Valencia College
Honors Program
Annual Report 2010 – 2011
August 17, 2011
Table of Contents
Valencia Honors Program Mission ...... 1
Major Accomplishments ...... 1
Program Facts and Figures ...... 2
. Admission ...... 2
. Enrollment...... 2
. Course Data ...... 3
. Travel ...... 9
. Scholarships ...... 14
. Graduates ...... 15
. Budget ...... 18
Major Goals for Academic Year 2011 – 2012 ...... 18
Attachment 1: Annual Honors Demographic Data Report ...... 19
Attachment 2: 2009 – 2010 Valencia Credit Student Profile ...... 20
Attachment 3: Seneff Honors College Blueprint ...... 21
Attachment 4: Spring 2011 Honors Student Survey ...... 26
Attachment 5: NCHC’s Basic Characteristics ...... 34
Valencia Honors Program Annual Report 2010 – 2011
Valencia Honors Program Mission: The Honors Program at Valencia Community College is committed to providing students with opportunities for academic and personal growth in a unique environment where intellectual exploration and quality teaching are our primary goals with an emphasis placed on individuality and participatory learning. The program will continue to prepare students through classroom instruction and a variety of extracurricular goals in preparation for their role as leaders in the 21st century (adopted November 1988).
MAJOR ACCOMPLISHMENTS:
A blueprint was drafted for the Seneff Honors College; the plan includes the following curricular and co- curricular options for students to pursue: Interdisciplinary Studies, Leadership, Jeffersonian, and Undergraduate Research. On April 22, 2010, a college-wide honors summit was held at the Criminal Justice Institute; forty-four Valencia faculty, staff, and students attended to discuss the redesign of the Valencia Honors Program. In November 2010, Valencia hosted a certification seminar to train faculty to teach the Phi Theta Kappa Leadership Development Studies; in all, sixteen Valencia faculty and staff (as well as faculty from other schools in Florida region) completed the certification process. Great progress was made in the growth and development of the Valencia Honors Program at East campus; a lead faculty coordinator, Professor Keith Malmos, was named; a master template for the scheduling of honors classes was created; and a program office within the Honors Resource Center was opened. The first honors LinC class was offered in Spring 2011; Professors Tarteashia Williams and Subhas Rampersaud taught a LinC version of POS2041H, “U.S. Government,” and ECO2013Hl, “Macroeconomic”; to supplement the learning experience even further, students in the class traveled to Washington, DC, with funding from the Honors Student Development Budget, visiting the White House, the Federal Reserve Bank (in Richmond, VA) and other sites in the capitol. An honors version of HUM1020, “Introduction to Humanities,” was developed by George Brooks and approved by the Curriculum Committee; the course offers a unique focus on critical thinking skills. The traditional honors international trip was proposed and implemented following the new procedures of the Study Abroad and Global Experience office; Professors Ed Frame and Gustavo Morales led a group of students on a trip to Vienna, Austria, and Budapest, Hungary, that included learning activities at the Sigmund Freud Museum, the Austrian National Library, Kunsthistorisches Museum, and other sites throughout the two cities. An articulation agreement was signed that created a pathway for students from the Valencia Honors Program to The Burnett Honors College at the University of Central Florida. The Honors Student Advisory Committee completed its first full academic year in existence, a year that was highlighted by the creation of a constitution, discussions for the development of a program Honor Code, celebration of a year-end recognition banquet, and the planning of numerous events and achievements including movie night, the inauguration of honors faculty awards, a transfer fair, and informal get-togethers. Honors worked with Student Success to revive the Service Learning initiative at Valencia; Christie Pickeral was named college-wide coordinator; a faculty development program was established; a relationship with Junior Achievement was forged; and many projects were initiated.
2010 – 2011 Annual Report page 1
FACTS AND FIGURES:
Admission Information (8/2/2010 – 8/2/2011)
Total Applications Received 1010 Admitted 697 69.01% Not Admitted 304 30.09% Pending * 9 0.89%
* Pending applications include those with incomplete information and those being held for term grades.
Program Enrollment
Date Total East Osceola West Winter Park 8/2/2010 931 372 62 487 10 9/1/2010 1017 420 65 521 11 10/4/2010 978 404 63 500 11 11/1/2010 1050 428 70 538 14 12/1/2010 1080 443 72 551 14 1/5/2011 1158 470 78 595 15 2/1/2011 1142 447 85 595 15 3/1/2011 1028 398 83 534 13 4/4/2011 1048 408 84 543 13 5/2/2011 1077 423 85 556 13 6/1/2011 840 334 63 436 7 7/1/2011 848 340 68 432 8 8/1/2011 932 382 72 470 8
2010 – 2011 Annual Report page 2
Enrollment Chart with Trend Line 1200
1000
800 Enrollment 600 East Osceola 400 West 200 Winter Park
0
8/1/2010 2/1/2011 5/1/2011 9/1/2010 1/1/2011 3/1/2011 4/1/2011 6/1/2011 7/1/2011 8/1/2011
11/1/2010 12/1/2010 10/1/2010 . Unduplicated Program Enrollment
Total number of students in the program 9/1/2010 through 8/1/2011 = 1624
Course Data
. Summary Data for the Year
Unduplicated Average Courses Offered Courses Made Total Enrollment Term Enrollment Class Size Fall 2010 45 43 789 501 18.35 Spring 2011 48 47 773 493 16.47 Summer 2011 11 11 155 123 14.09
. Specific Class Data Per Term
Fall 2010 Course Course Title Instructor Campus Day Time Enrollment Num AMH2010H U.S. History to 1877 Smith, Mark West MW 8:30am- 14 9:45am AML2021H American Literature Freuler, Osceola Online Cancelled Stephanie AST1002H Astronomy Khattou, Wafaa West MW 1:00pm- 19 2:15pm AST1002H Astronomy Oelfke, William Winter Park TR 1:00pm- 18 2:15pm
2010 – 2011 Annual Report page 3
Fall 2010 Course Course Title Instructor Campus Day Time Enrollment Num BSC1005H Biological Science Crichlow, Lois West TR 11:30am- 15 12:45pm R (lab) 1:00pm- 3:45pm BSC1010H Fundamentals of Matthews, Susan West TR 8:30am- 21 Biology I 9:45am T (lab) 11:30am- 2:15pm CHM1045H General Chemistry Perez Obregon, West MW 10:00am- 19 with Qualitative Eileen 11:15am Analysis I W 1:00pm- (lab) 3:45pm DEP2004H Developmental Jennings, Sean West TR 8:30am- 15 Psychology 9:45am ECO2013H Principals of Oliver, Bonnie East MW 11:30am- 15 Economics-Macro 12:45pm ECO2023H Principals of Williams, West TR 1:00pm- 7 Economics-Micro Tarteashia 2:15pm ENC1101H Freshman Orisini, Diane West MW 10:00am- 20 Composition I 11:15am ENC1101H Freshman Dauer, Susan East TR 11:30am- 20 Composition I 12:45pm ENC1102H Freshman Hughes, John East TR 10:00am- 20 Composition II 11:15am ENC1102H Freshman Sebacher, Jill West T 6:30pm- 19 Composition II 9:15pm HUM2223H Humanities - Late Brooks, George East TR 5:30pm- 19 Roman and Medieval 6:45pm HUM2223H Humanities - Late Levi, Sheila Winter Park Online 20 Roman and Medieval HUM2232H Humanities - Vandermast, West Online 20 Renaissance and Roberta Baroque HUM2234H Humanities - Sutton, David East M 6:00pm- 19 Enlightenment and 8:45pm Romanticism HUM2250H Humanities - Chapman, Paul Osceola Online 20 Twentieth Century HUM2310H Humanities - Frame, Edward West T 6:00pm- 19 Mythology in Art and 8:45pm Literature HUM2310H Humanities - Starren, Osceola M 6:00pm- 20 Mythology in Art and Jacqueline 8:45pm Literature
2010 – 2011 Annual Report page 4
Fall 2010 Course Course Title Instructor Campus Day Time Enrollment Num IDH1110 Interdisciplinary Frame, Lippitt, West MW 8:30am- 26 Studies in General Morales, Sparks 11:15am Education I IDH1112 Interdisciplinary Frame, Lippitt, West MW 8:30am- 25 Studies in General Morales, Sparks 11:15am Education IDH2120 Interdisciplinary Frame, Lippitt, West TR 8:30am- 37 Studies in General Morales, Sparks 11:15am Education III LIT2120H Survey in World Sebacher, West TR 10:00am- 20 Literature - Cornelius 11:15am Enlightenment to Present LIT2174H Multimedia Lit & The Licata, Paul West Online 16 Holocaust MAC1105H College Algebra Wright, M.F. East TR 2:30pm- 20 3:45pm MAC1105H College Algebra Emmanuel, Osceola TR 10:30am- 19 Magdala 11:45am MAC1105H College Algebra Krise, Scott West MW 10:00am- 19 11:15am MAC2233H Calculus for Business Garrison, East TR 11:30am- Cancelled & Social Science Deborah 1:20pm MAC2311H Calculus with Analytic Rhodes, Jolene East MW 9:00am- 19 Geometry I 9:50am TR 8:30am- 9:45am OCE1001H Intro to Oceanography Rogers, Jack East TR 1:00pm- 20 2:15pm POS2041H US Government Rampersaud, West TR 11:30am- 20 Subhas 12:45pm POS2041H US Government Quackenbush, East TR 10:00am- 21 Alvin 11:15am PSY1012H General Psychology Jennings, Sean West MW 10:00am- 9 11:15am PSY1012H General Psychology Ciesko, Diana East TR 10:00am- 18 11:15am SLS2940H Service Learning Rafter-Carles, East Independent Study 1 Terry SPC1608H Fundamentals of Snider, William West T 6:00pm- 19 Speech 8:45pm SPC1608H Fundamentals of Rushing, Kevin East MW 2:30pm- 20 Speech 3:45pm SPC1608H Fundamentals of Holzer, Mayra West MW 1:00pm- 20 Speech 2:15pm
2010 – 2011 Annual Report page 5
Fall 2010 Course Course Title Instructor Campus Day Time Enrollment Num SPC1608H Fundamentals of Colburn, Ronald Osceola TR 12:00pm- 10 Speech 1:15pm STA2023H Statistical Methods Lang, James East TR 11:30am- 20 12:45pm STA2023H Statistical Methods Graff, Sophia West MW 1:00pm- 16 2:15pm SYG2000H Intro to Sociology Lash, Andrew East TR 11:30am- 20 12:45pm SYG2000H Intro to Sociology Jepson, Gordon West MW 10:00am- 15 12:45pm
Spring 2011 Course Course Instructor Campus Day Time Enrollment Num Title AMH2020H U.S. History 1877 to Smith, Mark West MW 8:30am- 7 Present 9:45am AML2021H Survey in American Orsini, Diane West TR 10:00am- 15 Literature 11:15am AST1002H Astronomy Khattou, Wafaa West M 7:00pm- 21 9:45pm AST1002H Astronomy Inman, Clay Osceola TR 12:00pm- 11 1:15pm BSC1010H Fundamentals of Lindbeck, Alwyn West MW 10:00am- 18 Biology I 11:15am F (lab) 9:00am- 11:45am BSC1011H Fundamentals of Matthews, Susan West MW 8:30am- 20 Biology II 9:45am M 1:00pm- (lab) 3:45pm BSC1050H Environmental Smith, Patricia East M 6:30pm- Cancelled Science 9:30pm CHM1046H General Chemistry Perez Obregon, West MW 10:00am- 18 with Qualitative Eileen 11:15am Analysis II W 1:00pm- (lab) 3:45pm DEP2004H Developmental Ciesko, Diana East TR 8:30am- 13 Psychology 9:45am ECO2013H Principals of Williams, West TR 11:30am- 18 Economics-Macro Tarteashia 12:45pm ECO2023H Principals of Oliver, Bonnie East TR 11:30am- 8 Economics-Micro 12:45pm ENC1101H Freshman Dauer, Susan East TR 11:30am- 19 Composition I 12:45pm
2010 – 2011 Annual Report page 6
Spring 2011 Course Course Instructor Campus Day Time Enrollment Num Title ENC1102H Freshman Hughes, John East TR 10:00am- 20 Composition II 11:15am ENC1102H Freshman Sebacher, Jill West TR 2:30pm- 20 Composition II 3:45pm GLY2100H Historical Geology Rogers, Jack East TR 8:30am- 9 11:15am HUM2220H Humanities – Greek Adams, Gene West MW 2:30pm- 19 and Roman 3:45pm HUM2220H Humanities – Greek Pasfield, Terry East MW 1:00pm- 16 and Roman 2:15pm HUM2232H Humanities – Vandermast, West Online 18 Renaissance and Roberta Baroque HUM2232H Humanities – Szymanski, East TR 10:00am- 18 Renaissance and Edward 11:15am Baroque HUM2234H Humanities – Starren, Osceola TR 10:30am- 19 Enlightenment and Jacqueline 11:45am Romanticism HUM2250H Humanities – Chapman, Paul Osceola Online 19 Twentieth Century HUM2250H Humanities – Sutton, David East M 6:00pm- 19 Twentieth Century 8:45pm HUM2310H Humanities – Frame, Edward West T 6:00pm- 19 Mythology in Art and 8:45pm Literature IDH1111 Interdisciplinary Frame, Lippitt, West MW 8:30am- 34 Studies in General Morales, Sparks 11:15am Education II IDH2121 Interdisciplinary Frame, Lippitt, West TR 8:30am- 34 Studies in General Morales, Sparks 11:15am Education IV INR2002H International Politics Crosby, Scott West TR 8:30am- 11 9:45am LIT2090H Contemporary Rogers, David Osceola Online 18 Literature MAC1105H College Algebra Wright, M.F. East MW 2:30pm- 19 3:45pm MAC1105H College Algebra Krise, Scott West TR 2:30pm- 10 3:45pm MAC2312H Calculus with Analytic Rhodes, Jolene East MW 9:00am- 17 Geometry II 9:50am TR 8:30am- 9:45am
2010 – 2011 Annual Report page 7
Spring 2011 Course Course Instructor Campus Day Time Enrollment Num Title OCE1001H Intro to Oceanography Rogers, Jack East TR 2:30pm- 20 3:45pm OCE1001H Intro to Oceanography Morales, West Online 17 Gustavo PCB1440H Florida Environmental Smith, Patricia East R 7:00pm- 12 Systems 9:45pm POS2041H US Government Quackenbush, East TR 11:30am- 20 Alvin 12:45pm POS2041H US Government Rampersaud, West TR 10:00am- 18 Subhas 11:15am PSY1012H General Psychology Ciesko, Diana East TR 10:00am- 14 11:15am PSY1012H General Psychology Jennings, Sean West TR 11:30am- 18 12:45pm SLS2940H Service Learning Bushrui, Tullio West Independent Study 1
SLS2940H Service Learning Herndon, Larry West Independent Study 2
SPC1608H Fundamentals of Rushing, Kevin East MW 2:30pm- 19 Speech 3:45pm SPC1608H Fundamentals of Holzer, Mayra West MW 11:30am- 19 Speech 12:45pm SPC1608H Fundamentals of Holzer, Mayra West MW 1:00pm- 20 Speech 2:15pm STA2023H Statistical Methods Graff, Sophia West TR 11:30am- 18 12:45pm STA2023H Statistical Methods Lenhof, Sonya East MW 11:30am- 18 12:45pm STA2023H Statistical Methods Pedone, Melissa Osceola M 5:00pm- 18 6:15pm SYG2000H Intro to Sociology Jepson, Fordon West W 10:00am- 20 12:45pm SYG2000H Intro to Sociology Lash, Andrew East TR 11:30am- 12 12:45pm
SUMMER 2011 Course Course Instructor Campus Day Time Enrollment Num Title BSC1050H Biological Science Smith, Patricia East TR 3:00pm- 14 6:35pm ENC1102H Freshman Comp II Sebacher, Jill West MW 1:15pm- 19 2:50pm
2010 – 2011 Annual Report page 8
SUMMER 2011 Course Course Instructor Campus Day Time Enrollment Num Title HUM2223H Late Roman/Medieval Styles, Karen East MW 11:30am- 14 2:50pm HUM2232H Humanities – Vandermast, West Online 16 Renaissance & Roberta Baroque HUM2250H Humanities - 20th Sutton, David East M 6:00pm- 11 Century 9:20pm HUM2250H Humanities – 20th Adams, Gene West TR 11:30am- 12 Century 1:05pm HUM2310H Humanities – Taylor, Jennifer East TR 11:30am- 15 Mythology 1:50pm POS2041H US Government Quackenbush, East TR 1:15pm- 19 Alvin 2:50pm SLS2940H Service Learning Herndon, Larry West Independent Study 3
SPC1608H Fundamentals of Holzer, Mayra West TR 9:45am- 14 Speech 11:20am SYG2000H Introductory Lash, Andrew East TR 1:15pm- 18 Sociology 2:50pm
Travel
. National Collegiate Honors Council: Kansas City, MO, October 20 – October 24, 2010.
FACULTY / STAFF ATTENDED: Valerie Burks (District), Gustavo Morales (West), and Noy Sparks (West).
STUDENTS ATTENDED: Steve Crist (West), Carlos Soriano (Osceola), Eddie Velazquez (East).
2010 – 2011 Annual Report page 9
Students / Faculty at NCHC 2010
. Florida Collegiate Honors Council: Jacksonville, FL, February 18 – 20, 2011.
FACULTY / STAFF ATTENDED: Valerie Burks (District), Ed Frame (West), Lisa Lippitt (West), Sonya Lenhof (East), Gustavo Morales (West), Eileen Perez (West), and Faustina Wright (East).
SUDENTS ATTENDED: Omolara Alao-Aboko (West), Robert Beauvais (Osceola), Aisha Brown (East), Caty Casademont (East), Rachel Cayo (East), Sarah Chattman (East), Steve Crist (West), Collin Dever (West), Ann Dowdell (West), Brady Harris (East), Van Hoang (West), Lydia Johnson (West), Rick Moreno (East), Patrick O'Connor (West), Catalina Perez (West), Natasha Phillips (East), Susie Richetti (West), David Rosado (Osceola), Carlos Soriano (Osceola), Brooke Swopes (East), Brian Vargecko (East), Jessica Vazquez Santiago (East), Eddie Velazquez (East), Jose Velez (East), Juan Villegas (West), and Alexis Voltaire (West).
HIGHLIGHTS:
Ann Dowdell, Valencia honors student, was elected as the two-year student representative to the Florida Collegiate Honors Council executive board.
“The Art of Overcoming,” a poem by Valencia student Brian Vargecko was selected for Honorable Mention in the 2011 Florida Collegiate Honors Council annual writing contest.
2010 – 2011 Annual Report page 10
Students at FCHC 2010
. Southern Regional Honors Council: Little Rock, AR, March 31 – April 2, 2011.
FACULTY / STAFF ATTENDED: Valerie Burks (District).
STUDENTS ATTENDED: Dania Abu Jubara (East) and Ann Dowdell (West).
Honors students & staff at SRHC 2011
. Honors International Trip: March 4 – 13, 2011
CITIES VISITED: Vienna, Austria, and Budapest, Hungary.
FACULTY / STAFF TRAVELERS: Ed Frame (West), Donna Marino (Valencia Foundation), and Gustavo Morales (West).
2010 – 2011 Annual Report page 11
STUDENT TRAVELERS: Sebastian Arbelaez (East), Nadia Barbosa (West), Christopher Bates (West), Gianni Bermudez (West), Elizabeth Birmingham (West), Jewel Coelho (West), Steve Crist (West), Kendra Davies (East), Victor De Souza (West), Amanda Drennen (West), Brady Harris (East), Brandon Hartmann (West), Victoria Hoa (West), Diana Lawrie (West), Heather Marinello (East), Brittany Noiseau (West), Sophee Payne (West), Catalina Perez (West), Natasha Phillips (East), Kristin Pollock (West), Kenther Ramos (West), John Schiller (West), Stephanie Sorquira (West), Eddie Velazquez (East), David Wade (East), and Amanda Yates (West).
Students & faculty on Honors International Trip 2011
. Ropes Course: August 28, 2010, at the Center for Drug-Free Living in Apopka, FL.
STUDENTS ATTENDED: Elizabeth Boothby (West), Jordan Borger (Osceola), C.J. Brown (Winter Park), Gabe Checo (West), Ann Dowdell (West), James Fremming (East), Brady Harris (East), Van Hoang (West), Dennis James (West), Kristie Licht (West), Patrick O'Connor (West), Cameron Ogletree (East), Catalina Perez (West), Jaime Pollock (West), Kristin Pollock (West), Susie Richetti (West), James Rowland (West), Carlos Soriano (Osceola), Stephanie Sorquira (West), Brooke Swopes (East), Marilyn Toribio (East), and Eddie Velazquez (East).
2010 – 2011 Annual Report page 12
Students at Ropes Course 2010
. Program-Sponsored Course Field Trips:
Term Class Faculty Destination Fall 2010 HUM2234H David Sutton Time Machine: Mozart in Prague, Orlando Philharmonic Orchestra, Bob Carr Performing Arts Centre, October 25, 2010. Fall 2010 SYG2000H Andrew Lash Waiting for Superman, Regal Cinemas, Winter Park, FL, October 29, 2010. Spring 2011 IDH 1110 & Ed Frame, Lisa Lippitt, Ringling Museum, Sarasota, FL, February 5, 2011. IDH1112 & Gustavo Morales, and IDH 2120 Noy Sparks Spring 2011 POS2041H & Subhas Rampersaud and Washington DC, February 23 – 26, 2011. ECO2013H Tarteashia Williams Spring 2011 GLY2100H Jack Rogers Florida Museum of Natural History, Gainesville, FL, March 26, 2011. Spring 2011 GLY 2100H Jack Rogers Canoeing on the Peace River, Arcadia, FL, April 26, 2011.
2010 – 2011 Annual Report page 13
Scholarships
. Honors Program Scholarships (award total = $311,300)
Scholarship Number Amount Number Amount Awarded Awarded Awarded Awarded Fall 2010 Fall 2010 Spring 2011 Spring 2011 President’s Academic 41 35 $35,000 $41,000 Scholarships ($1000/term) (35 continuing) Honors Exemplary 115 106 $106,000 $115,000 Scholarships ($1000/term) (93 continuing) Bronze 17 12 $6,000 $8,300 Scholarships ($500/term)* (1 continuing) TOTAL 153 $147,000 173 $164,300
* Two $400 awards were made in Spring 2011.
. Honors Students – Pell Eligibility
Fall 2010 Spring 2011 Honors Students 1065 1015 Honors Students Receiving Pell grants 474 (44.51%) 492 (48.47%) Honors Students Receiving Honors Scholarships 153 173 Honors Scholarship Students Receiving Pell Grants 107 (69.93%) 125 (72.25%)
. Other Notable Scholarships
VALENCIA COMMUNITY COLLEGE ALUMNI ASSOCIATION DISTINGUISHED GRADUATE AWARD: Steve Crist.
JACK KENT COOKE UNDERGRADUATE TRANSFER SCHOLARSHIP: Steve Crist.
ASSOCIATION OF FLORIDA COLLEGES STUDENT LEADER CONNECTION AWARD: Rob Stio.
HITES FAMILY COMMUNITY COLLEGE SCHOLARSHIP FOUNDATION: Rob Stio.
ROLLINS TRANSFER SCHOLARSHIPS: Rob Stio, Shelley Wright, Olivia Zuk, and Melvin E. Thomspon.
MAYOR RICHARD T. CROTTY VALENCIA - UCF 2+2 SCHOLARSHIP FOR GRADUATING VALENCIA STUDENTS: Francoise Kogan and Susannah J. Snavely.
VALENCIA COLLEGE ALUMNI ASSOCIATION / STUDENT DEVELOPMENT STUDENT LEADERSHIP AWARD: Susannah J. Snavely.
2010 – 2011 Annual Report page 14
FLORENCE E. and ANDREA L. JASICA SCHOLARSHIP: Joseph M. Bragg.
LULA CROSBY KEYES SCHOLARSHIP: Anne S. St. Louis.
ROGER G. KEYES SCHOLARSHIP: Jeffrey E. Alexander.
ROSITA N. MARTINEZ SCHOLARSHIP: Hieu Trung Nguyen.
ALUMNI SPRING SCHOLARSHIP 2011 Scholars: Christopher P. Bates, Melvin E. Thompson, Eddie Velazquez.
ALUMNI FALL SCHOLARSHIP 2011 Scholars: Joseph M. Bragg and Hieu Trung Nguyen.
BLACK ADVISORY COMMITTEE 34th ANNUAL INCENTIVE AWARDS: Robert Beauvais, Clinton Brown, and Erin Henson.
Graduates
. Fall 2010 Honors Degree Graduates
Michael Brewer Kimberly Gujar Hajar Elayadi Izi Pinho Shanna-Kay Gibbs Jerzy Polmerski
. Fall 2010 Honors Certificate Graduates
Ricardo Aponte Jessica Hyett Christopher Brady Jennifer Kasow Amira Cheikh-Khalil Gabriella Kitts Jose Collazo Jolene Krause Angelia Ellison Vanessa Maje Denise Elmore Abelina Morel Lindsey Feldman Van Nguyen Carlos Flores Avile Gina Reid Joy Garcia Melissa Richards Judith Garcia Palomares Jacob Snavely Brittany Gervin Juan Valera Ferrer Martha Gibbons Eddie Velazquez Nagib Habeych Kadelyn Wirick
2010 – 2011 Annual Report page 15
. Spring 2011 Honors Degree Graduates
Steve Crist * Alison McIntyre Eliane Dominguez Jordan Moore James Fremming Brittany Noiseau Lauren Garlich John O'Keefe Kattie Gutierrez Sophee Payne Van Hoang Alexander Pileggi Wil Hosier Natalie Sansone Laura Inamagua Susannah Snavely Dennis James Rob Stio Nicholas Kelley Jessica Vazquez Santiago Jonathan Lamones Michelle Widows Nicolas Mattingley Amanda Yates
. Spring 2011 Honors Certificate Graduates
Sasha Ashley Rick Moreno Aisha Brown Stefania Napolitano Alicia Browning Stephani Nardulli Sarah Chattman Danielle Novak Carmela Crutcher Jordan Owens Sophie Davies Melanie Perry Sophie Dixon Cristina Peters Janice DuBose Jasmin Pichardo Luna Excellent Natazshya Rodriguez Omar Fabian Bueno Shannon Scheidell Ana Garcia Blake Schembri John Graves Carlos Soriano Dominic Hall Claudia Stephens Tenneshia Harvey Brooke Swopes Candice Hunter Tugce Taskan Brittany Isham Marc Thernelus Sarah Jackson Jennifer Todd Jessica Jensen Marilyn Toribio Anna Jose Diana Whitney Ashlyn Kolczynski Rita Woodman Angel Mancebo Olivia Zuk Melody Mol
* Class of 2011 Distinguished Graduate
2010 – 2011 Annual Report page 16
Spring 2011 Honor Graduates
. Summer 2011 Honors Degree Graduates
Bianca Brown Jordan Moore Kyle Claudy Brittany Noiseau Chrislet Dalegrand Carolina Ortiz-Marrero Anastasia DePierro Luis Otero-Valles Sarah Dierking Lorenzo Perez Ospina Estefania Jennifer Stecco Lillie Falco David Wade Iriz Guerrero Shelley Wright Jessica Lopes
. Summer 2011 Honors Certificate Graduates
Omolara Alao-Aboko Heather Marinello Devon Armstrong Andrew McKinlay Brittany Arnold Francisco Medina Caitlin Barnebee Jazmin Melendez Amal Benchakroun Melody Mol Bianca Vaughan Rick Moreno Adriana Bogani Stefania Napolitano Robert Bradshaw Chris-Ann Panther Catherine Casademont Kimberly Sahagian Deniza Correa Lucimay Savon Roger Cruz Hannah Shugart Annabel Ibarra Timothy Simmons Heather Jackson Bradley Sprung Dmitri Kireyev Nikilaus Wycha Francoise Kogan
2010 – 2011 Annual Report page 17
Honors Budget
. Student Development Budget Overview
CATEGORY FY 2011 EXPENDITURE Conference Travel $15,715.80 Course Field Trips $10,790.63 International Trip $35,629.31 Speakers $1,951.39 Food (meetings, movie nights, etc.) $2,691.17 Materials (t-shirts, USB drives, etc.) $7,720.85 TOTAL $74,519.15
. Honors Office Budget Overview (excluding personnel)
CATEGORY FY 2011 EXPENDITURE Travel (Conferences / Out-of-district) $7,111.80 Travel (International) $10,450.68 Travel (In-district) $1,196.04 Materials & Supplies $7,399.61 Institutional Memberships $625.00 ΦΘΚ Satellite Seminar $400.00 Printing $1,162.00 Minor Equipment $8,449.02 Computers $1,042.64 TOTAL $37,836.79
MAJOR GOALS FOR ACADEMIC YEAR 2011 – 2012:
Working with campus and other faculty coordinators, determine learning outcomes, complete curricular planning, and organize co-curricular requirements for three program tracks in the Seneff Honors College for Fall 2012 incoming students: Interdisciplinary Studies track, Leadership track, Jeffersonian track, and Undergraduate Research track. Construct a sound professional development plan for faculty wishing to teach honors classes, and create an honors faculty handbook. Establish recruiting and admission protocol for the Seneff Honors College; oversee the admission of the first incoming class in Fall 2012. Increase the number of honors LinC classes through the training of honors faculty and by devoting Student Development funds to co-curricular activities in honors LinCs. Complete curricular development of IDH2955, “Honors Study Abroad,” and manage the itinerary, activities, and learning outcomes of the 2012 honors international trip through the auspices of this class. Assist the Honors Student Advisory Committee in the formation of an Honor Code that would establish standards of honorable behavior beyond GPA to decide good standing within the program.
2010 – 2011 Annual Report page 18
Honors Student Demographics *
HOME CAMPUS
East Osceola West NA College-wide
Total Students 404 10 539 22 975
Race / Ethnicity African American 37 9.10% 0 0.00% 66 12.20% 0 0.00% 103 10.56% Asian 18 4.40% 0 0.00% 42 7.70% 0 0.00% 60 6.15% Caucasian 212 52.40% 2 20.00% 208 38.50% 16 72.70% 438 44.92% Hawaiian 1 0.20% 0 0.00% 2 0.30% 0 0.00% 3 0.31% Hispanic 106 26.20% 7 70.00% 158 29.30% 1 4.50% 272 27.9% Native American 2 0.40% 0 0.00% 1 0.10% 0 0.00% 3 0.31% Not Reported 28 6.90% 1 10.00% 62 11.50% 5 22.70% 96 9.85%
Sex Female 240 59.40% 9 90.00% 337 62.50% 12 54.50% 598 61.33% Male 164 40.50% 1 10.00% 197 36.50% 8 36.30% 370 37.95% Not Reported 0 0.00% 0 0.00% 5 0.90% 2 9.00% 7 0.72%
Age Under 17 1 0.20% 0 0.00% 11 2.00% 0 0.00% 12 1.23% 17-21 231 57.10% 5 50.00% 299 55.40% 19 86.30% 554 56.82% 22-24 43 10.60% 1 10.00% 72 13.30% 1 4.50% 117 12.00% 25-29 58 14.30% 2 20.00% 71 13.10% 0 0.00% 131 13.44% 30-34 35 8.60% 0 0.00% 27 5.00% 0 0.00% 62 6.36% 35-39 15 3.70% 1 10.00% 29 5.30% 1 4.50% 46 4.72% 40-49 16 3.90% 1 10.00% 18 3.30% 1 4.50% 36 3.69% 50 or over 5 1.20% 0 0.00% 12 2.20% 0 0.00% 17 1.74% Mean age 23.79 25.40 23.75 20.05 23.70 Median age 20.5 21.5 21 18 20
Citizenship United States 355 87.80% 8 80.00% 419 77.70% 21 95.40% 803 82.36% Other than U.S. 49 12.10% 2 20.00% 120 22.20% 1 4.50% 172 17.64%
Enrollment 201120 Full-time 237 58.66% 5 50.00% 326 60.48% 12 54.54% 577 59.18% Part-Time 118 29.21% 5 50.00% 153 28.39% 9 40.91% 285 29.23% Not Enrolled 49 12.12% 0 0.00% 60 11.13% 1 .05% 110 11.28%
* Data provided by Institutional Research for students in the program 26 May 2011.
2010 – 2011 Annual Report page 19 Attachment 1
Valencia Credit Student Profile* 2009/2010 (Annualized Data)
Credit Students
CREDIT ENROLLMENT (Annual) 55,302
GENDER Number Pct. Female 31,245 56.5% Male 23,844 43.1% Not Indicated 213 0.4%
ETHNICITY Number Pct. African American 9,910 16.6% Asian 2,741 5.0% Caucasian 21,684 39.2% Hawaiian 45 0.1% Hispanic 15,200 27.5% Multi-Racial 157 0.3% Native American 182 0.3% Unknown 6,102 11.0%
DEGREE STATUS Number Pct. A.A. Degree 27,291 49.3% A.S. Degree 8,344 15.1% A.A.S. Degree 1,117 2.0% Awaiting Acceptance 7,382 13.3% Non-Degree Seeking 11,168 20.2% Not Indicated 0 0.0%
Updated 11/18/2010
* Data from http://www.valenciacollege.edu/IR/StudentProfile.cfm
2010 – 2011 Annual Report page 20 Attachment 2
Seneff Honors College Blueprint Executive Summary
CONTEXT
In June of 2008, the CNL Charitable Foundation and the Valencia Community College Foundation entered an agreement to establish an endowment fund to support educational opportunities at the college. Part of the agreement was the renaming of the Valencia Honors Program to the James M. and Dayle L. Seneff Honors College.
During the 2009 – 2010 academic year, a committee met several times and developed a blueprint for program revision. In the fall of 2010, the plan was presented to the College Learning Council, the Faculty Council, the Instructional Affairs Committee, and other college groups whose mission directly impacts the proposed changes. And, on April 22, 2011, a college-wide honors summit was held to give shape to the final form of these ideas.
The inaugural class of the Seneff Honors College will be admitted academic year 2012 – 2013. The goal is to create an honors experience that builds on the strengths and flexibility of the present program, while providing purpose and meaning for students and faculty in the Seneff community.
VISION
The vision of the Seneff Honors College is to discover potential in students and inspire excellence.
ADMISSION TO THE SENEFF HONORS COLLEGE:
Admission of candidates into the Seneff Honors College is a consideration of a student’s potential beyond simply a test score or GPA. Students wishing admission to the Seneff Honors College will:
(1) Complete an application to Valencia College. (2) Submit standardized test scores to the Valencia Registrar’s Office or arrange to take the CPT at one of the Valencia campuses (transfer students may be exempt from this requirement). (3) Complete an online application to the Seneff Honors College through Atlas. (4) Submit a copy of high school transcripts to the Honors Office (for students who have graduated from high school within the last 2 years). (5) Submit a copy of all college transcripts to the Honors Office (for transfer students). (6) Provide at least one of the following to the Honors Office: a. Letter of recommendation from a teacher, school official, supervisor or community leader. b. Valencia Faculty Referral to the Seneff Honors College. c. Valencia Honors Student Referral to the Seneff Honors College. d. Alternately, students may request an interview with a Valencia Honors Faculty through the Honors Office. (7) Provide at least one of the following to the Honors Office: a. 500 word essay on a pre-determined topic. b. An original, written assignment of at least 500 words submitted for a grade in a recent high school or college class. The original paper showing teacher’s comments and final grade must be submitted.
2010 – 2011 Annual Report page 21 Attachment 3
Seneff Honors College Blueprint Executive Summary
ADMISSION TO THE SENEFF HONORS COLLEGE:
c. An original project, portfolio, or work demonstrating academic potential and creativity (examples include but are not limited to videos, blogs, webpages, poetry, art, etc.).
Alternative: A two-pronged admission process could be used. Students may choose to apply for admission into the Seneff Honors College or into the Honors Program. Seneff students would complete the above process, indicate intent to follow one of the tracks, attend honors orientation, and receive scholarships covering the cost of full-time tuition and books. Students admitted into the Honors Program would complete a less rigorous admission process, be eligible to take honors classes, and be eligible for a more limited number of term scholarships.
GRADUATION
Honors students will be offered three levels of graduation distinction:
(1) The term Seneff Scholars will be reserved for those students who successfully complete the curricular and co-curricular requirements of one of the program tracks within a maximum of 80 total credit hours, who earn no less than a “C” in each honors class, and who maintain a cumulative GPA of at least 3.5. (2) The term Honors Scholars will be reserved for those students who successfully complete at least 18 hours of honors coursework within a maximum of 80 total credit hours, who earn no less than a “C” in each honors class, who maintain a cumulative GPA of at least 3.5, and who complete the required co-curricular components. (3) The term Valencia Scholars will be reserved for those students who successfully complete at least 12 hours of honors coursework within a maximum of 80 total credit hours, who earn no less than a “C” in each honors class, who maintain a cumulative GPA of at least 3.25, and who complete the required co-curricular components.
Alternative: Latin honors (summa cum laude, magna cum laude, and cum laude) could be used to indicate students who fulfill requirements of the Seneff Honors College.
CURRICULAR AND CO-CURRICULAR PLANS
The Seneff Honors College will be designed around program tracks which will articulate distinct learning outcomes for students in those tracks.
PROGRAM TRACKS
(1) Interdisciplinary Studies Program:
Working Theory: To create an integrative, holistic education experience that can empower a global and diverse perspective.
2010 – 2011 Annual Report page 22 Attachment 3
Seneff Honors College Blueprint Executive Summary
Learning Outcomes: Students will be able to analyze primary sources, compare diverse cultures, evaluate different historic ages, apply principles of dialogic argument, etc.
Curricular Outline: Students must complete a total of 24 credit of honors work, at least 18 of which must be in three of the following IDH courses: a. IDH1110 – Interdisciplinary Studies in General Education I (6 credits) b. IDH1111 – Interdisciplinary Studies in General Education II (6 credits) c. IDH1112 – Interdisciplinary Studies in General Education (6 credits) d. IDH2120 – Interdisciplinary Studies in General Education III (6 credits) e. IDH2121 – Interdisciplinary Studies in General Education IV (6 credits)
Co-curricular Ideas: International travel experience, field trips to cultural locations, field trips, colloquia, reading circles.
(2) Leadership Program:
Working Theory: To create citizen scholars – individuals whose action is informed by theory and a commitment to community.
Learning Outcomes: Students will be able to explain leadership theories, evaluate others’ leadership styles, formulate an individual leadership theory, demonstrate an understanding of leadership principles by their actions, illustrate a continuing commitment to these principles by their post-graduate community involvement, and indentify opportunities to make social change / justice / transformation.
Curricular Outline: To satisfy the curricular aspect of the Leadership Program, students must complete the following courses: a. SLS2261H – “Honors Leadership Development” (3 credits) b. At least two of the following courses (6 credits) 1. SPC1608H – “Honors Fundamentals of Speech” 2. ENC 1101H – “Honors Freshman Composition I” 3. ENC 1102H – “Honors Freshman Composition II” 4. Any Honors Gordon Rule writing courses c. At least one of the following courses (3 credits) 1. POS2041H – “Honors U.S. Government” 2. INR2002H – “Honors International Politics” 3. AMH2010H – “U.S. History to 1877” 4. AMH2020H – “U.S. History 1877 to Present” 5. SYG 2000H – “Intro to Sociology” d. 2 credits of experiential learning (SLS2940H – “Honors Service Learning” and / or Internship) e. 9 credits of elective honors work (students are encouraged to work with an advisor to choose honors courses that fulfill general education and pre-requisite requirements for their intended major)
2010 – 2011 Annual Report page 23 Attachment 3
Seneff Honors College Blueprint Executive Summary
Co-curricular Ideas: Co-curricular requirements need to be constructed around involvement with the not-for-profit sector of the Orlando community. Each cohort should define their own opportunity. Perhaps a beginning experience (again, can be curricular or co-curricular) where the students in the cohort come together and research community issues – the research orientation can be stressed by having students start with issues stemming from the Phi Theta Kappa honors study topic. Through this initiating experience, students can learn all aspects of the leadership process and the idea that being a leader does not necessarily mean being on top. This initiation may also concentrate on organizational leadership and case studies. Mentorship should also be built into the co-curricular aspect of the program; students can be mentored, but they can also be mentors. The potential of the latter is tremendous and can involve students in addressing true community needs (e.g., local elementary schools, etc.).
(3) Jeffersonian Honors Track:
Every government degenerates when trusted to the rulers of the people alone. The people themselves therefore are its only safe depositories. And to render even them safe their minds must be improved to a certain degree. . . . By that part of our plan which prescribes the selection of the youths from among the classes of the poor, we hope to avail the state of those talents which nature has sown as liberally among the poor as the rich, but which perish without use, if not sought for and cultivated. Thomas Jefferson, Notes on the State of Virginia
The goal of the Jeffersonian track in the Seneff Honors College will be to identify highly motivated students in the Developmental, Student Success and EAP programs and move them into the honors program, thus building on the Jeffersonian ideal that, in a democracy, citizens of all stations must be granted the full-advantage of the education system. What, then, distinguishes the honors student from the non-honors student at Valencia is not innate ability or past fortune or prior planning but, rather, individual will – the will to face obstacles and challenges and, despite these, master circumstance.
Working Theory: What best defines an honors student is motivation. All students are potential honors students, and there are multiple pathways to honors. Within this context, the cohort community acts as a leavening agent to raise each individual within the whole.
Learning Outcomes: Students will self-identify as scholars, extend curricular work beyond program interests / requirements, construct interdisciplinary approaches to questions, etc.
Curricular Outline: To satisfy the curricular aspect of the Jeffersonian program track students must complete the following courses: a. IDH1XXX – “Honors Seminar” (1 credit) b. 21 credits of general education honors coursework c. IDH2XXX – “Honors Capstone Experience” (1 credit)
2010 – 2011 Annual Report page 24 Attachment 3
Seneff Honors College Blueprint Executive Summary
Co-curricular Ideas: Co-curricular activities should focus on building and sustaining a sense of community, such as service learning, short-term study abroad, mentoring, cultural field trips, reading groups, etc. In addition, students in this track should be required to engage in some aspect of involvement with local government.
(4) Undergraduate Research Track: (Target start date: Fall 2013)
Working Theory & Learning Outcomes: To be determined.
Curricular Outline: To satisfy the curricular aspect of the Undergraduate Research Track, students must complete: a. IDH2911 – “Honors Research Process” (3 credits) b. Individual Honors Study Plan (15 credits) – courses designed to enhance the individual student’s research plan, developed in consultation with the Honors Director and a Faculty Advisor. Approved study plans are kept on file in the Honors Office. c. Honors Project – the student will complete in conjunction with one of the honors courses in the Individual Honors Study Plan and under the guidance of the faculty a project that will define and execute a research question. Guidelines will be established regarding format, standards, and review of projects. d. Honors Electives (6 credits)
Co-curricular Ideas: Participation in the editing and publication of a Valencia Honors research journal, presentation of original research at local, regional, and national honors and / or discipline conferences, presentation of original research at Valencia Research Fair, etc.
CAMPUS-SPECIFIC APPROACHES
Campuses are encouraged to identify honors curricula and approaches that best articulate their own strengths, interests, and resources. Exploration of additional tracks and modification of above tracks are encouraged.
2010 – 2011 Annual Report page 25 Attachment 3
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
1. Which of the following best describes your current academic status? # Answer Response %
1 I have completed 0-15 credit hours. 39 25%
2 I have completed 16-30 credit hours. 51 33%
3 I have completed 31-45 credit hours. 27 18%
I have completed 46 or more credit 4 37 24% hours. Total 154 100%
2. Are you a full-time student? # Answer Response %
1 Yes 128 83%
2 No 26 17%
Total 154 100%
3. What is your age? # Answer Response %
1 Under 17 3 2%
2 17-21 71 46%
3 22-24 22 14%
4 25-29 19 12%
5 30-34 13 8%
6 35-39 11 7%
7 40-49 9 6%
8 50 or over 6 4%
Total 154 100%
4. What is your sex? # Answer Response %
1 Female 109 72%
2 Male 43 28%
Total 152 100%
2010 – 2011 Annual Report page 26 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
5. Which statement best describes your situation while a student at Valencia? # Answer Response %
I do not financially support myself or 1 50 33% anyone else. 2 I financially support only myself. 66 44%
I financially support myself and one 3 14 9% other person. I financially support myself and more 4 21 14% than one other person. Total 151 100%
6. Which of the following sources of financial aid do you receive as a student at Valencia? (choose all that apply) # Answer Response %
1 Valencia Honors Scholarship 45 35%
Bridges for Success 2 3 2% Scholarship Valencia Foundation 3 12 9% Scholarship Other Scholarship(s) from a 4 private agency, foundation, 13 10%
service organization, etc. 5 Bright Futures 29 23%
6 Pell Grant 92 72%
7 Subsidized Student Loan 58 45%
8 Unsubsidized Student Loan 43 34%
9 Work Study 13 10%
7. Are you the first person in your immediate family to attend college? # Answer Response %
1 Yes 54 36%
2 No 96 64%
Total 150 100%
2010 – 2011 Annual Report page 27 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
8. Which of the following best describes your class schedule? # Answer Response %
I take classes mainly 1 125 83% during the day. I take classes mainly 2 16 11% at night. I take classes mainly 3 10 7% online. Total 151 100%
9. At which location do you take most of your classes? # Answer Response %
1 East Campus 50 34%
2 Osceola Campus 20 13%
3 West Campus 73 49%
4 Winter Park 2 1%
5 Online 4 3%
Total 149 100%
10. Do you take classes at more than one location? # Answer Response %
1 Yes 55 37%
2 No 95 63%
Total 150 100%
11. Which degree program are you in? # Answer Response %
1 AA 121 80%
2 AS 23 15%
3 AAS 4 3%
Other / non- 4 3 2% degree seeking Total 151 100%
2010 – 2011 Annual Report page 28 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
12. What is your ultimate educational goal? # Answer Response %
1 Associate’s degree 7 5%
2 Bachelor’s degree 19 13%
3 Master’s degree 52 34%
4 Doctorate degree 42 28%
5 Professional degree (MD, JD, etc.) 31 21%
6 Other 0 0%
Total 151 100%
13. When did you apply for the Honors Program? # Answer Response %
1 During my first semester at Valencia 52 35%
2 During my second semester at Valencia 43 29%
3 During my third semester at Valencia 35 23%
4 During my fourth semester at Valencia 9 6%
5 After my fourth semester at Valencia 11 7%
Total 150 100%
14. How much Honors work have you completed? # Answer Response %
I have completed 0-5 credit hours of 1 82 55% Honors work. I have completed 6-11 credit hours of 2 29 19% Honors work. I have completed 12-17 credit hours 3 26 17% of Honors work. I have completed 18-23 credit hours 4 6 4% of Honors work. I have completed 24 or more credit 5 7 5% hours of Honors work. Total 150 100%
2010 – 2011 Annual Report page 29 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
15. Do you plan to complete the Honors Program and be an Honors Graduate? # Answer Response %
Yes, I plan to complete an Honors Degree 1 67 45% (24 or more credit hours of Honors work). Yes, I plan to complete an Honors 2 Certificate (12 or more credit hours of 66 45%
Honors work). 3 No, I do not plan to graduate with Honors. 15 10%
Total 148 100%
16. How did you first hear about the Valencia Honors Program? # Answer Response %
I received an email about the Honors 1 31 21% program. 2 A friend told me about the Honors program. 31 21%
A faculty member told me about the Honors 3 8 5% program. An adviser told me about the Honors 4 7 5% program. I saw a flier or brochure for the Honors 5 7 5% program. I found out about Honors from the Valencia 6 49 33% Web page. 7 Other (please describe on next block) 16 11%
Total 149 100%
18. Which of the following best describes your reason for choosing Honors? (please select only one) # Answer Response %
1 I wanted the intellectual challenge. 62 42%
I wanted to be able to take Honors or 2 19 13% IDH classes. I wanted to enhance my resume and / 3 51 34% or my transfer possibilities. I wanted to apply for an Honors 4 11 7% scholarship. 5 I wanted to travel on an Honors trip. 0 0%
6 Other (please describe on next block) 6 4%
Total 149 100%
2010 – 2011 Annual Report page 30 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
20. How would you rate the following: Min Max Average Standard # Answer Responses Value Value Value Deviation The overall quality of the 1 0 100 81.10 20.98 134 Valencia Honors Program The quality of the Valencia 2 0 100 84.38 20.60 133 Honors faculty The quality of the Valencia 3 0 100 84.52 20.05 132 Honors staff and administrators The quality and availability of 4 0 100 76.51 26.67 134 Honors advisers The overall quality of Honors 5 0 100 84.19 19.22 129 classes The range and availability of 6 0 100 55.73 29.54 131 Honors courses The availability of co-curricular 7 4 100 74.66 23.37 125 opportunities Opportunities for student 8 participation in Valencia Honors 0 100 80.02 24.05 130 decision-making
21. In your experience, Honors classes are: # Answer Response %
Much more rewarding 1 than non-Honors 70 49%
classes. Somewhat more 2 rewarding than non- 32 23%
Honors classes. No more rewarding 3 than non-Honors 8 6%
classes. Less rewarding than 4 0 0% non-Honors classes. I have not taken an 5 32 23% Honors class. Total 142 100%
2010 – 2011 Annual Report page 31 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
22. In your experience, Honors classes are: # Answer Response %
Much more challenging than 1 46 32% non-Honors classes. Somewhat more challenging 2 58 41% than non-Honors classes. No more challenging than non- 3 5 4% Honors classes. Less challenging than non- 4 1 1% Honors classes. I have not taken an Honors 5 32 23% class. Total 142 100% 23. In your experience, Honors classes involve: # Answer Response %
Much more work than non- 1 38 27% Honors classes. Somewhat more work than 2 61 43% non-Honors classes. No more work than non- 3 8 6% Honors classes. Less work than non-Honors 4 2 1% classes. I have not taken an Honors 5 32 23% class. Total 141 100% 24. Indicate the degree to which you agree with the following statements: Min Max Average Standard # Answer Responses Value Value Value Deviation The Valencia Honors Program taught me how to recognize and weigh 1 0 100 74.44 26.03 125 different perspectives in primary and secondary sources. The Valencia Honors Program taught 2 me how to produce original work and 0 100 77.05 26.08 124 scholarly research. The Valencia Honors Program taught 3 me how to connect learning across 0 100 78.05 26.07 124 academic disciplines.
2010 – 2011 Annual Report page 32 Attachment 4
Valencia Honors Program Student Survey Administered 5/31/2011 – 7/19/2011
25. Which of the following have you done during your time in the Honors Program? # Question Yes No Responses Mean Visited the Honors Web 1 124 12 136 1.09 Page Attended an Honors 2 42 94 136 1.69 Welcome / Orientation Visited an Honors 12 Resource Center (on East 82 52 134 1.39 or West campus) Attended an Honors 3 40 94 134 1.70 speaker event Attended any other Honors-sponsored activity 4 60 75 135 1.56 (social, info session, movie, etc.) Attended a meeting of the 5 Honors Student Advisory 54 82 136 1.60 Committee 6 Joined Phi Theta Kappa 47 87 134 1.65 Applied for a Valencia 7 85 51 136 1.38 Honors Scholarship Applied for a transfer 8 11 123 134 1.92 scholarship Participated in a field trip 9 27 108 135 1.80 with an Honors class Traveled on an Honors trip 10 (either to a conference or 18 115 133 1.86 on the spring break trip) Contacted (phone, email, 11 or in person) one of the 106 30 136 1.22 Honors program staff
2010 – 2011 Annual Report page 33 Attachment 4
Basic Characteristics of a Fully Developed Honors Program
Although no single or definitive honors program model can or should be superimposed on all types of institutions, the National Collegiate Honors Council has identified a number of best practices that are common to successful and fully developed honors programs.
1. The honors program offers carefully designed educational experiences that meet the needs and abilities of the undergraduate students it serves. A clearly articulated set of admission criteria (e.g., GPA, SAT score, a written essay, satisfactory progress, etc.) identifies the targeted student population served by the honors program. The program clearly specifies the requirements needed for retention and satisfactory completion. 2. The program has a clear mandate from the institution’s administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution. The statement ensures the permanence and stability of honors by guaranteeing that adequate infrastructure resources, including an appropriate budget as well as appropriate faculty, staff, and administrative support when necessary, are allocated to honors so that the program avoids dependence on the good will and energy of particular faculty members or administrators for survival. In other words, the program is fully institutionalized (like comparable units on campus) so that it can build a lasting tradition of excellence. 3. The honors director reports to the chief academic officer of the institution. 4. The honors curriculum, established in harmony with the mission statement, meets the needs of the students in the program and features special courses, seminars, colloquia, experiential learning opportunities, undergraduate research opportunities, or other independent-study options. 5. The program requirements constitute a substantial portion of the participants’ undergraduate work, typically 20% to 25% of the total course work and certainly no less than 15%. 6. The curriculum of the program is designed so that honors requirements can, when appropriate, also satisfy general education requirements, major or disciplinary requirements, and preprofessional or professional training requirements. 7. The program provides a locus of visible and highly reputed standards and models of excellence for students and faculty across the campus. 8. The criteria for selection of honors faculty include exceptional teaching skills, the ability to provide intellectual leadership and mentoring for able students, and support for the mission of honors education. 9. The program is located in suitable, preferably prominent, quarters on campus that provide both access for the students and a focal point for honors activity. Those accommodations include space for honors administrative, faculty, and support staff functions as appropriate. They may include space for an honors lounge, library, reading rooms, and computer facilities. If the honors program has a significant residential component, the honors housing and residential life functions are designed to meet the academic and social needs of honors students. 10. The program has a standing committee or council of faculty members that works with the director or other administrative officer and is involved in honors curriculum, governance, policy, development, and evaluation deliberations. The composition of that group represents the colleges and/or departments served by the program and also elicits support for the program from across the campus. 11. Honors students are assured a voice in the governance and direction of the honors program. This can be achieved through a student committee that conducts its business with as much autonomy as possible but works in collaboration with the administration and faculty to maintain excellence in the program. Honors students are included in governance, serving on the advisory/policy committee as well as constituting the group that governs the student association. 12. Honors students receive honors-related academic advising from qualified faculty and/or staff.
2010 – 2011 Annual Report page 34 Attachment 5
13. The program serves as a laboratory within which faculty feel welcome to experiment with new subjects, approaches, and pedagogies. When proven successful, such efforts in curriculum and pedagogical development can serve as prototypes for initiatives that can become institutionalized across the campus. 14. The program engages in continuous assessment and evaluation and is open to the need for change in order to maintain its distinctive position of offering exceptional and enhanced educational opportunities to honors students. 15. The program emphasizes active learning and participatory education by offering opportunities for students to participate in regional and national conferences, Honors Semesters, international programs, community service, internships, undergraduate research, and other types of experiential education. 16. When appropriate, two-year and four-year programs have articulation agreements by which honors graduates from two-year programs who meet previously agreed-upon requirements are accepted into four-year honors programs. 17. The program provides priority enrollment for active honors students in recognition of scheduling difficulties caused by the need to satisfy both honors and major program(s) requirements.
Approved by the NCHC Executive Committee on March 4, 1994; amended by the NCHC Board of Directors on November 23, 2007; further amended by the NCHC Board of Directors on February 19, 2010.
2010 – 2011 Annual Report page 35 Attachment 5