Cypress College
Special Programs Quality Review Report
Program:
Honors Program
Coordinator: Kathryn Sonne
Names of those participating in the report: Kathryn Sonne, Penny Gabourie, Nina DeMarkey and Santanu
Bandyopadhyay
Date: 1-28-2011
Program Mission:
Please explain the student population served by the program and how it relates to the institutional mission.
The Cypress College Honors Program is designed to encourage talent and ability in highly motivated students
as they begin their academic studies and prepare to transfer to a four-year college or university.
The goals of the Program are to:
■
■
■
■
facilitate the transfer of highly motivated students
attract high achieving high school students to Cypress College
offer a student-oriented program, focused on cultivating the learning process through high quality,
challenging teaching
offer exciting curriculum that relies on faculty innovation and creativity
These program goals connect strongly to the Cypress College institutional mission. The Cypress College
mission statement and the Honors Program both are interested in “providing high quality education for transfer
to four-year institutions”. The Honors Program serves diverse students at Cypress College that are interested in
transferring to 4-year institutions of higher learning.
Program Student Learning Outcomes:
Please provide your program SLOs. If you do not have SLOs, please give a timeline for development of SLOs.
SLO’s:
1. Students will demonstrate satisfaction with the services that the Honors Program provides.
2. After a class presentation in the Honors Program required course of INDS 120H Honors Seminar,
students will report increased knowledge of Honors Program policies and opportunities.
Core Measures:
Following key parameters are used to measure success of the program. Whenever relevant, parameters are
identified that compare measure college-wide performance with program performance (for example, UTAP
may choose Transfer Rate of their program students and compare it with overall College Transfer Rate).
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Measures2
Active
Alumni
Unduplicated students
Enrollments
Retention Rates
Success Rates
Transfer-Level English
Transfer-Level Math
Both Math & English
Transferred to university1
Persistence from semester 1 to 2
Persistence from semester 2 to 3
Other:
Average # of Honors Courses
20
49
86%
84%
16
18
14
0%
100%
95%
21
82
95%
95%
20
14
13
76%
95%
57%
2.0
1.8
Unduplicated students
Enrollments
Retention Rates
Success Rates
Transfer-Level English
Transfer-Level Math
Both Math & English
Persistence from semester 1 to 2
Persistence from semester 2 to 3
Other:
Average # of Honors Courses
24
81
91%
86%
19
17
15
92%
92%
2
28
93%
86%
1
0
0
50%
--
1.7
1.8
Inactive
Fall 2008
0
2
100%
100%
0
0
0
36%
--1.0
Fall 2009
2
2
50%
50%
2
2
2
50%
50%
1.0
Comparison
62
79
80%
61%
36
18
14
51%
71%
53%
62
80
86%
69%
31
19
13
73%
57%
Active
Alumni
Inactive
Comparison
16
61
97%
97%
14
9
9
Spring 2009
6
2
78
3
97%
100%
96%
67%
6
1
5
0
5
0
37
59
75%
68%
27
10
9
88%
94%
100%
100%
70%
60%
1.9
1.8
---
18
89
94%
90%
15
8
7
89%
1.0
Spring 2010
1
0
28
0
96%
-93%
-0
0
1
0
0
0
---
1.6
2.0
58
89
85%
85%
31
17
12
57%
--
Transfer data are from students who took an Honors course in Fall 2007. They were tracked until Fall 2010 to identify whether
they transferred to a four-year university in that time. From the available data, there were 6 active Honors program students, 46
Honors alumni, 11 inactive Honors program students, and 51 students who were not involved in the Honors program.
2
The measures of active, alumni, inactive and comparison reflect the status of the student as of fall 2010.
The data as presented are confusing. They do not accurately reflect the participation in the Honors Program.
First the measures of active, alumni, and inactive students are the designated status of the students as of fall
2010 not in the semesters represented above.
 Active students are those who have been accepted into the Honors Program who were enrolled in
Cypress College in fall 2010.
 Alumni are students who have completed the Honors Program requirements and were no longer enrolled
in Cypress during fall 2010.
 Finally, the inactive students are students who were accepted into the Honors Program but did not
complete the requirements and were not enrolled in Cypress during fall 2010.
Therefore, the students designated as alumni and/or inactive were most likely active students in some of the
previous semesters and the many of the active students may not have been enrolled at all during those
semesters. The comparison group consists of students enrolled in Honors courses that are not members of the
Honors Program.
As presented the numbers are misleading. They are only measuring those students who were actually
enrolled in an Honors class during a particular semester. The Honors Program consists of much more than the
number of students enrolled in Honors classes. Students participate in the Honors Program on various levels.
Some students finish the Program requirements of 18 units in Honors Courses within 2 semesters. While they
continue to be enrolled in Cypress College and participate in the Honors Program activities, the Honors Club
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and service learning, they are no longer taking Honors classes and therefore are not represented in the above
figures. Students who apply for and are accepted into the Honors Program during or after registration may not
have any Honors classes their first semester of participation. The following chart depicts the number of
students who were accepted by the Honors Program and were enrolled in Cypress College during the semesters
listed above.
Fall 2008
136
Spring 2009
152
Fall 2009
134
Spring 2010
130
Also students often try an Honors course and later apply for the Program. Finally, the philosophy of the Honors
Program (voted by PAC) is to be inclusive rather than exclusive so the Honors classes are not restricted to
Honors Program students but are open to all interested students who meet the course prerequisite.
At least some of the data are inaccurate. For example, the data shows that there were only 19 unduplicated
Honors Program students enrolled in Honors classes during spring 2010. However, a comparison of the Honors
class rosters with the Program data base showed that actually there were 70 unduplicated students enrolled in
Honors classes during that semester. Please see Appendix A for a list of these students and their classes. This
finding throws suspect on the numbers from the other semesters.
The data also do not take into consideration the number of Honors courses that are offered in a given semester.
For example, fall 2008 we offered 11 courses, spring 2009 we offered 12 courses, but for fall 2009 and spring
2010 only 10 Honors courses were offered each semester. This limits the number of Honors students that are
able to enroll in these semesters. As a result the overall numbers for these semesters are lower due to a more
limited availability of classes.
Finally, the Honors Program has experienced record growth this year as the following charts will show.
New Honors Students
2008-2009
39
1.
2009-2010
27
2010-2011
811
2009-2010
134
2010-2011
191
As of Feb 1, 2011.
Total # of Honors Program Students
2008-2009
152
The Honors Program accepts applications continuously, so we can expect the 2010-2011 numbers to continue to
grow. In addition, as opportunities for freshman admissions at the California public universities continue to
lessen; this trend is likely to continue for several years. The current number of courses offered will not be able
to serve the increased number of Honors students that we are trying to serve while maintaining on open course
policy and not offering priority registration to Honors students. Thus, the data that shows numbers of students in
Honors courses does not reflect the number of active students in the program.
Budget Trends:
Provide trend information regarding the allocated budget / actual expenditures for the past several years of the
program. Note any special circumstances below the table. The information in this chart will be used in the
following two sections. Please mention reassigned time allocated towards the program. If any resource is
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shared, mention the proportion allocated to the program, for example, if an administrative assistant works 20%
for the program, please clarify it.
Allocated
Actual Expenditures
2007-2008
$28,391.00
$26,574.00
2008-2009
$28,027.00
$26,861.00
2009-2010
$23,086.00
$22,532.00
These figures do not accurately reflect the history of the Honors Program budget. When the program was
created by PAC in 1997 it had a budget of $20,200. This included $10,000 for the director’s reassigned time so
the actual operating budget for the program was $12,200. During the budget problems of 2003/2004 the
operating budget was cut 31%. In 2004/2005 the operating budget was cut an additional 6%. Currently, that
figure has been reduced to $3,161.00 as an operating budget. This figure is intended to cover student field trips,
faculty materials, travel expense, dues for three organizations, supplies and other operating expense such as
sharing the cost of the copy machine located in the Transfer Center. This amount has become woefully
inadequate to offer and maintain the quality of the Honors Program. As addressed in the proposed Goal III a
partial restoration of the budget would include $1500.00 to be used for Honors course faculty directed field trips
and course supplies and $2000.00 to be utilized for faculty and possibly student attendance at the annual
National Collegiate Honors Council Conference. This conference assists in program development and
networking opportunities.
Review Previous Goals and Objectives
Please describe if the goals and objectives identified in the previous review were met or not. Please provide
explanations if the goals were not met. The information in the two tables above, or other information, may be
used as evidence.
Previous Goals and Objectives:
Goal: Improve the function and professionalism of the Honors Office
Objective: Hire a 100% clerical assistant I to be shared 50% with Service Learning.
1.1. Person(s) responsible: Director and Dean
1.2. Timeframe: By the end of fiscal year 2009/2010
1.3. Fiscal resources needed (if not applicable, indicate “NA”): $20,000
This goal was not met due to lack of fiscal resources. Numerous official clerical requests were submitted but
denied due to lack of prioritization. Currently the clerical needs are being met by the Social Science Division
and work study student workers.
Goal: Increase family involvement.
Objective: Institute a Family night to introduce the family members of the Honors students to
the Program requirements.
Objective: Create a family handbook
This goal was not met due to lack of interest from Honors students. In retrospect, this goal diminished the goal
of increasing and encouraging the independence of Honors students as they prepare to transfer. Instead the goal
was altered to include families and student support people in our Honors Program Banquet and Awards Night.
This offered students an opportunity to share the success of their independence and responsibility.
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Goal: Increase Honors Program faculty training and evaluation.
Objective: Create faculty handbook.
Objective: Conduct faculty evaluations.
This goal was successfully met.
Narrative: Strengths and challenges.
Please base this section on the two charts above, in addition to program-specific evidence.
Strengths: Use this section to briefly reflect upon major accomplishments of the program. The narrative
should discuss the implications related to the core measures and compare program performance parameters
with overall college parameters (whenever possible).
The Cypress College Honors Program is a member of the Honors Transfer Council of California (HTCC) which
affords many benefits and privileges for our students. Primary among them are transfer agreements that give
priority consideration for admission to universities such as UCLA, UCI, Chapman University, and Pitzer
College. Students also have the opportunity to attend and present papers at the annual HTCC Student Research
Conference sponsored by UCI. Approximately 25 students attend each year. On average, Cypress College has
three to four student presentations that are chosen each year (5 students will be presenting at the 2011
conference) and published in a UCI publication of conference abstracts. Participants in the Honors Program
also are eligible to apply for HTCC and university scholarships that are only available to Honors Program
students. For example, several Cypress students have received the prestigious UC Regents Scholarship, the
Wasserman and McNair Scholarships at UCLA.
Spring 2009, Cypress College hosted the Honors evaluation site visit from UCLA. As a result of the visit
Cypress College remains a member of the Transfer Alliance Program (TAP) in “good standing”. The visit
required an extensive self study that was submitted to the site visit committee and followed up with a day-long
site visit. The visit included having the team meet separately with the director, counselor, executive vicepresident, dean, president, advisory committee, honors faculty, and a lunch/discussion with Honors students.
The site team gave extensive favorable feedback, “the Cypress College Honors Program benefits from a
dedicated team of administrators and faculty. The team’s laudable level of commitment largely accounts for
many of the enriching opportunities available to students despite modest program resources. Also distinguishing
the honors program at Cypress College are the students themselves, who function as a tightly-knit and
extremely motivated group” (UCLA Site Team).
The Cypress College Honors Program was designed as separate sections of seminar style courses with a limit of
20 students in each class. This configuration supports close academic and social interaction with other highly
motivated students and faculty. The courses are primarily general education and student development courses.
There are Honors sections of classes available in all areas of the Intersegmental General Education Transfer
Curriculum (IGETC) except the Math department. The courses are open to all students who meet the stated
prerequisites. Counselors encourage students to take Honors courses in their major area even if they do not
choose to join the Honors Program.
The college offers between 10 and 12 Honors sections each semester. The number of classes offered depends
largely on the academic divisions and the instructors. The Honors Director provides a suggested class list to the
divisions, but the final decision is made at the division level. Several required courses are offered each
semester. The rest of the courses are rotated to increase the variety of courses available to the students.
The Honors courses are enhanced to include more depth or breadth of information and typically require more
reading, writing and critical thinking. Although the courses are more challenging than non-Honors sections, the
success rate is considerably higher than the college-wide success rate (see chart below).
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Student Success Rate*
Honors Classes
College-wide**
Fall 2008
79.8%
66.0%
Spring 2009
87.6%
66.3%
Fall 2009
88.8%
69.1%
Spring 2010
88.2%
68.2%
* Success rate is defined as the number of students who earn an A, B, C or Cr grade.
** College-wide data extracted from the Cypress College Success and Retention Report Fall 2009 and Fall 2010
Student Retention Rate*
Fall 2008
Honors Classes
87.4%
College-wide**
80.8%
Spring 2009
90.5%
80.7%
Fall 2009
88.8%
83.7%
Spring 2010
90.4%
82%
** College-wide data extracted from the Cypress College Success and Retention Report Fall 2009 and Fall 2010
Cypress College students who complete the Honors Program requirements enjoy an unusually high acceptance
rate to universities. For example, the acceptance rate for UCLA is approximately 40% for the average campus
population. In contrast, the acceptance rate for Honors students averages 87% to 92%. Cypress Honors
students have also been accepted to many other prestigious universities such as UC Berkeley, UCI, USC,
Columbia University and University of Pennsylvania Wharton School of Business, MIT and Notre Dame
University in addition to many California State Universities and independent colleges and universities in
California. Each year several Honors Program students are nominated for Outstanding Graduate of the Year
and several have been selected.
Cypress College students are great leaders. They begin this process by taking on leadership opportunities in the
Honors Club. Many of them excel and go on to lead the campus in Associated Students. The last three AS
Presidents have come from the Honors Club – two were presidents of the club prior to serving in AS.
Leadership is a key element on transfer applications and those opportunities are being offered to our Honors
students with tremendous success.
The Honors Program represents a significant investment by the campus. In return, the Honors Program students
make a significant contribution to the campus and community. In the 2009-2010 academic year, Honors
Program students volunteered 1,249 hours in service to such organizations as the Orange County Food Bank,
the Orange County Registrar’s Office, Habitat for Humanity, Seal Beach Naval Weapons Station Natural
Refuge, The Department of National Parks, Orange County Animal Care, Cesar Chavez Foundation, Paint Your
Heart Out as well as on-campus tutoring, Kindercaminata and Senior Day. Service Learning components are
also available in many of the Honors courses. Students are also well represented in campus organizations such
as Associated Students, Student Activities, Alpha Gamma Sigma, the Chronicle, and campus committees. In
addition, several Honors students work as Supplemental Instruction (SI) facilitators. The Honors Program
students are often called upon to represent Cypress College at campus and community functions. For example,
they have been speakers at Opening Day, Americana and community organizations such as the Key and
Exchange Club. Students also continue to participate in the district Study Abroad Program which continues to
offer Honors versions of the courses in order to facilitate the participation of Honors students.
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Challenges: Please provide any insight into significant challenges or obstacles that may have curtailed the
success of the program. Identify the types of changes necessary for improvement.
Budget cuts prevent us from providing faculty with funds to purchase materials to enhance their courses and
provide field trip opportunities that have been a standard in past years. The cuts have also prevented attendance
at professional conferences that provide innovative ideas for improving the program – many of which have been
successfully incorporated into the program - contacts with transfer institutions, and the opportunity to serve on
national and regional boards due to travel requirements. Budget constraints have also prevented the
incorporation of Phi Theta Kappa - an international honor society that is often associated with Honors
Programs. The Honors Program has long recognized the benefits of establishing a Phi Theta Kappa Chapter at
Cypress College; however, it involves a significant time and budget commitment. Therefore, we have declined
to participate. With additional release time, we could open up this opportunity to Cypress students which would
increase access to scholarships.
Lack of math courses in the honors curriculum has also been an obstacle. This presents a challenge to students
in science, math and engineering majors as it is very difficult to meet their major requirements while completing
the program. We have also had a lack of representation from SEM on our advisory board. We will continue to
meet with SEM Dean and Department Coordinators to rectify this issue. We are also pursuing the development
of an Honors PSY/SOC 161 C which will be another Honors option that meets the general education math
requirement for our students that would not require cooperation from the SEM division.
Lack of priority registration is a challenge for the Honors students. Because Honors courses are open to the
entire campus – the courses often cannot accommodate the needs of the Honors Program students. The limited
number of courses at specific times is a difficult puzzle for students to manage as they try to complete Honors
requirements as well as IGETC and major requirements. The students are very motivated and are attempting to
transfer on the fast track – which is often impossible due to access to necessary courses. In the 2010 Honors
Transfer Council of California (HTCC) poll - 57% of community colleges with Honors Programs offered
priority registration to Honors Program students.
Spring 2009, Cypress College hosted the Honors evaluation site visit from UCLA. Although the site team gave
extensive favorable feedback – they also issued a list of recommendations. Fulfilling these recommendations is
in the best interest of Cypress College due to the transfer agreement between Cypress College and UCLA that
could be at risk. A two-year evaluation of the recommendations will occur during the summer of 2012. So far,
the program has successfully responded to many of the suggestions such as increased connections with EOPS
and DSPS, Phi Theta Kappa research, regularly scheduled meetings with dean, clerical support through division
office in place, Honors web page updated, faculty handbook completed and Flex workshop for Honors faculty
approved, and on campus recruitment increased through faculty recommendation letters and visits to UTAP,
Puente, and Legacy programs. Many of the other suggestions were budget related and appear in the goals of this
document.
Long-range Plan and Objectives
In the following section, identify general goals and specific, measurable objectives your area plans to achieve
within the next three years. Programs should identify 3-5 goals, with at least one goal per year. Goals set for
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next year that require fiscal resources must also be submitted as a Budget Request and Action Plan (separate
form). Identify if the goal is aligned with any of the following plans (provide details):
Educational Master Plan, Student Services Plan, Matriculation Plan, Distance Education Plan,
Student Equity Plan, Technology Plan, Basic Skills Plan
I.
Goal: Increase outreach to high school students, students placing below ENGL 100, DSPS students
and coordinated activities with Puente, Legacy, UTAP students.
Supports plan: Strategic Plan: Direction Four, Goal 1; Strategic Plan: Direction Five, Goal 3
1.
2.
Objective: Create a recruitment video for high school visits, on campus events and for the web
site.
1.1.
Person(s) responsible: Director
1.2.
Timeframe: Spring 2012
1.3.
Fiscal resources needed (if not applicable, indicate “NA”): NA
Objective: Collaborate with Disabled Students and sponsor an event during Disabilities
Awareness Month
2.1.
Person(s) responsible: Director
2.2.
Timeframe: Fall 2011
2.3.
Fiscal resources needed (if not applicable, indicate “NA”): $200.00
3. Objective: Coordinate activities with Puente, Legacy, and UTAP students in order to share
program resources and recruit students that are completing their program into the Honors
Program.
II.
3.1
Person(s) responsible: Director and Counselor
3.2
Timeframe: Spring 2011 – Fall 2012
3.3
Fiscal resources needed (if not applicable, indicate “NA”): $300.00
Goal: Explore new curriculum and contract courses for math and science and engineering students
and expand the number of Honors sections offered each semester.
Supports plan: Strategic Plan: Direction One, Goal 2; Student Equity Plan: Course Completion
(Retention), Transfer; Objective 1.1.___________________________________
1. Objective:
MATH 115 - stand alone course
MATH 150A and MATH 150B - as contract courses
BIO 111, 112, 113 and 114 - as contract courses
CHEM 111A and 111B - as contract courses
PSY/SOC 161C – stand alone course
1.1.
Person(s) responsible: Director and Dean
1.2.
Timeframe: Fall 2011-Spring 2014
1.3.
Fiscal resources needed (if not applicable, indicate “NA”): NA
2. Objective: Increase number of Honors courses offered each semester to accommodate the
explosive growth of the Honors Program.
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III.
2.1
Person(s) responsible: Director and Dean
2.2
Timeframe: Spring 2012 +
2.3
Fiscal resources needed (if not applicable, indicate “NA”): NA
Goal: Increase budget from 3,161.00 to 6,61.00
Supports plan: Strategic Plan: Direction Five, Goal 2
1.
2.
Objective: Make funds available for Honors course field trips and course supplies
1.1.
Person(s) responsible: Director and Dean
1.2.
Timeframe: Fall 2011
1.3.
Fiscal resources needed (if not applicable, indicate “NA”): 1500.00
Objective: Make funds available for faculty and student attendance at National Collegiate
Honors Council Conference
2.1.
Person(s) responsible: Director and Dean
2.2.
Timeframe: Fall 2012
2.3.
Fiscal resources needed (if not applicable, indicate “NA”): 2,000.00
IV. Goal: Establish Priority Registration for Honors Program students
Supports plan: Student Equity Plan: Transfer 1:1, Course Completion 1:2; Strategic Plan: Direction
One, Goal 4.1 and Goal 5
1.
Objective: Take priority registration proposal to Academic Senate
1.1.
Person(s) responsible: Director and Dean
1.2.
Timeframe: Fall 2011
1.3.
Fiscal resources needed (if not applicable, indicate “NA”): NA
Use the above outline format to add additional goals or objectives as necessary.
Reviewed by
President/EVP/VP/Dean/Director/Manager
Reviewer’s comments
Dean, Social Science Division: The Honors Program Director and Counselor have created an excellent Honors
Program with an excellent service learning component for our students. I realized last year that over the last 6
years, I have not devoted the time to work with the Honors Program Director and Counselor that I should have,
and I let them know this and that I would be making a monthly commitment to meet and try to be available
whenever they need my assistance. I believe it has been very productive for us, the program and our students.
We work very well together. In truth, they do all the work, and I just provide a little guidance. We have spent
time analyzing and reviewing what we’re doing well and where we can continue to improve. They have done
an excellent job of quickly implementing suggestions given during the recent UCLA TAP review, and their
goals reflect continued focus and efforts to address other goals/issues as needed. My observation is that the
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Program has been organized and well run and provides many events and educational opportunities for our
students; however, they have could have done a better job of communicating the many good things they’ve been
doing for years to administration, faculty, and students. Efforts in this area have been increased (with more to
come), and I am hearing that they are working. The monthly newsletter is excellent at keeping everyone
informed.
I am concerned about the continued confusion on how to account for how many students the program actually
serves, how many Honors students are actually enrolled in Honors classes, and what financial resources the
program needs to be successful. I hope that this can be cleared up very soon.
Reminder: If fiscal resources are needed for next year’s goals, submit a separate Budget Request and Action Plan for budget unit review.
Appendix A
Unduplicated Count of Honors Students Enrolled in Honors Classes
Spring 2010
Last
Ahmed
Akbar
Akpan
Angus
Arroyo
Atangan
Billings
Bousema
Burns
Chavez
Chen
Cho
Cochran
Corona
Dang
Dimayuga
Ellorin
Gahr
Galicia
Garcia
Gharalbeh
Gonzalez
Gutierrez
Han
Revised SP 10
First
Hira
Fahima
Emem
Sara
Ericka
Andrew
Ryan
Charlene
Alexander
Anthony
Allen
Bo
Evan
Felisha
Tiffany
Lawrence
Channel
Desiree
Jessica
Estella
Nadine
Jessica
Anani
Joanna
Student ID
@01228068
@01190975
@00623131
@01137665
@01264800
@01203101
@01183519
@01246767
@01224262
@01256508
@01274563
@01153065
@01198970
@01199166
@00336583
@01203264
@01254880
@01190083
@01164610
@01162743
@00909233
@01151620
@01252958
@00658069
Class
INDS 120HC
INDS 120HC
ENGL 104HC
INDS 120HC
INDS 120HC
COUN 135HC
MUS 118HC
COUN 160HC
COUN 160HC
ENGL 100HC
ECON 105HC
ECON 105HC
COUN 160HC
ENGL 104HC
ASTR 116HC
ASTR 116HC
ASTR 116HC
ECON 105HC
ASTR 116HC
ECON 105HC
ENGL 100HC
ENGL 104HC
INDS 120HC
ENGL 100HC
CRN #
21325
21325
20956
21325
21325
23090
20878
23307
23307
20930
22992
22992
23307
20956
23298
23298
23298
22992
23298
22992
20930
20956
21325
20930
Page 10 of 12
Heo
Hernandez
Herwees
Higginbotham
Javier
Khan
Khieu
Kim
Kim
Lee
Li
Lopez
Lunde
Luong
Madrigal
Min
Mogilevsky
Moya
Otero
Pan
Park
Peng
Peralta
Peters
Rahimi
Rojas
Ross
Rubio
Saradeth
Saw
Schad
Selassie
Shakeri
Song
Sterger
Talley
Torrico
Torrico
Vankatesh
Vo
Wahid
Wasko
Witham
Wong
Yin
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David
Karina
Tasbeeh
Rebecca
Edward
Kasem
Jason
A Ran
Jenny
Yichen
YiYing
Appollonia
Erik
Tam-Dan
Jesus
Andy
Arthur
Daniel
Luis
Shaun
Daniel
Wei-Sheng
Matthew
Matthew
Sarah
Moises
Tammy
Gabriel
Robinson
Ryan
Christopher
Nicole
Danial
Ji-Eun
Leah
Jonathan
Fiorella
Luis
Arthy
Brian
Altaf
Taylor
April
Cindy
Lucas
@01259298
@01216522
@01219556
@01163977
@01197990
@01215112
@01169412
@01214144
@01250060
@01182259
@01194853
@00838715
@01230146
@01269793
@01203748
@01211646
@00541183
@01204029
@01252217
@00537601
@01156419
@01144197
@01082313
@01211967
@01257409
@01209860
@01276228
@01241019
@01154440
@00578920
@01165549
@00991773
@01205570
@00626579
@01201290
@00963769
@01154475
@01265558
@01199128
@01196817
@01143934
@01230135
@01077048
@01263654
@01217765
ENGL 100HC
MUS 118HC
ASTR 116HC
ECON 105HC
COUN 135HC
SOC 101 HC
COUN 160HC
COUN 160HC
ENGL 104HC
ECON 105HC
ENGL 104HC
COUN 135HC
COUN 160HC
ASTR 116HC
COUN 160HC
ENGL 104HC
INDS 120HC
INDS 120HC
COUN 135HC
ENGL 104HC
INDS 120HC
COUN 135HC
INDS 120HC
ENGL 104HC
ENGL 100HC
ASTR 116HC
SOC 101 HC
COUN 160HC
INDS 120HC
ENGL 100HC
COUN 160HC
ENGL 104HC
ENGL 104HC
ECON 105HC
COUN 160HC
INDS 120HC
SOC 101 HC
ENGL 104HC
ASTR 116HC
COUN 135HC
SOC 101 HC
COUN 135HC
INDS 120HC
ENGL 104HC
INDS 120HC
20930
20878
23298
22992
23090
23917
23307
23307
20956
22992
20956
23090
23307
23298
23307
20956
21325
21325
23090
20956
21325
23090
21325
20956
20930
23298
23917
23307
21325
20930
23307
20956
20956
22992
23307
21325
23917
20956
23298
23090
23917
23090
21325
20956
21325
Page 11 of 12
Yoo
Zarate
Revised SP 10
Min-Young
Manuel
@01214721
@01196826
ECON 105HC
ENGL 104HC
22992
20956
Page 12 of 12