Methodology
To ascertain current student and alumni (involves all students) perspectives on the efficacy of the Honors Program's basic academic objectives, especially as this pertains to the Senior Study or Capstone Course. These surveys were conducted as part of the Academic Program Review, Fall 2003. They will continue to be part of an exit interview process for graduating seniors every December and May, and for alumni every three years.
Current Students Survey Responses (taken from 2003 survey-these responses are selected to focus on H-Options and Senior Studies). [See Current Student Survey Results, and Alumni Survey Results].
Explanation and Summary of Results
The majority of the Senior Studies submitted in the last year fulfill the objectives as outlined in the mission of the Honors Program. It is evident that the collaborative efforts of both students and faculty result in better research and understanding of the ideas in each respective discipline. In most cases, the hands-on nature of certain Senior Studies (especially internships, most notably in the colleges of education and business) provides Honors students with the kind of experience they not only need but crave. Student commentary and responses to survey questions also bear out this fulfilled objective. Positive responses and positive personal commentary far outweigh the occasional negative comment. That is not to say that recommendations are not needed for improvement of the Honors Program with regard to Senior Studies
Recommendations
- Clearer structure of the Senior Study/Capstone Course per guidelines established by the Honors Program Director and Associate Director, in conjunction with the Honors Advisory Council, with additional input from Honors faculty (yet retaining flexibility to accommodate various disciplines' natures and requirements): length, manuscript quality, style guides and documentation, professional presentation, etc.
- Clearer guidelines for Education students, who most often utilize their student teaching experience as the Senior Study: establishment of clear guidelines for a Teaching Portfolio;
- Clearer guidelines for Education students, who most often utilize their student teaching experience as the Senior Study: establishment of clear guidelines for a Teaching Portfolio;
- Deeper faculty involvement/collaboration in the selection of courses for Senior Studies, and establishing guidelines for such;
- Better understanding by students and faculty of the purpose, philosophy, and scope of the Senior Study/Capstone Course;
- More encouragement to pursue, and resources for, possible publication of Senior Studies in the UNK Undergraduate Research Journal, the National Council of Undergraduate Research, and external scholarly publications of all the disciplines
Assessment of the Assessment Process
As an initial Assessment Plan the rubric seems to address all the criteria that will reflect the nature and philosophy of the Senior Study in the UNK Honors Program. Application of this plan for at least one two-year cycle will reveal how well the plan works and what may need to be revised. This initial review has revealed many things, most notably:
- The need to provide more various ways the Senior Study/Capstone Course can be of further benefit to students and to faculty;
- The need for more structure and guidelines so students can gain more from the Senior Study/Capstone Course and provide more valid research;
- The need for more resources to enable Honors students to pursue publication and presentation at scholarly conventions;
- The need to provide clearer, more detailed explanations and rationales for the Senior Study/Capstone Course as a truly valid and worthwhile enterprise.