.Currently, you have to be tenured or tenure track to teach honors courses. Should this be expanded tolong-term instructors specifically hired for their quality teaching with no research expectation?

Action: In rare instances, the Dean may accept course proposals from instructors who do not meet thestandard qualifications.

2. Reading application essays - Council discussion and decision.Statistics from the fall round 216 applications with 392 total reads, 82 were offered admission. Discusschanges needed if any Personal information provided by the applicant related to activities, etc. will beincluded in the packet. Packets will be available at the meeting.

Action: The Council agreed to meet in late February/early March to discuss the questions the HonorsCollege will use for the 1999-2000 application round. Better calibration between readers will also bediscussed.

3. Update on budget - information item - Dean Hendricks.UHC taught 199 credit hours on a budget intended to deliver 90 credit hours. The major budget needsare to increase course stipends to attract more faculty interest in teaching and to improve the supportinfrastructure of the College.

4. Course proposals - information item - Dean Hendricks.Course proposals are due tomorrow. If a colleague needs a few more days to prepare one, encouragethem to do so.

5. Charge from the Faculty Senate Executive Committee - Council discussion and decision."Consider the opportunities to use existing university scholarship resources to better position OSU forthe recruitment of National Merit Scholars to the Honors College. Can/should some campus scholarshipsbe renamed national merit Scholarships to better advertise our desire (to attract?) top quality studentsto OSU and the Honors college? Could we thereby guarantee a scholarship to any National Meritfinalist?"

Action: We encourage the automatic inclusion in the Provost's Scholarship Program of any NationalMerit Scholarship Finalist no matter what tier he/she falls in.

In the late February/early March meeting we will also discuss if/how National Merit Scholarship Finalist statusshould be factored into the UHC admission equation. Siebler will find out more about the National MeritScholarshipprocess for us.

Meeting was adjourned at 4:40


Faculty Senate, Oregon State University, Corvallis, OR 97331-6203 · 541.737.4344























MinutesOctober 23, 1998

Called to order at 1:00.

Present: Helms, King, Liburdy, Pardew, Seville, Shaver, Williamson, Hendricks, Siebler

Report from Dean:

Siebler and Hendricks updated the Council. Honors College enrollment is 504. The annual forum withPresident Risser will be November 19. The distribution of classes and students was discussed. Materialsprovided to members at the meeting will be sent to the absent members.

Shaver reported on the Leadership Forum held Spring 1998 and plans for the Forum Spring 1999.

Fall applications:

The scholarship program will use new guidelines for applications for fall 1999. Leadership is given much moreweight than in the past. After discussion, the Council decided that the Honors College should continue to usethe guidelines used in the past but evidence of outstanding leadership should be factored into the score givenon the essays.

The Board of Readers, discussed in the spring meeting, will be implemented to spread the reading load

The threshold for "automatic" admittance was raised to 43 from 40. Every application will be read by at leastone person. The essays from all applicants with between 20 and 30 points from the GPA plus SAT score willbe read by three people. One of those readers will be a student. Below 20, the essays will be read by oneperson. If the essays are exceptional, the applicant will go in the pool to be read by two others. Above 30, theessays will be read by one person, if the score is below 13, the applicant will go in the pool to be read by twoothers.

Essays will be available soon. Members of the Council will be contacted to start the reading process.

Coursework for fall 1999:

Call for proposals for courses will go out before Thanksgiving. Please encourage your colleagues to submit aproposal.

UHC and OUS funding model:

Hendricks briefed the Council. UHC is not in the matrix for OUS funding to OSU. Strategy to get UHC includedin the internal OSU matrix was discussed.

Meeting adjourned 2:50.


Faculty Senate, Oregon State University, Corvallis, OR 97331-6203 · 541.737.4344




















http://oregonstate.edu/dept/senate/committees/uhcc/ar/[8/7/2017 4:16:51 PM]

Faculty SenateFaculty Senate » Committees/Councils » University Honors College Council » Annual Reports


Annual Reports

2004-20052002-20032001-20022000-20011999-20001998-19991997-1998

























SCH Multiplier Request from the UHCC

By consensus of the University Honors College Council, the following request was referredto the Executive Committee of the Faculty Senate following the April 10, 2003 meeting ofthe Council.

REQUEST: The University Honors College Council requests that all internal universityinventories of Student Credit Hour production include a multiplier (×3) that applies to allSCH generated under departmental designators and taught within the Univesity HonorsCollege.

RATIONALE: An SCH multiplier would help facilitate and encourage participationin Honors instruction. Departments currently perceive that the NCHC-mandated caps onclass size stand as an impediment to future budget allocations within the OSU budgetaryallocation model. The purpose of this proposal is to replace a perceived disincentive toHonors participation with a budgetary incentive that will leverage Honors instruction tothe benefit of departments, faculty, and students from across campus.

The value of the proposed multiplier (×3) is intended to ensure that SCH generated in aUHC course with departmental designator is roughly equivalent to that which would begenerated in a regular section of the same course.

PRECEDENT: The Budget Allocation Model includes a multiplier for graduate SCH.This multiplier recognizes the added value of graduate instruction to the mission of OSU.

BACKGROUND: The University Honors College is a destination college that has adisproportionately large impact on recruiting and retention of top undergraduate studentsat OSU. Recognition of these impacts is widespread and has included:

• commendation of the UHC as an ”unmitigated success” by the 2001 NASC Com-mission on Colleges Accreditation Report for OSU; and

• an OSU 2007 recommendation by the Provost to increase Honors enrollment by 5%per year.

The demand and opportunity for growth of the Honors enrollment are enormous. Withminimum application criteria set at the level of a Provost Scholar (1200 SAT or 3.75GPA or 27 ACT), there were 557 applicants for 125 available spots in the Freshman classentering Fall 2003. Prior to publication of minimum criteria, applications ran more thanten times the number of available spots. Even as a leading factor in the recruitment of

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top undergraduate students to OSU, Honors has the capacity to accommodate less thanhalf of the graduating valedictorions from Oregon high schools each year—even if eachhigh school has a unique valedictorian!

THE PROBLEM: Even at the current enrollment level, it is increasingly difficult forthe Honors Dean to build a viable UHC curriculum each year. Honors classes are small, afeature that is repeatedly cited by Honors students as a principal benefit of Honors status.In compliance with standards of the National Council of Honors Colleges, enrollment inHonors courses is limited to 20 students in lower division courses and to 12 students inupper division courses. With budget allocations tied to productivity, especially SCH,department and college administrators express concern at the cost of deploying facultyin any cross-unit model where SCH production does not match that generated in theirregular courses. Current SCH accounting carries a disincentive to assign faculty to Honorsinstruction when enrollment in regular courses might be three or more times that seenin Honors courses. The limited availability of Honors coursework is the most seriousimpediment to growth in the Honors College and has a dampening effect on the academicexperience of Honors students who take roughly 1/6 of their required OSU coursework inthe Honors College in order to receive the Honors Baccalaureate degree.

PASS-THROUGH DOLLARS: The UHC is centrally funded and the bulk of itsbudget passes through to departments and faculty in the form of coursework reimburse-ments. Efforts to maintain a viable Honors curriculum have led to increased percentagesof pass-through funds. Budgetary adjustments have included: a) the elimination of dis-cretionary expenditures (including an Assistant Advisor and Visiting Faculty positions) infavor of additional coursework, and b) adjustment of reimbursement rates to help depart-ments recover instructional potential when faculty are seconded to Honors. Nevertheless,reluctance and/or inability of departments to support the Honors College curriculum hasbeen a difficult issue since its inception and the effects of the problem are amplified byongoing fiscal constraints.

IMPACT-SCH CREDIT TO FACULTY AND DEPARTMENTS: Anticipatingthe incipient practice of crediting SCH to faculty, the administrative design of the HonorsCollege has always entailed that SCH credit for Honors instruction flows to the facultymember’s home department. An SCH multiplier (by a factor of three: ×3) for Honors in-struction will ensure that SCH production of participating faculty and deparmtents is notcompromised. This proposal does not involve any new money. Rather, it is a realignmentof administrative practice which recognizes that providers of Honors instruction shouldnot be penalized for doing so.

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Students* and Number of Credits** by College 2002-2003***

2

18

3

24

92

0

3

23

6

10

67

11

190

27

0

132

56

0 20 40 60 80 100 120 140 160 180 200

Science

Pharmacy

Liberal Arts

Home Ec & Educ.

Health & Human Perf.

Forestry

Explor. Studies Prog

Engineering

Business

Agri. Sciences

Number of Credits Offered

Number of Students Enrolled

* as of Nov, 2002

** Academic year

*** excludes 52 credits under UHC designators

Total # students: 474 (excludes study abroad / MECOP)

Awards to UHC Students at the 2003 University-wide Student Recognition Ceremony

o 27 out of 104 4.0 GPA Awards

o 27/64 Waldo-Cummings Awards

o Senior Woman of the Year: Kathy Freeman

o Mortar Board: Kate Norman received a Mortar Board award. (UHC students have

held all leadership positions for the past sever years.)

o Clara Summerville International Understanding Award: Monika Arora

o Grace Wu Memorial Awards for Unbiased Leadership: Monika Arora and Kirk

Mague

o Alumni Legacy Scholar Awards: Jeremy Gregory and two others

o Phi Kappa Phi: all four from UHC

o OSUF Busy Beaver Award: Grant Cyrus

o Outstanding Student in Chemistry: Emily Ann Simpson

o College of Science Award: Brent Ito

A Sampling of Positions Held by UHC Students in Recent Years:

o President, ASOSU Student Body

o President, OSU Mortar Board

o President, Blue Key

o President, OSU Phi Kappa Phi

o Co-President, OSU Chemistry Club (SAACS)

o Secretary & Web Editor for Botany

o Queer Pride Week Planning Committee

o Teaching Assistants, Honors General Chemistry

o President, Society of Women Engineers

o President, OSU Students Alliance

o Leaders of Positive Innovation: Improving the College Experience

o Oregon Women in Higher Education Conference 2003

o President, Biochemistry and Biophysics Club

o Student Leader, NASA Flight Team

o President, Pre-Medicine Society

o Officers, University Scholars Student Association

o Volunteer at a Lions Club International medical clinic in Quito, Ecuador

o Director, Halsell Hall Community council

o Vice Chair, American Society of Mechanical Engineers Student Section

o Winning Team, ASME Student Design Competition

o Winners, High-Five Academic College bowl, 2002, 2003 (2002 Academic Civil

War)

o Founders, Habitat for Humanity, Campus Chapter

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The Oregon State University Honors College Strategic Plan 2014 - 2019

Engage, Explore, Evolve Core Values

Oregon State’s University Honors College is committed to three core values:

Engagement. The University Honors College will provide a transformative educational experience that compels involvement.

Inclusivity. The complete Honors experience will be accessible to all Honors students. Diversity. The University Honors College will create a community of scholars, where all

are welcomed, respected, and able to fully engage.

Mission

At Oregon State’s University Honors College, the most outstanding undergraduates in each of the university’s academic colleges engage in unique curricular and co-curricular opportunities designed to help them explore their fields and evolve into creative thinkers, whose world-class abilities are magnified by global perspectives. The University Honors College curricular and co-curricular experiences are designed to create graduates who have the ability to engage in pursuits that create new knowledge and contribute to one or more scholarly areas of study and have the capacity to fully engage in meaningful dialog, which incorporates cross-disciplinary and multi-disciplinary perspectives.

Within this context, the mission of the University Honors College is to

Serve the needs and aspirations of high-achieving undergraduate students in the State of Oregon and the Region;

Provide a transformative educational experience, through innovative curriculum, featuring individualized and engaged learning opportunities with talented and dedicated faculty and staff;

Create a multifaceted Honors experience, which includes a compelling residential experience and comprehensive co-curricular programming that provides leadership, service, and global learning opportunities; and

Provide meaningful undergraduate research/scholarship experiences, which leverage OSU’s three Signature Areas of Distinction -- Advancing the Science of Sustainable Earth Ecosystems; Improving Human Health and Wellness; and Promoting Economic Growth and Social Progress.

Strategic Priorities

After nearly two decades of growth, the University Honors College is on the cusp of its next wave of development – the creation of a multifaceted honors experience that will be a beacon for high-achieving students in the State and beyond, supporting their growth as campus and eventually world leaders. Building on our core values, we have identified the following strategic priorities to guide this development:

Strategic Priority 1: Expand experiential learning to provide Honors students with transformative opportunities in research, leadership, service, and global learning.

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The University Honors College is committed to providing experiential learning opportunities that make the world a classroom. Honors students will engage directly with contemporary challenges through both their Honors coursework and through Honors co-curricular programming.

Tactic In partnership with faculty from the academic colleges, develop experiential learning opportunities related to research, leadership, service, and global learning through incentive programs, such as curriculum development grants, faculty mentoring programs, and partnerships with centralized student success resources.

KPIs: % of students participating in two or more experiential learning opportunities. % of students completing theses. % of students enrolled in thesis or project credits. % of Honors courses, including an experiential learning component. Experiential Development Grant $’s awarded annually.

Strategic Priority 2: Ensure that high-achieving students from all majors and colleges choose Oregon State’s University Honors College.

High-achieving students are one of Oregon’s and the Region’s greatest assets. Bringing high-achieving students to Oregon State University has a positive impact on the student body at the University and a positive, long-term impact on the State’s economy. Because of their academic credentials and their demonstrated engagement outside of the classroom, students admitted to the University Honors College are heavily recruited by other institutions. Competitive scholarship packages are critical in our ability to recruit high-achieving students.

Tactic: In partnership with the OSU Foundation and academic colleges, develop competitive recruitment scholarship packages to attract high-achieving students from all academic colleges to apply to and select OSU.

KPIs: Representativeness of applicant pool, relative to college size. $/student/college. % of students enrolled/college/offer made.

Strategic Priority 3: Make the complete Honors experience accessible to all Honors students.

Over 25% of current University Honors College students have been identified as having high financial need, and 34% have high or medium financial need. These Honors students will be forced to make difficult choices, e.g., paying the University Honors College differential tuition or paying for books, food, and rent. Additionally, students with higher levels of financial need take on part-time employment and are also unable to fully participate in enriching curricular and co-curricular opportunities provided by the University Honors College due to their need to work.

Tactic: In partnership with the OSU Foundation and academic colleges, develop Honors Tuition scholarships and expand Experiential Learning/Work scholarships.

KPIs: % of students with high financial need receiving Tuition scholarships. % of total UHC students receiving Experiential Learning and Work Scholarships.

Strategic Priority 4: Grow University Honors College enrollments in support of the State’s 40/40/20 goal and the University’s high achiever enrollment goals.

The University Honors College will enroll approximately 1,100 students in the Fall of 2014. As OSU’s undergraduate enrollments grow to an estimated 25,000, we will grow the size of our incoming class each year from its current level of 300 to 350 to maintain a critical mass of Honors students, representing 3% - 7% of the on-campus undergraduate population. In addition to meeting

Draft 3.0 01/24/14

enrollment goals, the University Honors College must substantially improve Honors degree completion rates, which are historically and currently around 50%.

Tactic: In partnership with OSU Admissions, the High-Achieving Student Workgroup, and the First Year Experience Taskforce, and academic colleges, develop goals for increasing non-resident enrollments in the University Honors College and ensure consistency in Honors first year programs, while customizing Honors first-year experiences to increase Honor degree completion rates.

KPIs: Total size of UHC. % of students earning HBA, HBS, and HBFA. % of high-achieving students with UHC admissions offers enrolling at OSU. % of out-of-state students. % of students achieving thesis milestones on schedule. % of students by admission year, enrolled in Honors coursework. % of students participating in Honors co-curricular programming.

Strategic Priority 5: Expand the Honors living-learning community to create a comprehensive and compelling University Honors College experience, which addresses the needs of all Honors students.

The current Honors living-learning community serves approximately half of first year, Honors students and less than 10% of returning students. There is evidence that Honors degree completion and success in the Honors community is strongly influenced by participating in Honors living-learning communities. Additionally, common and dedicated space to enable connections between Honors students, faculty, and the larger community is critical to building a sustainable community.

Tactic: In partnership with University Housing and Dining to develop a fully-integrated Honors living-learning community, which will enable substantial integration of living and learning programming and which will house at least 75% of first year students and provide an Honors living-learning option for 25% of returning students.

KPIs: % of first-year Honors students living in the Honors living-learning community. % of returning students in Honors living-learning housing options. Number of Honors programs integrated/year in living-learning communities. Attendance at programs hosted in Honors living-learning facilities.

College Total Enrollments

College of Engineering 370

College of Science 261

College of Liberal Arts 81

College of Agricultural Sciences 59

College of Public Health & Human Sciences 48

College of Business 36

University Exploratory Study 24

College of Earth, Ocean and Atmospheric Sciences 10

College of Forestry 8

College of Pharmacy 2

College of Veterinary Medicine 1

Currentenrollments:900strong

1

UHC demographics

2

StandingTotal

EnrollmentsFreshman 155Sophomore 225Junior 231Senior 286

Race/EthnicityTotal

EnrollmentsWhite 673Asian 106Hispanic 35Unknown 33Multiple 32Non-Resident Alien 13American Indian or Alaska Native 4Black 4

ResidencyTotal

EnrollmentsNon Resident 161Resident 739

6

1

11

1

10

1

232

1

1

12

International – 6

1

1

1

1

1

1

13

1

Whereareourneweststudentsfrom?

Whatareourneweststudentsstudying?

College Total EnrollmentsEngineering 123Science 77Agriculture 20Undecided 20Liberal Arts 17Public Health and Human Sciences 16Business 14Earth, Ocean & Atmospheric Sciences 2Forestry 2Pharmacy 2

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Movingforward

• Create and integrate a compelling portfolio of experiential learning opportunities in the areas of research, leadership, community service, service learning, internships, and study abroad into the UHC curriculum

5

Movingforward

Create a compelling UHC culture and UHC student experience, which keeps students in the UHC through their entire tenure at OSU

6

2006 Cohort 2007 Cohort AverageCollege of Agricultural Sciences 0% 54% 27%College of Business 89% 40% 64%College of Engineering 64% 21% 43%College of Forestry 100% 50% 75%College of Public Health and Human Sciences 20% 60% 40%College of Liberal Arts 38% 60% 49%College of Science 59% 55% 57%

Overall 54% 44% 49%

Movingforward

• Create a financially sustainable model for recruiting and retaining UHC students

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Movingforward

Create strategic partnerships within OSU so that UHC student success drives the success of other units

8

Movingforward

Support/Advance OSU reputation through the success of the UHC and its students and faculty

9

Why capable students may choose not to apply for admission the Honors College Note: The UHCC was asked by the Dean of the Honors College to consider this question. The following list of possible reasons was compiled from advisors from across campus and by interviewing several students who are academically capable of being in the Honors College but chose not to apply. Although responses from advisors were anonymous, it’s apparent that we heard from folks in Forestry, CLA, Engineering, and Education (there may have been more). Compiled by Ed Jensen, Chair of UHCC 2/10/12

1. Thesis a. Just the thought of it is intimidating. b. Uncertainty about what’s involved/how to do it. c. Unsure if it’s worth the effort.

i. Not apparent that employers value it (in proportion to what it takes to achieve it). d. Some colleges require comprehensive assignments that, when taken together with the HC

Thesis, seem overwhelming. i. Example given was College of Ed. Educational Work Samples (200+ pages). ii. But other colleges require a thesis or a comprehensive capstone project for students

prior to graduation. 1. Is there a way to blend these (if so, is advertised?)

2. Application process a. From a faculty member who is the parent of a potential HC student: Laziness on the part of

today’s students (during the application process). b. Deadline for HC may come before some capable students make the final decision to attend

OSU.

3. OSU level considerations a. OSU has lower admissions standards than many “peer” institutions, so our percentage of

UHC qualified students should be lower. b. First year adjustment period often sets students back. c. Some beginning classes at OSU do a lot to convince students that they are not

worthy/capable of meeting high academic standards (examples given were Math 251 (and above(, and Chem 221 (and above)

4. College level considerations a. There are many majors on campus where the curricula are so tightly prescribed that

students don’t have the leeway to complete extra HC requirements. b. Some programs at OSU offer very few HC classes.

i. Without this identity, many capable students don’t see a reason to apply to HC. c. Some colleges already offer small classes for majors, so the lure of small HC classes is less.

5. Lack of awareness

a. Many students are simply unaware—of what it is and why they should consider it.

6. Intimidation (even by some of our best students). This is a student comment. a. Is there are way to “ease into” the Honors College? b. If a student joins during his/her second year, do they still have same requirements, or are

they reduced by one year? c. Self-doubt on the part of students

i. even from students who performed very well in HS ii. some say they just don’t need the extra stress

7. Perceptions of HC and HC students

a. Afraid of perception by peers that HC students are “too good” for them

8. Differential tuition seen as too high. (unsure if it’s worth it)

9. Overall work load a. Students are uncertain that it’s worth it—too much, too hard, will take longer, too costly. b. Uncertain pay-off after graduation (unless they’re going to grad school or med school, etc.)

Two potential values in compiling this list:

1. So these potential reasons can be tackled head-on when talking about the HC with prospective students (either in-person or on-line).

2. So we can lower some of the barriers that we have the ability to influence.

Program Outcomes Continuous Improvement Report

University Honors College

1

Background Beginning in September 2010, the University Honors College Dean, Associate Dean, University Honors College (UHC) faculty, academic advisors, and staff met to develop program outcomes specific to the UHC. Based on this input, a draft of a UHC Program Outcome Assessment and Evaluation Plan was created by the Associate Dean. This was then reviewed by faculty and staff within UHC. The draft was then presented to the University Honors College Council (UHCC) for additional review and vetting. Comments and input from the UHCC were incorporated into the Program Outcome Assessment and Evaluation Plan and approved by the UHCC on February, 17, 2011. The plan was submitted to the Office of Assessment in May 2011.

The assessment plan was created to evaluate the achievement of the UHC program outcomes and to inform the prioritization of continuous improvement activities within the UHC program. While some of the data is collected at the individual student level, the evaluation process is designed to focus on an aggregated view. Assessment data collected from UHC students, thesis committees, and enrollment statistics will be aggregated and analyzed to evaluate the level of achievement of UHC program outcomes. These aggregated data will be collected, compiled, and analyzed annually and be used in the continuous improvement cycle.

The responsibility for determining whether or not Program Outcomes are achieved is owned jointly by the UHC Dean and Associate Dean. The Associate Dean is responsible for preparing a report summarizing the data collected and an analysis of the data on an annual basis. This report (UHC Program Outcome Continuous Improvement Report) will be shared with the UHC Dean, UHC faculty, UHC advisors and staff for input and comment. After incorporating input from these stakeholders, the report will be shared with and reviewed by the UHCC each academic year for additional review and input.

2011 Program Outcomes Continuous Improvement Report


2

1. How the Concerns from 2010 Program Outcome Review were Addressed The 2011 academic year was focused on creating an assessment and evaluation plan. This is the first year in the cycle, so there were no concerns identified in 2010.

2. 2011 Program Outcome Assessment Activities Efforts in AY 2011 focused on developing a comprehensive Program Outcome Assessment and Evaluation Plan. Towards this end, two learning goals (scholarly inquiry and engaged inquiry) for the UHC Scholar and UHC Associate track were defined as follows:

As “dual citizens,” students in the University Honors College (UHC) will achieve the learning goals established by the University for all students, the learning goals associated with their academic major, as well as the learning goals established by the UHC. The UHC curricular and co-curricular experiences are designed to support the broader University and discipline-specific learning goals. The UHC has established two learning goals for all students in the UHC.

Scholarly inquiry – As a UHC graduate, you will have developed the ability to engage in pursuits that create new knowledge and contribute to one or more scholarly areas of study.

Engaged inquiry – As a UHC graduate, you will have developed the capacity to fully engage in meaningful dialog, which incorporates cross-disciplinary and multi-disciplinary perspectives.

Activities specific to UHC students were identified as the mechanisms by which students are provided opportunities to meet these learning goals. Specifically, before completing an Honor’s degree, each student will participate in honors courses (honors colloquia, honors electives, and honors baccalaureate core) and will propose, write, and defend a thesis demonstrating creativity and the use of techniques appropriate to the chosen field of study. Activities related to the completion of the thesis include:

• Choose a relevant and meaningful topic of appropriate size and scope within a scholarly area.

• Find and synthesize relevant information about the chosen topic from multiple sources • Select and apply sound techniques to create new knowledge within the chosen area. • Gather and analyze information • Write a formal document (thesis) presenting the study and the results of the study. • Present and defend (respond to questions about) the thesis to a committee of scholars and

to peers.

Each learning goal was further described through the delineation of eleven specific program outcomes as follows:



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Scholarly inquiry

1. Ability to choose a relevant and meaningful topic to study within a scholarly area 2. Ability to employ a sound approach in creating new knowledge within a scholarly area of

study 3. Ability to synthesize and/or analyze results from a significant, self-directed, and open-

ended project 4. Ability to find multiple sources of relevant information 5. Ability to evaluate the quality of information resources 6. Ability to write an honors thesis: a significant, self-directed, and open-ended project 7. Ability to present an honors thesis 8. Ability to defend an honors thesis

Engaged inquiry

1. Ability to fully engage in meaningful conversations outside of your discipline 2. Capacity to demonstrate your understanding of diverse perspectives in conversations in

the classroom and/or field settings 3. Ability to effectively communicate your unique disciplinary perspective to inform the

learning of others

A plan was then created to identify the data and processes by which assessment data would be collected to measure program outcome achievement. In addition, assessment instruments were developed. The assessment details for each of the two activities (honors thesis completion and completion of UHC coursework) used to achieve the program outcomes are defined next.

Honors thesis assessment plan

The achievement of the UHC program outcomes related to scholarly inquiry will be assessed and evaluated as follows:

1. Students will complete a survey containing multiple items to self-assess the achievement of program outcomes related to the honors thesis process.

2. Honors thesis committee members will complete an honors thesis assessment rubric during the deliberation process, which occurs as part of the thesis defense process.

Colloquia, electives, and baccalaureate core courses assessment plan

The achievement of the UHC program outcomes related to engaged inquiry will be assessed and evaluated as follows:

1. Enrollments in honors colloquia, honors electives, and honors baccalaureate core courses will be assessed and evaluated to determine to what extent, in the aggregate, students are enrolling in coursework that crosses disciplinary areas.

2. An exit survey is administered to students who are graduating from the UHC. In addition to the items on the current exit survey, additional items will be added to measure the achievement of relevant UHC program outcomes.



4

3. 2011 Program Outcome Assessment Results Due to the timing of the development of the assessment plan, no data were collected in the 2011 AY related to the completion of the UHC Thesis. However, two surveys (included below) were developed to enable data collection starting in the AY 2012. The first survey will be completed by the UHC student following their defense. The second survey will be completed by each member of the Thesis Committee, following the defense. Data from these two surveys will be used to assess the achievement of the eight program outcomes related to learning goal of scholarly inquiry.

Student Thesis Self-Assessment Survey

Listed below are outcomes defined for the UHC. This information will be used to evaluate the UHC program as a whole, and is specifically focused on the thesis process. Having now completed your thesis, please rate your own ability (from very poor to excellent) to perform each of these activities/tasks. V

ery

Poo

r

Poo

r

Fai

r

Goo

d

Ver

y G

ood

Exc

elle

nt

1 Select a relevant and meaningful topic to study within a scholarly area 1 2 3 4 5 6 2 Employ a sound approach in creating new knowledge within a scholarly area of study 1 2 3 4 5 6

3 Synthesize and/or analyze results from a significant, self-directed, and open-ended project

1 2 3 4 5 6

4 Find multiple sources of relevant information 1 2 3 4 5 6 5 Evaluate the quality of information resources 1 2 3 4 5 6 6 Write an honors thesis 1 2 3 4 5 6 7 Present an honors thesis 1 2 3 4 5 6 8 Defend an honors thesis 1 2 3 4 5 6

If you rated any items as “Poor” or “Very Poor,” please describe barriers or issues that contributed to this rating in the space below:

Thesis Committee Survey Role on committee (circle one): Thesis Mentor Committee Member

Name:

Departmental Affiliation:

Title (e.g. Professor, Senior Instructor, etc.)

Listed below are outcomes defined for the UHC. This information will be used to evaluate the UHC program as a whole, and is specifically focused on the thesis process. Having now participated in the thesis defense of a UHC student, each committee member is asked to individually rate the student’s ability (from very poor to excellent) to perform each of these activities/tasks. V

ery

Poo

r

Poo

r

Fai

r

Goo

d

Ver

y G

ood

Exc

elle

nt

Select a relevant and meaningful topic to study within a scholarly area 1 2 3 4 5 6 Employ a sound approach in creating new knowledge within a scholarly area of study 1 2 3 4 5 6 Synthesize and/or analyze results from a significant, self-directed, and open-ended project

1 2 3 4 5 6

Find multiple sources of relevant information 1 2 3 4 5 6 Evaluate the quality of information resources 1 2 3 4 5 6 Write an honors thesis 1 2 3 4 5 6 Present an honors thesis 1 2 3 4 5 6 Defend an honors thesis 1 2 3 4 5 6



5

Due to the timing of the development of the assessment plan, no data were collected in the 2011 AY related to the learning goals associated with engaged learning. However, six close-ended questions and six-open ended questions were developed and will be added to the UHC Exit Survey that is administered to students in the spring of each year. Data from these twelve questions will be used to assess the achievement of the three program outcomes related to the learning goals of engaged inquiry.

Having now completed your entire program of study (honors and non-honors coursework) please rate your ability (from very poor to excellent) to: V

ery

Poo

r

Poo

r

Fai

r

Goo

d

Ver

y G

ood

Exc

elle

nt

1 Fully engage in meaningfully conversations outside of my discipline 1 2 3 4 5 6

2 Demonstrate my understanding of diverse perspectives in conversations in the classroom and/or field settings

1 2 3 4 5 6

3 Effectively communicate my unique disciplinary perspective to inform the learning of others

1 2 3 4 5 6

Please rate the extent to which your honors coursework was significant in developing your abilities to: To

a V

ery

Larg

e Ex

tent

To a

Lar

ge E

xten

t

To a

Mod

erat

e Ex

tent

To a

Sm

all E

xten

t

To a

Ver

y Sm

all

Exte

nt

1 Fully engage in meaningfully conversations outside of my discipline 1 2 3 4 5

2 Demonstrate my understanding of diverse perspectives in conversations in the classroom and/or field settings

1 2 3 4 5

3 Effectively communicate my unique disciplinary perspective to inform the learning of others

1 2 3 4 5

What elements of your UHC experience have contributed the most in the development of your abilities to :

• Engage in meaningful conversations outside of your discipline?

• Demonstrate your understanding of diverse perspectives?

• Effectively communicate your disciplinary perspective to others?

What barriers did you face in your UHC experience that kept you from developing your abilities to :

• Engage in meaningful conversations outside of your discipline?

• Demonstrate your understanding of diverse perspectives?

• Effectively communicate your disciplinary perspective to others?



6

Baseline course enrollment data (from 2010) was collected to evaluate whether or not UHC students are enrolling in UHC coursework across disciplinary boundaries. The first column indicates the program home of the instructor. The remaining columns represent the number of students enrolled, by college. Approximately 66% of the students enrolled in coursework are not from the same college as the home program of the instructor, indicating that students are, overall, selecting to enroll in courses outside of their primary college.

Instructor Home Program CAS COB COE COF HHS CLA COS UES

% of Students Not from

instructor's college

Agric and Resource Econ 4 1 1 2 50% Biochem / Biophysics 1 2 1 1 9 36% Biology 14 1 7 5 9 105 26% Chemistry Department 3 1 33 4 4 84 35% College of Business 14 8 1 3 8 3 62% College of Education 2 1 100% English Department 1 3 13 2 8 9 22 84% Environmental Sci UG Prg 3 1 75% Foreign Langs and Lits 1 2 100% Forest Ecosyst & Society 1 2 100% For Eng/Resources/Mgmt 1 1 1 67% Geosciences 1 1 4 1 4 2 85% History Department 1 10 3 11 6 65% Horticulture 2 1 9 2 10 58% Human Dev and Family Sci 2 2 6 100% Mathematics 1 1 65 2 3 27 73% Microbiology 1 1 3 1 1 3 1 73% Music Department 3 1 7 1 4 3 10 90% Ocnc/Atmosph Sciences 1 1 5 29% Philosophy Department 6 1 15 2 12 19 1 79% Physics 37 4 29 59% Political Science Dept 1 3 6 1 45% Public Health 9 3 5 100% Rngeland Ecology & Mgmt 3 1 2 4 100% Chem/Bio/Envr Eng 3 1 25 3 4 31% Mech/Ind/Mfg Enger 13 0%

4. Discussion of 2011 Program Outcome Assessment Results The focus for AY 2012 will be implementing the processes to collect the necessary data to complete assessment activities for the eleven defined program outcomes.

5. Recommendations for 2012 • Implement process to administer surveys to students and thesis committees following

thesis defense meetings. • Integrate twelve additional questions into the on-line UHC Exit Survey. • Collect course enrollment data for 2011 and compare with 2010 baseline data.



7

1. How the Concerns from 2011 Program Outcome Review were Addressed The focus for AY 2012 was on implementing the processes to collect the necessary data to complete assessment activities for the eleven defined program outcomes. In particular, efforts were focused in two specific areas: 1) implementing a process to administer surveys to students and thesis committees following thesis defense meetings to evaluate learning goals related to scholarly inquiry and 2) integrating twelve additional questions into the on-line UHC Exit Survey to evaluate learning goals related to engaged inquiry. In addition, course enrollment data for the 2011 and 2012 academic years were to be collected and compared with the baseline enrollment data from 2010.

2. 2012 Program Outcome Assessment Activities An e-mail was sent to all spring graduates in the UHC with a request to have the student print and distribute the survey to their committee. As a result of this process, surveys were collected from 36 individual honors students and from 36 thesis mentors in this first year of implementation. In addition, data were collected from 64 additional honors thesis committee members. The summary of the numerical data are shown in Table 1.

The six scaled questions asking about engaged inquiry learning goals were added to the 2012 Exit Survey for Honors Graduates. In addition, six open ended questions related to engaged inquiry learning goals were also added to the 2012 Exit Survey for Honors Graduates. A total of 64 responses were collected this year. This represents 70% of the graduating students for the 2011-2012 academic year. Most students did provide ratings and comments to these new questions, resulting in an excellent set of baseline data.

3. Review of 2012 Program Outcome Results Table 1: Summary of numerical responses in which students, mentors, and committee members rated student abilities to complete various activities associated with the learning goal of scholarly inquiry. All responses used a 6 point scale (1 = very poor; 6 = excellent)

Select a Topic

Use a Sound

Approach

Synthesize/Analyze Results

Find Multiple Sources

Evaluate Quality of Sources

Write a Thesis

Present A Thesis

Defend a Thesis

Student Reponses

5.00 4.78 5.03 5.00 5.06 5.06 5.14 4.94

Mentor Responses

5.44 5.19 5.36 5.28 5.25 5.36 5.58 5.61

Committee Member Responses

5.52 5.23 5.25 5.15 5.22 5.43 5.52 5.47



8

Table 2: Summary of numerical responses from exit survey responses for learning goals related to engaged inquiry. Responses to the first three items used a 6-point scale; whereas responses to the second three items used a 5-point scale.

Having now completed your entire program of study (honors and non-honors coursework) please rate your ability, from very poor (1) to excellent (6) to fully engage in meaningful conversations outside of your discipline

4.80

Having now completed your entire program of study (honors and non-honors coursework) please rate your ability, from very poor (1) to excellent (6) to demonstrate your understanding of diverse perspectives in conversations in the classroom and/or field settings

4.97

Having now completed your entire program of study (honors and non-honors coursework) please rate your ability, from very poor (1) to excellent (6) to effectively communicate your unique disciplinary perspective to inform the learning of others

5.02

Please rate the extent from “none” (1) to “a great extent” (5) to which your honors coursework was significant in developing your abilities to fully engage in meaningfully conversations outside of your discipline

3.49

Please rate the extent from “none” (1) to “a great extent” (5) to which your honors coursework was significant in developing your abilities to demonstrate your understanding of diverse perspectives in conversations in the classroom and/or field settings

3.47

Please rate the extent from “none” (1) to “a great extent” (5) to which your honors coursework was significant in developing your abilities to effectively communicate your unique disciplinary perspective to inform the learning of others

3.12

4. Discussion of 2012 Program Outcome Assessment Results While a reasonable number of students, mentors, and committee members returned the thesis survey, based on the e-mail request, it would be helpful to also have the thesis assessment process be part of the graduation and thesis checklist. It also appears that student assessment of their abilities related to the defense process differ markedly from the mentor’s and committee member’s perspectives. These data should be reviewed in light of the learning outcomes for the Thesis: START, Thesis: Learn, and Thesis: Undertake curricula. Additional insight into improvements to these courses may be gained from a detailed review/analysis of the qualitative data (comments) provided by students, mentors, and committee members.

With the significant numbers of students responding to the exit survey, we have excellent baseline data to use moving forward related to student perceptions of how the honors college coursework contributes to the learning goals of engaged learning. From the data collected this year, it appears that there is some effort that should be applied to allowing students to share their disciplinary perspective more frequently within their honors coursework.



9

Additional insight will be gained from a more detailed review of the qualitative comments provided by students.

Due to resource limitations (the role of UHC Associate Dean is currently unfilled), the course enrollment evaluation will be delayed until the time that a new Associate Dean is hired. The responsibilities for assessment will continue to be assumed by the Associate Dean.

5. Recommendations for 2013 • Add the thesis survey forms to the graduation central site on our website

• Add details about the thesis survey requirement to the thesis guidelines, mentor guidelines and to the thesis website page.

• Complete detailed analysis of open-ended comments from Thesis Surveys to develop new content for Thesis: Learn course and/or thesis guidelines

• Complete detailed analysis of exit survey open ended questions regarding engaged inquiry.

• Complete course enrollment evaluation for 2011 and 2012 and compare with 2010 baseline. Determine if additional action is needed.

• Review these assessment results with UHC staff for input and feedback.

• Review these assessment results with the UHCC for input and feedback.

Count of STU_UHCStatusBColumn Labels

Row LabelsCurrent Student

Former Student (Attrition) Graduate

2006 3 67 80College of Agricultural Sciences 6

Animal Sciences 6College of Business 1 8

Accountancy 3Business Administration 1 3Finance 1NOT IN USE 1

College of Engineering 1 18 32Bioengineering 3 4Chemical Engineering 3 6Civil Engineering 1 5Computer Science 2 2Construction Engineering Mgt 2Elect & Computer Engineering 1 3 4Engineering Physics 1Environmental Engineering 1Industrial Engineering 1International Studies 1Mechanical Engineering 2 6Nuclear Engineering 1 1Radiation Health Physics 1

College of Forestry 1Natural Resources 1

College of Health and Human Sciences 4 1Exercise and Sport Science 1Health Promo & Health Behav 1Human Devel and Family Science 1Interior Design 1Pre-Interiors 1

College of Liberal Arts 1 13 8Anthropology 1Applied Visual Arts 3English 2 1History 4Music 2Philosophy 1Political Science 3Psychology 1 2 1Spanish 1

College of Science 1 21 30Biochemistry and Biophysics 1 2 4Biology 3 9

Chemistry 1 1Earth Science 1Environmental Science 1 3General Science 5 5Geography 1 1Geology 2Microbiology 1 2Physics 1Zoology 7 1

Pre-Engineering Program 3Pre-Chemical Engineering 1Pre-Mechanical Engineering 1Pre-Nuclear Engineering 1

University Exploratory Study 1University Exploratory Studies 1

2007 20 80 63College of Agricultural Sciences 6 7

Animal Sciences 3 1Bioresource Research 1 3Environment Econ, Policy & Mgt 1Food Science and Technology 2Horticulture 2

College of Business 3 3 21 1

Accountancy 1Business Administration 2 2 1

College of Engineering 6 30 8Bioengineering 1 3 1Chemical Engineering 5 5Civil Engineering 1 2Computer Science 2 3Construction Engineering Mgt 2Elect & Computer Engineering 1 2 2Environmental Engineering 2Industrial Engineering 1 2Mechanical Engineering 8Nuclear Engineering 1

College of Forestry 1 1 1Forest Engineering 1 1Natural Resources 1

College of Health and Human Sciences 3 4 61

Apparel Design 1Exercise and Sport Science 1 2Interior Design 1 1Merchandising Management 1Nutrition 2 1 2

College of Liberal Arts 2 10 15Applied Visual Arts 1Economics 1English 1 4French 1German 2Liberal Studies 1 1Political Science 1 2Psychology 6 4Spanish 1Speech Communication 1

College of Science 5 20 24Biochemistry and Biophysics 1 2 4Biology 1 4 4Botany 1Chemistry 2 2Computational Physics 1Environmental Science 1General Science 9 3Geology 1Mathematics 1 3Microbiology 2 3Physics 2Zoology 1 1

Pre-Engineering Program 4Pre-Elect & Computer Engineer 1Pre-Engineering Physics 1Pre-Mechanical Engineering 2


2008 83 64 32College of Agricultural Sciences 5 1 2

Animal Sciences 2 1Bioresource Research 1 1Fisheries and Wildlife Science 1Food Science and Technology 1Horticulture 1

College of Business 1 2 11

Accountancy 1 1Business Administration 1

College of Engineering 40 19 3Bioengineering 6 2Chemical Engineering 5 5 1Civil Engineering 3 1 1Computer Science 2 2Construction Engineering Mgt 1 1

Elect & Computer Engineering 7 3Engineering Physics 2Environmental Engineering 2Industrial Engineering 1Mechanical Engineering 10 3Nuclear Engineering 2 1Radiation Health Physics 1

College of Forestry 1 2 1Forest Engineering 1Forest Management 1Natural Resources 1Tourism and Outdoor Leadership 1

College of Health and Human Sciences 3 7 31 2

Exercise and Sport Science 1 2 2Human Devel and Family Science 1 2Nutrition 1Pre-Apparel 1

College of Liberal Arts 8 7 11Anthropology 1 1Applied Visual Arts 2English 1French 1Liberal Studies 1 2Music 1Philosophy 3 3Political Science 1 1Psychology 1 1 1Sociology 1 1Spanish 1 1Speech Communication 1

College of Science 24 19 11Biochemistry and Biophysics 4 2 1Biology 6 3 3Chemistry 2 1 2Earth Science 1Environmental Science 1General Science 3 3 2Mathematics 2 1 1Microbiology 3 4 1Physics 2 3Zoology 1 2

Pre-Business Program 3Pre-Business 3

Pre-Engineering Program 1 41

Pre-Chemical Engineering 1

Pre-Computer Science 1Pre-Mechanical Engineering 2

2009 129 38 61

Human Devel and Family Science 1College of Agricultural Sciences 10 2 1

Animal Sciences 3 2Bioresource Research 3 1Environment Econ, Policy & Mgt 2Fisheries and Wildlife Science 1Food Science and Technology 1

College of Business 3 32

Finance 1Management 1 1NOT IN USE 1

College of Engineering 39 11Bioengineering 3 1Chemical Engineering 9 2Civil Engineering 5 2Computer Science 4 3Elect & Computer Engineering 3 2Environmental Engineering 2Industrial Engineering 2Mechanical Engineering 9 1Nuclear Engineering 2

College of Forestry 1Forest Operations Management 1

College of Health and Human Sciences 6 5 23

Apparel Design 1Exercise and Sport Science 1 4 1Health Promo & Health Behav 1Merchandising Management 1Nutrition 1

College of Liberal Arts 15 6Anthropology 1Applied Visual Arts 1Economics 3English 3German 1History 1Liberal Studies 1Music 2Political Science 1 2Psychology 1 1Sociology 2

Spanish 1College of Science 48 8 3

Biochemistry and Biophysics 5 1Biology 13 2 1Chemistry 1Environmental Science 2General Science 10 3Geology 1International Studies 1Mathematics 1 1Microbiology 6 1Physics 6Zoology 4


Pre-Engineering Program 4 2Pre-Chemical Engineering 2 1Pre-Computer Science 1Pre-Construction Engr Mgt 1Pre-Environmental Engineering 1

University Exploratory Study 1 1University Exploratory Studies 1 1

2010 211 33 15 22

Exercise and Sport Science 1Nutrition 3 1

College of Agricultural Sciences 15 22

Agricultural Business Manageme 1Animal Sciences 6Bioresource Research 1Environment Econ, Policy & Mgt 1Fisheries and Wildlife Science 4 1Food Science and Technology 1

College of Business 3 2Accountancy 2Business Administration 2Finance 1

College of Engineering 19 4Chemical Engineering 1 1Civil Engineering 1Computer Science 6Construction Engineering Mgt 1Elect & Computer Engineering 4 2Environmental Engineering 1Mechanical Engineering 4

Nuclear Engineering 1 1College of Forestry 1

1College of Health and Human Sciences 9 4

1Exercise and Sport Science 6Human Devel and Family Science 1 2Nutrition 1 2

College of Liberal Arts 22 4Anthropology 2 1Applied Visual Arts 1Art 1Economics 1English 3 1History 4 1Political Science 3Psychology 6Sociology 2

College of Science 69 9 1Biochemistry and Biophysics 23 1Biology 23 3 1Chemistry 5 1Environmental Science 1General Science 7 2Mathematics 2 1Microbiology 5Physics 3Zoology 1

Pre-Business Program 5 1Pre-Business 5 1

Pre-Engineering Program 62 41

Pre-Bioengineering 3Pre-Chemical Engineering 19 1Pre-Civil Engineering 6Pre-Computer Science 7Pre-Ecological Engineering 3Pre-Elect & Computer Engineer 4 1Pre-Environmental Engineering 4Pre-Industrial Engineering 5 1Pre-Mechanical Engineering 9 1Pre-Nuclear Engineering 1

University Exploratory Study 1 1University Exploratory Studies 1 1

2011 260 611 1

2

Environmental Science 1Exercise and Sport Science 5 1Nutrition 3

College of Agricultural Sciences 14 11

Animal Sciences 5 1Bioresource Research 2Fisheries and Wildlife Science 4Food Science and Technology 2

College of Engineering 8 1Bioengineering 1Computer Science 2Elect & Computer Engineering 1Manufacturing Engineering 1Mechanical Engineering 2 1Nuclear Engineering 1

College of Forestry 32

Forest Engineering 1College of Health and Human Sciences 4

Exercise and Sport Science 2Human Devel and Family Science 2

College of Liberal Arts 28 1Anthropology 1Applied Visual Arts 2Economics 1English 4Ethnic Studies 1History 3Liberal Studies 5Music 1Philosophy 3Psychology 5Sociology 1Spanish 1 1

College of Science 85Biochemistry and Biophysics 23Biology 27Chemistry 3Environmental Science 2General Science 12Mathematics 3Microbiology 8Physics 3Zoology 4


Pre-Engineering Program 97 2Pre-Bioengineering 14Pre-Chemical Engineering 11Pre-Civil Engineering 7Pre-Computer Science 11Pre-Construction Engr Mgt 1Pre-Ecological Engineering 2 1Pre-Elect & Computer Engineer 18 1Pre-Environmental Engineering 5Pre-General Engineering 1Pre-Industrial Engineering 2Pre-Mechanical Engineering 23Pre-Nuclear Engineering 2


Grand Total 706 288 182

Grand TotalAttrition

Percentage150 46% 45.57823

6693411

51 36%7964281111821115 80%11111

22 62%133421341

52 41%7

12

214

1022318311111

163 56% 55.9440613 46%

441228 60%215

44 79%5

10352523813 50%21

13 40%113215

27 40%1151223

1011

49 45%791411

1214522411222

179 67% 66.666678321114121

628

11542

10221

133141111

1335311

26221131623221

547

125118485333511

12

17311

135421162121

504

1177522

10211

13316111

2111331112322

159

616

12

13112764116311122

2457214

1721611515221

232161614

211

131633

26311145362

792427

619353166

6613

20673546

10122

26612

2

163

15162429121131321422

29121413513512

852327

32

12383433

991411

711

13

19512

23277

1,176

Oregon State University


HONORS STUDENT QUESTIONNAIRE

TO THE HONORS STUDENT COMPLETING THIS INSTRUMENT: Your responses to the items below are solicited by the University Honors Council in its effort to compile accurate information about our coursework. A summary of the student responses will be prepared by the University Honors Council, and the summary and actual evaluation forms will be available for review by other honors students and your professor after final course grades have been submitted to the Registrar. You should complete the instrument during the class time provided by the professor and have it collected by the honors student or administrator selected to do so.

If possible, please use a pen to complete. Thank you.

COURSE PREFIX NUMBER PROFESSOR TERM/YEAR

1. What is your classification? Please circle: First Year Sophomore Junior Senior

2. How many Honors credits have you completed before this term? (Circle one) 0-5 6-10 11-14 15 or more

3. What is your college and major (if declared)?

4. Please circle your level of interest in the type of material studied in this course (with “A” being very interested/enthusiastic and “F” being completely indifferent):

A B C D F

5. What did you like most about this course, and what did you like least about it? Why?

6. Were student interaction and participation encouraged in this course? What recommendations would you make to the professor for this particular course?

7. Would you recommend that another student take this course with this professor? Why or why not?

OVER

8. Please comment on the workload in this course, the applicability of the text materials and assignments, the number of hours per week needed to prepare properly for this course, and whether the knowledge gained was appropriate to the workload.

9. Were the professor’s expectations in this course adequately conveyed by the course syllabus, by comments at the beginning of the term, etc.? Please explain why you feel the way you do.

10. Were the grading procedures adequately explained in advance and fairly applied? Please include appropriate details and suggested changes if you have any.

11. What suggestions or advice would you give to UHC staff to assist us in considering this course or this professor for future Honors offerings?

12. Please use this space to suggest ways students themselves might help to improve this particular course.

On questions 13 and 14, “A” is the most positive response, and “F” is the most negative response.

13. On the whole, and in comparison with other OSU courses, was this a valuable COURSE worthy of Honors credit? Please circle:

A B C D F

14. In your opinion, was the PROFESSOR dedicated to teaching and Honors-level learning?Please circle:

A B C D F

Questions? Call Honors at 737-6400

Oregon State UniversityStudent Evaluation


TO THE HONORS STUDENT COMPLETING THIS INSTRUMENT: Your responses to the items below are solicited by the University Honors Council in its effort to compile accurate information about our coursework. A summary of the student responses will be prepared, and the summary and actual evaluation forms (without identifying information) will be given to the professor after final course grades have been submitted to the Registrar. You should complete the instrument during the class time provided by the professor and have it collected by the honors student or administrator selected to do so. If you would like written comments to be placed in the instructor’s personnel file, you need to write, sign and mail a letter to the appropriate Chair, Head, or Dean. Faculty members will have access to such letters and student anonymity cannot be preserved.

If possible, please use a pen to complete. Thank you.


What is your classification? Please circle: First Year Sophomore Junior Senior

How many Honors credits have you completed before this term? (Circle one) 0-5 6-10 11-14 15 or more

What is your college and major (if declared)?

Very Poor

Poor

Fair

Good

Very Good

Excellent

Unable to Rate

1 The course as a whole was 1 2 3 4 5 62 The professor’s contribution to the course was 1 2 3 4 5 63 The clarity of course objectives or outcomes was 1 2 3 4 5 64 Clarity of student responsibilities and requirements was 1 2 3 4 5 65 Course organization was 1 2 3 4 5 66 Availability of extra help when needed was 1 2 3 4 5 6

7The professor’s use of various instructional techniques to accommodate differences in learning styles among students was

1 2 3 4 5 6

8 The professor’s interest in my learning was 1 2 3 4 5 6

9The professor’s ability to stimulate my thinking more deeply about the subject was

1 2 3 4 5 6

10 The professor’s timely feedback to tests and other work was 1 2 3 4 5 6

11The professor’s ability to develop a welcoming classroom environment for all participants was

1 2 3 4 5 6

12The professor’s evaluation of student performance in accordance with course objectives was

1 2 3 4 5 6

Strongly Disagree

Disagree

Neither Agree or Disagree

Agree

Strongly Agree

Unable to Rate

13 My level of interest in the material studied in this course was high 1 2 3 4 514 Student interaction and participation were encouraged in this course 1 2 3 4 5

15I would recommend that other students take this course with this professor

1 2 3 4 5

16 The text and/or course materials were applicable. 1 2 3 4 5

17The number of hours needed to prepare properly for this course was appropriate.

1 2 3 4 5

18The knowledge gained from the course was consistent with the workload.

1 2 3 4 5

19 The grading procedures were adequately explained. 1 2 3 4 520 The grading procedures were applied fairly. 1 2 3 4 5

21On the whole, and in comparison with other OSU courses, this was a valuable course, worthy of Honors credit?

1 2 3 4 5

22 The professor was dedicated to teaching and Honors-level learning? 1 2 3 4 5

23I would recommend that this professor teach this course again for Honors.

1 2 3 4 5

24. Please comment on the workload for this course, the applicability of the text materials and assignments, the number of hours per week needed to prepare properly for this course, and whether the knowledge gained as appropriate to the workload.

25. What did you like most about this course, and what did you like least about it? Why?

26. What recommendations for change would you make to the professor for this particular course?

27. Please use this space to suggest ways students themselves might help to improve this particular course.

Questions? Call Honors at 541-737-6400

DRAFTUniversity Honors College

Program Outcome Assessment and Evaluation Plan (12/6/2010)

Materials linked from the December 9 University Honors College Council.

I. Learning GoalsAs “dual citizens,” students in the University Honors College (UHC) will achieve the learning goals established by the University for all students, the learning goals associated with their academic major, as well as the learning goals established by the UHC. The UHC curricular and co-curricular experiences are designed to support the broader University and discipline-specific learning goals. The UHC has established two learning goals for all students in the UHC.

Scholarly inquiry – As a UHC graduate, you will have developed the ability to engage in pursuits that create new knowledge and contribute to one or more scholarly areas of study.

Engaged inquiry – As a UHC graduate, you will have developed the capacity to fully engage in meaningful dialog, which incorporates cross-disciplinary and multi-disciplinary perspectives.

II. Program OutcomesThe UHC has established specific program outcomes in support of student achievement of the UHC learning goals

Scholarly inquiry1. Ability to choose a relevant and meaningful topic to study within a scholarly area2. Ability to employ a sound approach in creating new knowledge within a scholarly

area of study3. Ability to synthesize and/or analyze results from a significant, self-directed, and

open-ended project4. Ability to find relevant information in multiple formats5. Ability to evaluate the quality of information resources6. Ability to write an honors thesis: a significant, self-directed, and open-ended project7. Ability to present an honors thesis8. Ability to defend an honors thesis

Engaged inquiry1. Ability to fully engage in meaningful conversations outside of your discipline2. Capacity to demonstrate your understanding of diverse perspectives in

conversations in the classroom and/or field settings3. Ability to effectively communicate your unique disciplinary perspective to inform

the learning of others

1

III. ActivitiesTwo categories of activities are required of all UHC students. These activities have been designed to assist UHC students in the achievement of the UHC program outcomes and in support of the UHC learning goals.

1. Participation in the honors thesis process culminating in the completion of an undergraduate thesis

2. Participation in honors courses, including honors colloquia, honors electives, and honors baccalaureate core

IV. AssessmentAn assessment plan has been created to evaluate the achievement of the UHC program outcomes and to inform the prioritization of continuous improvement activities within the UHC program. While some of the data will be collected at the individual student level, the evaluation process will focus on an aggregated view. Assessment data collected from UHC students, thesis committees, and enrollment statistics will be aggregated and analyzed to evaluate the level of achievement of UHC program outcomes. These aggregated data will be collected, compiled, and analyzed annually and be used in the continuous improvement cycle.

Honors thesis assessment planThe achievement of the UHC program outcomes related to scholarly inquiry will be assessed and evaluated as follows:

1. Students will complete a survey containing multiple items to self-assess the achievement of program outcomes related to the honors thesis process.

2. Honors thesis committee members will complete an honors thesis assessment rubric during the deliberation process, which occurs as part of the thesis defense process.

Colloquia, electives, and baccalaureate core courses assessment planThe achievement of the UHC program outcomes related to engaged inquiry will be assessed and evaluated as follows:

1. Enrollments in honors colloquia, electives, and baccalaureate core courses will be assessed and evaluated to determine to what extent, in the aggregate, students are enrolling in coursework that crosses disciplinary areas.

2. An exit survey is administered to students who are graduating from the UHC. In addition to the items on the current exit survey, additional items will be added to measure the achievement of relevant UHC program outcomes.




Appendix: Assessment Tools


Thesis Committee Assessment Rubric or Thesis Committee Survey

UHC Graduate Exit Survey

UHC Enrollment Analysis

3





Listed below are outcomes defined for the UHC. Having now completed your thesis, please rate your own ability (from very poor to excellent) to perform each of these activities/tasks.

Poor Good Excellent

1 Select a relevant and meaningful topic to study within a scholarly area 2 4 62 Employ a sound approach in creating new knowledge within a scholarly area of study 2 4 6

3Synthesize and/or analyze results from a significant, self-directed, and open-ended project

2 4 6

4 Find relevant information in multiple formats 2 4 65 Evaluate the quality of information resources 2 4 66 Write an honors thesis 2 4 67 Present an honors thesis 2 4 68 Defend an honors thesis 2 4 6

4




Thesis Committee SurveyRole on committee (circle one): Thesis Mentor Committee Member



Listed below are outcomes defined for the UHC. Having now participated in the thesis defense of a UHC student, each committee member is asked to individually rate the student’s ability (from very poor to excellent) to perform each of these activities/tasks.

Very Poor FairGood

Very Good

Excellent

Select a relevant and meaningful topic to study within a scholarly area

1 3 4 5 6

5




Employ a sound approach in creating new knowledge within a scholarly area of study

1 3 4 5 6

Synthesize and/or analyze results from a significant, self-directed, and open-ended project

1 3 4 5 6

Find relevant information in multiple formats

1 3 4 5 6

Evaluate the quality of information resources

1 3 4 5 6

Write an honors thesis

1 3 4 5 6

Present an honors thesis

1 3 4 5 6

Defend an honors thesis

1 3 4 5 6

6




UHC Graduate Exit Survey (The following items will be added to the current UHC Graduate Exit Survey)

Listed below are outcomes defined for the UHC. Having now completed your program of study, please rate your own ability (from very poor to excellent) to perform each of these activities/tasks.

Poor Good Excellent

1 Fully engage in meaningfully conversations outside of my discipline 2 4 6

2Demonstrate my understanding of diverse perspectives in conversations in the classroom and/or field settings

2 4 6

3Effectively communicate my unique disciplinary perspective to inform the learning of others

2 4 6

7




UHC Enrollment AnalysisThe following is an example of baseline data (from 2010 enrollments) that will be used to evaluate whether or not UHC students are enrolling in UHC coursework across disciplinary boundaries.Instructor Home Program CAS COB COE COF HHS CLA COS UES TotalAgric and Resource Econ 4 1 1 2 8Biochem / Biophysics 1 2 1 1 9 14Biology 14 1 7 5 9 105 141Chemistry Department 3 1 33 4 4 84 129College of Business 14 8 1 3 8 3 37College of Education 2 1 3English Department 1 3 13 2 8 9 22 58Environmental Sci UG Prg 3 1 4Foreign Langs and Lits 1 2 3Forest Ecosyst & Society 1 2 3For Eng/Resources/Mgmt 1 1 1 3Geosciences 1 1 4 1 4 2 13History Department 1 10 3 11 6 31Horticulture 2 1 9 2 10 24Human Dev and Family Sci 2 2 6 10Mathematics 1 1 65 2 3 27 99Microbiology 1 1 3 1 1 3 1 11Music Department 3 1 7 1 4 3 10 29Ocnc/Atmosph Sciences 1 1 5 7Philosophy Department 6 1 15 2 12 19 1 57Physics 37 4 29 70Political Science Dept 1 3 6 1 11Public Health 9 3 5 18Rngeland Ecology & Mgmt 3 1 2 4 10Chem/Bio/Envr Eng 3 1 25 3 4 36Mech/Ind/Mfg Enger 13 13Sociology Department 2 2 1 4 6 3 1 19Speech Communication 2 3 5 3 9 22Univ Honors College 14 14 85 6 9 38 78 1 246Womens Studies 1 2 3 4 10Zoology 4 3 2 26 35(blank) 1 10 1 9 21Grand Total 62 40 203 15 55 141 492 4 1195

8

Material linked from the 6/2/09 UHCC agenda

Draft Policy Change for Instructors teaching UHC courses

Current Policy according to bylaws:

Only tenure/tenure-track professors and senior instructors may teach Honors courses.

Council granted exceptions:

The UHC Council discussed exceptions to this bylaw in the last few years and

concluded that the UHC could use instructors to teach courses to meet strategic needs of the College. While this has been the operating policy of the UHC, the policy apparently was not captured in the minutes or year-end

report of the UHC Council. The UHC has called on Instructors occasionally (1-3 instructors/year).

Proposed new policy:

Senior Instructors and tenure/tenure-track professors are eligible to teach UHC courses and may be selected to do so at the discretion of the UHC.

Instructors may petition to teach UHC courses. They will complete a one-page application that includes the following information:

Name Education

Proposed Honors Course (Provide number of existing course or title of proposed course) Teaching experience (include years experience, courses, and specifically

comment on experience with low enrollment classes) Scholarly agenda (brief description of scholarly activities beyond the

classroom, e.g. research, publications, creative activities, applied sciences, etc.) Endorsement by unit leader (to include a statement about plans for

promoting the Instructor to Senior Instructor or why that is not feasible)

A UHC committee that consists of the Associate Dean and two Professors or Senior Instructors with experience teaching Honors courses will evaluate the petition. The Dean will be responsible for the final decision.

DRAFT Board of Regents Meeting 11/22//08 1

Attached to the 2/11/09 and 3/11/09 UHCC Agendas

Strategic Plan for the University Honors College

2008-2013 I. MISSION STATEMENT The University Honors College (UHC) provides an excellent and compelling educational experience that utilizes the strengths of a public research university to serve the needs of motivated, high-achieving, and highly credentialed students. The UHC serves as a beacon to attract top-tier students to OSU and provides a reason for them to stay in Oregon. The UHC benefits all members of the University community as its students model the highest levels of academic achievement, thereby bringing luster to the entire University. The UHC impacts society as our graduates depart leadership-ready, prepared not just for a job, but also for a career. Through partnerships with other academic units and campus groups, the UHC provides students with opportunities for academic growth, leadership development, and community engagement. As “dual citizens”, UHC students are also students in an academic major, which can be any major offered by OSU. Honors students experience the best of the small college and the large research university. Their educational experience features small classes taught by OSU’s most talented and dedicated faculty. A thesis experience provides one-on-one interactions with leading faculty and culminates in a student’s contribution to the well of knowledge. Additional enrichment activities let students grow as inquisitive, mindful, and engaged citizens. Faculty members who participate in the UHC adopt and develop the best educational practices and include students in research and creative collaborations. Honors students earn the Honors Baccalaureate, OSU’s most prestigious undergraduate degree. II. VISION STATEMENT Since its inception in 1995, the UHC has grown into a robust and vibrant college. UHC students are recognized across campus for their commitment and abilities. They are frequent recipients of honors and awards (e.g. National Merit, Fulbright) and are often held up by the University as examples of achievement. Honors students graduate from OSU at a rate that far exceeds institutional norms and which contributes tangibly to institutional aspirations. Dedicated faculty and staff support the mission of the UHC and enjoy opportunities to teach honors courses and work one-on-one with talented and dedicated students. The distributed model of honors education at OSU, in which professors and students from all disciplines can participate, engages the full spectrum of individuals for whom excellence in education is more than just an abstract concept. The UHC attracts and retains top-tier students, providing a “high touch” environment that addresses student needs, provides enrichment opportunities, and fulfills the promise of an excellent and compelling education. From this solid foundation, the UHC is poised to boost its reach and impact by focusing in the next five years on the following three areas.


Enrollment Growth: Currently only 3% of the undergraduates at OSU are UHC students, and these students are not distributed evenly across the academic colleges. This low percentage limits the potentially transformative effect of the Honors community on the campus academic community. In addition, the pool of qualified UHC applicants far exceeds current enrollment capacity. As a result, many qualified applicants are not admitted to the UHC and are therefore less likely to choose OSU. To address these issues, the UHC proposes to double the size of the incoming class over the next five years from 150 (07/08) to 300 (11/12), leading to a doubling of college enrollment over an eight-year period from 500 (07/08) to 1000 (14/15). Enrollment growth will provide the opportunity for more qualified students to experience an Honors education and thereby to amplify the impacts of the UHC on OSU, Oregon, and society. Through enrollment growth, the UHC can target growth in colleges with low UHC enrollments without lowering enrollment in other colleges. Enrollment growth also provides an opportunity to increase diversity, especially with regard to underrepresented minorities, including students across the spectrum of socioeconomic status and geographic diversity. Undergraduate Research and Scholarship: Completion of a thesis a fundamental hallmark of the Honors experience. Energizing the thesis experience will be a focus of the next five years. The thesis experience will follow a clear progression from introduction of the concept to freshmen to completion of the thesis by seniors. A cadre of “Thesis Advisor Matchmakers”, professors representing all disciplines, will facilitate pairing Honors students with appropriate research/scholarship advisors. Greater satisfaction of students with the process and a greater number of students completing a thesis and earning the Honors Baccalaureate are expected outcomes. One advantage of attending a research -intensive university is the opportunity for all students to participate in the research and scholarly enterprise of the faculty. As the only undergraduate college with campus-wide reach, the UHC has a unique opportunity to provide leadership in facilitating scholarship and research opportunities for all undergraduates on campus. The UHC will partner with the Research Office to contribute to the institutional goal of an enhanced undergraduate role in the institutional research enterprise. The UHC will also continue to partner with graduate programs to develop “plus one” programs in which UHC graduates enroll in Masters programs at OSU and use their thesis as the foundation for their graduate work, thereby allowing the students to complete their masters thesis in one year. Engagement: The success of the UHC is built on engagement of students, faculty, staff, administrators, and stakeholders. Interactions between the individual members of these groups shape the rich tapestry of engagement that is the UHC. For example, instructors connect with their students in small classes, research advisors engage students in their programs, donors interact with scholarship recipients, and students build community through service projects. The UHC will continue to build opportunities for engagement by members of all of these groups, which will lead to greater opportunities for students and faculty and greater relevance of the UHC. For students, the UHC will provide enrichment activities that build community and allow students to develop leadership skills, acquire global perspectives, and engage in their communities. The UHC will work with faculty and administrators to increase the level of faculty, department, and college participation in course instruction and in engagement of students in their scholarly activities. The UHC will further engage stakeholders and alumni as partners in meeting the goals of the UHC.


By focusing attention on these three areas of enrollment growth, undergraduate research, and broad-based engagement, the impact, relevance, and visibility of the UHC will increase. A greater number of students will have access to the benefits of an Honors education and a higher percentage will earn the Honors Baccalaureate degree. More Honors students will generate more opportunities for direct impacts on the teaching and scholarship missions of the University. More of these students will graduate with the Honors Baccalaureate and take their place in society as engaged citizens with diverse perspectives. Students who are not in the Honors College will benefit from having Honors students as classmates and from UHC leadership in expanding the role of all undergraduates in the research enterprise of OSU. Faculty will have access to excellent students in classes and as partners in their scholarly pursuits. III. OBJECTIVES OF THE STRATEGIC PLAN

The last strategic plan for the UHC covered the period from 2003-2008. New leadership and emerging opportunities are significant drivers for this strategic plan, which covers the next five years. There are many approaches to strategic planning (e.g. goal-based, alignment model, scenario planning, etc). This plan uses a goal-based model that relies heavily on an opportunistic approach to planning and development. A set of general goals is identified that builds on existing strengths and current opportunities, but it is accepted that additional opportunities will emerge and may displace other goals. The current plan focuses on guiding principles followed by broad goals. A flexible approach to developing and executing the plan permits adaptation as circumstances evolve. It is also important that the plan be aligned with the University and College plans, and that it be aligned with current resources and reasonable expectations for increases in those resources. To provide an assessment of the current state of the UHC, landscape and SWOT (Strengths, Weaknesses, Opportunities, Threats) analyses are included. IV. LANDSCAPE AND SWOT ANALYSES A strategic plan should be informed by an assessment of the current situation. The following “landscape analysis” provides a succinct summary of key indicators. The “SWOT” analysis provides a listing of key strengths, weaknesses, opportunities, and threats. Landscape analysis: Number of students in the UHC (Fall 2008): 533 Number of 2008 UHC graduates: 73 Number of new students to the UHC (Fall 2008): 180 Average high school GPA of admitted students: 3.98 Average SAT score of admitted students: 2013 Number of courses offered (2007/2008): 101 Total (23 Electives, 43 Bacc Core courses, 35 Colloquia) Number of professors/instructors involved (2007/2008): 98 taught courses, 135 thesis advisors


Staff: Dean, Associate Dean, Writing Instructor, Office Manager, Advisors (2), Admissions Specialist, Office Specialist, Graduate Teaching Assistant, Student Workers Facilities: Honors-Themed Residence (McNary), Honors Classrooms (McNary, Strand), Honors Student Computer Lab (SLUG I), Honors Student Lounges (SLUG II, Banana SLUG), Student/Staff/Faculty conference rooms (Strand), Staff Offices and Reception Area SWOT analysis: Strengths: Excellent students: Intellectual curiosity, energy, competence, passionate, driven UHC model works: small classes, dual citizens, student-teacher-advisor connections, engaged Good facilities: SLUGs, classrooms, McNary and GEM Supportive staff and engaged faculty Good statistics: incoming GPAs, test scores, University graduation rates Engaged Board of Regents Weaknesses: Resources: small endowment, require resource fees, limited scholarships, indistinct donor pool Limited visibility, profile Loss of student engagement: low UHC graduation rates, thesis problems, and few upper div. courses Limited number of faculty lines in the UHC Opportunities: Growth of the program: more effective recruiting, greater impact, and greater access Improve thesis experience Diversify resource base: Statewide Policy Option Package, grants, and endowments Enhance student experience: international, new programs, courses, and activities Engage alumni and stakeholders Partner more closely and effectively with Admissions, Financial Aid and Scholarships, and the other Colleges at OSU Threats: Rising costs and decreasing resources Institutional perception: Ag and engineering focus, state school, limited humanities Limited university engagement: No faculty to teach UHC courses in some departments Lack of resources to support growth Lose relevance if not perceived as valuable to University


V. CORE VALUES The core values in the 2003 OSU strategic plan are Accountability, Diversity, Integrity, Respect, and Social Responsibility. We include an additional core value that permeates through all other values and has guided the development of the UHC since its inception: Excellence We seek excellence in all endeavors, and this is reflected in our mission, vision, and goals. We recognize that there will always be more goals and opportunities than we can attend to, but for those activities we do take on, we will strive for excellence. VI. GUIDING PRINCIPLES AND GOALS The following Guiding Principles and Goals are organized under six headings that reflect the primary functions of the UHC. 1. Recruitment and Admissions 1. Guiding principles: Recruit motivated, high achieving, and highly credentialed students (the “best and brightest”) to the UHC from Oregon, the Pacific Northwest, other states, and other countries. Accept highly credentialed students who compare favorably to those recruited to top universities. Strive to build a diverse UHC student enrollment by all measures of diversity but with a particular focus on underrepresented minorities, inclusion of students across the spectrum of socioeconomic status, geographic diversity, and diversity of academic interests Goal 1.1. Partner with Admissions to expand and further diversify the applicant pool Goal 1.2. Partner with University Marketing and Advancement to develop additional recruiting tools for recruiting and to build program awareness Goal 1.3. Secure additional UHC scholarships to support recruitment and retention goals Expected Outcomes: Develop applicant pool of highly credentialed students to support 20% yearly growth of the incoming class over the next five years. Increase yield of top students. Develop a more diverse student body. Increase the visibility of the UHC. 2. Curriculum/Course Offerings 2. Guiding principles: Honors courses will involve engaged and compelling educational experiences in small classes taught by knowledgeable, motivated, and enthusiastic professors. Diverse course offerings will meet degree requirements and provide enrichment opportunities beyond requirements of the major. Honors students will be able to take a substantial portion of courses in honors format.


Goal 2.1. Expand course offerings to keep pace with growth and increase instructional opportunities. Goal 2.2. Engage more professors and senior instructors, especially among professors recognized for excellence in teaching; increase reimbursements Goal 2.3. Develop support for Eminent Professors Expected outcomes: Additional course offerings to keep pace with growth, expanded disciplinary coverage, and greater opportunities for students. Increase recognition of and compensation for teaching Honors courses. 3. Research/Scholarship and the Thesis Experience 3. Guiding principles: The thesis is the capstone experience for UHC students. Students complete an independent project under the advice of a professor or senior instructor. Students generate new knowledge and develop a skill set that is useful well beyond the completion of the thesis. Research advisors can draw on the contributions of Honors students in their own scholarly pursuits. Goal 3.1. Energize the thesis experience, e.g. earlier and more frequent touch points, role models, identify student/advisor matchmakers, plus one masters programs Goal 3.2. Engage students throughout their undergraduate career in research and scholarly pursuits of faculty members Goal 3.3. Partner with graduate programs to develop more “plus one” masters programs Goal 3.4. Develop additional sources of funding to support undergraduate research, including research costs, student support, and stipends for advisors Expected outcomes: Higher thesis completion rate; greater satisfaction among students with the thesis experience; higher quality of theses produced by students; enhanced undergraduate role in the institutional research enterprise; enhanced relevance of UHC 4. Student Engagement Beyond the Formal Requirements 4. Guiding principles: Honors students come into the UHC with high levels of engagement and seek opportunities to grow in new directions; Educational and community-building experiences outside of the classroom allow honors students to grow as leaders and develop as engaged citizens; Additional experiences can provide opportunities for networking and expose students to diverse viewpoints. Goal 4.1. Develop activities with a primary goal of building community among students


Goal 4.2. Promote mindful, external perspectives through service, outreach, and international experiences Goal 4.4. Promote and celebrate leadership experiences in the UHC, OSU, and the community Expected Outcomes: Students will develop leadership skills, develop diverse and informed viewpoints; demonstrate growth as informed and engaged citizens. 5. Building the Honors Community 5. Guiding principle: The UHC model at OSU is built on the premise of support from and participation by many and by diverse members of the university community. As members of the Honors Community, colleges, departments, administrative offices, and students are participants in and beneficiaries of the Honors experience. As a college with campus-wide responsibility, the UHC is also in a unique position to provide leadership in teaching pedagogy and research experiences for undergraduates. Honors classes are rewarding for instructors and can serve as a test bed for innovative pedagogy. Our stakeholders and alumni are a source of guidance for program development, inspiration to current students and faculty, and of current and future philanthropy. Goal 5.1. Partner with individual faculty members, departments, and colleges to expand and strengthen the Honors Community, including enhanced support for and recognition of instructors of Honors classes and thesis advisors, expansion of the Honors Community into currently under-represented colleges, and development of activities that build on the campus-wide reach of the UHC and benefit all members of the community Goal 5.3. Partner with Research Office and others to enhance role of undergraduates in the research enterprise on campus, including developing a cadre of research advisor matchmakers Goal 5.1. Explore mechanisms to engage, not just inform, alumni and stakeholders in the Honors Community, e.g. role models, social and career networks, philanthropy Expected Outcomes: Increased numbers of OSU community members who know about, value, and have benefited from the UHC. Enhanced visibility and relevance of the UHC. Greater opportunities for students and faculty. Engaged alumni and stakeholders who support the UHC with guidance, inspire current students, and provide philanthropic support. 6. Expanded Resource Base. 6. Guiding principles: An Honors education pays dividends to OSU as current students excel in the classroom, engage in scholarly pursuits with faculty, and model leadership and engagement for all members of the University community. An Honors education pays dividends to society as our graduates take their places as engaged citizens in our communities. Realization of these dividends requires an investment. Therefore, the UHC must continue to expand its resource base, both in terms of sources of support, as well as the size of the support.


Goal 6.1. Develop the diversity and size of the resource base of the UHC, e.g. Education and General Fund of OSU, Policy Option Package to the legislature, government and private grants, philanthropy Goal 6.2. Develop additional classroom facilities, learning spaces, and living spaces to support growth Expected Outcomes: An enhanced and more diverse resource base and expanded facilities to support the mission and goals of the UHC.


Attached to the 2/11/09 UHCC Agenda

Strategic Plan for the University Honors College

2008-2013 I. MISSION STATEMENT The University Honors College (UHC) provides an excellent and compelling educational experience that utilizes the strengths of a public research university to serve the needs of motivated, high-achieving, and highly credentialed students. The UHC serves as a beacon to attract top-tier students to OSU and provides a reason for them to stay in Oregon. The UHC benefits all members of the University community as its students model the highest levels of academic achievement, thereby bringing luster to the entire University. The UHC impacts society as our graduates depart leadership-ready, prepared not just for a job, but also for a career. Through partnerships with other academic units and campus groups, the UHC provides students with opportunities for academic growth, leadership development, and community engagement. As “dual citizens”, UHC students are also students in an academic major, which can be any major offered by OSU. Honors students experience the best of the small college and the large research university. Their educational experience features small classes taught by OSU’s most talented and dedicated faculty. A thesis experience provides one-on-one interactions with leading faculty and culminates in a student’s contribution to the well of knowledge. Additional enrichment activities let students grow as inquisitive, mindful, and engaged citizens. Faculty members who participate in the UHC adopt and develop the best educational practices and include students in research and creative collaborations. Honors students earn the Honors Baccalaureate, OSU’s most prestigious undergraduate degree. II. VISION STATEMENT Since its inception in 1995, the UHC has grown into a robust and vibrant college. UHC students are recognized across campus for their commitment and abilities. They are frequent recipients of honors and awards (e.g. National Merit, Fulbright) and are often held up by the University as examples of achievement. Honors students graduate from OSU at a rate that far exceeds institutional norms and which contributes tangibly to institutional aspirations. Dedicated faculty and staff support the mission of the UHC and enjoy opportunities to teach honors courses and work one-on-one with talented and dedicated students. The distributed model of honors education at OSU, in which professors and students from all disciplines can participate, engages the full spectrum of individuals for whom excellence in education is more than just an abstract concept. The UHC attracts and retains top-tier students, providing a “high touch” environment that addresses student needs, provides enrichment opportunities, and fulfills the promise of an excellent and compelling education. From this solid foundation, the UHC is poised to boost its reach and impact by focusing in the next five years on the following three areas.


Enrollment Growth: Currently only 3% of the undergraduates at OSU are UHC students, and these students are not distributed evenly across the academic colleges. This low percentage limits the potentially transformative effect of the Honors community on the campus academic community. In addition, the pool of qualified UHC applicants far exceeds current enrollment capacity. As a result, many qualified applicants are not admitted to the UHC and are therefore less likely to choose OSU. To address these issues, the UHC proposes to double the size of the incoming class over the next five years from 150 (07/08) to 300 (11/12), leading to a doubling of college enrollment over an eight-year period from 500 (07/08) to 1000 (14/15). Enrollment growth will provide the opportunity for more qualified students to experience an Honors education and thereby to amplify the impacts of the UHC on OSU, Oregon, and society. Through enrollment growth, the UHC can target growth in colleges with low UHC enrollments without lowering enrollment in other colleges. Enrollment growth also provides an opportunity to increase diversity, especially with regard to underrepresented minorities, including students across the spectrum of socioeconomic status and geographic diversity. Undergraduate Research and Scholarship: Completion of a thesis a fundamental hallmark of the Honors experience. Energizing the thesis experience will be a focus of the next five years. The thesis experience will follow a clear progression from introduction of the concept to freshmen to completion of the thesis by seniors. A cadre of “Thesis Advisor Matchmakers”, professors representing all disciplines, will facilitate pairing Honors students with appropriate research/scholarship advisors. Greater satisfaction of students with the process and a greater number of students completing a thesis and earning the Honors Baccalaureate are expected outcomes. One advantage of attending a research -intensive university is the opportunity for all students to participate in the research and scholarly enterprise of the faculty. As the only undergraduate college with campus-wide reach, the UHC has a unique opportunity to provide leadership in facilitating scholarship and research opportunities for all undergraduates on campus. The UHC will partner with the Research Office to contribute to the institutional goal of an enhanced undergraduate role in the institutional research enterprise. The UHC will also continue to partner with graduate programs to develop “plus one” programs in which UHC graduates enroll in Masters programs at OSU and use their thesis as the foundation for their graduate work, thereby allowing the students to complete their masters thesis in one year. Engagement: The success of the UHC is built on engagement of students, faculty, staff, administrators, and stakeholders. Interactions between the individual members of these groups shape the rich tapestry of engagement that is the UHC. For example, instructors connect with their students in small classes, research advisors engage students in their programs, donors interact with scholarship recipients, and students build community through service projects. The UHC will continue to build opportunities for engagement by members of all of these groups, which will lead to greater opportunities for students and faculty and greater relevance of the UHC. For students, the UHC will provide enrichment activities that build community and allow students to develop leadership skills, acquire global perspectives, and engage in their communities. The UHC will work with faculty and administrators to increase the level of faculty, department, and college participation in course instruction and in engagement of students in their scholarly activities. The UHC will further engage stakeholders and alumni as partners in meeting the goals of the UHC.


By focusing attention on these three areas of enrollment growth, undergraduate research, and broad-based engagement, the impact, relevance, and visibility of the UHC will increase. A greater number of students will have access to the benefits of an Honors education and a higher percentage will earn the Honors Baccalaureate degree. More Honors students will generate more opportunities for direct impacts on the teaching and scholarship missions of the University. More of these students will graduate with the Honors Baccalaureate and take their place in society as engaged citizens with diverse perspectives. Students who are not in the Honors College will benefit from having Honors students as classmates and from UHC leadership in expanding the role of all undergraduates in the research enterprise of OSU. Faculty will have access to excellent students in classes and as partners in their scholarly pursuits. III. OBJECTIVES OF THE STRATEGIC PLAN

The last strategic plan for the UHC covered the period from 2003-2008. New leadership and emerging opportunities are significant drivers for this strategic plan, which covers the next five years. There are many approaches to strategic planning (e.g. goal-based, alignment model, scenario planning, etc). This plan uses a goal-based model that relies heavily on an opportunistic approach to planning and development. A set of general goals is identified that builds on existing strengths and current opportunities, but it is accepted that additional opportunities will emerge and may displace other goals. The current plan focuses on guiding principles followed by broad goals. A flexible approach to developing and executing the plan permits adaptation as circumstances evolve. It is also important that the plan be aligned with the University and College plans, and that it be aligned with current resources and reasonable expectations for increases in those resources. To provide an assessment of the current state of the UHC, landscape and SWOT (Strengths, Weaknesses, Opportunities, Threats) analyses are included. IV. LANDSCAPE AND SWOT ANALYSES A strategic plan should be informed by an assessment of the current situation. The following “landscape analysis” provides a succinct summary of key indicators. The “SWOT” analysis provides a listing of key strengths, weaknesses, opportunities, and threats. Landscape analysis: Number of students in the UHC (Fall 2008): 533 Number of 2008 UHC graduates: 73 Number of new students to the UHC (Fall 2008): 180 Average high school GPA of admitted students: 3.98 Average SAT score of admitted students: 2013 Number of courses offered (2007/2008): 101 Total (23 Electives, 43 Bacc Core courses, 35 Colloquia) Number of professors/instructors involved (2007/2008): 98 taught courses, 135 thesis advisors


Staff: Dean, Associate Dean, Writing Instructor, Office Manager, Advisors (2), Admissions Specialist, Office Specialist, Graduate Teaching Assistant, Student Workers Facilities: Honors-Themed Residence (McNary), Honors Classrooms (McNary, Strand), Honors Student Computer Lab (SLUG I), Honors Student Lounges (SLUG II, Banana SLUG), Student/Staff/Faculty conference rooms (Strand), Staff Offices and Reception Area SWOT analysis: Strengths: Excellent students: Intellectual curiosity, energy, competence, passionate, driven UHC model works: small classes, dual citizens, student-teacher-advisor connections, engaged Good facilities: SLUGs, classrooms, McNary and GEM Supportive staff and engaged faculty Good statistics: incoming GPAs, test scores, University graduation rates Engaged Board of Regents Weaknesses: Resources: small endowment, require resource fees, limited scholarships, indistinct donor pool Limited visibility, profile Loss of student engagement: low UHC graduation rates, thesis problems, and few upper div. courses Limited number of faculty lines in the UHC Opportunities: Growth of the program: more effective recruiting, greater impact, and greater access Improve thesis experience Diversify resource base: Statewide Policy Option Package, grants, and endowments Enhance student experience: international, new programs, courses, and activities Engage alumni and stakeholders Partner more closely and effectively with Admissions, Financial Aid and Scholarships, and the other Colleges at OSU Threats: Rising costs and decreasing resources Institutional perception: Ag and engineering focus, state school, limited humanities Limited university engagement: No faculty to teach UHC courses in some departments Lack of resources to support growth Lose relevance if not perceived as valuable to University


V. CORE VALUES The core values in the 2003 OSU strategic plan are Accountability, Diversity, Integrity, Respect, and Social Responsibility. We include an additional core value that permeates through all other values and has guided the development of the UHC since its inception: Excellence We seek excellence in all endeavors, and this is reflected in our mission, vision, and goals. We recognize that there will always be more goals and opportunities than we can attend to, but for those activities we do take on, we will strive for excellence. VI. GUIDING PRINCIPLES AND GOALS The following Guiding Principles and Goals are organized under six headings that reflect the primary functions of the UHC. 1. Recruitment and Admissions 1. Guiding principles: Recruit motivated, high achieving, and highly credentialed students (the “best and brightest”) to the UHC from Oregon, the Pacific Northwest, other states, and other countries. Accept highly credentialed students who compare favorably to those recruited to top universities. Strive to build a diverse UHC student enrollment by all measures of diversity but with a particular focus on underrepresented minorities, inclusion of students across the spectrum of socioeconomic status, geographic diversity, and diversity of academic interests Goal 1.1. Partner with Admissions to expand and further diversify the applicant pool Goal 1.2. Partner with University Marketing and Advancement to develop additional recruiting tools for recruiting and to build program awareness Goal 1.3. Secure additional UHC scholarships to support recruitment and retention goals Expected Outcomes: Develop applicant pool of highly credentialed students to support 20% yearly growth of the incoming class over the next five years. Increase yield of top students. Develop a more diverse student body. Increase the visibility of the UHC. 2. Curriculum/Course Offerings 2. Guiding principles: Honors courses will involve engaged and compelling educational experiences in small classes taught by knowledgeable, motivated, and enthusiastic professors. Diverse course offerings will meet degree requirements and provide enrichment opportunities beyond requirements of the major. Honors students will be able to take a substantial portion of courses in honors format.


Goal 2.1. Expand course offerings to keep pace with growth and increase instructional opportunities. Goal 2.2. Engage more professors and senior instructors, especially among professors recognized for excellence in teaching; increase reimbursements Goal 2.3. Develop support for Eminent Professors Expected outcomes: Additional course offerings to keep pace with growth, expanded disciplinary coverage, and greater opportunities for students. Increase recognition of and compensation for teaching Honors courses. 3. Research/Scholarship and the Thesis Experience 3. Guiding principles: The thesis is the capstone experience for UHC students. Students complete an independent project under the advice of a professor or senior instructor. Students generate new knowledge and develop a skill set that is useful well beyond the completion of the thesis. Research advisors can draw on the contributions of Honors students in their own scholarly pursuits. Goal 3.1. Energize the thesis experience, e.g. earlier and more frequent touch points, role models, identify student/advisor matchmakers, plus one masters programs Goal 3.2. Engage students throughout their undergraduate career in research and scholarly pursuits of faculty members Goal 3.3. Partner with graduate programs to develop more “plus one” masters programs Goal 3.4. Develop additional sources of funding to support undergraduate research, including research costs, student support, and stipends for advisors Expected outcomes: Higher thesis completion rate; greater satisfaction among students with the thesis experience; higher quality of theses produced by students; enhanced undergraduate role in the institutional research enterprise; enhanced relevance of UHC 4. Student Engagement Beyond the Formal Requirements 4. Guiding principles: Honors students come into the UHC with high levels of engagement and seek opportunities to grow in new directions; Educational and community-building experiences outside of the classroom allow honors students to grow as leaders and develop as engaged citizens; Additional experiences can provide opportunities for networking and expose students to diverse viewpoints. Goal 4.1. Develop activities with a primary goal of building community among students


Goal 4.2. Promote mindful, external perspectives through service, outreach, and international experiences Goal 4.4. Promote and celebrate leadership experiences in the UHC, OSU, and the community Expected Outcomes: Students will develop leadership skills, develop diverse and informed viewpoints; demonstrate growth as informed and engaged citizens. 5. Building the Honors Community 5. Guiding principle: The UHC model at OSU is built on the premise of support from and participation by many and by diverse members of the university community. As members of the Honors Community, colleges, departments, administrative offices, and students are participants in and beneficiaries of the Honors experience. As a college with campus-wide responsibility, the UHC is also in a unique position to provide leadership in teaching pedagogy and research experiences for undergraduates. Honors classes are rewarding for instructors and can serve as a test bed for innovative pedagogy. Our stakeholders and alumni are a source of guidance for program development, inspiration to current students and faculty, and of current and future philanthropy. Goal 5.1. Partner with individual faculty members, departments, and colleges to expand and strengthen the Honors Community, including enhanced support for and recognition of instructors of Honors classes and thesis advisors, expansion of the Honors Community into currently under-represented colleges, and development of activities that build on the campus-wide reach of the UHC and benefit all members of the community Goal 5.3. Partner with Research Office and others to enhance role of undergraduates in the research enterprise on campus, including developing a cadre of research advisor matchmakers Goal 5.1. Explore mechanisms to engage, not just inform, alumni and stakeholders in the Honors Community, e.g. role models, social and career networks, philanthropy Expected Outcomes: Increased numbers of OSU community members who know about, value, and have benefited from the UHC. Enhanced visibility and relevance of the UHC. Greater opportunities for students and faculty. Engaged alumni and stakeholders who support the UHC with guidance, inspire current students, and provide philanthropic support. 6. Expanded Resource Base. 6. Guiding principles: An Honors education pays dividends to OSU as current students excel in the classroom, engage in scholarly pursuits with faculty, and model leadership and engagement for all members of the University community. An Honors education pays dividends to society as our graduates take their places as engaged citizens in our communities. Realization of these dividends requires an investment. Therefore, the UHC must continue to expand its resource base, both in terms of sources of support, as well as the size of the support.


Goal 6.1. Develop the diversity and size of the resource base of the UHC, e.g. Education and General Fund of OSU, Policy Option Package to the legislature, government and private grants, philanthropy Goal 6.2. Develop additional classroom facilities, learning spaces, and living spaces to support growth Expected Outcomes: An enhanced and more diverse resource base and expanded facilities to support the mission and goals of the UHC.

Materials linked from the October 10, 2011 University Honors College Council minutes.

From: [email protected] [mailto:[email protected]] On Behalf Of Jensen, Edward C.

Sent: Sunday, October 09, 2011 3:44 PM

To: [email protected] Cc: Arp, Dan

Subject: FW: UHCC approval needed: Student Evaluation of Teaching Update from UHC

UHCC Committee Members:

Below is Toni Doolen's proposal (and rationale) for removing 2 demographic questions

from the Honors College SET questions. The attachment is her proposal for the HC SET

questions with those 2 questions removed (the rest of the form was approved by our

committee last year). Note that students are also asked to complete questions 1-12 of the OSU

SET form.

We should make a decision about this at Monday/s meeting, so it can be implemented

this term--so please try to review it ahead of time. If you're not able to attend the meeting, I'm

happy to receive e-mailed comments.

From: Doolen, Toni Sent: Friday, August 12, 2011 10:42 AM

To: Jensen, Edward C.

Subject: UHCC approval needed: Student Evaluation of Teaching Update from UHC

Ed, I am proposing a small change to the new UHC student evaluation of teaching. Based on

feedback from a couple of instructors, which I think is valid, I propose to remove two of the demographic questions from the UHC portion of the evaluation. Specifically, I want to remove the question that asks students to identify their classification (first year, second year, etc.) and the question that asks what the student’s college/major is. The concern voiced by UHC faculty is that, with our very small classes, it is easy to identify which student completed the evaluation based on the information the student supplies in response to these two questions. I propose just keeping the question about how many honors credits a student has completed (tells us if they are newer or older to UHC) without “identifying” the student. See attached for updated version.

I would like to request that this be reviewed/approved by UHCC. I want to get this finalized before fall term evaluations are administered.

Toni

Oregon State University Student Evaluation

University Honors College Materials linked from the October 10, 2011 University Honors College Council Minutes.

TO THE HONORS STUDENT COMPLETING THIS INSTRUMENT: Your responses to the items on this evaluation are solicited by the University Honors Council in its effort to improve our coursework. A summary of the student responses will be prepared, and the summary and actual evaluation forms (without identifying information) will be given to the professor after final course grades have been submitted to the Registrar. You should complete the instrument during the class time provided by the professor and have it collected by the honors student or administrator selected to do so. If you would like written comments to be placed in the instructor’s personnel file, you need to write, sign, and mail a letter to the appropriate Chair, Head, or Dean. Faculty members will have access to such letters, and student anonymity cannot be preserved. If you have questions, call Honors at 541-737-6400. Please write clearly and darkly.


How many Honors credits have you completed prior to this term? (Circle one)

0-5 6-10 11-14 15 or more

1. What did you like most about this course? What did you like least about it? Why? 2. What recommendations for change would you make to the professor for this particular course? 3. Please comment on the workload for this course. Comment, for example, on the applicability of the

text materials and assignments, the number of hours per week needed to prepare properly for this course, and whether the knowledge gained was appropriate to the workload.

4. Please use this space to suggest ways students themselves might help to improve this particular

course.

OVER



Please provide additional comments, as appropriate, in the space below each item. S

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5

My level of interest in the material studied in this course was high.

1 2 3 4 5

6

Student interaction and participation were encouraged in this course.

1 2 3 4 5

7

I would recommend that other students take this course with this professor.

1 2 3 4 5

8

The number of hours needed to prepare properly for this course was appropriate.

1 2 3 4 5

9

The grading procedures were adequately explained.

1 2 3 4 5

10

The grading procedures were applied fairly.

1 2 3 4 5

11

On the whole, and in comparison with other OSU courses, this was a valuable course, worthy of Honors credit.

1 2 3 4 5

12

The professor was dedicated to teaching and Honors-level learning.

1 2 3 4 5

13

I would recommend that this professor teach this course again for Honors.

1 2 3 4 5

Please complete Questions 1 – 12 of the Oregon State University Student Evaluation of Teaching

DRAFT


Program Outcome Assessment and Evaluation Plan

(02/15/2011)

1

Materials linked from University Honors College Council February 17, 2011 Minutes.

I. Learning Goals

As “dual citizens,” students in the University Honors College (UHC) will achieve the

learning goals established by the University for all students, the learning goals associated

with their academic major, as well as the learning goals established by the UHC. The UHC

curricular and co-curricular experiences are designed to support the broader University

and discipline-specific learning goals. The UHC has established two learning goals for all

students in the UHC.

Scholarly inquiry – As a UHC graduate, you will have developed the ability to engage in

pursuits that create new knowledge and contribute to one or more scholarly areas of study.

Engaged inquiry – As a UHC graduate, you will have developed the capacity to fully engage

in meaningful dialog, which incorporates cross-disciplinary and multi-disciplinary

perspectives.

II. Activities

Before completing an Honor’s degree, each student will participate in honors courses

(honors colloquia, honors electives, and honors baccalaureate core) and will propose,

write, and defend a thesis demonstrating creativity and the use of techniques appropriate

to the chosen field of study. Activities related to the completion of the thesis include:

• Choose a relevant and meaningful topic of appropriate size and scope within a

scholarly area.

• Find and synthesize relevant information about the chosen topic from multiple

sources

• Select and apply sound techniques to create new knowledge within the chosen area.

• Gather and analyze information

• Write a formal document (thesis) presenting the study and the results of the study.

• Present and defend (respond to questions about) the thesis to a committee of

scholars and to peers.

DRAFT



(02/15/2011)

2

III. Program Outcomes

The UHC has established specific program outcomes in support of student achievement of

each of the two UHC learning goals

Scholarly inquiry

1. Ability to choose a relevant and meaningful topic to study within a scholarly area

2. Ability to employ a sound approach in creating new knowledge within a scholarly

area of study

3. Ability to synthesize and/or analyze results from a significant, self-directed, and

open-ended project

4. Ability to find multiple sources of relevant information

5. Ability to evaluate the quality of information resources

6. Ability to write an honors thesis: a significant, self-directed, and open-ended project

7. Ability to present an honors thesis

8. Ability to defend an honors thesis

Engaged inquiry

1. Ability to fully engage in meaningful conversations outside of your discipline

2. Capacity to demonstrate your understanding of diverse perspectives in

conversations in the classroom and/or field settings

3. Ability to effectively communicate your unique disciplinary perspective to inform

the learning of others

DRAFT



(02/15/2011)

3

IV. Assessment

An assessment plan has been created to evaluate the achievement of the UHC program

outcomes and to inform the prioritization of continuous improvement activities within the

UHC program. While some of the data will be collected at the individual student level, the

evaluation process will focus on an aggregated view. Assessment data collected from UHC

students, thesis committees, and enrollment statistics will be aggregated and analyzed to

evaluate the level of achievement of UHC program outcomes. These aggregated data will be

collected, compiled, and analyzed annually and be used in the continuous improvement

cycle.

Honors thesis assessment plan

The achievement of the UHC program outcomes related to scholarly inquiry will be

assessed and evaluated as follows:

1. Students will complete a survey containing multiple items to self-assess the

achievement of program outcomes related to the honors thesis process.

2. Honors thesis committee members will complete an honors thesis assessment

rubric during the deliberation process, which occurs as part of the thesis defense

process.

Colloquia, electives, and baccalaureate core courses assessment plan

The achievement of the UHC program outcomes related to engaged inquiry will be

assessed and evaluated as follows:

1. Enrollments in honors colloquia, honors electives, and honors baccalaureate core

courses will be assessed and evaluated to determine to what extent, in the

aggregate, students are enrolling in coursework that crosses disciplinary areas.

2. An exit survey is administered to students who are graduating from the UHC. In

addition to the items on the current exit survey, additional items will be added to

measure the achievement of relevant UHC program outcomes.

Appendix: Assessment Tools


Thesis Committee Assessment Rubric or Thesis Committee Survey

UHC Graduate Exit Survey

UHC Enrollment Analysis

DRAFT



(02/15/2011)

4


Listed below are outcomes defined for the UHC. Having now completed your thesis, please rate your own ability (from very poor to excellent) to perform each of these activities/tasks. V

ery

Poo

r

Poo

r

Fai

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Goo

d

Ver

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ood

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1 Select a relevant and meaningful topic to study within a scholarly area 1 2 3 4 5 6 2 Employ a sound approach in creating new knowledge within a scholarly area of study 1 2 3 4 5 6

3 Synthesize and/or analyze results from a significant, self-directed, and open-ended project

1 2 3 4 5 6

4 Find multiple sources of relevant information 1 2 3 4 5 6 5 Evaluate the quality of information resources 1 2 3 4 5 6 6 Write an honors thesis 1 2 3 4 5 6 7 Present an honors thesis 1 2 3 4 5 6 8 Defend an honors thesis 1 2 3 4 5 6

DRAFT



(02/15/2011)

5

Thesis Committee Survey

Role on committee (circle one): Thesis Mentor Committee Member

Name:



Listed below are outcomes defined for the UHC. Having now participated in the thesis defense of a UHC student, each committee member is asked to individually rate the student’s ability (from very poor to excellent) to perform each of these activities/tasks. V

ery

Poo

r

Poo

r

Fai

r

Goo

d

Ver

y G

ood

Exc

elle

nt

Select a relevant and meaningful topic to study within a scholarly area 1 2 3 4 5 6 Employ a sound approach in creating new knowledge within a scholarly area of study 1 2 3 4 5 6 Synthesize and/or analyze results from a significant, self-directed, and open-ended project

1 2 3 4 5 6

Find multiple sources of relevant information 1 2 3 4 5 6 Evaluate the quality of information resources 1 2 3 4 5 6 Write an honors thesis 1 2 3 4 5 6 Present an honors thesis 1 2 3 4 5 6 Defend an honors thesis 1 2 3 4 5 6

DRAFT



(02/15/2011)

6

UHC Graduate Exit Survey (The following items will be added to the current UHC Graduate Exit Survey)

Having now completed your entire program of study (honors and non-honors coursework) please rate your ability (from very poor to excellent) to: V

ery

Poo

r

Poo

r

Fai

r

Goo

d

Ver

y G

ood

Exc

elle

nt

1 Fully engage in meaningfully conversations outside of my discipline 1 2 3 4 5 6

2 Demonstrate my understanding of diverse perspectives in conversations in the

classroom and/or field settings 1 2 3 4 5 6

3 Effectively communicate my unique disciplinary perspective to inform the

learning of others 1 2 3 4 5 6

Please rate the extent to which your honors coursework was significant in developing your abilities to: T

o a

Ve

ry

La

rge

Ex

ten

t

To

a L

ar

ge

Ex

ten

t

To

a

Mo

de

rate

Ex

ten

t

To

a S

ma

ll

Ex

ten

t

To

a V

ery

Sm

all

Ex

ten

t

1 Fully engage in meaningfully conversations outside of my discipline 1 2 3 4 5

2 Demonstrate my understanding of diverse perspectives in conversations in the

classroom and/or field settings 1 2 3 4 5

3 Effectively communicate my unique disciplinary perspective to inform the

learning of others 1 2 3 4 5

DRAFT



(02/15/2011)

7

UHC Enrollment Analysis:

The following is an example of baseline course enrollment data (from 2010) to evaluate whether

or not UHC students are enrolling in UHC coursework across disciplinary boundaries. The first

column indicates the program home of the instructor. The remaining columns represent the

number of students enrolled, by college, in all courses taught by instructors from a particular

program. Additional analyses will be completed to determine whether or not students are taking

seminar/colloquia, electives, or baccalaureate core courses outside of their own disciplinary area

and to create a disciplinary “diversity index” for courses.

Instructor Home Program CAS COB COE COF HHS CLA COS UES

Agric and Resource Econ 4 1 1 2

Biochem / Biophysics 1 2 1 1 9

Biology 14 1 7 5 9 105

Chemistry Department 3 1 33 4 4 84

College of Business 14 8 1 3 8 3

College of Education 2 1

English Department 1 3 13 2 8 9 22

Environmental Sci UG Prg 3 1

Foreign Langs and Lits 1 2

Forest Ecosyst & Society 1 2

For Eng/Resources/Mgmt 1 1 1

Geosciences 1 1 4 1 4 2

History Department 1 10 3 11 6

Horticulture 2 1 9 2 10

Human Dev and Family Sci 2 2 6

Mathematics 1 1 65 2 3 27

Microbiology 1 1 3 1 1 3 1

Music Department 3 1 7 1 4 3 10

Ocnc/Atmosph Sciences 1 1 5

Philosophy Department 6 1 15 2 12 19 1

Physics 37 4 29

Political Science Dept 1 3 6 1

Public Health 9 3 5

Rngeland Ecology & Mgmt 3 1 2 4

Chem/Bio/Envr Eng 3 1 25 3 4

Mech/Ind/Mfg Enger 13

Sociology Department 2 2 1 4 6 3 1

Speech Communication 2 3 5 3 9

Univ Honors College 14 14 85 6 9 38 78 1

Womens Studies 1 2 3 4

Zoology 4 3 2 26

DRAFT



(02/15/2011)

8


University Honors College TO THE HONORS STUDENT COMPLETING THIS INSTRUMENT: Your responses to the items on this evaluation are solicited by the University Honors Council in its effort to improve our coursework. A summary of the student responses will be prepared, and the summary and actual evaluation forms (without identifying information) will be given to the professor after final course grades have been submitted to the Registrar. You should complete the instrument during the class time provided by the professor and have it collected by the honors student or administrator selected to do so. If you would like written comments to be placed in the instructor’s personnel file, you need to write, sign, and mail a letter to the appropriate Chair, Head, or Dean. Faculty members will have access to such letters, and student anonymity cannot be preserved. If you have questions, call Honors at 541-737-6400. Please write clearly and darkly.


What is your classification? Please circle: First Year Sophomore Junior Senior

How many Honors credits have you completed prior to this term? (Circle one)

0-5 6-10 11-14 15 or more

What is your college and major (if declared)?

1. What did you like most about this course? What did you like least about it? Why? 2. What recommendations for change would you make to the professor for this particular course? 3. Please comment on the workload for this course. Comment, for example, on the applicability of the

text materials and assignments, the number of hours per week needed to prepare properly for this course, and whether the knowledge gained was appropriate to the workload.

4. Please use this space to suggest ways students themselves might help to improve this particular

course.

OVER



Please provide additional comments, as appropriate, in the space below each item. S

tron

gly

Dis

agre

e

Dis

agre

e

Nei

ther

Agr

ee o

r D

isag

ree

Agr

ee

Str

ongl

y A

gree

Una

ble

to R

ate

5

My level of interest in the material studied in this course was high.

1 2 3 4 5

6

Student interaction and participation were encouraged in this course.

1 2 3 4 5

7

I would recommend that other students take this course with this professor.

1 2 3 4 5

8

The number of hours needed to prepare properly for this course was appropriate.

1 2 3 4 5

9

The grading procedures were adequately explained.

1 2 3 4 5

10

The grading procedures were applied fairly.

1 2 3 4 5

11

On the whole, and in comparison with other OSU courses, this was a valuable course, worthy of Honors credit.

1 2 3 4 5

12

The professor was dedicated to teaching and Honors-level learning.

1 2 3 4 5

13

I would recommend that this professor teach this course again for Honors.

1 2 3 4 5

Please complete Questions 1 – 12 of the Oregon State University Student Evaluation of Teaching Materials linked from University Honors College Council February 17, 2011 Minutes.

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