University of Nebraska Kearney

Honors Program Assessment Report: 2006

Submitted Fall, 2006

UNK Honors Program: Assessment Report 2005

Assessment Mission Statement:

The purpose of the Honors Senior Study is multi-faceted, yet focuses on three main goals: to enable Honors students to demonstrate the ability to form and support a coherent position on an issue or topic, utilizing critical thought, reason, and analysis; To demonstrate the ability to use, in writing or multimedia, the forms of reference, the materials, and the ideas of specific academic areas in the manners of discourse appropriate to particular disciplines; and to draw some conclusion which leads to self-evaluation.

Learning Objectives: Assessment of Honors Senior Studies/Senior Exit Surveys

Direct measure of learning objectives is a matter of evaluation of Honors Senior Study/Capstone Course products. These take many forms, listed as follows:

Performance Measures:

• Capstone Course
• Capstone Experience
• Internship
• Portfolios
• Projects
• Writing Samples/Research

A random sampling of Honors Senior Studies from each of the four Colleges are then assessed/evaluated by the Directors of the Honors Program in collaboration with the College representatives on the Honors Advisory Council, who either assess/evaluate the Honors Senior Studies themselves or procure evaluators from appropriate departments (other than the faculty mentor(s) who directed particular Honors Senior Studies).  The assessment/evaluation is conducted with the following rubric:

General Rubric 

Assessment Measures: Direct

This measurement is coordinated by the Associate Director per the random sampling of Honors Senior Studies from all four colleges; the actual evaluation is done according to the rubric listed above by the collegiate representatives from each of the four colleges.  If particular Senior Studies are out of the realm of the collegiate representatives’ academic area, their charge is to procure an evaluator from the appropriate college from whence the Senior Study originated, excluding the actual faculty mentor who oversaw the student’s Honors Senior Study project.

This will be the third year in which Senior Studies are evaluated since the outset of this assessment plan in 2003.  From 2007 on, such assessment will take place every other year.

For spring, summer, and fall graduates of 2005, 4 Honors Senior Studies from each college were randomly selected for assessment/evaluation by the Honors Council college representatives.  The total number of submitted Honors Senior Studies for 2005 will be 89.

General Rubric 

College of Business and Technology:

“The Village Park West by Centex Homes.”  Holz, Christopher, Spring 2005.
ITEC 499H Kuskie, Larry
Exemplary in all categories;

“Marketing  Plan Portfolio: Combined Honors Work in Seven Different Courses from BFIN, BMGT, and BMKT.”  Goetz, Benjamin, Fall 2005.
BMKT 420H Yeagley, Marsha
Proficient in all categories;

“’National Jewel’ Case Study.”  Arens, Emily, Spring 2005
BFIN 482H Borden, Karl
Proficient in all categories.

“Business and the Church: A Comprehensive Study Relating Essential Business Functions to Operations in a Local Parish Setting.” Kochenderfer, Erin, Spring 2005
BMGT H Lebsack, Sandra
Objective 1, Proficient; Objectives 2, 3, 4, Exemplary.

College of Education:

“Student Teaching—Elementary Education—Houston, TX.” Short, Kimberly,
Fall 2005.
PTE 400H 
Exemplary in all categories.

“Student Teaching in Elementary and English as a Second Language.”
Clark, Ashley, Spring 2005
PTE 400H
Objectives 1, 2, Proficient; Objectives 3, 4, Exemplary.

“Aspects of Athletic Training.” Meade, Sarah, Spring 2005.
PE 499H Unruh, Scott
Exemplary in all categories.

“Senior Study—A Clinical Practicum Journal.” Tompkins, Sarah, Spring 2005.
CDIS 480H Taylor—Morrow—Lewis
Exemplary in all categories.

College of Fine Arts and Humanities:

“Multimedia Directed Study.”  Ostberg, Erin, Spring 2005
JMC 498H Hogg, Nanette
Objectives 1, 2, Proficient; Objectives 3, 4, Exemplary.

“Demons; of The Plight of the Uneducated Democratic Soul.” 
Westbrook, John III, Spring 2005.
PHIL 490H Martin, Thomas
Objectives 1, 3, 4, Proficient; Objective 2, Exemplary.

“Reflections on Writing: A Senior Portfolio.” Torgrimson, Micah, Spring 2005.
ENG 411H Kruse, Martha
Exemplary in all categories.

“Caryl Churchill’s Cloud 9: Dramaturgical Notes.”  Dawson, Charise, Spring 2005.
THEA 423H Garrison, Jack
Exemplary in all categories.

College of Natural and Social Sciences:

“Political Science Internship: Senator Chuck Hagel.”  McCarty, Thomas, Fall 2005.
PSCI 475H Longo, Peter
Exemplary in all categories.

“Thermodynamics of Dust Particle Interactions in Plasma.” Vogel, Kevin, Spring 2005.
PHYS H Markes, Mark
Exemplary in all categories.

“Not the Crime of the Century: The Legal Proceedings of Lewis Ford Denison in the Murder of John Shada.” Boyer, Terra,  Spring, 2005.
HIST 482H Ellis, Mark
Exemplary in all categories.

“Honors Senior Study Portfolio.”  Kummuri, Siva Naga Venkata Santosh Kumar,
Fall, 2005.
CSIS H Harms, Sherri and Hastings, John
Exemplary in all categories. Faculty comment: “Great portfolio!”

None of the 2005 Honors Senior Studies were rated “Not Proficient” in any of the four objectives.  Throughout the four objectives “Proficient” was rated most in objective 1, at 6, and less in objectives 2, 3, and 4, with a total in these last three objectives of 10 total.  By far the most ratings were in the Exemplary category, rating nearly evenly in all four objectives with 10 in Objective 1, 12 in Objective 2, and 13 in each Objectives 3 and 4.

The total number of Honors Senior Studies evaluated was more than the previous year (16 evaluated for 2005, 8 in 2004); yet even given that fact the quality of the 2005 Honors Senior Studies has risen. 
It appears that the data bears out the philosophy, rationale, and purpose of the Honors Senior Study, and, due to continued clarification of information as to the philosophy, rationale, and purpose of this third and capstone level of Honors coursework to faculty and students is showing results.

Indirect Measures: Senior Exit Surveys

To ascertain the general efficacy of the Honors Program for students a Senior Exit Survey is offered to every graduating senior in May, August and December.

Alumni surveys are conducted every three years.  The results are compiled and posted on the UNK Honors Program web page.  The survey consists of nine questions to which students respond from “strongly agree” to “strongly disagree”; commentary is the secondary part of the survey, and is also posted, as is, on the web page and in assessment reports.

Honors Senior Exit Evaluation Results:

The Honors Program at the University of Nebraska at Kearney would like to take this opportunity to learn more about the quality of your experiences as a participant in the program.  We want to use your answers to better provide for future students.  To do that we need to ask you to respond to several statements.  Please mark the response that you think best captures your position.  Do not put your name on this survey.  The anonymity of this instrument is important and we will have the answers typed by clerical support and we will destroy the actual written answers.

Thank you for your assistance.

1. Language skills are highly important in the working world.  With that in mind, how would you react to this statement?
   
   The size and quality of my vocabulary has increased through my involvement in the Honors Program.
   
   Strongly agree _1__
   Agree _3__
   Slightly Agree _4__
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
2. We attempt to provide students with a variety of classroom experiences.  Please react… 
   
   I have experienced diverse subject matter in my Honors general studies courses.
   
   Strongly agree __7_
   Agree _
   Slightly Agree _1__
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
3. Our courses attempt to embrace elements of normative debate.  Please react…
   
   There were many times professors used class time to debate important topics.  Those debates make me think more deeply about issues.
   Strongly agree _4__
   Agree _3__
   Slightly Agree _1__
   Slightly Disagree ___
   Disagree __
   Strongly Disagree ___
    
4. It is important to write well.  Please react…
   
   I have become more adept as a writer and a significant part of my improvement came from work related to my honors courses.
   Strongly agree _2__
   Agree _3__
   Slightly Agree _3__
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
5. Students should develop strong mentoring relationships.  Please react…
   
   The H-option allowed for better mentoring relationships with faculty.
   
   Strongly agree __4_
   Agree __3_
   Slightly Agree _1__
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
6. It is important that the honors environment be conducive to learning, achievement, and participation.  This is not possible if students are attacked or treated unfairly on the basis of gender, race, ethnicity, religion, personal favoritism, or other such factors.  The honors Program is committed to an open and free environment and opposes any element that might create a hostile learning environment.
   
   Please react… (2 PARTS)
   
   I did not experience hostile learning environment caused by my Honors professors.
   
   Strongly agree __6_
   Agree __1_
   Slightly Agree ___
   Slightly Disagree _1__
   Disagree ___
   Strongly Disagree ___
   
   I did not experience hostile learning environment caused by other students in my honors classes.
   
   Strongly agree _3__
   Agree __5_
   Slightly Agree ___
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
7. The Honors program is committed to a positive academic experience.
   
   My Honors Professors worked to establish and preserve learning environments suitable to course objectives and conductive to learning, participation, and achievement.
   Strongly agree _5__
   Agree _3__
   Slightly Agree ___
   Slightly Disagree ___
   Disagree ___
   Strongly Disagree ___
    
8. Community is important to the Honors Program.  Beyond the classroom setting we strive to foster a sense of community.  Please react…  (2 PARTS)
   
   The Honors Housing encouraged a positive sense of community.
   
   Strongly agree _5__
   Agree ___
   Slightly Agree ___
   Slightly Disagree ___
   Disagree _1_
   Strongly Disagree ___
   NOT APPLICABLE __2_
   
   Honors Activities (ice cream socials, pancake feeds, cookouts, volunteer activities, support of others honors students, etc) encouraged a sense of community.
   
   Strongly agree _2__
   Agree _4__
   Slightly Agree _1__
   Slightly Disagree _1__
   Disagree ___
   Strongly Disagree ___
    
9. Scholarship support is important to many honors students.
   
   Please react…
   
   Scholarship support was adequate for me to complete my education.
   
   Strongly agree _6__
   Agree _1__
   Slightly Agree ___
   Slightly Disagree ___
   Disagree _1__
   Strongly Disagree ___
    
10. Proper advising is essential to assure timely and satisfactory completion of a degree.  To that end, we have moved to having students be advised at the department level as honors level.
    
    Please react…
    
    Advising has been thorough and accurate.
    
    Strongly agree _4_
    Agree _2__
    Slightly Agree ___
    Slightly Disagree _1__
    Disagree ___
    Strongly Disagree _1_

PERSONAL DATA
GPA __3.824__________

# OF HOURS per week you worked at a job the last two years at UNK__15.5_____

Please feel free to provide written responses regarding your evaluation of the Honors Program.  Yours answers will be typed by a clerical assistance thereby preserving your anonymity.  Please use the attached sheet to write your comments.  Thank you.

STUDENT COMMENTS 

   The communication between the Honors Program and students that no longer live in Honors housing is Terrible.  When the I-mails began, that was a good step, but a lot of the time it was already too late to help with any thing or participated in many events.  Just because students opt to no longer live in Honors housing doesn’t mean they want excluded. 
   The Honors program did help me to have some good experiences and helped with the expenses, but I do not think it helped much with my schooling or the skills I learned (regarding the questions asked in the survey).

   There could be more events organized that off-campus students could be involved in because mostly everything goes on in the dorms.

   I feel the Honors Program has been a very positive influence on my experience here at UNK.  The friends I made in Randall Hall my freshmen year are friends I still hold very close five years later.  Without the Honors Program, these friendships would have never formed.
   On an academic level, I enjoyed my Honors classes.  It was nice to be in a smaller sized classroom of students who all had positive attitudes towards learning.  I also felt that I got more out of my Honors classes due to the higher order of thinking that was used.
   Overall, I am very grateful I was a member of the Honors Program.

   I would recommend the UNK Honors Program to any incoming student who wishes to commit to higher academics achievement.  Thanks for everything!

   I feel that is has been beneficial for me to be a part of the Honors Program at UNK, and I would recommend this program to other students.  I enjoyed the smaller, more personalized atmosphere in the Honors courses I was enrolled in.  Also, I enjoyed living on the Honors floor (2nd floor Randall) when I was a freshmen.  It was nice to have other students from my classes nearby, and I built many enduring friendships through my interaction with these students (many are still my good friends today).  I believe that the “extra” work involves in the Honors Program is just the right amount – enough to be beneficial, but not so much as to be a burden.  All in all, I had a very pleasant experience in being involves in the Honors Program at UNK, and I will look back on it fondly. 
  PS Dr. Christensen, Longo, and Dr. Davis were all superior in their availability, willingness to help, and overall kindness- I will miss them all. 

Assessment of the Assessment Process

With each successive graduating class, the scope, structure, and guidelines for the Honors Senior Study continue to grow and evolve.  Generally,  planning to assess more randomly sampled Honors Senior Studies may provide more valuable information as to how to further this growth and evolution in order to benefit Honors students even more.

Recommendations: Assessment Process

• Continued clear communication of expectations of the Honors Senior Study/Capstone Course to all faculty each fall semester in the form of narratives explaining the scope, rationale, and philosophy of said Senior studies;
• Clearer advising in the form of conferences with seniors in order to clarify any confusion about the nature, scope, or philosophy of the Senior Study;
• Posting of model Senior Studies on the Honors web page to further facilitate clear expectations of the Honors Senior Study;
• Continual input from the faculty representatives on the Honors Advisory Council to facilitate improvement of the quality of the Honors Senior Studies, as well as to further clarify guidelines for the Senior Study;
• Continued encouragement to faculty to involve and collaborate fully in the selection of courses for Honors Senior Studies via visits or memos to department chairs and/or individual faculty—indeed, to encourage departments to establish firmer guidelines in their departmental expectations of Senior Studies/Capstone courses for their majors;
• As possible outgrowth of the recommendation listed above, to encourage departments to establish their own version(s) of Capstone courses (some UNK departments have already established some sort of senior capstone; many do not currently have such a senior requirement)—to that end, the Honors Senior Study may serve as a model;
• Continued efforts on the part of the Honors Program to establish better understanding by students, faculty, and administration of the purpose, scope, philosophy, and processing procedures of the Honors Senior Study, and to continue to adapt said processing procedure as necessary with changing needs of students, departments, or UNK requirements;
• Establishment and maintenance of a fully catalogued Archive of Honors Senior Studies available to all Honors students to peruse;
• Continued pursuit by Honors Directors to obtain additional resources for possible publication of Honors Senior Studies in the UNK Undergraduate Research Journal, the National Council of Undergraduate Research (including presentation at regional and national conferences of such organizations, both interdisciplinary and disciplinary-specific, as well as at regional and national Honors Council conferences;
• Establishment of an alumni network as a Forum Page on the Honors web page to provide more post-UNK opportunities to undergraduate Honors students within their disciplines utilizing the Honors Senior Study as a truly worthwhile and useful tool, as well as to provide a forum for alumni to network with other UNK Honors Program alumni.