Background
THE GENESIS OF AN IDEA
The 1958 referendum to elevate Arizona State College at Tempe to university status marked a significant shift in Arizona's growth and economic development, reflecting a growing awareness of the need for honors education amidst concerns about ASU's academic standing Despite the referendum's provisions for honors programs, ASU dedicated minimal resources to these initiatives in its first 25 years, with only two colleges offering limited participation among a large undergraduate population By 1983, honors education existed merely as a nominal program, lacking substantive institutional support and failing to engage most students beyond a brief freshman seminar, ultimately representing a broader trend in public institutions' approach to honors education.
In the mid-1980s, Arizona faced the challenge of convincing college-age students that they could obtain a high-quality undergraduate education at its public universities While many strong students chose to attend the University of Arizona, only about 20% of the top 5% of high school graduates in the state decided to stay, with just 15% of National Merit Scholars remaining in Arizona for their higher education.
Chapter 1: The Genesis of an Idea
Merit Finalists are increasingly opting for universities outside of Arizona for their undergraduate education, leading to a long-term issue for the state and its institutions This trend forces faculty to tailor their courses to less talented students, negatively impacting the overall quality of education Furthermore, Arizona is losing its most valuable resource—human talent—by exporting its top high school graduates, who often settle permanently more than 125 miles away from their alma maters, even after obtaining advanced degrees This pattern highlights the urgent need for Arizona to retain its strongest students to foster a more educated workforce within the state.
Many states, despite having reputable public universities, struggle to provide adequate opportunities for talented and ambitious undergraduates, similar to Arizona's predicament This situation results in a loss for students, institutions, and advocates of public higher education alike The primary challenge lies in attracting, organizing, and graduating skilled students who can compete with those from elite institutions, which only cater to less than two percent of high school graduates each year If these elite universities are the sole providers of quality education for strong students, it highlights a systemic injustice within our educational network, ultimately failing to fulfill society's need for an educated citizenry Addressing this issue is crucial for the future of public higher education.
Democracy necessitates an educated citizenry, as emphasized by the founding fathers of the Americas Education is crucial for economic development and the nurturing of human potential and moral integrity within republics The interdependence between a democratic society and education means that self-governing citizens cannot exist without a well-educated populace, which in turn relies on effective public education While education may foster a certain elite, it should not be limited to them; public education must cultivate a citizenry capable of sustaining democracy Relying solely on private universities would not provide the necessary educational resources or equitable access for all members of society to achieve their desired life fulfillment This perspective invites a closer examination of honors education, particularly within large public institutions.
Honors education in the United States has its roots in the 1930s, beginning at Swarthmore College, where leadership aimed to provide a richer educational experience for top students while enhancing the institution's academic reputation With a small student body and a talented faculty, Swarthmore successfully achieved these objectives In the mid-1940s, public universities, driven by faculty rather than administration, began to address the needs of academically gifted students, who increasingly enrolled in institutions not traditionally known for academic excellence.
Faculty designed courses with enhanced reading and writing requirements that encouraged student and faculty discussions, focusing on significant literary works organized either historically or thematically These strategies aimed to enrich undergraduate education rather than to structure it, catering primarily to students already enrolled or planning to attend the institution, rather than attracting new ones The emphasis was on individual or small group engagement, rather than fostering a broader connection between students and university resources for mutual benefit.
Chapter 1: The Genesis of an Idea
By 1980, some universities had established honors colleges, though many had unconventional structures, such as the University of Missouri's honors college, which was integrated into the college of arts and sciences and lacked full academic recognition Despite this, these colleges, like traditional honors programs, adhered to the essential principle of tailoring honors education to the unique characteristics and requirements of their campuses In the early 1980s, directors of honors programs, especially at large public universities, faced challenges in positioning their programs to play a more pivotal role on campus and in addressing the needs of a broader student population, particularly those outside the arts and sciences disciplines.
Securing sufficient resources for honors programs posed a significant challenge, as many effective honors directors inadvertently created the perception that such programs could thrive without substantial institutional support Honors education, often seen as peripheral to the institution's core mission, benefited from the success of its students, while faculty found fulfillment in mentoring them, despite the lack of formal recognition and resources As dedicated faculty worked to enhance honors education, campus administrators offered only superficial support, as the honors directorship typically occupied a lower administrative tier with limited influence over resource allocation Compounding this issue, public universities in the 1980s faced declining state budgets, leading to a focus on reducing expenditures rather than investing in honors programs.
Honors directors faced significant challenges due to their isolation within collegiate silos, primarily within colleges of arts and sciences They struggled to engage students and faculty from other disciplines, such as engineering, where faculty believed their programs inherently qualified as honors Additionally, business faculty viewed honors as impractical, while fine arts and architecture faculty argued that their valued expressions differed from traditional honors programs.
As the demand for higher education rises among high school graduates and elite institutions remain static while private university costs increase, a growing number of qualified students are enrolling in public universities This shift provides faculty with enhanced opportunities to teach at advanced levels Consequently, there is a pressing need to reevaluate the nature, role, and structure of honors education in public institutions, prompting the question: What constitutes an honors education?
2) What role should honors education play in the life of a public insti- tution? 3) Where, administratively, should universities house honors education? The process of thinking through these issues constituted the avenue by which honors education entered into the mainstream of public higher education.
The legitimacy of honors education at public institutions has been questioned due to concerns that it creates an elite group of students by providing differential advantages through institutional funding Critics argue that this could lead to the diversion of tuition and fees from one student or group to benefit others However, this argument is weakened by the fact that universities already practice funding diversions, such as varying teaching responsibilities and class sizes based on disciplinary needs, and offering tailored services for students with special requirements like athletes Given the mission of public universities to deliver higher education to those capable of benefiting from it, the development of rigorous coursework for ambitious students is justified and legitimate.
Ambitious students represent a vital segment of the diverse special needs populations within universities Public universities are tasked with the responsibility of cultivating an educated citizenry to serve society effectively.
Chapter 1: The Genesis of an Idea leadership for it We have, as a social body, committed to the well-being of all, an obligation to provide support for each individual’s full actu- alization of her potential This principle must be fundamental in a democratic republic We have in the last thirty years been hampered in acknowledging our need to offer differential public support for strong students because we have come increasingly to view education as a pri- vate good, as something the individual personally and privately acquires and uses This view further underlies our tendency to reduce overall public support for higher education and charge college goers high tuitions and, often, user fees for special services But education is not simply a private good To be sure, those who have it enjoy the fruit of their labor; however, they are not the only ones who benefit from their education In fact, education is also a public good Education refines us and has the general effect of making us more sociable It nurtures our creativity and allows us to contribute more fully and rich- ly to the economic and cultural commonweal These reasons under- score why those in the Americas have argued so consistently and force- fully for publicly supported higher education.
The annual increase in honors colleges nationwide indicates a growing interest in enhancing the visibility of honors education at various institutions Many of these colleges evolve from existing honors programs, leading to either superficial name changes or comprehensive reviews aimed at improving honors offerings The Executive Committee of the National Collegiate Honors Council acknowledges the importance of this trend, emphasizing the need for genuine enhancements rather than mere rebranding.
The term "honors college" has become a misleading marketing strategy that creates the illusion of innovation while the core substance remains unchanged This trend undermines exceptional honors programs that maintain their integrity, as they believe their existing structure effectively serves their institutions Additionally, four-year university programs are experiencing heightened competition, prompting a reevaluation of their offerings in the academic landscape.
In the spring and summer of 2004, the NCHC Ad Hoc Task Force on Honors Colleges developed and disseminated a comprehensive survey to 68 honors colleges that identified themselves as affiliated with the NCHC, focusing on the characteristics of these institutions.
Out of 70 surveyed participants, we received responses from 38, with three incorrectly identified as a college, resulting in a relevant response rate of 54% While the findings from this survey are suggestive, they are not scientifically conclusive The statistics presented in this chapter are derived from the survey data This article was initially published in JNCHC 6.2 (2005): 121-36.
Chapter 2: Characteristics of the Contemporary Honors College
Until recently, the absence of a referee in the game left honors administrators in a weak negotiating position regarding name changes, leading to stagnation despite the need for reform This situation prompted the NCHC to create the “Basic Characteristics of a Fully Developed Honors Program” over a decade ago, yet lingering concerns over these guidelines have deterred discussions about honors colleges Unlike honors programs, honors colleges represent a specific subset that may not fit all institutional contexts However, institutions considering this transformation must be prepared to implement substantive changes beyond mere rhetoric.
In November 2003, NCHC President Norm Weiner reestablished the NCHC Ad Hoc Task Force on Honors Colleges to create a draft outlining "The Basic Characteristics of a Fully Developed Honors College," intended for discussion at the 2004 National Conference in New Orleans This draft was approved by the Executive Committee in November 2004 and officially endorsed with modifications in June 2005 The task force also conducted a survey of honors colleges affiliated with the NCHC, evaluating the common characteristics shared among these institutions The following is a preliminary descriptive analysis of the survey findings.
Methodology and Limitations of the Survey
Our survey faced several limitations that impact the reliability of our conclusions Initially, we aimed to identify all self-declared honors colleges, regardless of their affiliation with the NCHC, but the complexity of this task proved unfeasible given our time and resource constraints Ultimately, we decided to focus our survey on NCHC members listed in the national database as having honors colleges, resulting in a manageable sample of 65 institutions However, this approach led to additional challenges in executing the survey.
Peter C Sederberg highlighted discrepancies in a college honors list, noting that some known institutions were missing while others listed lacked actual honors programs Additionally, inaccuracies in contact information were identified Despite multiple revisions to address these issues, some affiliated honors colleges may still have been overlooked, for which we sincerely apologize.
We surveyed 68 institutions and received responses from 38, but excluded three without colleges, resulting in 35 valid responses from an adjusted total of 65 surveyed colleges, yielding a response rate of 54% Therefore, our 35 responses represent a refined subset of the original sample.
Our survey, spanning twelve pages, proved to be an unwieldy and intimidating tool, undergoing multiple revisions that ultimately increased its length While the initial drafts aimed for easily quantifiable responses, the final version incorporated numerous open-ended questions that, despite yielding rich insights, complicate straightforward analysis Although we gathered a wealth of information, not all of it directly relates to our primary goal of identifying common characteristics among self-described honors colleges Consequently, some busy deans may have set the lengthy survey aside without responding, despite our repeated requests for their input.
Despite pre-testing the survey with committee members, we overlooked some confusing questions that respondents encountered Upon reviewing the returned surveys, it became clear that certain open-ended questions generated non-comparable responses.
As the primary author of this preliminary report, I emphasize information relevant to the task force's mission of drafting the "Basic Characteristics of a Fully Developed Honors College." This document aims to provide context for our recommendations, although time constraints limit my ability to conduct statistical correlations However, I will highlight evident trends from the descriptive data, such as the observation that larger universities typically have larger honors colleges.
Our survey was divided into three major sections and a concluding set of questions This report follows a similar structure.
Chapter 2: Characteristics of the Contemporary Honors College
Quality honors programs vary significantly in their characteristics, reflecting the diverse environments in which they operate When an institution identifies itself as a college, it suggests a broader scope beyond a mere program Honors colleges often market themselves as offering the best of both worlds, typically combining the research opportunities of a comprehensive university with the intimate learning environment of a small liberal arts college The term "college" evokes notions of increased organizational complexity, diverse academic offerings, and greater resources, which are not usually associated with a single program Our survey aimed to evaluate the validity of these implications.
Most honors colleges are located within comprehensive universities, with 91% of survey respondents attending such institutions Only 9% are at four-year colleges with some graduate programs These universities differ significantly in size and complexity, featuring between 4 to 23 distinct colleges, averaging 8.8.
Honors colleges, though, relate to their university setting in differ- ent ways as indicated by the answer to a question on their overall structure:
68.6%: Centralized overlay structure of university undergraduate programs.
14.3%: Freestanding college, with own faculty and curriculum. 5.7%: Decentralized coordinating structure providing an hon- ors core overseeing departmentalized honors.
While a dominant form of higher education prevails, it is essential to recognize the legitimacy of independent colleges This raises important questions regarding their ability to leverage resources from the larger university system they belong to Additionally, the degree of coordination within a decentralized structure is worth examining, particularly concerning the existence of common standards across various programs.
Alternative Models
Miami Dade College (MDC) is a prominent urban community college that caters to a diverse student body, focusing on their varied needs, skills, and goals Recognized as one of the top community colleges in the nation, MDC is the largest single institution of higher learning in America, with over 165,000 students across eight campuses Committed to providing accessible, affordable, and high-quality education, the College prioritizes student success and ensures that learners' needs are central to its decision-making Accredited by the Southern Association of Colleges and Schools (SACS), MDC offers undergraduate programs in more than 200 fields and professions.
In 2001, Dr Eduardo Padrón, the College President, launched a vision initiative to revamp the college's honors programs aimed at attracting academically gifted students with Ivy League-level eligibility This initiative sought to create a nurturing and challenging academic environment for high-achieving individuals while offering a stimulating alternative for faculty The Honors College was envisioned as an incubator for greatness, providing a rigorous curriculum that encourages goal-oriented students to explore innovative ideas, engage in discussions on global and environmental issues, collaborate with experienced faculty, and participate in culturally enriching study abroad opportunities.
Chapter 3: The Honors College in a Two-Year College Setting experiences As an end result, this new initiative would bring about a perceptual change of the College by students as well as the community at large A dean was appointed to lead the establishment of The Honors College, and immediately, several committees and academic councils began extensive research and review of best educational practices. The task was now to set this vision in motion With consultants from the National Collegiate Honors Council (NCHC), a college-wide facul- ty Curriculum Committee designed a two-year curriculum for The Honors College that would allow students to engage in challenging, creative, and analytical work An Admissions Committee determined entry, retention, and graduation requirements for students in The Honors College Entry requirements were established: a combined SAT score of at least 1200 (Verbal/Critical Reading and Math) or a com- posite ACT score of 26, or a grade point average of 3.70 weighted or un- weighted with assessment scores at college-level skills as evidenced by the SAT, ACT or Computerized Placement Test (CPT) At least a 3.5 grade point average and completion of 60 credits with a minimum of
36 credits in honors-designated courses would be required for gradua- tion from The Honors College.
As The Honors College prepared to admit its first class in fall 2002, a comprehensive strategy was implemented for student recruitment and operational logistics College recruiters were instructed to forward names of eligible applicants directly to The Honors College, while testing officers and advisors referred potential students To enhance recruitment efforts, a list of high school seniors with a GPA of 3.7 or higher was purchased from the College Board Application packages, including an introductory letter, application form, and brochure, were mailed to prospective students Additionally, local high school counselors were invited to a luncheon to learn about The Honors College's curriculum, benefits, and goals, receiving application packages and promotional items to assist in their outreach.
To effectively promote The Honors College program within the community, a robust marketing campaign was implemented, featuring extensive print and media coverage This strategy encompassed interviews on several local television and radio shows, alongside targeted newspaper advertisements and eye-catching posters.
Alexandria Holloway banners, and signs, along with frequent visits to honors and Advanced Placement (AP) classes at feeder high schools.
To enhance the teaching quality in The Honors College, faculty members are required to complete an eight-hour Faculty Certification Workshop before their first class This workshop aims to immerse faculty in the unique characteristics of honors students and the foundational principles of The Honors College It covers the application of honors characteristics in course design, explores supplementary strategies for enriching student learning, and emphasizes the importance of analyzing and articulating student performance Additionally, the workshop fosters collaborative communities among faculty, promoting scholarly discussions and resource sharing With an average of fifty new participants each semester, the workshop remains a vital resource for faculty development.
The application process for The Honors College was more comprehensive than the standard MDC application, requiring a separate application, an official high school transcript, three letters of recommendation, and an essay Qualified students were invited to interview with an admissions committee comprised of faculty, staff, and directors from The Honors College across all MDC campuses This rigorous selection process culminated in the formation of the inaugural class, which was based at the Wolfson Campus.
Seventy-five students, comprising a balanced mix of recent graduates from local public and private high schools as well as second-year students enrolled at MDC, made up the inaugural group This diverse cohort included international students from regions such as Latin America, Europe, Asia, and Africa.
In its second year, The Honors College successfully retained sophomore students and welcomed 75 new freshmen at Wolfson Campus, with an equal number of freshmen admitted at both North and Kendall Campuses By 2005, The Honors College expanded its presence to three of Miami Dade College’s eight campuses—Wolfson, Kendall, and North—boasting a total enrollment of 400 students.
In the fall of 2006, The Honors College introduced a dual language program in Spanish and English at its fourth campus, InterAmerican This program was developed to meet industry demands and aims to equip students with true bilingual proficiency in reading, writing, and speaking in both languages Each semester, students engage in various courses that enhance their language skills.
Chapter 3: The Honors College in a Two-Year College Setting are taught entirely in English and some, entirely in Spanish Colloquia programs and leadership courses are presented in Spanish Faculty members who teach in the honors dual language program are required to be proficient in Spanish and use appropriate textbooks and resources.
While working with The Honors College students is rewarding, it became clear that many bright students choose to stay in the regular academic environment due to work, family commitments, or other limitations To address this, The Honors College offers additional honors courses for non-honors students, allowing them to engage in rigorous coursework and graduate with honors Interested students need to meet eligibility criteria and secure authorization from the campus honors director or department chair Additionally, the Honors Option Projects (HOPS) provide a contractual agreement between students and professors for honors credit, requiring students to attend all classes and fulfill the agreement's terms.
The Miami Dade College Board of Trustees has shown strong support for The Honors College by approving its restructured organization and appointing a Dean to lead its initiatives Each campus will have an honors director reporting to the Dean, responsible for managing academic, student, and administrative matters while ensuring consistency across the college These directors collaborate with campus leadership to enhance student success and engagement in programs and activities They work closely with department chairpersons to create course schedules and select faculty, while also planning college-wide initiatives and enrichment opportunities with The Honors College faculty Additionally, directors provide academic and career advising, register students, monitor academic eligibility, and facilitate honors faculty meetings.
At Miami Dade College, the organizational structure is designed to enhance academic consistency and resource availability across disciplines, with each discipline led by a convener or director reporting to an academic dean and campus president The Honors College, located at the Wolfson Campus, operates under the guidance of the campus president, allowing faculty to teach honors courses while remaining in their primary departments Faculty members must prioritize honors courses when selecting their teaching load, ensuring a focused academic experience Additionally, two faculty members are designated as Lead Faculty annually to facilitate communication between faculty and the campus director, organize events, address student concerns, and oversee student travel, thereby enriching the academic environment.
The general education curriculum is structured around interconnected learning communities that promote collaboration and scholarly engagement Honors college students are organized into one of three cohort groups to foster collegiality and effective cooperative learning Additionally, students must complete six credits in leadership courses: three credits focus on enhancing leadership qualities and personal skill development through community service, while the remaining three credits involve researching and preparing necessary documentation for transfer applications to baccalaureate-granting institutions.
Honors colleges at four-year universities vary in structure and focus, often influenced by institutional culture and traditions Typically centralized, these programs may be broad-based or concentrated within specific disciplinary colleges, sometimes starting with a two-year general education honors core While they generally accept students from all majors, some honors programs may function similarly to colleges without the official designation It is important to note that while my description of an honors college aligns with many others and reflects key characteristics of such institutions, it represents just one of several possible models.
Kent State University, located in Northeast Ohio, comprises eight campuses and features a moderately selective admission process at its Kent Campus With a total student population of nearly 34,000, the Kent Campus alone serves approximately 17,000 undergraduate students The university offers an extensive academic portfolio, including over 270 undergraduate majors, 93 master's programs, and 21 doctoral programs.
In 1933, a structured honors program was initiated, mirroring the early honors initiatives led by Frank Aydelotte at Swarthmore College in the 1920s, featuring guided independent reading and a senior thesis This tradition evolved into a university-wide Honors Program in 1960, and by 1965, Kent State established its Honors College, becoming one of the first in the nation, following Oregon and Michigan State The establishment of the Honors College was part of a broader decade of growth at Kent State, marked by the introduction of several Ph.D programs and an ambitious research agenda.
Chapter 4: The Multi-Collegiate University Setting beginnings as a normal school in 1910 through its creation of a College of Arts and Sciences and attainment of university status in the 1930s, the institution was ready to move into competition with other doctoral universities in the state in the 1960s Many new faculty members with a research orientation were hired; just in my own English Department, I was one of eight new faculty hired in 1969 as part of building the fledg- ling doctoral program Establishing an Honors College seemed a nat- ural concomitant on the undergraduate level of the new emphasis on research prestige The original proposal also argued the need for iden- tity and community among superior students previously scattered among departments and a status commensurate with the value the uni- versity placed on nurturing the abilities of such students What followed in short order was an expansion to a four-year curriculum, including a cornerstone sequence; honors residence halls; a scholarship allocation; independent admissions decisions; an office; and an expanded staff.
Over its 43 years, the Honors College has experienced consistent growth in enrollment, staff, funding, space, and reputation, receiving strong support from upper administration, colleges, and departments Additionally, the college successfully hosted the NCHC annual conference.
Since 1978, the Honors College has played a pivotal role in supporting approximately 1,160 students at the Kent Campus and around 200 students at regional satellite campuses Our mission focuses on recruiting and nurturing high-ability, motivated students through a comprehensive curriculum and robust support systems We embody key values from the university’s strategic plan, including academic excellence, engaged learning, and community service Additionally, the Honors College oversees various non-honors responsibilities, such as managing general education requirements, facilitating the dual-enrollment program for high school students, and leading initiatives like Honors Week and undergraduate research support, while also promoting teaching development through the University Teaching Council.
The Honors College staff structure includes a full-time dean, five professional staff members, 2.75 clerical staff, two graduate assistants, and a shared development officer While there are no dedicated faculty, the dean voluntarily teaches an honors course The professional staff and graduate assistants serve as advisors, providing mandatory advising appointments for students who benefit from priority registration Currently, each full-time staff member advises approximately 170 students, a number that has increased due to record freshman classes and improved retention rates Staff members have specific responsibilities, including Recruitment, Scholarships, Admissions, Study Abroad, Curriculum, Thesis, Budget, Advising, Communication, Alumni Relations, and Student Affairs An advisory Policy Council, composed of 12 faculty and 12 students, fosters collegial decision-making and professional development, which are key aspects of the college's workplace culture.
The curriculum aims to actively involve students in honors-level coursework annually, requiring a total of eight courses or experiences Most of the 60 to 70 sections offered each semester consist of honors versions of the university's general education requirement courses, ensuring a rigorous academic experience.
To graduate "with Honors," students must complete a 10-credit-hour senior thesis, while earning the title of "Honors College Scholar" requires finishing eight specific courses, including the two-semester Freshman Honors Colloquium, which has a successful 37-year track record The program emphasizes flexibility, offering a variety of options such as interdisciplinary seminars, mixed honors/non-honors sections, add-on contracts, individual investigations, community service opportunities, and learning contracts for study abroad Honors faculty, supplied by their respective departments, view honors teaching as a valuable university asset, enhancing faculty morale and aiding in student recruitment A dedicated budget of $56,677 supports departments in providing these courses, averaging $500 per section, and allows for the introduction of new courses or the preservation of existing ones facing budget constraints.
Chapter 4: The Multi-Collegiate University Setting
The honors faculty comprises experienced tenure-track and full-time non-tenure-track members, who play an active role in faculty selection, including the ability to veto candidates or cancel courses if necessary New faculty receive a one-hour orientation with the curriculum coordinator and dean, covering essential information from the Faculty Handbook Annual faculty development workshops and semesterly Freshman Colloquium instructor meetings address specific topics while allowing for open discussion Instructors can access modest financial support for field trips and resource purchases, with additional allocations from the university library to broaden material availability Teaching evaluations are conducted using a specialized honors form alongside the standard university evaluation, with consenting instructors' summaries made available for student review Instructors also assess class and student performance through an evaluation form For 18 years, the Distinguished Honors Faculty Award has been awarded based on student nominations, highlighting exceptional teaching within the program.
The 2007–08 honors budget totals approximately $550,000, with over $500,000 allocated to personnel salaries and the remainder for current expenses Additionally, $1.2 million is available annually for scholarships, supported by an aggregate of $1.1 million in scholarship endowments that generate over $50,000 in income each year These endowments, built over two decades from small to medium-sized donations, include a significant $485,000 from our largest single donor for study-abroad and thesis scholarships Fundraising efforts primarily target our 5,000 alumni, while also seeking modest support from local businesses for special projects Strong stewardship, effective alumni relations, and initiatives like the adopt-a-thesis-student program, aided by development officers and a phone center, have led to notable growth An Advisory Board plays a crucial role in enhancing communications and fundraising efforts.
The majority of our scholarship funding is dedicated to renewable scholarships aimed at attracting incoming freshmen, with approximately two-thirds of these students benefiting from awards that vary from $1,500 to full in-state tuition, currently valued at around $8,000 annually, alongside additional support through the May 4 Memorial.
Larry Andrews offers full-ride scholarships through the university's Founders Scholars program, which benefits students significantly While some freshman scholarships, like the Creative Artist Awards and physics scholarship, are major-specific, many honors scholarships are available for transfer students, minorities, and those participating in study abroad or thesis projects Additionally, endowed study-abroad scholarships provide $1,500 on top of the usual merit scholarship of $500 per semester, while thesis fellowships have increased from 9 to 18 and offer $1,000 each.
Since the 1960s, the Honors College has utilized residence halls and office spaces, culminating in the establishment of its first consolidated living/learning center in 1989, funded by a state Program Excellence Award grant This center featured three residence halls, a lounge, a library, a computer lab, and office spaces, marking a significant milestone in the college's development.
In 2006, we relocated to a newly constructed facility strategically situated near a residence hall complex, featuring a 230-bed honors residence hall and part of an additional hall This center encompasses 10,000 square feet, including four seminar rooms, a library/lounge, kitchen, offices, a workroom, and a spacious reception area, along with ample storage space.
WILKES HONORS COLLEGE AT FLORIDA ATLANTIC UNIVERSITY
Florida Atlantic University (FAU) is a Research Intensive public university in Florida, governed by the Florida Board of Governors and FAU’s Board of Trustees Established in 1964, FAU was the first U.S university to offer exclusively upper-division and graduate programs, thanks to strong partnerships with local community colleges However, due to significant population growth in South Florida, the university expanded to include freshmen and sophomores by 1984 Serving a six-county area that includes Broward, Indian River, Martin, Okeechobee, Palm Beach, and St Lucie Counties, FAU caters to over five million residents across a 140-mile span.
Florida Atlantic University (FAU), headquartered in Boca Raton, has expanded to seven campuses across the region and comprises ten colleges These include the Graduate College, Dorothy F Schmidt College of Arts and Letters, College of Engineering and Computer Science, Barry Kaye College of Business, College of Education, Charles E Schmidt College of Science, Charles E Schmidt College of Biomedical Sciences, College of Architecture, Urban and Public Affairs, Christine E Lynn College of Nursing, and Harriet L Wilkes Honors College FAU serves over 25,000 students with a diverse range of 82 undergraduate and 93 graduate programs Notably, the Wilkes Honors College is exclusively situated on the John D MacArthur campus in Jupiter.
Chapter 5: The Freestanding Honors College
In 1991, Florida Atlantic University (FAU) launched a lower-division honors program on its Boca Raton campus, accessible to students from all FAU colleges Known as the Honors Scholars program, it features a competitive application process and admits a maximum of 35 students annually.
The Harriet L Wilkes Honors College of Florida Atlantic University was uniquely established not through typical university initiatives, but by the Florida State Legislature, which allocated special funding over several years This initiative arose from concerns expressed by FAU Vice President Bob Huckshorn and Florida State Senator Ken Jenne regarding the exodus of academically gifted Florida high school graduates to out-of-state universities, with only one in four returning post-college Their proposal aimed to create a distinctive honors college that would provide a rigorous educational curriculum, addressing the need for enhanced honors opportunities within Florida's public universities.
1995 legislative session, and additional start-up funding was allocated in
In 1996, the university sought a Founding Dean for its Honors College, ultimately hiring William P Mech in the fall of 1997 Mech promptly assembled an admissions team and recruited five founding faculty members, who began their roles in the fall of 1998, even as the new campus was still under construction and lacked students Their primary objective was to develop an innovative undergraduate curriculum designed to attract academically gifted students and immerse them in a distinctive educational environment that fostered undergraduate research engagement.
The Wilkes Honors College operates as an independent institution within Florida Atlantic University (FAU), holding equal status with the other nine colleges The Dean serves as the college's chief administrative officer and has a direct reporting line to the Provost, actively participating in both the Council of Deans and the Provost’s Council.
The Wilkes Honors College is still growing When the college wel- comed its inaugural class of 72 students in the fall of 1999, there were
16 tenure-track faculty members and an Associate Dean For the fall of
In 2006, we projected that the college would enroll around 400 students and employ 36 faculty members As we move forward, the college is expected to grow to over 500 students and approximately 50 faculty members, achieving a favorable 10:1 student-to-faculty ratio.
The Wilkes Honors College’s mission statement, which is located on the college’s web site , affirms:
The Honors College is dedicated to providing a top-tier liberal arts education, ensuring a challenging and affordable learning experience comparable to elite institutions With small class sizes, rigorous academic standards, and a focus on interdisciplinary studies, we foster a vibrant community of committed faculty and a diverse student body We take pride in our commitment to public service, recognizing our responsibility extends beyond Florida to the nation, global community, and the environment.
In addition, the faculty created Guiding Principles for the college:
• To offer a liberal arts education of the highest quality
• To attract outstanding students from a wide array of backgrounds
• To build a dedicated and diverse faculty recognized for its excellence in teaching and research
• To link teaching, research, and service in order to convey, expand, and apply knowledge
• To promote breadth of knowledge, encourage depth of understand- ing, and bridge disciplinary divides
• To respect differences and recognize their educational value
• To cultivate critical thinking in the classroom and beyond
• To introduce students to the challenge of original research and discovery
• To produce global citizens through international, area, and envi- ronmental studies
The Wilkes Honors College’s mission statement and guiding princi- ples complement the university’s vision for the future: “Florida Atlantic
Chapter 5: The Freestanding Honors College
The university aims to be the preferred choice for outstanding and accessible undergraduate and graduate education, renowned for the quality of its programs across various campuses It seeks to be a model for collaboration with regional partners and to gain international acclaim for its contributions to creativity and research.
When the Wilkes Honors College opened for classes in the fall of
In 1999, the college was managed by the Dean and Associate Dean To accommodate growth, three Co-Chairs were introduced in May 2001, overseeing administrative tasks across Humanities, Social Sciences, and Natural Sciences As the college expanded further, two full-time, twelve-month Chairs were added to enhance leadership and support.
The Wilkes Honors College has its own dedicated Office of Admissions, distinct from Florida Atlantic University’s, allowing for targeted recruitment of academically talented students The Director of Admissions leads a team of four professionals who engage with high schools, attend college fairs, and communicate with prospective students across various regions of the state In addition to the university's application, applicants must submit a supplemental application that includes two letters of evaluation, a graded writing sample, and a résumé Each application is closely monitored by two clerical staff members before being reviewed by an Admissions Committee.
The Wilkes Honors College boasts a diverse administrative team, including seven Admissions professionals, a Director of Academic Affairs, a Director of Student Affairs, a Budget Director, and a dual-role Director of Development The college also employs an Assistant Director for both the Biology and Chemistry Labs, along with four support staff in the Dean’s Office Additionally, it benefits from the extensive professional resources available on the Jupiter campus, encompassing library services, financial aid, computer support, campus recreation, health services, and career counseling, among others.
The Wilkes Honors College stands out from traditional honors programs by employing faculty exclusively within the college, who are hired, promoted, and tenured without affiliation to disciplinary departments This unique structure ensures that all faculty focus solely on honors education, enhancing the academic experience Faculty members establish guidelines for evaluations and promotions, with tenured faculty serving on the college's promotion and tenure committee Successful candidates are then forwarded to the university-wide committee, fostering a collaborative environment that encourages innovative interdisciplinary curricular initiatives.
The Wilkes Honors College features a distinctive curriculum centered on liberal arts and sciences, as early consultants advised against providing the extensive range of programs available at the university Consequently, the college does not offer degrees in engineering, nursing, business, education, architecture, or urban and public affairs.
Students at Wilkes Honors College earn a Bachelor of Arts in Liberal Arts and Sciences, benefiting from a curriculum that features an interdisciplinary core encompassing various conceptual areas.
YOU SAY TOMATO, I SAY TOMAHTO: HONORS COLLEGE? WHO NEEDS IT?
You say eether and I say eyether, You say neether and I say nyther, You like potato and I like potahto
Honors education is a topic of ongoing debate among lawmakers, administrators, donors, parents, students, instructors, alumni, and the community, with discussions focusing on its purpose, the traditional curriculum, and the balance between scientific inquiry and liberal arts Key issues include the business models adopted by institutions, the need for uniform curricular objectives versus the right of students to choose their own educational paths, and the recent comparison between honors programs and honors colleges These discussions reflect the complexity and evolving nature of honors education as highlighted in NCHC journals.
This monograph explores the significance of creating an honors college, but this chapter focuses on the advantages of the traditional honors program An honors program can provide opportunities that are comparable to, or even exceed, those found in many honors colleges I contend that the benefits often attributed to honors colleges can also be realized within an honors program To illustrate this point, I will reference the Honors Program at the University of New Mexico.
Founded in 1958 with a $30,000 grant from the Carnegie Corp of New York, the University of New Mexico's Honors Program began with thirty students under the leadership of Dudley Wynn, Dean of the College of Arts and Sciences Officially integrated into the University in 1961, the program has grown to over 1,200 students and offers around sixty seminars each academic year The University Honors Program (UHP) provides a challenging curriculum that includes research, extracurricular activities, and community service opportunities for its students.
Chapter 6: You Say Tomato; I say Tomahto immersive program provides students with experiences that prepare them for graduate programs, professional schools, the job market, and life The structure of the Honors Program provides academic and social opportunities and reflects the full diversity of the campus and region. The Honors Program at UNM has served as a model and inspiration for many programs across the country Four of UNM’s five directors, including the current director, have served as president of the National Collegiate Honors Council That UNM should have played a role in set- ting the standards for honors education in the United States is a testa- ment to our institution’s innovative and historic commitment to under- graduate excellence Despite New Mexico’s relative financial disadvan- tages, the UNM honors ideal has given some of our best students world- class opportunities that compare favorably with those offered by presti- gious and wealthier universities Since 1998, for example, UNM Honors students have won two Rhodes, two Marshall, seven Truman, ten Goldwater, and ten Phi Kappa Phi Fellowships, competing successfully with peers from the best schools in the nation In addition, UHP grad- uates have been accepted to prestigious graduate and professional pro- grams at schools such as Harvard, Brown, Yale, Princeton, Michigan, Stanford, Washington University in St Louis, and Johns Hopkins.
Shifting from a program to a college enhances the visibility of honors, but it’s essential to clarify the desired type of visibility To effectively raise awareness among students, utilizing skilled recruitment tools is crucial In today’s technological landscape, developing a user-friendly website is increasingly important While informative brochures and advertising materials can be effective, they can be produced by both programs and colleges To truly spotlight honors on campus, it is vital to initiate and design exceptional curricular and extracurricular activities, such as lecture series and special field-based programs, which can elevate the honors program's recognition and reputation.
To enhance visibility to potential donors, achieving a college designation is not a prerequisite The University of New Mexico (UNM) boasts multiple endowments, including a significant one million dollar fund dedicated to supporting a distinguished visiting scholar However, a potential challenge may arise if affluent donors seek to associate their names with an honors college.
Rosalie C Otero donors can be persuaded to name programs as well as colleges The Katherine Simons Honors Program can be as effective as the Katherine Simons Honors College.
The UNM Honors Program has a million and a half dollar endow- ment and several other smaller endowments totaling over $700,000 We established an Honors Alumni endowment in 2004 that now has over
The New Mexico honors program, supported by annual contributions of $30,000 from alumni, may not rival the millions raised by other institutions, but it demonstrates that honors programs can successfully attract donors However, many of these donors prefer their funds to be allocated for specific purposes, which may not align with the honors program's mission Adapting our programs to meet donor demands could compromise the integrity and objectives of the honors college.
An honors program can certainly make use of donations to establish scholarships, travel awards, and even name the honors center.
The University of New Mexico's Honors Program offers a unique educational experience, distinct from disciplinary-based honors, allowing students to enjoy a comprehensive liberal arts education while pursuing in-depth study and research in their specific fields The program's mission is to provide challenging interdisciplinary and cross-cultural educational opportunities for highly motivated and talented undergraduates across all majors, fostering a vibrant community of scholars.
The major goals of the Program are the same as those of many hon- ors colleges They include the following:
• To develop persons able to integrate knowledge from different sources;
• To create students who can adapt to new environments;
• To develop active participants in a democratic society;
• To develop professional skills in formal writing, oral presentations, collaborative exchanges and intellectual dialogue;
• To develop the ability to understand and work with complex topics and situations; and
• To develop intellectual agility and honesty.
Chapter 6: You Say Tomato; I say Tomahto
The University Honors Program (UHP) caters to intellectually curious students by leveraging extensive resources from a major research university within an intimate liberal arts environment It features a rigorous and innovative curriculum designed for highly motivated individuals from diverse backgrounds and majors, fostering close relationships among students and faculty This collaborative community encourages the exploration and sharing of ideas within the Honors Center The program emphasizes interdisciplinary courses, often team-taught by faculty from various disciplines, allowing for a multifaceted approach to learning and a rich exchange of perspectives on various topics.
The seminar "Intellectual Property: Law in the Age of Technology" focuses on the Constitutional foundations of intellectual property protections, examining current statutes and case law that define ownership rights Students engage with key concepts such as copyright, patents, and trademarks while analyzing relevant case studies Additionally, the program emphasizes the importance of understanding technology and media in this context In another course, "From the Rockies to the Andes," students explore the comparative human impact and natural history of New Mexico and Argentina, participating in field trips and collaborating with scholars from both regions Another course, "The Promiscuous Object," delves into thought-provoking questions surrounding the subject matter.
Understanding the necessity of objects in our lives reveals their multifaceted roles as tools that enhance our functionality, symbols that reflect our social status, markers that define our personal identity, and vehicles for conveying knowledge and meaning.
The Honors Program provides a comprehensive curriculum across all four academic years, requiring students to complete 24 credit hours in UHP coursework It begins with core Legacy seminars that introduce honors concepts and significant ideas in Western culture, emphasizing essential college skills like critical and creative thinking, reading, writing, oral communication, and collaborative learning The 200-level seminars further develop these skills through cross-cultural examinations of various legacies and worldviews, while the 300-level seminars continue to build on this foundation.
Rosalie C Otero offers 400-level seminars that delve deeper into specific topics, fostering a greater sense of responsibility among students These seminars may culminate in publishable papers or collaborative mini-conferences For their capstone requirement, seniors can choose from three options: Senior Colloquia and Service Learning, Disciplinary or Interdisciplinary research and thesis or project, or student teaching These capstone options enable students to explore personal values and social ethics, gain practical teaching experience, or engage in independent research, ultimately supporting their goals within the Honors Program and enhancing their future prospects.
The UHP provides a range of field-based courses, including the Conexiones Program, which allows students to immerse themselves in language and culture in Mexico and Spain during alternate summers Participants live with host families, study Spanish, and gain insights into the local culture and history Additionally, the UHP offers a Biodiversity Program in Australia and a service-learning cultural program in India, enriching students' global experiences.
Many courses offer limited field study opportunities, such as one-day trips or weekend excursions For instance, students in the course “Sacred Sites” embark on a ten-day immersive journey to Northern New Mexico, exploring a rich tapestry of spiritual traditions, including Western, Eastern, Native American, new age, and communal practices Additionally, the course “Public Space: Monuments and Memory” involves visits to various significant monuments throughout New Mexico.
In July 2003, I was appointed Dean of the newly established Honors College at the University of Vermont, despite its non-existence at the time While I was on sabbatical the previous year, a university committee had been working to create this college My primary responsibilities included finalizing the college's institutional structure, navigating the university approval process, and recruiting the inaugural class for fall 2004 Previously, I had directed a college-wide honors program in UVM’s College of Arts and Sciences, but I had not been part of its initial design My role in developing the Honors College was influenced by the committee's prior work, leading me to respect their established framework and work within those parameters.
When I was asked to write an essay entitled “How to Create an Honors College,” I thought I should be a good sport; after all, I have, in fact, been intimately involved in the creation of an honors college.
As I set to work on the essay, however, it became embarrassingly clear that I had no particularly profound insight or special theory to offer about the creation of honors colleges Indeed, all I have is the experi- ence of one player involved in building one such college and the com- mon sense and pragmatic knowledge that grows from such experience. What follows, then, is a more modest and less authoritative essay than the above title suggests Perhaps what it lacks in deep theoretical insight or formulaic certainty, however, will be made up for by simply remind- ing readers about some of the key issues and tensions they will find themselves addressing in the event they take on the task of building an honors college.
Chapter 7: How to Create an Honors College
When establishing an honors college, universities must first clarify its purpose and goals, primarily focusing on attracting and retaining high-performing students This objective goes beyond mere market competition; it reflects a genuine commitment to enhancing the educational environment The presence of dedicated, high-ability students contributes significantly to the overall atmosphere in classes and the university, ultimately enriching the institution's educational mission.
To maximize the investment in an honors college, universities should ensure that the benefits extend beyond the immediate student body to enhance the institution as a whole It is crucial for the honors college to be intentionally designed to positively influence the overall academic environment, which may involve students engaging in coursework outside the honors program While adhering to the National Collegiate Honors Council's recommended coursework standards, the honors college should focus on enriching the entire university community by attracting exceptional students who contribute to various departments and programs Additionally, fostering collaboration with faculty across the university in both curricular and extracurricular activities is essential for the honors college's vitality and for enhancing faculty engagement Offering opportunities for non-member students in extracurricular and advising roles will further strengthen the university's commitment to a diverse and inclusive academic experience.
Bob Pepperman Taylor programming of the honors college to as broad a student constituency as possible.
An honors college should clearly advocate for a specific educational mission, particularly in promoting liberal learning, which is increasingly threatened by a focus on professional and technical education This approach values all forms of knowledge, not just the humanities or social sciences, fostering a broadly educated individual At the University of Vermont, our Honors College also aims to enhance interest in residential learning communities Additionally, honors colleges must uphold academic excellence while being politically acceptable across the university, a balance that requires careful navigation to satisfy diverse constituencies.
Honors colleges must function cohesively, avoiding the pitfalls of becoming mere marketing tools that compromise educational integrity They should provide a meaningful educational experience that benefits both their members and the broader university community If they focus solely on their immediate constituents, the overall strategic value of the investment in the honors college may be questioned Furthermore, honors colleges should leverage their unique position to foster educational innovation, encouraging initiatives such as residential colleges, service learning, and interdisciplinary scholarship.
One last observation about goals: for obvious reasons, the goals of an honors college should be articulated as clearly as possible during the
Chapter 7: How to Create an Honors College design period Nonetheless, goals will evolve during the design and establishment of the college, as possibilities and opportunities present themselves, and as negotiation with various constituencies shape the sit- uation For example, when the UVM Honors College was first imag- ined, the residential component of the program was of minor interest and focus Through a series of accidents, ranging from the nature of available facilities to my being hired to lead the project, the residential mission of the college grew in importance not only for the Honors College, but also as a pilot project for the university at large A balance must be struck between clarity of mission and openness to the evolu- tion of goals as the institution is conceived and developed.
To successfully establish an honors college, several key elements must be present from the outset First, strong support from the highest levels of central administration is crucial, as successful university innovations typically originate from this leadership Without the enthusiastic backing of the President or Provost, an honors college may struggle to secure the necessary resources and support to thrive Second, it is essential to mobilize diverse constituencies, including faculty across various departments, student representatives, deans, and administrative units, to participate in the design and establishment process This collaborative approach ensures that the college gains the legitimacy needed for its development Lastly, appointing a dean or a strong leader with the authority and resources to guide the process is vital, as a committee-led initiative may lack the cohesion and direction required to address the interests of multiple stakeholders effectively.
For a successful honors college, it is essential to have a dean with substantial resources and strong administrative support This dean must ensure adequate funding for new faculty lines to staff all honors college courses effectively, prioritizing full compensation for tenure-track faculty over part-time or adjunct rates This approach prevents the honors college from detracting from regular faculty resources and promotes a sustainable faculty pool Additionally, it is crucial to secure new funds from the outset to avoid a zero-sum dynamic with other departments, positioning the honors college as a valuable contributor of resources and students to the broader academic community.
Designing an honors college involves numerous decisions tailored to the unique context of each university Instead of focusing on a single model, it is essential to highlight key decisions and the various options they entail.
Here are some of the questions that must be answered:
The college's admission policy will determine whether it will accept any student who meets specific requirements or implement a competitive enrollment cap due to limited positions This decision carries significant implications for the college's curricular and staffing strategies.
• How selective should the college be? What percentage of the overall student body should it include? Should that percentage hold con- stant even as overall undergraduate enrollment fluctuates?
Chapter 7: How to Create an Honors College
• What percentage of the students will enroll in their first year, and what percentage will be able to join the college in their sophomore year or even later?
The admissions process for first-year students regarding the honors college remains unclear It is uncertain whether a distinct application will be necessary or if the honors college will extend invitations to the top candidates directly If a separate application is indeed required, clarity on how this will align with the standard admissions process is needed.
The application process aims to achieve diversity goals by admitting a balanced class that includes students from various undergraduate colleges, schools, and programs It will prioritize representation from historically underrepresented groups, ensure geographic diversity, and welcome first-generation students Additionally, the admission process will maintain a formal blind approach to all factors outside of strict academic eligibility standards.
An honors college should prioritize serving the entire university community by ensuring its admissions process is inclusive of all undergraduate schools, colleges, and programs To foster a more open and accessible institution, it is essential that a substantial portion, ideally around 50%, of students are admitted based on their university performance rather than solely on high school achievements.
Many decisions must be made about the curriculum, and here are a few of the key questions governing those discussions:
HOW NOT TO CREATE AN
I returned to the Honors Program office after my 11:00 class on
Since 1800, English poetry has evolved significantly, and although I intended to lead an honors seminar this fall, my department assigned me to teach a general sophomore literature class Fortunately, this class remains manageable with fewer than forty students, most of whom show a genuine interest in poetry, though a few are primarily motivated by a preference for classes that start after 11:00 AM.
The Honors Program recently moved into a modest bungalow on the outskirts of State Flagship University (SFU) after the school experienced significant growth, increasing its undergraduate population from 15,000 to 18,000 in five years This new location marks an improvement from the previous office suite in the basement of the Physical Sciences Building, which was often plagued by a lingering chemical odor that caused headaches among the staff I believe my correspondence with the Campus Health and Safety Office played a role in facilitating this relocation.
Our new home significantly enhanced our living space, featuring a living room that doubled as a reception area and a dining room transformed into a student lounge with kitchen access The master bedroom became my office, complete with a private bath, while the other three bedrooms accommodated my administrative assistant and our two versatile advisors Although the backyard was somewhat overgrown, we managed to set up three picnic tables, creating a gathering spot for students when the weather allowed.
“Dr Haggard wants you to call him immediately,” Theresa, my AA, shouted to me as I walked by her bedroom office.
“Did he say what he wanted?”
“Nope; just that it was urgent.”
"Donald Publius" serves as a fictional narrator in this entirely made-up tale The events described are purely imaginative, and any similarity to actual universities, whether existing or historical, is entirely coincidental.
Chapter 8: How not to Create an Honors College
I anticipated my dismissal, but my relationship with Haggard, the Associate Provost for Undergraduate Education, was strong He played a key role in my appointment as director of the Honors Program, and despite rumors of his impending departure after Provost Cathcart's arrival at SFU, he remained in his role Cathcart, ambitious and eager to advance his career, seemed to overlook undergraduate education in his plans At fifty, Haggard was eager for recognition, and I speculated he would soon seek opportunities elsewhere if he didn't make a significant impact at SFU within the next three years.
“We have an appointment with the provost at 3:00 PM.”
“Yes, today Do you have anything you can’t cancel?”
My calendar was surprisingly open, as students had adjusted to the semester and the typical crises had yet to arise, with fall advisement still a month away While I would have prioritized a meeting with the provost over surgery, I needed to head home to change out of my casual class attire, which consisted of a tie-less Oxford shirt, blue jeans, a tweed jacket, and running shoes.
“I’ll be at your office at 2:55.”
“Theresa, I’m out’a here I have to go home and get my suit I have a meeting with the provost Cancel all my appointments for this afternoon.”
“Hah.” I didn’t anticipate how rapidly that was going to change.
Entering the Executive Administration Building felt like stepping into a different realm, characterized by thick carpets, quiet and efficient staff, and a relaxed atmosphere reminiscent of a new luxury car However, the absence of students was palpable, leaving a noticeable void in the environment.
Provost Cathcart, a tall and attractive man with a tendency to gain weight, presented himself well in his expensive suit As he shook my hand, he eyed my attire with skepticism His soft yet confident voice commanded attention, making it essential to focus on his words Despite being trained as a political scientist, he had been steadily advancing in university administration since he achieved tenure.
My god, I thought, he does resemble Alec Baldwin in 30 Rock.
“Professor Publius, you are aware that Upstate University is starting an honors college, yes?”
Six months ago, I sent a memo to Haggard outlining UU’s plan and highlighting its potential negative impact on our recruitment efforts, particularly for in-state students I recommended forming a task force to quickly develop a proposal for establishing an Honors College.
I leapt to the conclusion that the task force would now be formed I was wrong.
“The Trustees, the President, and I have concluded that as the flag- ship university, we must have an Honors College, too.”
“So this Friday I am going to announce the establishment of our Honors College”
“A planning task force?” I thought that’s a short time to put a group this important together.
Cathcart looked at me as if I were surprisingly slow for a professor.
“No, Publius; the College We intend to start recruiting this year for next year’s incoming class.”
“I want you and Haggard to implement the College You have an advisory committee, right?”
“Ah, yes Five faculty and three students, plus me.”
“Lose the students; they should not be involved in this.”
“I can’t do that; it’s in our charter.”
Cathcart’s eyes narrowed slightly as he stared for a two-count at me.
Haggard is tasked with forming a new committee consisting of five faculty members and Publius, with Haggard serving as the chair It's essential for the committee to begin their work promptly, and Haggard is expected to provide weekly updates during the Provost’s Council meetings.
“Excuse me, Provost Cathcart, but I have a question.”
Cathcart glanced at his watch “Yes?”
“Resources Are we going to receive more resources?”
Cathcart relaxed “Of course I have already allocated $250,000 to Enrollment Management for enhanced recruitment.”
As we approach the middle of September, it's crucial to prioritize recruitment efforts immediately With application deadlines set for January 1, we must engage with Flack in Enrollment Management, who has already developed a comprehensive publicity strategy to enhance our outreach.
Chapter 8: How not to Create an Honors College
He does? I thought That’s the first I heard of this.
Haggard and the committee are collaborating on the structure and programs of the College I am open to considering any recommendations for support at the right time Thank you for your understanding.
I staggered back to the bungalow.
“What’s up, boss?” Theresa asked as I walked by.
“It’s going to be a long year,” I replied.
Our honors program at SFU was a pretty good one We had around
With over 800 above-average students, our program excelled in the first two years; however, we struggled to retain many of them beyond their sophomore year Primarily, we focused on providing honors sections for general education requirements, positioning ourselves as a lower-division operation.
We have introduced freshman and sophomore honors seminars covering diverse topics eligible for general education credit Recently, we expanded our offerings to include upper-division seminars in response to student demand While the majority of our courses are housed within the College of Arts and Sciences, students from other undergraduate colleges, such as business and engineering, are welcome to participate.
Around 80% of freshman and sophomore courses were exclusively honors sections, with additional courses featuring embedded honors sections that allowed students to earn honors credit through approved projects Students who accumulated 24 honors credits received an honors certificate, typically by the end of their second year Most departments, particularly in Arts and Sciences, provided opportunities for departmental honors, though the requirements differed across units.
SUSTAINING VITALITY IN THE ESTABLISHED HONORS COLLEGE
That he not busy being born
In the past fifteen years, a substantial number of honors colleges have emerged across the United States, building on the foundation of longstanding honors programs While some institutions merely rebranded existing programs, others undertook extensive planning to facilitate a meaningful transformation, focusing on growth and program enhancement.
At some stage, an honors college may reach a plateau where its initial mission appears fulfilled, yet the journey is far from over Maintaining momentum introduces ongoing challenges, such as developing the next semester's schedule, recruiting the upcoming class, and providing consistent advisement, albeit with familiar issues presenting themselves in new forms This phase may coincide with a change in leadership or prompt an external review by the Provost, especially in light of impending accreditation visits Ultimately, this juncture invites reflection on how to sustain the college's vitality and address the question, "What comes next?"
If an honors college has successfully achieved its founding goals, university leadership might consider broadening its vision by increasing enrollment, particularly with more qualified students This approach may also appeal to the honors dean, who might see it as a way to enhance the program's prestige and impact.
Increasing the student population by 200 necessitates the hiring of an additional advisor, while a rise of 400 students calls for an extra associate dean These staffing adjustments enhance budgetary leverage, expand available space, and elevate the institution's influence within the Council of Academic Deans.
Chapter 9: Sustaining Vitality in the Established Honors College
To overcome stagnation, honors colleges can expand their functions by incorporating various ancillary activities, such as managing merit scholarships, facilitating undergraduate research, coordinating study abroad programs, and overseeing national scholarship competitions While these initiatives are valuable and necessary, simply bundling them under an honors college does not enhance the program's vitality; instead, it may dilute its core mission.
Embracing the role of an institution's center for academic innovation, honors programs aim to attract and serve highly motivated and academically talented students By effectively supporting these students, institutions can enhance their recruitment efforts The mission of fostering a vibrant academic environment involves creating a space for experimentation where top faculty and students collaborate to enrich each other's education An honors college, distinct from typical programs, is uniquely positioned to cultivate this innovative atmosphere due to its increased visibility among faculty, who are key to driving innovation Furthermore, a well-developed honors college integrates across various disciplines, fostering collaboration and attracting the best faculty with their innovative ideas, thereby generating momentum for continued success.
For a college to foster significant innovation, it must first establish a solid foundation that supports its core mission If the institution is grappling with challenges such as a growing student population, insufficient facilities, and inconsistent scheduling, it will likely struggle to allocate the necessary resources and energy for meaningful advancements.
A college needs a flexible approach to curriculum development to effectively respond to emerging opportunities If the curriculum is rigidly defined, any new proposals may struggle due to structural limitations, regardless of leadership intentions Additionally, the college should manage discretionary resources to foster this development, which typically requires robust support from university leadership or significant endowment income dedicated to curriculum advancement.
Reflecting on my rewarding tenure as dean of the South Carolina Honors College, I aim to encapsulate my joyful experiences through specific anecdotes that illustrate my journey.
Our College evolved from an existing honors program, with a formal proposal for the honors college developed in 1975 by a committee I served on, chaired by Bill Mould, the director of the Honors Program Together, we navigated the draft proposal through all levels of university approval, but it was ultimately tabled by the outgoing president for the new president's consideration.
In 1976, I succeeded Bill as the honors director, and in 1977, I was tasked by the new president with implementing our proposal, leading to the admission of the college's first class in 1978 Bill and I were both finalists for the head of the College, and he was appointed in 1979, which proved advantageous as the president then prioritized appearance over substance, making it difficult for Bill to secure necessary resources It wasn't until John Palms took over as president in 1992 that the resources began to align with our vision, ultimately leading to my appointment as dean.
1994 just as the new resources flowed.
Bill successfully established the foundation for the College, aiming to create a living/learning honors community on the University’s antebellum Horseshoe The innovative plan included a flexible curriculum that would allow for diverse topics and seminars across all undergraduate disciplines, alongside interdisciplinary courses for upper-level students Additionally, the College proposed an interdisciplinary degree, the Baccalaureus Artium et Scientiae, which received approval from the South Carolina Commission on Higher Education in 1981.
During his 15-year tenure, Bill achieved remarkable success with limited resources, overseeing the relocation of College offices to the Horseshoe and streamlining the original curriculum plan for improved efficiency He effectively managed the admissions criteria and process, resulting in a steady increase in enrollment from 130 to approximately 180 students per incoming class Additionally, he expanded honors housing on both the inner and outer Horseshoe, and most notably, he facilitated a significant infusion of resources for the College.
Chapter 9: Sustaining Vitality in the Established Honors College recurring resources that began my first year and ultimately represented a 50% increase in the annual budget over a three-year period This cash infusion accompanied a mandate to increase the freshman class to 200 students Although challenges remained, Bill bequeathed the resources to achieve our goals.
In 1995, the College welcomed its inaugural class of over 200 students Over the following two years, I successfully expanded and renovated honors facilities, secured a refurbished freshman residence hall on the outer Horseshoe, and developed plans for more honors classrooms Additionally, with President Palms' goal of increasing the freshman class size to 250, I obtained approval for a significant budget increase, enhancing our base budget by one-third.
If It Ain’t Broke, Don’t Fix It
In July 2005, I joined the South Carolina Honors College (SCHC), which was thriving and certainly not in need of repair However, I soon recognized my own lack of experience and understanding of the College's essential components, leading me to realize that any attempts to change things could potentially cause harm While I was enthusiastic about leading such a successful institution, I understood that the risks involved were significant, and achieving positive outcomes would demand a high level of creativity.
I became the Dean of the Honors College on July 1, 2005 Established in 1978, the Honors College is one of the oldest and most developed honors programs in the country My predecessors, Bill Mould (Dean from 1979 to 1994) and Peter Sederberg (Dean from 1994 to 2005), played key roles in the college's founding vision during the 1970s, a period when I was transitioning from high school to graduate school through college.
As a seasoned faculty member at USC, I recognized the exceptional qualities of the Honors College, where students consistently outperformed their peers in the general university population The College encouraged professors to explore innovative teaching methods beyond their traditional disciplines Additionally, it successfully launched an exciting undergraduate research program that further enriched the academic experience.
The College exceeds expectations, with Honors College students achieving SAT and GPA scores comparable to those of Ivy League institutions This impressive performance reflects the College's strong academic standards and extensive curriculum, offering over 300 courses annually across various disciplines Additionally, the College actively engages in travel courses, high school summer programs, and internships, showcasing its commitment to providing a well-rounded educational experience Overall, I inherited a well-established and reputable institution.
When I arrived, I knew nothing of admissions and enrollment man- agement, nothing of student housing, and little about prestigious
Chapter 10: Following in the Footsteps of the Founders national fellowships I soon learned about all of these things and many others as well, and I have come to a deep and profound appreciation of all the work that my predecessors have done The South Carolina Honors College is indeed an impressive college that legitimately com- petes with the best private and public undergraduate schools.
The dean of a college plays a crucial role in promoting the institution to prospective students, parents, faculty, university administration, and potential donors To effectively advocate for the College, ownership of its values, practices, and identity is essential While I have embraced many of the ideals established by my predecessors, my leadership has also introduced necessary changes This evolution is critical for my success in guiding the institution, and it remains to be seen how these adjustments will impact the well-oiled machine I inherited.
Mail-Order Bride Put to Immediate Test
Perhaps my first impression on arriving at the Honors College in July
In 2005, I found myself as an outsider in an arranged marriage, unfamiliar with my new colleagues in the Honors College after transitioning from chairing the Department of Philosophy The Provost, whom they viewed with suspicion, placed me in this role without my consent Unlike my previous environment, where faculty drove most initiatives, the Honors College staff was primarily non-faculty, leading to significant cultural and psychological differences Faculty members often prioritize their disciplines over institutional loyalty, while staff excel at operational tasks but may lack insight into educational objectives My initial challenge was to bridge these gaps and foster collaboration.
I had to learn how to relate to and motivate my staff I inherited an excellent staff with considerable good will, and I believe I have made fairly rapid progress with them.
Upon my arrival at the College, I intended to take my time to understand my staff and institution before implementing any changes However, I quickly found myself navigating challenges, particularly when the Associate Provost and Dean of Undergraduate Studies proposed creating departmental honors tracks He argued that the existing Honors College primarily benefited high-achieving students from high school, leaving late-bloomers without recognition or opportunities As a fellow late-bloomer, I resonated with his concerns, yet I was wary of making significant changes so early in my tenure, fearing it might undermine the core identity of the College.
Critical decisions regarding space utilization emerged as the College contemplated the construction of a new residence hall for freshmen and sophomores in the Honors College Concurrently, the inadequacy of the College's administrative offices prompted discussions about incorporating new office spaces into the residence This dilemma was particularly challenging due to the College's current location on USC’s historic Horseshoe, a central and symbolically significant area of the campus known for its beautiful blend of green space and buildings Relocating to the new residence hall would mean distancing the College from this iconic center and its upperclassmen residents, who enjoy living on the Horseshoe Conversely, remaining on the Horseshoe would complicate the search for adequate space in such a desirable location, posing risks given my lack of experience in university space politics.
In conclusion, the contrast between the necessity for change and the caution against altering what is functioning effectively is largely theoretical If change is not implemented, it may hinder progress and innovation.
Chapter 10: Following in the Footsteps of the Founders come from the internal logic behind the need to own the institution, it will come from external forces Change happens.
Change is inherently challenging, particularly regarding the College's control over the honors distinction and its location However, I have proactively initiated various improvements in College procedures, personnel, programs, policies, and marketing strategies While these changes have led to some growing pains for my staff, our collaborative efforts have fostered a deeper understanding and appreciation among us, transforming our initial struggles into a cohesive partnership.
A new dean brings several advantages, particularly in addressing the longstanding issues within the Honors College's course reservation system, previously managed through a "book of names." This system was essential for controlling course access and facilitating early advising for students, as the University Registrar had not accommodated these needs The previous approach was inconvenient for students and resulted in insufficient enrollment data However, with a fresh perspective and no prior conflicts with the Registrar, the new dean sought assistance and successfully received support to improve the situation.
The traditional "book of names" has been replaced, and now honors students enroll in Honors College courses through the same registration system used by all University students This improvement reflects ongoing enhancements to procedures.
Upon taking over a College with limited office support, I discovered that the same two staff members had been in place for decades, with one starting in 1974 and the other in 1985 Initially, this setup was sufficient for the Honors College, which had around 500 students and a minimal administrative team However, by the time I arrived, enrollment had surged to 1,150 students, necessitating an expanded team of three Associate Deans, three Advisors, and an Information Technology Manager This growth, while gradual, ultimately led to administrative space challenges Each incremental change had not overwhelmed the system at the time, but I quickly realized that the College was functioning in survival mode, merely completing tasks without strategic planning for future needs.
Davis Baird's arrival left little time for evaluation, prompting the addition of essential office support staff We now have a team of four managing the office, alongside a new director of development This growth, coupled with typical personnel turnover in established roles, has resulted in the unexpected scenario where I have hired over half of the current staff, marking my transition into an old-timer role.