Transcript The USI Honors Program

The USI Honors Program
Presentation to the USI Foundation Board of Directors
Dane M. Partridge, Ph.D.
Associate Professor of Management
Director, Honors Program
November 17, 2005
Mission
“The Honors Program will
support our continuing
effort to improve
educational opportunities
for all university students
and will encourage more
highly motivated students
to reach their full potential
in the classroom, the larger
campus, and the wider
community.”
Background


Program admitted first
students Fall 1998
First University Honors
Scholars graduated May
2001



53 University Honors
Scholars have graduated to
this point
To date, ~ 600 students have
been accepted into Program
Presently, ~ 260 students
currently enrolled at USI are
in Program
Admission



1200+ SAT or 27+ ACT
automatically accepted upon
application (w/3.0+ hs gpa)
Others may apply (GPA, class
rank, etc.)
1998-2005, number of
“automatic qualifiers” applying
to USI increased 117%

USI is increasingly a “school of
choice” for top students in IN,
as well as IL and KY!
Program




Enhanced opportunities
Smaller classes
Priority registration
Honors housing



Theme floors now Living
Learning Communities
Freshman Interest Groups
(FIGs)
Designation on Diploma
Requirements

21 hours Honors credit
coursework (~3
hrs/semester), “A” or “B”,
3.25 overall GPA


Hons 101: Issues for the 21st
Century
University core/major




Honors sections, Honors
contracts
Senior synthesis
Service learning requirement
pending
“Broader in scope/greater in
depth”
Student Status (through Spring 2005)
Graduated, University
Honors Scholar
53
Graduated, did not complete
Program
101
Currently enrolled, good
standing (both active and
inactive)
162
Currently enrolled, probation
36
75
102
10
539
Probation, dismissed
Withdrew from USI
Resigned from Program
Total
Distribution of Continuing Students, by
School (and most common majors)
Fall 2002
Fall 2003 Fall 2004 Fall 2005
Science and Engineering (Biology)
29
39
59
61
Liberal Arts (English and Psychology)
52
61
54
49
Business (Accounting)
33
31
36
33
Nursing and Health Professions
(Nursing)
18
23
23
25
Education and Human Services (Elem
Ed)
23
22
18
24
24
179
9
185
14
204
6
198
Undecided
Total
Incoming Freshmen (“Automatic Qualifiers”)
Incoming Fall
Accepted by USI Enrolled at USI
Joined
Honors
(as % of those Program (as % of
accepted)
those enrolled)
1998
1999
2000
140
161
176
65 (46%)
78 (48%)
93 (53%)
21 (32%)
39 (50%)
38 (41%)
2001
2002
2003
248
239
257
118 (48%)
98 (41%)
115 (45%)
56 (47%)
48 (49%)
55 (48%)
2004
2005
250
304[1]
118 (47%)
130 (43%)
52 (44%)
50 (38%)
“Accepted” as of August 16, 2005; “enrolled” and “joined” as of August 17, 2005. Note that 33 of the 130 enrolled had a HS GPA < 3.0,
which would lead to a deferral of an application to the Honors Program; the adjusted ‘join rate’ is 52%.
[1]
Conclusions re: Mission, Purpose, Goals,
and Expectations

For students:





For faculty:

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Improved and expanded educational opportunities (esp in form of
independent study and tutorial relationships with faculty)
Honors Living-Learning Community
Distinction of graduation as University Honors Scholar
Identification with community of motivated students
Challenges and rewards provided by working with intellectually
capable and highly motivated students
For University:

Assists in attraction of talented students and recognition of
academic excellence
Toward NCHC “Fully-Developed Honors
Program”

Important foundation laid in Program’s first
seven years


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
Identifying targeted student population by clearly
articulated set of criteria
Clear mandate from institutional administration
Program Director reports to Assistant VPAA
Program requirements involve substantial portion of
participants’ coursework
Establishment of Honors Faculty Council and
Student Council
Toward NCHC “Fully-Developed Honors
Program”

Mixed progress re:

Program’s visibility and reputation in terms of providing standards
and models of excellence


Faculty participation and selection


Many Honors students have made minimal use of Honors advisors
Laboratory for innovation


More faculty members need to become involved in teaching Honors courses
Academic advising


Anecdotal evidence suggests Program becoming better known and supported
Most Honors courses involve contract sections of existing Core
Opportunities for Honors students to participate in regional and
national conferences

Lilly Initiative will provide funding, including Study Abroad
Toward NCHC “Fully-Developed Honors
Program”

Items needing attention:

Honors curriculum featuring special courses, seminars,
colloquia, and independent study


Program formulation relating to areas of concentration


Most Honors courses to this point involve contract sections of
existing Core
Ditto
Suitable quarters constituting an Honors center with such
facilities such as an Honors library, lounge, reading rooms,
PCs, and other appropriate décor